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The Presidency and the Executive Branch

Purpose of Course  showclose

Course Information  showclose

Welcome to POLSC332: The Presidency and the Executive Branch.  Below, please find general information on this course and its requirements. 

Course Designer: Maeve Carey and Angela Bowie

Primary Resources:  This course is comprised of a range of different free, online materials.  However, the course makes primary use of the following materials:

 

• The Oyez Project: U.S. Supreme Court Media
• University of California College Prep
• University of Virginia’s Miller Center

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials.  Although all of the units will allow you to gain a foundational understanding of the Executive Branch, pay close attention to Unit 1, as it will lay the historical framework for future units. 

You will also be responsible for completing a Final Exam. In order to “pass” this course, you will need to earn a 70% or higher.  Your score on the exam will be tabulated as soon as you complete it.  If you do not pass the exam, you may take it again.You will also need to complete:

 
            - Subunit 1.2 Assignment
            - Subunit 3.2 Assignment
            - Subunit 5.7 Assignment
            - Subunit 6.3 Assignment
            - The Final Exam

Note that you will only receive an official grade on your final exam.  However, in order to adequately prepare for this exam, you will need to work through the assignments listed above.

Time Commitment: This course should take you a total of 48.7 hours to complete.  Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit.  These should help you plan your time accordingly.  It may be useful to take a look at these time advisories, determine how much time you have over the next few weeks to complete each unit, and then set goals for yourself.  For example, Unit 1 should take you 13.75 hours.  Perhaps you can sit down with your calendar and decide to complete subunit 1.1 (a total of 3 hours) on Monday night; the introduction to subunit 1.2 and sub-subunits 1.2.1 and 1.2.2 (a total of 3.5 hours) on Tuesday night; half of subunit 1.2.3 (a total of 2.5 hours) on Wednesday night; the remainder of sub-subunit 1.2.3 (a total of 2.75 hours) on Thursday night; etc.

Tips/Suggestions: The course is critical to help prepare you for future upper level courses in the political science discipline, so be sure to pay close attention to all course material.  Take notes on all of the resources in this course.  These notes will serve as a useful review as you study for the Final Exam.

Tips/Suggestions: The course is critical to help prepare you for future upper level courses in the political science discipline, so be sure to pay close attention to all course material.  

This course features a number of Khan Academy™ videos. Khan Academy™ has a library of over 3,000 videos covering a range of topics (math, physics, chemistry, finance, history and more), plus over 300 practice exercises. All Khan Academy™ materials are available for free at www.khanacademy.org.

Learning Outcomes  showclose

Course Requirements  showclose

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Final Exam
• All Units

Unit Outline show close

Unit 1: Foundations of the Presidency  

To fully understand the institution of the modern presidency, it is crucial that you study the origins of the institution.  In their earliest discussions and debates over what the presidency should look like, the Founding Fathers considered topics such as the duration of the president’s term, the characteristics that make a great executive, and the presidential election process.  Largely as a result of their experience under the tyrannical King George III, the Constitution granted very few powers explicitly to the president.  As a result, presidents over time have pushed the limits of their power and created an office that has changed dramatically from the office envisioned by the Founders. 

This unit will open with a discussion of the very beginning of the American presidency by focusing on the Federalist Papers.  These early debates on what the presidency should look like reveal the concerns that the Framers of the Constitution had with regard to the executive.  You will then focus on Article II of the Constitution, as well as the amendments to the Constitution that pertain to the executive branch.  Finally, to understand how presidents have tested the limits of their office over time, we will study several Supreme Court cases dealing with executive power, particularly during times of war.  As you will learn, historically, presidents tend to have the most success in expanding their powers in times of war.

Unit 1 Time Advisory   show close


Unit 1 Learning Outcomes   show close


1.1 The Early Debates over the Executive  

• Reading: The Library of Congress’s “About the Federalist Papers” and The Library of Congress’s version of The Federalist Papers: Federalist Papers 51, 68, and 70-72

  Links:  The Library of Congress’s “About the Federalist Papers” (PDF) and The Federalist Papers:  Federalist Paper 51, 68 ,70, 71, 72 (PDF)
  
  Also available in:
  ePub format on Google Books
  
  Instructions:  First, please read the background information about the Federalist Papers at the Library of Congress’s website linked here.  Then, read Federalist Papers 51, 68, and 70-72. 
  
  These readings should take approximately 3 hours to complete.
  
  Terms of Use: This material is in the public domain. 

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation’s “Chief Executives Compared”

  Link: The Saylor Foundation’s “Chief Executives Compared” (PDF)
   
  Instructions: Please complete the linked assessment in order to test your mastery of the early debates and discussions regarding the role of the presidency in addition to the constitutional foundations of the presidency and the executive branch.  
  
  This assessment should take approximately 1 hour to complete.
   
  When you are done, please check your work against The Saylor Foundation’s “Answer Key: Chief Executives Compared Assessment” (PDF).

  See a broken link? Please let us know!

1.2 The Constitution and the Presidency  

• Reading: FindLaw’s annotated version of the United States Constitution’s Article II and Amendments XII, XX, XXII, and XXV

  Link: FindLaw’s annotated version of the United States Constitution’s Article II and Amendments XII, XX, XXII, and XXV (HTML)
  
  Also available in:
  PDF
  
  Instructions:  Please read Article II of the U.S. Constitution, as well as Amendments 12, 20, 22, and 25.  To access these readings, click on the links provided above.  To further enhance your reading, also read the annotations accompanying Article II and the amendments listed above by clicking on the hyperlink titled “Annotations” next to each amendment.  This additional reading is optional.  To view in PDF format, please follow the "PDF" link above; the appropriate link is at the bottom right of the page.
  
  These readings should take approximately 30 minutes to complete.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation’s “Chief Executives Compared”

  Link: The Saylor Foundation’s “Chief Executives Compared” (PDF)
   
  Instructions: Please complete the linked assessment in order to test your mastery of the early debates and discussions regarding the role of the presidency in addition to the constitutional foundations of the presidency and the executive branch.  When you are done, please check your work against The Saylor Foundation’s “Answer Key: Chief Executives Compared Assessment” (PDF).

  See a broken link? Please let us know!

1.2.1 Presidents and Impeachment  

• Reading: University of Virginia’s Miller Center of Public Affairs: Dr. Jeffrey Tulis’s “Impeachment in the Constitutional Order”

  Link: University of Virginia’s Miller Center of Public Affairs: Dr. Jeffrey Tulis’s “Impeachment in the Constitutional Order” (PDF)
   
  Instructions:  Please download the PDF by clicking on the icon next to “Colloquium Paper,” and read the entire essay, which addresses Dr. Tulis’s argument for the necessity of impeachment in our constitutional system.
  
  This reading should take approximately 1 hour to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

1.2.2 Presidential Powers and the Supreme Court: Removal Powers  

• Reading: The Oyez Project’s version of Myers v. United States (1926), Humphrey’s Executor v. United States (1935), and Wiener v. United States (1958)

  Links:  The Oyez Project’s version of Myers v. United States (HTML) (1926), Humphrey’s Executor v. United States (HTML)(1935), and Wiener v. United States (HTML)(1958)
   
  Instructions:  Please click on each link above, and read the facts of the case, the question, and the conclusion of the Supreme Court as summarized by the Oyez Project.  While reading, keep in mind how the Supreme Court’s decision impacted presidential powers.  Was the decision in favor of broadening presidential powers, or did the Court decide to curb the president’s attempt at expanding presidential powers?  You may also choose to click on any of the links on the left side of the webpage to enhance your reading, including the link to the full opinion (marked “Opinion”).
  
  You should spend approximately 1 hour studying these cases and answering the questions above.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

1.2.3 Presidential Powers and the Supreme Court: Foreign and War Powers  

• Reading: The Oyez Project’s version of The Prize Cases (1863), United States v. Curtiss-Wright Export Corp. (1936), Youngstown Sheet & Tube Company v. Sawyer (1952), Dames & Moore v. Regan (1981), Ex Parte Milligan (1866), Korematsu v. United States (1944), Rasul v. Bush (2004), Hamdi v. Rumsfeld (2004), Hamdan v. Rumsfeld (2006), and Boumediene v. Bush (2008)

  Links: The Oyez Project’s version of The Prize Cases (1863), United States v. Curtiss-Wright Export Corp. (1936), Youngstown Sheet & Tube Company v. Sawyer (1952), Dames & Moore v. Regan (1981), Ex Parte Milligan (1866), Korematsu v. United States (1944), Rasul v. Bush (2004), Hamdi v. Rumsfeld (2004), Hamdan v. Rumsfeld) (2006), and Boumediene v. Bush (2008)
   
  Note: All of these links are in HTML format
   
  Instructions:Please click on each link above, and read the facts of the case, the question, and the conclusion of the Supreme Court as summarized by the Oyez Project.  While reading, keep in mind how the Supreme Court’s decision impacted presidential powers.  Was the decision in favor of broadening presidential powers, or did the Court decide to curb the president’s attempt at expanding presidential powers?  You may also choose to click on any of the links on the left side of the webpage to enhance your reading, including the link to the full opinion (marked “Opinion”).
  
  You should dedicate approximately 4 hours to studying these cases.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

• Lecture: University of Virginia’s Miller Center for Public Affairs: Dr. Frederick Schwarz’s, Jr.’s “Unchecked and Unbalanced: Presidential Power in a Time of Terror”

  Link:  University of Virginia’s Miller Center for Public Affairs: Dr. Frederick Schwarz’s, Jr.’s “Unchecked and Unbalanced: Presidential Power in a Time of Terror” (Adobe Flash)
   
  Also available in:
  Windows Media Player format
  Quicktime
  Real Player
  MP3
   
  Instructions:  Please download the video in any of the three mediums listed under “Downloadable Content” on this webpage.  You may use the following media to access this material: Windows Media Player, QuickTime, or RealPlayer, as well as watching the “Flash Video” on the webpage.  You may also choose to listen to the audio of the lecture linked on this webpage.
   
  Viewing this lecture and note-taking should take approximately 1 hour and 15 minutes to complete.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

1.2.4 Presidential Powers and the Supreme Court: The Separation of Powers  

• Reading: The Oyez Project’s version of INS v. Chadha (1983), Morrison v. Olson (1988), Clinton v. City of New York (1998)

  Links: The Oyez Project’s version of INS v. Chadha (HTML) (1983), Morrison v. Olson (HTML) (1988), Clinton v. City of New York (HTML) (1998)
   
  Instructions:Please click on each link above, and read the facts of the case, the question, and the conclusion of the Supreme Court as summarized by the Oyez Project.  While reading, keep in mind how the Supreme Court’s decision impacted presidential powers.  Was the decision in favor of broadening presidential powers, or did the Court decide to curb the president’s attempt at the expansion of his powers?  You may also choose to click on any of the links on the left side of the page to enhance your reading, including the link to the full opinion (marked “Opinion”).
   
  You should spend approximately 1 hour studying these cases and answering the questions above.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

1.2.5 Presidential Powers and the Supreme Court: Executive Privileges and Immunities  

• Reading: The Oyez Project’s version of United States v. Nixon (1974), Nixon v. Fitzgerald (1982), and Clinton v. Jones (1997)

  Links: The Oyez Project’s version of United States v. Nixon (HTML) (1974), Nixon v. Fitzgerald (HTML) (1982), and Clinton v. Jones (HTML) (1997)
   
  Instructions:Please click on each link above, and read the facts of the case, the question, and the conclusion of the Supreme Court as summarized by the Oyez Project.  While reading, keep in mind how the Supreme Court’s decision impacted presidential powers.  Was the decision in favor of broadening presidential powers, or did the Court decide to curb the president’s attempt at expanding presidential powers?  You may also choose to click on any of the links on the left side of the page to enhance your reading, including the link to the full opinion (marked “Opinion”).
  
  You should spend approximately 1 hour studying these cases and answering the questions above.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

Unit 2: Presidential Elections  

You must have a firm grasp on the presidential election process in order to understand the nature of the job and the performance of those who occupy the presidency.  Accordingly, in this unit, you will learn about the presidential election process in great detail.

The unit begins by studying the Electoral College.  The second section focuses on why we have a two-party system and what obstacles third party candidates face while trying run for the presidency.  Finally, the remaining sections present the two-part presidential election process and discuss the nominations process in which each party chooses its nominee for the presidency.  Once the parties have selected their nominees, the general election is held in order to determine the winner of the Oval Office.

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


2.1 The Electoral College  

• Web Media: Khan Academy’s “Electoral College”

  Link: Khan Academy’s “Electoral College” (YouTube)
   
  Instructions: Please click on the link above, and watch the above video (approx.11 minutes), which provides a helpful primer on the role of the Electoral College in electing U.S. presidents.  Despite its criticisms, why has the Electoral College been able to adapt and endure over two centuries of sometimes controversial presidential elections?
   
  Viewing this video and answering the question above should take approximately 15 minutes.
  
  Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. It is attributed to the Khan Academy.

  See a broken link? Please let us know!

2.1.1 The Electoral College and Historical Elections  

• Reading: The National Archives’ “Teaching with Documents: Tally of the 1824 Electoral College Vote”

  Link: The National Archives’ “Teaching with Documents: Tally of the 1824 Electoral College Vote” (HTML)
   
  Instructions:  Please visit the website linked above, and read about the early history of the Electoral College.  Please also click on the link to the historical document to see what an original tally of the Electoral College vote would have looked like.
  
  This reading should take approximately 30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.1.2 The Debate over the Electoral College  

• Reading: www.America.gov: The State Department’s “Has the Electoral College Outlived Its Usefulness?”

  Link: www.America.gov: The State Department’s “Has the Electoral College Outlived Its Usefulness?” (HTML)
   
  Instructions:Please read the entire article linked here.
   
  This article discusses both sides of the current debate surrounding the existence of the Electoral College.
  
  This reading should take approximately 30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

2.2 The Two-Party System  

• Reading: Public Broadcasting System’s “Vote 2004:" “Third Parties in the U.S. Political Process”

  Link: Public Broadcasting System’s “Vote 2004:" “Third Parties in the U.S. Political Process” (HTML)
   
  Instructions:Please read the entire article about third parties in the United States, which is located at the Public Broadcasting System’s website linked here.
  
  This reading and note-taking should take approximately 30 minutes to complete.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

2.3 Selecting a President: The Nominations Stage  

• Web Media: UC College Prep: The Regents of the University of California’s “Presidential Elections Topic 2: Primaries, Caucuses, and the Conventions”

  Link: UC College Prep: The Regents of the University of California’s Presidential Elections Topic 2: Primaries, Caucuses, and the Conventions” (Adobe Flash)
   
  Instructions: Please view all of the content of this slideshow presentation for Topic 2: Primaries, Caucuses, and the Conventions, which may be selected at the top of the webpage.  You may also want to click on the “Text” tab to read about what is being presented as well as click on the thumbnails below “Explore.”  
    
  This presentation and reading should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here.

  See a broken link? Please let us know!

• Web Media: Khan Academy’s “Primaries and Caucuses”

  Link: Khan Academy’s “Primaries and Caucuses” (YouTube)
   
  Instructions: Please watch the above video (approx. 8 minutes), which will help in your understanding of how the states choose their delegates for the national party conventions.
   
  Viewing this lecture and note-taking should take approximately 15 minutes.
  
  Terms of Use: This video is licensed under a Creative Commons Attribution-Share-Alike License 3.0. It is attributed to the Khan Academy. 

  See a broken link? Please let us know!

2.3.1 Primaries vs. Caucuses  

• Reading: Public Broadcasting System’s “2004 Democratic Parties:” “The Primary Versus the Caucus”

  Link: Public Broadcasting System’s “2004 Democratic Parties:” “The Primary Versus the Caucus” (HTML)
   
  Instructions:  Please click on the link above, and read the content about the nominations process linked here.
   
  This reading should take approximately 15 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.3.2 The McGovern-Fraser Reforms  

• Reading: Wikipedia’s “McGovern-Fraser Commission”

  Link: Wikipedia’s “McGovern-Fraser Commission” (HTML)
   
  Instructions:  :  Please click on the link above, and read the above Wikipedia article in its entirety.
   
  This article will help you learn about the important McGovern-Fraser Commission and the reforms that followed.  These reforms are what led us to the presidential nominating system we have today. 
  
  This reading should take you approximately 45 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.4 Selecting a President: The General Election  

• Web Media: UC College Prep: The Regents of the University of California’s “Presidential Elections Topic 3: General Elections”

  Link: UC College Prep: The Regents of the University of California’s “Presidential Elections Topic 3: General Elections” (Adobe Flash)
   
  Instructions:Please view the slideshow presentation linked here.  After you click on the link above, then select “Start Lesson,” choose Topic 3: General Elections, watch the presentation, click on and read the “Text,” and click on and view any thumbnails under “Explore.” 
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here.
   
  This presentation and reading should take approximately 30 minutes to complete.

  See a broken link? Please let us know!

• Reading: The Pew Research Center: Andrew Kohut’s “Post-Election Perspectives”

  Link: The Pew Research Center: Andrew Kohut’s “Post-Election Perspectives” (HTML)
   
  Instructions: Please click on the link above, and read the entire article linked here.
   
  In this article, Andrew Kohut comments on what happened in the 2008 presidential elections.
  
  Reading and note-taking should take approximately 30 minutes to complete.
   
  Terms of Use:  Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 3: The Presidency and the Institutions  

The presidency is one institution in a system of separated powers.  To fully understand the success of a president, one must understand the institution of the presidency itself as well as the other institutions the president must work with to accomplish his or her goals. 

In this unit, you will begin by studying the organization of the White House itself.  Within the White House, the president faces a variety of options in terms of organizing his staff. 
This decision may ultimately influence policy-making.  The second component of this unit studies executive-legislative relations.  Presidents face a multitude of challenges when working with Congress, whether Congress is controlled by the president’s own party or not.  The next section explores the president’s role in controlling the judiciary branch, focusing specifically on Supreme Court appointments.  For example, we will read about President Franklin D. Roosevelt’s attempt to “pack” the Supreme Court with ideologically sympathetic justices.  The next section in this unit looks at the institution of the vice presidency, which has changed dramatically since the time of its foundation, while the final subunit examines the evolution of the presidency itself, focusing on several historical examples that highlight how the institution has changed, especially over the past century.

Unit 3 Time Advisory   show close


Unit 3 Learning Outcomes   show close


3.1 White House Organization  

• Web Media: UC College Prep: The Regents of the University of California’s “The White House Topic 2: Presidential Management Models”

  Link: UC College Prep: The Regents of the University of California’s “The White House Topic 2: Presidential Management Models” (Adobe Flash)
   
  Instructions:Please view the material on the website linked here.  Click on the link above, then select “Start Lesson,” choose Topic 2: Presidential Management Models at the top of the webpage, view the presentation, click on and read “Text,” and click on any thumbnails under “Explore.”
   
  This presentation and reading should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here.

  See a broken link? Please let us know!

3.2 The President and Congress  

• Reading: eNotes.com: “Checks and Balances: Three Branches of American Government”

  Link: eNotes.com: “Checks and Balances: Three Branches of American Government” (HTML)
   
  Instructions: Please click on the link above, and read the article. 
  
  This reading should take approximately 30 minutes to complete.  
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: UChannel: Princeton University’s Woodrow Wilson School of Public and International Affairs: Dr. David Mayhew’s “Congress and the Presidency: Dissonance in Their Electoral Bases?” Lecture

  Link:  UChannel: Princeton University’s Woodrow Wilson School of Public and International Affairs: Dr. David Mayhew’s “Congress and the Presidency: Dissonance in Their Electoral Bases?” (YouTube)
   
  Instructions:  Please click on the link above, and view Part 1 of this lecture series.
   
  This lecture is Dr. David Mayhew’s take on the importance and effects of having a different electoral base for the presidency, senators, and members of the House of Representatives.  Dr. David Mayhew is the Sterling Professor of Political Science at Yale University.
   
  Viewing this lecture should take approximately 1 hour to complete.
  
  Terms of Use:  Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: University of Virginia’s Miller Center of Public Affairs: Sheryl Gay Stolberg’s “George W. Bush and the United States Congress: Can This Marriage Be Saved?”

  Link: University of Virginia’s Miller Center of Public Affairs: Sheryl Gay Stolberg’s “George W. Bush and the United States Congress: Can This Marriage Be Saved?” (Adobe Flash)
   
  Also available in:
  Windows Media Player format
  Real Player
  Quicktime
  MP3
   
  Instructions:Please click on the above link, and view Stolberg’s lecture.  You may use the following media to access this material: Windows Media Player, QuickTime, or RealPlayer, as well as watching the “Flash Video” on the webpage.  You may also choose to listen to the audio of the lecture linked on this webpage.
   
  In this lecture, Stolberg discusses the difficulties a president has in working with Congress.  Sheryl Gay Stolberg is a White House correspondent for The New York Times.
  
  Viewing this lecture should take approximately 1 hour to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation’s “Presidential Initiatives and Congress”

  Link: The Saylor Foundation’s “Presidential Initiatives and Congress” (PDF)
   
  Instructions: Please complete the linked assessment in order to test your mastery of the political and policy interactions between the president and Congress. When you are done, please check your work against The Saylor Foundation’s “Guide to Responding: Presidential Initiatives and Congress Assessment” (PDF).
  
  This assessment should take approximately 1 hour to complete.

  See a broken link? Please let us know!

3.3 The President and the Judiciary  

• Reading: Open CRS’s version of the Congressional Research Service’s “The Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate” and The National Archives’ “Teaching with Documents: Constitutional Issues: Separation of Powers”

  Link: Open CRS’s version of the Congressional Research Service’s “The Supreme Court Appointment Process: Roles of the President, Judiciary Committee, and Senate” (HTML) and The National Archives’ “Teaching with Documents: Constitutional Issues: Separation of Powers” (HTML)
   
  Instructions:Please click on the above link, and then download the CRS report on the Supreme Court nomination process.  Please read pages 1-16 carefully, and skim the remainder of the report.  Then, read the “Teaching with Documents” article hosted on the National Archives’ website linked here.
   
  Pages 1-16 of the CRS report give a detailed account of the president’s role in the filling vacancies on the Supreme Court.  The rest of the CRS report explains the process that takes place in Congress.  The article hosted on the National Archives’ website discusses a famous historical example of the president attempting to influence the Supreme Court.  FDR’s Court-packing plan, though a failure, shows how much importance the presidents put on influencing the makeup of the Court.
  
  These readings and note-taking should take approximately 2 hours to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

3.4 The Vice Presidency  

• Reading: The United States Senate’s “The Vice President of the United States” and The Congressional Research Service’s “The Vice Presidency: Evolution of the Modern Office, 1933-2001”

  Links: The United States Senate’s “The Vice President of the United States” (HTML) and The Congressional Research Service’s “The Vice Presidency: Evolution of the Modern Office, 1933-2001” (PDF)
   
  Instruction:First, please read the entire Senate’s account of the history of the vice presidency linked here. Then, read the CRS report (30 pages).  In order to access the CRS report, click on the hyperlink that reads “The Vice Presidency: Evolution of the Modern Office, 1933-2001” under the “Origins and Development” section.
   
  The vice president is constitutionally the president of the Senate.  The first reading provides an explanation of the origins and duties of the vice presidential office, as well as the evolution of the office from its founding to the modern vice presidency.  The CRS report documents the evolution of the vice presidency that we know today, beginning during the New Deal Era.
  
  These readings and note-taking should take approximately 4 hours to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

3.5 The Evolution of the Presidency  

• Lecture: Cosmo Learning: Dr. Thomas Woods’s “The American Presidency: Critical Episodes in its Growth”: “Part I” and “Part II”; and The University of Virginia’s Dr. Sidney Milkis’ “Theodore Roosevelt” Lecture

  Link: Cosmo Learning: Dr. Thomas Woods’s “The American Presidency: Critical Episodes in its Growth”: “Part I” (Adobe Flash) and “Part II” (Adobe Flash); University of Virginia’s Dr. Sidney Milkis’s “Theodore Roosevelt” Lecture (Adobe Flash)
   
  Also available in: (Thomas Woods)
  YouTube (Part I)
  YouTube (Part II)
   
  Instructions:Please click on the above links to view the specified lectures online.
  
  Viewing these lectures and note-taking should take approximately 3 hours and 30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 4: The Presidency and the Bureaucracy  

As head of the executive branch, the president is constitutionally responsible for executing the laws passed by Congress.  The president does this by controlling the executive branch, a series of agencies built to carry out the laws.  The agencies have varying levels of independence from the president; the president’s cabinet, for example, answers directly to the president.  Each cabinet agency is headed by a secretary that the president appoints and can fire at will within good reason.  These agencies are for carrying out the laws and for helping the president accomplish his or her agenda.  Other agencies within the bureaucracy are more independent and are not under such direct control, as you will learn in the next unit.

First you will learn about the president’s cabinet.  You will study the origins of the cabinet, the modern cabinet, and what the cabinet does in practice.  Second, you will study the offices of the presidency, known as the executive offices.  Like the cabinet, these offices are under direct presidential control.  Perhaps the most important of these offices is the president’s Office of Management and Budget, or OMB.  Finally, you will study the nominations process by which presidents appoint high-level members of the bureaucracy.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


4.1 The President’s Cabinet  

4.1.1 Origin of the Cabinet  

• Web Media: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 1: The Origin of the Cabinet”

  Link: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 1: The Origin of the Cabinet” (Adobe Flash)
  
  Instructions:  Please click on the above link, select “Start Lesson,” and view the entire slideshow presentation for Topic 1: The Origin of the Cabinet.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on the thumbnail under “Explore” to read associated content.
  
  This presentation and reading should take approximately 30 minutes to complete.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

4.1.2 The Modern Cabinet  

• Web Media: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 2: The Modern Cabinet”

  Link: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 2: The Modern Cabinet” (Adobe Flash)
   
  Instructions:Please click on the above link, select “Start Lesson,” then click on Topic 2: The Modern Cabinet at the top of the webpage, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

4.1.3 The Cabinet in Practice  

• Web Media: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 3: The Cabinet in Practice”

  Link: UC College Prep: The Regents of the University of California’s “The Cabinet Topic 3: The Cabinet in Practice” (Adobe Flash)
   
  Instructions:Please click on the above link, select “Start Lesson,” click on Topic 3: The Cabinet in Practice” at the top of the webpage, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

4.2 The Executive Office of the President  

• Reading: The White House Website’s “Executive Office of the President” and Open CRS’s version of the Congressional Research Service’s “The Executive Office of the President: An Historical Overview”

  Links: The White House Website’s “Executive Office of the President”(HTML) and Open CRS’s version of the Congressional Research Service’s “The Executive Office of the President: An Historical Overview” (PDF)
   
  Instructions:For the first reading, please click on the above link to go to the White House’s website, housing the Executive Office of the President (EOP).   At this website, you can see all the offices which are considered part of the EOP.  To further enhance your reading, feel free to visit the individual departments’ websites within the EOP by clicking on the hyperlinks on the webpage.  For the second reading, please click on the link to access the website where you may download the CRS report titled “The Executive Office of the President: An Historical Overview.” Please read this entire document (32 pages).
   
  You should dedicate approximately 3 hours to studying these resources.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Web Media: UC College Prep: The Regents of the University of California’s “White House Topic 1: Executive Offices and Staff”

  Link: UC College Prep: The Regents of the University of California’s “White House Topic 1: Executive Offices and Staff” (Adobe Flash)
   
  Instructions:  Please click on the above link, select “Start Lesson,” and view the entire slideshow presentation for Topic 1: Executive Offices and Staff.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
    
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

4.3 The President’s Budgetary Powers: The Office of Management and Budget  

• Web Media: UC College Prep: The Regents of the University of California’s “The Budget Topic 1: The Office of Management and Budget”

  Link: UC College Prep: The Regents of the University of California’s “The Budget Topic 1: The Office of Management and Budget” (Adobe Flash)
   
  Instructions:Please click on the above link, select “Start Lesson,” and view the entire slideshow presentation for Topic 1: The Office of Management and Budget (OMB).  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
    
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

4.4 Challenges in the Appointments Process  

• Reading: The Brookings Institution: Dr. Burdett Loomis’s “The Senate and Executive Branch Appointments: An Obstacle Course on Capitol Hill?” and Dr. George C. Edwards III’s “Why Not the Best? The Loyalty-Competence Trade-Off in Presidential Appointments”

  Links: The Brookings Institution: Dr. Burdett Loomis’s “The Senate and Executive Branch Appointments: An Obstacle Course on Capitol Hill?” (HTML) and Dr. George C. Edwards III’s “Why Not the Best? The Loyalty-Competence Trade-Off in Presidential Appointments” (HTML)
   
  Instructions: Please click on the links above, and read both of these reports, regarding the president’s executive branch appointments. 
   
  One of the most important roles for the president in controlling the bureaucracy is appointing the leaders of many of the executive agencies, including the cabinet agencies.  In an era of increasing partisanship, getting appointments approved by Congress can be a challenge for the president.  Dr. Loomis’s reading talks about the challenges the president faces with executive branch appointments.  Dr. Edwards’s reading talks about the loyalty-competence tradeoff that presidents face when selecting their appointees to the executive branch.
  
  These readings and note-taking should take approximately 1 hour and 30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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Unit 5: The Bureaucracy  

As discussed in the previous unit, the bureaucracy plays an incredibly important role in the policy process.  This unit focuses on the bureaucracy itself, apart from the president, to further expand your understanding of the executive branch and its operations.  The first section of this unit will take a look at the organization of the federal bureaucracy, while the second will discuss regulatory agencies, a type of agency primarily intended for federal regulations.  The next unit studies the rule-making process, which is the final step for any legislation passed by Congress.  You will also learn about government corporations and bureaucratic reform, and finally, the checks that other branches of government exercise on the bureaucracy.

Unit 5 Time Advisory   show close


Unit 5 Learning Outcomes   show close


5.1 Organization of the Bureaucracy  

• Web Media: UC College Prep: The Regents of the University of California’s “The Nature of the Bureaucracy Topic 2: Organization of the Federal Bureaucracy”

  Link: UC College Prep: The Regents of the University of California’s “The Nature of the Bureaucracy Topic 2: Organization of the Federal Bureaucracy” (Adobe Flash)
   
  Instructions: Please click on the above link, select “Start Lesson,” choose Topic 2: Organization of the Federal Bureaucracy at the top of the webpage, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

5.2 Regulatory Agencies  

• Web Media: UC College Prep: The Regents of the University of California’s “Other Bureaucratic Bodies Topic 1: Regulatory Agencies”

  Link: UC College Prep: The Regents of the University of California’s “Other Bureaucratic Bodies Topic 1: Regulatory Agencies” (Adobe Flash)
  
  Instructions:Please click on the above link, select “Start Lesson,” and view the entire slideshow presentation for Topic 1: Regulatory Agencies.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

5.3 The Rulemaking Process  

• Reading: Policy Archives’ link to the Congressional Research Service’s “The Federal Rulemaking Process: An Overview”

  Link:  Policy Archives’ link to the Congressional Research Service’s “The Federal Rulemaking Process: An Overview” (PDF)
   
  Instructions:  Please click on the link provided, then click on the link that appears entitled “View Publication” to download and read the Congressional Research Service’s report on rulemaking.
   
  This report provides information on the federal rulemaking process, a crucial component of the policy process in American government. Please read the entire document (39 pages).
  
  This reading should take approximately 2 hours to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: YouTube’s “Susan Webb Yackee on Bureaucracy and Rule-Making” Lecture

  Link: “Susan Webb Yackee on Bureaucracy and Rule-Making”Lecture (YouTube)
   
  Instructions: Youtube: Please listen to the entire video on Dr. Yackee’s discussion of the bureaucracy and rule-making linked here.
   
  An under-appreciated duty of the executive branch is the rule-making process.  Once Congress passes a statute, the responsibility falls to the executive branch to figure out howthe law will take effect.  This means the executive branch gets to create the specifics about how a bill will be enforced.  In this web lecture, Dr. Yackee discusses this aspect of the bureaucracy.  Dr. Yackee is affiliated with the University of Wisconsin, Madison.
  
  Viewing this lecture and note-taking should take approximately 25-30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

5.4 Government Corporations  

• Web Media: UC College Prep: The Regents of the University of California’s “Other Bureaucratic Bodies Topic 2: Government Corporations”

  Link: UC College Prep: The Regents of the University of California’s “Other Bureaucratic Bodies Topic 2: Government Corporations” (Adobe Flash)
   
  Instructions:Please click on the above link, select “Start Lesson,” choose Topic 2: Government Corporations at the top of the webpage, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

5.5 Bureaucratic Reform  

• Web Media: UC College The Regents of the University of California’s “The Nature of the Bureaucracy Topic 3: Bureaucratic Reform”

  Link: UC College The Regents of the University of California’s “The Nature of the Bureaucracy Topic 3: Bureaucratic Reform” (Adobe Flash)
   
  Instructions:Please click on the above link, select “Start Lesson,” choose Topic 3: Bureaucratic Reform, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

5.6 Checks on the Bureaucracy: Legislative and Executive Constraints  

• Web Media: UC College Prep: The Regents of the University of California’s “Checks on the Bureaucracy Topic 1: Legislative and Executive Constraints”

  Link: UC College Prep: The Regents of the University of California’s “Checks on the Bureaucracy Topic 1: Legislative and Executive Constraints” (Adobe Flash)
  
  Instructions:Please click on the above link, select “Start Lesson,” and view the entire slideshow presentation for Topic 1: Legislative and Executive Constraints.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
   
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

5.7 Checks on the Bureaucracy: Congressional and Judicial Constraints  

• Web Media: UC College Prep: The Regents of the University of California’s “Checks on the Bureaucracy Topic 2: Congressional and Judicial Constraints”

  Link: UC College Prep: The Regents of the University of California’s “Checks on the Bureaucracy Topic 2: Congressional and Judicial Constraints” (Adobe Flash)
  
  Instructions:Please click on the above link, select “Start Lesson,” choose Topic 2: Congressional and Judicial Constraints at the top of the webpage, and view the entire slideshow presentation.  You may also want to click on the “Text” tab to read about what is being presented.  Also, click on any thumbnails under “Explore” to read about associated content.
   
  This reading and presentation should take approximately 30 minutes to complete.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0 (HTML). It is attributed to The Regents of the University of California and the original version can be found here (HTML).

  See a broken link? Please let us know!

• Lecture: YouTube: “Dr. David Lewis on Executive Branch Structure and Policy Making”

  Link: YouTube:  “Dr. David Lewis on Executive Branch Structure and Policy Making” (YouTube)
   
  Instructions:Please click on the above link, and watch Dr. Lewis’s discussion of the executive branch.
   
  Now that you have an understanding of how the bureaucracy fits into the political system, please consider Dr. Lewis’s talk about the presidential attempts to control the bureaucracy and how Congress makes such control difficult.  Dr. David Lewis is affiliated with Vanderbilt University.
   
  Viewing this lecture and note-taking should take approximately 25-30 minute to complete.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Assessment: The Saylor Foundation’s “The Federal Bureaucracy”

  Link: The Saylor Foundation’s “The Federal Bureaucracy” (PDF)
   
  Instructions: Please complete the linked assessment in order to test your mastery of the organization of the federal bureaucracy, the role and function of regulatory agencies and government corporations within the federal bureaucracy, and the internal and external constraints on the bureaucratic process. 
  
  You should dedicate approximately 1 hour to completing this assessment.
  
  When you are done, please check your work against The Saylor Foundation’s “Guide to Responding: The Federal Bureaucracy Assessment" (PDF).

  See a broken link? Please let us know!

Unit 6: Presidential Leadership  

Many political scientists have studied the presidency and have offered their perspectives on what makes a president successful (or not).  In this final unit of the course, you will study three well-known analyses of presidential power.  The first, Richard Neustadt’s, is perhaps the most famous analysis of the presidency.  His argument—that presidents must have the power of persuasion in order to be successful—has survived for fifty years and is still read by presidents and their staffs to this day.  The second, Samuel Kernell’s, offers a different perspective: that presidents who can effectively reach out to the public to garner support for their agendas will be the most successful.  Finally, James David Barber argues that presidential personalities have a huge effect on how presidents behave in office and the degree to which they are “successful.”

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


6.1 Richard Neustadt and the Power to Persuade  

• Reading: WikiSummary’s version of Richard Neustadt’s book Presidential Power

  Link: WikiSummary’s version of Richard Neustadt’s book Presidential Power (HTML)
   
  Instructions:Please click on the link, and read the summary of Neustadt’s famous book on presidential power.
   
  Neustadt’s book is perhaps the most well-known book ever written by a political scientist on the subject of the American presidency.  The original book came out in 1960, and following its publication, President Kennedy asked his staff to read the book.  President Kennedy then hired Dr. Neustadt as an adviser, as did many presidents who came after him.  Please click on any embedded hyperlinks of interest to read associated content.
   
  This reading and note-taking should take approximately 15 minutes to complete.
   
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2 Samuel Kernell and Going Public  

• Reading: WikiSummary’s version of Samuel Kernell’s book Going Public

  Link: WikiSummary’s version of Samuel Kernell’s book Going Public (HTML)
   
  Instructions:Please click on the link, and read the summary of Kernell’s interpretation of presidential power.  Please click on any embedded hyperlinks of interest to read associated content.
   
  Following Neustadt’s argument that the power to persuade is what makes presidents effective, Samuel Kernell wrote this book in the 1980s, arguing that “going public” effectively is how presidents find success in the Oval Office. 
   
  This reading and note-taking should take approximately 15 minutes to complete. 
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2.1 The Effect of Cable Television on Going Public  

• Reading: WikiSummary’s version of Baum’s and Kernell’s “Has Cable Ended the Golden Age of Television?”

  Link: WikiSummary’s version of Baum’s and Kernell’s “Has Cable Ended the Golden Age of Television?”(HTML)
   
  Instructions:Please click on the link, and read the summary of Baum’s and Kernell’s article on the impact of cable television.  Please click on any embedded links of interest to read any associated content.
   
  After Kernell wrote his book in the 1980s, he and Matthew Baum wrote this piece as a follow-up.  Cable television has made it more difficult for presidents to successfully go public, and this article explains why and what effect that has on the president.
  
  This reading should take approximately 15 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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6.2.2 Going Public: Historical Example  

• Reading: The National Archives’ “FDR’s Fireside Chat on the Purposes and Foundations of the Recovery Program”

  Link: The National Archives’ “FDR’s Fireside Chat on the Purposes and Foundations of the Recovery Program” (HTML)
   
  Instructions:Please click on the link, and read the background of the fireside chat.  Once you have read the background, please also click the link to view the document and read at least the first few pages.  You can access the pages of this document by click on “View Pages” under “The Documents” the bottom of the webpage.
   
  As Kernell argued in his book, presidents who want to garner support for their programs often do so by going straight to the public for their support, rather than attempting to persuade members of Congress individually.  FDR’s fireside chats are one of the earliest examples of presidents using this strategy.
  
  Studying this resource should take approximately 25-30 minutes to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.3 James David Barber and Presidential Character  

• Reading: The Virginia Quarterly Review’s article by Michael Nelson on James David Barber’s “The Presidential Character”

  Link: The Virginia Quarterly Review’s article by Michael Nelson on James David Barber’s “The Presidential Character” (HTML)
   
  Instructions:Please click on the link provided to read an analysis and summary of Dr. Barber’s famous book on presidential character.  You only need to read sections I-III, but feel free to read the whole article for additional reading.
   
  Dr. Barber’s book has become one of the better-known psychological analyses on presidential power.  Originally writing in the late 1960s, Dr. Barber made predictions about President Nixon’s term in office that were quite accurate, especially the events of the Watergate scandal.  His argument that presidential personalities affect presidential leadership styles is fleshed out in this summary of his book. 
  
  This reading should take approximately 1 hour to complete.
   
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• Assessment: The Saylor Foundation’s “The Formal and Informal Roles of the President”

  Link: The Saylor Foundation’s “The Formal and Informal Roles of the President”
   
  Instructions: Please complete the linked assessment in order to test your mastery of the evolution of the modern presidency within various constitutional and nonconstitutional roles.
  
  You should dedicate approximately 1 hour to completing this assessment.
   
  When you are done, please check your work against The Saylor Foundation’s “Guide to Responding: The Formal and Informal Roles of the President Assessment” (PDF).
  

  See a broken link? Please let us know!

Final Exam  

• Final Exam: The Saylor Foundation's "POLSC332 Final Exam"

  Link: The Saylor Foundation's "POLSC332 Final Exam"
  
  Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.  If you do not yet have an account, you will be able to create one, free of charge, after clicking the link. 

  See a broken link? Please let us know!