Journal articles: 'Public affairs programs'

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Brainard, Lori A. "Directing Public Affairs Programs." Journal of Public Affairs Education 23, no. 3 (September 2017): 779–84. http://dx.doi.org/10.1080/15236803.2017.12002286.

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Koven, Steven G., Frank Goetzke, and Michael Brennan. "Profiling Public Affairs Programs." Administration & Society 40, no. 7 (November 2008): 691–710. http://dx.doi.org/10.1177/0095399708323134.

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Hatcher, William. "Teaching curiosity in public affairs programs." Teaching Public Administration 37, no. 3 (July 5, 2019): 365–75. http://dx.doi.org/10.1177/0144739419858702.

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Through practicing curiosity by asking questions in the hopes of seeking answers, public administrators may practice empathy, build knowledge about how the world works, and in doing so, dispel ignorance in public agencies. By valuing curiosity, or dispelling ignorance about how the world works, public administrators may help create bureaucracies that are effective, democratic, and trustworthy. Thus, curiosity is a concept that can help public administrators improve the delivery of public services and better serve their communities. However, public affairs curriculum rarely addresses the topic. This article discusses the importance of curiosity in public administration, examines how public affairs programs can teach the concept, and concludes with advice on incorporating the exercises teaching curiosity in the public administration classroom.

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Dent, Joan. "Public Affairs Programs: The Critical Link to the Public." Journal - American Water Works Association 85, no. 11 (November 1993): 42–46. http://dx.doi.org/10.1002/j.1551-8833.1993.tb06098.x.

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Jennings, Edward T. "E-Government and Public Affairs Education." Chinese Public Administration Review 10, no. 2 (December 20, 2019): 79. http://dx.doi.org/10.22140/cpar.v10i2.208.

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This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.

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Jennings, Edward T. "E-Government and public affairs education." Chinese Public Administration Review 1, no. 3/4 (January 1, 2006): 230. http://dx.doi.org/10.22140/cpar.v1i3/4.27.

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This article examines three fundamental questions with respect to the place of e-govrement in graduate education for carrers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education.The article first traces the development of e-government across the globe, summarizing important issues and considertation that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-govrnment in the curriculum.E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimenstions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The apporach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, althogy we can also hope that our training will also shape e-government's development.

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Ferris, James M., and Robert A. Stallings. "Sources of Reputation among Public Administration and Public Affairs Programs." American Review of Public Administration 18, no. 3 (September 1988): 309–25. http://dx.doi.org/10.1177/027507408801800306.

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Rauhaus, Beth M. "The public affairs faculty manual: A guide to the effective management of public affairs programs." Journal of Public Affairs Education 26, no. 3 (May 13, 2020): 391–93. http://dx.doi.org/10.1080/15236803.2020.1759330.

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Temple, Stanley A. "A Campaign to Fund SCB's Public Affairs Programs." Conservation Biology 7, no. 1 (March 1993): 4. http://dx.doi.org/10.1046/j.1523-1739.1993.07010004.x.

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Overton, Michael. "The Public Affairs Faculty Manual: A Guide to the Effective Management of Public Affairs Programs Edited by Bruce McDonald III and William Hatcher." Journal of Public and Nonprofit Affairs 7, no. 2 (August 1, 2021): 293–96. http://dx.doi.org/10.20899/jpna.7.2.293-296.

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In The Public Affairs Faculty Manual: A Guide to the Effective Management of Public Affairs Programs, editors Bruce McDonald III and William Hatcher, provide a broad overview on designing, leading, and managing a public affairs (PA) program. The edited volume is explicitly written for PA faculty in new leadership roles in higher education, though it is a useful reference for administrators of all levels and even useful for regular faculty. Despite excellent journals focused on PA education, such as Journal of Public Affairs Education, and Teaching Public Administration, there is a clear need for a focused cultivation of fundamental knowledge, research, and experience-informed advice for academic administrators in PA programs.

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Bushouse, Brenda, and Sara Morrison. "Applying Service Learning in Master of Public Affairs Programs." Journal of Public Affairs Education 7, no. 1 (January 2001): 9–17. http://dx.doi.org/10.1080/15236803.2001.12023491.

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Capobianco, Stephen, Ximeng Chen, Sebastián Líppez-De Castro, and Nadia Rubaii. "Enhancing global and intercultural competencies in Master of Public Administration classes." Teaching Public Administration 36, no. 2 (March 19, 2018): 178–200. http://dx.doi.org/10.1177/0144739417753031.

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In the 21st century Master of Public Administration (MPA) programs need to meet the challenge of preparing public affairs professionals for an increasingly global and interdependent world in which complex social problems often span national boundaries and cultural differences. In that context, various internationalization strategies can be helpful in developing the necessary global, international, and intercultural (GII) competencies that public affairs professionals need. In this paper, we evaluate a model known as Cultures and Languages Across the Curriculum (CLAC) as an internationalization at home tool which may have potential in public affairs programs. We describe the philosophical and pedagogical approach of CLAC, and compare our experiences with three levels of CLAC integration within graduate-level public affairs classes. Based on feedback from students and observations from faculty we are able to offer preliminary assessments on the effectiveness of the CLAC approach in MPA education, and advice for MPA programs and instructors who may be interested in using CLAC to develop GII competencies among their students.

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Morçöl, Göktuğ, Michele Tantardini, Adam Williams, and Derek R. Slagle. "Master of Public Administration and Master of Public Policy degrees: Differences and similarities in the curricula and course contents." Teaching Public Administration 38, no. 3 (April 29, 2020): 313–32. http://dx.doi.org/10.1177/0144739420915758.

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The historical origins of public administration and public policy analysis suggest that Master of Public Administration and Master of Public Policy programs should have different focuses in their curricula: the former on management skills and the latter on analytical skills. To investigate whether and to what extent the two types of programs are different and whether the accreditation standards of the Network of Schools of Public Policy, Affairs, and Administration have a homogenizing effect on them, we investigated the titles and descriptions of the courses in their core curricula. The results show some differences between Master of Public Administration and Master of Public Policy programs, but no clear distinction. Analytical skills are required by both Master of Public Administration and Master of Public Policy programs. Master of Public Policy programs distinguish themselves from Master of Public Administration programs primarily by requiring economics and economic analysis courses. Higher percentages of Network of Schools of Public Policy, Affairs, and Administration-accredited programs require organization studies, human resource management, and public budgeting courses.

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Rahm, Dianne, B. J. Reed, and Teri L. Rydl. "Internet-Mediated Learning in Public Affairs Programs: Issues and Implications." Journal of Public Affairs Education 5, no. 3 (July 1999): 213–23. http://dx.doi.org/10.1080/15236803.1999.12022072.

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Holzer, Marc, Hua Xu, and Tiankai Wang. "The Status of Doctoral Programs in Public Affairs and Administration." Journal of Public Affairs Education 13, no. 3-4 (December 2007): 631–47. http://dx.doi.org/10.1080/15236803.2007.12001502.

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Wiley, Kimberly K., and Frances S. Berry. "Teaching Social Entrepreneurship in Public Affairs Programs: A Review of Social Entrepreneurship Courses in the Top 30 U. S. Public Administration and Affairs Programs." Journal of Public Affairs Education 21, no. 3 (September 2015): 381–400. http://dx.doi.org/10.1080/15236803.2015.12002205.

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Legge, Jerome S., and James Devore. "Measuring Productivity in U. S. Public Administration and Public Affairs Programs 1981-1985." Administration & Society 19, no. 2 (August 1987): 147–56. http://dx.doi.org/10.1177/009539978701900201.

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Miller, D. Ryan. "Do undergraduate public administration, policy, and affairs programs mimic graduate curricula?" Journal of Public Affairs Education 25, no. 4 (March 9, 2018): 475–94. http://dx.doi.org/10.1080/15236803.2018.1443261.

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Morçöl, Göktuğ, and Sehee Han. "The National Research Council’s Rankings of Doctoral Programs in Public Affairs." International Journal of Public Administration 41, no. 8 (March 9, 2017): 630–44. http://dx.doi.org/10.1080/01900692.2017.1292529.

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Imperial, Mark T., James L. Perry, and Michael C. Katula. "Incorporating Service Learning into Public Affairs Programs: Lessons from the Literature." Journal of Public Affairs Education 13, no. 2 (September 2007): 243–64. http://dx.doi.org/10.1080/15236803.2007.12001478.

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Rich, Daniel. "Public Affairs Programs and the Changing Political Economy of Higher Education." Journal of Public Affairs Education 19, no. 2 (June 2013): 263–83. http://dx.doi.org/10.1080/15236803.2013.12001733.

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Kiel, L. Douglas. "Information Systems Education in Masters Programs in Public Affairs and Administration." Public Administration Review 46 (November 1986): 590. http://dx.doi.org/10.2307/975582.

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Douglas, James W. "Faculty, Graduate Student, and Graduate Productivity in Public Administration and Public Affairs Programs, 1986-1993." Public Administration Review 56, no. 5 (September 1996): 433. http://dx.doi.org/10.2307/977042.

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Kirchhoff, Judith J., and Thomas H. Dennison. "Benchmark Health Policy Programs: A Window on Public Affairs and Administration Education." Journal of Public Affairs Education 12, no. 2 (June 2006): 177–96. http://dx.doi.org/10.1080/15236803.2006.12001425.

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Kapucu, Naim. "Developing Competency-Based Emergency Management Degree Programs in Public Affairs and Administration." Journal of Public Affairs Education 17, no. 4 (December 2011): 501–21. http://dx.doi.org/10.1080/15236803.2011.12001659.

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Stuteville, Rebekkah, and Laurie N. DiPadova-Stocks. "Advancing and Assessing Public Service Values in Professional Programs: The Case of the Hauptmann School’s Master of Public Affairs Program." Journal of Public Affairs Education 17, no. 4 (December 2011): 585–610. http://dx.doi.org/10.1080/15236803.2011.12001663.

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Portillo, Shannon. "Mentoring Minority and Female Students: Recommendations for Improving Mentoring in Public Administration and Public Affairs Programs." Journal of Public Affairs Education 13, no. 1 (March 2007): 103–13. http://dx.doi.org/10.1080/15236803.2007.12001470.

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Rubaii, Nadia. "Promoting social equity, diversity, and inclusion through accreditation." Quality Assurance in Education 24, no. 4 (September 5, 2016): 541–61. http://dx.doi.org/10.1108/qae-02-2016-0007.

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Purpose This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public policy and public administration can have on advancing these goals. Design/methodology/approach International and national accreditation standards are compared using content analysis for their reference to social equity and diversity in their standards regarding faculty, students, curriculum content and learning outcomes. The research applies content analysis of key documents and thematic coding. Findings International accrediting agencies that focused explicitly on programs in public affairs place a much greater emphasis on social equity and diversity than their national counterparts which accredit a full range of programs and institutions. National accrediting agencies assert the value of diversity, but their standards and reporting requirements suggest otherwise. Research limitations/implications The research suggests that international accreditation standards have the potential to advance social equity goals more effectively than national standards and that there is great potential to enhance this component of national accreditation standards. Implications for policymakers, accreditation professionals and scholars are identified. Originality/value The research is original in its focus on the role of accreditation in promoting social equity and its comparison of national and international standards. Although limited to Latin America and public affairs programs, the research provides a basis for examining similar patterns with respect to other disciplines and professions, and in other regions of the world.

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Coggburn, Jerrell D., and Stephen R. Neely. "Publish or Perish? Examining Academic Tenure Standards in Public Affairs and Administration Programs." Journal of Public Affairs Education 21, no. 2 (June 2015): 199–214. http://dx.doi.org/10.1080/15236803.2015.12001828.

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Lee, Robert D. "The Use of Exit Interviews in Master's Programs of Public Affairs and Administration." American Review of Public Administration 21, no. 3 (September 1991): 183–95. http://dx.doi.org/10.1177/027507409102100302.

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Mosier, Samantha L., and Susan M. Opp. "Pracademics in Network of Schools of Public Policy, Affairs, and Administration accredited programs: Insights from a survey of program faculty members." Teaching Public Administration 38, no. 2 (December 16, 2019): 187–209. http://dx.doi.org/10.1177/0144739419894039.

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This article examines current and previous practitioner experiences of faculty in Network of Schools of Public Policy, Affairs, and Administration accredited programs. Using original survey data, this study demonstrates that a majority of Network of Schools of Public Policy, Affairs, and Administration program faculty members have prior or current practitioner experiences. However, prior practitioner experiences among younger faculty is significantly lower when compared to older faculty. Faculty report far less current engagement and, of those who do have active engagement roles, most are participating in short-term activities and in non-profit roles. Evaluation credit may be one dynamic to understanding a lack of engaged service activity. A majority of respondents engaging in outside service are from research-focused, doctoral-granting institutions, where it is more likely positive credit is received. Collectively, the results demonstrate that, for the most part, faculty members do have practical experience that can influence their teaching and research functions; however, current incentive and promotion structures may not actively support service engagement activities for modern faculty.

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Biggs, Jeff. "The Center: A Look at the Centennial Center for Political Science & Public Affairs." PS: Political Science & Politics 45, no. 01 (January 2012): 158–59. http://dx.doi.org/10.1017/s1049096511001971.

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You could call it serendipity or a mutually felicitous target of opportunity, but the APSA Congressional Fellowship Program and the Centennial Center for Political Science & Public Affairs—now under my and Veronica Jones' direction—found productive common ground in November 2011 that will continue into the programs' future. In addition to physical proximity—the two programs share the same floor at APSA—the similar content areas and background shared by Centennial Scholars and Congressional Fellows Program has overlapped since the center's founding seven years ago. Centennial Center scholars have been routinely invited to participate in any segment of the fellowship's six-week orientation program that was of interest to them. And, over the years, several of the scholars later became congressional fellows.

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Brudney, Jeffrey L., and Mary Maureen Brown. "Computing in Graduate Education in Public Administration: An Assessment of Current Practices and Future Needs." Social Science Computer Review 10, no. 2 (July 1992): 241–54. http://dx.doi.org/10.1177/089443939201000208.

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This article addresses current practices and future needs in education in computing in graduate-level programs in public administration and affairs. Based on a survey of MPA-granting institutions, it shows that most public administration programs have incorporated computing applications into curricula beyond conventional courses in statistics and research methodology. To meet the needs of future public managers for computing skills, however, further enhancement of curricula will prove necessary. For this purpose, the article identifies a potential curriculum in computing in public administration. The curriculum is tailored to the distinctive demands and challenges of the public sector environment.

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Anghel, Ionuț-Marian. "Contesting neoliberal governance. The case of Romanian Roma." Social Change Review 13, no. 2 (December 1, 2015): 85–109. http://dx.doi.org/10.1515/scr-2015-0011.

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Abstract The article delineates the shifting forms of minority governance that took shape after 1989 in solving Roma related affairs and its ambiguous effects on the ground. I argue that, after 1989, the new social and public policies adopted a more neoliberal trend in solving Romani affairs through processes of decentralization, public-private partnerships and mobilization of civil society (Roma) organizations as key tools for empowering and social inclusion of Romani communities, abandoning old governmental programs focused on discipline, control and policing. However, as we will see in the Romanian case, these processes and policies had ambiguous effects and often have gone together with a diminishing of democratic accountability and control of Roma related affairs by state/public institutions and with the devolution of responsibilities to non-governmental and human rights organizations, Roma representatives from public institutions and communities themselves (see also van Baar 2011a).

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Jones, Kirk. "Micro Economic Reform and Aboriginal Support Programs." Aboriginal Child at School 21, no. 1 (March 1993): 12–18. http://dx.doi.org/10.1017/s0310582200005538.

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Issues of finances and resources continue to be critical in determining future directions for Aboriginal Support Programs in higher education. Full accountability for expenditure of public funds has been the ‘hidden agenda’ behind the rhetoric of ‘self management’ and ‘self-sufficiency’ of both the labour and coalition parties in regard to Aboriginal affairs (Sharing the Country). Yet, it is becoming increasingly evident that these political terms have economic links with ‘amalgamation’ and ‘program rationalization’; that is, they are packaged in ‘micro economic reform’.

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Azevedo, Lauren, Wanzhu Shi, Pamela S. Medina, and Matt T. Bagwell. "Examining junior faculty work-life balance in public affairs programs in the United States." Journal of Public Affairs Education 26, no. 4 (July 20, 2020): 416–36. http://dx.doi.org/10.1080/15236803.2020.1788372.

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Harlow-Rosentraub, Karen, and James L. Perry. "Public Affairs and Healthcare Administration: Crosscutting Competencies and Multiple Accreditation Challenges for Academic Programs." Journal of Public Affairs Education 12, no. 2 (June 2006): 197–211. http://dx.doi.org/10.1080/15236803.2006.12001426.

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Awang, Sa’adi, Siti Arni Basir, and Hasan Al-Banna Mohamed. "Pelaksanaan Program Pembangunan Modal Insan (PMI) di institusi Pengurusan Hal Ehwal Islam (PHEI): Kajian Kes di Jabatan Kemajuan Islam Malaysia (JAKIM) (Implementation of Human Capital Development Program at the Institutions of Islamic Affairs Management: A Case Study at Department of Islamic Development Malaysia (JAKIM))." UMRAN - International Journal of Islamic and Civilizational Studies 6, no. 3 (October 21, 2019): 9–31. http://dx.doi.org/10.11113/umran2019.6n3.274.

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Human capital is an important asset for the survival of organization. Poor human capital are not able to contribute effectively to the development of organization. Therefore, human capital must be developed through appropriate programs so that their potential can be harnessed to maximum level. Institutions of Islamic Affairs Management plays an important role in Malaysia. These institutions need competent human capital to ensure quality of services delivered are in accordance with customer expectations. However, human capital competency in the institutions of Islamic Affairs Management is still questionable. Literature shows that empirical studies about human capital development programs in the institutions of Islamic Affairs Management is sorely lacking. Therefore, the objective of this study is to explore the implementation of human capital development programs in the institution of JAKIM. This study employed qualitative methods using the JAKIM as case study organisation. A total of 15 informants were interviewed in this study. Data were analysed using thematic analysis which is facilitated by ATLAS ti software. The results showed there are 5 human capital development programs implemented in JAKIM that is training, education and knowledge, human resource management, quality and work experiences. The results also shows all the programs have been well implemented. The administrators either in public or private sector can use these findings as a guide to implement human capital development programs in their organisations effectively.

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Shevchenko, Alina. "The Essence and Structure of Masters’ of Public Administration Core Competencies in the USA." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 62–68. http://dx.doi.org/10.1515/rpp-2016-0035.

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Abstract The article deals with revealing the essence and structure of Masters’ of Public Administration professional training in the USA. It has been concluded that Public Administration studies the realization of government policies and trains future public administrators for professional activity; is guided by political science and administrative law; aims to improve the justice, equality, security and efficiency of public services. It has been indicated that the MPA degree is dedicated for those willing to work in public sector. It has been found out that MPA programs are designed to develop the abilities, skills and methods specialists use to realize policies, programs and projects as well as to resolve crucial issues within their organization and/or in society. It has been stated that in the United States of America Master of Public Administration (MPA) and Master of Business Administration programs (MBA) are quite similar, however, have certain differences. It has been defined that the MPA program focuses on different ethical and sociological criteria secondary for business administrators. Simultaneously MPA programs encompass economy courses to supply students with knowledge of microeconomic and macroeconomic issues. It has been specified that MPA programs are built on a range of core competencies defined by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA). The list of the core competencies (to lead and manage in public governance; to participate in and contribute to the public policy progress; to analyze, synthesize, think critically, solve problems and make decisions; to articulate and apply a public service perspective; to communicate and interact productively with a diverse and changing workforce and citizenry) and their detailed characteristics have been presented. It has been identified that cultural competency of future public administrators has become an essential constituent of public affairs curricula. It has been concluded that the above-mentioned positive aspects of the experience may be used to improve future public administrators’ professional training in Ukraine.

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Carroll, Deborah A. "Editor’s Introduction: Highlighting Strategies of the Nonprofit Sector." Journal of Public and Nonprofit Affairs 7, no. 2 (August 1, 2021): 169–72. http://dx.doi.org/10.20899/jpna.7.2.169-172.

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In this new issue of Journal of Public and Nonprofit Affairs, we offer a collection of Research Articles focused on the nature and implications of nonprofit higher education programs, the communication strategies and evidence-based information used by different types of organizations in the nonprofit sector, and the volunteering behaviors of nonprofit association members. Our Social Equity Section article highlights the important issue of re-entry and reintegration programs for ex-offenders to reduce recidivism and provide greater access to opportunity. Finally, we offer two Book Reviews related to these topics of important recent work focusing on higher education programs in public administration and advancing social equity.

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Sandi, John Retei Alfri. "Dilema Pelaksanaan Urusan Pemerintahan Umum di Kecamatan oleh Camat (Studi di Kecamatan Kahayan Tengah Kabupaten Pulang Pisau)." Restorica: Jurnal Ilmiah Ilmu Administrasi Negara dan Ilmu Komunikasi 6, no. 2 (October 13, 2020): 43–55. http://dx.doi.org/10.33084/restorica.v6i2.1753.

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The affairs of public government have an important urgency amid diversity, the threat of intolerance, radicalism, the disintegration of the nation today. The central institutional role in the region is both security and order-based, defense will be difficult to run optimally without the support of the organizational structure of regional devices with its work program. Regulatory, technical and political constraints will be officials in the allocation of work programs and regional budgets to leading organizational units such as the sub-district government being the cause of the lack of public government affairs properly maintained by the District Court in the sub-district. This research seeks to examine the dilemma of conducting public government affairs in The Central Kahayan District of Pulang Pisau Regency by the district, amid current reforms and democracy that gives broad authority to districts/ cities as well as village governments with village laws and budgets of one billion villages through a qualitative scripted approach.

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Milbury, Jim. "Improving Communication Through Public Relations Research1." International Oil Spill Conference Proceedings 1999, no. 1 (March 1, 1999): 1141–42. http://dx.doi.org/10.7901/2169-3358-1999-1-1141.

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ABSTRACT Public affairs programs often communicate with their customers, or publics, in simply one direction. During a pollution incident press releases are generated and sent to the news media, corporate executives give positive sound bites for the evening news, and reporters' questions are answered. Evidence of whether the response and cleanup was successful is typically evaluated by the slant of the television or newspaper reports. However, public opinion may radically differ with what is being reported. It is important, therefore, to have a public relations methodology established to directly measure public opinion. It is especially important to measure a “baseline” opinion before an incident occurs that will help determine the variance of public perception in your community and clearly determine if, and by how much, your corporate image has been damaged or improved. This paper will offer usable suggestions of how to measure, both quantitatively and qualitatively, public opinion.

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McNeilly, Lemmietta. "Speech-Language Pathology Assistants Current State of Affairs." Perspectives on School-Based Issues 10, no. 1 (March 2009): 12–18. http://dx.doi.org/10.1044/sbi10.1.12.

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Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

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Dow, K. L. "Developing Science Education and Outreach Partnerships at Research Institutions." International Astronomical Union Colloquium 162 (1998): 230–34. http://dx.doi.org/10.1017/s0252921100115155.

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Like many research institutions, the Harvard-Smithsonian Center for Astrophysicsf (CfA), has been actively engaged in education and public outreach activities for many years. The Harvard University Department of Astronomy, the formal higher education arm of the CfA, offers an undergraduate concentration and a doctoral program. In our Science Education Department, educational researchers manage ten programs that address the needs of teachers and students (K-12 and college), through advanced technology, teacher enhancement programs, and the development of curriculum materials. The Editorial and Public Affairs Department offers several public lecture series, recorded sky information, children's nights, and runs the Whipple Observatory Visitors Center in Amado, AZ. In this environment of successful programs, the High Energy Astrophysics (HEA) division, one of seven research divisions at the CfA, has initiated, or partnered with other institutions, development of several new education and outreach programs. Some of these programs involve partnerships with the education community, but all of them have been initiated by and involve scientists.

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Garvin, Lynn A., Marianne Pugatch, Deborah Gurewich, Jacquelyn N. Pendergast, and Christopher J. Miller. "Interorganizational Care Coordination of Rural Veterans by Veterans Affairs and Community Care Programs." Medical Care 59, Suppl 3 (May 13, 2021): S259—S269. http://dx.doi.org/10.1097/mlr.0000000000001542.

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Menzel, Donald C. "Teaching Ethics and Values: A Survey of Graduate Public Affairs and Administration Programs in the U.S." PS: Political Science & Politics 30, no. 03 (September 1997): 518–24. http://dx.doi.org/10.1017/s1049096500046771.

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Lind, Rebecca Ann, and Colleen Salo. "The Framing of Feminists and Feminism in News and Public Affairs Programs in U.S. Electronic Media." Journal of Communication 52, no. 1 (January 1, 2002): 211–28. http://dx.doi.org/10.1111/j.1460-2466.2002.tb02540.x.

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Phillips, Gail. "Reporting Diversity: The Representation of Ethnic Minorities in Australia's Television Current Affairs Programs." Media International Australia 139, no. 1 (May 2011): 23–31. http://dx.doi.org/10.1177/1329878x1113900105.

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A recent study of ethnic diversity in Australia's television news showed that diversity of race, culture and religion is largely absent from the news services, unless people from ethnic minorities are posing a social problem of some kind. A parallel study of Australia's nightly current affairs programs has yielded similar results: like news, they represent Australia as an ‘Anglo’ nation. When ethnic minorities are featured, they tend to occupy peripheral roles, and where they are allowed a central role, it is usually to be shown as threatening and menacing to the Anglo mainstream. The industry codes of practice explicitly state the standards that should apply in reporting on race, culture and religion, yet only the public broadcaster, the ABC, follows the guidelines in the representation of diversity. The reporting practices on the commercial stations deliberately or unwittingly encourage a sense of racial hierarchy in which the Anglo dominates.

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Neely, Stephen R., Jerrell D. Coggburn, and Johanna Phelps-Hillen. "Measuring the practice of engagement in public administration." Teaching Public Administration 36, no. 3 (May 22, 2018): 276–300. http://dx.doi.org/10.1177/0144739418775783.

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Following recent calls for greater synergies between public administration's (PA)’s academic and practitioner communities, this paper examines the prevalence and use of engaged teaching and faculty practices in Network of Schools of Public Policy, Affairs, and Administration (NASPAA)-affiliated schools. Results are reported from a survey of PA academic program leaders that includes specific practices – such as the use of service-learning pedagogies, teaching-cases, and faculty–practitioner exchange programs – suggested in the literature. While anecdotal evidence suggests that these practices promote connectedness between PA’s scholarly and practitioner communities, little is known empirically about how widely they are employed or how their use differs across faculty cohorts and institutional settings. This study attempts to address that gap, providing both empirical context and a baseline against which future studies can be compared.

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Weaver, Frances M., Susan L. Hughes, Joseph D. Kubal, Alec Ulasevich, Frank M. Bonarigo, and Joan Cummings. "A Profile of Department of Veterans Affairs Hospital Based Home Care Programs." Home Health Care Services Quarterly 15, no. 4 (June 27, 1996): 83–96. http://dx.doi.org/10.1300/j027v15n04_06.

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Journal articles on the topic 'Public affairs programs'

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