GOVT 2302
Fall 2002
Study Guide – Exam #1
ESSAY QUESTIONS. Answer the following questions in a thorough essay (separate
essay for each question). Organize your essay(s) around a thesis statement. Include
an introduction, separate paragraphs developing your supporting arguments, and a
conclusion. A complete answer is one that addresses all parts of the question. Write
complete sentences and pay attention to spelling, grammar, and word choice. Do
NOT assume that “the instructor will know what you mean.”
1. Of the two major models of democratic government in the world today (the
parliamentary system and the American system), which would you employ if you
were part of a constitutional convention establishing a new system of government
for a society. In your essay, you should contrast the principle features of the
American system of government to the principle features of a parliamentary
system. Specifically, identify and discuss the bases for selection and removal of
the chief executive, the nature and role of the cabinet, political parties, interest
groups, etc. Why is the model you’ve selected better than its alternative?
2. Compare Lowi’s policy classification scheme to the one introduced in class.
Which of the two is a better classification scheme? Why is it better? In
discussing the scheme introduced in class, identify the activity of government
associated with each class and provide examples to illustrate each class. What
two questions must be answered in order to classify policy under this scheme?
3. Discuss the two dimensions of public policy debate: mainstream and radical.
How do we distinguish between mainstream and radical viewpoints? Using
either Lowi’s classification scheme or the scheme introduced in class discussions,
discuss the mainstream and radical perspectives on each policy class, illustrating
with appropriate examples.
SHORT ANSWER QUESTIONS. Answer the following questions in a paragraph (a
separate paragraph for each question). Do NOT answer specific parts as separate
items. Integrate your responses into a well-organized, well-constructed paragraph.
A complete answer is one that addresses all parts of the question. Write complete
sentences and pay attention to spelling, grammar, and word choice. Do NOT assume
that “the instructor will know what you mean.”
1. Identify and briefly discuss two criticisms regarding the perceived inefficiency
and ineffectiveness of government in the United States.
2. Why did separation of powers become a key feature of the constitutional system of
government in the United States? HINT: It was not to make the system more
democratic! ANOTHER HINT: It was not to make the system more efficient or
more effective!! What value(s) were the framers of the Constitution attempting to
promote in making separation of powers a structural principle of American
government?
3. Outline and discuss public policy’s five defining characteristics.
IDENTIFICATION ITEMS. Define and identify the importance of the following items in
a sentence or two for each. These items can generally be answered in two or three
sentences. Students should go beyond simple definitions of the terms or concepts to
say why each is important. It is possible that two terms may be paired in
identification items. Your answer should be written to demonstrate your familiarity
with and understanding of both terms or concepts in each pair. In this case, you
should explain why the two are juxtaposed. Here is an example:
[example] Article I, sec. 8:18 v 10th Amendment – Article I, sec 8:18 implies
that the national government has powers beyond those that are expressly
delegated in the Constitution while the 10th Amendment reserves for the states
any powers not delegated by the Constitution to the national government.
These provisions reflect the competing political philosophies of the
Federalists and the Anti-Federalists respectively; consequently, the question
of the balance of constitutional powers between the two levels of government
must be resolved by judicial interpretation.
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policy statement
implementing actions
statute
executive order
administrative ruling
court decision
informal policy statement
mainstream
radical left
radical right
primary target group
legitimacy
parliamentary model
separation of powers
president
prime minister
cabinet government
president’s cabinet
impeachment
vote of confidence (vote of no confidence)
coalition government
regulatory policy
resource allocative policy
resource extractive policy
symbolic policy
internal organization and management policy
“new politics”
“social” regulation
“economic” regulation
radical politics
MISCELLANEOUS BITS OF INFORMATION TO BEAR IN MIND:
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Please bring a “clean” blue book to class with you on Tuesday, September 17.
Place the blue book on the table at the front of the classroom. The instructor will
then distribute blue books to the class.
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You will have the entire class period to complete the exam. You should use as
much of that time as necessary to answer the exam questions thoroughly. Your
primary objective probably should not be to get out of class early.
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Please do NOT write answers to test items in outline form or use incomplete
sentences. We are administering written-format exams this semester in lieu of an
outside writing assignment (i.e., research paper) to fulfill the writing
requirement for the course. Your ability to write the English language effects
your ability to communicate your understanding of the concepts and themes of
this course.
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Write legibly!! PRINT if necessary! Write LARGE enough for the instructor to
read your answers. The instructor will not grade illegible answers.
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Do NOT hesitate to ask questions of the instructor concerning any of the
information you do not understand. The best time to ask questions is before
rather than after the exam. Of course, during the exam is completely out of the
question!
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It is the view of the instructor that the best way to prepare for the exam is to
spread your studying out over the course of several study sessions. “Cramming”
or setting aside a single block of time to study, regardless of the length, usually
does not promote genuine understanding of concepts, themes, or major
emphases.
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This study guide has been prepared to include the major themes, concepts, and
emphases covered in class, as well as specific information from class lectures.
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Take full advantage of this study guide. I advise you to write out answers to ALL
of the questions on this study guide, in as complete fashion as you would if you
were writing answers for the actual exam. Then, study the answers you have
written as opposed to studying from your notes. Of course, the gamblers among
you will attempt to determine which questions they believe are likely to appear
on the actual exam and only prepare answers to those questions. The questions
that you will see on the exam are included in the study guide before you. It is up
to you to utilize it in the way that maximizes your benefit. In short, the exam will
essentially be a test of your preparation! Therefore, if you choose not to prepare
yourself and do poorly, you have no one to blame except yourself; nothing to
fear but fear itself; make your bed, now lie in it; dance with them that brung ‘ya;
to get along, go along; the squeaky wheel gets the grease; ‘tis better to give than
to receive; spare the rod, spoil the child; ask not what your country can do for
you, rather ask what you can do for your country; the early bird gets the worm; a
rolling stone gathers no moss; it’s better to be hacked-off than hack-sawed.
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Use the space on the back of this page to add your own hackneyed expressions
and pointless clichés.