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Gether They Form the Backbone of Madison’S Vision for the New Congress
REVISITING AND RESTORING MADISON’S AMERICAN CONGRESS BY SARAH BINDER Looking westward to Virginia’s Blue Ridge Mountains from his Montpelier library, James Madison in 1787 drafted the Virginia Plan—the proposal he would bring to the summer’s Constitutional Convention in Philadelphia. Long after ratification of the Constitution—and after the Du Pont family had suffocated Montpelier in pink stucco— preservationists returned to Montpelier to restore Madison’s home. Tough to say the same for the U.S. Congress, the institutional lynchpin of Madison’s constitutional plan. True, Congress has proved an enduring political institution as Madison surely intended. But Congress today often misses the Madisonian mark. The rise of nationalized and now ideologically polarized parties challenges Madison’s constitutional vision: Lawmakers today are more often partisans first, legislators second. In this paper, I explore Madison’s congressional vision, review key forces that have complicated Madison’s expectations, and consider whether and how Congress’s power might (ever) be restored. MADISON’S CONGRESSIONAL VISION Madison embedded Congress in a broader political system that dispersed constitutional powers to separate branches of government, but also forced the branches to share in the exercise of many of their powers. In that sense, it is difficult to isolate Madison’s expectations for Congress apart from his broader constitutional vision. Still, two elements of Article 1 are particularly important for distilling Madison’s plan for the new Congress. First, Madison believed (or hoped) that his constitutional system would channel lawmakers’ ambitions, creating incentives for legislators to remain responsive to the broad political interests that sent them to Congress in the first place. -
Phd in Political Science Comprehensive Examination Guidebook
Department of Political Science __________________________________________________________ PhD in Political Science Comprehensive Examination Guidebook Contents Pages 2-3: Examination Overview and General Directions Pages 4-10: Reading Lists Page 4- Methodology Page 5- American Government Page 6- Comparative Politics Page 7- International Relations Page 9- Public Policy Page 11-13: Sample Questions for Written Examination Page 11- Methodology Page 12- American Government Page 12- Comparative Politics Page 12- International Relations Page 13- Public Policy EXAMINATION OVERVIEW AND GENERAL DIRECTIONS Doctoral students sit For the comprehensive examination at the conclusion of all required coursework, or during their last semester of coursework. Students will ideally take their exams during the fifth semester in the program, but no later than their sixth semester. Advanced Entry students are strongly encouraged to take their exams during their Fourth semester, but no later than their FiFth semester. The comprehensive examination is a written exam based on the literature and research in the relevant Field of study and on the student’s completed coursework in that field. Petitioning to Sit for the Examination Your First step is to petition to participate in the examination. Use the Department’s graduate petition form and include the following information: 1) general statement of intent to sit For a comprehensive examination, 2) proposed primary and secondary Fields areas (see below), and 3) a list or table listing all graduate courses completed along with the Faculty instructor For the course and the grade earned This petition should be completed early in the registration period For when the student plans to sit For the exam. -
Teaching Portfolio Andrew Dilts, Ph.D
Teaching Portfolio Andrew Dilts, Ph.D. Teaching Portfolio Andrew Dilts, Ph.D. Pedagogical Statement 1 Teaching History 4 Selected Comments from Teaching Evaluations 5 Summary Statistics from Teaching Evaluations 8 Sample Syllabi 9 Pedagogical Statement My approach to teaching is centered on developing my students’ skills of critical engagement of texts, phenomena, and discursive objects of analysis so that they can ultimately employ those skills to understand, interpret, and respond to the world around them, as well as their own selves. In this sense, I see my teaching as part of a larger project of enabling students to develop their entire selves, reflecting their own multiplicity, plurality, and difference. Practically, this mean that the most important thing that I want to impart to my students is that any text, practice, discourse, or object of thoughtful analysis that is worth thinking and writing about calls for a sympathetic critique. By this I mean that texts of all forms require something akin to what Nietzsche calls an “art of interpretation,” and that the essence of this “art” is to provide careful support from one’s reading first and foremost from within the text itself. My pedagogy is driven by a strong preference for teaching original and primary sources by reading them closely while attending to their historical, social, and political contexts. But above all, I want to teach my students that a critical engagement with a thinker begins with taking them seriously on their own terms, sympathetically and internally. I work for my students to appreciate the power and pleasure of such an approach, and to come away from any seminar, lecture, or advising session with the practical reading and writing skills to put this into practice in their own well-supported reading of a text. -
Arend Lijphart and the 'New Institutionalism'
CSD Center for the Study of Democracy An Organized Research Unit University of California, Irvine www.democ.uci.edu March and Olsen (1984: 734) characterize a new institutionalist approach to politics that "emphasizes relative autonomy of political institutions, possibilities for inefficiency in history, and the importance of symbolic action to an understanding of politics." Among the other points they assert to be characteristic of this "new institutionalism" are the recognition that processes may be as important as outcomes (or even more important), and the recognition that preferences are not fixed and exogenous but may change as a function of political learning in a given institutional and historical context. However, in my view, there are three key problems with the March and Olsen synthesis. First, in looking for a common ground of belief among those who use the label "new institutionalism" for their work, March and Olsen are seeking to impose a unity of perspective on a set of figures who actually have little in common. March and Olsen (1984) lump together apples, oranges, and artichokes: neo-Marxists, symbolic interactionists, and learning theorists, all under their new institutionalist umbrella. They recognize that the ideas they ascribe to the new institutionalists are "not all mutually consistent. Indeed some of them seem mutually inconsistent" (March and Olsen, 1984: 738), but they slough over this paradox for the sake of typological neatness. Second, March and Olsen (1984) completely neglect another set of figures, those -
Review Article the MANY VOICES of POLITICAL CULTURE Assessing Different Approaches
Review Article THE MANY VOICES OF POLITICAL CULTURE Assessing Different Approaches By RICHARD W. WILSON Richard J. Ellis and Michael Thompson, eds. Culture Matters: Essays in Honor of Aaron Wildavsky. Boulder, Colo.: Westview Press, 1997, 252 pp. Michael Gross. Ethics and Activism: The Theory and Practice of Political Moral- ity. Cambridge and New York: Cambridge University Press, 1997, 305 pp. Samuel P. Huntington. The Clash of Civilizations and the Remaking of World Order. New York: Simon and Schuster, 1996, 367 pp. Ronald Inglehart. Modernization and Postmodernization: Cultural, Economic and Political Change in Forty-three Societies. Princeton: Princeton University Press, 1997, 453 pp. David I. Kertzer. Politics and Symbols:The Italian Communist Party and the Fall of Communism. New Haven and London: Yale University Press, 1996, 211 pp. HE popularity of political culture has waxed and waned, yet it re- Tmains an enduring feature of political studies. In recent years the appearance of many excellent books and articles has reminded us of the timeless appeal of the subject and of the need in political analysis to ac- count for values and beliefs. To what extent, though, does the current batch of studies in political culture suffer from the difficulties that plagued those of an earlier time? The recent resurgence of interest in political culture suggests the importance of assessing the relative merits of the different approaches that theorists employ. ESTABLISHING EVALUATIVE CRITERIA The earliest definitions of political culture noted the embedding of po- litical systems in sets of meanings and purposes, specifically in symbols, myths, beliefs, and values.1 Pye later enlarged upon this theme, stating 1 Sidney Verba, “Comparative Political Culture,” in Lucian W. -
Government 2010. Strategies of Political Inquiry, G2010
Government 2010. Strategies of Political Inquiry, G2010 Gary King, Robert Putnam, and Sidney Verba Thursdays 12-2pm, Littauer M-17 Gary King [email protected], http://GKing.Harvard.edu Phone: 617-495-2027 Office: 34 Kirkland Street Robert Putnam [email protected] Phone: 617-495-0539 Office: 79 JFK Street, T376 Sidney Verba [email protected] Phone: 617-495-4421 Office: Littauer Center, M18 Prerequisite or corequisite: Gov1000 Overview If you could learn only one thing in graduate school, it should be how to do scholarly research. You should be able to assess the state of a scholarly literature, identify interesting questions, formulate strategies for answering them, have the methodological tools with which to conduct the research, and understand how to write up the results so they can be published. Although most graduate level courses address these issues indirectly, we provide an explicit analysis of each. We do this in the context of a variety of strategies of empirical political inquiry. Our examples cover American politics, international relations, compara- tive politics, and other subfields of political science that rely on empirical evidence. We do not address certain research in political theory for which empirical evidence is not central, but our methodological emphases will be as varied as our substantive examples. We take empirical evidence to be historical, quantitative, or anthropological. Specific methodolo- gies include survey research, experiments, non-experiments, intensive interviews, statistical analyses, case studies, and participant observation. Assignments Weekly reading assignments are listed below. Since our classes are largely participatory, be sure to complete the readings prior to the class for which they are as- signed. -
American Political Science Review Vol
Vol.72 June 1978 No. 2 THE CONFERENCE BOARD INC. LIBRARY . JUL 191978 ^ „ 845 THIRD AVENUE ' I ^\\XX NEW YORK, N.Y. 10022 Ml 1%^ https://www.cambridge.org/core/terms American Political Science Review , subject to the Cambridge Core terms of use, available at 27 Sep 2021 at 13:02:49 , on 170.106.202.8 . IP address: Published Quarteriy by https://www.cambridge.org/core The American Political Science Association -£ https://doi.org/10.1017/S0003055400155819 Downloaded from SEPTEMBER is closer than you think... Adopt these fine texts now . Lineberry AMERICAN PUBLIC POLICY What Government Does and What Difference It Mates This introductory public policy text focuses on the twin themes of policy .', „" analysis and the application of policy to key political issues. Using a two-part -' format, the book first discusses theories and methods of domestic policy * ' , analysis and then covers application of these techniques in four areas: cities, ' crime, inequality, and the management of scarcity. 296 pages; $7.95/paper. January 1978. ISBN 0-06-044013-9. https://www.cambridge.org/core/terms Lineberry & Sharkansky URBAN POLITICS AND PUBLIC POLICY Third Edition The new Third Edition features an even stronger policy approach, with new treatments of the political economy and sociology of cities and retains the extensive treatment of mass politics and elite decision making. Recent issues and data have been incorporated as well as discussions of urban fiscal crises, the sun-belt cities, public services, growth and decay as policy problems, and inequality. 416 pages; $1O.95/paper. February 1978. ISBN 0-06-044029-5. -
SOC 585: Racial and Ethnic Politics in the US
Spring 2018 Prof. Andra Gillespie 217E Tarbutton 7-9748 [email protected] Office Hours: Wednesdays 11 a.m. to 1 p.m. (12-2 p.m. the first Wednesdays of the month) or by appointment Emory University Department of Political Science SOC 585/POLS 585 Racial and Ethnic Politics in the US This course is designed to introduce graduate students to some of the canonical readings, both historical and contemporary, in racial and ethnic politics. While African American politics will be a central theme of this course, this course intentionally introduces students to key themes in Latino/a and Asian American politics as well. By the end of the course, students should be conversant in the major themes of racial and ethnic politics in the US. Required Readings The following books have been ordered and are available at the Emory Bookstore: Cathy Cohen. 1999. The Boundaries of Blackness. Michael Dawson. 1994. Behind the Mule. Megan Francis. 2014. Civil Rights and the Making of the Modern American State. Lorrie Frasure-Yokeley. 2015. Racial and Ethnic Politics in American Suburbs. Christian Grose. 2011. Congress in Black and White. Ian Haney-Lopez. 1997, 2007. White By Law. Carol Hardy-Fanta et al. 2016. Contested Transformation: Race, Gender and Political Leadership in 21st Century America. Rawn James. 2013. Root and Branch. Donald Kinder and Lynn Sanders. 1994. Divided by Color. Taeku Lee and Zoltan Hajnal. 2011. Why Americans Don’t Join the Party. Michael Minta. 2011. Oversight. Stella Rouse. 2013. Latinos in the Legislative Process Katherine Tate. 2010. What’s Going On? Katherine Tate. -
Xerox University Microfilms
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Political Order in Changing Societies
Political Order in Changing Societies by Samuel P. Huntington New Haven and London, Yale University Press Copyright © 1968 by Yale University. Seventh printing, 1973. Designed by John O. C. McCrillis, set in Baskerville type, and printed in the United States of America by The Colonial Press Inc., Clinton, Mass. For Nancy, All rights reserved. This book may not be reproduced, in whole or in part, in any form Timothy, and Nicholas (except by reviewers for the public press), without written permission from the publishers. Library of Congress catalog card number: 68-27756 ISBN: 0-300-00584-9 (cloth), 0-300-01171-'7 (paper) Published in Great Britain, Europe, and Africa by Yale University Press, Ltd., London. Distributed in Latin America by Kaiman anti Polon, Inc., New York City; in Australasia and Southeast Asia by John Wiley & Sons Australasia Pty. Ltd., Sidney; in India by UBS Publishers' Distributors Pvt., Ltd., Delhi; in Japan by John Weatherhill, Inc., Tokyo. I·-~· I I. Political Order and Political Decay THE POLITICAL GAP The most important political distinction among countries con i cerns not their form of government but their degree of govern ment. The differences between democracy and dictatorship are less i than the differences between those countries whose politics em , bodies consensus, community, legitimacy, organization, effective ness, stability, and those countries whose politics is deficient in these qualities. Communist totalitarian states and Western liberal .states both belong generally in the category of effective rather than debile political systems. The United States, Great Britain, and the Soviet Union have different forms of government, but in all three systems the government governs. -
The Analytical Narrative Project
The Analytical Narrative Project The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bates, Robert H., Avner Greif, Margaret Levi, Jean-Laurent Rosenthal, and Barry R. Weingast. 2000. The Analytical Narrative Project. American Political Science Review 94(3): 696-702. Published Version http://dx.doi.org/10.2307/2585843 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:3710302 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Analytic Narratives September 2000 TheAnalytic Narrative Project ROBERT H. BATES Harvard University AVNER GREIF Stanford University MARGARET LEVI Universityof Washington JEAN-LAURENT ROSENTHAL Universityof California, Los Angeles BARRY R. WEINGAST Stanford University In Analytic Narratives,we attempt to address several bounded rationality. We believe that each of these issues. First, many of us are engaged in in-depth perspectives brings something of value, and to different case studies, but we also seek to contribute to, and degrees the essays in our book represent an integration to make use of, theory. How might we best proceed? of perspectives. By explicitly outlining an approach that Second, the historian, the anthropologist, and the area relies on rational choice and mathematical models, we specialist possess knowledge of a place and time. They do not mean to imply that other approaches lack rigor have an understanding of the particular. -
Gary King, Robert O. Keohane, Sidney Verba Designing Social Inquiry
Designing Social Inquiry Designing Social Inquiry SCIENTIFIC INFERENCE IN QUALITATIVE RESEARCH Gary King Robert O. Keohane Sidney Verba PRINCETON UNIVERSITY PRESS PRINCETON, NEW JERSEY Copyright 1994 by Princeton University Press Published by Princeton University Press, 41 William Street, Princeton, New Jersey 08540 In The United Kingdom: Princeton University Press, Chichester, West Sussex All Rights Reserved Library of Congress Cataloging-in-Publication Data King, Gary. Designing social inquiry : scientific inference in qualitiative research / Gary King, Robert O. Keohane, Sidney Verba. p. cm. Includes bibliographical references and index ISBN 0-691-03470-2 (cloth : alk. paper) ISBN 0-691-03471-0 (pbk. : alk. paper) 1. Social sciences—Methodology. 2. Social sciences— Research. 3. Inference I. Keohane, Robert Owen. II. Verba, Sidney. III. Title. H61.K5437 1994 93-39283 300′.72—dc20 CIP This book has been composed in Adobe Palatino Princeton University Press books are printed on acid-free paper and meet the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources Printed in the United States of America 109876543 Third printing, with corrections and expanded index, 1995 Contents Preface ix 1 The Science in Social Science 3 1.1 Introduction 3 1.1.1 Two Styles of Research, One Logic of Inference 3 1.1.2 Defining Scientific Research in Social Sciences 7 1.1.3 Science and Complexity 9 1.2 Major Components of Research Design 12 1.2.1 Improving Research Questions