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Alan Watt CTTM LIVE on RBN 183 Private Foundations Making Public Policy Oct 22, 2008 Oct. 22, 2008 Alan Watt "Cutting Through The Matrix" LIVE on RBN: Poem Copyright Alan Watt Oct. 22, 2008: Private Foundations Making Public Policy: "A Stealth Plan Worked on Every Nation, Via Art, Entertainment to Degradation, TV Sex and Violence Flick Past Your Eyes, A War on Culture to Desensitize, Now People Don't Speak of Freedom or Rights, Chatting Hollywood Topics in Bits and Bytes, For Most it is Over, They've Ne'er been Awake, Now It's Up to the Few and the Difference We Make" © Alan Watt Oct. 22, 2008

What is the use of research in public debates and policy-making on immigration and integration? Why are there such large gaps between migration debates and migration realities, and how can they be reduced? Bridging the Gaps: Linking Research to Public Debates and Policy-making on Migration and Integration provides a unique set of testimonies and analyses of these questions by researchers and policy experts who have been deeply involved in attempts to link social science research to public policies. Bridging the Gap argues that we must go beyond the prevailing focus on the research–policy nexus by considering how the media, public opinion, and other dimensions of public debates can interact with research and policy processes. The chapters provide theoretical analyses and personal assessments of the successes and failures of past efforts to link research to public debates and policy-making on migration and integration in six different countries—Germany, the Netherlands, Norway, Sweden, the United Kingdom, and the United States—as well as in European and global governance debates. Contrary to common public perceptions and political demands, Bridging the Gaps argues that all actors contributing to research, public debates, and policy-making should recognize that migration, integration, and related decision-making are highly complex issues, and that there are no quick fixes to what are often enduring policy dilemmas. When the different actors understand and appreciate each other’s primary aims and constraints, such common understandings can pave the way for improved policy-making processes and better public policies that deal more effectively with the real challenges of migration and integration.

What is the use of research in public debates and policy-making on immigration and integration? Why are there such large gaps between migration debates and migration realities, and how can they be reduced? Bridging the Gaps: Linking Research to Public Debates and Policy-making on Migration and Integration provides a unique set of testimonies and analyses of these questions by researchers and policy experts who have been deeply involved in attempts to link social science research to public policies. Bridging the Gap argues that we must go beyond the prevailing focus on the research–policy nexus by considering how the media, public opinion, and other dimensions of public debates can interact with research and policy processes. The chapters provide theoretical analyses and personal assessments of the successes and failures of past efforts to link research to public debates and policy-making on migration and integration in six different countries—Germany, the Netherlands, Norway, Sweden, the United Kingdom, and the United States—as well as in European and global governance debates. Contrary to common public perceptions and political demands, Bridging the Gaps argues that all actors contributing to research, public debates, and policy-making should recognize that migration, integration, and related decision-making are highly complex issues, and that there are no quick fixes to what are often enduring policy dilemmas. When the different actors understand and appreciate each other’s primary aims and constraints, such common understandings can pave the way for improved policy-making processes and better public policies that deal more effectively with the real challenges of migration and integration.

This paper addresses the issue of whether and to what degree developing countries should copy the models of special education delivery used in developed countries and identifies potential problems with this approach. The paper reviews the literature noting three general outlooks: the first sees special education systems of the United States and other developed countries as perfect models for developing countries; the second outlook argues that the developing countries should not adopt or duplicate the special education programs of developed countries for obvious financial reasons; and the third outlook emphasizes that all countries, developed and developing, have something to learn form one another. The paper then encourages a critical appraisal of the usage by developing countries of special education concepts (such as "transition" and "integration") from developed countries. It presents 14 recommendations for developing countries, which include extension of educational rights to the handicapped, increased emphasis on prevention of disabilities, improvement of teacher education programs, encouragement of parental involvement, development of appropriate school curriculums, improvement in data collection, and decreased class sizes. (Contains 13 references.) (DB)

This paper addresses the issue of whether and to what degree developing countries should copy the models of special education delivery used in developed countries and identifies potential problems with this approach. The paper reviews the literature noting three general outlooks: the first sees special education systems of the United States and other developed countries as perfect models for developing countries; the second outlook argues that the developing countries should not adopt or duplicate the special education programs of developed countries for obvious financial reasons; and the third outlook emphasizes that all countries, developed and developing, have something to learn form one another. The paper then encourages a critical appraisal of the usage by developing countries of special education concepts (such as "transition" and "integration") from developed countries. It presents 14 recommendations for developing countries, which include extension of educational rights to the handicapped, increased emphasis on prevention of disabilities, improvement of teacher education programs, encouragement of parental involvement, development of appropriate school curriculums, improvement in data collection, and decreased class sizes. (Contains 13 references.) (DB)

This paper addresses the issue of whether and to what degree developing countries should copy the models of special education delivery used in developed countries and identifies potential problems with this approach. The paper reviews the literature noting three general outlooks: the first sees special education systems of the United States and other developed countries as perfect models for developing countries; the second outlook argues that the developing countries should not adopt or duplicate the special education programs of developed countries for obvious financial reasons; and the third outlook emphasizes that all countries, developed and developing, have something to learn form one another. The paper then encourages a critical appraisal of the usage by developing countries of special education concepts (such as "transition" and "integration") from developed countries. It presents 14 recommendations for developing countries, which include extension of educational rights to the handicapped, increased emphasis on prevention of disabilities, improvement of teacher education programs, encouragement of parental involvement, development of appropriate school curriculums, improvement in data collection, and decreased class sizes. (Contains 13 references.) (DB)

This protocol describes an in-progress scoping review, influenced by the method of critical interpretive synthesis, to assess the existing literature on the appropriate role of the state in designing and implementing population health policy to influence individuals' health-affecting practices.

Includes bibliographical references (p. 179-190) and index

This study offers a comprehensive analysis of the process of gaining and implementing public school administrators' right to unionize. The first two chapters consider why school administrators perceive the need for negotiation rights. Chapter I incorporates literature on the changing role, status, and work ethos of educational administration. Chapter II discusses four approaches to affiliation that administrators may take: with community, top managers, teachers, or with one another in a union-like relationship. Chapter III surveys the process of public policy-making and its effects for school supervisors, focusing on the passage and implementation of California's Rodda Act. Chapter IV details the implementation of state labor laws by school districts and by state bodies in California and Florida. Chapter V analyzes the metamorphosis of school administrator associations from clubs to unions in response to state policies and presents comparative data on administrator organizations in six districts. Chapter VI, which explores changes in the ideology and attitudes of school administrators as local bargaining develops, reports a survey revealing that union membership and collective bargaining among school middle administrators are strongly related to the level of agreement with top managerial opinions. Chapter VII speculates on future developments in unionization of school administrators and other public sector supervisors. (MJL)

The purpose of this case study is to provide a description and an interpretation of the process by which State-level policy decisions are made for the public schools of Georgia. The report begins with brief treatments of the socioeconomic environment and political culture in which education takes place. State governmental arrangements for public school policymaking are then described. Next, recent State policy decisions in four educational issue areas are reviewed to illustrate the operation of the system. Following this review, the essential roles, relationships, and perceptions of the different actors are analyzed. An interpretation of the policymaking process concludes the case study. The data for this case study were derived from interviews, questionnaires, documents, and secondary sources. The research took place during 1972-73. (Author)

While Colorado politics is in a state of flux, education has consistently maintained a position of prime importance and concern in the State. Public elementary and second education in Colorado is the most expensive governmental service provided by State and local government. This report examines Colorado's socioeconomic and political conditions and focuses in particular on organizations, governmental agencies, and persons affecting educational policymaking. The author looks first at the structure for education policymaking in the State. This structure includes the Colorado General Assembly, the Governor, and the State Education Agency. In the next section, she discusses the issues facing policymakers. Such issues as school finance, educational accountability, and school desegregation are discussed. The author then looks at the policymaking roles assumed by such participants as educational interest groups, the State education agency, the Governor, and the State legislature. A final section discusses the importance in policymaking of the Council on Educational Development, a coalition of 16 education and noneducation interest groups. (JF)

The purpose of this lesson packet is to raise issues about student rights of free expression in public schools. Included are preparatory reading material and two classroom simulation activities. The lessons are based on the U.S. Supreme Court case of Hazelwood v. Kuhlmeier, in which a Missouri high school principal and school district were sued by students for censoring controversial feature articles in a school newspaper. Part 1 presents the legal background of the Hazelwood case, discussing the U.S. Constitution and various court decisions regarding free expression, due process, and the rights of schools and the local, state and federal governments. Part 2 gives the background of the Hazelwood case, and discusses the development of relevant legal issues such as "public forum" and "compelling interest." Part 3 presents a simulation exercise, a moot court activity in which teams of students represent attorneys for petitioners and respondents, and Supreme Court justices. Part 4 summarizes the arguments presented by both the majority and the dissenting justices in the Hazelwood case. Part 5 presents a simulation activity in which students engage in a policy debate on the rights of student journalists. Included in the packet are profiles of former Hazelwood East High School student Leslie Smart and principal Robert E. Reynolds, and a teacher's guide to the lessons. (AS)

The purpose of this lesson packet is to raise issues about student rights of free expression in public schools. Included are preparatory reading material and two classroom simulation activities. The lessons are based on the U.S. Supreme Court case of Hazelwood v. Kuhlmeier, in which a Missouri high school principal and school district were sued by students for censoring controversial feature articles in a school newspaper. Part 1 presents the legal background of the Hazelwood case, discussing the U.S. Constitution and various court decisions regarding free expression, due process, and the rights of schools and the local, state and federal governments. Part 2 gives the background of the Hazelwood case, and discusses the development of relevant legal issues such as "public forum" and "compelling interest." Part 3 presents a simulation exercise, a moot court activity in which teams of students represent attorneys for petitioners and respondents, and Supreme Court justices. Part 4 summarizes the arguments presented by both the majority and the dissenting justices in the Hazelwood case. Part 5 presents a simulation activity in which students engage in a policy debate on the rights of student journalists. Included in the packet are profiles of former Hazelwood East High School student Leslie Smart and principal Robert E. Reynolds, and a teacher's guide to the lessons. (AS)

This comparative analysis was derived from 12 case study reports, each devoted to policymaking for the public schools in a particular State. The nine chapters were prepared by a number of persons involved in the case studies. First, the framework and methodology used in the study are explained. Next, the authors discuss the major actors in the 12-State education policy systems--State boards of education, the chief State school officer, State department of education personnel, governors and governors' offices, and leaders of education interest groups. In a subsequent section, the focus is on the politics of school finance reform in four States where governors and legislative leaders apparently play major roles. The report concludes with an interpretive treatment of State education policy systems and a set of recommendations. (Author/JF)

This comparative analysis was derived from 12 case study reports, each devoted to policymaking for the public schools in a particular State. The nine chapters were prepared by a number of persons involved in the case studies. First, the framework and methodology used in the study are explained. Next, the authors discuss the major actors in the 12-State education policy systems--State boards of education, the chief State school officer, State department of education personnel, governors and governors' offices, and leaders of education interest groups. In a subsequent section, the focus is on the politics of school finance reform in four States where governors and legislative leaders apparently play major roles. The report concludes with an interpretive treatment of State education policy systems and a set of recommendations. (Author/JF)

The American public relies on the mass media to keep them apprised of important events and developments at home and abroad. Often, media stories are the only source of information the public has on a subject, and thus are the basis of opinions and views on issues and world events. Through story selection and reporting practices the media has great influence over public opinion, which in turn drives government policy in some areas. This thesis will explore the effects of media influence on government decision making through changes in public opinion using the US intervention in Somalia as a case study. A review of newspaper articles and opinion polls covering the life of the mission will provide the data for analysis of this phenomenon. It is vital that the military understand how media methods drive public opinion so that these methods can be used to a strategic advantage so that the US national policy is not adversely affected by isolated trigger incidents, such as the Blackhawk Down incident of 03 October 1993. The impact of such events can be minimized by using these media methods to properly prepare the public for eventual mission outcomes in advance.

The American public relies on the mass media to keep them apprised of important events and developments at home and abroad. Often, media stories are the only source of information the public has on a subject, and thus are the basis of opinions and views on issues and world events. Through story selection and reporting practices the media has great influence over public opinion, which in turn drives government policy in some areas. This thesis will explore the effects of media influence on government decision making through changes in public opinion using the US intervention in Somalia as a case study. A review of newspaper articles and opinion polls covering the life of the mission will provide the data for analysis of this phenomenon. It is vital that the military understand how media methods drive public opinion so that these methods can be used to a strategic advantage so that the US national policy is not adversely affected by isolated trigger incidents, such as the Blackhawk Down incident of 03 October 1993. The impact of such events can be minimized by using these media methods to properly prepare the public for eventual mission outcomes in advance.

This case study is designed to determine the structures, actors, processes, and relationships that are involved when State government in Michigan determines policy for the public schools. The report looks at an instance of policymaking in each of the issue areas of finance, desegregation, and program improvement -- in this case, State assessment. Since developments in the finance area were extensive and needed to be covered in considerable detail, the report treats that area more fully than it does the others. Background data include the many documents available in the State and related studies done by other scholars. In addition, 39 formal interviews with policy actors were conducted, and a number of other informal interviews were conducted with other informants. For the most part, these data were collected in 1972 and early 1973 with some updating in 1974, particularly in the finance area. (Author)

Includes bibliographical references

Includes bibliographical references

Here’s where I stand on health care: Let’s create a public option that covers everyone and lowers costs in three years. Sanders & Warren’s Medicare for All is bad policy and terrible politics, making private insurance illegal & taxing the middle class. https://t.co/RS2SagCzjz Source: https://twitter.com/MichaelBennet/status/1184224319347380224 Uploader: Michael Bennet

One of twelve case studies growing out of the Educational Governance Project, this report contains a description and an analysis of the process through which Minnesota State government establishes policy for its public elementary and secondary schools. This process is affected by many factors, such as the availability of fiscal and human resources, demands arising from population changes, and the power of individuals and groups who represent private interests. Lack of time and money prevented an indepth study of all these factors and necessitated the focus on the role and impact of the various actors -- official and unofficial -- who became involved at the State level in setting public school policy. Some data resulted from an investigation of the way in which three recent education decisions were determined. Additional data were derived from studies of the perceptions held by a cross section of participants of the influence relationships characterizing the operation of the State education policy system. (Author/JF)

One of twelve case studies growing out of the Educational Governance Project, this report contains a description and an analysis of the process through which Minnesota State government establishes policy for its public elementary and secondary schools. This process is affected by many factors, such as the availability of fiscal and human resources, demands arising from population changes, and the power of individuals and groups who represent private interests. Lack of time and money prevented an indepth study of all these factors and necessitated the focus on the role and impact of the various actors -- official and unofficial -- who became involved at the State level in setting public school policy. Some data resulted from an investigation of the way in which three recent education decisions were determined. Additional data were derived from studies of the perceptions held by a cross section of participants of the influence relationships characterizing the operation of the State education policy system. (Author/JF)

One of twelve case studies growing out of the Educational Governance Project, this report contains a description and an analysis of the process through which Minnesota State government establishes policy for its public elementary and secondary schools. This process is affected by many factors, such as the availability of fiscal and human resources, demands arising from population changes, and the power of individuals and groups who represent private interests. Lack of time and money prevented an indepth study of all these factors and necessitated the focus on the role and impact of the various actors -- official and unofficial -- who became involved at the State level in setting public school policy. Some data resulted from an investigation of the way in which three recent education decisions were determined. Additional data were derived from studies of the perceptions held by a cross section of participants of the influence relationships characterizing the operation of the State education policy system. (Author/JF)

The state of fire service substance-testing policy nationwide, and what it should be, is the subject of this project. This thesis analyzed 12 substance-testing policies from fire departments across the country. The project looked at the language fire departments were using to convey the intent, process, and consequences of their policy. Common themes emerged as each policy was examined. However, upon closer examination, more inconsistency was found than uniformity. Differences ranged from policy purposes to prevailing guidance to types of substances tested for, threshold levels, and employee treatment, with the greatest difference found in the terminology. As a result of the analysis, this thesis identifies best practices and required components of a standardized national substance-testing policy, and asserts that such a national model should be implemented.

The state of fire service substance-testing policy nationwide, and what it should be, is the subject of this project. This thesis analyzed 12 substance-testing policies from fire departments across the country. The project looked at the language fire departments were using to convey the intent, process, and consequences of their policy. Common themes emerged as each policy was examined. However, upon closer examination, more inconsistency was found than uniformity. Differences ranged from policy purposes to prevailing guidance to types of substances tested for, threshold levels, and employee treatment, with the greatest difference found in the terminology. As a result of the analysis, this thesis identifies best practices and required components of a standardized national substance-testing policy, and asserts that such a national model should be implemented.

The state of fire service substance-testing policy nationwide, and what it should be, is the subject of this project. This thesis analyzed 12 substance-testing policies from fire departments across the country. The project looked at the language fire departments were using to convey the intent, process, and consequences of their policy. Common themes emerged as each policy was examined. However, upon closer examination, more inconsistency was found than uniformity. Differences ranged from policy purposes to prevailing guidance to types of substances tested for, threshold levels, and employee treatment, with the greatest difference found in the terminology. As a result of the analysis, this thesis identifies best practices and required components of a standardized national substance-testing policy, and asserts that such a national model should be implemented.

The state of fire service substance-testing policy nationwide, and what it should be, is the subject of this project. This thesis analyzed 12 substance-testing policies from fire departments across the country. The project looked at the language fire departments were using to convey the intent, process, and consequences of their policy. Common themes emerged as each policy was examined. However, upon closer examination, more inconsistency was found than uniformity. Differences ranged from policy purposes to prevailing guidance to types of substances tested for, threshold levels, and employee treatment, with the greatest difference found in the terminology. As a result of the analysis, this thesis identifies best practices and required components of a standardized national substance-testing policy, and asserts that such a national model should be implemented.

This report examines Wisconsin's demographic, social, economic, and political characteristics; and focuses in particular on the structural features of education and government at the State level to provide additional understanding of the context of the State policymaking system. Discussed are four issue areas that illustrate the State policy process for public education: school finance, desegregation, teacher certification, and an area of educational program improvement -- the Statewide assessment program of the Wisconsin Department of Public Instruction. An analysis of the policy roles and relationships is made that draws on background and structural material as well as on the treatment of the issue areas. Generalizations and interpretative statements are then derived from this descriptive material. Finally, some predictive statements are made about emergent policy roles and relationships for State educational governance in Wisconsin. (Author)

This report examines Wisconsin's demographic, social, economic, and political characteristics; and focuses in particular on the structural features of education and government at the State level to provide additional understanding of the context of the State policymaking system. Discussed are four issue areas that illustrate the State policy process for public education: school finance, desegregation, teacher certification, and an area of educational program improvement -- the Statewide assessment program of the Wisconsin Department of Public Instruction. An analysis of the policy roles and relationships is made that draws on background and structural material as well as on the treatment of the issue areas. Generalizations and interpretative statements are then derived from this descriptive material. Finally, some predictive statements are made about emergent policy roles and relationships for State educational governance in Wisconsin. (Author)

The concept of public marketing presents a strategy for the systems approach to community development that would facilitate the community decision making process via improved communication. Basic aspects of the social marketing process include: (1) product policy; (2) channels of distribution; (3) pricing (perceived price vs quality and quantity of services); and (4) communications (between city managers and citizen consumers). Social marketing research can provide the community with: survey results and guidelines for resource allocations; citizen feedback in the form of educational materials which affect attitudinal and/or use changes; and population identification and characterization. Among the techniques which can be adapted to the social marketing research process are: (1) community inventory (citizen assessment of local conditions via a checklist); (2) reconnaisance approach (overview information derived from key citizens/groups via small samples); (3) delphi or group diagnosis (interviews with a small but select group of individuals); (4) macrostructural models (analysis of large amounts of data on social, political, and economic institutions); (5) opinion or attitude surveys (community needs determined via public opinion surveys). An exemplary marketing approach is now operative in Yuba City, California where traditional approaches to community development have been recast into a total system. (JC)

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

In this project, I seek to understand how people respond to the growing use of algorithmic decision systems (ADSs) in public policy and to explain variations in preferences across policy domains and decision contexts. I will do so by (1) developing a theoretical framework to account for variations in views on the fairness, accuracy, and legitimacy of ADSs across decision contexts and (2) subjecting the theory and its implications to empirical tests using novel data from three experiments embedded in a national representative survey of the US population.

This practical booklet, intended for those who are transcribing oral interviews into manuscript form, provides transcribing and editing guidelines that are particularly pertinent to oral history interviews. The major factor involved in a transcription is its editing. Editing is defined as making the material suitable for use by researchers and the general public. The guidelines presented in this booklet are based on the assumption that the transcript will be edited in an accepted manuscript format. Obtaining a good transcriber/editor is emphasized. Before beginning to transcribe, basic elements of editorial policy should be set in order to maintain uniformity in transcribing. Individual interviews may be transcribed and edited with slight variations according to the nature of the interview. Examples of editing styles are provided for overlapping speech, syntax, inaccuracies, false starts, dangling sentences, fuzzy thinking, and paragraphing. Suggestions are made for performing the audit check as a quality control and for making interviewee corrections of the transcript as accountability. Instructions for putting the final text together cover the table of contents, headings, and indexing. Samples of transcribing and editing guidelines, an audit check sheet, the title page, and a transcript page conclude the document. (ND)

This study examines the digital transformation of frontline government discretionary decision-making, particularly the application of automated algorithmic tools in discretionary decisions, and the trade-off between the public's perception of procedural fairness and responsiveness.

Description This study examines the digital transformation of frontline government discretionary decision-making, particularly the application of automated algorithmic tools in discretionary decisions, and the trade-off between the public's perception of procedural fairness and responsiveness.

Description This study examines the digital transformation of frontline government discretionary decision-making, particularly the application of automated algorithmic tools in discretionary decisions, and the trade-off between the public's perception of procedural fairness and responsiveness.

Description This study examines the digital transformation of frontline government discretionary decision-making, particularly the application of automated algorithmic tools in discretionary decisions, and the trade-off between the public's perception of procedural fairness and responsiveness.

Description This study examines the digital transformation of frontline government discretionary decision-making, particularly the application of automated algorithmic tools in discretionary decisions, and the trade-off between the public's perception of procedural fairness and responsiveness.