[Solved] DUE 4/10

Assignment Prompt & Instructions

see attached

**files (4)**

– ## CaseStudyAssignmentInstructions1.docx

– ## CaseStudyGradingRubric1.pdf

– ## StateandLocalGovernmentIntergovernmentalRelationshipsPartI.pdf

– Christensen-DeadAliveFederalism-2009.pdf

**## CaseStudyAssignmentInstructions1.docx**

PADM 804

**Case Study Assignment Instructions**

**Instructions**

· Provide a Biblically based support for your analysis

· Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

· All citations and format must be in current APA format

· Include 8 – 10 sources, not including your Biblical analysis

· Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

Below is a chart with each
**Case Study Assignment** and the Module: Week it is due.

| | |
| — | — |
| Case Study: The Supreme Court, Federalism, and Public Administrators Assignment | Module 3: Week 3 |
| Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment | Module 4: Week 4 |
| Case Study: NASA Collaborative Transformation Assignment | Module 5: Week 5 |
| Case Study: Congressional Clean Lakes Task Force Assignment | Module 6: Week 6 |
| Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

**Case Study: The Supreme Court, Federalism, and Public Administrators Assignment**

Christensen and Wise (2009) state,

[t]he U.S. Supreme Court has come to play an important role in articulating that system of rules. The Supreme Court’s federalism decisions are especially important in understanding what powers public managers [must] achieve policy priorities in the current context of devolved government.

For this
**Case Study Assignment,** you will provide a scholarly paper concerning the effect of recent Supreme Court decisions on public administration and federalism.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## CaseStudyGradingRubric1.pdf**

Criteria Ratings Points

Content –
Analysis,
Critique of
Material

30 to >27 pts

Advanced

All elements of the
assigned topic are
substantive, clearly, and
completely addressed in
light of the required page
count. Analyses ow in a
logical and effective
manner, address all
elements of the
assignment thoroughly,
and reach the nuances of
the issues raised.
Complex issues are
navigated with precision,
clarity, and detail.

27 to >24 pts

Proficient

Major elements of the
assigned topic are
discussed in a
meaningful way but
the paper would benet
from additional clarity,
depth, or detail.
Analyses are generally
well constructed.
Complex issues are
recognized.

24 to >0 pts

Developing

Some elements of the
assigned topic are mentioned,
but the discussion is
incomplete, unclear,
superficial, or otherwise does
not meet expectations.
Analyses are general and
lacking in depth. Complex
issues and nuances are
overlooked.

0 pts

Not
Present

30 pts

Content –
Organization

24 to >21 pts

Advanced

The paper is focused and
well organized. The
paper has a clear thesis,
and a clear and
substantive introduction
and conclusion. The
paper eectively uses
headings and
subheadings as
appropriate to focus on
and deepen analyses.

21 to >19 pts

Proficient

The paper is
reasonably well
organized and follows
a logical path from
idea to idea and
section to section. The
paper includes an
adequate introduction
and conclusion.

19 to >0 pts

Developing

The paper is in need of
additional organization and
clarity. Ideas and/or sections of
the paper either do not ow
logically or are in need of
fundamental improvement. The
paper lacks an adequate
introduction and/or conclusion.

0 pts

Not
Present

24 pts

Content –
Critique,
Evaluation,
Synthesis,
and
Adequate
Use of
Sources

30 to >27 pts

Advanced

Sources, concepts, and
ideas are critically
evaluated and
synthesized in a manner
that moves beyond
restatement and makes a
valuable contribution to
the assigned topic.

27 to >24 pts

Proficient

Sources are used
correctly and support
the paper’s analyses
and conclusions.
Concepts and ideas
are understood and
linked in a reasonable
way that supports the
paper’s conclusions.
Paper reflects a good
familiarity with the
major ideas but would
benet from greater
critique, evaluation,
and synthesis.

24 to >0 pts

Developing

Some sources are used but
are not critically evaluated
and/or not used in an effective
manner. The paper would
benet from more substantive
use of sources, more
appropriate reliance on
sources, and/or better skill in
evaluating, synthesizing, or
applying ideas, concepts, or
sources.

0 pts

Not
Present

30 pts

Case Study Grading Rubric | PADM804_D02_202620

Criteria Ratings Points

Structure –
Mechanics

13 to >11 pts

Advanced

No grammar, spelling, or
punctuation errors are
present. The writing style
is precise and the word
choice is appropriate.
The Paper is 8-10 pages.

11 to >10 pts

Proficient

Few grammar,
spelling, or
punctuation errors are
present. Writing is
sufficient and word
choice is adequate.
The Paper is 6–8
pages.

10 to >0 pts

Developing

Several grammar, spelling, or
punctuation errors are present.
The writing style is
understandable but could be
improved. Word choice is
generally good. The Paper
does not meet the length
requirement.

0 pts

Not
Present

13 pts

Structure –
Current APA
Format
Elements

13 to >11 pts

Advanced

Citations and format are
in the current APA style.
The title page,
references, etc. are
correctly formatted.
Paper is double-spaced
with 1-inch margins and
written in 12-point Times
New Roman font. The
paper is properly
formatted and of high
quality.

11 to >10 pts

Proficient

Citations and format
are in the current APA
style with few errors.
Title page, references,
etc. are present with
few errors. The Paper
is double-spaced with
1-inch margins and
written in 12-point
Times New Roman
font. The paper is
properly formatted and
of acceptable quality.

10 to >0 pts

Developing

Citations and format are in the
current APA style, though
several errors are present. Title
page, references, etc., are
included, though numerous
errors are present. The Paper
is double-spaced, but the
margins or fonts are incorrect.
The paper is acceptably
formatted.

0 pts

Not
Present

13 pts

Structure –
Research
Elements

10 to >9 pts

Advanced

High-quality primary and
secondary sources are
used in a mature and
effective manner.
Research effectively
incorporates multiple
nuanced viewpoints of
complex issues. At least
8-10 sources are used, in
addition to the course text
and the Bible. A complete
and accurate references
list is provided.
Arguments are correctly
and effectively supported
by research.

9 to >7 pts

Proficient

Primary and
secondary sources of
acceptable and
appropriate nature and
quality are used.
Research reflects
multiple viewpoints of
complex issues. At
least 6–8 sources are
used, in addition to the
course text and the
Bible. A complete and
accurate references
list is provided.
Arguments are
acceptably supported
by research.

7 to >0 pts

Developing

Fewer than 4 primary and
secondary sources of
acceptable and appropriate
nature and quality are used.
Research does not reflect
multiple viewpoints of complex
issues. An incomplete or
inaccurate references list is
provided. Arguments are only
tangentially supported by
research. Arguments
incorporate research, but often
include or rely upon personal
opinion without appropriate
support. Sources are used
inappropriately at times.

0 pts

Not
Present

10 pts

Total Points: 120

Case Study Grading Rubric | PADM804_D02_202620

**## StateandLocalGovernmentIntergovernmentalRelationshipsPartI.pdf**

State and Local Government
Intergovernmental
Relationships: Part I

1

Introduction
• State and local government responsible for

policies — education, trash collection,
transportation, water and sewer,…

• State governments are similar but much
different from federal government.

• Local governments established by states
to handle local policy concerns.

2

Introduction Continued
• Subnational Governments:

• State and local governments — revitalization
and diversity since 960’s.

• States more active in policymaking.
• States remain diverse in populations and

policies.

3

Understanding State and Local
Governments

• Democracy at the Subnational Level
• States allow local governments to manage

local problems in an open manner.
• Lack of voter participation and coordination

among local governments as well as
competition for business and industry.

4

Understanding State and Local
Governments

• The Scope of Subnational Government
• State and local governments growing faster

than federal government.
• Some states have sunset legislation mandates

review of agency programs for continuation.
• Some local governments better at policy than

their states and become innovators at
problem resolution.

5

The Evolution of State
and Local Governments

• Governing in U.S. by multiple authorities
working together and in conflict.
• In 1776, the thirteen colonial governments

became states tied together in a loose
confederation under the Articles.

• Unified into a federal system in the late 1780s to
address weakness of confederative model.

• States create and determine powers of local
governments.

6

The Evolution Continued
• In 1962, the Supreme Court forced the

states to redistrict and become more
representative of the states’ population. In
Baker v. Carr, the Court applied the 14th

Amendment's Equal Protection Clause to
voters.
• The ruling of “one man, one vote” required

legislatures redistrict with an equal number of
constituents in each.

7

The Evolution Continued
• During 1960s and 1970s, federal government

increased responsibilities of states and locals

• Federal programs for poverty, urban renewal,
and environmental quality became
administered by states and locals.

8

The Evolution Continued
• In 1990s, state and local governments more

valuable in federalism.
• States, cities, and counties becoming

program innovators and mutually
cooperating to increase economic growth.

• Governors become important national
actors. State legislators, county officials, city
managers, and other officials now travel
internationally.

9

Grassroots Power and Politics
• Most small towns have a local dynasty–some

big towns have them, too.
• State and local politics more personal, non-

partisan, and issue-oriented than at federal
level.

• Grassroots politics includes influence of local
elites, local issues, local news media, and issue-
specific organizations to enact laws and make
policy.

10

State Governments
• The primary responsibilities of state governments

are:
• education
• public health
• transportation
• economic development
• criminal justice
• licensing/regulation professions (teachers, social workers,

doctors, lawyers, barbers/stylists, architects, etc.)
• States more active in welfare and environmental

issues on their own and as administrators of
national programs.

11

12

Source: Bowman and Kearney, 2017

State Constitutions
• Each state has its own unique constitution.
• They are subordinate to the U.S. Constitution.
• State constitutions have more detail about

specific policies.
• Specific interests work to protect their issues

in the constitutions since it is harder to
amend them.

13

State Constitutions
• Amending State Constitutions

• Few states rewrite their constitutions.
• States often use “cut and paste” by only

updating few sections of Constitution.
• State’s legislature proposes constitutional

amendment and then it is put to a vote in an
election.

• Some states allow citizen initiatives.

14

State Constitutions
• State constitutions limit powers of state

governments.
• After Civil War, Southern states were forced

to draft new constitutions acceptable to
North. New constitutions gave powers to
former slaves and disenfranchised the
traditional elites.

• After Reconstruction, Southern states
adopted newer constitutions providing for
weak governments.

15

State Constitutions
• Western states chose weak governments.
• Western states allow voters to enact

legislation through initiatives and recall
elections to remove officials from office.

• Strengthen state governments to manage
critical issues.

• Lengthen terms of states’ governors with
more oversight on spending.

• Legislatures full-time, better pay, and courts
strengthened.

16

Executives and Legislatures
• Local governments have some or all of

these decision-making positions:
• Elected executive: mayor, village president.
• Elected council or commission: city council,

city commission, city board, county board,
county council, school board,

• Appointed manager: city manager, city
administrator, county administrator, county
manager, school superintendent.

17

Governors
• Governors are chief executive officers of

states with policymaking, budgetary, and
ceremonial roles.
• Propose budget
• Veto authority
• Appointment powers
• Power to pardon
• Commute sentences, grant parole, and extradite

18

Governors and the
Executive Branch

• The Job of Governor
• Expected to fulfill many duties, some formal, some not
• Much diversity in level of formal powers
• 42 governors have a line-item veto—veto only parts

of a bill
• Today’s governors use “personal powers” to help

accomplish their policy goals.
• Public support, character, and leadership style

19

Governors and the
Executive Branch

20

Governors and the Executive Branch
• Other Executive Officers

• Many other state executives are elected separately from the
governor.

• Major state executives include:
• Lieutenant Governor—second-highest executive official

in state governments. In Georgia, serves as Senate
President.

• Attorney General—state’s legal counsel
• State Treasurer—manager of state’s bank accounts
• Secretary of State—elections and record-keeping
• Auditor—financial comptroller
• Insurance Commissioner

21

State Legislatures
• General Information:

• Generally, operate like Congress
• Have become more professional:

• longer sessions—44 state legislatures have
annual sessions

• higher salaries
• more staff for each one and staff for

committees
• Some feel it is against the idea of a “citizen

legislature” favored by public

22

State Legislatures

23

State Legislatures
• All states except Nebraska have bicameral

legislatures.
• By 1999, twenty states limited the number of terms a

legislator could serve. The limits range from six to
twelve years.

• State legislatures are still primarily part-time bodies.
There is abundant turnover–over 25% of seats each
election.

24

Direct Democracy
• Direct initiative: Voters place proposal on ballot

and enact it into law without involving the
legislature or the governor.

• Indirect initiative: Legislature places proposal
on ballot and allows voters to enact it into law
without involving the legislature or the
governor.

25

Direct Democracy
• Direct democracy: government controlled

directly by the citizens

• Methods of citizen control of the Government:
• Initiative: proposed changes to laws be put on the

ballot if enough signatures are collected
• Referendum: voters approve or disapprove state

legislation
• Recall: voters may vote someone out of office

26

– State and Local Government Intergovernmental Relationships: Part I
– Introduction
– Introduction Continued
– Understanding State and Local Governments
– Understanding State and Local Governments
– The Evolution of State �and Local Governments
– The Evolution Continued
– The Evolution Continued
– The Evolution Continued
– Grassroots Power and Politics
– State Governments
– Slide Number 12
– State Constitutions
– State Constitutions
– State Constitutions
– State Constitutions
– Executives and Legislatures
– Governors
– Governors and the�Executive Branch
– Governors and the�Executive Branch
– Governors and the Executive Branch
– State Legislatures
– State Legislatures
– State Legislatures
– Direct Democracy
– Direct Democracy

**Christensen-DeadAliveFederalism-2009.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/christensen-deadalivefederalism-2009-pdf)

**Christensen-DeadAliveFederalism-2009.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/christensen-deadalivefederalism-2009-pdf)

**## CaseStudyAssignmentInstructions1.docx**

PADM 804

**Case Study Assignment Instructions**

**Instructions**

· Provide a Biblically based support for your analysis

· Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

· All citations and format must be in current APA format

· Include 8 – 10 sources, not including your Biblical analysis

· Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

Below is a chart with each
**Case Study Assignment** and the Module: Week it is due.

| | |
| — | — |
| Case Study: The Supreme Court, Federalism, and Public Administrators Assignment | Module 3: Week 3 |
| Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment | Module 4: Week 4 |
| Case Study: NASA Collaborative Transformation Assignment | Module 5: Week 5 |
| Case Study: Congressional Clean Lakes Task Force Assignment | Module 6: Week 6 |
| Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

**Case Study: The Supreme Court, Federalism, and Public Administrators Assignment**

Christensen and Wise (2009) state,

[t]he U.S. Supreme Court has come to play an important role in articulating that system of rules. The Supreme Court’s federalism decisions are especially important in understanding what powers public managers [must] achieve policy priorities in the current context of devolved government.

For this
**Case Study Assignment,** you will provide a scholarly paper concerning the effect of recent Supreme Court decisions on public administration and federalism.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## CaseStudyGradingRubric1.pdf**

Criteria Ratings Points

Content –
Analysis,
Critique of
Material

30 to >27 pts

Advanced

All elements of the
assigned topic are
substantive, clearly, and
completely addressed in
light of the required page
count. Analyses ow in a
logical and effective
manner, address all
elements of the
assignment thoroughly,
and reach the nuances of
the issues raised.
Complex issues are
navigated with precision,
clarity, and detail.

27 to >24 pts

Proficient

Major elements of the
assigned topic are
discussed in a
meaningful way but
the paper would benet
from additional clarity,
depth, or detail.
Analyses are generally
well constructed.
Complex issues are
recognized.

24 to >0 pts

Developing

Some elements of the
assigned topic are mentioned,
but the discussion is
incomplete, unclear,
superficial, or otherwise does
not meet expectations.
Analyses are general and
lacking in depth. Complex
issues and nuances are
overlooked.

0 pts

Not
Present

30 pts

Content –
Organization

24 to >21 pts

Advanced

The paper is focused and
well organized. The
paper has a clear thesis,
and a clear and
substantive introduction
and conclusion. The
paper eectively uses
headings and
subheadings as
appropriate to focus on
and deepen analyses.

21 to >19 pts

Proficient

The paper is
reasonably well
organized and follows
a logical path from
idea to idea and
section to section. The
paper includes an
adequate introduction
and conclusion.

19 to >0 pts

Developing

The paper is in need of
additional organization and
clarity. Ideas and/or sections of
the paper either do not ow
logically or are in need of
fundamental improvement. The
paper lacks an adequate
introduction and/or conclusion.

0 pts

Not
Present

24 pts

Content –
Critique,
Evaluation,
Synthesis,
and
Adequate
Use of
Sources

30 to >27 pts

Advanced

Sources, concepts, and
ideas are critically
evaluated and
synthesized in a manner
that moves beyond
restatement and makes a
valuable contribution to
the assigned topic.

27 to >24 pts

Proficient

Sources are used
correctly and support
the paper’s analyses
and conclusions.
Concepts and ideas
are understood and
linked in a reasonable
way that supports the
paper’s conclusions.
Paper reflects a good
familiarity with the
major ideas but would
benet from greater
critique, evaluation,
and synthesis.

24 to >0 pts

Developing

Some sources are used but
are not critically evaluated
and/or not used in an effective
manner. The paper would
benet from more substantive
use of sources, more
appropriate reliance on
sources, and/or better skill in
evaluating, synthesizing, or
applying ideas, concepts, or
sources.

0 pts

Not
Present

30 pts

Case Study Grading Rubric | PADM804_D02_202620

Criteria Ratings Points

Structure –
Mechanics

13 to >11 pts

Advanced

No grammar, spelling, or
punctuation errors are
present. The writing style
is precise and the word
choice is appropriate.
The Paper is 8-10 pages.

11 to >10 pts

Proficient

Few grammar,
spelling, or
punctuation errors are
present. Writing is
sufficient and word
choice is adequate.
The Paper is 6–8
pages.

10 to >0 pts

Developing

Several grammar, spelling, or
punctuation errors are present.
The writing style is
understandable but could be
improved. Word choice is
generally good. The Paper
does not meet the length
requirement.

0 pts

Not
Present

13 pts

Structure –
Current APA
Format
Elements

13 to >11 pts

Advanced

Citations and format are
in the current APA style.
The title page,
references, etc. are
correctly formatted.
Paper is double-spaced
with 1-inch margins and
written in 12-point Times
New Roman font. The
paper is properly
formatted and of high
quality.

11 to >10 pts

Proficient

Citations and format
are in the current APA
style with few errors.
Title page, references,
etc. are present with
few errors. The Paper
is double-spaced with
1-inch margins and
written in 12-point
Times New Roman
font. The paper is
properly formatted and
of acceptable quality.

10 to >0 pts

Developing

Citations and format are in the
current APA style, though
several errors are present. Title
page, references, etc., are
included, though numerous
errors are present. The Paper
is double-spaced, but the
margins or fonts are incorrect.
The paper is acceptably
formatted.

0 pts

Not
Present

13 pts

Structure –
Research
Elements

10 to >9 pts

Advanced

High-quality primary and
secondary sources are
used in a mature and
effective manner.
Research effectively
incorporates multiple
nuanced viewpoints of
complex issues. At least
8-10 sources are used, in
addition to the course text
and the Bible. A complete
and accurate references
list is provided.
Arguments are correctly
and effectively supported
by research.

9 to >7 pts

Proficient

Primary and
secondary sources of
acceptable and
appropriate nature and
quality are used.
Research reflects
multiple viewpoints of
complex issues. At
least 6–8 sources are
used, in addition to the
course text and the
Bible. A complete and
accurate references
list is provided.
Arguments are
acceptably supported
by research.

7 to >0 pts

Developing

Fewer than 4 primary and
secondary sources of
acceptable and appropriate
nature and quality are used.
Research does not reflect
multiple viewpoints of complex
issues. An incomplete or
inaccurate references list is
provided. Arguments are only
tangentially supported by
research. Arguments
incorporate research, but often
include or rely upon personal
opinion without appropriate
support. Sources are used
inappropriately at times.

0 pts

Not
Present

10 pts

Total Points: 120

Case Study Grading Rubric | PADM804_D02_202620

**## StateandLocalGovernmentIntergovernmentalRelationshipsPartI.pdf**

State and Local Government
Intergovernmental
Relationships: Part I

1

Introduction
• State and local government responsible for

policies — education, trash collection,
transportation, water and sewer,…

• State governments are similar but much
different from federal government.

• Local governments established by states
to handle local policy concerns.

2

Introduction Continued
• Subnational Governments:

• State and local governments — revitalization
and diversity since 960’s.

• States more active in policymaking.
• States remain diverse in populations and

policies.

3

Understanding State and Local
Governments

• Democracy at the Subnational Level
• States allow local governments to manage

local problems in an open manner.
• Lack of voter participation and coordination

among local governments as well as
competition for business and industry.

4

Understanding State and Local
Governments

• The Scope of Subnational Government
• State and local governments growing faster

than federal government.
• Some states have sunset legislation mandates

review of agency programs for continuation.
• Some local governments better at policy than

their states and become innovators at
problem resolution.

5

The Evolution of State
and Local Governments

• Governing in U.S. by multiple authorities
working together and in conflict.
• In 1776, the thirteen colonial governments

became states tied together in a loose
confederation under the Articles.

• Unified into a federal system in the late 1780s to
address weakness of confederative model.

• States create and determine powers of local
governments.

6

The Evolution Continued
• In 1962, the Supreme Court forced the

states to redistrict and become more
representative of the states’ population. In
Baker v. Carr, the Court applied the 14th

Amendment's Equal Protection Clause to
voters.
• The ruling of “one man, one vote” required

legislatures redistrict with an equal number of
constituents in each.

7

The Evolution Continued
• During 1960s and 1970s, federal government

increased responsibilities of states and locals

• Federal programs for poverty, urban renewal,
and environmental quality became
administered by states and locals.

8

The Evolution Continued
• In 1990s, state and local governments more

valuable in federalism.
• States, cities, and counties becoming

program innovators and mutually
cooperating to increase economic growth.

• Governors become important national
actors. State legislators, county officials, city
managers, and other officials now travel
internationally.

9

Grassroots Power and Politics
• Most small towns have a local dynasty–some

big towns have them, too.
• State and local politics more personal, non-

partisan, and issue-oriented than at federal
level.

• Grassroots politics includes influence of local
elites, local issues, local news media, and issue-
specific organizations to enact laws and make
policy.

10

State Governments
• The primary responsibilities of state governments

are:
• education
• public health
• transportation
• economic development
• criminal justice
• licensing/regulation professions (teachers, social workers,

doctors, lawyers, barbers/stylists, architects, etc.)
• States more active in welfare and environmental

issues on their own and as administrators of
national programs.

11

12

Source: Bowman and Kearney, 2017

State Constitutions
• Each state has its own unique constitution.
• They are subordinate to the U.S. Constitution.
• State constitutions have more detail about

specific policies.
• Specific interests work to protect their issues

in the constitutions since it is harder to
amend them.

13

State Constitutions
• Amending State Constitutions

• Few states rewrite their constitutions.
• States often use “cut and paste” by only

updating few sections of Constitution.
• State’s legislature proposes constitutional

amendment and then it is put to a vote in an
election.

• Some states allow citizen initiatives.

14

State Constitutions
• State constitutions limit powers of state

governments.
• After Civil War, Southern states were forced

to draft new constitutions acceptable to
North. New constitutions gave powers to
former slaves and disenfranchised the
traditional elites.

• After Reconstruction, Southern states
adopted newer constitutions providing for
weak governments.

15

State Constitutions
• Western states chose weak governments.
• Western states allow voters to enact

legislation through initiatives and recall
elections to remove officials from office.

• Strengthen state governments to manage
critical issues.

• Lengthen terms of states’ governors with
more oversight on spending.

• Legislatures full-time, better pay, and courts
strengthened.

16

Executives and Legislatures
• Local governments have some or all of

these decision-making positions:
• Elected executive: mayor, village president.
• Elected council or commission: city council,

city commission, city board, county board,
county council, school board,

• Appointed manager: city manager, city
administrator, county administrator, county
manager, school superintendent.

17

Governors
• Governors are chief executive officers of

states with policymaking, budgetary, and
ceremonial roles.
• Propose budget
• Veto authority
• Appointment powers
• Power to pardon
• Commute sentences, grant parole, and extradite

18

Governors and the
Executive Branch

• The Job of Governor
• Expected to fulfill many duties, some formal, some not
• Much diversity in level of formal powers
• 42 governors have a line-item veto—veto only parts

of a bill
• Today’s governors use “personal powers” to help

accomplish their policy goals.
• Public support, character, and leadership style

19

Governors and the
Executive Branch

20

Governors and the Executive Branch
• Other Executive Officers

• Many other state executives are elected separately from the
governor.

• Major state executives include:
• Lieutenant Governor—second-highest executive official

in state governments. In Georgia, serves as Senate
President.

• Attorney General—state’s legal counsel
• State Treasurer—manager of state’s bank accounts
• Secretary of State—elections and record-keeping
• Auditor—financial comptroller
• Insurance Commissioner

21

State Legislatures
• General Information:

• Generally, operate like Congress
• Have become more professional:

• longer sessions—44 state legislatures have
annual sessions

• higher salaries
• more staff for each one and staff for

committees
• Some feel it is against the idea of a “citizen

legislature” favored by public

22

State Legislatures

23

State Legislatures
• All states except Nebraska have bicameral

legislatures.
• By 1999, twenty states limited the number of terms a

legislator could serve. The limits range from six to
twelve years.

• State legislatures are still primarily part-time bodies.
There is abundant turnover–over 25% of seats each
election.

24

Direct Democracy
• Direct initiative: Voters place proposal on ballot

and enact it into law without involving the
legislature or the governor.

• Indirect initiative: Legislature places proposal
on ballot and allows voters to enact it into law
without involving the legislature or the
governor.

25

Direct Democracy
• Direct democracy: government controlled

directly by the citizens

• Methods of citizen control of the Government:
• Initiative: proposed changes to laws be put on the

ballot if enough signatures are collected
• Referendum: voters approve or disapprove state

legislation
• Recall: voters may vote someone out of office

26

– State and Local Government Intergovernmental Relationships: Part I
– Introduction
– Introduction Continued
– Understanding State and Local Governments
– Understanding State and Local Governments
– The Evolution of State �and Local Governments
– The Evolution Continued
– The Evolution Continued
– The Evolution Continued
– Grassroots Power and Politics
– State Governments
– Slide Number 12
– State Constitutions
– State Constitutions
– State Constitutions
– State Constitutions
– Executives and Legislatures
– Governors
– Governors and the�Executive Branch
– Governors and the�Executive Branch
– Governors and the Executive Branch
– State Legislatures
– State Legislatures
– State Legislatures
– Direct Democracy
– Direct Democracy

**Christensen-DeadAliveFederalism-2009.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/christensen-deadalivefederalism-2009-pdf)

**## CaseStudyAssignmentInstructions1.docx**

PADM 804

**Case Study Assignment Instructions**

**Instructions**

· Provide a Biblically based support for your analysis

· Sources must be derived from Read items assigned for the Module: Week in which the Case Study is assigned, peer-reviewed journal articles, and your independent research.

· All citations and format must be in current APA format

· Include 8 – 10 sources, not including your Biblical analysis

· Double-spaced, with 1-inch margins, written in 12-point Times New Roman font.

Below is a chart with each
**Case Study Assignment** and the Module: Week it is due.

| | |
| — | — |
| Case Study: The Supreme Court, Federalism, and Public Administrators Assignment | Module 3: Week 3 |
| Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment | Module 4: Week 4 |
| Case Study: NASA Collaborative Transformation Assignment | Module 5: Week 5 |
| Case Study: Congressional Clean Lakes Task Force Assignment | Module 6: Week 6 |
| Case Study: Federal/State/Local Collaboration Networks in Disasters Assignment | Module 7: Week 7 |

**Case Study: The Supreme Court, Federalism, and Public Administrators Assignment**

Christensen and Wise (2009) state,

[t]he U.S. Supreme Court has come to play an important role in articulating that system of rules. The Supreme Court’s federalism decisions are especially important in understanding what powers public managers [must] achieve policy priorities in the current context of devolved government.

For this
**Case Study Assignment,** you will provide a scholarly paper concerning the effect of recent Supreme Court decisions on public administration and federalism.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## CaseStudyGradingRubric1.pdf**

Criteria Ratings Points

Content –
Analysis,
Critique of
Material

30 to >27 pts

Advanced

All elements of the
assigned topic are
substantive, clearly, and
completely addressed in
light of the required page
count. Analyses ow in a
logical and effective
manner, address all
elements of the
assignment thoroughly,
and reach the nuances of
the issues raised.
Complex issues are
navigated with precision,
clarity, and detail.

27 to >24 pts

Proficient

Major elements of the
assigned topic are
discussed in a
meaningful way but
the paper would benet
from additional clarity,
depth, or detail.
Analyses are generally
well constructed.
Complex issues are
recognized.

24 to >0 pts

Developing

Some elements of the
assigned topic are mentioned,
but the discussion is
incomplete, unclear,
superficial, or otherwise does
not meet expectations.
Analyses are general and
lacking in depth. Complex
issues and nuances are
overlooked.

0 pts

Not
Present

30 pts

Content –
Organization

24 to >21 pts

Advanced

The paper is focused and
well organized. The
paper has a clear thesis,
and a clear and
substantive introduction
and conclusion. The
paper eectively uses
headings and
subheadings as
appropriate to focus on
and deepen analyses.

21 to >19 pts

Proficient

The paper is
reasonably well
organized and follows
a logical path from
idea to idea and
section to section. The
paper includes an
adequate introduction
and conclusion.

19 to >0 pts

Developing

The paper is in need of
additional organization and
clarity. Ideas and/or sections of
the paper either do not ow
logically or are in need of
fundamental improvement. The
paper lacks an adequate
introduction and/or conclusion.

0 pts

Not
Present

24 pts

Content –
Critique,
Evaluation,
Synthesis,
and
Adequate
Use of
Sources

30 to >27 pts

Advanced

Sources, concepts, and
ideas are critically
evaluated and
synthesized in a manner
that moves beyond
restatement and makes a
valuable contribution to
the assigned topic.

27 to >24 pts

Proficient

Sources are used
correctly and support
the paper’s analyses
and conclusions.
Concepts and ideas
are understood and
linked in a reasonable
way that supports the
paper’s conclusions.
Paper reflects a good
familiarity with the
major ideas but would
benet from greater
critique, evaluation,
and synthesis.

24 to >0 pts

Developing

Some sources are used but
are not critically evaluated
and/or not used in an effective
manner. The paper would
benet from more substantive
use of sources, more
appropriate reliance on
sources, and/or better skill in
evaluating, synthesizing, or
applying ideas, concepts, or
sources.

0 pts

Not
Present

30 pts

Case Study Grading Rubric | PADM804_D02_202620

Criteria Ratings Points

Structure –
Mechanics

13 to >11 pts

Advanced

No grammar, spelling, or
punctuation errors are
present. The writing style
is precise and the word
choice is appropriate.
The Paper is 8-10 pages.

11 to >10 pts

Proficient

Few grammar,
spelling, or
punctuation errors are
present. Writing is
sufficient and word
choice is adequate.
The Paper is 6–8
pages.

10 to >0 pts

Developing

Several grammar, spelling, or
punctuation errors are present.
The writing style is
understandable but could be
improved. Word choice is
generally good. The Paper
does not meet the length
requirement.

0 pts

Not
Present

13 pts

Structure –
Current APA
Format
Elements

13 to >11 pts

Advanced

Citations and format are
in the current APA style.
The title page,
references, etc. are
correctly formatted.
Paper is double-spaced
with 1-inch margins and
written in 12-point Times
New Roman font. The
paper is properly
formatted and of high
quality.

11 to >10 pts

Proficient

Citations and format
are in the current APA
style with few errors.
Title page, references,
etc. are present with
few errors. The Paper
is double-spaced with
1-inch margins and
written in 12-point
Times New Roman
font. The paper is
properly formatted and
of acceptable quality.

10 to >0 pts

Developing

Citations and format are in the
current APA style, though
several errors are present. Title
page, references, etc., are
included, though numerous
errors are present. The Paper
is double-spaced, but the
margins or fonts are incorrect.
The paper is acceptably
formatted.

0 pts

Not
Present

13 pts

Structure –
Research
Elements

10 to >9 pts

Advanced

High-quality primary and
secondary sources are
used in a mature and
effective manner.
Research effectively
incorporates multiple
nuanced viewpoints of
complex issues. At least
8-10 sources are used, in
addition to the course text
and the Bible. A complete
and accurate references
list is provided.
Arguments are correctly
and effectively supported
by research.

9 to >7 pts

Proficient

Primary and
secondary sources of
acceptable and
appropriate nature and
quality are used.
Research reflects
multiple viewpoints of
complex issues. At
least 6–8 sources are
used, in addition to the
course text and the
Bible. A complete and
accurate references
list is provided.
Arguments are
acceptably supported
by research.

7 to >0 pts

Developing

Fewer than 4 primary and
secondary sources of
acceptable and appropriate
nature and quality are used.
Research does not reflect
multiple viewpoints of complex
issues. An incomplete or
inaccurate references list is
provided. Arguments are only
tangentially supported by
research. Arguments
incorporate research, but often
include or rely upon personal
opinion without appropriate
support. Sources are used
inappropriately at times.

0 pts

Not
Present

10 pts

Total Points: 120

Case Study Grading Rubric | PADM804_D02_202620

**## StateandLocalGovernmentIntergovernmentalRelationshipsPartI.pdf**

State and Local Government
Intergovernmental
Relationships: Part I

1

Introduction
• State and local government responsible for

policies — education, trash collection,
transportation, water and sewer,…

• State governments are similar but much
different from federal government.

• Local governments established by states
to handle local policy concerns.

2

Introduction Continued
• Subnational Governments:

• State and local governments — revitalization
and diversity since 960’s.

• States more active in policymaking.
• States remain diverse in populations and

policies.

3

Understanding State and Local
Governments

• Democracy at the Subnational Level
• States allow local governments to manage

local problems in an open manner.
• Lack of voter participation and coordination

among local governments as well as
competition for business and industry.

4

Understanding State and Local
Governments

• The Scope of Subnational Government
• State and local governments growing faster

than federal government.
• Some states have sunset legislation mandates

review of agency programs for continuation.
• Some local governments better at policy than

their states and become innovators at
problem resolution.

5

The Evolution of State
and Local Governments

• Governing in U.S. by multiple authorities
working together and in conflict.
• In 1776, the thirteen colonial governments

became states tied together in a loose
confederation under the Articles.

• Unified into a federal system in the late 1780s to
address weakness of confederative model.

• States create and determine powers of local
governments.

6

The Evolution Continued
• In 1962, the Supreme Court forced the

states to redistrict and become more
representative of the states’ population. In
Baker v. Carr, the Court applied the 14th

Amendment's Equal Protection Clause to
voters.
• The ruling of “one man, one vote” required

legislatures redistrict with an equal number of
constituents in each.

7

The Evolution Continued
• During 1960s and 1970s, federal government

increased responsibilities of states and locals

• Federal programs for poverty, urban renewal,
and environmental quality became
administered by states and locals.

8

The Evolution Continued
• In 1990s, state and local governments more

valuable in federalism.
• States, cities, and counties becoming

program innovators and mutually
cooperating to increase economic growth.

• Governors become important national
actors. State legislators, county officials, city
managers, and other officials now travel
internationally.

9

Grassroots Power and Politics
• Most small towns have a local dynasty–some

big towns have them, too.
• State and local politics more personal, non-

partisan, and issue-oriented than at federal
level.

• Grassroots politics includes influence of local
elites, local issues, local news media, and issue-
specific organizations to enact laws and make
policy.

10

State Governments
• The primary responsibilities of state governments

are:
• education
• public health
• transportation
• economic development
• criminal justice
• licensing/regulation professions (teachers, social workers,

doctors, lawyers, barbers/stylists, architects, etc.)
• States more active in welfare and environmental

issues on their own and as administrators of
national programs.

11

12

Source: Bowman and Kearney, 2017

State Constitutions
• Each state has its own unique constitution.
• They are subordinate to the U.S. Constitution.
• State constitutions have more detail about

specific policies.
• Specific interests work to protect their issues

in the constitutions since it is harder to
amend them.

13

State Constitutions
• Amending State Constitutions

• Few states rewrite their constitutions.
• States often use “cut and paste” by only

updating few sections of Constitution.
• State’s legislature proposes constitutional

amendment and then it is put to a vote in an
election.

• Some states allow citizen initiatives.

14

State Constitutions
• State constitutions limit powers of state

governments.
• After Civil War, Southern states were forced

to draft new constitutions acceptable to
North. New constitutions gave powers to
former slaves and disenfranchised the
traditional elites.

• After Reconstruction, Southern states
adopted newer constitutions providing for
weak governments.

15

State Constitutions
• Western states chose weak governments.
• Western states allow voters to enact

legislation through initiatives and recall
elections to remove officials from office.

• Strengthen state governments to manage
critical issues.

• Lengthen terms of states’ governors with
more oversight on spending.

• Legislatures full-time, better pay, and courts
strengthened.

16

Executives and Legislatures
• Local governments have some or all of

these decision-making positions:
• Elected executive: mayor, village president.
• Elected council or commission: city council,

city commission, city board, county board,
county council, school board,

• Appointed manager: city manager, city
administrator, county administrator, county
manager, school superintendent.

17

Governors
• Governors are chief executive officers of

states with policymaking, budgetary, and
ceremonial roles.
• Propose budget
• Veto authority
• Appointment powers
• Power to pardon
• Commute sentences, grant parole, and extradite

18

Governors and the
Executive Branch

• The Job of Governor
• Expected to fulfill many duties, some formal, some not
• Much diversity in level of formal powers
• 42 governors have a line-item veto—veto only parts

of a bill
• Today’s governors use “personal powers” to help

accomplish their policy goals.
• Public support, character, and leadership style

19

Governors and the
Executive Branch

20

Governors and the Executive Branch
• Other Executive Officers

• Many other state executives are elected separately from the
governor.

• Major state executives include:
• Lieutenant Governor—second-highest executive official

in state governments. In Georgia, serves as Senate
President.

• Attorney General—state’s legal counsel
• State Treasurer—manager of state’s bank accounts
• Secretary of State—elections and record-keeping
• Auditor—financial comptroller
• Insurance Commissioner

21

State Legislatures
• General Information:

• Generally, operate like Congress
• Have become more professional:

• longer sessions—44 state legislatures have
annual sessions

• higher salaries
• more staff for each one and staff for

committees
• Some feel it is against the idea of a “citizen

legislature” favored by public

22

State Legislatures

23

State Legislatures
• All states except Nebraska have bicameral

legislatures.
• By 1999, twenty states limited the number of terms a

legislator could serve. The limits range from six to
twelve years.

• State legislatures are still primarily part-time bodies.
There is abundant turnover–over 25% of seats each
election.

24

Direct Democracy
• Direct initiative: Voters place proposal on ballot

and enact it into law without involving the
legislature or the governor.

• Indirect initiative: Legislature places proposal
on ballot and allows voters to enact it into law
without involving the legislature or the
governor.

25

Direct Democracy
• Direct democracy: government controlled

directly by the citizens

• Methods of citizen control of the Government:
• Initiative: proposed changes to laws be put on the

ballot if enough signatures are collected
• Referendum: voters approve or disapprove state

legislation
• Recall: voters may vote someone out of office

26

– State and Local Government Intergovernmental Relationships: Part I
– Introduction
– Introduction Continued
– Understanding State and Local Governments
– Understanding State and Local Governments
– The Evolution of State �and Local Governments
– The Evolution Continued
– The Evolution Continued
– The Evolution Continued
– Grassroots Power and Politics
– State Governments
– Slide Number 12
– State Constitutions
– State Constitutions
– State Constitutions
– State Constitutions
– Executives and Legislatures
– Governors
– Governors and the�Executive Branch
– Governors and the�Executive Branch
– Governors and the Executive Branch
– State Legislatures
– State Legislatures
– State Legislatures
– Direct Democracy
– Direct Democracy

**Christensen-DeadAliveFederalism-2009.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/christensen-deadalivefederalism-2009-pdf)