Public Opinion Towards the Public Administration
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The Chinese Civil Service Examination's Impact on Confucian Gender Roles
University of Louisville ThinkIR: The University of Louisville's Institutional Repository College of Arts & Sciences Senior Honors Theses College of Arts & Sciences 5-2015 The Chinese civil service examination's impact on Confucian gender roles. Albert Oliver Bragg University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/honors Part of the Asian History Commons, and the History of Gender Commons Recommended Citation Bragg, Albert Oliver, "The Chinese civil service examination's impact on Confucian gender roles." (2015). College of Arts & Sciences Senior Honors Theses. Paper 71. http://doi.org/10.18297/honors/71 This Senior Honors Thesis is brought to you for free and open access by the College of Arts & Sciences at ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in College of Arts & Sciences Senior Honors Theses by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. The Chinese Civil Service Examination’s Impact on Confucian Gender Roles By Albert Oliver Bragg Submitted in partial fulfilment of the requirements for Graduation summa cum laude University of Louisville May 2015 Bragg 2 Introduction The Chinese Civil Service Examination was an institution that lasted virtually uninterrupted for roughly thirteen-hundred years, beginning during the late Sui Dynasty in 587 C.E. and ending in 1904 shortly before the collapse of the Qing Dynasty1. While the structure and number of examinations varied widely from dynasty to dynasty, the fundamental content of the examinations was to test one’s knowledge of the Confucian classics: The Analects, The Book of Mencius, The Book of Changes, The Book of Documents, The Book of Poetry, The Book of Rites, and the Tso Chuan. -
Determinants and Consequences of Bureaucrat Effectiveness: Evidence
Determinants and Consequences of Bureaucrat Effectiveness: Evidence from the Indian Administrative Service∗ Marianne Bertrand, Robin Burgess, Arunish Chawla and Guo Xu† October 21, 2015 Abstract Do bureaucrats matter? This paper studies high ranking bureaucrats in India to examine what determines their effectiveness and whether effective- ness affects state-level outcomes. Combining rich administrative data from the Indian Administrative Service (IAS) with a unique stakeholder survey on the effectiveness of IAS officers, we (i) document correlates of individual bureaucrat effectiveness, (ii) identify the extent to which rigid seniority-based promotion and exit rules affect effectiveness, and (iii) quantify the impact of this rigidity on state-level performance. Our empirical strategy exploits variation in cohort sizes and age at entry induced by the rule-based assignment of IAS officers across states as a source of differential promotion incentives. JEL classifica- tion: H11, D73, J38, M1, O20 ∗This project represents a colloboration between the Lal Bahadur Shastri National Academy of Administration (LBSNAA), the University of Chicago and London School of Economics. We are grateful to Padamvir Singh, the former Director of LBSNAA for his help with getting this project started. The paper has benefited from seminar/conference presentations at Berkeley, Bocconi, CEPR Public Economics Conference, IGC Political Economy Conference, LBSNAA, LSE, NBER India Conference, Stanford and Stockholm University. †Marianne Bertrand [University of Chicago Booth School of Business: Mari- [email protected]]; Robin Burgess [London School of Economics (LSE) and the International Growth Centre (IGC): [email protected]]; Arunish Chawla [Indian Administrative Service (IAS)]; Guo Xu [London School of Economics (LSE): [email protected]] 1 1 Introduction Bureaucrats are a core element of state capacity. -
Nepotism and Meritocracy
CORE Metadata, citation and similar papers at core.ac.uk Provided by Göteborgs universitets publikationer - e-publicering och e-arkiv NEPOTISM AND MERITOCRACY ANDERS SUNDELL WORKING PAPER SERIES 2014:16 QOG THE QUALITY OF GOVERNMENT INSTITUTE Department of Political Science University of Gothenburg Box 711, SE 405 30 GÖTEBORG December 2014 ISSN 1653-8919 © 2014 by Anders Sundell. All rights reserved. Nepotism and meritocracy Anders Sundell QoG Working Paper Series 2014:16 December 2014 ISSN 1653-8919 ABSTRACT Despite the crucial importance of a well-functioning and impartial public administration for growth and well-being, we know little of how such bureaucracies can be created, and why elites allow them to be. One reason for this dearth of studies is that there are few to none quantitative measures of historical bureaucratic development. This paper analyzes the surnames of civil servants in the Swe- dish central public administration over 200 years to track nepotism in recruitment. A decline in nepotism is registered during the 19th century. The nobility however continued to thrive in the ad- ministration even after reform, due to disproportionate access to education. Paradoxically, birth was thus an important predictor of success in a system that generally was considered meritocratic. This continuity could explain why the old elite accepted reform.1 Anders Sundell The Quality of Government Institute Department of Political Science University of Gothenburg [email protected] 1 The author wishes to thank Andreas Bågenholm, Heather Congdon Fors, Carl Dahlström, Mikael Gilljam, Jenny de Fine Licht, Victor Lapuente, Martin Sjöstedt and seminar participants at University of Gothenburg and Lund University for valuable input during the preparation of this manuscript. -
Implementation of Meritocracy in the Public Sector of Kazakhstan
IMPLEMENTATION OF MERITOCRACY IN THE PUBLIC SECTOR OF KAZAKHSTAN by Nargis Saginova A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Public Administration at NAZARBAYEV UNIVERSITY GRADUATE SCHOOL OF PUBIC POLICY ʼ ASTANA 2017 ABSTRACT Kazakhstan's ultimate goal for the next 20 years is to become one of the most economically successful top 30 countries in the world. In order to get onto that list, the President of the country, on a regular basis, sets goals that should be achieved by politicians, businessmen, scholars, students and others. One of the latest goals was the introduction of 5 reforms in 2015 that included a huge transformation of the civil service. The reform was aimed at creating a professional and effective civil service free from corruption, nepotism, and tribalism, with bright leaders who will guide the country towards success and prosperity. Thus, political stability will gradually result in economic success. The focus of the civil service reform was the implementation of principles of meritocracy. Meritocracy guarantees that access to the civil service will be equally given to everyone interested in working for the government and who has the proper qualifications. Promotion should be based on their merits ignoring things like subjectivism, nepotism, corruption etc. On the basis of the reforms, the government has introduced new law ‘On civil service’. Thus the main objective of this thesis paper is to investigate whether the principle of meritocracy has been introduced and implemented in the civil service of Kazakhstan. Using the example of the Ministry of Foreign Affairs of Kazakhstan I have researched whether the results of this process have been successful or not. -
Eta Sigma Alpha National Home School Honor Society Sponsored by the National Organization of ESA
Membership Guidelines Application Requirements Eta Sigma Alpha National Home • Student must be a home schooled student meeting the 51% rule School Honor Society as noted by HSLDA. • The application may be submitted in the summer after the student’s 8th grade year through October of his/her 12th grade year, for membership during his/her 9th – 12th grade years. Senior Applications must be postmarked by 10/31 of the senior year. Junior year or earlier may apply at any time. • Applicant must have a 3.5 grade point average on a 4-point scale and must supply a transcript with his/her application. "The purpose of Eta Sigma Alpha National Home School Honor • Applicant must provide proof of test scores from one of the Society shall be to recognize and encourage scholarship among following test: Iowa Achievement, (90% composite score), SAT home school students. To achieve this purpose, Eta Sigma Alpha ACT, CLT, PSAT, SAT 10, SAT 8/9. All test scores must be National Home School Honor Society shall provide opportunities administered by someone other than the parent. Students must for the development of leadership and service. Eta Sigma Alpha present a letter from the test administrator for all tests except shall encourage the development of an intellectual climate that SAT/PSAT/ACT. CLT at home test is not acceptable. See etasigmaalpha.com for current score requirements. will stimulate the exchange of ideas and ideals, foster • Applicant must submit a short statement about why he/she scholarship, and promote academic excellence. Eta Sigma Alpha would like to be a member of Eta Sigma Alpha. -
Water System Partnership: STATE
WATER SYSTEM PARTNERSHIPS: STATE PROGRAMS AND POLICIES SUPPORTING COOPERATIVE APPROACHES FOR DRINKING WATER SYSTEMS Office of Water (4606M) EPA XXX X XX XXX XXXX 2017 Office of Water (4606M) EPA 816-S-17-002 August 2017 CONTENTS About This Guide ........................................................................................................................................................1 Drinking Water Systems Challenges ...........................................................................................................................2 Types of Partnerships .................................................................................................................................................2 State Drinking Water System Partnerships Summary ................................................................................................4 Commonly Used Acronyms ........................................................................................................................................5 Alabama ......................................................................................................................................................................6 Alaska ..........................................................................................................................................................................7 Arizona ........................................................................................................................................................................8 -
PUBLIC SERVICES OFFICER I DEFINITION Under General
34009 ALVARADO-NILES ROAD UNION CITY, CA 94587 (510) 471-3232 PUBLIC SERVICES OFFICER I DEFINITION Under general supervision, the Public Service Officer provides general community services in a non-sworn law enforcement capacity; performs a variety of activities in support of the police function related to report writing; investigation assistance; non-moving vehicle violation citation; public relations; transportation of goods, staff, and citizens; enforces parking ordinances; conducts investigations to include investigating complaints of animal viciousness or nuisance, quarantines animals as necessary pursuant to county and state statutes and local ordinances relating to programs of rabies suppression and animal quarantine; enforces the local animal license and leash law; transports prisoners to appropriate facilities providing for their care, conduct, and safety while in the officer’s custody; provides support functions including data entry, routine criminal registration, and vehicle citation verification; performs related work as required. EXAMPLES OF DUTIES Drives a radio-equipped vehicle in patrolling and enforcing animal regulation laws and ordinances. For example, receives and investigates complaints and reports from the public and other agencies regarding stray, dangerous, unwanted or improperly controlled dogs, livestock and other animals; answers emergency calls concerning persons bitten by animals; impounds and transports animals to animal shelter when in violation of ordinance requirements as necessary. In addition, gives first aid to animals; investigates and properly quarantines biting animals; maintains truck in a clean and sanitary condition; performs related work as required. For crimes with no suspect, lost and found cases, and non-injury collisions: Interviews witnesses or others involved; searches for, collects, and identifies evidence; writes reports. -
PUBLIC SERVICE LOAN FORGIVENESS (PSLF) & TEMPORARY OMB No
PUBLIC SERVICE LOAN FORGIVENESS (PSLF) & TEMPORARY OMB No. 1845-0110 EXPANDED PSLF (TEPSLF) CERTIFICATION & APPLICATION Form Approved Exp. Date 08/31/2023 William D. Ford Federal Direct Loan (Direct Loan) Program PSFAP - XBCR WARNING: Any person who knowingly makes a false statement or misrepresentation on this form or on PSLF any accompanying document is subject to penalties that may include fines, imprisonment, or both, under the U.S. Criminal Code and 20 U.S.C. 1097. SECTION 1: BORROWER INFORMATION Please enter or correct the following information. Check this box if any of your information has changed. SSN Date of Birth Name Address City State Zip Code Telephone - Primary Telephone - Alternate Email For more information on PSLF, visit StudentAid.gov/publicservice. To apply online, visit StudentAid.gov/PSLF. SECTION 2: BORROWER REQUEST, UNDERSTANDINGS, AND CERTIFICATION I request (1) that the U.S. Department of Education (the Department) determine whether I qualify for PSLF or TESPLF, and discharge any qualifying loans that I have, and (2) if none of my loans qualify for PSLF or TEPSLF when I submit this form, determine how many qualifying payments I have made towards PSLF and TEPSLF. I just want to find out how many qualifying payments I have made or if my employer is a qualified employer. I believe I qualify for forgiveness under PSLF or TEPSLF right now. If I indicated that I believe I qualify for forgiveness now, I want a forbearance while my application is being processed, but understand that periods of forbearance do not count towards forgiveness. I understand that: 1. -
TESTING the SCHOLARS How Do You Choose Who Runs a Dynasty? Why Do People Seek Power?
TESTING THE SCHOLARS How do you choose who runs a dynasty? Why do people seek power? ACTIVITY DESCRIPTION Students will explore the classical Chinese civil servants exam system, compare it to / EDUCATOR their current exam systems, and construct their own ideas of what it means to be qualified for a role and how to prove qualification. If you are planning to use this as part of a visit to The Field Museum, see the Page field trip guide on page 7. 1 of BACKGROUND 7 INFORMATION Image: During the Qing Dynasty, students took the civil service examination in door-less cells. Running an empire required a network of The only furniture was a set of boards that could be arranged as a desk and bench or a bed. dedicated and well-educated officials. The men Illustration by Sayaka Isowa for The Field Museum. who governed the empire had to pass a grueling exam. For roughly 1,300 years, China’s emperors used the civil toe, twice. Their supplies, carried in baskets like service examination system to identify talented men for the ones in the drawing above, were searched. It’s government service. Stationed throughout the empire, said that guards even checked inside dumplings. scholar-officials maintained order and reported back to Yet some test-takers found ways to smuggle in help. the emperor on local events. This system was so effective, The museum holds examples of silk cloth covered in even foreign dynasties like the Manchus embraced it writing, cheat sheets that could have been sewn into during the Qing Dynasty (AD 1644-1911). -
Representative Bureaucracy and Public Service Performance: Where, Why and How Does Representativeness Work?
Representative Bureaucracy and Public Service Performance: Where, Why and How Does Representativeness Work? Rhys Andrews Cardiff School of Business; Cardiff University; UK Sandra Groeneveld Institute of Public Administration; Leiden University; The Netherlands Kenneth J. Meier Department of Political Science; Texas A&M University; USA and Cardiff School of Business; Cardiff University; UK Eckhard Schröter Department of Public Management & Governance; Zeppelin University; Germany Abstract As issues of social equity and inclusiveness have become increasingly salient to political discourse, they are also more strongly emphasized as dimensions of effective public service delivery. As a consequence, representative bureaucracy has become more significant to the study of public management. The theory of representative bureaucracy assumes that several positive effects of representation in public organizations, such as perceptions of accessibility to power for groups in society and reflection of group preferences in bureaucratic decision making, will boost organizational performance. While previous empirical studies have examined this performance claim of representative bureaucracy theory, this paper argues that to gain a full understanding of representative bureaucracy academic inquiry should be devoted to the role of context, both theoretically and empirically. To substantiate this the paper reviews the literature on contextual factors salient to representative bureaucracy and theorizes on how these factors condition the impact of bureaucratic representation on public policy and performance. Introduction[SG1] Governments have long been concerned with improving the representativeness of government bureaucracies. As a model employer, considerations of equity and fairness were intrinsically valued and deemed important for government per se. Such factors were not always considered as an aspect of public service performance, howver, particularly during the last three decades dominated by the business logic of New Public Management. -
Civil Service Entry Level Police Exam Frequently Asked Questions
Civil Service Entry Level Police Exam Frequently Asked Questions Basic Requirements of the Exam: Who can take the Municipal or Transit Entry-level Police Exam? Education/Experience Requirement: As of the date of appointment, candidates must have either a high school diploma or equivalency certificate approved by the Massachusetts Department of Elementary and Secondary Education or three years of experience in the armed forces of the United States with last release or discharge under honorable conditions. Age Requirement: Pursuant to Massachusetts General Law (M.G.L.) Chapter 31, § 58, candidates must be 19 years of age on or before the first date the examination is being administered for municipal firefighter, police officer and transit police officer. Candidates are also required to be at least 21 years of age by the date of appointment as a municipal police officer or transit police officer. Please review the list of Civil Service departments to identify those that may have an upper age limit: Civil Service Police Departments. Who can take the State Trooper Entry-level Exam? Education Requirement: Candidates must have a high school diploma or equivalency certificate approved by the Massachusetts Department of Elementary and Secondary Education. Age Requirement: In order to take the examination for State Trooper and pursuant to M.G.L. Chapter 22C , § 10 , candidates must be at least 21 years of age and less than 35 years old as of the last date to file an application for an examination. How much does it cost to take an exam and are there hardship exceptions? The combined examination fee for Municipal Police Officer and State Trooper is $150. -
OECD Recommendation on Public Service Leadership and Capability
OECD Recommendation on Public Service Leadership and Capability Photo credit / © Shutterstock credit Photo OECD Member countries invest ministries and agencies have a workforce with The Recommendation on PSLC is based on public servants, citizens and experts worldwide. considerable resources in public the capabilities needed now and in the future. a set of commonly shared principles, which The Recommendation presents 14 principles for a employment. have been developed in close consultation fit-for-purpose public service under 3 main pillars: Finally, the Recommendation places a heavy with OECD Member countries. onus on public service leaders, who require 1. Values-driven culture and leadership, In 2015, an average of 9.5% of GDP the mandate, competencies, and conditions The development of the Recommendation also 2. Skilled and effective public servants, was spent in OECD Member countries necessary to provide impartial evidence- benefitted from a broad public consultation, 3. Responsive and adaptive public on general government employee informed advice and speak truth to power. which generated a high level of input from employment systems. compensation, making this the largest input in the production of government goods and services. Historically, this investment has helped to support economic growth and stability. Public servants have been a major actor in modern society’s greatest achievements: health care, education and childcare, access to water and sanitation, energy, VALUES-DRIVEN CULTURE SKILLED AND EFFECTIVE RESPONSIVE AND communication, response to disasters, AND LEADERSHIP PUBLIC SERVANTS ADAPTIVE PUBLIC science and technology, among EMPLOYMENT SYSTEMS others. This underlines the fact that a professional, capable and responsive public service is a fundamental driver of citizens’ trust in public institutions.