Quality Management in the Public Administration through CAF

Quality Management in the Public Administration through CAF ESF 4.159 – Developing Quality Management in the Public Administration through CAF (SLIDE 3) The Commissions main Thematic Objectives are set out in Article 9 of the Common Strategic Framework. Each common strategic framework contributes to the Union strategy for smart, sustainable and inclusive growth. Such objectives may be translated into specific priorities to each common strategic framework fund. The European Commission believes that the respective member states should continuously improve the environment for their businesses, citizens and stakeholders by means of the modernization of public administration. The chosen project falls within the 11th Thematic Objective that seeks the enhancing of institutional capacity and efficient public administration through stronger institutional capacity and more efficient public administration supported the European Social Fund (ESF). (SLIDE 4) In total the amount of ESF funds allocated to this project amount to a total of three hundred and thirteen thousand, three hundred and seventy euros. The central objective is that of strengthening efficiency and effectiveness of the public administration through lifelong learning and innovative activities. These are the main funding information including the total amount of allocated funds and the areas of intervention. (SLIDE 5) Through such investment economic improvement is one of the main drivers. This will be achieved from better business environment and other societal and economic impacts of the subject stakeholders. The EU Commission will specifically assess: The needs of stakeholders in order to improve the delivery through quality management systems, and; That there is also a set of actions, referring to the establishment and use of already set quality management systems in a sustainable way. (SLIDE 6) Before the implementation of this project, the situation within the Maltese Public Administration was characterised by limited use of quality management systems. Nevertheless, elements such as the CAF, customer care and redress, online portals, service charters, directives and guidelines, eGovernment, one stop shop, Local Councils (as an alternative delivery channel), partnerships with NGOs and capacity building only existed to a limited extent. This project seeks to develop the skills and competences of public officers in the application of the CAF and central competencies within the Management Efficiency Unit (MEU). This would be achieved through training and networking of CAF users and experts. This also leads to commitment that improves the public service delivery through burden reduction of regulation and administrative procedures, quality assurance and control. Service delivery would increasingly become professional, fair, transparent and outcome-oriented. Service users would also be able to choose from channels of delivery which should be as close as possible to them. For such achievements the MEU would become a centre of excellence as regards the CAF. It would be able to strengthen the public sector in CAF implementation and the management of certification in order to ensure long term-sustainability. To obtain such objectives, adoption of better practices, maximizing of partnership synergies, leverage technology and the pursuing of corporate social responsibility are essential tools. (SLIDE 7) The CAF model is mainly based on 3 pillars that are; Structure, Process, Outcome. Structure (or Leadership) holds that; CAF is based on 2 key elements that are: Enablers and Results and that; Each enabler and result is further broken down into key sub-criteria Process holds that; CAF is rooted on a team’s view of the position of an organisation at a particular point in time and that; CAF nurtures a continuous improvement mindset within an organisation Outcome holds that; Benefits for the organization’s stakeholders, image and reputation (SLIDE 8) Assessment of the achievement of desired achieved goals is done through the PDCA cycle. Basically this cycle observes the; Initiation of the project such as the: Planning and organization of the process and Communication within the organisation Carrying out of self-assessment such as the: Setting up of the self assessment team Training and data gathering and Self assessment Planning and execution of improvements includes: Prioritization and planning Communication of the improvement plan ad Periodic review of the project (SLIDE 9 and 10) Scoring of sub-criteria is based on the PDCA cycle which typically takes between 6 to 10 weeks depending on the complexity and scale of the issue at stake. The 6 main criteria for fulfillment under conditionality 11 will achieve results into 3 main areas, which are of a Societal, Citizen and Workforce nature. All achievements lead to further economic efficiency within the subject organisation. Societal, Citizen/Consumer, and People/Workforce benefits will be achieved: Societal improvements include: Improvement in quality of life Adaptation to trends Proactive holistic approach Stakeholder engagement Transparency Citizen improvements include: Faster delivery Improved service level Cost-efficient operations Image and reputation Workforce improvements include: Motivated workforce Role clarity and involvement Improved commitment to mission Better resource utilisation Reduced skill gaps (SLIDE 11) 4 key strategic objectives form the core of this project: CAF as Quality Management System (QMS): that Promotes and implements the CAF as the Maltese Public Administration’s first choice of quality management system It is anticipated that strategic initiative to attain this strategic objective include but are not necessarily limited to: further roll out of CAF within Government; providing implementation support, enablement and capacity to Department and Government Entities implementing CAF; once a critical mass of Departments and Government Entities have adopted CAF, a quality award is introduced to recognize achievement; sharpening the focus on results and outcome orientation; and introducing CAF in education and justice sectors. Partnerships: that Strengthen partnership development and management between the Maltese Public Administration and its stakeholders It is anticipated that strategic initiatives to attain this strategic objective include but are not necessarily limited to: providing guidance and building capacity in partnership development and management; developing further strategic partnerships in various sectors; extending consultation to service design; sustaining and improving on corporate social responsibility; strengthening a proactive information policy; and developing a corporate identity kit for the Public Administration. There are all areas where citizens, service users, and stakeholders can act together in co-design, co-decision making, co-production and co-evaluation. Services/Processes: Improves the way services and associated business processes operate and innovate within the Public administration It is anticipated that strategic initiative to attain this strategic objective include but are not necessarily limited to: improving and innovating services and channels in use within the Public Administration; developing capacity to implement business management; further supporting business processes with ICT; better records management; maximizing citizen/customer suggestion and complaints system; and introducing systematic citizen/customer satisfaction measurement. People: Develops the capabilities of the Public Administration workforce in customer service, partnership development and quality management systems It is anticipated that strategic initiative to attain this strategic objective include but are not necessarily limited to: sharpening the focus on performance management to ensure accessibility, transparency, quality of service delivery, involvement; training and development of Public employees in the required toolkit; and introducing climate and culture perception surveys with staff. (SLIDE 12) Current state-of-play: The adoption of a quality management framework would build on these efforts and works towards a more consistent approach to continuous improvement. CAF is a core tool to achieve sustainable excellence in all performance aspects. Actions are based on the premise that excellent results with respect to performance, customers, people and society are achieved through leadership driving policy and strategy, that is delivered through people partnerships, resources, processes and change management. Unlike various other quality management models CAF is specifically targeted for public administration and is capable of capturing unique features of government organisations, holds a high degree of flexibility and may be used n a wide variety of circumstances. For this reason, CAF plays an enormous role in Malta’s National Reform Programme under the Europe 2020 strategy. By the adoption and promotion of CAF, the MEU would be increasing its level of self-assessment. MEU also aims to become the Maltese centre of expertise through the strengthening of its in-house capacity. (SLIDE 13) Three types of training that have been delivered by the European Institute of Public Administration in Mata include: A Specialised Training Programme in CAF delivered by CAF experts to 14 members (out of a total of around 20) of MEU staff; A CAF Model Training Programme delivered by CAF experts to 6 groups of public officials; and Training on the Procedure on External Feedback and the CAF Label Training Programme delivered to members of MEU staff and public officials in the public sector. 154 civil servants were trained in the TQM approach for the public sector to obtain knowledge on relevant concepts of quality development from a holistic perspective†¦ the content of quality instrument that have been used successfully over the past decade in many public sector organisations in many countries and the adequate processes of implementation. Additionally, a group of experts was also trained in the Procedure of External Feedback, assuring qualitative progress in future organisational development. A CAF website has also been created. 3 CAF user organisations in Malta and Gozo have also been registered. Each after successfully completing a cycle of CAF assessment and implementation. (These are the Gozo Public Library, the Food Safety Unit and the Gozo Sports complex.) These users were also made subject to the process of concluding their second self-assessment, which would lead them to achieve the CAF Label certification. It should also be noted that the CAF Label Certification is valid for 2 years and thus each government entity would have to be assessed and certified every two years. Other 5 public organisations including Appogg and Sedqa have engaged in CAF towards excellence with the assistance of the MEU. (SLIDE 14) SERVIZZ.GOV portal is an online portal whereby citizens can complain with Local Councils and entities. There are pre-set timeframes for closure of the complaint, typically 10 or 20 days depending on the subject case. A significant percentage of complains are anonymous and some 95% of cases originate from Local Councils. MEU developed an in-house data warehouse to analyse trends and responsiveness. Overall, Local Council and entity responsiveness are analysed. MEU also monitors customer complaints performance regularly and validates closure on a sample basis. CUSTOMER CARE and REDRESS. All line ministries have customer care officers within their organisational structures. There are also administrative customer care officers within designated Directories within Ministries which route complaint resolution and monitor complaint closure. The major regulatory authorities, Departments and Government entities have various forms of customer care offices in operation. Training to Customer Care officers has been provided by the MEU and the CDRT/OPM. Redress mechanisms available include the office of the Ombudsman, Tribunals and the Law Courts. QUALTY SERVICE CHARTERS. Charters spell out the rights of citizens as customers of a Public Service and specify the quality of service that can be expected. A department holding a charter will commit itself to stated performance targets; typically on waiting times, quality of product, courtesy and information provided. Charters also explain how to lodge complaints. In the light of government commitments, it is the opinion of the MEU that it is worth revising the Quality Service Charter initiative to reflect the changing times and resources of the Public Administration. However, such initiative should be as simple as possible, by monitored and audited regularly by third parties, independent of the servicing Department such as the IAID (i.e. for auditing purposes). ONE STOP SHOPS. Business First one-stop-shops run by Malta Enterprise since the beginning of 2012 with only 5% of total number of applications not being delivered within the prescribed deadline. The Malta Financial Services Authority can register a limited liability company within 48 hours provided the correct documentation is submitted. Local Councils are seen as the key means to move Public Services closer to citizens and service users. They already offer a range of community services. However, more work needs to be done to bring the most-frequently-used Public Services within the locality. (SLIDE 15) Through all these actions this project will lead to significant economic results. It has been calculated that around 70% of the total candidate organisations will benefit from an average of a 20% improvement that mainly includes economic efficiency. Stakeholders within the public administration do not only include private citizens but also the state itself. As a result the State will benefit from lesser deficits. (SLIDE 16 and 17) An analysis highlighting the Strengths, Weaknesses, Opportunities and Threats resulting from this project has also been done. Some of the main positive aspects are the better acquired knowledge about the tapping of EU funds, increased employment and the reduction of cost and administrative burdens. However, challenges such as new social risks and fiscal consolidation should still be studied and dealt with. CAF helps the Government in creating and maintaining the best possible environment in which Malta’s economy could sustainably grow. Government would be able to create a sense of peace of mind in which, through transparency and less red tape economic operators will know where they stand. It is vital that pointless bureaucracy does not lead to extra costs that weigh down enterprises and hamper economic growth. Further economic growth will be achieved through investment in infrastructure and the productive capabilities of the country, the skills of the workforce and more workers who enter the labour market.

Human Biology Unit 1 Organelle Structure and Function

[pic] ASSIGNMENT GUIDELINES |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | | | | | | | | | | | | | | | | | | | | | | | |ASSIGNMENT GUIDELINES | | | |This assignment consists of a short answer question paper (SAQP) which will be completed as an open book examination in week 6, i. e. in class in timed | |condition with access to an agreed number of resources. | | |You may bring into this examination the following two sets of PowerPoint handouts as issued in class: PP2 – â€Å"Cells † and PP5 – â€Å"Tissues of the Human | |Body† | | | |These Power Point handouts may be annotated with your own notes taken during class and after class following any additional reading. You will also have | |access to these two Power Points on-line via the student shared drive. The time allocated to complete the paper is 2 hours. | | | |In addition to the guidance overleaf, examples to illustrate what is required to meet the grading criteria, will be discussed in class. | | |PLEASE ENSURE THESE GUIDELINES ARE SUBMITTED WITH YOUR ASSIGNMENT | | | | | |LEARNING OUTCOMES | | | |1. 0 Understand the component nature of a generalised cell. | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | |6. Understand the structure and function of the major body tissue types | | | |ASSESSMENT CRITERIA LEVEL 2 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | |1. 2 Describe the function of the organelles in 1. 1 | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | |5. 2 Describe the functions of the cells drawn in 5. | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | |ASSESSMENT CRITERIA LEVEL 3 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | |1. 2 Explain the functions of the organelles in 1. | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | |6. 1 Explain the structure and function of the major body tissue types. | If all learning outcomes are achieved at level 3 the assignment will be graded according to the grade descriptors below. For this assignment grading criteria 5 and 7 apply. Descriptor |Content for merit |Content for distinction |Guidance | | | | | | |5. Communication and |The assignment work shows a very |The assignment work sho ws an excellent |Diagrams of the cells drawn in questions 1a and 1b | |presentation |good command of: |command of: |are clear and neatly presented with all parts | | |Use of images |Use of images |labelled as instructed. | | | | | | | | |The appropriate biological terms are included and | | |Language (including technical or |Language (including technical or |used correctly throughout the assignment. | | |specialist language. ) |specialist language. ) | | | | | | | |7. The assignment work is: |The assignment work is: |Make sure that you have clearly organised the | |Quality |Structured in a way that is | |resources that you are allowed to bring into the | | |generally logical and fluent. |Structured in a way that is |examination room. | | | |consistently logical and fluent. | | | |Taken as a whole demonstrates a | |Make sure that you are familiar with these in order| | |very good response to the demands|Taken as a whole demonstrates an |that you can use them effectively to complet e the | | |of the brief/assignment. |excellent response to the demands of |assignment in the time given. | | |the brief/assignment | | | | | |When using written prose this should be fluent and | | | | |explanations should be presented clearly and | | | | |logically. | | | | | | | | | |Writing should be in blue or black ink, diagrams | | | | |should be drawn in pencil. | | | | | | | | |There should be evidence that explanations are in | | | | |your own words. | [pic] FEEDBACK SHEET |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | |Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Initial submission level awarded: |Resubmission level awarded: | | | | |TUTOR/ASSESSOR : Janet Vickers |TUTOR/ASSESSOR : Janet Vickers | |SIGNED: |SIGNED | |DATE: |DATE: | |INTERNAL VERIFIER |INTERNAL VERIFIER | |SIGNED: SIGNED: | |DATE: |DATE | |Learning Outcomes: | |Level achieved 1st submission | |Level achieved 2nd submission | | | | | |1. 0 Understand the component nature of a generalised cell. | | | | | | | | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | | | | | | | |6. Understand the structure and function of the major body tissue types | | | | | | | |Assessment Criteria | |Met (()/Not Met(x) | | | |To achieve at Level 2 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | | | | | | |1. 2 Describe the function of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | | | | | | |5. 2 Desc ribe the functions of the cells drawn in 5. 1 | | | | | | | | | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | | | | | | |Met(()/Not Met(x) | | | |To achieve at Level 3 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | | | | | | |1. 2 Explain the functions of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | | | | | | | | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | | | | | | | | | |6. 1 Explain the structure and function of the major body tissue types. | | | | | | | | | | |If all learning outcomes are achieved at level 3 the assignment w ill be graded for this assignment grading criteria 5 and 7 apply. | |Descriptor |Grade awarded |Comment | |5. | | |Communication and presentation | | | | | | | | | | | | | | | | | | | |7. | | |Quality | | | | | | | | | | | | | | | | | | | | | | | Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ———————– Access to Higher Education: Health Studies/Combined StudiesWork presented in an assessment must be your own. Plagiarism is where a student copies work from another source, published or unpublished (including the work of another student) and fails to acknowledge the influence of another’s work or to attribute quotes to the author. Plagiarism is an academic offence. If you are thought to have plagiarised someone else’s work this could result in disciplinary action. I have read the above information and I can confirm that this work is my own, and that any sources used have been acknowledged using the appropriate referencing system. Signature:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Access to Higher Education: Health Studies/Combined Studies

Descriptive Final

Robert Campbell Mrs. Overly ENGL 1301. 54 11/1/2005 Assignment: Ch. 3. Descriptive Writing—â€Å"The Body Farm† p. 139, #1. Write an essay in which you describe something that most people would find repulsive or frightening. Skydiving It was an ordinary day in June when a few friends and I decided that we wanted to do something that we thought was exhilarating, so we went skydiving. What is skydiving you might ask yourself? Skydiving is exactly what it sounds like, the act of jumping or falling out of an aircraft and parachuting to the earth. Some people might call you crazy or even think that it is repulsive or frightening, but those adventurous enough to participate will never forget what it is like and will want to do it over and over again. To us, skydiving is a vacation. The morning that we decided to go skydiving was a time that I will never forget. I awoke that Saturday and began to think about what I was going to do; after an idea came to me I called my friend Raquel and Julie. When they picked up the phone and heard of what I was asking of them they both were apprehensive and nervous, but after talking to them for a while they both decided that we would go. Around 12:30 I picked them up and we went to get something to eat at McDonalds, before heading out to Skydive Spaceland in Rosharon. I have to admit that upon arriving at Skydive Spaceland my friends and I began to wonder what had gotten into us. Upon our arrival we first went into the plane hanger and then to a place they call â€Å"Manifest†, which is where you began to sign your life away. Filling out the papers took my friends and I approximately 30 to 40 minutes to complete, and this paper work was basically legal documents that say if you are injured or hurt in anyway shape or form in the dive that the are not liable for anything. When we were through signing the papers and paying the fees, we were then ready to take the class required for the dive. In order to skydive you must take a 45 minute class that explains the important things required to prepare for jumping. Probably the two most important instructions they teach you, are what altitude you must pull the parachute at, which is 5500 feet, and the saying â€Å"fly fifty five to stay alive†. Another thing that was also important was the arch of your back when first exiting the plane. This was necessary because it forces your body to flip over causing you to fall in a controlled motion. In the class my friends and I had to practice this motion by squatting and quickly going to a standing position while arching our backs, it insured that we understood the motion. Following the class was over we then began to suit up into royal blue jump suit, which look like astronaut space suits. Once suited up we began to board into the aircraft, which was a twin engine plane only big enough to seat about 25 people, and reeked of gasoline. Before this point in my life I had never rode in a plane, so it was going to be a first. We boarded the plane and began to seatbelt ourselves in next to our tandem jump instructors. Then the plane began to take off and at this time I was pretty nervous but my adrenaline was pumping so fast I did not know what to think. The plane ride took about 15 minutes to reach the appropriate altitude that we needed to exit the plane, and the time we rode with the cargo bay door wide open. When we reached the appropriate altitude I was the first in line to exit the aircraft, which was scary because I had not watched anyone else exit before me. Upon exiting the aircraft you hear a loud sound â€Å"whoosh†, and a cold wind comes over your body. Then the most exhilarating feeling came over me and I was having a blast. We had to do a number of things that we learned in our class, while we were up in the air. Such as, checking you altimeter at different altitudes and shaking the camera mans hand, and over all just having fun. And then at 5500 feet it was time to pull the parachute. There is a misconception that when the parachute is pulled that the person is jerked up from the parachute deploying; but this is not true because it is an optical illusion due to the fact that the camera man videoing the free fall continues to fall, therefore making it look as the he was jerked upward. After the parachute was deployed, there is an 8 to 10 minute descent, after landing on the ground I was thankful but at the same time my adrenaline was pumping and I was ready to do it again. And the video camera observed the whole scene. Although some people might call you crazy or even think that sky diving is repulsive or frightening, but to those who venture to share in this act we call skydiving will never forget what it is like and will want to do it over and over again. Skydiving is something that I enjoy and plan to do at least a few more time in my life. I have to say that it was the funniest experiences in my life.

The Role of the Congress in U.S. Foreign Policy

As with virtually all U.S. government policy decisions, the executive branch, including the president, and Congress share responsibility in what ideally is a collaboration on foreign policy issues. Congress controls the purse strings, so it has significant influence over all kinds of federal issues --including foreign policy. Most important is the oversight role played by the Senate Foreign Relations Committee and the House Committee on Foreign Affairs. The House and Senate Committees The Senate Foreign Relations Committee has a special role to play because the Senate must approve all treaties and nominations to key foreign policy postings and make decisions about legislation in the foreign policy arena. An example is the usually intense questioning of a nominee to be secretary of state by the Senate Foreign Relations Committee. Members of that committee have a great deal of influence over how U.S. foreign policy is conducted and who represents the United States around the world. The House Committee on Foreign Affairs has less authority, but it still plays an important role in passing the foreign affairs budget and in investigating how that money is used. Senate and House members often travel abroad on fact-finding missions to places deemed vital to U.S. national interests. War Powers Certainly, the most important authority given to Congress overall is the power to declare war and to raise and support the armed forces. The authority is granted in Article 1, Section 8, Clause 11 of the U.S. Constitution. But this congressional power as granted by the Constitution has always been a flashpoint of tension between the Congress and the presidents constitutional role as commander-in-chief of the armed forces. It came to a boiling point in 1973, in the wake of the unrest and divisiveness caused by the Vietnam War, when Congress passed the controversial War Powers Act over the veto of President Richard Nixon to address situations where sending U.S. troops abroad could result in involving them in armed action and how the president could carry out military  action while still keeping Congress in the loop. Since the passage of the War Powers Act, presidents have viewed it as an unconstitutional infringement on their executive powers, reports the Law Library of Congress, and it has remained surrounded by controversy. Lobbying Congress, more than any other part of the federal government, is the place where special interests seek to have their issues addressed. And this creates a large lobbying and policy-crafting industry, much of which is focused on foreign affairs. Americans concerned about Cuba, agricultural imports, human rights, global climate change, immigration, among many other issues, seek out members of the House and Senate to influence legislation and budget decisions.