Home > Part I: EARLY VOICES AND THE FIRST QUARTER CENTURY (1880s to 1920s)
Some
Quotes
“We don’t see things
as they are; we see them as we are.” – Anis Nin
On Representative Bureaucracy:
"Can a public bureaucracy be made into a representational institution
despite such organizational features as hierachy, specialization, and
formalization? This question is at once immensely important and perplexing?”
-- Krislov and Rosenbloom
So what has happened to
California’s great promise and optimism?
[Peter Schrag posses the essential question this way]:
“Can a system that was created, and that flourished, for one kind
of population maintain (or regain) its optimism and vitality for another?
Put another way; are California’s once-splendid public services and
its promises of social equity sputtering and coughing because they became
overloaded with social burdens? Or is the problem caused by some combination
of hostility and indifference on the part of a body of voters that isn’t
sure it wants to carry this kind of load for
those kinds of people?” – Peter Schrag
“You bring the content,
together we will create meaning.” -- Mauro Chavez
“Change is inevitable,
progress is not.” -- Hillary Clinton
We are not paid for doing
what we are told to do…but for doing rightly that part of our job
which is left to discretion.” -- Geoffrey Vickers
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department of Public Policy and Administration
School of Business and Public Administration
PPA 671 Graduate Survey of Public Policy and Administration (CRN: 30595)
Spring 2009
(Revised:
3-31-09)
Thomas R. Martinez, Ph.D. Phone: (661) 654-3406
Office Hours: E-mail: tmartinez@csub.edu
“Preferably by Appointment” Office: BDC 110 (enter through BDC 112,
On
M-T-Th 9am-12 and 1-2:30pm, & Wed. 5-6pm PPA Department Secretary’s
Office)
COURSE DESCRIPTION
This MPA graduate core seminar
examines the major concepts and issues in public administration. The
history and the development of the modern public service and the bureaucracy
are examined. The students will do an investigation of the role of the
public sector in American society, law, economy, and current trends
in the public sector. Key course areas are the national political institutions
and processes, and professional standards and ethics are studied.
CLASS FORMAT
As a graduate seminar, the
course makes extensive use of class discussions and interaction, with
students challenged to analyze and critique readings, and to critically
explore their relevance (application) to the students' experiences and
personal organizational environment. The course will thus encourage
and provide opportunities for the student to generate (problem definition/statement/formation)
and analyze problems in their own environment and the testing of intervention
alternatives (problem solving).
Moreover, as PPA 671 in regarded
as the “CAPSTONE COURSE in the MPA,” with students assumed
to arrive with a sound base in theory and literature, the course emphasizes
applied experiences -- allowing for the application of acquired knowledge
and skills to national, state and local public policy and management/leadership
contexts. This will include significant opportunity for:
The professor shall further
emphasize an exploratory tone toward the content and a process
orientation toward instruction – seeking to create a learning
community.
“You bring the content, together we will create meaning.”- Mauro Chavez
Note:
EMAIL: Students are encouraged to check their Runner email account at several times a week for messages from the professor. When sending email to the professor, please begin the Subject-Line with the identifier, “PPA 671.” Then, identify the nature of the Message, e.g. “Question;” “Here is Assignment #X;” etc.”
ETHICS and the PUBLIC
SERVICE
As an applied professional
academic program, PPA’s purpose is to prepare competent, ethical
and effective public, nonprofit, and health care managers and leaders
to advance the public service.
The American Society for Public Administration (ASPA) code of ethics calls on each of us to: 1) Serve the Public Interest; 2) Respect the Constitution and the Law; 3) Demonstrate Personal Integrity; 4) Promote Ethical Organizations; and, 5) Strive for Professional Excellence. ASPA’s Code of Ethics:
http://www.aspanet.org/scriptcontent/index_codeofethics.cfm
National Association of Schools
of Public affairs and Administration (NASPAA): www.naspaa.org/codeofgoodpractice
COURSE LEARNING OBJECTIVES
Include, but are not limited
to:
THEME
1. COMMUNICATION.
Objective 1c.
Teamwork: Students will be able to collaborate effectively in team
processes.
THEME 2. THE CONTEXT OF PUBLIC ADMINISTRATION.
Objective 2b.
Politics: Students will be able to explain how the political processes
of the United States influence public management.
Objective 2d. Diversity:
Students will demonstrate awareness and sensitivity to a diverse public.
THEME 3. CRITICAL THINKING.
Objective 3a.
Theory Application: Students will be able to apply theories to practical
policy and administrative situations.
Objective 3c.
Problem Solving: Students will be able to structure problems and
apply a systematic problem solving approach.
Objective 3d. Ethical
Reasoning: Students will be able to describe and apply a range of
ethical perspectives to ethical dilemmas inherent in Public Administration.
For example, ethics topics may include: digital divide; privacy; censorship;
constitutional obligations of administrators with public information.
Objective 3e. Data analysis:
Students will demonstrate ability to analyze qualitative and quantitative
data.
THEME 4. CORE PUBLIC MANAGEMENT COMPETENCIES.
Objective 4b. Policy Analysis: Students will demonstrate the ability to formally structure problems, forecast expected policy outcomes, recommend preferred policies, monitor observed policy outcomes, and evaluate policy performance.
Objective 4e. Public
Management: Students will be able to effectively design work, delegate
tasks, manage contracts, assess performance, and implement programs.
Objective 4g. Information Technology: Students will be able to effectively use information technology to accomplish administrative and policy task. For example, information management topics may include:
project planning and implementation;
electronic service delivery / e-gov; outsourcing; uses of GIS in policy
and planning; etc.
COURSE ASSIGNMENTS
ASSIGNMENT #1 “Paper”- ANALYSIS, APPLICATION & CRITIQUE (i.e. 1 @ 15 pts./ea.):
Based on one assigned reading, or a set of assigned readings from a single author, present a focused "Analysis" of key concepts and essential organizing principles proposed in the reading, then briefly discuss its "Application" to your organization setting/experience (e.g. denotative definition). Also, provide Critique comments, discussing the value of the reading. Be prepared to “discuss” in class if called on.
(This should usually not
exceed 2 single-spaced pages.) 15 pts
For example:
On
Analysis of the single reading, the student seeking to be faithful
to the author’s stated or inferred intent
might answer questions such as:
1. What are minimum Essential Elements (EE) that define concept(s) or value(s) proposed by the author?
2. What Essential Organizing Principles (EOP) are proposed (i.e. “That X in a means for Y”)?
3.
What Essential Analytical Question(s)
(EAQ) are posed (i.e. “What is the relationship of X to Y?”)?
On the
Application piece, the student should offer a brief, but clear, example
from their real world experience which illustrates the above.
On the
Critique piece, the student, seeking to assist the class in assessing
the value and/or significance of the reading, should briefly evaluate
the reading, e.g. What does the reading add to our understanding? How
does the reading clarify or articulate a critical concept or value?
Or, why is it a significant?
In all cases, be sure to
provide a full and proper citation for the article/chapter selected.
ASSIGNMENT #2 “Power Point Presentation”- ANALYSIS, APPLICATION & CRITIQUE
(i.e. 1 @ 15 pts./ea.):
Based on one assigned reading, or a set of assigned readings from a single author, present a focused "Analysis" of key concepts and essential organizing principles proposed in the reading, then briefly discuss its "Application" to your organization setting/experience (e.g. denotative definition). Also, provide Critique comments, discussing the value of the reading. Be prepared to “present” in class if called on.
(This should usually not
exceed 3-4 well focused slides. Use or create graphic representations
when appropriate.) 15 pts
For example:
On
Analysis of the single reading, the student seeking to be faithful
to the author’s stated or inferred intent
might answer questions such as:
1. What are minimum Essential Elements (EE) that define concept(s) or value(s) proposed by the author?
2. What Essential Organizing Principles (EOP) are proposed (i.e. “That X in a means for Y”)?
3.
What Essential Analytical Question(s)
(EAQ) are posed (i.e. “What is the relationship of X to Y?”)?
On the
Application piece, the student should offer a brief, but clear, example
from their real world experience which illustrates the above.
On the
Critique piece, the student, seeking to assist the class in assessing
the value and/or significance of the reading, should briefly evaluate
the reading, e.g. What does the reading add to our understanding? How
does the reading clarify or articulate a critical concept or value?
Or, why is it a significant?
In all cases, be sure to
provide a full and proper citation for the article/chapter selected.
ASSIGNMENT #3 TEAM PRESENTATIONS (i.e. 1 @ 20 pts.): 20 pts
Students shall form into
small teams of 3 to investigate a
substantive public policy area or public management issue impacting
national, state, local government, nonprofit or health care management
sectors.
(Each student shall submit a paper of usually not more than 2-3 single-spaced pages, PLUS a brief, focused Power Point presentation. The student shall use the Power Point presentation during the team presentation.)
Each student team shall
select and examine a substantive public policy areas or public management
issues which may include:
Immigration /Aging
Nonprofits/Social Responsibility
Each team shall meet and
organize themselves to investigate the public policy or management issue
drawing on a “variety” of current sources of policy/management research
and/or data based supporting information, e.g. exploring 1) substantive
“public policy research centers and institutes; 2) discipline based
academic journal articles or texts; and/or, 3) demographic/public policy
data sources. (NOTE: A partial list of annotated Public Policy Research
Centers & Institutes; and, a partial list of links to Demographic
Public Policy Data Sources are available on the professor’s faculty
web page.)
Class time will be allowed
for teams to meet and begin planning an “integrated” team presentation.
While each student will be responsible for a presenting a separate source(s)
and separate paper, however, working together the team should seek to
present a well rounded and mutually informed presentation. Each team
will be responsible for a “formal” group present of approximately
20-30 minutes, followed by in-class Q & A. We will plan for 1-2
Team Presentations per session beginning week 3. The teams should have
met and decided on their individual contribution, and should ONE WEEK
IN ADVANCE be in position to inform the class of the specific readings,
articles, studies, etc. to be utilized. If the source(s) is available
on-line, the team should provide the class with the internet address(s).
In all cases, be sure to
provide a full and proper citation for the article(s) / source(s) selected.
ASSIGNMENT #4: “WEEKLY QUICK NEWS” or REPORT ON PUBLIC POLICY, POLITICS and ADMINISTRATION
(1 @ 1 single-spaced pg.) Each student will be responsible for a review of an informative short article, research or data report, or column on a “current” and critical public affairs matter, along with a brief analysis and explanation of the “general” public policy and/or administrative principles and challenges inferred.
These will generally serve as a resource and/or important “parting thought” as the class-day closes.
The important “Koan
question” or long-term thematic issue posed by this current
issue should be made clear.
The students should be
prepared for a brief 3-5 minute in-class discussion/presentation
if called upon. 5pts
For example, the student may report on study, article of report from a key resources such as:
Public Policy Research Center or Institute,
Dan Walters, Sacramento Bee
http://www.sacbee.com/walters/
Peter Schrag, Sacramento Bee
http://www.sacbee.com/344
In
all cases, be sure to provide a full and proper citation for the article
selected.
ASSIGNMENT #5, FINAL PAPER:
Applied Research, Policy Analysis/Program Evaluation, or, a Program
Proposal/Project Plan (i.e. 8 pages double-spaced). This shall include
an INTRODUCTION with a focused Statement of the Problem, Purpose of
the Study and Importance of the Study, as in PPA 698 Mater Papers.
This shall include a properly
site academic/professional Review of Literature which is used to “inform”
the write and reader on the problem and potential solution strategies
-- Also, a 1-page, single spaced, Executive Summary, Abstract, or Transmittal
Memo. Prepare a focused 5-10 minute formal class presentation. 20 pts
MEANINGFUL CLASS PARTICIPATION:
(including attendance, “quality of engagement” in /contribution
to in-class exercises and discussion). Due to the participative nature
of the course, it is imperative that all assignments be completed on
time. Also, as it is assumed that, “ATTENDANCE” is a prerequisite
to participation. To insure that students not “miss-out” on the
course learning, “any student missing a night’s class is expected
to, upon return, submit a -page single-spaced ‘MISSED-CLASS ASSIGNMENT’
consisting of an Analysis, Application & Critique of the night’s
readings.” Be sure to include “date” of class missed. 15 pts
FINAL EXAM : 10pts
Total = 100 pts.
GRADING
94 -100% = A 80 - 83% = B- 68 - 69% = D+
90 - 93% = A- 78 - 79% = C+ 64 - 67% = D
88 - 89% = B+ 74 - 77% = C 60 - 63% = D-
84 - 87% = B 70 - 73% = C- 0 - 59% = F
ASSIGNED READINGS (Required)
A short reader for the course has been prepared by the instructor which draws on various books and journal articles use to supplement the course with perspectives on recurring or emerging theoretical issue in the field of public policy and administration (see PPA 671 Reader). The Reader is available for purchase “at cost” of printing. In addition, some key terms used in the field are available on the professor’s web page, click on Public Administration Dictionary.
COURSE SCHEDULE
WEEK (Date) TOPIC
1 (4-1) Welcome & Introductions: Course Orientation
Analysis of the General Field of Public Administration & Management:
i.e. Management, Politics, and Law
Team Projects: Sign-Up & Planning Time
2 (4-8) State & Local Public Policy Context & Challenges:
Government, Politics & Policy
Baldassare, Mark, “California's Future: In Your Hands,” Public Policy Institute of California, October 2006 (Infrastructure: “10 critical questions to ask ourselves”). http://www.ppic.org/main/publication.asp?i=715
“California’s San Joaquin Valley: A Region in Transition” Congressional
Research Service Report, 2005 (Summary, and Chapter 1, Introduction, pp. 13-30)
Schrag, Peter, Paradise Lost: California’s Experience, America’s Future , The New York
Press, 1998. Part I: Introduction
3 (4-15) TEAM PROJECT: PRESENTATION(s)
California’s Public Policy Context & Challenges:
Political, Economics; and, The Frustration of Governance & Management:
“Opportunities and Challenges for the California Economy,” California Economic Growth-2006 Edition, Chapter 2, Center for the Continuing Study of the California Economy. Pgs. 1-38
(NOTE: Especially focus on, “Tough Questions Worth Talking About”: pgs 36-38). http://www.ccsce.com/whatsnew.html
PPIC Statewide Survey: Californians and Their Government,
by, Mark Baldassare, Dean Bonner, Jennifer Paluch, and Sonja Petek, March 2009.
(See: About the Survey; Press Release; May 19 Special Election; and, State and National Issues)
http://www.ppic.org/content/pubs/survey/S_309MBS.pdf
A California Constitutional Convention?
http://www.bayareacouncil.org/takeaction_ccc.php
4 (4-22) TEAM PROJECT: PRESENTATION(s)
Public Information Management:
Garson, David G., Public information Technology: Policy and Management Issues, IDEA Group Publishing, London, 2003.
Ch 1: Information Technology and Public Administration: The View from the Profession
Ch. 2: Politics, Accountability, and Governmental Information Systems
Ch. 3: The Evolution of Information Technology Management at the Federal Level:
Implications for Public Administration
A CRITICAL DIALOG WITH: (TBA)
5 (4-29) TEAM PROJECT: PRESENTATION(s)
Garson, David G., Public information Technology: Policy and Management Issues, IDEA Group Publishing, London, 2003.
Ch. 11: Geographic Information Systems in the Public Sector
A CRITICAL DIALOG WITH:
Jesus Garcia, Coordinator, Research Services Department, Kern County Superintendent of Schools
http://kcsos.kern.org/research/
research@kern.org
6 (5-6) TEAM PROJECT: PRESENTATION(s)
Politics, Bureaucracy and Ethics:
Garrett, Sam R., James A. Thurber, A. Lee Fritschler, and David H. Rosenbloom, “Assessing the Impact of Bureaucracy Bashing by Electoral Campaigns,” Public Administration Review, Vol. 66, No. 2, March/April 2006.
Intergovernmental Management: Opportunities and Challenges:
Kettl, Donald F., “Managing Boundaries in American Administration: The Collaborative Imperative,” Public Administration Review, Supplement to Vol. 66, December 2006.
Performance, Perception, Art and Science:
Hummel, Ralph P., “Stories Managers Tell: Why They Are as Valid as Science,” Public Administration Review (PAR), Vol. 51, No. 1, January/February, 1991.
A CRITICAL DIALOG WITH: (TBA)
7 (5-13) TEAM PROJECT: PRESENTATION(s)
Citizen Participation/Civic Engagement/Planning/Coalition Building:
Brainard, Lori A., “Citizen Organizing In Cyberspace,” American Review of Public Administration (ARPA), Vol. 33, No. 4, December 2003.
(Keywords: Organizing/Internet/Civic Engagement/Social Capital/Health Care/E-Government)
Benveniste, Guy, Mastering the Politics of Planning: Crafting Credible Plans and Policies
That Make a Difference,
Ch. 5: Effective Planning As Organizational Learning
Ch. 7: Building Coalitions and Networks to Support Plans
A CRITICAL DIALOG WITH:
Daphne Harley, Director, Department of Waste Management, County of Kern (Retired)
8 (5-20) NO CLASS SEESION – TM on travel
9 (5-27) TEAM PROJECT: PRESENTATION(s)
Public Policy Values and Argument
SELECTED CHAPTERS FROM: Lakoff, George, Thinking Points: Communicating Our American Values and Vision. Rockridge Institute, 2006. Available on-line at: http://www.rockridgeinstitute.org/thinkingpoints
10 (6-3) Final Papers Due: In-Class Presentations
11 (June 10) Final Exam (Time TBA)
June 12 “GRADUATION”
___________________
PUBLIC POLICY RESEARCH CENTERS & INSTITUTES:
(Selected Websites, Annotated: Updated: 3-30-09)
Dr. Thomas R. Martinez, Cal State University, Bakersfield
The California State Library: a California public research institution, provides its customers with the accurate, up-to-date information they need to do their jobs easily, quickly, and confidently. Whether you are an elected official, a state employee, a representative of one of California’s libraries, a person with special reading needs or a member of the general public, the California State Library is here for you.
http://www.library.ca.gov/
California Forward: The mission of California Forward is to transform our state government through citizen-driven solutions to provide better representation, smarter budgeting and fiscal management, and high quality public services so all Californians have the opportunity to be safe, healthy and prosperous in the global economy. research@kern.org
Carter Center: non-partisan public policy institute dedicated to fighting disease, poverty, conflict, and oppression. Founded by President Jimmy Carter and his wife Rosalynn.
http://www.cartercenter.org/homepage.html
Center on Budget and Policy Priorities: non-partisan policy institute that conducts research and analysis on a range of government policies and programs, with emphasis on those affecting low- and middle-income people. http://www.cbpp.org/pubs/socsec.htm
Center for the Continuing Study of the California Economy: The Center for Continuing Study of the California Economy (CCSCE) has become the recognized source of independent information about long-term trends in California. CCSCE was founded as an independent, private economic research organization specializing in the analysis and study of California. CCSCE focuses on long-term economic and demographic trends in the state and its major economic regions. http://www.ccsce.com/about_ccsce.html
Center for the Study of Latino Health and Culture (CESLAC): CESLAC provides research, education, and public Information. Under the leadership of Professor David E. Hayes-Bautista, the Center for the Study of Latino Health and Culture (CESLAC), David Geffen School of Medicine, University of California Los Angeles (UCLA) has been the lead institution in informing the public about the important emerging Latino medical market. http://www.cesla.med.ucla.edu/index.htm
Commission on the 21st Century Economy [bipartisan]: Applying the principles outlined in Governor Schwarzenegger's Executive Order S-01-09, the Commission will suggest changes to state and local revenues that will result in a revenue stream that is more stable and reflective of the California economy. The Commission will report its findings to the Governor and legislature on or before April 15, 2009. http://www.cotce.ca.gov/
Congressional Research Service (CRS): is the public policy research arm of the United States Congress. As a legislative branch agency within the Library of Congress, CRS works exclusively and directly for Members of Congress, their Committees and staff on a confidential, nonpartisan basis. http://www.loc.gov/crsinfo/whatscrs.html#report
http://digital.library.unt.edu/govdocs/crs/
Congressional Research Service (CRS): is organized into five interdisciplinary research divisions: American Law; Domestic Social Policy; Foreign Affairs, Defense and Trade; Government and Finance; and Resources, Science and Industry. The Knowledge Services Group provides research support services to CRS analysts and attorneys in providing authoritative and reliable information research and policy analysis to the Congress.
Department of Health Care Policy, Harvard Medical School, Research: Informing decision makers about the evolving health care system. http://www.hcp.med.harvard.edu/research
Ed Trust / Ed Trust-West: We work for the high academic achievement of all students at all levels, kindergarten through college. http://www2.edtrust.org/edtrust/etw/ http://www2.edtrust.org/edtrust/
The Hoover Institution on War, Revolution and Peace: Stanford University, is a public policy research center devoted to advanced study of politics, economics, and political economy—both domestic and foreign—as well as international affairs. http://www.hoover.org/
Latino Issues Forum (LIF): is a non-profit public policy and advocacy institute dedicated to advancing new and innovative public policy solutions for a better, more equitable, and prosperous society. http://www.lif.org/
The National Center for Public Policy and Higher Education promotes public policies that enhance Americans' opportunities to pursue and achieve high-quality education and training beyond high school. As an independent, nonprofit, nonpartisan organization, the National Center prepares action-oriented analyses of pressing policy issues facing the states and the nation regarding opportunity and achievement in higher education-including two- and four-year, public and private, for-profit and nonprofit institutions.
http://www.highereducation.org/
Next 10: is an independent, nonpartisan organization that educates, engages and empowers Californians to improve the state’s future. Next 10 is focused on innovation and the intersection between the economy, the environment, and quality of life issues for all Californians. We create tools and provide information that fosters a deeper understanding of the critical issues affecting all Californians. Through education and civic engagement, we hope Californians will become empowered to affect change. http://www.next10.org/
Pepper Institute on Aging and Public Policy: multidisciplinary and comparative research on
Public issues related to population aging, health care, and economic security; graduate and undergraduate certificate programs in gerontology.
Pew Research Center for The People & The Press: The Center is an independent opinion research group that studies attitudes toward the press, politics and public policy issues. We are best known for regular national surveys that measure public attentiveness to major news stories, and for our polling that charts trends in values and fundamental political and social attitudes. Formerly, the Times Mirror Center for the People & the Press (1990-1995), we are now sponsored by The Pew Charitable Trusts and are one of eight projects that make up the Pew Research Center, a nonpartisan "fact tank" that provides information on the issues, attitudes and trends shaping America and the world. http://people-press.org/
Public Policy Institute of California: Dedicated to improving public policy in California through independent, objective, non-partisan research on major economic, social, and political issues. info@ppic.org or www.ppic.org
RAND Corporation: Objective Analysis, Effective Solutions, A non-profit institute that addresses the challenges facing the public and private sectors around the world. http://rand.org/
The Ray Marshall Center for the Study of Human Resources has been at the forefront of public policy research and development since it was founded at The University of Texas at Austin in 1970 (Lyndon B. Johnson School of Public Affairs). Ray Marshall led the center to prominence by focusing its research on the problems of minorities, women, youth, welfare recipients, the unemployed and others having difficulties finding jobs, earning a living wage, and sharing in America's prosperity. http://www.utexas.edu/research/cshr/
Rockridge Institute: Rethinking Progressive Politics; Reframing Public Debate; and, Changing Public Policy. Bruce Budner, Executive Director, and, George Lakoff, Senior Fellow
http://www.rockridgeinstitute.org/
State of California, Legislative Analyst’s Office (LAO): California’s Nonpartisan Fiscal and Policy Advisor. The Legislative Analyst's Office (LAO) has been providing fiscal and policy advice to the Legislature for more than 55 years. It is known for its fiscal and programmatic expertise and nonpartisan analyses of the state's budget. The LAO is overseen by the Joint Legislative Budget Committee (JLBC), a 16-member, bipartisan committee. http://www.lao.ca.gov/
Tomas Rivera Center: a national policy institute helps government and business decision makers develop and implement policies and programs to improve the status of Latinos in the U.S. http://www.trpi.org/
UCLA Center for Health Policy Research: is one of the nation's leading health policy research centers and the premier source of health policy information for California. Established in 1994, the UCLA Center for Health Policy Research is based in the School of Public Health and affiliated with the School of Public Affairs. http://www.healthpolicy.ucla.edu/
Udall Center for Studies in Public Policy: Established in 1987, the Udall Center for Studies in Public Policy sponsors policy-relevant, interdisciplinary research and forums that link scholarship and education with decision-making. http://udallcenter.arizona.edu/
California State Government, Policy & Politics Columnists
Dan Walters, Sacramento Bee: http://www.sacbee.com/walters/
Peter Schrag, Sacramento Bee: http://www.sacbee.com/344
_____________________
SELECTED SOURCES OF DEMONGRAPHIC AND PUBLIC POLICY DATA:
(Selected Websites: Updated 3-30-09)
American Factfinder: In-depth demographic and economic data covering every state, county, city, town, and populated zip code in the United States http://factfinder.census.gov/servlet/BasicFactsServlet
California Department of Finance, Demographic Data Unit:
http://www.dof.ca.gov/html/Demograp/druhpar.htm
California Department of Education/DataQuest http://dq.cde.ca.gov/dataquest/
[Under “Select a Subject,” note option to, “Create Your Own Report”]
Labor Market Information Division www.labormarketinfo.edd.ca.gov/
"The Condition of Children", Kern County Network for Children, Kern County Superintendent of Schools. [See: Tables & Charts]
New at Ed-Data: Comparing Schools, December 2004
http://www.ed-data.k12.ca.us
County of Kern Geographic Information System (GIS): Division of Engineering & Survey Services
http://www.co.kern.ca.us/gis/
County of Kern, Geographic Information System, Division of Engineering & Survey Services
http://www.co.kern.ca.us/gis/
“County Health Status Report, 2001,”Kern County Public Health Department:
http://www.dhs.ca.gov/hisp/chs/phweek/cprofile2001/profile2001.htm
CSUB Library, Government Information, Reference Sources:
http://www.lib.csubak.edu:80/dave/govt/govtref.htm
Kern County Council of Governments (Kern COG): http://www.kerncog.org/00census
Kern County Superintendent of Schools (KCSOS) Research Services GIS website. This website is dedicated to serving the geographic information needs of the Kern County Superintendent of Schools, Kern County school districts and affiliate organizations. http://research.kern.org/gis/
U.S. Bureau of the Census: http://www.census.gov
________________
OTHER READINGS/REFERENCES OF INTEREST:
(Not assigned for reading)
“California 2025: Taking on the Future,” Public Policy Institute of California, 2008.
http://www.ppic.org/main/ca2025.asp
“California’s San Joaquin Valley: A Region in Transition” Congressional Research Service
Report, 2005. Order Code RL33184. (Excerpt: Summary, and Chapter 1, Introduction, pp. 13-30)
Callahan, Kathe, “Citizen Participation: Questions of Diversity, Equity and Fairness,” Journal of Public Management & Social Policy, Vol. 13, Issue 1, Spring 2007.
Hayes-Bautista, David E., La Nueva California: Latinos in the Golden State,
University of California Press, 2004 http://www.cesla.med.ucla.edu/books.htm
Kunstler, James Howard, The Long Emergency: Surviving the End of Oil, Climate Change, and Other Converging Catastrophes of the Twenty-First Century, Grove Press, 2006
Lim, Hong-Hai, “Representative Bureaucracy: Rethinking Substantive Effects and Active Representation,” Public Administration Review, Vol. 66, No. 2, March/April 2006.
Mastracci, Sharon H., Meredith A. Newman, and Mary E. Guy, “Appraising Emotion Work: Determining Whether Emotional Labor is Valued in Government Jobs,” American Review of Public Administration (ARPA), Vol. 36, No. 2, June 2006. (Keywords: Emotional Labor/Performance Appraisal/Gender Differences/Wage Disparity)
Neal Peirce, “State Budget Cuts: Shadow Over Our Future,” Washington Post Writers Group – January 27, 2008. pgs. 2 (Short) http://www.postwritersgroup.com/archives/peir080127.html
Peter Schrag, “Reforming California: Many People Have Big Ideas on the Critical Issues Facing The State, But, Are They Thinking Too Small?” Sacramento Bee, September 24, 2006. (Short)
http://www.ccsce.com/issues_reformingCA.html
Rosenbloom, David H., “Taking Social Equity Seriously in MPA Education,” Journal of Public Administration Education (JPAE), Vol. 11, No. 3, July 2005, pp. 247-252.
(pair of readings)
Svara, James H., and James R. Brunet, “Social Equity Is a Pillar of Public Administration,” Journal of Public Administration Education (JPAE), Vol. 11, No. 3, July 2005, pp. 253-258.
Zanetti, Lisa A., “Repositioning the Ethical Imperative: Critical Theory, Recht, and Tempered Radicals in Public Service,” American Review of Public Administration (ARPA), Vol. 34, No. 2, June 2004. (Keywords: Critical Theory/Ethics/Theory and Practice/Social Change)
Takaki, Ronald, A Different Mirror: A History of Multicultural America, Little, Brown and Company, New York, 1993.
Wadsworth-Cengage Learning: Publications in PA
http://servicedirect.cengage.com/CampaignEMail/email.aspx?src_id=1-DQV90UMAR
______________________________________________________________________
From: Classics of PA, Shafritz, Classics of Public Administration, 6th Edition, 2009
Part I: EARLY VOICES AND THE
FIRST QUARTER CENTURY (1880s to 1920s).
1. Woodrow Wilson, The Study of Administration (1887).
2. Frank J. Goodnow, Politics and Administration (1900).
3. Jane Addams, The Problem with Municipal Administration (1904).
4. Frederick W. Taylor, Scientific Management (1912).
5. William F. Willoughby, The Movement for Budgetary Reform in the States
(1918).
6. Max Weber, Bureaucracy (1922).
7. Leonard D. White, Introduction to the Study of Public Administration
(1926).
8. Mary Parker Follett, The Giving of Orders (1926).
Part II: THE NEW DEAL TO MID-CENTURY
(1930s to 1950s).
9. Luther Gulick, Notes on the Theory of Organization (1937).
10. Louis Brownlow, Charles E. Merriam, & Luther Gulick, Report
of the President's Committee on Administrative Management (1937).
11. Chester I. Barnard, Informal Organizations and Their Relation to
Formal Organizations (1938).
12. Robert K. Merton, Bureaucratic Structure and Personality (1940).
13. V. O. Key, Jr., The Lack of a Budgetary Theory (1940).
14. A. H. Maslow, A Theory of Human Motivation (1943).
15. Paul Appleby, Government Is Different (1945).
16. Herbert A. Simon, The Proverbs of Administration (1946).
17. Dwight Waldo, The Administrative State: Conclusion (1948).
18. Philip Selznick, The Cooptative Mechanism (1949).
19. Excerpt from The Hoover Commission Report, Report of The Commission
on Organization of The Executive Branch of Government (1949).
20. Douglas Murray McGregor, The Human Side of Enterprise (1957).
21. Charles E. Lindblom, The Science of Muddling Through (1959).
Part III: FROM JFK TO CIVIL
SERVICE REFORM; THE 1960s AND 1970s.
22. Daniel Katz & Robert L. Kahn, Organizations and the System Concept
(1966).
23. Allen Schick, The Road to PPB: The Stages of Budget Reform (1966).
24. Morton Grodzins, The American System (1966).
25. Warren Bennis, Organizations of the Future (1967).
26. Yehezkel Dror, Policy Analysts: A New Professional Role in Government
Service (1967).
27. Anthony Downs, The Life Cycle of Bureaus (1967).
28. Aaron Wildavsky, Rescuing Policy Analysis from PPBS (1969).
29. Herbert Kaufman, Administrative Decentralization and Political Power
(1969).
30. Theodore J. Lowi, The End of Liberalism: The Indictment (1969).
31. Martin Landau, Redundancy, Rationality, and the Problem of Duplication
and Overlap (1969).
32. H. George Frederickson, Toward a New Public Administration (1971).
33. Alice M. Rivlin, Systematic Thinking for Social Action (1971).
34. Jeffrey L. Pressman & Aaron Wildavsky, Implementation (1973).
35. Frederick C. Mosher & Others, Watergate: Implications for Responsible
Government (1974).
36. Samuel Krislov, Representative Bureaucracy (1974).
37. Charles H. Levine, Organizational Decline and Cutback Management
(1978).
38. John Rohr, Ethics for Bureaucrats (1978).
Part IV: FROM REAGAN TO "21C"; 1980s AND 1990s.
39. Graham T. Allison, Public and Private Management: Are They Fundamentally
Alike in All Unimportant Respects? (1980).
40. Michael Lipsky, Street-Level Bureaucracy: The Critical Role of Street-Level
Bureaucrats (1980).
41. Naomi Caiden, Public Budgeting Amidst Uncertainty and Instability
(1981).
42. Frederick C. Mosher, Democracy and the Public Service: The Collective
Services (1982).
43. David H. Rosenbloom, Public Administrative Theory and the Separation
of Powers (1983).
44. John W. Kingdon, Agendas, Alternatives, and Public Paradoxes (1984).
45. Dennis F. Thompson, The Possibility of Administrative Ethics (1985).
46. Ronald C. Moe, Exploring the Limits of Privatization (1987).
47. Camilla Stivers, Toward a Feminist Perspective in Public Administration
Theory (1990).
48. J. Stephen Ott, "Understanding Organizational Culture"
(1989).
49. Roosevelt Thomas, From Affirmative Action to Affirming Diversity
(1990).
50. Christopher Hood, A Public Management for all Seasons (1990).
51. Deil Wright, Federalism, Intergovernmetal Relations and Intergovernmental
Management (1990).
52. Carol W. Lewis, The Ethics Challenge in Public Service (1991).
53. Michael Barzelay with Babak J. Armajani, Breaking Through Bureaucracy
(1992).
54. The National Performance Review, From Red Tape to Results: Creating
a Government That Works Better and Costs Less (1993).
55. Deborah Stone, Policy Paradox: The Art of Political Decision-Making
Decision-Making (1997).
56. Guy B Addams & Danny L Balfour, In the Face of Administrative
Evil (1998).
57. Donald Kettl, The Transformation of Governnance: Who Governs and
How (2002).
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