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Federal Political Parties and Party Ideology
Government Federal Political Parties and Party Ideology I Basics for the Teacher I Overview See Activity Sheet 4-2: Political Ideologies Discussed for the basics for This lesson is focused on devel- this lesson. oping knowledge of and understanding about the core political ideologies as they I Student Handouts evolved in the 20th century. The lesson is not intended to Activity Sheet 4-1: Your Political Compass create significant depth on Activity Sheet 4-2: Political Ideologies Discussed each ideology but to expose Activity Sheet 4-3: Political Ideologies Chart students to the range of politi- cal ideas that have some cur- Activity Sheet 4-4: Town Hall Meeting rency in modern politics. The lesson is also expected to aid in the refinement of existing polit- Instructions for the Teacher ical thought held by the stu- The curriculum you will teach is contained in the various handouts dents in your class. and answer keys contained in this lesson. Activity sheets provide background details, knowledge components, directions and assigned work. The materials developed for this lesson use a vari- ety of strategies but emphasize active learning and listening and I Objectives presentation skills to help prepare students. Access to a computer, at home or at school, will be an important component of these les- Students will: sons. However, materials have been provided to allow the teach- • Identify and understand ing of this lesson without classroom computer use - with the excep- the political platform of tion of some extension activities. each major federal party. • Understand the funda- Activity 1: Your Political Compass mental tenets of each fed- • This activity is designed to introduce the concept of political eral party’s ideology and ideology to the students and have them recognize that they place each party within have already formed a core of beliefs related to a political ide- the political spectrum or ology. -
CONSTITUTING CONSERVATISM: the GOLDWATER/PAUL ANALOG by Eric Edward English B. A. in Communication, Philosophy, and Political Sc
CORE Metadata, citation and similar papers at core.ac.uk Provided by D-Scholarship@Pitt CONSTITUTING CONSERVATISM: THE GOLDWATER/PAUL ANALOG by Eric Edward English B. A. in Communication, Philosophy, and Political Science, University of Pittsburgh, 2001 M. A. in Communication, University of Pittsburgh, 2003 Submitted to the Graduate Faculty of The Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2013 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Eric Edward English It was defended on November 13, 2013 and approved by Don Bialostosky, PhD, Professor, English Gordon Mitchell, PhD, Associate Professor, Communication John Poulakos, PhD, Associate Professor, Communication Dissertation Director: John Lyne, PhD, Professor, Communication ii Copyright © by Eric Edward English 2013 iii CONSTITUTING CONSERVATISM: THE GOLDWATER/PAUL ANALOG Eric Edward English, PhD University of Pittsburgh, 2013 Barry Goldwater’s 1960 campaign text The Conscience of a Conservative delivered a message of individual freedom and strictly limited government power in order to unite the fractured American conservative movement around a set of core principles. The coalition Goldwater helped constitute among libertarians, traditionalists, and anticommunists would dominate American politics for several decades. By 2008, however, the cracks in this edifice had become apparent, and the future of the movement was in clear jeopardy. That year, Ron Paul’s campaign text The Revolution: A Manifesto appeared, offering a broad vision of “freedom” strikingly similar to that of Goldwater, but differing in certain key ways. This book was an effort to reconstitute the conservative movement by expelling the hawkish descendants of the anticommunists and depicting the noninterventionist views of pre-Cold War conservatives like Robert Taft as the “true” conservative position. -
Populism in Central and Eastern Europe – Challenge for the Future?
Populism in Central and Eastern Europe – Challenge for the Future? Documentation of an Expert Workshop Edited by Szymon Bachrynowski, PhD Populism in Central and Eastern Europe – Challenge for the Future? Documentation of an Expert Workshop October 2012 Edited by Szymon Bachrynowski, PhD With support of: This report was published by: 3 Table of Contents Foreword 4 PopULISM IN CENTRAL EURope – challenge for the future! 5 An Introduction to the workshop and open debate Prof. Wawrzyniec K. Konarski, PhD (Jagiellonian University) POLAND 10 From periphery to power: the trajectory of Polish populism, 1989-2012 Dr. Ben Stanley, PhD (UKSW Warsaw) GERMANY 20 Populism in Germany Lionel Clesly Voss LLB (hons), MA, PhD student of Political Science (Friedrich-Alexander-Universität Erlangen-Nürnberg) AUSTRIA 25 1. Right-wing populism in Austria: just populism or anti-party party normality? 25 Dr. Manfred Kohler, PhD (European Parliament & University of Kent) 2. Populist parties in Austria 30 Karima Aziz, MMag.a (Forum Emancipatory Islam) SLOVAKIA 34 Populism in Slovakia Peter Učeň, PhD (independent researcher) CZECH REPUBLIC 43 Populism in the Czech Republic Maroš Sovák, PhD candidate (Masaryk University) HUNGARY 48 Populism in Hungary: Conceptual Remarks Dr. Szabolcs Pogonyi, PhD (CEU Budapest) AFTERWORD 52 Populism in Central Europe – challenge for the future! – Europe Facing the Populist Challenge Prof. Dick Pels, PhD (Bureau de Helling, The Netherlands) 4 Populism in Central and Eastern Europe – Challenge for the Future? Foreword With ‘Populism in Central and Eastern Europe CEE region was a matter of intense debate and – Challenge for the Future’ we present a collec- exchange of opinions. The discussion focused on tion of contributions to a seminar and an open questions of populist politics (based on political panel debate organised by the Green European thought/ideology content) and at the same time Foundation (GEF) with support of the Heinrich presented the populist way of doing politics with Böll Stiftung Warsaw and the Warsaw School several examples from the region. -
Political Ideology Chapter 9: Political Ideology|183
CHAPTER 9: Political Ideology Chapter 9: Political Ideology|183 "Aconservativeisaman withtwoperfectlygood legswho,however,has neverlearnedhowto walkforward." FranklinDelano Roosevelt, 32ndPresidentofthe UnitedStates “Thetroublewithour liberalfriendsisnotthat theyareignorant,but thattheyknowsomuch thatisn'tso.” 9.0 | What’s in a Name? RonaldReagan, 40thPresidentofthe Have you ever been in a discussion, debate, or perhaps even a heated UnitedStates argument about government or politics where one person objected to another person’s claim by saying, “That’s not what I mean by conservative (or liberal)? If so, then join the club. People often have to stop in the middle of a good political discussion when it becomes clear that the participants do not agree on the meanings of the terms that are central to the discussion. This can be the case with ideology because people often use familiar terms such as conservative, liberal, or socialist without agreeing on their meanings. This chapter has three main goals. The first goal is to explain the role ideology plays in modern political systems. The second goal is to define the major American ideologies: conservatism, liberalism, and libertarianism. The primary focus is on modern conservatism and liberalism. The third goal is to explain their role in government and politics. Some attention is also paid to other “isms”—belief systems that have some of the attributes of an ideology—that are relevant to modern American politics such as environmentalism, feminism, terrorism, and fundamentalism. The chapter begins with an examination of ideologies in general. It then examines American conservatism, liberalism, and other belief systems relevant to modern American politics and government. 9.1 | What is an ideology? An ideology is a belief system that consists of a relatively coherent set of ideas, attitudes, or values about government and politics, AND the public policies that are designed to implement the values or achieve the goals. -
Ideological Positions of Hispanic College Students in the Rio Grande Valley: Using a Two-Dimensional Model to Account for Domestic Policy Preference
University of Texas Rio Grande Valley ScholarWorks @ UTRGV Economics and Finance Faculty Publications Robert C. Vackar College of Business & and Presentations Entrepreneurship 6-8-2018 Ideological Positions of Hispanic College Students in the Rio Grande Valley: Using a Two-Dimensional Model to Account for Domestic Policy Preference William Greene South Texas College Mi-Son Kim The University of Texas Rio Grande Valley Follow this and additional works at: https://scholarworks.utrgv.edu/ef_fac Part of the Finance Commons Recommended Citation Greene, William and Kim, Mi-son, Ideological Positions of Hispanic College Students in the Rio Grande Valley: Using a Two-Dimensional Model to Account for Domestic Policy Preference (October 24, 2016). Presented at the National Association of Hispanic and Latino Studies International Research Forum, South Padre Island, Texas October 24, 2016, Available at SSRN: https://ssrn.com/abstract=2859819 This Article is brought to you for free and open access by the Robert C. Vackar College of Business & Entrepreneurship at ScholarWorks @ UTRGV. It has been accepted for inclusion in Economics and Finance Faculty Publications and Presentations by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact [email protected], [email protected]. Ideological Positions of Hispanic College Students in the Rio Grande Valley Using a Two-Dimensional Model to Account for Domestic Policy Preference William Greene Mi-son Kim South Texas College University of Texas Rio Grande Valley -
EUI Working Papers
ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES EUI Working Papers RSCAS 2011/57 ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES EUDO - European Union Democracy Observatory FOUR FUNERALS AND A PARTY? THE POLITICAL REPERTOIRE OF THE ITALIAN RADICALS Claudio M. Radaelli and Samuele Dossi EUROPEAN UNIVERSITY INSTITUTE, FLORENCE ROBERT SCHUMAN CENTRE FOR ADVANCED STUDIES EUDO - EUROPEAN UNION DEMOCRACY OBSERVATORY Four Funerals and a Party? The Political Repertoire of the Italian Radicals CLAUDIO M. RADAELLI AND SAMUELE DOSSI EUI Working Paper RSCAS 2011/57 This text may be downloaded only for personal research purposes. Additional reproduction for other purposes, whether in hard copies or electronically, requires the consent of the author(s), editor(s). If cited or quoted, reference should be made to the full name of the author(s), editor(s), the title, the working paper, or other series, the year and the publisher. ISSN 1028-3625 © 2011 Claudio M. Radaelli and Samuele Dossi Printed in Italy, November 2011 European University Institute Badia Fiesolana I – 50014 San Domenico di Fiesole (FI) Italy www.eui.eu/RSCAS/Publications/ www.eui.eu cadmus.eui.eu Robert Schuman Centre for Advanced Studies The Robert Schuman Centre for Advanced Studies (RSCAS), created in 1992 and directed by Stefano Bartolini since September 2006, aims to develop inter-disciplinary and comparative research and to promote work on the major issues facing the process of integration and European society. The Centre is home to a large post-doctoral programme and hosts major research programmes and projects, and a range of working groups and ad hoc initiatives. The research agenda is organised around a set of core themes and is continuously evolving, reflecting the changing agenda of European integration and the expanding membership of the European Union. -
1 a Philosophical Analysis of STEM Education Dissertation Presented In
A Philosophical Analysis of STEM Education Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jamie Eric Teeple Graduate Program in Educational Studies The Ohio State University 2018 Dissertation Committee Bryan R. Warnick, Advisor Michael J. Glassman Bruce A. Kimball 1 Copyrighted by Jamie Eric Teeple 2018 2 Abstract In this dissertation, I critique STEM education as the educational apotheosis of neoliberal governmentality and reconceptualize it for an egalitarian democracy. Part and parcel of this analysis is considering Wendy Brown’s (2015) contention that the contemporary subject is interpolated by the prevailing norms of neoliberalism as a governing form of political rationality and thus expresses itself not as a political subject, or “homo politicus”, but as a self-investing and economized subject, or “homo oeconomicus”. I hypothesize that students as emergent homo oeconomicus seek out STEM education as the best means for survival within a technocratic marketplace. In this sense, STEM literacy is rendered the paradigmatic form of symbolic capital within the capitalist state. The thrust of my critical response to this milieu figures left-libertarian or social-anarchist thought as the diametrically opposed and thus apposite ideological rejoinder to the right- authoritarian status quo, not only for political activism writ large, but also for educational reform proposals and even the preparation of preservice teachers. In the end, my research is an attempt to explore how students’ narratives can assist critical educators with leveraging pedagogy into a potent means for cultivating within educational systems the social imaginaries and political subjects needed to eschew the aims of a right- authoritarian status quo and embrace the aims of an egalitarian, left-libertarian society-to- be. -
A New Global Paradigm
A New Global Paradigm: Understanding the Transnational Progressive Movement, the Energy Transition and the Great Transformation Strangling Alberta’s Petroleum Industry A Report for Commissioner Steve Allan Anti-Alberta Energy Public Inquiry Dr T.L. Nemeth April 2020 Table of Contents List of Figures ................................................................................................................ 2 List of Tables .................................................................................................................. 2 I. Introduction ............................................................................................................... 3 II. Background/Context ................................................................................................. 5 III. Transnational Progressive Movement..................................................................... 12 A. Definitions .............................................................................................................. 12 B. Climate Change Rationale for Revolution .............................................................. 17 C. Global Energy Transition ........................................................................................ 27 i. Divestment/Transforming Financial Industry ............................................. 31 ii. The Future of Hydrocarbons ....................................................................... 40 IV. Groups Involved..................................................................................................... -
Being and Becoming Political in the Classroom
Andreas Petrik Being and becoming political in the classroom The "foundation of a village-community"-simulation as genetic teaching and research setting The democracy and ideology gap in civic education When reflecting on the future of civic education and its best practices we should keep in mind the most salient similarity between teaching and politics: the gap between programs and practice. This is why we can talk about an important "rejuvenation" of this subject both in the United States and in Germany by the recent empirical turn. Instead of accepting the evidence that many students consider civic education as boring and see no learning effect, we started to examine by surveys and assessments, how civics is being taught and how it might be best taught, including to find explications and solutions for the youthful indifference toward institutional politics (e.g., Niemi & Niemi, 2007, 34- 35). So I will start with real classroom practice to unfold my perspective on the problems and challenges of present teaching and develop theoretical and practical didactical answers. Though my own best practice research refers to German experience, I will link my approach to the recent American didactic discussion to outline common future tasks. As I didn't get a chance yet to do research in American classes, I will inductively develop my didactic starting point using a classroom scene with a 11th or 12th grader published by Nancy and Richard Niemi (2007, 44-45). I have chosen it because the authors see it as typical and we can find here in a nutshell the core of two outstanding teaching and learning problems to be solved both in the U.S. -
The Political Compass and Why Libertarianism Is Not Right-Wing
The Political Compass and Why Libertarianism is not Right-Wing J C Lester Abstract The political distinction between left and right remains ideologically muddled. This was not always so, but an immediate return to the pristine usage is impractical. Putting a theory of social liberty to one side, this essay defends the interpretation of left-wing as personal-choice and right-wing as property-choice. This allows an axis that is north/choice (or state-free) and south/control (or state-ruled). This Political Compass clarifies matters without being tendentious or too complicated. It shows that what is called ‘libertarianism’ is north-wing. A quiz gives the reader’s Political Compass reading. Pristine clarity and modern confusion The modern political left/right division is too crude to accommodate many important political positions in a way that makes any sense. Libertarianism (or extreme classical liberalism) is sometimes placed, often implicitly or vaguely, somewhere on the extreme right. But can we say whether it ought to be to the right or left of other „right-wing‟ ideologies? How are we to indicate the extreme tolerance of personal choice (as regards drug use and consenting sexual practices, for instance) that libertarianism entails but which is not normally thought of as being right-wing? Samuel Brittan sees clearly the confusion in the modern left and right (though assuming a libertarian view of liberty): The dilemma of the [classical] liberal is that while Conservatives now use the language of individual freedom, they apply this only—if at all—to domestic economic questions. They are the less libertarian of the two parties—despite individual exceptions—on all matters of personal and social conduct, and are much the more hawk-like in their attitude to „foreign affairs‟. -
Third Parties in the U.S. Political System: What External and Internal Issues Shape Public Perception of Libertarian Party/Polit
University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2019-01-01 Third Parties in the U.S. Political System: What External and Internal Issues Shape Public Perception of Libertarian Party/Politicians? Jacqueline Ann Fiest University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Communication Commons Recommended Citation Fiest, Jacqueline Ann, "Third Parties in the U.S. Political System: What External and Internal Issues Shape Public Perception of Libertarian Party/Politicians?" (2019). Open Access Theses & Dissertations. 1985. https://digitalcommons.utep.edu/open_etd/1985 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. THIRD PARTIES IN THE U.S. POLITICAL SYSTEM WHAT EXTERNAL AND INTERNAL ISSUES SHAPE PUBLIC PRECEPTION OF LIBERTARIAN PARTY/POLITICIANS? JACQUELINE ANN FIEST Master’s Program in Communication APPROVED: Eduardo Barrera, Ph.D., Chair Sarah De Los Santos Upton, Ph.D. Pratyusha Basu, Ph.D. Stephen Crites, Ph.D. Dean of the Graduate School Copyright © by Jacqueline Ann Fiest 2019 Dedication This paper is dedicated to my dear friend Charlotte Wiedel. This would not have been possible without you. Thank you. THIRD PARTIES IN THE U.S. POLITICAL SYSTEM WHAT EXTERNAL AND INTERNAL ISSUES SHAPE PUBLIC PRECEPTION OF LIBERTARIAN PARTY/POLITICIANS? by JACQUELINE ANN FIEST, BA THESIS Presented to the Faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS DEPARTMENT OF COMMUNICATION THE UNIVERSITY OF TEXAS AT EL PASO May 2019 Table of Contents Table of Contents ...................................................................................................................... -
The Rudd Government Australian Commonwealth Administration 2007–2010
The Rudd Government Australian Commonwealth Administration 2007–2010 The Rudd Government Australian Commonwealth Administration 2007–2010 Edited by Chris Aulich and Mark Evans Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] This title is also available online at: http://epress.anu.edu.au/rudd_citation.html National Library of Australia Cataloguing-in-Publication entry Title: The Rudd government : Australian Commonwealth administration 2007 - 2010 / edited by Chris Aulich and Mark Evans. ISBN: 9781921862069 (pbk.) 9781921862076 (eBook) Notes: Includes bibliographical references. Subjects: Rudd, Kevin, 1957---Political and social views. Australian Labor Party. Public administration--Australia. Australia--Politics and government--2001- Other Authors/Contributors: Aulich, Chris, 1947- Evans, Mark Dr. Dewey Number: 324.29407 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design by ANU E Press Illustrations by David Pope, The Canberra Times Printed by Griffin Press Funding for this monograph series has been provided by the Australia and New Zealand School of Government Research Program. This edition © 2010 ANU E Press Contents Acknowledgments . vii Contributors . ix Part I. Introduction 1 . It was the best of times; it was the worst of times . 3 Chris Aulich 2 . Issues and agendas for the term . 17 John Wanna Part II. The Institutions of Government 3 . The Australian Public Service: new agendas and reform . 35 John Halligan 4 . Continuity and change in the outer public sector .