International Politics GNED2010

Assignment and Exam Dates

Blog assignment (date to be determined)  20%

Mid-term examination (week of Oct. 16-23)                                   25%

Discussion board (each week from Sept. 11 to Dec. 4)                 15%

Online Symposium (week of Dec. 4-11)                                         10%

Final exam (week of Dec. 11-18)                                                    30%

Required Textbook

Taylor, Philip M.  Munitions of the Mind: A History of Propaganda from the Ancient

     World to the Present Day (Manchester University Press, 2003).

Recommended readings:

Alleyne, Mark D.  Global Lies? : Propaganda, the UN and World Order (Palgrave

Macmillan, 2003).

Arndt, Richard J.  The First Resort Of Kings: American Cultural Diplomacy In The

     Twentieth Century (Potomac Books, 2005).

Baum, Matthew.  Soft News Goes to War: Public Opinion and American Foreign Policy in

     the New Media Age (Princeton, N.J.: Princeton University Press, 2003).

Melissen, Jan.  The New Public Diplomacy : Soft Power in International Relations

(Palgrave Macmillan, 2005).

Riordan, Shaun.  The New Diplomacy (Polity Press, 2002).

Rugh, William A.  Engaging the Arab and Islamic Worlds Through Public Diplomacy (The

Public Diplomacy Council, 2004).

Rutherford, Paul.  Weapons of Mass Persuasion: Marketing the War Against Iraq

(University of Toronto Press, 2004).

Taleb, B.A.  The Bewildered Herd: Media Coverage of International Conflicts & Public

     Opinion (iUniverse, Inc., 2004).

International Politics GNED 2010

Course Dates: Sept. – Dec. 2017

Dr. Michael Dartnell University Partnership Centre

Georgian College Online Course Via Blackboard Office: C310E. Office hrs.: by appointment. E-Mail: Michael.Dartnell@GeorgianCollege.ca This course looks at international politics in relation to media and frames this relationship as fundamental to how global politics function and are perceived. The term “media” is broadly defined in the course and can include the Internet and portable devices, radio, books, television, painting, photography and other practices. The focus is an examination of the ways in which we get information about international politics and asking “how we know” about events that occur at a distance. The approach used here is historical and examines how media have been used in conflict from (mainly Western) antiquity to the present-day. Class discussion concentrates on how persuasion and ideas have been used in politics in the past and today with any eye to pinpointing differences and similarities between types of issues and successes/failures. The online version of this course is delivered via Blackboard. Some of the assignments and interactions have been modified to suit the medium. Students will achieve the same learning outcomes and objectives in the online and in-class versions of this course. The normal course week begins on Monday and ends on Sunday at 11:59 p.m. The course outline and a brief introduction will be available on Sept. 6 and the discussions on Monday, Sept. 11.

Evaluation and Grades

Blog assignment (date to be determined) 20% Mid-term examination (week of Oct. 16-23) 25% Discussion board (each week from Sept. 11 to Dec. 4) 15% Online Symposium (week of Dec. 4-11) 10% Final exam (week of Dec. 11-18) 30% “A” (80%-100%) grades indicate excellent work, superior knowledge of a subject area or outstanding presentation of material (i.e.: fully researched, strong grasp of subject matter and articulate critical perspective). “B” (70%-79%) indicates high or very good level with room to improve in some or all areas. “C” (60%-69%) indicates adequate performance and need for serious concentration on improvement. “D” (50%-59%) indicates poor performance, inadequate knowledge

 

 

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and substandard presentation. “D” signals need for urgent attention to performance. “F” (below 50%) is failure and applies to non-completion of assignments or entirely inadequate performance. In this course, “A” and “F” are rare since entirely excellent or disastrous performances are difficult to achieve. In all assignments, the goal is excellence. Achieving excellence is demonstrating knowledge of area literature, ability to use terms and concepts introduced in the course, articulation of a substantively critical perspective, and strong oral and written expression.

Blog assignment

The blog assignment is an opportunity to present your thoughts and ideas on a theme in politics that interests you. Using the blogging tool in Blackboard, you can choose to blog on an internationally-related topic of your choice. In your blog, you will identify an issue, explain why or how it is relevant to international politics, and outline why raising the issue in a course is important. You need to make your case in 500 – 750 words. Links and images can be used, but will not enhance your grade, which is focused on your writing. The blog should include three (3) questions for thought or reflection that are raised by the issue you identify. Due Date: Individual blog due dates will be scheduled and posted on the BB “Announcements” page after the second week of the course.

Mid-term Exam

A mid-term exam worth 25% of your final grade will be held during the week of Oct. 16-23, 2017. Students can expect an essay-format exam that allows them to discuss the themes in the course. The exam will cover all materials discussed online and covered in the course readings until that date. Date: Week of Oct. 16-23, 2017.

Discussion Board

The Discussion Board is how you integrate the course theory with your own thinking. The activity is worth 15% of your final grade and provides an opportunity to test out your understanding of materials and issues on an on-going (weekly) basis. Located at the bottom of weekly folders, you will find a link to the discussion board. Each week features several questions from which you can choose. Select only one question. After reflection, post a message of 150-300 words in which you explain your own perspective on the topic with reference to the weekly notes and readings. Your post should be thoughtful, highlight your abilities for critical thinking, and provide credible evidence to support your opinions (using the online resources provided below is one way to provide credible comments). Posting videos from Youtube or articles from other sources is not acceptable for this assignment.

 

 

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In addition, you are required to read some of your classmates’ discussion postings and reply to one of them in a thoughtful way (50-100 words). A statement of simple agreement or any evaluator comment is not an adequate reply. The discussion board and questions will become available for you each week. Do not attempt to race ahead of the week and be careful not to fall behind. BB records your login times. By sharing our interests in this way, we are creating a collective learning experience that will extend beyond the online classroom by sparking broader interest or debate. Date: ongoing each week from Sept. 11 to Dec. 4, 2017.

Online Symposium

In the last week of the course, you must post one message for the Online Symposium in the portal provided in the last week of notes. Your post must include the following: 1) state whether you participated in all discussion board sessions (if not, state which ones you missed and explain why it was missed); 2) state whether all of your discussion board contributions were over 150 words (and if they were not, explain why); 3) provide evidence that your posts displayed thoughtfulness, critical thinking, either supported or refuted select course ideas, and used credible sources and citations. You can do this by copying and pasting one example from one of your posts as an illustration (be sure to include the week number of the original post). Choose your best post. 4) state whether you responded to at least one classmate’s post for each week of the discussion board posts (and explain why you did not if you did not). Show one example of a reply to a classmate. By answering the above questions, you are building an argument for your grade. Your responses will be reviewed with reference to your posts in BB using the discussion board. Date: week of Dec. 4-11, 2017

Final Exam

The final exam is worth 30% of your final grade and will be held online during the week of Dec. 11-18, 2017. During this week, students can individually select a three-hour window that best suits them. The final exam will have essay-format questions that allow discussion of the themes in the course. The exam will cover all materials discussed in the course and readings. Exam: week of Dec. 11-18, 2017.

 

 

 

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No late assignments will be accepted.

* If it is not clear to you what is expected in the online symposium, bibliography assignment, blog or exams, please contact me directly by email. Do not wait until the

day on which the assignment is due (or the evening before)!

Note that all students are responsible for logging into BB. A doctor’s note or acceptable evidence of your inability to login is required for more than two (2) missed weeks.

Missing weeks without acceptable evidence will result in a grade reduction. Note that many assignments are linked to the weeks of the course.

Course Text

The course text is a mandatory part of the course. You will need to have the book in order to participate on the Discussion Board as well as write the mid-term and final exams, which together account for 70% of your grade. Taylor, Philip M. Munitions of the Mind: A History of Propaganda from the Ancient World to the Present Day (Manchester University Press, 2003). Additional required readings may be added during the term at my discretion. Also Recommended: Alleyne, Mark D. Global Lies? : Propaganda, the UN and World Order (Palgrave Macmillan, 2003). Arndt, Richard J. The First Resort Of Kings: American Cultural Diplomacy In The Twentieth Century (Potomac Books, 2005). Baum, Matthew. Soft News Goes to War: Public Opinion and American Foreign Policy in the New Media Age (Princeton, N.J.: Princeton University Press, 2003). Melissen, Jan. The New Public Diplomacy : Soft Power in International Relations (Palgrave Macmillan, 2005). Riordan, Shaun. The New Diplomacy (Polity Press, 2002). Rugh, William A. Engaging the Arab and Islamic Worlds Through Public Diplomacy (The Public Diplomacy Council, 2004). Rutherford, Paul. Weapons of Mass Persuasion: Marketing the War Against Iraq (University of Toronto Press, 2004). Taleb, B.A. The Bewildered Herd: Media Coverage of International Conflicts & Public Opinion (iUniverse, Inc., 2004). Online resources: Political Science and Social Science American Political Science Association (APSA), <http://www.apsanet.org/>. Canadian Political Science Association (CPSA), <http://www.cpsa-acsp.ca/>. Carnegie Endowment for International Peace, <http://www.ceip.org/>. Federation of American Scientists, <http://www.fas.org/> Institute for Social Research (University of Michigan), <http://www.isr.umich.edu/>.

 

 

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International Association of Social Science Information Service and Technology (IASSIST), <http://datalib.library.ualberta.ca/iassist/>. International Research and Exchanges Board (IREX), <http://www.irex.org/>. Inter-University Consortium for Political and Social Research, <https://www.icpsr.umich.edu/ICPSR/index.html>. Political Resources on the Net, <http://www.politicalresources.net/>. Research Resources in the Social Sciences, <http://www.researchresources.net/>. Social Science Data Archives – Europe, <http://www.nsd.uib.no/nsd/english/index.html>. Social Science Information Gateway (SOSIG), <http://sosig.esrc.bris.ac.uk/>. Social Science Virtual Library, <http://www.dialogical.net/socialsciences/index.html>. The WWW Virtual Library – International Affairs Resources, <http://www.etown.edu/vl/intldev.html>. Media BBC News, <http://news.bbc.co.uk>. CBC News, < http://www.cbc.ca/news/>. The Financial Times, <http://www.ft.com/>. France 2, <http://www.france2.fr>. The Globe and Mail, <http://www.globeandmail.ca/>. The Guardian, <http://www.guardianunlimited.co.uk>. Irish Times, <http://www.ireland.com/>. Libération, <http://www.liberation.com> Le Monde, <http://www.lemonde.fr/>. New York Times, <http://www.nytimes.com/>. Radio Canada, <http://www.radio-canada.ca/>. The Times (London), <http://www.the-times.co.uk/>. Wall Street Journal, <http://update.wsj.com>. Governments (foreign affairs) Canadian Department Foreign Affairs and International Trade, <http://www.dfait-maeci.gc.ca/>. Brazilian Ministry of External Relations, <http://www.mre.gov.br/ingles/index.htm>. British Foreign and Commonwealth Office, <http://www.fco.gov.uk>. Ministry of Foreign Affairs of the People’s Republic of China, <http://www.fmprc.gov.cn/eng/default.htm>. French Foreign Ministry (Ministère des Affaires étrangères), <http://www.france.diplomatie.fr>. German Federal Foreign Office, <http://www.auswaertiges-amt.de/>. Indian Ministry of External Affairs, <http://meaindia.nic.in/imihome.htm>. Ministry of Foreign Affairs of the Russian Federation, <http://www.mid.ru/>. South African Dept. of Foreign Affairs, <http://www.dfa.gov.za/>. US Department of State, <http://www.state.gov/>. International and Regional Organizations Asia-Pacific Economic Cooperation (APEC), <http://www.apecsec.org.sg/>.

 

 

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Association of Southeast Asian Nations (ASEAN), <http://www.asean.or.id/>. CARICOM (Caribbean Community), <http://www.caricom.org/>. The European Union (EU), <http://europa.eu.int/>. EU institutions and policies: Common Foreign and Security Policy (CFSP), <http://europa.eu.int/pol/cfsp/index_en.htm>. Council of the EU, <http://ue.eu.int/en/summ.htm>. Court of Justice <http://curia.eu.int/en/index.htm>. European Central Bank <http://www.ecb.int/>. European Commission <http://europa.eu.int/comm/index_en.htm>. European Parliament, <http://www.europarl.eu.int/home/default_en.htm>. EU Satellite Centre, <http://www.eusc.org/>. International Labour Organization, <http://www.ilo.org> International Monetary Fund (IMF), <http://www.imf.org/>. NAFTA Secretariat, < http://www.nafta-sec-alena.org/DefaultSite/index.html >. NATO Website, <http://www.nato.int>. Organization for Economic Cooperation and Development (OECD), <http://www.oecd.org>. United Nations, <http://www.un.org> and its institutions: Security Council, <http://www.un.org/Docs/sc/>. Secretary General, <http://www.un.org/News/ossg/sg/index.shtml>. General Assembly, <http://www.un.org/ga/58/>. UN Conference on Trade and Development (UNCTAD), <http://www.unctad.org/>. UN Dag Hammerskjöld Library <http://www.un.org/Depts/dhl/>. UN Documentation – Research Guide <http://www.un.org/Depts/dhl/resguide/>. World Bank, <http://www.worldbank.org/>. World Trade Organization, <http://www.wto.org/>. Global Stock Markets Bourse de Paris (Euronext), <http://www.euronext.com/fr/>. Dubai Internationall Financial Exchange, <http://www.difx.ae/>. Frankfurt Stock Exchange (Deutsche Börse Group), <http://deutsche-boerse.com/dbag/dispatch/en/kir/gdb_navigation/home>. Hong Kong Stock Exchange, <http://www.hkex.com.hk/>. Johannesburg Stock Exchange, <http://www.jse.co.za/>. London Stock Exchange, <http://www.londonstockexchange.com/>. Moscow Central Stock Exchange, <http://www.re.ru/>. National Stock Exchange of India, <http://www.nseindia.com/>. New York Stock Exchange, <http://www.nyse.com/>. Singapore Exchange Ltd., <http://www.ses.com.sg/>. Tokyo Stock Exchange, <http://www.tse.or.jp/english/>. Human Rights Issues and Documents Canadian Charter of Rights and Freedoms, <http://laws.justice.gc.ca/en/charter/>. Convention on the Prevention and Punishment of the Crime of Genocide,

 

 

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Approved and proposed for signature and ratification or accession by General Assembly resolution 260 A (III) of 9 December 1948, entry into force 12 January 1951, in accordance with article XIII, <http://www.hrweb.org/legal/genocide.html>. Declaration of the Rights of Man and of the Citizen, Approved by the National Assembly of France, August 26, 1789, <http://www.hrcr.org/docs/frenchdec.html>. Human Rights Watch, <http://www.hrw.org/>. INCORE guide to Internet sources on Human Rights, <http://www.incore.ulst.ac.uk/cds/themes/humanrights.html>. International Campaign to Ban Landmines, <http://www.icbl.org/>. International Criminal Tribunal for the Former Yugoslavia (ICTY), <http://www.un.org/icty/>. International Helsinki Federation for Human Rights, <http://www.ihf-hr.org/>. US Bill of Rights, <http://www.archives.gov/national_archives_experience/charters/bill _of_rights_transcript.html >. United Nations Educational, Scientific and Cultural Organization (UNESCO), <http://www.unesco.org>. UN High Commissioner for Human Rights (UNHCHR), <http://www.unhchr.ch>. UN High Commissioner for Refugees (UNHCR), <http://www.unhcr.ch/cgi-bin/texis/vtx/home>. Universal Declaration of Human Rights, Adopted and proclaimed by General Assembly resolution 217 A (III) of 10 December 1948, <http://www.unhchr.ch/udhr/index.htm>. UN Division for the Advancement of Women, <http://www.un.org/womenwatch/daw/>. Journals and Reviews Canadian Foreign Policy Journal, <http://www.carleton.ca/npsia/cfpj/>. Critique internationale, <http://www.ceri-sciencespo.com/cerifr/publica/critique/criti.htm>. Environmental Politics, <http://www.frankcass.com/jnls/ep.htm>. Foreign Affairs, <http://www.foreignaffairs.org/>. Global Review of Ethnopolitics, <http://www.ethnopolitics.org/>. International Organization, <http://titles.cambridge.org/journals/journal_catalogue.asp?mnemon ic=INO>. International Studies Quarterly, < http://www.isq.unt.edu/>. Journal of Strategic Studies, <http://www.frankcass.com/jnls/jss.htm>. Millennium: Journal of International Studies, < http://www.lse.ac.uk/Depts/intrel/millenn/>. Le Monde diplomatique, <http://www.monde-diplomatique>. New Political Economy, <http://www.tandf.co.uk/journals/titles/13563467.asp>. Review of International Political Economy, <http://www.susx.ac.uk/Units/IRPol/RIPE/>. Review of International Studies, <http://titles.cambridge.org/journals/journal_catalogue.asp?historyli

 

 

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nks=ALPHA&mnemonic=RIS>. Revue internationale de politique comparée, <http://ripc.spri.ucl.ac.be/>. Revue française de science politique, < http://www.afsp.msh-paris.fr/publi/rfsp/rfsp.html >. Revue de recherche et d’études universitaires en science politique, <http://www.er.uqam.ca/nobel/globe/>. Revue politique et sociétés, <http://www.erudit.org/revue/ps/>. Revue Suisse de science politique, <http://www.spsr.ch/>. Security Studies, <http://www.frankcass.com/jnls/ss.htm>. World Politics, <http://www.wws.princeton.edu/~cis/worldpolitics.html>. Research Papers “Counteracting Hate Radio”, Radio Netherlands, <http://www2.rnw.nl/rnw/en/features/media/dossiers/hateintro.html >. Des Forges, Alison. Leave None to Tell the Story: Genocide in Rwanda (New York: Human Rights Watch, 1999), <http://www.hrw.org/reports/1999/rwanda/>. Onadipe, Abiodun and David Lord. “African Media and Conflict”, Conciliation Resources (accessed Jan. 2005) <http://www.c-r.org/resources/occasional-papers/african-media-and- conflict.php>. “People feel loyal to computers”, BBC News, April 24, 2004 <http://news.bbc.co.uk/2/hi/technology/3625911.stm>. Zelizer, Barbie. “Death in Wartime: Photographs and the ‘Other War’ in Afghanistan”, The Joan Shorenstein Center on the Press, Politics and Public Policy, Kennedy School of Government, Harvard University (May 2005): < http://www.ksg.harvard.edu/presspol/research_publications/papers.htm>. Research Institutes Institute of Communications Studies, University of Leeds, <http://ics.leeds.ac.uk/>. Public Diplomacy.org, <http://www.publicdiplomacy.org/>. Polls on U.S. Public Attitudes – < http://www.pollingreport.com/>. Remember: <Michael.Dartnell@GeorgianCollege.ca> is a fast and effective way to get in touch with me.

Outline Introduction – Sept. 6 1. Sept. 11 – 18 – War and Persuasion Taylor, Introduction, pp. 1-16. 2. Sept. 18 – 25 – Propaganda in the Ancient World Taylor, Part 1, pp. 19-48.

 

 

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Sept. 18, 2017 is the last day to add, drop or withdraw in most programs and courses in order to receive a refund.

3. Sept. 25 – Oct. 2 – Print and Gunpowder Taylor, chaps. 9-11, pp. 87-101. 4. Oct. 2 – 9 – Print and Gunpowder (cont’d) Taylor, chaps. 12-13, pp. 102-116. 5. Oct. 9 – 16 – Print, Gunpowder and Absolutism Taylor, chaps. 14-15, pp. 117-126.

Oct. 16 – 23: Mid-term Exam

Oct. 23 – 27 – Reading Week 6. Oct. 30 – Nov. 6 – Understanding Work and the Digital Economy Film: “Genius of the Modern World: Karl Marx”. <http://www.dailymotion.com/video/x4kwc1t>. Article: Ben Tarnoff, “Silicon Valley siphons our data like oil. But the deepest drilling has just begun”, The Guardian, Aug. 23, 2017. < https://www.theguardian.com/world/2017/aug/23/silicon-valley-big-data-extraction- amazon-whole-foods-facebook >. 7. Nov. 6 – 13 – Revolution and Persuasion Taylor, chaps. 16-17, pp. 129-144. 8. Nov. 13 – 20 – Persuasion and the Rise of Modernity Taylor, chaps. 18-19, pp. 145-170.

Nov. 15, 2017 is the last day to withdraw from most programs and courses. 9. Nov. 20 – 27 – The “Forgotten” First World War Taylor, chaps. 20-22, pp. 173-197. 10. Nov. 27 – Dec. 4 – Into the Televisual Age Taylor, chaps. 23-24, pp. 208-282. 11. Dec. 4 – 11 – Symposium.

 

 

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Final Exam – week of Dec. 11-18, 2017

Judicial review is

For multiple choice questions, make sure your answer is clearly indicated. I recommend using the ‘text highlight color’ function in Word to highlight-mark your choice. [It usually has a default setting to yellow highlighting and can be found in the Home tab on the left upper side of the screen.] For short answer questions, please write using complete sentences with correct spelling, grammar, and punctuation. If you use an assigned document or book, cite the work using any style you prefer (but make sure you include the author and page number in the citation). You can use quotations, but I prefer you to AVOID using quotations unless necessary. (I want your answers in your own words rather than a quotation.)

Multiple Choice: Select the best answer for each question. Indicate your answer in a consistent manner. I recommend using the ‘Text Highlight Color’ function in Word (usually found in the Home tab at the top of a Word document; usually a yellow underline button on top left of the menu). (2 points each)

1. Judicial review is

a. The practice of a common law court determining the wisdom of a statutory law

b. The practice of a court determining the constitutionality of a statute or other state-sanctioned act/practice

c. The practice of a legislature reviewing a court’s decisions to determine their constitutionality

d. The practice of the executive branch reviewing the qualifications of a potential nominee to the Supreme Court.

2. The predecessor to the U.S. Constitution was

a. The Bill of Rights

b. The Magna Charta

c. The Federalist Papers

d. The Articles of Confederation

3. Which jurisprudential theory contends that the Constitution’s meaning changes over time in order to reflect the constantly changing needs of society?

__________________________________

4. Article VI of the U.S. Constitution contains a clause that provides for a hierarchy of legal authority, wherein the Constitution trumps conflicting federal laws, and federal laws trump conflicting state laws. What is this constitutional clause called?

__________________________________

5. What case does the Bork/Troy article identify as the real “turning point” in commerce clause jurisprudence?

a. Gibbons v. Ogden

b. McCulloch v. Maryland

c. Champion v. Ames

d. Wickard v. Filburn

6. An existing legal standard, to which a court looks for guidance when making a determination of a legal question is called a

a. Precedent

b. Ex post facto law

c. Regulatory law

d. None of the above

7. Article I of the U.S. Constitution creates what institution?

_____________________________

8. Article III of the U.S. Constitution created all federal courts.

True False

9. In Federalist No. 10 Madison argues that the existence of factions is generally beneficial for society.

True False

10. The Federalist Papers were authored by

______________________________

______________________________

______________________________

11. How many justices total are on the current U.S. Supreme Court?

______________

12. The division of sovereignty in the American system, where power is divided between the state and national governments, is known as

______________________

13. Article I, Section 8 of the U.S. Constitution enumerates the ________________ of Congress.

14. The Federalist Papers provided arguments

a. Favoring the Constitution

b. Opposing the Constitution

c. Advocating amendments to the Constitution

d. None of the above

15. Under the U.S. Constitution, senators serve terms of _________ years.

16. Under the U.S. Constitution, the Presidency is the only office elected through this institution: _____________________________

17. The U.S. Constitution assigns the President what role in the legislative process?

18. In the hierarchy of legal authority established under the U.S. Constitution, which prevails?

a. A federal statute over a contrary state law

b. A state law over a contrary federal statute

c. A federal regulation over a contrary federal statute

d. A municipal ordinance over a contrary state law

19. Which article of the U.S. Constitution created the Supreme Court?

20. Which entities play a constitutional role in the formation of treaties?

a. President and House of Representatives

b. President and Senate

c. President alone

d. House and Senate alone

21. The U.S. Supreme Court is able to review state supreme court decisions that involve federal or constitutional issues.

True  False

22. The intermediate courts of appeal in the federal system are called

a. Superior Courts of Appeal

b. Circuit Courts of Appeal

c. Federal Courts of First Instance

d. Appellate Division Courts

23. The federal trial court is called

a. District court

b. Superior court

c. Municipal court

d. Standard court

24. Federalist No. 78 is concerned with what branch of government?

25. In Wickard v. Filburn, how did the Supreme Court define commerce? (Only a one-sentence answer is needed.)

26. Wickard v. Filburn limited congressional power under the commerce clause.

True False

27. The Civil Rights Act of 1964 was enacted under the Commerce Clause power.

True  False

28. Under the Commerce Clause, Congress may regulate:

a. The use of the channels of interstate commerce

b. The “instrumentalities” (for example, vehicles) used in interstate commerce

c. Activities that substantially affect interstate commerce

d. None of the above

e. All of the above

29. Under National Federation of Indep. Bus. v. Sebelius (2012), the Court struck down the Medicaid expansion provision because

a. Congress had threatened to deprive states of Medicaid funding if they failed to abide by the expanded program

b. Congress had exceeded its Commerce Clause power

c. Congress had exceeded its Tax Clause power

d. None of the above

30. The authors of the text on drones argue that states should have the control over all drone activities.

True False

31. In National Federation of Indep. Bus. v. Sebelius (2012), Chief Justice Roberts wrote an opinion that supports the position that the Commerce Clause does not allow Congress to require individuals to engage in commerce.

True False

32. Which constitutional clause was cited in the majority opinion of National Federation of Indep. Bus. v. Sebelius (2012) as the basis for Congress’s power to enact the “individual mandate” provision of the Affordable Care Act?

a. Commerce Clause

b. Tax Clause

c. Spending Clause

d. Necessary and Proper Clause

33. In Chevron v. NRDC (1984) the practice of _________ was at issue.

a. Delegation of authority to agencies

b. Federal agencies interpreting statutes

c. Judicial deference to agency interpretations of statutes

d. All of the above

34. In the American federal system agencies are staffed by

a. Political appointees

b. Technocrats

c. Career employees

d. All of the above

35. In Chevron the Court held

a. Regardless of the intent of Congress the Court will always defer to an agency’s interpretation of a statute

b. If the statute is silent or ambiguous, then the Court must determine whether the agency has rendered a permissible construction of the statute

c. The Court will never defer to an agency’s interpretation of a statute

d. None of the above

36. Woodrow Wilson and Progressives argued for _______________ to play a significant role in government policymaking.

37. Which position does Charles Cooper likely support?

a. Overturning Chevron v. NRDC

b. Increasing federal agencies’ regulatory powers

c. Having the Supreme Court play a reduced role in reviewing agency decision-making

d. Decreasing the agency oversight role of Congress

38. Environmental law presents a problem well suited to federal responses because

a. Pollution and animals migrate irrespective of state boundaries

b. The U.S. Constitution designates environmental problems as exclusively federal

c. The states lack state constitutional power to respond to environmental problems

d. None of the above

39. Most federal environmental laws are likely premised upon what U.S. Constitutional provision?

a. Tax clause

b. Spending clause

c. Commerce clause

d. Presentation clause

e. Stewardship clause

40. Gwen Arnold contends the real cause of the problems between the EPA and the Corps of Engineers was

a. The concept of cooperative federalism

b. The Congress gave both agencies legal authority over wetlands

c. The agencies were staffed with very ideologically different administrators

d. The President failed to appoint permanent senior personnel to each agency

41. Judicial review is

a. The determination by a court of whether a statute has been properly applied to facts

b. The determination by a court of whether a state law violates a federal treaty

c. The determination by a court of whether a statute or regulation violates a constitutional provision

d. The determination by a court of whether a state law has been preempted by a federal law

42. The President nominates federal judges and the ________________ decides whether to confirm the nomination.

43. The Chevron v. NRDC case demonstrates

a. Congress rarely delegates policy-making to agencies

b. The federal agencies are integral to the lawmaking function of American federal government

c. The Supreme Court usually overrules agency interpretations

d. None of the above

44. If the federal government were to enact a standard for wetland management that only applied to all states west of the Rockies, what argument might those states make in federal court against such a standard? (Give a one-sentence answer.)

45. The theory of originalism is best summarized as:

a. Constitutional and statutory provisions must be interpreted according to the political beliefs of the judges interpreting them.

b. Constitutional and statutory provisions must be interpreted according to the meaning that the drafters of those provisions believed they held.

c. Constitutional and statutory provisions must be interpreted according to the generally understood popular meaning of the provisions at the time they were enacted.

d. Constitutional and statutory provisions must be interpreted according to the meaning that the terms might have in the current society.

46. The case of Shelby County v. Holder was decided using

a. The principle of consolidated sovereignty

b. The principle of equal sovereignty

c. The principle of non-intervention

d. The principle of equal federalism

47. In Shelby County v. Holder the majority reasoned that states that had been required to seek pre-approval for voting system changes were

a. Being judged under a standard that was unfair

b. Being judged under a formula that no longer applied, as the conditions upon which the formula were based had significantly changed

c. Being judged under a formula that violated the Equal Protection Clause of the Fourteenth Amendment

d. Being judged under a standard that violated the Due Process Clause of the Fifth Amendment

48. Under the proposed REINS Act, what is the dollar amount threshold for congressional action?

49. The proposed REINS Act is a response to

a. Perceptions of congressional overreach in power

b. Perceptions of federal agency overreach in power

c. Perceptions of judicial overreach in power

d. Perceptions of federal agencies’ lack of power to reach their objectives

50. Ilya Somin contends that the Roberts Court is best explained through an understanding of the ideological left-right divide of partisan politics.

True False

Short Answer: Give reasons for each answer, citing (name and page number) assigned course materials when applicable.  TYPE YOUR ANSWER, FOLLOWING EACH QUESTSION, ON THIS DOCUMENT. SAVE YOUR WORK AND BACK IT UP FREQUENTLY!

(10 points each)

1. Hamilton considered the Supreme Court the “least dangerous branch”. Was he correct? Why or why not? (Make a brief argument, citing only course materials in support.)

2. What Federalist Paper we read has relevance to the interactions detailed in Gwen Arnold’s article on the EPA and Corps of Engineers? How does that Federalist essay help us understand the EPA-Corps interaction? (Cite only course materials in support of your argument.)

3. Using the readings in this course, what are some of the problems – both political and legal – presented by federal administrative agency governance? How has the Supreme Court responded to these problems? Has the judiciary fulfilled the mission of Federalist No. 78? (Make a brief argument, citing only course materials in support.)

4. (The following is not a real case.) The U.S. Supreme Court interprets the Due Process Clause of the Fourteenth Amendment to mean that not only is abortion not constitutionally protected, but the word “life” actually requires an affirmative duty of the state to prevent abortions from occurring. How would you characterize the jurisprudence supporting such a holding and why?

Essay Question: Same instructions as above. (20 points)

James Madison and Alexander Hamilton have a chance meeting with Doctor Who in 1787. He invites them into his Tardis (his “Time and Relative Dimension in Space” machine) and transports them to today. The Doctor wants to show them what’s become of the nation under the constitution they had proposed and defended in 1787. He hands them copies of the assigned readings in this course, which they read while drinking lattes at a local Starbuck’s.  (Hamilton raves about the Cherry Blossom Frappuccino.)

Based on what we know of Madison and Hamilton’s views from the three Federalist papers we’ve read in this course (No.’s 10, 51, and 78), speculate as to what they might say about the federal system in the 20th and 21st centuries referring only to the readings assigned in this course. [Do NOT exceed 1,000 words in your answer.]

Drake, POLS 322, Summer 2018 Final Exam

POLS 322-Constitutional Law: Federal System

Final Exam

Prof. Drake Your Name: _______________________

 

Instructions: This is an “open book/open notes” exam. You are free to use all assigned course materials and class notes or teacher comments (from grade commentaries and teacher-posted videos) in preparing your answers to the exam questions. You are NOT allowed use of other, non-assigned materials of any kind, nor may you consult other people regarding this exam. You will deliver the exam answers to Canvas Assignments under “Final Exam” at or before 11:59 p.m. on Thursday, June 14, 2018. For multiple choice questions, make sure your answer is clearly indicated. I recommend using the ‘text highlight color’ function in Word to highlight-mark your choice. [It usually has a default setting to yellow highlighting and can be found in the Home tab on the left upper side of the screen.] For short answer questions, please write using complete sentences with correct spelling, grammar, and punctuation. If you use an assigned document or book, cite the work using any style you prefer (but make sure you include the author and page number in the citation). You can use quotations, but I prefer you to AVOID using quotations unless necessary. (I want your answers in your own words rather than a quotation.)

· TYPE YOUR ANSWERS ON THIS SINGLE DOCUMENT. DEPOSIT ONLY A SINGLE DOCUMENT ON CANVAS.

· SAVE YOUR WORK FREQUENTLY! (If there are any technical, mechanical, etc. problems that prevent you turning in the exam on time, then you will need to provide written proof of the problem, such as the repair bill, utility work slip, etc., before I will accept the exam.)

 

Multiple Choice: Select the best answer for each question. Indicate your answer in a consistent manner. I recommend using the ‘Text Highlight Color’ function in Word (usually found in the Home tab at the top of a Word document; usually a yellow underline button on top left of the menu). (2 points each)

1. Judicial review is

a. The practice of a common law court determining the wisdom of a statutory law

b. The practice of a court determining the constitutionality of a statute or other state-sanctioned act/practice

c. The practice of a legislature reviewing a court’s decisions to determine their constitutionality

d. The practice of the executive branch reviewing the qualifications of a potential nominee to the Supreme Court.

 

2. The predecessor to the U.S. Constitution was

a. The Bill of Rights

b. The Magna Charta

c. The Federalist Papers

d. The Articles of Confederation

 

 

3. Which jurisprudential theory contends that the Constitution’s meaning changes over time in order to reflect the constantly changing needs of society?

 

__________________________________

 

4. Article VI of the U.S. Constitution contains a clause that provides for a hierarchy of legal authority, wherein the Constitution trumps conflicting federal laws, and federal laws trump conflicting state laws. What is this constitutional clause called?

 

__________________________________

 

 

5. What case does the Bork/Troy article identify as the real “turning point” in commerce clause jurisprudence?

a. Gibbons v. Ogden

b. McCulloch v. Maryland

c. Champion v. Ames

d. Wickard v. Filburn

 

6. An existing legal standard, to which a court looks for guidance when making a determination of a legal question is called a

a. Precedent

b. Ex post facto law

c. Regulatory law

d. None of the above

 

7. Article I of the U.S. Constitution creates what institution?

 

_____________________________

 

8. Article III of the U.S. Constitution created all federal courts.

 

True False

 

9. In Federalist No. 10 Madison argues that the existence of factions is generally beneficial for society.

 

True False

 

10. The Federalist Papers were authored by

 

______________________________

 

______________________________

 

______________________________

 

 

11. How many justices total are on the current U.S. Supreme Court?

 

______________

 

 

12. The division of sovereignty in the American system, where power is divided between the state and national governments, is known as

 

______________________

 

 

13. Article I, Section 8 of the U.S. Constitution enumerates the ________________ of Congress.

 

14. The Federalist Papers provided arguments

a. Favoring the Constitution

b. Opposing the Constitution

c. Advocating amendments to the Constitution

d. None of the above

 

15. Under the U.S. Constitution, senators serve terms of _________ years.

 

16. Under the U.S. Constitution, the Presidency is the only office elected through this institution: _____________________________

 

17. The U.S. Constitution assigns the President what role in the legislative process?

 

 

 

 

18. In the hierarchy of legal authority established under the U.S. Constitution, which prevails?

a. A federal statute over a contrary state law

b. A state law over a contrary federal statute

c. A federal regulation over a contrary federal statute

d. A municipal ordinance over a contrary state law

 

19. Which article of the U.S. Constitution created the Supreme Court?

 

 

 

 

20. Which entities play a constitutional role in the formation of treaties?

a. President and House of Representatives

b. President and Senate

c. President alone

d. House and Senate alone

 

21. The U.S. Supreme Court is able to review state supreme court decisions that involve federal or constitutional issues.

 

True False

 

22. The intermediate courts of appeal in the federal system are called

a. Superior Courts of Appeal

b. Circuit Courts of Appeal

c. Federal Courts of First Instance

d. Appellate Division Courts

 

23. The federal trial court is called

a. District court

b. Superior court

c. Municipal court

d. Standard court

 

24. Federalist No. 78 is concerned with what branch of government?

 

 

25. In Wickard v. Filburn, how did the Supreme Court define commerce? (Only a one-sentence answer is needed.)

 

 

26. Wickard v. Filburn limited congressional power under the commerce clause.

 

True False

 

27. The Civil Rights Act of 1964 was enacted under the Commerce Clause power.

 

True False

 

28. Under the Commerce Clause, Congress may regulate:

a. The use of the channels of interstate commerce

b. The “instrumentalities” (for example, vehicles) used in interstate commerce

c. Activities that substantially affect interstate commerce

d. None of the above

e. All of the above

 

29. Under National Federation of Indep. Bus. v. Sebelius (2012), the Court struck down the Medicaid expansion provision because

a. Congress had threatened to deprive states of Medicaid funding if they failed to abide by the expanded program

b. Congress had exceeded its Commerce Clause power

c. Congress had exceeded its Tax Clause power

d. None of the above

 

30. The authors of the text on drones argue that states should have the control over all drone activities.

 

True False

 

31. In National Federation of Indep. Bus. v. Sebelius (2012), Chief Justice Roberts wrote an opinion that supports the position that the Commerce Clause does not allow Congress to require individuals to engage in commerce.

 

True False

 

32. Which constitutional clause was cited in the majority opinion of National Federation of Indep. Bus. v. Sebelius (2012) as the basis for Congress’s power to enact the “individual mandate” provision of the Affordable Care Act?

a. Commerce Clause

b. Tax Clause

c. Spending Clause

d. Necessary and Proper Clause

 

33. In Chevron v. NRDC (1984) the practice of _________ was at issue.

a. Delegation of authority to agencies

b. Federal agencies interpreting statutes

c. Judicial deference to agency interpretations of statutes

d. All of the above

 

34. In the American federal system agencies are staffed by

a. Political appointees

b. Technocrats

c. Career employees

d. All of the above

 

35. In Chevron the Court held

a. Regardless of the intent of Congress the Court will always defer to an agency’s interpretation of a statute

b. If the statute is silent or ambiguous, then the Court must determine whether the agency has rendered a permissible construction of the statute

c. The Court will never defer to an agency’s interpretation of a statute

d. None of the above

 

36. Woodrow Wilson and Progressives argued for _______________ to play a significant role in government policymaking.

 

37. Which position does Charles Cooper likely support?

a. Overturning Chevron v. NRDC

b. Increasing federal agencies’ regulatory powers

c. Having the Supreme Court play a reduced role in reviewing agency decision-making

d. Decreasing the agency oversight role of Congress

 

38. Environmental law presents a problem well suited to federal responses because

a. Pollution and animals migrate irrespective of state boundaries

b. The U.S. Constitution designates environmental problems as exclusively federal

c. The states lack state constitutional power to respond to environmental problems

d. None of the above

 

39. Most federal environmental laws are likely premised upon what U.S. Constitutional provision?

a. Tax clause

b. Spending clause

c. Commerce clause

d. Presentation clause

e. Stewardship clause

 

40. Gwen Arnold contends the real cause of the problems between the EPA and the Corps of Engineers was

a. The concept of cooperative federalism

b. The Congress gave both agencies legal authority over wetlands

c. The agencies were staffed with very ideologically different administrators

d. The President failed to appoint permanent senior personnel to each agency

 

41. Judicial review is

a. The determination by a court of whether a statute has been properly applied to facts

b. The determination by a court of whether a state law violates a federal treaty

c. The determination by a court of whether a statute or regulation violates a constitutional provision

d. The determination by a court of whether a state law has been preempted by a federal law

 

 

 

42. The President nominates federal judges and the ________________ decides whether to confirm the nomination.

 

43. The Chevron v. NRDC case demonstrates

a. Congress rarely delegates policy-making to agencies

b. The federal agencies are integral to the lawmaking function of American federal government

c. The Supreme Court usually overrules agency interpretations

d. None of the above

 

44. If the federal government were to enact a standard for wetland management that only applied to all states west of the Rockies, what argument might those states make in federal court against such a standard? (Give a one-sentence answer.)

 

 

45. The theory of originalism is best summarized as:

a. Constitutional and statutory provisions must be interpreted according to the political beliefs of the judges interpreting them.

b. Constitutional and statutory provisions must be interpreted according to the meaning that the drafters of those provisions believed they held.

c. Constitutional and statutory provisions must be interpreted according to the generally understood popular meaning of the provisions at the time they were enacted.

d. Constitutional and statutory provisions must be interpreted according to the meaning that the terms might have in the current society.

 

46. The case of Shelby County v. Holder was decided using

a. The principle of consolidated sovereignty

b. The principle of equal sovereignty

c. The principle of non-intervention

d. The principle of equal federalism

 

47. In Shelby County v. Holder the majority reasoned that states that had been required to seek pre-approval for voting system changes were

a. Being judged under a standard that was unfair

b. Being judged under a formula that no longer applied, as the conditions upon which the formula were based had significantly changed

c. Being judged under a formula that violated the Equal Protection Clause of the Fourteenth Amendment

d. Being judged under a standard that violated the Due Process Clause of the Fifth Amendment

 

48. Under the proposed REINS Act, what is the dollar amount threshold for congressional action?

 

 

49. The proposed REINS Act is a response to

a. Perceptions of congressional overreach in power

b. Perceptions of federal agency overreach in power

c. Perceptions of judicial overreach in power

d. Perceptions of federal agencies’ lack of power to reach their objectives

 

50. Ilya Somin contends that the Roberts Court is best explained through an understanding of the ideological left-right divide of partisan politics.

 

True False

 

Short Answer: Give reasons for each answer, citing (name and page number) assigned course materials when applicable. TYPE YOUR ANSWER, FOLLOWING EACH QUESTSION, ON THIS DOCUMENT. SAVE YOUR WORK AND BACK IT UP FREQUENTLY!

(10 points each)

1. Hamilton considered the Supreme Court the “least dangerous branch”. Was he correct? Why or why not? (Make a brief argument, citing only course materials in support.)

2. What Federalist Paper we read has relevance to the interactions detailed in Gwen Arnold’s article on the EPA and Corps of Engineers? How does that Federalist essay help us understand the EPA-Corps interaction? (Cite only course materials in support of your argument.)

3. Using the readings in this course, what are some of the problems – both political and legal – presented by federal administrative agency governance? How has the Supreme Court responded to these problems? Has the judiciary fulfilled the mission of Federalist No. 78? (Make a brief argument, citing only course materials in support.)

4. (The following is not a real case.) The U.S. Supreme Court interprets the Due Process Clause of the Fourteenth Amendment to mean that not only is abortion not constitutionally protected, but the word “life” actually requires an affirmative duty of the state to prevent abortions from occurring. How would you characterize the jurisprudence supporting such a holding and why?

 

Essay QuestionSame instructions as above. (20 points)

James Madison and Alexander Hamilton have a chance meeting with Doctor Who in 1787. He invites them into his Tardis (his “Time and Relative Dimension in Space” machine) and transports them to today. The Doctor wants to show them what’s become of the nation under the constitution they had proposed and defended in 1787. He hands them copies of the assigned readings in this course, which they read while drinking lattes at a local Starbuck’s. (Hamilton raves about the Cherry Blossom Frappuccino.)

Based on what we know of Madison and Hamilton’s views from the three Federalist papers we’ve read in this course (No.’s 10, 51, and 78), speculate as to what they might say about the federal system in the 20th and 21st centuries referring only to the readings assigned in this course. [Do NOT exceed 1,000 words in your answer.]

 

 

9

GOVERNMENT BUSINESS RELATIONS

PA 315
GOVERNMENT BUSINESS RELATIONS
CHAPTER 2

California State University San Bernardino

College of Business & Public Administration

Professor Sharon Pierce

*

 

CHAPTER REVIEW 1

  • Which of the following are generally thought to put pressure on society for the growth of government?

Wars

Special interests seeking special assistance

The complexity of society

All of the above

None of the above

CHAPTER 1 REVIEW

    • The two oldest roles of government, according to the text, are transportation and education.
    • True
    • False

 

 

CHAPTER 1 REVIEW

  • When governments provide public education, the text calls that role:

Safeguard against risk

Purchaser

Social architect

Service provider

 

CHAPTER 1 REVIEW

  • One of the areas which is commonly thought of as a strength (dubbed ‘the good”) of government is:

Requiring taxes

Creating monopolies

Providing economic stability

Preventing the collusion of power (manipulation by powerful interests)

 

CHAPTER 1 REVIEW

  • Altogether, the U.S. has approximately how many governments?
  • 51
  • 435
  • 37,000
  • 89,000
  • .25 million

CHAPTER 1 REVIEW

  • Government-business relations are largely defined by the:

Complementary roles

Cooperative roles

Conflicting roles

All of the above

None of the above

BIG GOVERNMENT
VS.
SMALL GOVERNMENT –

WHICH IS IDEAL FOR THE UNITED STATES?

WHAT DO YOU BELIEVE IS THE IDEAL ROLE OF GOVERNMENT?

Chart1

Less Government
Moderate Government
More Government
Not sure
Class Poll
Class Poll Spring 2019
38
7
10
4

Sheet1

Class Poll
Less Government 38
Moderate Government 7
More Government 10
Not sure 4

WHAT DO YOU BELIEVE IS THE IDEAL ROLE OF GOVERNMENT?

Chart1

Less Government
Moderate Government
More Government
Not sure
Class Poll
Class Poll Winter 2019
61
21
10
8

Sheet1

Class Poll
Less Government 61
Moderate Government 21
More Government 10
Not sure 8

FALL 2018

 

*

Chart1

Less Government
Moderate Government
More Government
Not sure
Class Poll
Class Poll Fall 2018
52
28
16
4

Sheet1

Class Poll
Less Government 52
Moderate Government 28
More Government 16
Not sure 4

SPRING 2018

 

*

Chart1

Less Government
Moderate Government
More Government
No Idea…
Class Poll
Class Poll
40
41
14
5

Sheet1

Class Poll
Less Government 40
Moderate Government 41
More Government 14
No Idea… 5

WINTER 2018

 

*

Chart1

Less Government
Moderate Government
More Government
Class Poll
24
54
22

Sheet1

Class Poll
Less Government 24
Moderate Government 54
More Government 22

FALL 2017

 

*

Chart1

Less Government
Moderate Government
More Government
Class Poll
19
62
19

Sheet1

Class Poll
Less Government 19
Moderate Government 62
More Government 19

LESS GOVERNMENT

    • “I believe the government should have less power as it is getting to the point where you almost have to ask permission to leave your house.”
    • “People should have more power than they have now.”
    • “Small government means the system is more flexible.”
    • “Although big government has benefits, it can get annoying paying more and more taxes for programs you will most likely never use.”
    • “We can’t be a ‘free’ country if we are going to restrict our freedoms or taken them away.”
    • “People should have more control…government sometimes interferes too much in the public life domestically but also internationally.”
    • “I want the power to make decisions for my family.”

 

MODERATE GOVERNMENT

  • “Too little government would make society chaotic. The rules and regulations that the government implements helps stabilize society as a whole.”
  • “When it comes to a crisis, natural and unnatural, we need the government to help us out. But, in the case of owning a gun, weed, and things like that, I don’t think government should ever play that big of a role in it.”
  • “Things like natural disaster aftermath benefits from large government funding for example but things like checks and balances from small government could come together for form a successful moderate government.”
  • “Government should be neither big or small – small government is great because it is more efficient and flexible but big government is helpful after natural disasters.”
  • I think social programs are needed but there should be more controls in place so people don’t abuse the system. We should find another way to get social programs funded, everything should not be the government’s responsibility, however, that may mean that citizens should step up.”
  • “I believe the government is just right.”

 

*

MORE
GOVERNMENT

  • “Larger government could be more beneficial in the long run…an earthquake happening – the majority of people will then think or prefer the larger government is better.”
  • “Military expenses – I and most of society would want a bigger government for our safety.”
  • “I think a big government has more power and will be able to take action against big matters – some examples are a major disaster or war.”
  • “More social programs from this type of government are incredibly beneficial to the overall population…It also regulates people and businesses to act fairly in a socio-economic way; trying to benefit society/the planet/communities.”
  • “When we are in a crisis with our economy, the government is there to lift us back up…their role should be to use their power to help us in our time of need.”
  • “More government intervention in improving the quality of our lives.”
  • “A big government to serve & protect their citizens.”
  • “I believe we need more government because there are a lot of illegal business activity still happening,”

CHAPTER 2

 

*

THREE MODELS OF GOVERNMENT-BUSINESS RELATIONS

    • Business centered approach
    • Shareholder model
    • Strategic Business model
    • Stakeholder model

 

 

 

  • Not a comprehensive list

THE SHAREHOLDER MODEL

  • Considers only business interests
  • Emphasis on profit-making
  • Government and business should be separate – government as little as possible
  • Focuses on internal efficiency and competition (Adam Smith – free market)
  • Example: investment banks

 

*

WHAT IS A SHAREHOLDER

  • A shareholder is any person, company or other institution that owns at least one share of a company’s stock.
  • Because shareholders are a company’s owners, they reap the benefits of the company’s successes in the form of increased stock valuation.

 

  • If the company does poorly, however, shareholders can lose money if the price of its stock declines.

 

*

CRITIQUE OF THE SHAREHOLDER MODEL

  • Market failure demands government vigilance and intervention.
  • Business’ demands for government and advantageous position to benefit from government
  • Too much emphasis on monetary and material gains
  • Does not focus on external issues – environment, community, etc.

SAMS CLUB CLOSED 63 STORES

  • Shareholder model

 

*

WHAT DO YOU THINK ABOUT SAMS CLUB CLOSING 63 STORES?

  • Walmart is closed 63 Sam’s Club stores.
  • The closures span 24 states and Puerto Rico.
  • Illinois lost seven stores, the highest number of any state.
  • The Memphis, Tennessee Sam’s Club and nine additional stores were turned into e-commerce distribution centers.

 

*

THE STRATEGIC BUSINESS MODEL

  • The model emphasizes competition
  • Most efficient and effective use of resources; playing the game well
  • Government with low taxes and few regulations, stable policies and strong performance, and protections in global competition
  • The model also emphasizes collaboration
  • Good strategies for a winning team – win win situations
  • Practical use of governmental resources – Boeing Corporation
  • Example of Strategic Business Model – Community banks/credit unions
  • Community focused – local needs and conditions
  • Strategic in managing the local connections

 

*

CRITIQUE OF THE STRATEGIC BUSINESS MODEL

  • More balanced and realistic than the shareholder perspective.

Yet,

    • Unclear and inconsistent
    • government and business relationship is a flow of complex exchanges of influence, which is subjected to multiple social, political, and economic forces.
    • Difficult to be strategic in market place.
    • Business is a major initiator of change through its interaction with government.

 

 

*

THE STAKEHOLDER MODEL

  • Corporation locates at the center of an array of mutual relationships with stakeholders:
  • Primary stakeholders have immediate, continuous, and powerful impact.
  • Secondary stakeholders have less mutual immediacy, benefit, burden, or power to influence.
  • The model is an ethical theory of management , in which the welfare of each stakeholder must be considered as an end

 

*

THE STAKEHOLDER MODEL

  • While profits are important, business and social values are still important
  • Long term view is more important than short term view
  • Business perspective and value of reputation versus profit maximization
  • Better Business Bureau – 1912
  • Good Housekeeping Seal of Approval – 1909
  • Consumer Reports – 1936
  • Corporate Social Responsibility – 1979
  • Views community and environment as necessary factors to consider – not because of requirements
  • Focuses on customer confidence, employee loyalty, civic trust – (Commercials after oil-spills)
  • Many large corporations have adopted methods and processes to analyze their stakeholders and engage them.

 

*

WHO ARE STAKEHOLDERS?

  • A stakeholder is any individual or group who can affect or is affected by the actions, decisions, policies, practices, or goals of the organization.
  • a. The key stakeholder is the company or group that is the center or focus of an analysis.
  • b. Primary stakeholders include owners, customers, employees, suppliers, stockholders and the board of directors.
  • c. Secondary stakeholders include all other interested groups, such as the media, consumers, lobbyists, courts, governments, competitors, the public, and society.

CRITICS TO THE STAKEHOLDER MODEL

  • Unrealistic assessment of power relationships between the corporation and other entities
  • Too vague a guideline to substitute for the yardstick of profits
  • Not clear who or what is a legitimate stakeholder

 

*

COMPARISON OF THREE MODELS

 

*

OVERVIEW

  • The three models demonstrate that the choices involved in designing a country’s political and economic systems are not easy ones.
  • Therefore they provide some theoretical bases for our exploration of the question: how extensive a role government should play in a nation’s economic development.

64%12%17%7%Class Poll Spring 2019Less GovernmentModerate GovernmentMore GovernmentNot sure

Current Event – Free And Fair Trade Or Budgetary Issue

Instructions
For this assignment, respond to one of the following options:

Option 1: Find a recent article (less than one month old) from a reputable news source concerning a Free and Fair Trade issue between at least two countries.

  • Summarize the article.
  • What is the issue?
  • Explain why this issue is important to the global community.
  • What outside influences might help change this issue?
  • What is your opinion?

Option 2: Find a recent article (less than one month old) from a reputable news source concerning a proposed budgetary change.

  • Summarize the article.
  • What is the issue?
  • Explain who benefits most from the change?
  • Who might be negatively affected by this change?
  • What is your opinion?

Writing Requirements (APA format). Refer to the APA manual.

  • Length: 3 full pages (not including the title or references page)
  • 1-inch margins
  • Double-Spaced
  • 12-point Times New Roman font
  • Title and Reference page required
  • APA cite article with link
  • Scan copy of article required

Grading

5.0 pts

The student uses a relevant and timely newspaper article.

25.0 pts

The student describes the main points clearly.

25.0 pts

The student identifies how the issue relates to the nations involved in the global community accurately and in detail. OR The student identifies who benefits and who is affected negatively the most with accuracy and in detail.

15.0 pts

The student accurately evaluates the source

10.0 pts

The student provides an opinion based on solid evidence and reasoning.

15.0 pts

The student presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).