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| 1 |
ID:
132057
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| 2 |
ID:
132067
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| Publication |
2014.
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| Summary/Abstract |
This article analyzes the text complexity of political science research. Using automated text analysis, we examine the text complexity of a sample of articles from three leading generalist journals and four leading subfield journals. We also examine changes in text complexity across time by analyzing a sample of articles from the discipline's flagship journal during a 100-year span. Although it is not surprising that a typical political science article is difficult to read, it is accessible to intelligent lay readers. We found little difference in text complexity across time or subfield.
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| 3 |
ID:
132058
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| 4 |
ID:
132071
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2014.
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| Summary/Abstract |
In 2005, with two of my students, I started a literacy program in a red-light district in Guatemala City. In 2007, we became a nonprofit organization dedicated to the promotion of the rights of sex workers in Guatemala (i.e., Women for Justice, Education, and Awareness, known in Spanish as MuJER). Today, MuJER provides literacy classes and accelerated elementary school, vocational training, antiviolence programs, and grassroots organizing. We have worked with hundreds of women, both at our Community Empowerment Center and "door-to-door" in red-light districts. Using the experience of MuJER, this article provides recommendations for professors interested in working with students to create a nonprofit in the developing world: select students whose skill sets are different than your own; start by creating a program (not by formally establishing a 501(c)(3) tax-exempt organization); and recognize that the nonprofit's long-term sustainability requires commitment to grant writing for years to come.
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| 5 |
ID:
132068
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| Publication |
2014.
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| Summary/Abstract |
The rapid diffusion of online social networking sites is changing the very nature of organizational communication. This is particularly true in higher education, where Facebook is increasingly being used as a means to engage with students, faculty, and alumni. Unfortunately, academic departments seeking to adopt such technologies often fail to understand the unique opportunities and challenges that accompany the adoption of social media. This article illuminates recent changes in organizational communication and describes the adoption of Facebook by a political science department at a midwestern state university. The authors develop a typology of Facebook posts to determine which types of information generate the most audience activity. They explain how this information can assist academic departments as they seek to bolster recruitment and retention of students, as well as ongoing investment from faculty and alumni.
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| 6 |
ID:
132066
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| Publication |
2014.
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| Summary/Abstract |
Many Americans hold distorted views of elected officials and, as our study shows, the blame is due partly to our ideological biases and partly to mass media. Analyzing a nationally representative online survey, we corroborate recent research that found that one in five Americans still believe president Barack Obama is a Muslim and that almost seven in ten mistakenly think Sarah Palin, and not Saturday Night Live's Tina Fey, was the first to say "I can see Russia from my house." Although race, political ideology, and "born-again" or evangelical Christian status were the primary drivers of misperceptions about Obama's faith, media use had a more crucial role in predicting the more widespread misperception about Palin. Misattribution of the Fey quote to Palin was greatest among heavy viewers of traditional news media and late-night TV comedy, which is suggestive of the "lamestream media" effect often espoused by prominent Republican figures.
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| 7 |
ID:
132064
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| Publication |
2014.
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| Summary/Abstract |
Kony 2012, a film released by the nonprofit Invisible Children in the spring of 2012, drew a flurry of Facebook "shares" and "likes." However, critics expressed a concern that the film offered a distorted portrayal of Africans and African politics. In this article, we test these criticisms by asking what effects the film had on college students' perceptions of Africa and Africans. To address this question, we draw on a survey and an experiment conducted at a small liberal arts college where Kony 2012 enjoyed popularity. The results show that the film did affect students' perceptions of Africa; specifically, it led many to perceive Africans as lacking agency and autonomy. We argue that whereas the film did have initial negative effects on students' perceptions of Africa, these effects seem to fade over time. Future research should explore the compounding effects of exposure to images that misrepresent the African continent.
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| 8 |
ID:
132065
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| Publication |
2014.
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| Summary/Abstract |
This article examines the contributions of nongovernmental international human rights organizations (NGIHRO) in promoting a broad sense of human rights in hybrid regimes using the cases of Amnesty International Hong Kong (AIHK), Green Peace Hong Kong (GPHK), and Oxfam Hong Kong (OHK). It contends that NGIHROs have made significant contributions to public education and fund-raising in Hong Kong. However, with regard to the human rights conditions, it is erroneous to consider Hong Kong as part of the developed world. Together with other probable political considerations, doing so may have led to gaps in the organizations' roles and functions as advocates for human rights in Hong Kong. In the final analysis, this article uses the political protests in Hong Kong to illustrate the importance of addressing the implications of demands for preserving the local identity and alternative lifestyles in the broader understanding of human rights.
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| 9 |
ID:
132059
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| 10 |
ID:
132061
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| 11 |
ID:
132070
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| Publication |
2014.
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| Summary/Abstract |
The humanitarian impulse in the United States routinely clashes with isolationist sentiment, with appeals to the national interest, and with apathy in and out of government. This class exercise encourages students to explore the contours of the debate over humanitarian intervention with a crisis unfolding in Belagua, a fictitious Latin American country. As the crisis deteriorates, students increasingly feel the tension between wanting to help the at-risk civilian population and avoiding a messy conflict from which the United States could have trouble extracting itself. The project requires students to address key questions about the US role in the Belagua case and to consider what the United States could or should have done in actual situations, such as Rwanda and Syria. Because these crises are likely to occur in the decades to come, this exercise initiates students to the challenges that the United States, as well as the international community, undoubtedly will face.
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| 12 |
ID:
132073
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| Publication |
2014.
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| Summary/Abstract |
This study conducted experiments using clickers and Twitter in international relations courses to evaluate the effectiveness of audience-response tools on students' experiences and their performance. The study used both within-group and between-group experimental designs and evaluated the results primarily through inferential descriptive statistical methods. The results show that clickers outperformed Twitter, students enjoy using clickers in class, and the use of these tools had little impact on grade performance.
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| 13 |
ID:
132074
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| Publication |
2014.
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| Summary/Abstract |
The authors of this article advocate a new curriculum that can be applied to American government, introduction to political science, and state and local government courses. For the past half-century, high school and college general-education requirements have deemphasized civics, government, and political science. In response to the corresponding decrease in the nation's civic health, this proposal is based on three principles. First, teaching citizenship is different than teaching civics. Second, citizenship is taught most effectively by engagement in the "real world," with students completing projects that take them step by step through the policy-change process. Finally, the education and preparation of future high school government teachers needs to change to encourage them to teach their students the rights, responsibilities, and competencies of active citizenship.
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| 14 |
ID:
132063
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| Publication |
2014.
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| Summary/Abstract |
The voting of Jews in the 2012 US presidential election is discussed in this article within the context of a recent reexamination of historical data on Jewish voting. Two Election-Night polls of Jews and the largest scientific survey of Jews to date make this detailed exploration of Jewish voting possible. Voting differences among Jews are analyzed, especially among major denominational movements. The role of American policy on the Middle East merits specific attention, particularly given concern about the potential Iranian nuclear threat to Israel. Explanations of Jewish liberalness and Democratic identification are considered, with a special focus on the role of social identity. A reluctance of Jewish conservatives to identify as Republicans is discussed as well as how Jewish conservatives react to economic and social issues. The possibility of a party realignment of Jews along generational and denominational lines is considered, as well as the impact of the Republican alliance with Evangelical Christians and the Tea Party.
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| 15 |
ID:
132060
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| 16 |
ID:
132062
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| 17 |
ID:
132072
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| Publication |
2014.
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| Summary/Abstract |
Indigenous politics and history are central to and, indeed, intertwined with the history and politics of many if not most contemporary nations, yet the topics of indigenous politics and settler colonialism are rarely taught in undergraduate political science programs. This article outlines the pedagogical utility of an undergraduate course focused on indigenous history and politics, approached through a comparative race politics framework. The course on which this article is based compares state power and indigenous rights in the United States, Australia, and Latin America in historical context, but many variations are possible. The article first reviews the context for developing the course, the challenges related to teaching the subject, and my primary teaching objectives. It then outlines three pedagogical strategies applicable in other course frameworks and discusses positive learning outcomes I have observed as I refine this teaching area.
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| 18 |
ID:
132069
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| Publication |
2014.
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| Summary/Abstract |
Although most instructors care deeply about student writing, they often give little attention to the part of the writing process over which they maintain complete control: the assignment itself. Yet, the written prompt that we distribute is often where student confusion (and confused writing) begins. Using Bloom's taxonomy as inspiration, we offer instructors a typology directly linked to course objectives, which we believe can be readily understood by student writers.
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