DOCSLIB.ORG

Fundamentals of Representative Democracy (Lesson Plans)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fundamentals of Representative Democracy (Lesson Plans) FUNDAMENTALS OF REPRESENTATIVE DEMOCRACY Lesson Plans for High School Civics, Government and U.S. History Classes Fundamentals of Representative Democracy Lesson Plans for High School Civics, Government and U.S. History Classes By Alan Rosenthal These lessons about the fundamentals of representative democracy are designed mainly for civics and American government courses taught at the high-school level. They also can be used in American history courses. The lessons relate to core themes that lie at the very center of American government and politics, and practically every lesson needs to be built on it. They are adapted to state standards for civics and government. Funded by the U.S. Department of Education under the Educating for Democracy Act approved by the U.S. Congress July 2009 CENTER FOR CIVI C EDU C ATION National Conference of State Legislatures 7700 East First Place Denver, Colorado 80230 (303) 364-7700 www.ncsl.org/trust Printed on recycled paper. © 2009 by the National Conference of State Legislatures. Permission granted to reproduce materials needed for classroom use of the lesson plans. ISBN 1-978-58024-559-3 Contents Acknowledgments .................................................................................................iv Introduction ...........................................................................................................1 Appreciating Democracy ........................................................................................3 How Lawmakers Decide .......................................................................................25 What Makes Lawmakers Tick? .............................................................................49 Fundamentals of Representative Democracy iii Acknowledgments This publication is product of the Alliance for Representative Democracy, a partnership of the National Conference of State Legislatures’ Trust for Representative Democracy, the Center for Civic Education and the Center on Con- gress at Indiana University. Appreciation is given to Greer Burroughs, adjunct professor of education at Seton Hall University, for her contributions to the Appreciating Democracy lessons, and to the Dirksen Congressional Center in Illinois for cosponsoring the first lesson. Alan Rosenthal, who designed these lessons, is professor of public policy and political science at Rutgers University. He is a long-time student of state legislatures and state politics. His most recent books are Heavy Lifting: The Job of the American Legislature (2004) and Engines of Democracy: Politics and Policymaking in State Legislatures (2009). The lessons reflect the research and writing of four political scientists who are students of Congress, state legislatures and public opinion. The work of John Hibbing, University of Nebraska; Burdett Loomis, University of Kansas; Karl Kurtz, National Conference of State Legislatures; and Alan Rosenthal is contained in a book designed mainly for introduction American government courses at the college level: Republic on Trial: The Case for Representative De- mocracy (Washington, D.C.: CQ Press, 2003). iv Fundamentals of Representative Democracy Introduction Three separate lessons are included in this volume on the roles played by interest groups, political parties, Fundamentals of Representative Democracy. These constituents, and a lawmaker’s convictions and record lessons were developed in 2004-2007 and have been in deciding how to vote on different types of issues. used by teachers in many states but, in particular, in Nebraska, New Jersey, Washington and Wyoming. The third lesson is designed to give students a better idea of what makes members of Congress and state The first lesson is designed to encourage an legislators tick. What motivates them, why do they appreciation of democracy by students. Elements run, what attributes and skills do they possess, and stressed here are: disagreement among people, and what is the nature of their jobs? This lesson relies among members of Congress and state legislators, and upon a lawmaker being invited and coming to class deliberation, negotiation, compromise and decision to answer student questions about legislative life. by those elected to represent their constituents. Students cannot generalize from one case to the Three classroom simulations provide the basis for 535 members of Congress and 7,382 members of teaching the democracy appreciation lesson. state legislatures who represent their constituents in Washington, D.C. and the 50 state capitols. As a The second lesson is designed to give students an idea result of this exercise, however, students will begin of just how members of Congress and state legislators to get a sense of the people who represent us in our reach decisions on matters of public policy. Five representative democracy. separate scenarios explore the merits of the case and Fundamentals of Representative Democracy 1 Appreciating Democracy Summary This lesson is designed to teach students to appreciate the most basic practices of democ- racy in the United States: first, that people have different values, interests and opinions; and second, that these differences are often settled in legislative bodies by means of deliberation and negotiation, with compromise and a majority vote as key elements. The lesson can be taught in three or four 45-minute class periods. At the heart of the lesson are three easy-to-teach activities (or simulations). The materials in this package are designed for teachers of high school civics, government or U.S. history and include a table of contents; an overview of the lesson; lesson plans for ac- tivities 1, 2 and 3, with student handouts; and a lesson plan for a wrap-up session. Fundamentals of Representative Democracy 3 Appreciating Democracy: An Overview of the Lesson Background, objectives and methods for teachers (Item A) Activity 1 “Differences and Settlements in Ordinary Life” Lesson plan for teachers (Item B1) Activity 1: “Where To Eat?” Description and instructions for the activity, to be used by teachers and handed out to the students (Item B2) Observer Worksheet for Activity 1 For monitoring of students by teachers (Item B3) Restaurant Ballot to be handed out to students (Item B4) Activity 2 Differences and Settlement in Framing The U.S. Constitution Lesson plan for teachers (Item C1) Activity 2: Big vs. Little Description and instructions for the activity, to be used by teachers and handed out to the students (Item C2) Observer Worksheet For Activity 2 For monitoring of students by teachers (Item C3) Activity 3 Differences and Settlement in the Legislative Budget Process Lesson plan for teacher (Item D1) Activity 3: Dividing Up The Pot Description and instructions for the activity, to be used by teachers and handed out to the students (Item D2) Wrap-Up Session The Fundamentals of American Democracy Plan for concluding discussion led by teacher (Item E) 4 Fundamentals of Representative Democracy A Background, Objectives and Methods for Teachers Rationale members of Congress (535), the more than 200,000 bills introduced in a two-year period, and the mil- Democracy is not easy to appreciate, nor should it be. lions of transactions that take place in Congress and It is filled with conflict, it is extremely human, and it the 50 state legislatures, there are bound to be people is very messy. That is the way it ought to be. who do wrong and things that go wrong. When dis- Although it is essentially as it should be (notwith- covered, these are the cases reported extensively by standing that democratic institutions and processes the media, as they should be. Americans, however, are not perfect and are always in need of improve- generalize from the relatively few instances to all or ment), democracy gets a bad rap, especially as it is most instances. They continue to like and reelect practiced in Congress and state legislatures. The their own congressperson or state legislator but, as environment in America today is not a friendly one public opinion polls show, they don’t like the rest— for the actual practices and political institutions that and they do not like the Congress or the legislature or work at democracy. the “system.” The electronic and print media are critical of political The environment is a rough one, but a most impor- institutions and practices. They report what is bad, or tant obstacle democracy faces is that Americans sim- appears bad, or what is scandalous, or might appear ply do not appreciate what democracy means in prac- scandalous. The media’s business is to stay in business tice. In theory, we all revere democracy and support by attracting an audience. People respond more to the certain principles that underlie it. But we are uncom- negative than to the positive. Hence, if it’s bad, it’s fortable with the nitty-gritty workings of democracy. news and the worse it is, the better it is as news. It is unappealing to the average eye. The negative is central to political campaigns, where First, many Americans do not see why there is so competition is intense. much conflict in politics. Research by political scien- tists has shown that many Americans think that most Candidates nowadays not only compare their op- people agree on basic issues of public policy. So why ponent’s record with their own, they also look for is there so much fighting in Congress and state legis- anything negative about an opponent’s character, as- latures? To some extent people are correct. At a very sociations and even personal life. Candidates employ
Load more

Recommended publications
  • Democracy in the United States
    Democracy in the United States The United States is a representative democracy. This means that our government is elected by citizens. Here, citizens vote for their government officials. These officials represent the citizens’ ideas and concerns in government. Voting is one way to participate in our democracy. Citizens can also contact their officials when they want to support or change a law. Voting in an election and contacting our elected officials are two ways that Americans can participate in their democracy. Voting booth in Atascadero, California, in 2008. Photo by Ace Armstrong. Courtesy of the Polling Place Photo Project. Your Government and You H www.uscis.gov/citizenship 1 Becoming a U.S. Citizen Taking the Oath of Allegiance at a naturalization ceremony in Washington, D.C. Courtesy of USCIS. The process required to become a citizen is called naturalization. To become a U.S. citizen, you must meet legal requirements. You must complete an interview with a USCIS officer. You must also pass an English and Civics test. Then, you take the Oath of Allegiance. This means that you promise loyalty to the United States. When you become a U.S. citizen, you also make these promises: ★ give up loyalty to other countries ★ defend the Constitution and laws of the United States ★ obey the laws of the United States ★ serve in the U.S. military (if needed) ★ do important work for the nation (if needed) After you take the Oath of Allegiance, you are a U.S. citizen. 2 Your Government and You H www.uscis.gov/citizenship Rights and Responsibilities of Citizens Voting is one important right and responsibility of U.S.
    [Show full text]
  • Types of Democracy the Democratic Form of Government Is An
    Types of Democracy The democratic form of government is an institutional configuration that allows for popular participation through the electoral process. According to political scientist Robert Dahl, the democratic ideal is based on two principles: political participation and political contestation. Political participation requires that all the people who are eligible to vote can vote. Elections must be free, fair, and competitive. Once the votes have been cast and the winner announced, power must be peacefully transferred from one individual to another. These criteria are to be replicated on a local, state, and national level. A more robust conceptualization of democracy emphasizes what Dahl refers to as political contestation. Contestation refers to the ability of people to express their discontent through freedom of the speech and press. People should have the ability to meet and discuss their views on political issues without fear of persecution from the state. Democratic regimes that guarantee both electoral freedoms and civil rights are referred to as liberal democracies. In the subfield of Comparative Politics, there is a rich body of literature dealing specifically with the intricacies of the democratic form of government. These scholarly works draw distinctions between democratic regimes based on representative government, the institutional balance of power, and the electoral procedure. There are many shades of democracy, each of which has its own benefits and disadvantages. Types of Democracy The broadest differentiation that scholars make between democracies is based on the nature of representative government. There are two categories: direct democracy and representative democracy. We can identify examples of both in the world today.
    [Show full text]
  • Argentina's Delegative Democracy: a Case Study
    ARGENTINA’S DELEGATIVE DEMOCRACY: A CASE STUDY A dissertation presented by Florencia Inés Gabriele to The Department of Political Science In partial fulfillment of the requirements for the degree of Doctor of Philosophy in the field of Political Science Northeastern University Boston, Massachusetts December 2013 1 ARGENTINA’S DELEGATIVE DEMOCRACY: A CASE STUDY by Florencia Ines Gabriele ABSTRACT OF DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Political Science in the College of Social Sciences and Humanities of Northeastern University December, 2013 2 ABSTRACT This study analyses why Argentina remained an immature and underdeveloped delegative democracy rather than a fully-liberal democratic polity. Following the work of Guillermo O’Donnell this work explores the quality of, and serious deficiencies in, Argentina’s democracy. This work pays special attention to presidential use and misuse of Decrees of Necessity and Urgency by as a means to govern alone, thus bypassing Congress and how there is no existing check and balances in the government in this regard. Observing delegative democracies, this work also examines the following: the use of economic restrictions, use of policies such as nationalizations, privatizations, management of the federal budget, international relations of the country, restriction on the media, behavior of the judiciary branch, changes in the national constitution, and decreasing role of the Vice President. This work analyzes the relationship between democracy, decrees of necessity and urgency, laws sanctioned by Congress and inflation using transfer function models. Democracy is measured using the Polity IV dataset. There is a causal relationship among the explanatory variables (inputs) —the numbers of laws passed by Congress, inflation, and number of DNU — and Democracy (output).
    [Show full text]
  • Electronic Democracy the World of Political Science— the Development of the Discipline
    Electronic Democracy The World of Political Science— The development of the discipline Book series edited by Michael Stein and John Trent Professors Michael B. Stein and John E. Trent are the co-editors of the book series “The World of Political Science”. The former is visiting professor of Political Science, University of Toronto, Toronto, Ontario, Canada and Emeritus Professor, McMaster University in Hamilton, Ontario, Canada. The latter is a Fellow in the Center of Governance of the University of Ottawa, in Ottawa, Ontario, Canada, and a former professor in its Department of Political Science. Norbert Kersting (ed.) Electronic Democracy Barbara Budrich Publishers Opladen • Berlin • Toronto 2012 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-86649-546-3. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org © 2012 This work is licensed under the Creative Commons Attribution-ShareAlike 4.0. (CC- BY-SA 4.0) It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you share under the same license, give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/ © 2012 Dieses Werk ist beim Verlag Barbara Budrich GmbH erschienen und steht unter der Creative Commons Lizenz Attribution-ShareAlike 4.0 International (CC BY-SA 4.0): https://creativecommons.org/licenses/by-sa/4.0/ Diese Lizenz erlaubt die Verbreitung, Speicherung, Vervielfältigung und Bearbeitung bei Verwendung der gleichen CC-BY-SA 4.0-Lizenz und unter Angabe der UrheberInnen, Rechte, Änderungen und verwendeten Lizenz.
    [Show full text]
  • American Government Framework
    American Government Framework The High School Assessment (HSA) in American government provides Maryland students with the opportunity to learn the Constitutional framework and democratic process that structure the State and national political system. American Government establishes a knowledge base which supports the development of skills needed for citizens in a participatory democracy. Effective citizens possess a clear understanding of government: its structure, its purposes, and its processes. They gather, communicate, and utilize information in order to evaluate the competing goals and varying points of view related to public issues. Utilizing their knowledge and skills, effective citizens purposely choose to be involved in their political system and exert influence in a participatory democracy. To assist students in acquiring these skills, the content of the course is arranged around five of the six state social studies standards: Standard 1.0 Civics Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens. Standard 2.0 Peoples of Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the the Nations and World United States, and the World through both a multicultural and historic perspective. Standard 3.0 Geography Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Standard 4.0 Economic Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
    [Show full text]
  • Taking Stock of Democracy – Still a Success Story Or Not Competitive Anymore?
    Page 6 | Trilogue Salzburg 2018 Background Paper Taking Stock of Democracy – Still a Success Story or not Competitive Anymore? Jörg Habich | Verena Nowotny | Christina Tillmann Introduction Taking stock of democracy seems to be easy. Democracy doubtlessly was the most successful idea of the 20th century, in spite of its flaws and problems. Democracy is able to adapt to changing environments and has been able to cope with challenges and problems in most cases. As a consequence, the number of democracies has increased and many countries have moved from a non-democratic government to a democratic one over the years. The number has risen from 69 in 1989/1990 to 125 electoral democracies in 2016.1 Nowadays, the majority of countries are governed by democratic regimes. Democratic systems are characterized by a variety of criteria, such as an electoral process and pluralism, political participation, civil liberties, the functioning of government, constraints on the power of the executive, and political culture with a guarantee of civil liberties. The victory of the liberal democracies as the end point of mankind’s ideological evolution and the final form of human government as predicted by Fukuyama seemed theirs for the taking.2 1 Freedom House. Freedom in the World 2018 – Democracy in Crisis; https://freedomhouse.org/report/freedom- world/freedom-world-2018, retrieved July 16, 2018. 2 Francis Fukuyama. The end of history?. In: The National Interest. Summer 1989. Background Paper Trilogue Salzburg 2018 | Page 7 But the right to vote, political participation, freedom of press and media, and the rule of law are under pressure and in retreat globally.
    [Show full text]
  • Governance, Democracy Peace
    AND GOVERNANCE, DEMOCRACY PEACE HOW STATE CAPACITY AND REGIME TYPE INFLUENCE THE PROSPECTS FOR WAR AND PEACE David Cortright with Conor Seyle and Kristen Wall © 2013 One Earth Future Foundation The One Earth Future Foundation was founded in 2007 with the goal of supporting research and practice in the area of peace and governance. OEF believes that a world beyond war can be achieved by the development of new and effective systems of cooperation, coordination, and decision making. We believe that business and civil society have important roles to play in filling governance gaps in partnership with states. When states, business, and civil society coordinate their efforts, they can achieve effective, equitable solutions to global problems. As an operating foundation, we engage in research and practice that supports our overall mission. Research materials from OEF envision improved governance structures and policy options, analyze and document the performance of existing governance institutions, and provide intellectual support to the field operations of our implementation projects. Our active field projects apply our research outputs to existing governance challenges, particularly those causing threats to peace and security. ONE EARTH FUTURE FOUNDATION 525 Zang Street | Suite C Broomfield, CO 80021 USA Ph. +1.303.533.1715 | Fax +1 303.309.0386 ABOUT THE AUTHORS David Cortright is the director of Policy Studies at the Kroc Institute for International Peace Studies at the University of Notre Dame and chair of the board of directors of the Fourth Freedom Forum. He is the author of seventeen books, including the Adelphi volume Towards Nuclear Zero, with Raimo Vayrynen (Routledge, 2010) and Peace: A History of Movements and Ideas (Cambridge University Press, 2008).
    [Show full text]
  • Democracy and Autocracy Readings
    Autocracy (Dictatorship) A dictatorship is a government headed by a dictator. Originally a legitimate military office in the Roman Republic, the dictator was given his powers by the Senate. The dictator had absolute power, but for a limited time. In the twentieth century, the term dictatorship has come to mean a government in which absolute power is concentrated in the hands of a dictator and sometimes his cronies. Many dictators have held the formal title of "President", but wield extraordinary, often non- constitutional or de facto powers. Dictators can come to power in a variety of different ways. They can be elected (see below), be appointed by the resident ruling party or Communist hierarchy, or inherit their position from a deceased relative. Still other modern dictators seize power in a military coup d’tat, and are supported by the military. The dictator generally controls the three state powers: legislative, executive and judicial. In a dictatorship, there is not periodical universal, free, direct and secret polling of the citizens to elect the leaders. Sometimes dictators can initially obtain power from democratic elections (like Adolf Hitler of Nazi Germany), but shortly after being elected the dictator will ban all opposing parties and cancel all future elections (see human rights). Though free elections will never occur under a dictatorship, sometimes dictators orchestrate phony elections in an attempt to grant themselves some illusion of democratic legitimacy and public support. Usually, the dictator runs for "re-election" unopposed, with voters being asked to answer a simple "yes or no" ballot on the leader's continued rule.
    [Show full text]
  • Flexible Representative Democracy: an Introduction with Binary Issues
    Flexible Representative Democracy: An Introduction with Binary Issues Ben Abramowitz and Nick Mattei April 3, 2019 Abstract We introduce Flexible Representative Democracy (FRD), a novel hybrid of Representative Democracy (RD) and direct democracy (DD), in which voters can alter the issue-dependent weights of a set of elected representatives. In line with the literature on Interactive Democracy, our model allows the voters to actively determine the degree to which the system is direct versus representative. However, unlike Liquid Democracy, FRD uses strictly non-transitive delegations, making delegation cycles impossible, and maintains a fixed set of accountable elected representatives. We present FRD and analyze it using a computational approach with issues that are binary and symmetric; we compare the outcomes of various democratic systems using Direct Democracy with majority voting as an ideal baseline. First, we demonstrate the shortcomings of Representative Democracy in our model. We provide NP-Hardness results for electing an ideal set of representatives, discuss pathologies, and demonstrate empirically that common multi-winner election rules for selecting representatives do not perform well in expectation. To analyze the behavior of FRD, we begin by providing theoretical results on how issue-specific delegations determine outcomes. Finally, we provide empirical results comparing the outcomes of RD with fixed sets of proxies across issues versus FRD with issue- specific delegations. Our results show that variants of Proxy Voting yield no discernible benefit over RD and reveal the potential for FRD to improve outcomes as voter participation increases, further motivating the use of issue-specific delegations. arXiv:1811.02921v2 [cs.MA] 1 Apr 2019 1 Introduction Since the Athenian Ecclesia in 595 BCE Direct Democracy (DD) as an ideal collective decision making scheme has loomed large in the western imagination [18].
    [Show full text]
  • The Idea of European Demoicracy
    OUP CORRECTED PROOF – FINAL, 24/9/2012, SPi 10 The Idea of European Demoicracy Kalypso Nicolaïdis* Introduction How can an ‘ever-closer union’ between distinct democratic peoples be democratically legitimate? The idea of European ‘demoicracy’ provides a deceptively simple answer: one is not to cross the Rubicon which separates a European Union ruled by and for multiple demoi from a Europe ruled by and for one single demos.1 By crossing the Rubicon in 49 BC, a shallow and red river in northern Italy, Caesar violated the old constitutional rules concerning his own ‘imperium’ and dramatically changed Rome and his own place within it. There has been a strong temptation for Europe to cross its own Rubicon, the point of no return on the road to integration, in search of its own glorious destiny. But this temptation should be resisted. To be sure, the idea of a notional barrier between a Europe of demoi and that grounded on the assumption of a single European demos should not be seen as the familiar story about sovereignty and its denial. Instead, there is enough space to enter * For comments on a previous version of this paper I would like to thank Francis Cheneval, Pavlos Eleftheriadis, Frank Schimmelfennig, Tristan Storme, and Rebecca Welge. I would also like to thank partici- pants in the workshop on ‘Demoicracy: Government of the Peoples’, 22–23 March 2012, University of Zurich. 1 The term ‘demoicracy’ is derived from demoi (äÞìïØ in ancient Greek is the plural form of äÞìïò), meaning peoples, and kratos (ŒæÜôïò), meaning power—or to govern oneself with strength.
    [Show full text]
  • Representative Government and Popular Sovereignty
    Representative Government and Popular Sovereignty For the Political Philosophy Workshop at Brown University April 19, 2007 Bryan Garsten Assistant Professor of Political Science Yale University This is a work in progress – please do not cite without permission. Comments welcome: [email protected] Are representative governments working well? The answer to that question depends on what we think the purpose of representative government is. Most research in political science presumes that the purpose of representative government is to represent the will of the people in some way – by translating popular sentiment or public interest into policy. It therefore presumes that a good measure of the performance of representative democracy, at least in its representative capacity, involves comparing policy results with public opinion as it is or as it should be. The classic study of constituency influence in the House of Representatives by Miller and Stokes, for example, focused on "the extent of policy agreement between legislator and district" (Miller and Stokes 1963). More recent work continues to investigate similar relations: Page and Shapiro look for “congruence between changes in policy and changes in opinion” and assume that “normative concepts of democracy” would mandate something close to “direct democracy” (Page and Shapiro 1983). Stimson, Mackuen and Erikson ask “whether the national system is efficient in turning popular sentiment into policy" (Stimson, Mackuen, and Erikson 1995). These studies, and many more like them, presume a principle close to the one that Bartels articulates clearly: “The appeal of representative democracy hinges on the responsiveness of elected politicians to the preferences and interests of their constituents” (Bartels 1991).
    [Show full text]
  • Introducing Proxy Voting to Helios
    Introducing Proxy Voting to Helios Oksana Kulyk∗, Karola Marky∗, Stephan Neumann∗, Melanie Volkamer∗y ∗Technische Universitat¨ Darmstadt, Germany Email: [email protected] zKarlstad University, Sweden verify the correctness of the election result, while ensuring Abstract—Proxy voting is a form of voting, where the voters vote secrecy at the same time. The system has been used can either vote on an issue directly, or delegate their voting in several real-world elections, e.g. the elections of the In- right to a proxy. This proxy might for instance be a trusted expert on the particular issue. In this work, we extend the ternational Association for Cryptologic Research [5] or the widely studied end-to-end verifiable Helios Internet voting system University president election at UC Louvain [6]. towards the proxy voting approach. Therefore, we introduce a In this work we set as our goal to extend the protocol new type of credentials, so-called delegation credentials. The main underlying the Helios voting system with a proxy voting purpose of these credentials is to ensure that the proxy has functionality. To achieve this goal, we face several challenges: been authorised by an eligible voter to cast a delegated vote. If voters, after delegating, change their mind and want to vote First, due to the potentially increased frequency of elections, directly, cancelling a delegation is possible throughout the entire voters should not be required to register for each individual voting phase. We show that the proposed extension preserves the election. The second challenge refers to a proxy who accumu- security requirements of the original Helios system for the votes lated a lot of delegation power – that is, received a significant that are cast directly, as well as security requirements tailored number of delegations.
    [Show full text]