The Art of Legislative Lawyering and the Six Circles Theory of Advocacy

A legislative lawyer is a person who exists in Washington, D.C., and in almost every city and state in this country where legislation and administrative regulations are developed. But most people do not know who that person is or what that person does. In fact, most advocacy organizations that should be hiring legislative lawyers have no idea who a legislative lawyer is. The author coined the term legislative lawyer when she created a Federal Legislation Clinic at the Georgetown University Law Center in Washington, D.C. over a decade ago. The author needed to explain to her faculty colleagues what type of law she intended to teach her students in the Clinic and why such learning deserved six (now ten) law school credits. The author explained at the time, legislative lawyers are individuals who practice law in a political, advocacy context. Good legislative lawyers are: (1) good at comprehending, analyzing, and manipulating legal text and, at the same time, good at understanding the political dynamics of legislative and administrative systems; (2) able to gain the trust and respect of both legal players and political players in an advocacy effort because of their joint competency in law and politics; and (3) able, because of such trust and respect, to be effective and creative translators and negotiators between the often disparate worlds of law, policy, and politics. The author’s primary goal in this article is to describe the skills and talents of a good legislative lawyer. The legislative lawyer is a key component of the author’s Six Circles Theory of Effective Advocacy. She developed this theory mostly (although not exclusively) out of her experience working on the Americans with Disabilities Act from 1988 to 1990. An additional goal of this article, therefore, is to set forth the Six Circles Theory of Effective Advocacy and to highlight its potential contribution towards structuring an effective legislative or regulatory effort. The author’s final goal of this article is to provide an overview of how she teaches legislative lawyering in a law school clinical setting. The author hopes this section of the article, together with its appendices, will be useful to anyone who wishes to establish a similar clinic focusing on legislation and administrative regulations

Establishing and developing strategic relationships - the role for operations managers

Purpose – The objectives of this paper are, first to identify, from the literature, the key themes in the management of strategic relationships, second to apply those themes to understand how exemplary organisations establish and develop strategic relationships and third to determine the role of operations managers in this process. Design/methodology/approach – This empirically based research comprised four phases; interviews with managers to identify exemplars, interviews with managers from 27 organisations, data analysis and testing of the findings. Findings – From a theoretical point of view, a revised definition of strategic relationships has been proposed. Many previously disparate elements of relationships have been brought together into seven dimensions of strategic relationships. The scope and nature of exemplary relationships have been captured within each of these dimensions identifying 24 elements, and suggested the key roles for operations managers in establishing and developing their strategic business relationships. Research limitations/implications – This research has responded to the call to help operations managers understand the skill sets required to help them establish and develop strategic business relationships. It has contributed to the growing literature on business relationships and also provided practical guidance for operations managers. The research has a number of inherent weaknesses including the interpretative nature of the analysis and that the interviews were only carried out with one party to the exemplary relationships. The focus of the research was limited to exemplary strategic relationships and the study was conducted in one sector, though a range of types of organisations were involved. Practical implications – From a practitioner perspective, the outputs from the research have been summarised into a number of guidelines which flesh out the role for operations managers looking to identify, establish, evaluate or strengthen their role in establishing and developing strategic business relationships. Originality/value – The paper provides an original and detailed perspective into the nature of strategic business relationships, irrespective of their position in the supply chain, and identifies how such relationships can be established and developed

Compositional game theory

We introduce open games as a compositional foundation of economic game theory. A compositional approach potentially allows methods of game theory and theoretical computer science to be applied to large-scale economic models for which standard economic tools are not practical. An open game represents a game played relative to an arbitrary environment and to this end we introduce the concept of coutility, which is the utility generated by an open game and returned to its environment. Open games are the morphisms of a symmetric monoidal category and can therefore be composed by categorical composition into sequential move games and by monoidal products into simultaneous move games. Open games can be represented by string diagrams which provide an intuitive but formal visualisation of the information flows. We show that a variety of games can be faithfully represented as open games in the sense of having the same Nash equilibria and off-equilibrium best responses.Comment: This version submitted to LiCS 201

Learning to play in digital games

There is growing interest in the use of games for educational purposes, particularly with regard to teaching curriculum subjects. Much of the research however has focused either on the content of games or the learning theory they illustrate. This paper presents a methodology that allows for an examination of how players learn to play. An understanding of this process is arguably crucial for incorporating games into educational systems. Three case studies are presented that illustrate the application of this method. We also evaluate its usefulness and limitations. The paper concludes with a discussion of issues in researching learning from games, and suggestions for how research methods in this area might be developed