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  • [Solved] Statistical type of work

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    experience in statistics, excel functions and formulas REQUIRED

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    experience in statistics, excel functions and formulas REQUIRED

  • [Solved] 2 pager

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  • [Solved] Statistic

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    I need help understanding JASP – ## cf_GSS_30s_19.jasp – ## Overview_19.docx – ## cf_PSYC3700_Assignment_2_Worksheet_19.docx **## cf_GSS_30s_19.jasp** ## manifest.json { "jaspArchiveVersion" : "5", "jaspVersion" : "0.19.3" } ## analyses.json { "analyses" : [], "meta" : null } ## index….

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    Assignment Prompt & Instructions

    I need help understanding JASP

    – ## cf_GSS_30s_19.jasp

    – ## Overview_19.docx

    – ## cf_PSYC3700_Assignment_2_Worksheet_19.docx

    **## cf_GSS_30s_19.jasp**

    ## manifest.json

    {
    "jaspArchiveVersion" : "5",
    "jaspVersion" : "0.19.3"
    }

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    ## index.html

    ## Results

    ## internal.sqlite

    **## Overview_19.docx**

    **Overview**

    For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

    **Preparation**

    Before you begin this assignment, complete the following:

    · Obtain access to JASPLinks to an external site. Statistical Software.

    · Download the
    [Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

    · Download the
    [GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
    [The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

    **Instructions**

    Complete and submit the Week 2 Assignment worksheet.

    **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 3: Conduct statistical analyses to address research questions in the social sciences

    · Open a dataset in JASP

    · Select the correct variable types in JASP

    · Compute descriptive statistics for a variable in JASP

    · Compute descriptive statistics for a variable, with a split variable, in JASP

    · Competency 7: Explain the results of statistical analyses in common language.

    · Write a sentence to report descriptive statistics that is consistent with APA standards.

    **## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)

    ## Week 2 Assignment

    **PART 1: Getting Started with JASP**

    You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
    [JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

    For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
    [here](https://gss.norc.org/).

    The dataset includes the following variables:

    ·
    **_year_**: Year in which that participant's data were collected

    ·
    **_id__**: A unique nominal-level identification number assigned to each participant

    ·
    **_childs_**: Number of children the participant has

    ·
    **_age_**: Age in years

    ·
    **_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

    ·
    **_race_**: Race; options were limited to "Black," "White," and "Other"

    ·
    **_income_**: Annual income range

    ·
    **_mntlhlth_**: Number of days with poor mental health in the last 30 days

    ·
    **_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

    **Directions:**

    1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

    2. Open JASP.

    3. Open the GSS_30s dataset in JASP.

    4. Update any variable types that are incorrect by default.

    5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

    _[Insert screenshot of your JASP worksheet here showing all of the variables types]_

    ### PART 2: Computing Descriptive Statistics in JASP

    For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

    **Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

    | |
    | — |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |
    | **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
    | |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |

    1

    1

    ## image1.emf

    **## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)

    ## Week 2 Assignment

    **PART 1: Getting Started with JASP**

    You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
    [JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

    For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
    [here](https://gss.norc.org/).

    The dataset includes the following variables:

    ·
    **_year_**: Year in which that participant's data were collected

    ·
    **_id__**: A unique nominal-level identification number assigned to each participant

    ·
    **_childs_**: Number of children the participant has

    ·
    **_age_**: Age in years

    ·
    **_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

    ·
    **_race_**: Race; options were limited to "Black," "White," and "Other"

    ·
    **_income_**: Annual income range

    ·
    **_mntlhlth_**: Number of days with poor mental health in the last 30 days

    ·
    **_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

    **Directions:**

    1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

    2. Open JASP.

    3. Open the GSS_30s dataset in JASP.

    4. Update any variable types that are incorrect by default.

    5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

    _[Insert screenshot of your JASP worksheet here showing all of the variables types]_

    ### PART 2: Computing Descriptive Statistics in JASP

    For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

    **Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

    | |
    | — |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |
    | **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
    | |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |

    1

    1

    ## image1.emf

    **## cf_GSS_30s_19.jasp**

    ## manifest.json

    {
    "jaspArchiveVersion" : "5",
    "jaspVersion" : "0.19.3"
    }

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    ## index.html

    ## Results

    ## internal.sqlite

    **## Overview_19.docx**

    **Overview**

    For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

    **Preparation**

    Before you begin this assignment, complete the following:

    · Obtain access to JASPLinks to an external site. Statistical Software.

    · Download the
    [Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

    · Download the
    [GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
    [The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

    **Instructions**

    Complete and submit the Week 2 Assignment worksheet.

    **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 3: Conduct statistical analyses to address research questions in the social sciences

    · Open a dataset in JASP

    · Select the correct variable types in JASP

    · Compute descriptive statistics for a variable in JASP

    · Compute descriptive statistics for a variable, with a split variable, in JASP

    · Competency 7: Explain the results of statistical analyses in common language.

    · Write a sentence to report descriptive statistics that is consistent with APA standards.

    **## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)

    ## Week 2 Assignment

    **PART 1: Getting Started with JASP**

    You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
    [JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

    For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
    [here](https://gss.norc.org/).

    The dataset includes the following variables:

    ·
    **_year_**: Year in which that participant's data were collected

    ·
    **_id__**: A unique nominal-level identification number assigned to each participant

    ·
    **_childs_**: Number of children the participant has

    ·
    **_age_**: Age in years

    ·
    **_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

    ·
    **_race_**: Race; options were limited to "Black," "White," and "Other"

    ·
    **_income_**: Annual income range

    ·
    **_mntlhlth_**: Number of days with poor mental health in the last 30 days

    ·
    **_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

    **Directions:**

    1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

    2. Open JASP.

    3. Open the GSS_30s dataset in JASP.

    4. Update any variable types that are incorrect by default.

    5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

    _[Insert screenshot of your JASP worksheet here showing all of the variables types]_

    ### PART 2: Computing Descriptive Statistics in JASP

    For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

    **Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

    | |
    | — |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |
    | **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
    | |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |

    1

    1

    ## image1.emf

    **## cf_GSS_30s_19.jasp**

    ## manifest.json

    {
    "jaspArchiveVersion" : "5",
    "jaspVersion" : "0.19.3"
    }

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    ## index.html

    ## Results

    ## internal.sqlite

    **## Overview_19.docx**

    **Overview**

    For this week’s assignment you will demonstrate your ability to use JASP to compute descriptive statistics. You will also summarize key descriptive statistics in a sentence consistent with APA style.

    **Preparation**

    Before you begin this assignment, complete the following:

    · Obtain access to JASPLinks to an external site. Statistical Software.

    · Download the
    [Week 2 Assignment Worksheet [DOCX]](https://courseroom.capella.edu/courses/49502/files/8833988/download).

    · Download the
    [GSS_30.csv](https://courseroom.capella.edu/courses/49502/files/8833972/download). These data were extracted from
    [The General Social Society (GSS)Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/4849111430006731?auth=SAML&section=4849111480006731). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.

    **Instructions**

    Complete and submit the Week 2 Assignment worksheet.

    **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 3: Conduct statistical analyses to address research questions in the social sciences

    · Open a dataset in JASP

    · Select the correct variable types in JASP

    · Compute descriptive statistics for a variable in JASP

    · Compute descriptive statistics for a variable, with a split variable, in JASP

    · Competency 7: Explain the results of statistical analyses in common language.

    · Write a sentence to report descriptive statistics that is consistent with APA standards.

    **## cf_PSYC3700_Assignment_2_Worksheet_19.docx**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/statistic-20929173)

    ## Week 2 Assignment

    **PART 1: Getting Started with JASP**

    You will need to have access to JASP to complete this assignment and all remaining assignments in this course. For installation information, troubleshooting guides, and support, please refer to the
    [JASP Statistical Software](https://campus.capella.edu/quantitative-skills-center/tools-and-software/jasp) page on Campus.

    For this part of the assignment you will use the GSS_30s.csv file, which can be found on the Week 2 Assignment page in Canvas. These data were extracted from the General Social Survey (GSS). In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022. While it is not necessary for this assignment, if you are interested, you can learn more about the GSS
    [here](https://gss.norc.org/).

    The dataset includes the following variables:

    ·
    **_year_**: Year in which that participant's data were collected

    ·
    **_id__**: A unique nominal-level identification number assigned to each participant

    ·
    **_childs_**: Number of children the participant has

    ·
    **_age_**: Age in years

    ·
    **_sex_**: Sex assigned at birth; options were limited to "Male" and "Female"

    ·
    **_race_**: Race; options were limited to "Black," "White," and "Other"

    ·
    **_income_**: Annual income range

    ·
    **_mntlhlth_**: Number of days with poor mental health in the last 30 days

    ·
    **_depress_**: Whether the participant has ever been told by a medical professional that they have depression; options were limited to "Yes" and "No"

    **Directions:**

    1. Download the GSS_30s.csv file from the Week 2 Assignment page in Canvas.

    2. Open JASP.

    3. Open the GSS_30s dataset in JASP.

    4. Update any variable types that are incorrect by default.

    5. Take a screenshot of JASP showing the variables with the updated variable types and copy+paste it below.

    _[Insert screenshot of your JASP worksheet here showing all of the variables types]_

    ### PART 2: Computing Descriptive Statistics in JASP

    For this part of the assignment, you will continue to use the GSS_30s.csv file. You will compute descriptive statistics using JASP then write-up your results following APA standards. Note that the descriptive statistics you are asked to compute in JASP are not all checked by default, so you will need to manually select some of the requested statistics.

    **Directions:** Use the GSS_30s.csv dataset discussed above to answer the questions below.

    | |
    | — |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |
    | **Write a sentence or two summarizing the results of your analysis above (i.e., descriptive statistics for the**<br>**_mntlhlth_ variable). Your summary should be consistent with APA style (e.g., appropriate use of abbreviations) and include the following elements: sample size, mean, and standard deviation.** |
    | |
    | **Using JASP, compute the sample size, mean, median, standard deviation, variance, and quartiles for the**<br>**_mntlhlth_ variable split by the**<br>**_race_ variable.** |
    | _[Insert a screenshot of your descriptive statistics table here]_ |

    1

    1

    ## image1.emf

    – 1
    – 2
    – 3

  • [Solved] pye

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    In-depth study guidance and analytical solution covering pye.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Prof Double R

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    In response to the peers post, discuss the information they have provided. How is the information useful or not useful to you as a professional in this field of study? Patti post The first challenge in scenario 2 was leaving the computer with their colleague. If the person could not wait to use the …

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    Assignment Prompt & Instructions

    In response to the peers post, discuss the information they have provided. How is the information useful or not useful to you as a professional in this field of study?
    Patti post
    The first challenge in scenario 2 was leaving the computer with their colleague. If the person could not wait to use the restroom after boarding the plane, then they should have taken the laptop with them, especially since they knew there was sensitive information that could be accessed. If the person didn’t want to take the laptop with them, they should have locked and secured it in a piece of luggage, rather than leaving it on their chair, where it could be forgotten. The colleague could have waited for the fellow traveler to return before boarding the plane, which would have eliminated forgetting the laptop. Policies for data management and equipment should be implemented during the hiring process, annually, and even after a person leaves the company to ensure the security of sensitive information.
    Ethics is the framework for determining what is right or wrong. Policies are actionable rules and guidelines for behavior. In healthcare, ethical principles like autonomy and beneficence are what guide healthcare polices and are related to informed consent and treatments. Ethics and policy should match up; ethics provides the moral compass for policy development, while policy provides the practical means for achieving ethical goals. In this scenario, the policy was not followed because the employee left their laptop “unattended”, which could cause a breach in information. Ethically, the employee did not do the right thing by leaving it with their colleague in a busy airport.
    When individual ethics don’t align with an organization's policy, it can lead to stress, decreased job satisfaction, absenteeism, and both legal and reputation damage for the individual and company. These can be mitigated through clear ethical guidelines, ethical and policy training, and fostering a culture of integrity.
    Key POST
    With any healthcare system, it is always vital to keep accurate records on all patients and it’s of equal importance to keep them safe and filed correctly, per HIPAA. Furthermore, the Joint Commission standards require that the patient record contain patient-specific information appropriate to the care, treatment, and services provided (Bowie, 2022). This is one major issue in scenario 1. While the data was collected on these patients, it was not all retained and was also tampered with.
    In an effort to prevent further damage, the associate that noticed that those who experienced adverse reactions were removed from the database needs to follow the proper chain of command to alert them of this–regardless of it this means grant money will no longer be awarded for the project. All data needs to be collected, accurate, and complete to ensure the accurate measurement of the quality of care given. Quality documentation is essential to the entire health care system impacting patients, providers, accreditation, utilization review to name a few (Bowie, 2022).
    Ethics are a code of conduct, establishing a clear guideline for what’s right and wrong. There was an ethical dilemma involved with scenario 1 as information that could determine the fate of said patient(s) as well as potential future patients could be negatively impacted due to intentional deception. Ethics and policy in a sense work together as policies are created in an effort to ensure healthcare professionals do the right thing by the patient and practice in every scope–however, they don’t always align.
    Someone can disagree with a policy due to their own personal beliefs or religion, and thus could be less inclined to follow the policies set forth. If an individual decides to still work for an organization that has policies that don’t align with what they feel is right, it could end up posing both legal and ethical lawsuits, loss of business revenue and more.

  • [Solved] Powerpoint slides

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    Executive Solution Overview

    look at attachment and apa format if you use references – ## A7.docx **## A7.docx** A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs. Plot the height and weight and get the bmi. So I need powerpoint slides and notes under neath so I ca…

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    Assignment Prompt & Instructions

    look at attachment and apa format if you use references

    – ## A7.docx

    **## A7.docx**

    A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.  Plot the height and weight and get the bmi. So I need powerpoint slides and notes under neath so I can explain in a video what my professor is asking for

    Use CDC growth chart

    Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

    Rubric :

    Includes height-for-age percentiles

    Includes weight-for-age percentiles

    Includes BMI percentiles

    Provides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

    Shares treatment plan and suggestions for future steps for parent.

    **## A7.docx**

    A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.  Plot the height and weight and get the bmi. So I need powerpoint slides and notes under neath so I can explain in a video what my professor is asking for

    Use CDC growth chart

    Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

    Rubric :

    Includes height-for-age percentiles

    Includes weight-for-age percentiles

    Includes BMI percentiles

    Provides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

    Shares treatment plan and suggestions for future steps for parent.

  • [Solved] English 101

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    Rhetorical Analysis of a Discourse Community what does this mean

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    Rhetorical Analysis of a Discourse Community what does this mean

  • [Solved] Education Critical Assignment Classroom Management Plan

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    students will _develop and write_ a classroom management plan that will be suitable for use in present or future settings. This assignment will be evaluated and graded in both written and a presentation format. The written plan should include the following elements as a cover page, headings, page nu…

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    Assignment Prompt & Instructions

    students will _develop and write_ a classroom management plan that will be suitable for use in present or future settings. This assignment will be evaluated and graded in both written and a presentation format. The written plan should include the following elements as a cover page, headings, page numbers,  citations from resources in reference list and a reference list (textbook, IRIS modules, discussion, etc.,). **The plan should not exceed ten pages of written content (does not include cover page or References). Please double space.**
    Plan should include:
    1. Statement of philosophy (i.e., education and discipline) that reflects cultural knowledge, self-awareness, and includes other cultural considerations and behavior.
    2. Classroom design that is conducive to the adaptive behavior of students (with blueprint)
    3. Delineation of classroom rules with explanation for students, parents, and administration.
    4. Delineation of classroom procedures (Explain a procedure for arriving at school, transition procedure, departure procedure) to facilitate the classroom rules with perspective taking in mind.
    5. Tiered modeled structure of strategies (things you will do to promote positive behavior) , supports and consequences for behavior (i.e., positive & negative reinforcement and corrective)
    6. Description of how you will teach/explain this plan to the groups involved (i.e., students and parents). This can be done in several ways- formal lesson, games, role-plays, professional presentation (students may choose to complete a professional presentation of this classroom management plan as their final group presentation with the instructor’s approval at the beginning of the course).
    \
    CATemplateforpaper.docx](https://www.sweetstudy.com/files/catemplateforpaper-docx "CATemplateforpaper.docx")

  • [Solved] Government The U.S. Advisory Commission on Intergovernmental Relations Assignment

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    CASE STUDY READINGS AND INSTRUCTIONS ATTACHED – ## CaseStudyInstructions.docx – ## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf – StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf – Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf – Agr…

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    CASE STUDY READINGS AND INSTRUCTIONS ATTACHED

    – ## CaseStudyInstructions.docx

    – ## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf

    – StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf
    – Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf
    – Agranoff-DeilWrightsOverlapping-2015.pdf
    – Kincaid-BigQuestionsIntergovernmental-2011.pdf

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

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

    · All citations and format must be in current APA format

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

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

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

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    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
    Agranoff , Robert . 2001 . Managing Within the

    Matrix: Do Collaborative Intergovernmental

    Relations Exist? Publius: Th e Journal of Federalism

    31 ( 2 ): 31 – 56 .

    — — — . 2003 . Leveraging Networks: A Guide for

    Public Managers Working across Organizations .

    Washington, DC : IBM Center for the Business of

    Government .

    Agranoff , Robert , and Michael McGuire . 2001 . American

    Federalism and the Search for Models of Management .

    Public Administration Review 61 ( 6 ): 671 – 81 .

    — — — . 2003a . Inside the Matrix: Integrating the

    Paradigms of Intergovernmental and Network

    Management . International Journal of Public

    Administration 26 ( 12 ): 1401 – 22 .

    — — — . 2003b . Collaborative Public Management:

    New Strategies for Local Governments . Washington,

    DC : Georgetown University Press .

    Beer , Samuel H . 1993 . To Make a Nation: Th e

    Rediscovery of American Federalism . Cambridge,

    MA : Belknap Press .

    Derthick , Martha . 2000 . American Federalism: Half-

    Full or Half-Empty? Brookings Review 18 ( 1 ): 24 – 27 .

    Grodzins , Morton . 1960 . Th e Federal System . In

    Goals for Americans: Th e Report of the President’s

    Commission on National Goals , 265 – 82 . Englewood

    Cliff s, NJ : Prentice Hall .

    Hall , Th ad E ., and Laurence J O’Toole , Jr . 2000 .

    Structures for Policy Implementation: An Analysis

    of National Legislation, 1965 – 66 and 1993 – 94 .

    Administration & Society 31 ( 6 ): 667 – 86 .

    — — — . 2004 . Shaping Formal Networks through the

    Regulatory Process . Administration & Society 36 ( 2 ):

    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

    Public Policy 25 ( 4 ): 499 – 526 .

    Kincaid , John . 1990 . From Cooperative to Coercive

    Federalism . Annals of the American Academy of

    Political and Social Science 509 : 139 – 52 .

    Krueger , Skip , and Michael McGuire . 2005 . A

    Transaction Costs Explanation of Interlocal

    Government Collaboration . Paper presented at the

    Eighth National Public Management Research

    Conference , September 29 – October 1 , Los Angeles .

    Moynihan , Donald P . 2005 . Leveraging Collaborative

    Networks in Infrequent Emergency Situations .

    Washington, DC : IBM Center for the Business of

    Government .

    Pressman , Jeff rey L . 1975 . Federal Programs and City

    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

    Sanford , Terry . 1967 . Storm over the States . New York :

    McGraw-Hill .

    Schneider , Mark , John Scholz , Mark Lubell , Denisa

    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

    Political Science 47 ( 1 ): 143 – 58 .

    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

    Intergovernmental Management (IGM) . In

    International Encyclopedia of Public Policy and

    Administration , edited by Jay M . Shafritz . Boulder,

    CO : Westview .

    Zimmerman , Joseph F . 1996 . Interstate Relations: Th e

    Neglected Dimension of Federalism . Westport, CT :

    Praeger .

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    iley.com

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    icense

    **StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stateandlocalgovernmentintergovernmentalrelationspartii-1-pdf)

    **Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-introductionsymposiumintergovernmental-2011-pdf)

    **Agranoff-DeilWrightsOverlapping-2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/agranoff-deilwrightsoverlapping-2015-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

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

    · All citations and format must be in current APA format

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

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

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

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    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
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    ibrary for rules of use; O
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    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
    Agranoff , Robert . 2001 . Managing Within the

    Matrix: Do Collaborative Intergovernmental

    Relations Exist? Publius: Th e Journal of Federalism

    31 ( 2 ): 31 – 56 .

    — — — . 2003 . Leveraging Networks: A Guide for

    Public Managers Working across Organizations .

    Washington, DC : IBM Center for the Business of

    Government .

    Agranoff , Robert , and Michael McGuire . 2001 . American

    Federalism and the Search for Models of Management .

    Public Administration Review 61 ( 6 ): 671 – 81 .

    — — — . 2003a . Inside the Matrix: Integrating the

    Paradigms of Intergovernmental and Network

    Management . International Journal of Public

    Administration 26 ( 12 ): 1401 – 22 .

    — — — . 2003b . Collaborative Public Management:

    New Strategies for Local Governments . Washington,

    DC : Georgetown University Press .

    Beer , Samuel H . 1993 . To Make a Nation: Th e

    Rediscovery of American Federalism . Cambridge,

    MA : Belknap Press .

    Derthick , Martha . 2000 . American Federalism: Half-

    Full or Half-Empty? Brookings Review 18 ( 1 ): 24 – 27 .

    Grodzins , Morton . 1960 . Th e Federal System . In

    Goals for Americans: Th e Report of the President’s

    Commission on National Goals , 265 – 82 . Englewood

    Cliff s, NJ : Prentice Hall .

    Hall , Th ad E ., and Laurence J O’Toole , Jr . 2000 .

    Structures for Policy Implementation: An Analysis

    of National Legislation, 1965 – 66 and 1993 – 94 .

    Administration & Society 31 ( 6 ): 667 – 86 .

    — — — . 2004 . Shaping Formal Networks through the

    Regulatory Process . Administration & Society 36 ( 2 ):

    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

    Public Policy 25 ( 4 ): 499 – 526 .

    Kincaid , John . 1990 . From Cooperative to Coercive

    Federalism . Annals of the American Academy of

    Political and Social Science 509 : 139 – 52 .

    Krueger , Skip , and Michael McGuire . 2005 . A

    Transaction Costs Explanation of Interlocal

    Government Collaboration . Paper presented at the

    Eighth National Public Management Research

    Conference , September 29 – October 1 , Los Angeles .

    Moynihan , Donald P . 2005 . Leveraging Collaborative

    Networks in Infrequent Emergency Situations .

    Washington, DC : IBM Center for the Business of

    Government .

    Pressman , Jeff rey L . 1975 . Federal Programs and City

    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

    Sanford , Terry . 1967 . Storm over the States . New York :

    McGraw-Hill .

    Schneider , Mark , John Scholz , Mark Lubell , Denisa

    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

    Political Science 47 ( 1 ): 143 – 58 .

    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

    Intergovernmental Management (IGM) . In

    International Encyclopedia of Public Policy and

    Administration , edited by Jay M . Shafritz . Boulder,

    CO : Westview .

    Zimmerman , Joseph F . 1996 . Interstate Relations: Th e

    Neglected Dimension of Federalism . Westport, CT :

    Praeger .

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    iley.com
    /doi/10.1111/j.1540-6210.2006.00632.x by L

    iberty U
    niversity O

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    iley O

    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
    nline L

    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    **StateandLocalGovernmentIntergovernmentalRelationsPartII-1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stateandlocalgovernmentintergovernmentalrelationspartii-1-pdf)

    **Kincaid-IntroductionSymposiumIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-introductionsymposiumintergovernmental-2011-pdf)

    **Agranoff-DeilWrightsOverlapping-2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/agranoff-deilwrightsoverlapping-2015-pdf)

    **Kincaid-BigQuestionsIntergovernmental-2011.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/kincaid-bigquestionsintergovernmental-2011-pdf)

    **## CaseStudyInstructions.docx**

    **Case Study: The U.S. Advisory Commission on Intergovernmental Relations Assignment**

    **Instructions**

    · Provide a biblically based support for your analysis

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

    · All citations and format must be in current APA format

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

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

    Paper must be 8-10 pages

    **Readings**

    [**https://www.jstor.org/stable/41061180?seq=1**](https://www.jstor.org/stable/41061180?seq=1)

    [**https://www.jstor.org/stable/24734653?seq=1**](https://www.jstor.org/stable/24734653?seq=1)

    [**https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x**](https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6210.2006.00632.x)

    [**https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1**](https://www.jstor.org/stable/pdf/41061174.pdf?refreqid=fastly-default%3Aacc01db611b955ee7e905ac55e941391&ab_segments=&initiator=&acceptTC=1)

    [**file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf**](file:///D:/VR-DVR/LAW%20AND%20ORDER/State%20and%20Local%20Government%20Intergovernmental%20Relations%20Part%20II.pdf)

    **## PublicAdministrationReview-2006-McGuire-IntergovernmentalManagementAViewfromtheBottom.pdf**

    Intergovernmental Management 677

    Intergovernmental management is more than just inter-

    governmental relationships involving the federal govern-

    ment. Th ough Professor McGuire agrees that the federal

    government has become more intrusive and opportunistic

    since the mid-20th century — resulting in less cooperative

    intergovernmental relations — he argues that collaborative

    management is much more prevalent than it is depicted

    in Dr. Conlan’s analysis. A bottom-up view suggests that

    local and regional activity can be both opportunistic and

    collaborative, and such a perspective must be considered

    in any discussion of managing federalism.

    T
    he 50th anniversary of the Kestnbaum Com-

    mission provides an opportunity to refl ect on

    the changes in federalism and intergovern-

    mental management that have occurred over the past

    half century. In his foregoing essay, Tim Conlan thor-

    oughly documents the intent of the commission’s

    work, the recommendations that emerged from its

    report to President Eisenhower, and the subsequent

    remaking of American federalism since that time.

    Th ere is little doubt that the intergovernmental man-

    agement of the 1950s is diff erent from the intergov-

    ernmental management of the early 21st century; one

    should not expect otherwise. Th ese changes have been

    captured through countless metaphors that describe

    contemporary federalism, such as the “marble cake”

    ( Grodzins 1960 ), the “picket fence” ( Sanford 1967 ),

    and the “matrix” ( Agranoff 2001 ; Agranoff and

    McGuire 2003a). Some have referred to the existence

    of “coercive federalism” ( Kincaid 1990 ) and “nation-

    centered federalism” ( Beer 1993 ).

    Conlan off ers another descriptive term, opportunistic

    federalism , which he contrasts with the prevailing

    paradigm of the past, cooperative federalism. His

    central point in calling current intergovernmental

    management opportunistic is that, in some cases, juris-

    dictions — namely, the federal government — take ad-

    vantage of other jurisdictions, exploiting opportunities

    to control or co-opt relationships across governments

    rather than pursue shared administrative strategies.

    Th e implication is that managing federalism is less

    cooperative now than it was when the Kestnbaum

    Commission issued its report in June 1955.

    Conlan’s empirical analysis is a fi tting contribution to the

    research on federalism, off ering evidence of change

    rather than a purely philosophical treatise on where

    power lies and where it should rest — but not entirely.

    Th ough he is optimistic in the end, Conlan remains a

    skeptic throughout and is concerned that the state of

    intergovernmental management is dominated by federal

    government activity, which threatens to “propel opportu-

    nistic federalism into the future.” From the top looking

    down, it is not diffi cult to come to that conclusion. Th is

    predominantly negative view of opportunism from the

    top is, however, the primary shortcoming of his analysis.

    Not all intergovernmental management involves the

    federal government. As Agranoff argues, “[T]he recent

    tradition in intergovernmental research must move

    away from an obsession with action in Washington

    and how much or how little power has accrued where”

    (2001, 54). Investigating the extent of cooperation in

    intergovernmental relations requires a focus on

    national – state – local, interstate ( Zimmerman 1996 ),

    and interlocal ( Th urmaier and Wood 2002 ) activities

    across multiple functional areas ( Krueger and McGuire

    2005 ). Th is would involve “a continuing ‘view from

    the states’ and local governments” ( Agranoff 2001, 54 ).

    Within the context of studying American federalism,

    Martha Derthick writes, “Everywhere one looks, the

    answer remains murky and many-sided” (2000, 27).

    As a result, attempts to categorize American federal-

    ism are largely futile because the scope of activities

    across governments and organizations is so ephemeral.

    New policies emerge, reforms are undertaken, elec-

    tions usher in new approaches to federalism, and

    sometimes events dictate entirely new prescriptions

    ( Stever 2005 ). Like federalism, the character of inter-

    governmental management changes over time. Even

    the concept itself is ambiguous, as it is of “recent

    vintage, specialized usage, limited visibility, and un-

    certain maturity” ( Wright and Krane 1998, 1162 ). In

    Michael McGuire
    Indiana University – Bloomington

    Intergovernmental Management: A View from the Bottom

    Michael McGuire is an associate

    professor of public and environmental

    affairs at Indiana University – Bloomington,

    where he teaches courses in public

    management and intergovernmental

    management. He is the coauthor of

    Collaborative Public Management: New
    Strategies for Local Governments (with

    Robert Agranoff, Georgetown University

    Press), which received the 2003 Louis

    Brownlow Book Award of the National

    Academy of Public Administration.

    E-mail: mcguirem@indiana.edu .

    Rethinking the
    Foundations
    of Public
    Administration:
    A Senior–Junior
    Exchange

    678 Public Administration Review • September | October 2006

    some cases, opportunism is an accurate descriptor for

    intergovernmental management. In other cases, how-

    ever, it is not. And this is the point that unsettles any

    meaningful endeavor to label federalism: It depends.

    It depends on the policy area, the policy instruments

    employed, and even the skills of the administrator.

    Th e central question may not be the degree to which

    intergovernmental relationships are cooperative but

    rather how collaborative they are. Th is distinction is

    not a minor one. Collaboration is “a concept that

    describes the process of facilitat-

    ing and operating in multiorga-

    nizational arrangements for

    solving problems that cannot be

    achieved, or achieved easily, by

    single organizations” (Agranoff

    and McGuire 2003b, 4). Col-

    laboration should not be con-

    fused with cooperation.

    Although a great deal of collabo-

    ration is cooperative — meaning working jointly with

    others — collaborative management sometimes entails

    the engagement of one or more organizations in a

    purposive and offi cial partnership or contractual ar-

    rangement, and it sometimes amounts merely to

    assisting others in a particular eff ort (4). Collaborative

    intergovernmental management is a “routine, regular,

    and, in many cases, requisite activity” in jurisdictions

    of all sizes (153). Collaboration assumes that govern-

    ments are interdependent and that they need each

    other to successfully carry out particular policy mak-

    ing and administrative functions. It also allows for the

    fact that relations may be uneven and that varying

    levels of power may exist within the collaboration.

    Opportunism and collaboration are not mutually

    exclusive, and even in the face of local and state op-

    portunism, elements of cooperative federalism still

    exist. Indeed, evidence suggests they coexist in many

    programs, especially when viewing federalism from

    the bottom, which provides the best vantage point for

    assessing the extent to which both opportunism and

    collaboration are important features of intergovern-

    mental management.

    Th ere are diff erent models of managing federalism. A

    top-down model exists in the area of regulatory pro-

    grams, and it “is predicated on the growth of national

    programming and tipping the balance within the

    federal system toward executive control,” such that the

    federal government manages its programs through

    state and local governments ( Agranoff and McGuire

    2001, 672 ). Th is type of intergovernmental manage-

    ment clearly fi ts Conlan’s concern with opportunism

    and co-optation. Th e top-down model is collaborative

    only to the extent that the federal government (and

    state governments) require compliant actors at the

    lower levels of government.

    A model of intergovernmental management that is

    consistent with Conlan’s opportunism and his concern

    with state and local governments adapting programs “to

    serve strictly parochial ends” is a jurisdiction-based

    model (Agranoff and McGuire 2003b). Jurisdiction-

    based activity is strategic. It involves local and state

    managers interacting with representatives from other

    levels of government to design and manage policies that

    benefi t the jurisdiction and meet the jurisdiction’s goals.

    But such activity is also collaborative. Local and state

    managers seek adjustments and policy-making resources

    from all directions — vertical and

    horizontal — including organiza-

    tions from the nongovernmental

    sector. Th ese actions are not based

    in a sorting out of power across

    governments. Jurisdiction-based

    management emphasizes “calcula-

    tion and negotiation rather than

    accommodation and acclimation”

    (Agranoff and McGuire 2003b,

    49). It is not altogether clear how this type of manage-

    ment within federalism leads to parochialism. As Wil-

    davsky reminds us, “Uniformity is antithetical to

    federalism. Th e existence of states free to disagree with

    one another and with the central government inevitably

    leads to diff erentiation” (1984, 57).

    Bargaining and negotiation over grant programs is a

    prevalent component of intergovernmental management

    that can be considered both opportunistic and collabora-

    tive. Grant programs have always provided the opportu-

    nity to bargain, as many have pointed out ( Ingram

    1977; Pressman 1975 ), and this continues to be the case

    today. To be successful, donors need grant recipients,

    and grant recipients need donors; interdependence (thus

    collaboration) is the hallmark of many grant programs.

    Seeking program adjustments and discretion in grant

    and even in regulatory programs (Agranoff and McGuire

    2003b) in order to accommodate local, regional, and

    state needs is consistent with the ideal of federalism.

    Th ere is evidence that the federal government encour-

    ages collaborative structures for implementing policies

    in multiple policy areas. Hall and O’Toole found that

    in the 1960s and the 1990s, the majority of new,

    signifi cant federal legislation authorized multiple agen-

    cies for implementation (2000), and the trend held for

    postlegislation rulemaking as well (2004). Other re-

    search has demonstrated that the federal National

    Estuary Program encourages implementation networks

    that are “more extensive, span more levels of govern-

    ment, integrate more experts into policy discussions,

    nurture stronger interpersonal ties between stakehold-

    ers … thus laying the foundation for a new form of

    cooperative governance” ( Schneider et al. 2003, 155 ).

    Examples of shared governance that is both opportu-

    nistic and collaborative across levels of government are

    Local and state managers seek
    adjustments and policy-making
    resources from all directions —

    vertical and horizontal — includ-
    ing organizations from the
    nongovernmental sector.

    15406210, 2006, 5, D
    ow

    nloaded from
    https://onlinelibrary.w

    iley.com
    /doi/10.1111/j.1540-6210.2006.00632.x by L

    iberty U
    niversity O

    nline, W
    iley O

    nline L
    ibrary on [20/07/2025]. See the T

    erm
    s and C

    onditions (https://onlinelibrary.w
    iley.com

    /term
    s-and-conditions) on W

    iley O
    nline L

    ibrary for rules of use; O
    A

    articles are governed by the applicable C
    reative C

    om
    m

    ons L
    icense

    Intergovernmental Management 679

    numerous (Agranoff 2003; Moynihan 2005 ). For

    instance, consider the way that local opportunism is

    blended with collaboration in the Shared Strategy for

    Puget Sound, an initiative to restore and protect

    salmon runs across Puget Sound. Under the Endan-

    gered Species Act of 1973, the National Oceanic and

    Atmospheric Administration (NOAA) Fisheries and

    the U.S. Fish and Wildlife Service are the federal

    agencies responsible for implementation. Th e act

    requires a recovery plan for listed species that typically

    is written by the federal agencies prescribing local

    actions. Realizing the opportunity to act on behalf

    of the region — not just the wishes of the federal

    government exclusively — a collaborative initiative was

    undertaken to coordinate with existing recovery eff orts

    in the area. Parties to the eff ort include tribal govern-

    ments, state government, local governments, business

    and conservation groups, and, perhaps most impor-

    tant for this collaborative eff ort, NOAA Fisheries and

    U.S. Fish and Wildlife Service. Th e Shared Strategy is

    the fi rst regional eff ort to develop a recovery plan not

    written by federal agencies. From the bottom up, this

    example of intergovernmental management appears to

    be both opportunistic and collaborative.

    Th ere can be no argument that national actions have

    become more dominant since the time of the

    Kestnbaum Commission, particularly in recent years.

    As Conlan states, legislation such as the No Child Left

    Behind Act is “intrusive and dismissive of state and

    local concerns,” but it is important that any discussion

    of managing within federalism include a view from

    the bottom. As collaborative intergovernmental and

    interorganizational networks develop in many policy

    areas, the opportunities for assertive local and regional

    action are both prominent and encouraging.

    References
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    Paradigms of Intergovernmental and Network

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    — — — . 2004 . Shaping Formal Networks through the

    Regulatory Process . Administration & Society 36 ( 2 ):

    186 – 207 .

    Ingram , Helen . 1977 . Policy Implementation through

    Bargaining: Th e Case of Federal Grants-in-Aid .

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    Federalism . Annals of the American Academy of

    Political and Social Science 509 : 139 – 52 .

    Krueger , Skip , and Michael McGuire . 2005 . A

    Transaction Costs Explanation of Interlocal

    Government Collaboration . Paper presented at the

    Eighth National Public Management Research

    Conference , September 29 – October 1 , Los Angeles .

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    Networks in Infrequent Emergency Situations .

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    Pressman , Jeff rey L . 1975 . Federal Programs and City

    Politics: Th e Dynamics of the Aid Process in Oakland .

    Berkeley : University of California Press .

    Sanford , Terry . 1967 . Storm over the States . New York :

    McGraw-Hill .

    Schneider , Mark , John Scholz , Mark Lubell , Denisa

    Mindruta , and Matthew Edwardsen . 2003 .

    Building Consensual Institutions: Networks and

    the National Estuary Program . American Journal of

    Political Science 47 ( 1 ): 143 – 58 .

    Stever , James A . 2005 . Adapting Intergovernmental

    Management to the New Age of Terrorism .

    Administration & Society 37 ( 4 ): 379 – 403 .

    Th urmaier , Kurt , and Curtis Wood . 2002 . Interlocal

    Agreements as Overlapping Social Networks:

    Picket-Fence Regionalism in Metropolitan Kansas

    City . Public Administration Review 62 ( 5 ): 585 – 98 .

    Wildavsky , Aaron . 1984 . Federalism Means

    Inequality: Political Geometry, Political Sociology,

    and Political Culture . In Th e Costs of Federalism ,

    edited by Robert T . Golembiewski and Aaron

    Wildavsky , 55 – 59 . New Brunswick, NJ :

    Transaction Books .

    Wright , Deil S ., and Dale Krane . 1998 .

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    Administration , edited by Jay M . Shafritz . Boulder,

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