E-Government and the City of Buffalo

As the United States continues to progress, the need for technological innovations has become increasingly important in the field of government. Federal, state and local governments are working towards the implementation and development of e-government practices. E-government began with the Clinton Administration in the mid 2000s, where the administration identified e-government as a way to promote a one stop access to government programs, cut costs and promote citizen advocacy in government (Moon, 2002). The purpose of this study was to explore the different departments in the City of Buffalo that are in charge of creating and implementing e-government projects. These projects are meant to improve and provide the necessary tools to help citizens communicate and request government services within their community. In this study the researcher set out to acquire qualitative interview data from Buffalo City Hall employees that have been involved with the implementation of e-government in the City of Buffalo. The interviews were composed of a series of questions to uncover implementer’s perspectives as to where the City of Buffalo stands in the e-government sphere. To validate these findings, a content analysis was performed on the City of Buffalo’s main website, their public Open Data website, the Buffalo roam parking app and the Buffalo 311 citizens services app. Findings based on this research suggest that the City of Buffalo is in somewhat good standing when it comes to the e-government implementation; however, there is still room for development

Bard Free Press, Vol. 13, No. 5 (February 2012)

https://digitalcommons.bard.edu/bardfreepress/1095/thumbnail.jp

What do citizens communicate about during crises? Analyzing twitter use during the 2011 UK riots

Abstract The use of social media during crises has been explored in a variety of natural and man-made crisis situations. Yet, most of these studies have focused exclusively on the communication strategies and messages sent by crisis responders. Surprisingly little research has been done on how crisis publics (i.e., those people interested in or affected by the crisis) use social media during such events. Our article addresses this gap in the context of citizens' Twitter use during the 2011 riots in the UK. Focusing on communications with and about police forces in two cities, we analyzed 5984 citizen tweets collected during the event for content and sentiment. Comparing the two cases, our findings suggest that citizens' Twitter communication follows a general logic of concerns, but can also be influenced very easily by single, non-crisis related events such as perceived missteps in a police force's Twitter communication. Our study provides insights into citizens' concerns and communication patterns during crises adding to our knowledge about the dynamics of citizens' use of social media in such times. It further highlights the fragmentation in Twitter audiences especially in later stages of the crisis. These observations can be utilized by police forces to help determine the appropriate organizational responses that facilitate coping across various stages of crisis events. In addition, they illustrate limitations in current theoretical understandings of crisis response strategies, adding the requirement for adaptivity, flexibility and ambiguity in organizational responses to address the observed plurivocality of crisis audiences

Making American Foundations Relevant

The work and impact of foundations is not registering with critical audiences, according to philanthropy leaders and observers interviewed for this Philanthropy Awareness Initiative report. To find the solution, foundations need to look in the mirror, they argue, and make changes to their communications culture and practice

The Federal Advisory Committee Act and Public Participation in Environmental Policy

This paper discusses the Federal Advisory Committee Act (FACA) and how it affects public participation in environmental decision-making. Passed in 1972 as one of the "openness in government" laws, FACA governs how the federal government seeks outside advice. It has had a profound influence on who participates in government decision-making, when they participate, how they participate, and what influence participation has on policy. FACA has had a number of notable successes. Primary among these has been its role in limiting the unbalanced influence of special interests, acting through advisory committees, on public policy-making. The advisory committees which the law governs have also achieved a number of the "social goals" of public participation, including: (1) educating the public, (2) bringing public values into government decision-making, (3) improving the substantive quality of decisions, (4) increasing trust in government institutions, and (5) reducing conflict. Often, advisory committees have given government relatively inexpensive access to experts and stakeholders in order to achieve these goals. However, FACA has also created�directly and indirectly�a number of "chilling effects" on public participation in environmental decision-making. First are procedural requirements which make it difficult for groups outside of government to become advisory committees, and thereby gain access to decision-making. Second are ambiguities in the law and its regulations which limit the willingness of public agencies to engage the public outside of FACA. And third are Clinton Administration policies which limit the number of advisory committees that agencies are allowed to establish. Taken together, these chilling effects create a paradox wherein agencies are reluctant to engage the public in decision-making outside of FACA but significant barriers keep groups (and agencies) from forming advisory committees under the Act. The paper concludes by recommending a streamlining of FACA's procedural requirements, a clarification of regulations and policies regarding what type of participation falls under FACA, and an elimination of administrative ceilings on advisory committee formation.

2015-2016 General Education Assessment Report

2015-2016 General Education Assessment Repor