Creedal Passion Politics?
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SAPIR A JOURNAL OF JEWISH CONVERSATIONS THE ISSUE ON POWER ELISA SPUNGEN BILDNER & ROBERT BILDNER RUTH CALDERON · MONA CHAREN MARK DUBOWITZ · DORE GOLD FELICIA HERMAN · BENNY MORRIS MICHAEL OREN · ANSHEL PFEFFER THANE ROSENBAUM · JONATHAN D. SARNA MEIR SOLOVEICHIK · BRET STEPHENS JEFF SWARTZ · RUTH R. WISSE Volume Two Summer 2021 And they saw the God of Israel: Under His feet there was the likeness of a pavement of sapphire, like the very sky for purity. — Exodus 24: 10 SAPIR Bret Stephens EDITOR-IN-CHIEF Mark Charendoff PUBLISHER Ariella Saperstein ASSO CIATE PUBLISHER Felicia Herman MANAGING EDITOR Katherine Messenger DESIGNER & ILLUSTRATOR Sapir, a Journal of Jewish Conversations. ISSN 2767-1712. 2021, Volume 2. Published by Maimonides Fund. Copyright ©2021 by Maimonides Fund. No part of this journal may be reproduced in any form or by any means without the prior written consent of Maimonides Fund. All rights reserved. Printed in the United States of America. WWW.SAPIRJOURNAL.ORG WWW.MAIMONIDESFUND.ORG CONTENTS 6 Publisher’s Note | Mark Charendoff 90 MICHAEL OREN Trial and Triage in Washington 8 BRET STEPHENS The Necessity of Jewish Power 98 MONA CHAREN Between Hostile and Crazy: Jews and the Two Parties Power in Jewish Text & History 106 MARK DUBOWITZ How to Use Antisemitism Against Antisemites 20 RUTH R. WISSE The Allure of Powerlessness Power in Culture & Philanthropy 34 RUTH CALDERON King David and the Messiness of Power 116 JEFF SWARTZ Philanthropy Is Not Enough 46 RABBI MEIR Y. SOLOVEICHIK The Power of the Mob in an Unforgiving Age 124 ELISA SPUNGEN BILDNER & ROBERT BILDNER Power and Ethics in Jewish Philanthropy 56 ANSHEL PFEFFER The Use and Abuse of Jewish Power 134 JONATHAN D. -
A Dysfunctional Triangle an Analysis of America's Relations with Israel
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2015 A Dysfunctional Triangle An analysis of America’s relations with Israel and their impact on the current nuclear accord with Iran Andrew Falacci SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the American Politics Commons, International Relations Commons, Military and Veterans Studies Commons, Near and Middle Eastern Studies Commons, Peace and Conflict Studies Commons, and the Politics and Social Change Commons Recommended Citation Falacci, Andrew, "A Dysfunctional Triangle An analysis of America’s relations with Israel and their impact on the current nuclear accord with Iran" (2015). Independent Study Project (ISP) Collection. 2111. https://digitalcollections.sit.edu/isp_collection/2111 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Falacci A Dysfunctional Triangle An analysis of America’s relations with Israel and their impact on the current nuclear accord with Iran Andrew Falacci Geneva, Spring 2015 School of International Training -Sending School- The George Washington University, Washington D.C 1 Falacci Acknowledgements: Robert Frost talked about looking towards “the path less traveled”, where all the difference would be made. I have lived the young part of my life staying true to such advice, but I also hold dearly the realization that there are special people in my life who have, in some way or another, guided me towards that “path less traveled.” I want to take the time to thank my family for pushing me and raising me to be the person I am today. -
US Racial Politics II New Deal to the Present
U.S. Racial Politics: New Deal to the Present Political Science 449/549 CRN: 37625 Professor: Joseph Lowndes Office: PLC 919 email: [email protected] Graduate Employee: Course description: In this course, we will examine the ways that race shaped the major political dynamics in the United States from the Great Depression to the present. Materials: There are two books for this course, available in the bookstore. The books are The Unsteady March, by Philip Klinkner and Rogers Smith; and When Affirmative Action Was White, by Ira Katznelson. PS 5549 will have one additional text: Lowndes, Novkov and Warren, eds. Race and American Political Development. All other readings will be available on Canvas. Requirements for 449: This is a heavy reading course 1. Seven in-class quizzes. These quizzes will assess your comprehension of the assigned reading, lectures and class discussions. Your lowest two scores will be dropped. No make-up quizzes are possible. (50% of final grade) 2. Midterm in-class exam (25% of final grade) 3. Final exam (25% of final grade) 4. Participation: Students will be expected to attend class and participate in class discussions. Constructive, informed, respectful participation that contributes directly to conversations about the course material will raise borderline grades; lack of participation may result in lower grades. Requirements for 549: Research paper 18-20 pages, due Wednesday of Finals Week. Meet with me by 4th week with thesis topic to discuss. Policies: Students with disabilities. If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the professor soon. -
Anti-Zionism and Antisemitism Cosmopolitan Reflections
Anti-Zionism and Antisemitism Cosmopolitan Reflections David Hirsh Department of Sociology, Goldsmiths, University of London, New Cross, London SE14 6NW, UK The Working Papers Series is intended to initiate discussion, debate and discourse on a wide variety of issues as it pertains to the analysis of antisemitism, and to further the study of this subject matter. Please feel free to submit papers to the ISGAP working paper series. Contact the ISGAP Coordinator or the Editor of the Working Paper Series, Charles Asher Small. Working Paper Hirsh 2007 ISSN: 1940-610X © Institute for the Study of Global Antisemitism and Policy ISGAP 165 East 56th Street, Second floor New York, NY 10022 United States Office Telephone: 212-230-1840 www.isgap.org ABSTRACT This paper aims to disentangle the difficult relationship between anti-Zionism and antisemitism. On one side, antisemitism appears as a pressing contemporary problem, intimately connected to an intensification of hostility to Israel. Opposing accounts downplay the fact of antisemitism and tend to treat the charge as an instrumental attempt to de-legitimize criticism of Israel. I address the central relationship both conceptually and through a number of empirical case studies which lie in the disputed territory between criticism and demonization. The paper focuses on current debates in the British public sphere and in particular on the campaign to boycott Israeli academia. Sociologically the paper seeks to develop a cosmopolitan framework to confront the methodological nationalism of both Zionism and anti-Zionism. It does not assume that exaggerated hostility to Israel is caused by underlying antisemitism but it explores the possibility that antisemitism may be an effect even of some antiracist forms of anti- Zionism. -
Introduction to American Political Culture
Bellevue College INTRODUCTION TO AMERICAN POLITICAL CULTURE Political Science 160/Cultural & Ethnic Studies 160 Item 5361 A (POLS 160) or 5638 (CES 160) (Five Credits)1 Winter 2011 (Jan. 3-March 22), 11:30 a.m.-12:20 p.m. (L-221) Dr. T. M. Tate (425) 564-2169 [email protected] Office: D-200C Office Hours: See MyBC course site Pre-requisite: None Course Description This course treats the ways in which American cultural patterns influence and shape political outcomes and public policy. Study of the political culture may shed light on the nature of the political struggles and on the policy process in general. Political outcomes in the United States are not random but are structured and connected by certain enduring values. We seek answers to questions such as: How do Americans thinks about government, political institutions, social welfare, and the market? What are the origins and sources of American political culture? How has it changed over time, and what factors account for this change? How is American political culture distinctive, and how is it being reshaped in a time of globalization? In the process of this broad inquiry, we necessarily treat concepts such as democracy, liberty, individualism, American “exceptionalism,” political community, and political culture itself. Learning Outcomes On completion of this course, you should be able to: Explain the concept of political culture and its relevance to contemporary political society. 1 One credit hour of this course is online via MyBC. Identify the core values in American political culture and understand their influences on political life. Demonstrate how the political culture influences and shapes American politics and the policy process. -
Citizenship Denationalized (The State of Citizenship Symposium)
Indiana Journal of Global Legal Studies Volume 7 Issue 2 Article 2 Spring 2000 Citizenship Denationalized (The State of Citizenship Symposium) Linda Bosniak Rutgers Law School-Camden Follow this and additional works at: https://www.repository.law.indiana.edu/ijgls Part of the International Law Commons Recommended Citation Bosniak, Linda (2000) "Citizenship Denationalized (The State of Citizenship Symposium)," Indiana Journal of Global Legal Studies: Vol. 7 : Iss. 2 , Article 2. Available at: https://www.repository.law.indiana.edu/ijgls/vol7/iss2/2 This Symposium is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Journal of Global Legal Studies by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. Citizenship Denationalized LINDA BOSNIAK° INTRODUCTION When Martha Nussbaum declared herself a "citizen of the world" in a recent essay, the response by two dozen prominent intellectuals was overwhelmingly critical.' Nussbaum's respondents had a variety of complaints, but central among them was the charge that the very notion of world citizenship is incoherent. For citizenship requires a formal governing polity, her critics asserted, and clearly no such institution exists at the world level. Short of the establishment of interplanetary relations, a world government is unlikely to take form anytime soon. A good thing too, they added, since such a regime would surely be a tyrannical nightmare.2 * Professor of Law, Rutgers Law School-Camden; B.A., Wesleyan University; M.A., University of California, Berkeley; J.D., Stanford University. -
Thomas Jefferson Day, 2006
Proc. 8001 Title 3—The President and online campaign to encourage teens to reject drug use and other nega- tive pressures. My Administration has also hosted a series of summits to educate community leaders and school officials on successful student drug testing. The struggle against alcohol abuse, drugs, and violence is a national, state, and local effort. Parents, teachers, volunteers, D.A.R.E. officers, and all those who help our young people grow into responsible, successful adults are strengthening our country and contributing to a future of hope for ev- eryone. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 11, 2006, as National D.A.R.E. Day. I call upon young people and all Americans to fight drug use and violence in our communities. I also urge our citizens to support the law enforcement officials, volunteers, teachers, health care professionals, and all those who work to help our children avoid drug use and violence. IN WITNESS WHEREOF, I have hereunto set my hand this seventh day of April, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth. GEORGE W. BUSH Proclamation 8001 of April 13, 2006 Thomas Jefferson Day, 2006 By the President of the United States of America A Proclamation Today, we celebrate the birthday of Thomas Jefferson. Few individuals have shaped the course of human events as much as this proud son of Vir- ginia. -
November 2, 2018 the Honorable Henry J. Kerner Special Counsel
November 2, 2018 The Honorable Henry J. Kerner Special Counsel Office of Special Counsel 1730 M Street, N.W., Suite 218 Washington, D.C. 20036-4505 Re: Violation of the Hatch Act by Seema Verma Dear Special Counsel Kerner: Citizens for Responsibility and Ethics in Washington (“CREW”) respectfully requests that the Office of Special Counsel (“OSC”) investigate whether Seema Verma, Administrator of the Centers for Medicare & Medicaid Services (“CMS”), violated the Hatch Act by using an official government social media account to advocate against a political party and by participating in her official capacity in a video opinion piece by former Trump campaign senior advisor Boris Epshteyn. Factual Background The Senate confirmed Ms. Verma for her current position on March 13, 2017.1 The official CMS website explains that “[a]s Administrator, Ms. Verma oversees a $1 trillion budget, 26% of the total federal budget, and administers healthcare programs for more than 130 million Americans every day.”2 In that capacity, Ms. Verma maintains an official government social media account on Twitter, with the handle Administrator Seema Verma, @SeemaCMS.3 Her account identifies her by the following biographical details: “Administrator for the Centers for Medicare & Medicaid Services (CMS). Mother and Wife. Proud alum of @UofMaryland and @JohnsHopkins Univ.”4 The CMS agency Twitter account, @CMSGov, frequently retweets her postings from her official account.5 On the afternoon of October 31, 2018, Ms. Verma tweeted a number of political messages transparently designed to influence the upcoming midterm elections. One such message was Ms. Verma’s retweet of a tweet by former Trump campaign senior advisor Boris Epshteyn attacking the Democratic party: “.@SeemaCMS believes that the Democrat-backed 1 See CMS (website), Administrator, https://www.cms.gov/about-cms/leadership/ (last viewed Nov. -
The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield. -
The Donald Trump-Rupert Murdoch Relationship in the United States
The Donald Trump-Rupert Murdoch relationship in the United States When Donald Trump ran as a candidate for the Republican presidential nomination, Rupert Murdoch was reported to be initially opposed to him, so the Wall Street Journal and the New York Post were too.1 However, Roger Ailes and Murdoch fell out because Ailes wanted to give more positive coverage to Trump on Fox News.2 Soon afterwards, however, Fox News turned more negative towards Trump.3 As Trump emerged as the inevitable winner of the race for the nomination, Murdoch’s attitude towards Trump appeared to shift, as did his US news outlets.4 Once Trump became the nominee, he and Rupert Murdoch effectively concluded an alliance of mutual benefit: Murdoch’s news outlets would help get Trump elected, and then Trump would use his powers as president in ways that supported Rupert Murdoch’s interests. An early signal of this coming together was Trump’s public attacks on the AT&T-Time Warner merger, 21st Century Fox having tried but failed to acquire Time Warner previously in 2014. Over the last year and a half, Fox News has been the major TV news supporter of Donald Trump. Its coverage has displayed extreme bias in his favour, offering fawning coverage of his actions and downplaying or rubbishing news stories damaging to him, while also leading attacks against Donald Trump’s opponent in the 2016 presidential election, Hillary Clinton. Ofcom itself ruled that several Sean Hannity programmes in August 2016 were so biased in favour of Donald Trump and against Hillary Clinton that they breached UK impartiality rules.5 During this period, Rupert Murdoch has been CEO of Fox News, in which position he is also 1 See e.g. -
Fifth Grade Patriot Program 2019-2020
Fifth Grade Patriot Program 2019-2020 Name ____________________ Teacher___________________ Fifth Grade Patriot Program Name____________________ Teacher_________________________ Testing will occur from 8:30 – 9:00 a.m. each morning in the Library. Timeline Actual of Completion Steps to Patriots Completion Date Anytime Between 1._________ 1. Name and label 50 states with 80% accuracy November and March 2._________ 2. Complete a Community Service Project November 3.Bill of Rights 1. Flag Etiquette quiz December 2. Memorize and recite versus 1 of the Star Spangled Banner January Presidential Report Choose any TWO of the following: Anytime • Landmarks & memorials between • Interview a Patriot February - • Timeline Revolution March • State poster • American Creed Work must be completed by April 3, 2020 2 Fifth Grade Patriot Program Requirement Details 1. Name and label 50 states with 80% accuracy. (Pages 6-10) • Must be completed in one sitting • May use any combination of spelling and postal codes • Test may be retaken as needed 2. Pictorial Representation of the Bill of Rights • Read the Bill of Rights. • Then create a legal size poster (8 ½ x 14), PowerPoint presentation (which is to be printed out), or booklet presenting the Bill of Rights in symbolic form. • Include an illustration as well as a brief summary of the each amendment artistically. • Use drawings, cut-out pictures, or photographs, and in your own words, explain what each amendment means to you. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 4. Flag -
American = White ? 54
1 Running Head: AMERICAN = WHITE? American = White? Thierry Devos Mahzarin R. Banaji San Diego State University Harvard University American = White? 2 Abstract In six studies, the extent to which American ethnic groups (African, Asian, and White) are associated with the national category “American” was investigated. Although strong explicit commitments to egalitarian principles were expressed (Study 1), each of five subsequent studies consistently revealed that both African and Asian Americans as groups are less associated with the national category “American” than are White Americans (Studies 2-6). Under some circumstances, a complete dissociation between mean levels of explicit beliefs and implicit responses emerged such that an ethnic minority was explicitly regarded to be more American than were White Americans (e.g., African Americans representing the U.S. in Olympic sports), but implicit measures showed the reverse pattern (Studies 3 and 4). In addition, Asian American participants themselves showed the American = White effect, although African Americans did not (Study 5). Importantly, the American = White association predicted the strength of national identity in White Americans: the greater the exclusion of Asian Americans from the category “American,” the greater the identification with being American (Study 6). Together, these studies provide evidence that to be American is implicitly synonymous with being White. American = White? 3 American = White? In 1937, the Trustees of the Carnegie Corporation of New York invited the Swedish sociologist Gunnar Myrdal to study the “Negro problem” in America. The main message from Myrdal’s now classic study was captured in the title of his book, An American Dilemma (1944). Contrary to expectations that White Americans would express prejudice without compunction, Myrdal found that even sixty years ago in the deep South, White citizens clearly experienced a moral dilemma, “an ever-raging conflict” between strong beliefs in equality and liberty for all and the reality of their actions and their history.