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The Observation Report is a written account of an in-person observation made for a course requirement. It must detail a 2.5-hour observation session, excluding breaks, and include information such as the type of activity observed, the name of the presiding officer, the physical location, the parties involved, issues discussed, decisions made, and personal reflections on the proceedings.

The report should emphasize personal comments, including what the observer brings to the table based on their background and reasons for choosing the particular activity. Prior to observation, notes on preconceived notions, expectations, and perceptions should be made and later contrasted with actual observations. The observer's immediate reactions and insights into issues, personalities, and procedures are crucial and should form the core of the report.

Students are advised to choose government activities of personal interest—such as court sessions, public meetings, or administrative hearings—and avoid personal court experiences, online/video observations, or anything involving friends, relatives, or employment. Observation days are typically Tuesday to Thursday, and appropriate attire corresponds to what one would wear for a job interview.

The report must include the date, time, location, and name of the presiding officer. Students should prepare notes beforehand addressing expectations, including visual impressions of the setting, personnel, and anticipated proceedings. Post-observation, the report should integrate personal background, an objective and subjective description of the experience, analysis for personal and academic growth, and reflections on civic engagement.

Writing should be well-organized, comprehensive, and reflective, demonstrating a substantial effort with a minimum of eight pages, excluding attachments like agendas or dockets. The report should effectively connect personal background with classroom learning, using first-person narration if appropriate. Proper grammar, punctuation, and structure are essential.

Paper For Above instruction

The Observation Report serves as a crucial tool for students to connect academic concepts with real-world government activities. Engaging in face-to-face observations enables students to develop a deeper understanding of the judicial, legislative, or administrative processes that shape civic life. This experiential learning fosters critical thinking, enhances observational skills, and encourages reflective analysis of personal biases and perceptions.

In selecting the observation activity, students should prioritize areas that resonate with their academic or personal interests. For example, a student interested in the judicial system might choose to observe a civil or criminal trial at a local courthouse, while someone curious about legislative processes could attend a county commission meeting or a General Assembly committee session. The choice should be motivated by a desire to understand the distinct roles, decision-making procedures, and interpersonal dynamics inherent in governmental operations.

The preparation phase involves developing preconceived notions about the activity, such as expectations about how court proceedings are conducted or how government officials interact. These expectations are informed by classroom learning, media portrayals, or personal experiences. Recording these ideas creates a baseline against which actual observations can be compared. During the observation, students should take detailed notes, focusing not only on what transpires but also on nonverbal communication, procedural norms, and the demeanor of participants.

Post-visit, the report should integrate personal background, describing what the student "brings to the table"—such as prior knowledge, personal experiences, or career aspirations—and how these influence their interpretation of the proceedings. The narrative should balance objective descriptions with subjective impressions, highlighting moments that challenged or confirmed preconceived notions. For instance, if a student anticipated a formal, rigid courtroom but observed a more collaborative environment, this contrast should be analyzed.

The report’s analytical component involves examining how the observed activity illustrates concepts discussed in class, such as justice, authority, fairness, procedures, or civic engagement. It can explore questions such as: Did the proceedings appear transparent? Were the parties treated equitably? How did the authority figures demonstrate their roles? Such reflections deepen understanding and promote critical evaluation of governmental processes.

Furthermore, students should reflect on how the experience contributes to their academic and personal development. This may involve recognizing the importance of civic participation, understanding the complexities of legal or administrative decision-making, or contemplating a future career in public service. The report should make explicit connections between the observation and broader societal issues, emphasizing the significance of active engagement in community governance.

In terms of structure, the report must be clear, logically organized, and free of grammatical errors. It should include an introduction outlining the purpose and expectations, a detailed account of the observation, followed by analysis and personal reflection, and conclude with insights gained. Proper citations of any external sources used, such as case law or procedural regulations, enhance credibility and academic rigor.

Overall, the Observation Report is an opportunity for in-depth experiential learning. It encourages students to observe attentively, think critically, and reflect meaningfully on the functioning of government and legal systems. By connecting classroom theory with real-world practice, students develop a more nuanced understanding of civic responsibilities and the intricacies of public institutions, thus better preparing them for informed citizenship and professional roles.

References

• Choudhry, S. (2008). Constitutional Design for Divided Societies: Integration or Accommodation? Oxford University Press.
• Kettl, D. F. (2015). The State of Government. Congressional Quarterly Press.
• Lindquist, E. A. (2011). The Law of Public Administration. Routledge.
• Miller, G. J. (2005). The Political Roots of Judicial Independence. University of Michigan Press.
• Peters, B. G. (2019). The Politics of Bureaucracy. Routledge.
• Public Administration Review. (2020). Civic Engagement and Local Governance, Vol. 80, No. 2.
• Shafritz, J. M., & Russell, E. W. (2014). Introducing Public Administration. Pearson.
• Sullivan, M. (2016). Understanding Government: Connecting Citizens and Politics. Routledge.
• Watson, M. (2010). Public Sector Ethics. Routledge.
• Wilson, W. (1887). The Study of Administration. Political Science Quarterly, 2(2), 197-222.