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This article examines three fundamental questions with respect to the place of e-government in graduate education for careers in public service. First, where does e-government fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affairs degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-government throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States, but they are examined in the context of international variations in governance, technology and education. The article first traces the development of e-government across the globe, summarizing important issues and consideration that government must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the U.S. and turns to the question of how to incorporate e-government in the curriculum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For most programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional settings, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, we can also hope that our training will also shape e-government's development.

This article examines three fundamental questions with respect to the place of e-government in graduate education for cancers in public service. First, where does e-govemment fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affaire degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-govemment throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States. hut they are examined in the context of international variations in governance, technology, and education. The article first traces the development of e-government across the globe, summarizing important issues and considerations that governments must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the United States and turns to the question of how in incorporate e-government in the curricalum. E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For must programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional setting, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, although we can also hope that our training will also shape e-government's development.

ABSTRACTThis article examines the relationship between urban riots and increases in state welfare spending in the 1960s. It finds little evidence of a direct relationship between rioting and state welfare spending increases from own funds; but it does provide evidence that state welfare spending increases from federal funds were related to the level of urban rioting. Possible explanations for this pattern of findings are discussed and directions for further research are suggested.

An examination of the relationship between Ur riots & increases in state welfare spending in the 1960s revealed little evidence of a direct relationship between rioting & state welfare spending increases from own funds, but did provide evidence that state welfare spending increases from federal funds were related to the level of Ur rioting. Possible explanations for these findings are discussed & directions for further research are suggested. 3 Tables. HA.