First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to politics and government, in addition to establishing a foundation for the understanding of the politics and governance of three key European states: the UK, Germany, and Italy. The first half of the unit is focused on the UK, while the second half concentrates on the other two countries at the unit’s core. Some reference will be made in both parts of the course to the politics of the European Union and the Cold War. Students will not only build an essential foundation for studying the politics of the UK/EU polity in which we live, but will also develop their knowledge of the use of comparative methods for the study of politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at 9am on Fridays.
Seminar attendance is compulsory. You can check which module you have been assigned to on-line at: https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours in term time. You are welcome to talk to us about any aspect of the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany, and Italy since 1945
· familiarise students with the comparative method in political science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or just want a chat about the unit – we are really happy to see people! Details of when, where and how to get hold of us are on the first page.
Assessment
This course is assessed by two coursework essays of 2,000- 2,500 words, each worth 50% of the total. Details of the arrangements for the submission of the coursework essays can be found in the Student Handbook. Students may be required to give short presentations in the seminars, depending on the seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the lecture to aid note- taking)
· Facts and figures on general election results, major office holders and party leaders, that you will find a useful resource for the course.
There is also a Politics Virtual Office on the VLE which contains material such as citations guides so that your essays are properly referenced.
Reading
The lecture programme can only offer a number of angles ...
Introduction to Comparative PoliticsFall 2013Final Exam 280.docxmariuse18nolet
Introduction to Comparative Politics
Fall 2013
Final Exam 280
Instructions.
Answer the following essays (the essays selected for the final exam will be determined by the instructor). You may use your lecture notes, power points and class reading assignments. There is no limit to how much you may write one each question, taking into account the two-hours allotted for the exam. Good luck.
1. What are the basic precepts of Marxist political theory (explain Marx’s theory of revolution in dealing with this question). How was Marx’s political theory modified in practice by Lenin and Stalin?
2. What factors gave rise to totalitarian regimes in Russia and Eastern Europe? (make sure you integrate the lecture and readings in this question and consider the importance of Stalin’s “Socialism in one country” policy)
3. According to Hauss, what are the political characteristics of communist regimes? (discuss the relationship of party to government and state, the role of ideology, political parties and elections).
4. Based on the lecture, power points and the text, what do you think are the prospects for democracy and capitalism in the post Communist political systems (Russia, the former Soviet Republics and Eastern European countries like Poland)? Explain how the transition experiences from communism in these countries affect the degree of political support for capitalism and democracy in those countries today ?
5. The Chinese revolution occurred in a rural country with a weak central government and which had been invaded or occupied by foreign powers over a period of a century. According to Hauss and the lectures, how did those circumstances affect the way the Chinese communists went about trying to put Marxist ideas and ideals into practice?
6. List three developments in China that lead many political scientists to the conclusion that it may no longer be warranted to call China ‘s political system “totalitarian” in the post Mao era .
7. Compare China and the U.S. in terms of how societal interests are aggregated and influence the political system in both countries. Include Hauss and the lectures in the discussion of the limits on interest group participation in politics (economic, religious etc).
8. Using the lectures and Hauss, discuss the structure of the Chinese part- state in the post Mao era? Include in this discussion an explanation of where power resides in policy making evaluation the role of the executive, legislature, courts etc.
9. According to the Wang article and the lectures, what is the role of private enterprise in China today?
10. Compare and contrast the powers of the French President and British Prime Minister in the decision making function. Based on this comparison, which political office has the greatest power vested in it by the constitution? Include in this discussion the information from the lectures and Hauss
11. Being careful to explain Lipset’s and Hauss’ thesis of American exceptionalism, to what extent.
Answer three of the following sets of questions. Be sure to writ.docxamrit47
Answer three of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for one to one-and-a half pages for each of your answers. You will note that some of the questions ask you to form opinions on the subject. Do not be intimidated by that.
1. Identify and explain
two
important effects of the French Revolution and Napoleonic Wars. Should the French Revolution be viewed as a success or a failure? Was Napoleon's reign largely beneficial or chiefly disastrous for France?
2. Define conservatism, liberalism, and radicalism in the context of the 19th century. Which of these political outlooks was the most successful, and which one seems most attractive to you? Explain your answer. How have they changed over time (that is, up to the present)?
3. Why did the revolutions of 1848 fail to have the outcomes that those who rebelled wanted to achieve? Did the revolutions have any positive outcomes?
4. Why were the 19th-century unifications of Italy and Germany important events? Evaluate Otto von Bismarck as a political leader/statesman. What were the consequences of the methods by which he achieved German unification?
5. Why was Great Britain the first country to industrialize, and why did it have about a fifty-year head start on other countries in creating an industrial capitalist economy? Explain your view of the beneficial and detrimental aspects of living in a modern industrial society.
6. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? Why did Karl Marx’s critique of capitalism become so influential after his death?
.
Introduction to Comparative PoliticsFall 2013Final Exam 280.docxmariuse18nolet
Introduction to Comparative Politics
Fall 2013
Final Exam 280
Instructions.
Answer the following essays (the essays selected for the final exam will be determined by the instructor). You may use your lecture notes, power points and class reading assignments. There is no limit to how much you may write one each question, taking into account the two-hours allotted for the exam. Good luck.
1. What are the basic precepts of Marxist political theory (explain Marx’s theory of revolution in dealing with this question). How was Marx’s political theory modified in practice by Lenin and Stalin?
2. What factors gave rise to totalitarian regimes in Russia and Eastern Europe? (make sure you integrate the lecture and readings in this question and consider the importance of Stalin’s “Socialism in one country” policy)
3. According to Hauss, what are the political characteristics of communist regimes? (discuss the relationship of party to government and state, the role of ideology, political parties and elections).
4. Based on the lecture, power points and the text, what do you think are the prospects for democracy and capitalism in the post Communist political systems (Russia, the former Soviet Republics and Eastern European countries like Poland)? Explain how the transition experiences from communism in these countries affect the degree of political support for capitalism and democracy in those countries today ?
5. The Chinese revolution occurred in a rural country with a weak central government and which had been invaded or occupied by foreign powers over a period of a century. According to Hauss and the lectures, how did those circumstances affect the way the Chinese communists went about trying to put Marxist ideas and ideals into practice?
6. List three developments in China that lead many political scientists to the conclusion that it may no longer be warranted to call China ‘s political system “totalitarian” in the post Mao era .
7. Compare China and the U.S. in terms of how societal interests are aggregated and influence the political system in both countries. Include Hauss and the lectures in the discussion of the limits on interest group participation in politics (economic, religious etc).
8. Using the lectures and Hauss, discuss the structure of the Chinese part- state in the post Mao era? Include in this discussion an explanation of where power resides in policy making evaluation the role of the executive, legislature, courts etc.
9. According to the Wang article and the lectures, what is the role of private enterprise in China today?
10. Compare and contrast the powers of the French President and British Prime Minister in the decision making function. Based on this comparison, which political office has the greatest power vested in it by the constitution? Include in this discussion the information from the lectures and Hauss
11. Being careful to explain Lipset’s and Hauss’ thesis of American exceptionalism, to what extent.
Answer three of the following sets of questions. Be sure to writ.docxamrit47
Answer three of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for one to one-and-a half pages for each of your answers. You will note that some of the questions ask you to form opinions on the subject. Do not be intimidated by that.
1. Identify and explain
two
important effects of the French Revolution and Napoleonic Wars. Should the French Revolution be viewed as a success or a failure? Was Napoleon's reign largely beneficial or chiefly disastrous for France?
2. Define conservatism, liberalism, and radicalism in the context of the 19th century. Which of these political outlooks was the most successful, and which one seems most attractive to you? Explain your answer. How have they changed over time (that is, up to the present)?
3. Why did the revolutions of 1848 fail to have the outcomes that those who rebelled wanted to achieve? Did the revolutions have any positive outcomes?
4. Why were the 19th-century unifications of Italy and Germany important events? Evaluate Otto von Bismarck as a political leader/statesman. What were the consequences of the methods by which he achieved German unification?
5. Why was Great Britain the first country to industrialize, and why did it have about a fifty-year head start on other countries in creating an industrial capitalist economy? Explain your view of the beneficial and detrimental aspects of living in a modern industrial society.
6. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? Why did Karl Marx’s critique of capitalism become so influential after his death?
.
1.What was the impact of World War I, and what problems did Eu.docxfredellsberry
1.
What was the impact of World War I, and what problems did European countries face in the 1920s?
2.
How
How did France, Great Britain, and the United States respond to the various crises of the interwar period, including the Great Depression? How did World War I affect Europe’s colonies in Africa and Asia?
3.
Why did Hauser compare the scene he describes from 1932 with conditions in the years 1917 and 1918? How did the growing misery of many ordinary Germans promote the rise of extremist political parties like the Nazis?
4.
Why did many European states experience a retreat from democracy in the interwar years? What are the characteristics of totalitarian states, and to what degrees were there characteristics present in Fascist Italy, Nazi Germany, and Stalinist Russia?
5.
According to
The Political and Social Doctrine of Fascism
, for Mussolini, what were the basic principles of Italian Fascism? Why might such principles have appealed to a broad public in the aftermath of World War I?
6.
In Hitler’s view, what would mass meetings accomplish for his movement? How do mass rallies further the development of nationalism? In the YouTube clip on-line, how does
Tomorrow Belongs to Me
reflect a nationalist fervor in Nazi Germany? What does the old man represent and why might he act the way he does in the beer garden?
7.
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939? How did Japan’s foreign policy goals set-up what is called the Pacific Theater and lead to war in Asia during the same period?
8.
What were the opposing views of Churchill and Chamberlain on the Munich Conference? Why did they disagree so much? Describe the changes in attitude reflected in the addresses of Neville Chamberlain and Winston Churchill, as displayed in four video clips from YouTube. How does the tone between the two men’s speeches capture the ebbs and flows of the prewar and wartime?
9.
What was the Holocaust, and what role did it play in Nazi policy?
10.
Describe the turning points of World War II. Why do you consider these the pivotal moments that changed the course of the war?
11.
What were the costs of World War II? How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War? What do the statements of Churchill and Stalin tell us about the origins and rhetoric of the Cold War?
12.
Looking back, how did the Allies’ treatment of the losers of World War II differ from the treatment of Germany in the Treaty of Versailles after World War I?
13.
In Kennan’s view, what was the Soviet policy after World War II? What did he believe determined the policy, and how did he think the United States should respond? In Novilkov’s view, what was the goal of the U.S. foreign policy, and how did he believe the Americans planned to achieve it? Why was it so difficult to find a common ground between the two positions?
14.
W.
write an 8-10 page paper citing at least 10 scholarly sources.jameywaughj
write an 8-10 page paper citing at least 10 scholarly sources.
In this assignment, I will be looking for:
A strong thesis.
The various historical arguments, and evidence that you understand them thoroughly.
Good use and incorporation of evidence to make your point.
Clear cohesive, argumentative writing.
Creativity and Critical Thought in your argument. That is, you should use your readings to come up with an argument that is not obvious or derived solely from the readings, but combines the readings in a new way.
2)
ANNOTATED BIBLIOGRAPHY
- I expect you to use a mix of scholarly sources including monographs, articles in edited volumes, and journal articles from peer edited scholarly journals (like those on JSTOR); you will need to take advantage of hard copies from the library and online resources.
Ultimately, you will summarize this reading in an eight-item annotated bibliography. Begin the bibliography with a paragraph detailing how you will approach your research question; that is, what is the broader question, what is the aspect of the question that will be your focus, and what do you think your thesis might be. Then include a detailed annotation for each of eight pieces that you have read to this point, including the way that you see that piece fitting into your overall argument. For more on writing an annotated bibliography and examples, see the handout on blackboard.
In this assignment, each annotation should include
Bibliographic information, in Chicago Style
A good description of the reading, including the reading’s
topic
,
argument
,
evidence
.
In order to help you understand the piece in the context of the project you are working on, it should also indicate
how the piece relates
to others that you have read for this topic. Does the author argue against or support another scholar’s conclusions? How do the works differ?
Your evaluation
of the work. Do you think the author presents good evidence for the argument? Do you agree with his or her conclusions? How might this work be useful to your project (or not)?
In addition, I will be looking at the whole assignment for the following:
The
paragraph
telling me how you will approach your argument. This should be in line with the sources you have presented.
Eight Scholarly Secondary Sources.
Variety
in terms of journals, books, and chapters in edited volume.
At least some
newer scholarship
(pieces written after 2000).
Sources that are
appropriate in terms of time and place
. If you are working on Adolf Hitler, a book called
Adolf Hitler and the New Germany
would be great. One called
Dictators through History
is not relevant.
3) PAPER - Finally, write an 8-10 page paper citing at least 10 scholarly sources.
In this assignment, I will be looking for:
A strong thesis.
The various
historical arguments
, and evidence that you understand them thoroughly.
A good
use and incorporation of evidence
to make your point.
Clear cohesive, argumen ...
History 061 Journal EntriesInstructions After researching t.docxpooleavelina
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
Directions Answer two of the following sets of questions. Be .docxmariona83
Directions:
Answer
two
of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for about
one-and-a half to two pages
for each of your answers.
Be sure to place your name on your exam. Also,
remember to cite any sources you use and be careful not plagiarize, which will be penalized with a grade of F for the exam.
1. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? What were Karl Marx’s
three
chief criticisms of capitalism? Briefly explain his theory of revolution. According to Marx, what conditions had to be met before a country was ready for socialism? Why did Karl Marx’s critique of capitalism become so influential after his death?
2. Russia made substantial economic, social, and political progress between 1861 and 1914. Why, then, did the tsarist government collapse so suddenly in February/March* 1917 and be replaced by a Provisional (temporary) Government? Why were the Bolsheviks (soon to call themselves Communists) under Lenin able to overthrow the Provisional Government in October/November of that year, and why did they win the subsequent Russian Civil War (1918-1921)? What kind of leader was Stalin, and how did he diverge from Lenin’s policies in his “revolution from above”?
*Remember: the Russian used the old Julian calendar until February 1918, when the Communists adopted the Gregorian calendar. The Julian calendar was thirteen days behind the Gregorian calendar in the 20th century.
3. What is imperialism? Briefly explain
four
reasons for the unprecedented European expansion into Africa and Asia during the period 1870-1914. Explain
two
important effects of imperialism for Europeans and
two
for native populations in Africa and Asia? How did people in China and India eventually respond to European imperialism?
4. Discuss the causes of the Great War (World War I) and the reasons for the Allies’ victory. Was any one nation more responsible than others for the war? Why was France so determined to punish Germany after the war? Was the punishment just?
5. What circumstances were conducive to the rise of dictatorships and the decline of democracies between 1918 and 1939, particularly in Italy and Germany? What were
three
important similarities between Italian fascism and German Nazism. What made German Nazism and Italian Fascism such aggressive, even warmongering, ideologies?
6. Various writers have suggested that the twentieth century’s World Wars in their European contexts were in fact civil wars between competing ideologies, one representing progressive ideas and values that originated in the Enlightenment, and the other, the antithesis of progressive ideas and values. Discuss.
Bonus:
Answer
either
A or B (if you answer both, only the first one will count). Twenty to twenty-five words should suffice.
A. Based on your study of history this semester, what is the.
RIR 106 Introduction to International Political Economy course outline.pptxGeorgeKabongah2
This course provides the theoretical, historical, institutional and technical background for effective advocacy of international economic policy.
The focus is on the political economy of international trade, foreign direct investment, exchange rates, portfolio capital flows and the balance of payments, industrial policy and international labor migration.
It is not a course on economics and students are not expected to have any background in the study of economics though some economic concepts will be employed and discussed.
The nineteenth century experienced the origins of bureaucratic state formation in Europe often amidst extended political and social turmoil. This course examines the relation between revolu-tions and state building in Europe in the “Age of Revolutions” and afterwards between the French Revolution and the German unification. Drawing from examples mostly from France, Prussia, the Habsburg Empire, and the Ottoman Empire/Greece, this postgraduate lecture course investigates the expansion of executive authority across Europe during and after major nineteenth century rev-olutions and upheavals.
Jan 18, 2013 at 217pmNo unread replies.No replies.Post yo.docxlmelaine
Jan 18, 2013 at 2:17pm
No unread replies.
No replies.
Post your definition of the apostrophe as you derived it from the section on the apostrophe in LB pages 316 - 322. What surprised you about the apostrophe? Give at least 2 examples of correct usage of the apostrophe from your own writing. Give examples of badly used apostrophes you have seen in public writing. Indicate the rule that determines correct usage
.
Jan 10, 20141.Definition of law A set of rules and proced.docxlmelaine
Jan 10, 2014
1.
Definition of law:
A set of rules and procedures usually intended to regulate some aspect of society.
(
Joanne B, H. (2010).
Introduction to law
. (4th ed., Vol. Edition). (Page 2)
2.
What are some historical origins of a civil law legal system?
3.
Identify the historical origin of a common law legal system.
4.
What is the difference between a civil law legal system and a common law legal system?
5.
What is meant by jurisprudence?
6.
Describe three major philosophical theories of law.
This is the 1st weeks assignment....will send the rest by the week until week 7 also Midterm and Final.
.
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1.What was the impact of World War I, and what problems did Eu.docxfredellsberry
1.
What was the impact of World War I, and what problems did European countries face in the 1920s?
2.
How
How did France, Great Britain, and the United States respond to the various crises of the interwar period, including the Great Depression? How did World War I affect Europe’s colonies in Africa and Asia?
3.
Why did Hauser compare the scene he describes from 1932 with conditions in the years 1917 and 1918? How did the growing misery of many ordinary Germans promote the rise of extremist political parties like the Nazis?
4.
Why did many European states experience a retreat from democracy in the interwar years? What are the characteristics of totalitarian states, and to what degrees were there characteristics present in Fascist Italy, Nazi Germany, and Stalinist Russia?
5.
According to
The Political and Social Doctrine of Fascism
, for Mussolini, what were the basic principles of Italian Fascism? Why might such principles have appealed to a broad public in the aftermath of World War I?
6.
In Hitler’s view, what would mass meetings accomplish for his movement? How do mass rallies further the development of nationalism? In the YouTube clip on-line, how does
Tomorrow Belongs to Me
reflect a nationalist fervor in Nazi Germany? What does the old man represent and why might he act the way he does in the beer garden?
7.
What were Hitler’s foreign policy goals, and what steps did he take to achieve them between 1933 and 1939? How did Japan’s foreign policy goals set-up what is called the Pacific Theater and lead to war in Asia during the same period?
8.
What were the opposing views of Churchill and Chamberlain on the Munich Conference? Why did they disagree so much? Describe the changes in attitude reflected in the addresses of Neville Chamberlain and Winston Churchill, as displayed in four video clips from YouTube. How does the tone between the two men’s speeches capture the ebbs and flows of the prewar and wartime?
9.
What was the Holocaust, and what role did it play in Nazi policy?
10.
Describe the turning points of World War II. Why do you consider these the pivotal moments that changed the course of the war?
11.
What were the costs of World War II? How did the Allies’ visions of postwar Europe differ, and how did these differences contribute to the emergence of the Cold War? What do the statements of Churchill and Stalin tell us about the origins and rhetoric of the Cold War?
12.
Looking back, how did the Allies’ treatment of the losers of World War II differ from the treatment of Germany in the Treaty of Versailles after World War I?
13.
In Kennan’s view, what was the Soviet policy after World War II? What did he believe determined the policy, and how did he think the United States should respond? In Novilkov’s view, what was the goal of the U.S. foreign policy, and how did he believe the Americans planned to achieve it? Why was it so difficult to find a common ground between the two positions?
14.
W.
write an 8-10 page paper citing at least 10 scholarly sources.jameywaughj
write an 8-10 page paper citing at least 10 scholarly sources.
In this assignment, I will be looking for:
A strong thesis.
The various historical arguments, and evidence that you understand them thoroughly.
Good use and incorporation of evidence to make your point.
Clear cohesive, argumentative writing.
Creativity and Critical Thought in your argument. That is, you should use your readings to come up with an argument that is not obvious or derived solely from the readings, but combines the readings in a new way.
2)
ANNOTATED BIBLIOGRAPHY
- I expect you to use a mix of scholarly sources including monographs, articles in edited volumes, and journal articles from peer edited scholarly journals (like those on JSTOR); you will need to take advantage of hard copies from the library and online resources.
Ultimately, you will summarize this reading in an eight-item annotated bibliography. Begin the bibliography with a paragraph detailing how you will approach your research question; that is, what is the broader question, what is the aspect of the question that will be your focus, and what do you think your thesis might be. Then include a detailed annotation for each of eight pieces that you have read to this point, including the way that you see that piece fitting into your overall argument. For more on writing an annotated bibliography and examples, see the handout on blackboard.
In this assignment, each annotation should include
Bibliographic information, in Chicago Style
A good description of the reading, including the reading’s
topic
,
argument
,
evidence
.
In order to help you understand the piece in the context of the project you are working on, it should also indicate
how the piece relates
to others that you have read for this topic. Does the author argue against or support another scholar’s conclusions? How do the works differ?
Your evaluation
of the work. Do you think the author presents good evidence for the argument? Do you agree with his or her conclusions? How might this work be useful to your project (or not)?
In addition, I will be looking at the whole assignment for the following:
The
paragraph
telling me how you will approach your argument. This should be in line with the sources you have presented.
Eight Scholarly Secondary Sources.
Variety
in terms of journals, books, and chapters in edited volume.
At least some
newer scholarship
(pieces written after 2000).
Sources that are
appropriate in terms of time and place
. If you are working on Adolf Hitler, a book called
Adolf Hitler and the New Germany
would be great. One called
Dictators through History
is not relevant.
3) PAPER - Finally, write an 8-10 page paper citing at least 10 scholarly sources.
In this assignment, I will be looking for:
A strong thesis.
The various
historical arguments
, and evidence that you understand them thoroughly.
A good
use and incorporation of evidence
to make your point.
Clear cohesive, argumen ...
History 061 Journal EntriesInstructions After researching t.docxpooleavelina
History 061
Journal Entries
Instructions: After researching through the provided web address, complete the activities or answer the questions that apply. These activities and questions will correlate with your assessments for this course and will better help you grasp the course objectives.
Unit 1 & 2: Greek & Romans
10.1.1: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Complete the following chart by using the sources provided below.
Greeks & Romans
(use your textbook as your main source)
Judaism
(“Principles of Judaism” reading)
Christianity
(“The Rise of Christianity” reading)
Law
Reason & Faith
Duties
10.1.2: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny using selections from Plato’s Republic and Aristotle’s Politics.
After reviewing Plato and Aristotle’s excerpts, explain below how these documents help the development of the Western political ideas of the rule of law and illegitimacy of tyranny.
Complete the following chart by using the sources provided below.
Plato’s Republic
Aristotle’s Politics
From these documents, what political ideas of rule of law and illegitimacy of tyranny can be attributed to Plato and Aristotle?
(Making bullet points is great.)
·
·
10.1.3: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, Judaism, and Christianity to the development of Western political thought. Consider the influence of the US Constitution on political systems in the contemporary world.
Greeks & Romans
Judaism
Christianity
What influence did the following civilizations and religion have on the U.S. Constitution?
Unit 3: Revolutions
10.2.1: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, and James Madison).
Complete the following chart to compare and contrast the revolution with the impact of the following individuals:
Glorious Revolution of England
American Revolution
French Revolution
John Locke
Charles-Louis Montesquieu
Jean-Jacques Rousseau
Simon Bolivar
Thomas Jefferson
James Madison
10.2.2: Students compare and contrast the Glorious Revolution of England, the Americ ...
Directions Answer two of the following sets of questions. Be .docxmariona83
Directions:
Answer
two
of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for about
one-and-a half to two pages
for each of your answers.
Be sure to place your name on your exam. Also,
remember to cite any sources you use and be careful not plagiarize, which will be penalized with a grade of F for the exam.
1. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? What were Karl Marx’s
three
chief criticisms of capitalism? Briefly explain his theory of revolution. According to Marx, what conditions had to be met before a country was ready for socialism? Why did Karl Marx’s critique of capitalism become so influential after his death?
2. Russia made substantial economic, social, and political progress between 1861 and 1914. Why, then, did the tsarist government collapse so suddenly in February/March* 1917 and be replaced by a Provisional (temporary) Government? Why were the Bolsheviks (soon to call themselves Communists) under Lenin able to overthrow the Provisional Government in October/November of that year, and why did they win the subsequent Russian Civil War (1918-1921)? What kind of leader was Stalin, and how did he diverge from Lenin’s policies in his “revolution from above”?
*Remember: the Russian used the old Julian calendar until February 1918, when the Communists adopted the Gregorian calendar. The Julian calendar was thirteen days behind the Gregorian calendar in the 20th century.
3. What is imperialism? Briefly explain
four
reasons for the unprecedented European expansion into Africa and Asia during the period 1870-1914. Explain
two
important effects of imperialism for Europeans and
two
for native populations in Africa and Asia? How did people in China and India eventually respond to European imperialism?
4. Discuss the causes of the Great War (World War I) and the reasons for the Allies’ victory. Was any one nation more responsible than others for the war? Why was France so determined to punish Germany after the war? Was the punishment just?
5. What circumstances were conducive to the rise of dictatorships and the decline of democracies between 1918 and 1939, particularly in Italy and Germany? What were
three
important similarities between Italian fascism and German Nazism. What made German Nazism and Italian Fascism such aggressive, even warmongering, ideologies?
6. Various writers have suggested that the twentieth century’s World Wars in their European contexts were in fact civil wars between competing ideologies, one representing progressive ideas and values that originated in the Enlightenment, and the other, the antithesis of progressive ideas and values. Discuss.
Bonus:
Answer
either
A or B (if you answer both, only the first one will count). Twenty to twenty-five words should suffice.
A. Based on your study of history this semester, what is the.
RIR 106 Introduction to International Political Economy course outline.pptxGeorgeKabongah2
This course provides the theoretical, historical, institutional and technical background for effective advocacy of international economic policy.
The focus is on the political economy of international trade, foreign direct investment, exchange rates, portfolio capital flows and the balance of payments, industrial policy and international labor migration.
It is not a course on economics and students are not expected to have any background in the study of economics though some economic concepts will be employed and discussed.
The nineteenth century experienced the origins of bureaucratic state formation in Europe often amidst extended political and social turmoil. This course examines the relation between revolu-tions and state building in Europe in the “Age of Revolutions” and afterwards between the French Revolution and the German unification. Drawing from examples mostly from France, Prussia, the Habsburg Empire, and the Ottoman Empire/Greece, this postgraduate lecture course investigates the expansion of executive authority across Europe during and after major nineteenth century rev-olutions and upheavals.
Jan 18, 2013 at 217pmNo unread replies.No replies.Post yo.docxlmelaine
Jan 18, 2013 at 2:17pm
No unread replies.
No replies.
Post your definition of the apostrophe as you derived it from the section on the apostrophe in LB pages 316 - 322. What surprised you about the apostrophe? Give at least 2 examples of correct usage of the apostrophe from your own writing. Give examples of badly used apostrophes you have seen in public writing. Indicate the rule that determines correct usage
.
Jan 10, 20141.Definition of law A set of rules and proced.docxlmelaine
Jan 10, 2014
1.
Definition of law:
A set of rules and procedures usually intended to regulate some aspect of society.
(
Joanne B, H. (2010).
Introduction to law
. (4th ed., Vol. Edition). (Page 2)
2.
What are some historical origins of a civil law legal system?
3.
Identify the historical origin of a common law legal system.
4.
What is the difference between a civil law legal system and a common law legal system?
5.
What is meant by jurisprudence?
6.
Describe three major philosophical theories of law.
This is the 1st weeks assignment....will send the rest by the week until week 7 also Midterm and Final.
.
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Jacob claims the employer violated his rights. In your opinion, what.docxlmelaine
Jacob claims the employer violated his rights. In your opinion, what are the legal rights of the employer and the employee in this situation? Explain. Is Jacob correct in his allegations? Why or why not?
Since Jacob believes he was wrongfully terminated and various rights were violated, he plans to consult with a lawyer and sue Cranes. What are Jacob's options with regards to resolving his claims through the court or ADR?
Jacob claims the state troopers violated his rights. Do you agree?
Has Brianna committed any offenses? Why or why not?
Did Lucy violate intellectual property laws? If yes, how? If no, why not?
Has Jacob committed any violations in his Internet postings concerning his former company? Why or why not?
What are the ethical issues related to this scenario?
Support your responses with examples.
Cite any sources in APA format.
.
Ive been promised A+ papers in the past but so far I have not seen .docxlmelaine
I've been promised A+ papers in the past but so far I have not seen better than a C. Is there anyone out there that can do this and seriously get an A or atleast a B. I would greatly appreciate :)
In a 1-2 page Microsoft Word document, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
It’s easy to dismiss the works from the Dada movement as silly. Cons.docxlmelaine
It’s easy to dismiss the works from the Dada movement as silly. Consider the art that was popular at the time, however. These “silly” works were a violent protest to the realism and impressionism of the day. Check out “Entr' acte", 1924, directed by Rene Clair” on YouTube, if you can, for an excellent example of Dada.
www.youtube.com/watch?v=NMaXF-4MMGA
The pointlessness of the action is the point! I still crack up at the end even seen it hundreds of times.
Think: what does Dada do that realism cannot? What’s the value of a movement that breaks all the rules? What did Dada contribute to the progress of art and film?
Remember, post before WEDNESDAY and three times during the week because you must contribute three postings over the week for full credit. Please write more than 50 words for your first response to my question.
Posted by William Ousley at 06/17/13 11:24
What Dada can do that realism cannot is make humorous, chaotic assemblage of events. The value of a movement that breaks all the rules is a non-traditional valued movement. The Dada anti-art movement had a strong negative and destructive element. Dada writers and artists were concerned with shock, protest, and nonsense. Dada contributed to assemblage, collage, photomontage and the use of ready-made objects. The inclusion of sound in art, the incorporation of found objects in a work of art, and the concept of improvising as a performance options were all substantially important to not only the development of music, but more specifically the development of electronic music.
(1)
Posted by Anya Walker at 06/20/13 03:10
William
The art of film is very dynamic. Dada was a great way to show how it was used. I know watching the film showed so many scenes and object so, it made it very helpful to understand the meaning of Dada.
Posted by Anya Walker at 06/18/13 05:59
Dada is hilarious to watch. The artist is able to show realism by having creative scenes that was part of the anti-war movement era. The objective of using a technique called collage was used by combining different type of scraps that was part of illustration to be viewed in different scenes. Dada contributes to the art of film by having music being played while watching the film. Also, surrealism was introduced to show a type of chaotic way of using humorous scenes in film.
(2)
Posted by William Ousley at 06/18/13 09:55
Anya
Very well written. For some reason I read and read the article on Dada in the book and couldn't quite get it. So I read a few articles from the Internet to fully understand what the Dada movement was. Even with breaking all the rules they were able to contribute to the art.
Posted by Byron Stival at 06/21/13 06:05
Anya-
It is fun to watch this video. Some of it was funny but I also had a hard time watching all of it. I like the first introduction to the music. I love music and love to think of what the person was thinking and feeling when they wrote the music. It baffles my mind that someone ca.
Its meaning is still debated. It could be a symbol of the city of Fl.docxlmelaine
Its meaning is still debated. It could be a symbol of the city of Florence (and by association of the Medici's identification with the city of Florence) or it could be a metaphor for the nature of love. Choose one of these meanings and elaborate on that meaning. Be sure to talk about the story of David, how he is portrayed in the statue, its location, etc.
.
Jaffe and Jordan want to use financial planning models to prepar.docxlmelaine
Jaffe and Jordan want to use financial planning models to prepare a projected (pro forma) financial statement to determine the profitability and financial health of the business for next year, ending Dec 31, 2021. Use the pro forma financial statement below to answer the following questions:
PRO FORMA INCOME STATEMENT
($millions)
Total operating revenues
82
Less expenses
27
Less depreciation
9
Earnings before interest and taxes
46
Less interest
4
Net income before taxes
42
Less taxes @ 23.8%
10
Net income
32
PRO FORMA BALANCE SHEET
Assets:
Cash
19
Other current assets
28
Net Fixed Assets
40
Total Assets
87
Liabilities and Equities:
Accounts payable
12
Long-term debt
28
Stockholders' Equity
47
Total Liabilities & Equities
87
a. What is the
estimated profit
of the business for 2021?
b. Compute the following
profitability ratios
and explain to Jaffe and Jordan whether the business looks profitable relative to the performance of the industry.
i. Profit margin
ii. Return on assets
iii. Return on equity
iv. calculate and explain operating cash flow
The industry ratios are as follows:
Industry ratios
Profit margin
32.80%
Return on assets
34.00%
Return on equity
42.50%
c. Assuming you project a 25% increase in
operating revenue
(sales) per year what will be the anticipated operating revenue in 2022?
d. If net income is projected to increase by 20% per year, what will be the
profit margin
in 2022?
e. What will be the estimated
earnings per share
(EPS) in 2022 if 1,000,000 shares are issued?
.
Ive got this assinment due and was wondering if anyone has done any.docxlmelaine
I've got this assinment due and was wondering if anyone has done anything similar?? If so can easily change around information and will make it much easier to do it a second time round.
Please read this extremely carefully!
THIS NEEDS TO BE DONE OVER A 7-10 DAY PERIOD!!! please do not message me unless you UNDERSTAND exactly what needs to be done, and the extent of needing to bring in other scholars and research! THIS ASSIGNMENT NEEDS SOMEONE WHO'S ENGLISH IS PERFECT!! when messaging let me know what you believe needs to be done, so I can see you understand the brief. Let me know if you have any questions, I will be helping you out along the way!!
Content Analysis
Due: 11pm Friday 19 September
Weighting: 30%
This assignment assesses your ability to critique two culturally divergent global television news services by analysing their online news content.
Length: 1500 words.
Carry out a content analysis of Internet television of two reputable news organizations, one Western and one non-Western by studying elements such as language, pictures and headlines in the reporting of international events.
From the data gathered write a comparative analysis of news content focusing on the news agenda, sources and predominant news values.
Do the following:
• Over a 2-week period gather data from the website looking at the news agenda i.e. the top 5 stories covered by subject (i.e. politics, business/economics, conXict, human interest, celebrity) and geographical interest (i.e. North America, Europe, Asia, Latin America, PaciWc)
• Who are the experts quoted? (i.e. their cultural, political or social orientation) Are they from an elite or non-elite country or group?
• From what cultural/national perspectives are the stories being reported?
• Who is the target audience?
• What are the predominant news values?
Your insights and analysis should be supported by examples from the evidence gathered as well as course readings and other literature.
Attach samples of your page views as an appendix to your analysis for each website (no more than 4 pages).
Examples of global news networks your may choose:
• BBC
• Al Jazeera
• CNN
• CCTV
• France24
• Xinhua News Agency
• ABC News World
• TimesNow.tv
Submit your analysis and samples as one document to Turnitin by 11pm Friday 19 September, 2014.
Students will be assessed on their ability to:
• Clearly articulate the aim and method of their research.
• Present robust data, using evidence to build an argument.
• Draw connections from diVerent forms of evidence.
• Structure the essay in a clear, logical and engaging way.
• Provide a strong argument through interpretation of data and reference to relevant
concepts.
• EVectively integrate cited material, with complete and appropriate referencing.
• Write clearly, concisely and directly, without spelling or grammatical errors.
Unit guide ICOM201 International Television and Beyond
This Assessment Task relates to the following Learning Outcomes:
• Demonstrate unde.
It is thought that a metabolic waste product produced by a certain g.docxlmelaine
It is thought that a metabolic waste product produced by a certain group of prokaryotic organisms made possible the evolution of the eukaryotic cell. Name the metabolic waste product and the group of prokaryotic organisms that produce it. Name the metabolic reaction that leads to this waste product being produced. Discuss two ways that the build-up of this waste product helped pave the way for the evolution of higher organisms (plants and animals).
.
it is not the eassay it is about anwering the question with 2,3 pa.docxlmelaine
it is not the eassay it is about anwering the question with 2,3 paragraph.
there is 4 questions
1. Explain how imperialism has changed over time(each catagory need 1,2 sentence description )-
(1) From the early period of Spanish and Portuguese dominations
(2)Through the rise of the Atlantic system,
(3)to the New imperialism of the mid-to-late 19th century,
(4)up to the era of Neo-colonization of the late 20th and 21th century
2. What are the main characteristics of each period?
3. What changed over time?
4. What did not change?
5. In your opinion which system/era was easiest to resist and why?
Write it with easy word.
.
It is now time to select sources and take some notes. You will nee.docxlmelaine
It is now time to select sources and take some notes. You will need to use the Cornell method of note taking to complete your notes. Remember, the more detailed your notes are, the easier it will be to write your paper.
As you take notes, keep track of the sources from where you borrow ideas. Be sure you write down all of the information you will need to cite later in the Works Cited page, in
MLA format
. If you come across a source that you are not sure how to cite, please contact your instructor. Even if you write the information in your own words, it can be considered plagiarism if not cited properly.
Cornell Notes
Topic:
Page ___ of ____.
Name:
Course:
Teacher:
Date:
Main Idea:
Notes:
Summary/Questions:
.
Its a linear equations question...Neilsen Media Research surveys .docxlmelaine
It's a linear equations question...
Neilsen Media Research surveys TV-watching habits and provides a list of the 20 most-watched TV programs each week. Each rating point in the survey represents 1,102,000 households. One week "60 Minutes" had a rating of 11.0. How many households did this represent?
.
itively impact job satisfactionWeek 3 - Learning Team Paper - Due .docxlmelaine
itively impact job satisfaction
Week 3 - Learning Team Paper - Due Day 7
Learning Team Assignment:
Job Satisfaction Paper
Use
the University of Phoenix Library, and/or other resources, to conduct research concerning the concept of job satisfaction.
Prepare
a 1,050 to 1,400-word paper in which you address the following items:
Introduction and Define
job satisfaction
.
·
Explain the impact that organizational socialization has on job satisfaction.
·
Provide an example of how an organization can use organizational socialization to positively impact job satisfaction. -
·
Describe the relationship between organizational commitment and job satisfaction.
·
Provide an example of how an organization can use organizational commitment to positively impact job satisfaction.
My portion
·
Conclusion -
.
It is not an online course so i cannot share any login details. No d.docxlmelaine
It is not an online course so i cannot share any login details. No detailed instructions were given to complete this assignment. The professor indicated that he wants a 3-4 page paper with a topic of my choosing. It needs to be about civilization as a whole though. The two topics i showed to the professor that he agreed were good for the paper were the following:
Discuss the death sentence and how it has been changed over the years morally.
Discuss the use of physical torture and how it has changed over the years morally.
These papers are discussing time periods ranging from the spanish inquisition, all the way up to present day. How were these used in the past and how did our civilization change to accept it the way it is today?
.
IT Strategic Plan, Part 1Using the case provided, analyze the busi.docxlmelaine
IT Strategic Plan, Part 1
Using the case provided, analyze the business environment described to develop Part 1 of an IT Strategic Plan. Identify the business’ strategic objectives, develop an IT mission and vision for the organization, describe an appropriate governance process, and provide an inventory of the organization’s current IT projects. Your analysis will be presented in a short paper that follows the outline provided, using Microsoft Word, or in a format that can be read using MS Word.
Case Study: Wobbly Wheels (WW) Distribution Company
Overview
WW is a regional transportation and distribution company in operation for over 60 years. The company serves major cities in the Mid-Atlantic region. They are headquartered in Wilmington, Delaware and have a staff of 400 employees including truck drivers. There are 6 distribution terminals (Philadelphia PA, Baltimore MD, New York City, Washington DC, Newark NJ and Wilmington DE) for consolidating freight, and 100 delivery vehicles including 20 tractor/semi-trailer units, 40 box trucks and 40 panel vans.
The company operates in a highly competitive business environment. Growth has been stagnant because of a slow economy. John, the president of the company, would like to see growth at 5% per year. He would also like to see expenses cut by 5% to help fund new initiatives. Current revenue is about $39 million a year with profit running at 4%.
Current Business Operations
WW operates 24 hours a day, 7 days a week. Sales personnel (12 people, two per terminal) visit prospective customers to outline company capability, services provided and costs. When a customer decides to use WW they call the dispatch office with shipment information. Usually they FAX a copy of the bill (s) of lading to a terminal with information such as origin, destination, product description, weight and number of packages.
A dispatcher at a terminal makes a list of freight pickups and sends a truck to get the freight. To do this they use the routing system to determine the sequence of pickups by zip code. They use local maps within a zip code to map out the specific order of pickups since there may be several in a zip code area. They have a performance goal of 98% of freight picked up within 24 hours of availability.
A driver follows the dispatch order for pickups. Many of the drivers complain that the pickup order is not efficient. When they pick up an order they sign for receipt and either load the freight or guide the customer’s forklift operators to arrange it properly in the truck.
After freight is picked up it is brought to the terminal where it is unloaded and sorted by destination. A dispatcher then prepares a delivery ticket (again using the routing system) that is used to load a truck in the proper sequence for delivery. Some trucks take freight from one terminal to another while others make local deliveries. About half of a terminal’s space is used on any given night. Dispatchers have a goal to turn freight around.
It should be in API format.Research paper should be on Ethernet .docxlmelaine
It should be in API format.
Research paper should be on
Ethernet Networking
related to my specific subject which is
Telecommunications and networking.
It should be 17-20 pages in length. It should be a complete, polished artifact containing all of the main elements of the final product.
It should be plagiarism free.
It should contain Contexts, abstract, introduction, main body , conclusion and references. And if needed can use graphs or diagrams.
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IT Strategic Plan, Part 2Using the case provided, build on Part .docxlmelaine
IT Strategic Plan, Part 2
Using the case provided, build on Part 1 of your IT Strategic Plan, and develop Part 2. Develop IT strategies to align to the business strategies, complete a roadmap of the current IT projects, propose a new IT project to support the IT strategies, identify risks associated with the IT projects, and explain the steps required to develop a business continuity plan for the most important IT systems. Your analysis will be presented in a short paper that follows the outline provided, using Microsoft Word, or in a format that can be read using MS Word.
Case Study: Wobbly Wheels (WW) Distribution Company
Overview
WW is a regional transportation and distribution company in operation for over 60 years. The company serves major cities in the Mid-Atlantic region. They are headquartered in Wilmington, Delaware and have a staff of 400 employees including truck drivers. There are 6 distribution terminals (Philadelphia PA, Baltimore MD, New York City, Washington DC, Newark NJ and Wilmington DE) for consolidating freight, and 100 delivery vehicles including 20 tractor/semi-trailer units, 40 box trucks and 40 panel vans.
The company operates in a highly competitive business environment. Growth has been stagnant because of a slow economy. John, the president of the company, would like to see growth at 5% per year. He would also like to see expenses cut by 5% to help fund new initiatives. Current revenue is about $39 million a year with profit running at 4%.
Current Business Operations
WW operates 24 hours a day, 7 days a week. Sales personnel (12 people, two per terminal) visit prospective customers to outline company capability, services provided and costs. When a customer decides to use WW they call the dispatch office with shipment information. Usually they FAX a copy of the bill (s) of lading to a terminal with information such as origin, destination, product description, weight and number of packages.
A dispatcher at a terminal makes a list of freight pickups and sends a truck to get the freight. To do this they use the routing system to determine the sequence of pickups by zip code. They use local maps within a zip code to map out the specific order of pickups since there may be several in a zip code area. They have a performance goal of 98% of freight picked up within 24 hours of availability.
A driver follows the dispatch order for pickups. Many of the drivers complain that the pickup order is not efficient. When they pick up an order they sign for receipt and either load the freight or guide the customer’s forklift operators to arrange it properly in the truck.
After freight is picked up it is brought to the terminal where it is unloaded and sorted by destination. A dispatcher then prepares a delivery ticket (again using the routing system) that is used to load a truck in the proper sequence for delivery. Some trucks take freight from one terminal to another while others make local deliveries. About half of a terminal’s sp.
It seems most everything we buy these days has the label made in Ch.docxlmelaine
It seems most everything we buy these days has the label “made in China”. China has become the second largest world economy, and one of the fastest growing in the world. Discuss the factors that have allowed China to become such a large economy, and the challenges China is likely to face in the near future.
250 words and cited with in .
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
First Year Politics Course PO51009DUK and European Compa.docx
1. First Year Politics Course PO51009D
UK and European Comparative Governance and Politics Module
Guide
2017-2018
1
Unit Description
This unit introduces students to the comparative approach to
politics and government, in addition to establishing a
foundation for the understanding of the politics and governance
of three key European states: the UK, Germany, and Italy. The
first half of the unit is focused on the UK, while the second half
concentrates on the other two countries at the unit’s core. Some
reference will be made in both parts of the course to the politics
of the European Union and the Cold War. Students will not only
build an essential foundation for studying the politics of the
UK/EU polity in which we live, but will also develop their
knowledge of the use of comparative methods for the study of
2. politics.
Teaching arrangements
Lectures and seminars
The lectures are held in both the Spring and Autumn term at
9am on Fridays.
Seminar attendance is compulsory. You can check which
module you have been assigned to on-line at:
https://mytimetable.gold.ac.uk/SWS/2016-17/login.aspx
Feedback / Office hours
All the staff teaching on this module have regular office hours
in term time. You are welcome to talk to us about any aspect of
the module. Our office hours are on the VLe.
Aims and Learning Outcomes
Aims
The aims of this unit are to:
· introduce the politics and governance of the UK, Germany,
and Italy since 1945
· familiarise students with the comparative method in political
science
Learning outcomes
After completing this unit, students will be able to:
· demonstrate foundation knowledge and understanding of the
political systems of the UK, Germany, and Italy
· demonstrate foundation knowledge and understanding of the
3. political history of the European Union and the Cold War
· show familiarity with a range of secondary source materials
Advice
Please see the unit lecturers/tutors if you have any problems or
just want a chat about the unit – we are really happy to see
people! Details of when, where and how to get hold of us are on
the first page.
Assessment
This course is assessed by two coursework essays of 2,000-
2,500 words, each worth 50% of the total. Details of the
arrangements for the submission of the coursework essays can
be found in the Student Handbook. Students may be required to
give short presentations in the seminars, depending on the
seminar tutor.
Virtual Learning Environment (VLE)
This unit has a site on the college’s Virtual Learning
Environment which contains:
· PowerPoint lecture slides (posted on the VLE before the
lecture to aid note- taking)
· Facts and figures on general election results, major office
holders and party leaders, that you will find a useful resource
for the course.
There is also a Politics Virtual Office on the VLE which
contains material such as citations guides so that your essays
are properly referenced.
Reading
The lecture programme can only offer a number of angles on
what is a wide-ranging subject area. It is therefore very
important that students read as widely as possible. There are
plenty of sources of information for this course. For the first
half of the course, students may find it useful to look at:
4. · R. Grayson, British Politics: a beginner’s guide, One World,
2010
· R. Leach et al, British Politics, Palgrave, 2011
· R. Heffernan et al., (eds), Developments in British Politics 10,
Palgrave, 2016. For the second half of the unit, students are
recommended to purchase the following:
· D. P. Conradt, The German Polity (Houghton, Mifflin,
Harcourt, 9th edn., 2009 (previous editions by Longman)
· G.K .Roberts, German Politics Today. 3rd Edition (Manchester
University Press, 2016)
· John Foot, Modern Italy, Second Edition (Palgrave Macmillan,
2014)
· James L. Newell, The Politics of Italy, (CUP, 2010)
Useful comparative analyses of the whole unit are:
· Y. Mény and A. Knapp, Government and Politics in Western
Europe: Britain, France,
Italy, Germany (Oxford University Press, 1998).
· M. M. L. Crepaz and J. Steiner, European Democracies,
(Longman, London, Sixth Edition, 2009).
And good historical overviews of Europe since 1945 are:
· Tom Buchanan, Europe’s Troubled Peace 1945-2000,
Blackwell, 2012 (second edition).
· Tony Judt, Postwar. A History of Europe since 1945, William
Heinemann, 2005.
Lecture Topics
Part 1: Britain and the EU
1. Introduction: the study of British politics
2. Building post-war Britain 1: from war to welfare, 1939-51
3. Building post-war Britain 2: ‘consensus’ to crisis, circa
1951-1979
4. Building post-war Britain 3: Thatcherism, 1979-97
5. 5. Britain since Thatcher: from New Labour to the Coalition,
1997-
Reading week
6. ‘The Westminster Model’ and its decline
7. Parties and voting
8. Theories of representation: Women and ethnic minorities in
British Politics
9. Participation, pressure groups and social movements
10. Britain in the world
Part 2: Germany and Italy
11. Building post-war democracies 1: Fascism and Nazism
12. Building post-war democracies 2: Germany and Italy, 1945-
55
13. Building post-war democracies 3: European integration and
consolidation of democracy 1955-90
14. Germany and Italy, 1989-2014
15. Comparative institutions and constitutions
Reading week
16. Comparative governments
17. Comparative political cultures
18. Comparative parties and party systems
19. German Federalism vs Italian Regionalism
20. Comparative social movements
Seminars
Attendance in seminars is compulsory. The seminars enable
students to discuss the topics covered in the lectures and give
short presentations if required by the seminar tutor. Where short
presentations are required, questions and suggested reading can
be found on the VLE.
Essay Questions
Each essay contributes 50% to your overall assessment. Do not
write your name on it, only your student number.
Essays should include a full bibliography of works consulted or
6. referred to in the essay. Reference should be in either the
Harvard or MHRA format – both of which are available in the
‘Citations’ section of the Politics Virtual Office on the VLE.
Works
should be placed in alphabetical order and give details of
author(s), title, publisher and date of publication. You must also
cite your sources and ensure that any quotations are referenced
by page location. Essays must be expressed in your own words
and incorporate your own ideas. Plagiarism - the presentation of
another person's thoughts or words as your own - must be
avoided. You should consult the section on assessed coursework
in the Student Handbook for further guidance.
Essay questions are available on the VLE
Lecture Programme & Reading List
PART ONE: THE UK
1. Introduction: the study of British politics
No seminar reading
If you have time, and especially if you are unfamiliar with
British politics, it would be worth reading a good overview,
such as Richard Grayson’s, British Politics: a beginner’s guide,
One World, 2010.
2. Building post-war Britain 1: from war to welfare, 1939-51
Seminar Reading
Kevin Jeffreys, ‘Rebuilding Post-war Britain: Conflicting Views
of the Attlee Governments, 1945-51’, new perspective, 3(3),
March 1998. Available at
<http://www.users.globalnet.co.uk/~semp/conflict.htm>
7. Further reading
Paul Addison, The Road to 1945 (1994).
Brian Brivati & Harriet Jones eds., What Difference did the War
Make? (1993). Angus Calder, The People’s War (1992).
Peter Hennessy, Never Again: Britain, 1945-1951 (1992).
Kevin Jefferys, The Churchill Coalition and Wartime Politics,
1940-45 (1991). B Jones et al., Politics UK, 7th edn, Ch. 2
R Leach, et al, British Politics 2nd edn., Ch. 2
Kenneth O. Morgan, Britain since 1945: The People’s Peace
(2001), Chapters 1-3
3. Building post-war Britain 2: consensus to crisis? circa 1951-
1979
Seminar reading
Dennis Kavanagh, ‘The Postwar Consensus’, Twentieth Century
British History, 3(2), 1992
Further reading
Anthony Butler, ‘The End of the Post-war Consensus:
Reflections on Scholarly Uses of Political Rhetoric’, Political
Quarterly, 64(4), 1993
Colin Hay, ‘The Winter of Discontent Thirty Years On’, The
Political Quarterly, 80(4), October-December 2009
Kevin Hickson, ‘The Postwar Consensus Revisited’, Political
Quarterly, 75(2), 2004 Kenneth O. Morgan, Britain since 1945:
The People’s Peace (2001), Chapters 4-8. David Dutton, British
Politics Since 1945: The Rise and Fall of Consensus (1991).
Harriet Jones & Michael Kandiah eds., The Myth of Consensus:
New Views on British History, 1945-64 (1996).
R Leach, et al, British Politics 2nd edn., Ch. 2
David Marquand & Anthony Seldon eds., The Ideas that Shaped
Post-war Britain (1996).
H. Pemberton and L. Black., ‘The Winter of Discontent in
British Politics’, British Academy Review, 13, June 2009.
Available at:
<http://www.britac.ac.uk/pubs/review/13/index.cfm>
8. 4. Building post-war Britain 3: Thatcherism, 1979-97
Seminar reading
Daniel Wincott, ‘Thatcher: Ideological or Pragmatic’,
Contemporary Record, 4(2), November 1990
Further reading
Andrew Gamble, Britain in Decline (1990).
Andrew Gamble, The Free Economy and the Strong State
(1988). Ian Gilmour, Dancing with Dogma: Britain under
Thatcherism (1993). Stuart Hall & Martin Jacques, New Times
(1989).
Dennis Kavanagh & Anthony Seldon eds., The Thatcher Effect
(1989
Peter Kellner, ‘Why the Tories were Trounced’, Parliamentary
Affairs 50, 4 (1997), pp.
616-630.
R Leach, et al, British Politics 2nd edn., Ch. 2 and 21
Margaret Thatcher The Downing Street Years and The Path to
Power (1993 & 1995). Hugo Young, One of Us: A Biography of
Margaret Thatcher (1993).
5. Britain since Thatcher: from New Labour to the Coalition,
1997-
Seminar reading
Andrew Chadwick & Richard Heffernan, The New Labour
Reader (2003), Introduction
Further reading: New Labour
Andrew Chadwick & Richard Heffernan, The New Labour
Reader (2003).
John Callaghan, Steven Fielding & Steve Ludlam eds.,
Interpreting the Labour Party: approaches to Labour politics and
history (2003)
James Cronin, New Labour’s Pasts (2004).
Anthony Giddens, The Third Way: The Renewal of Social
9. Democracy (1998).
Philip Gould, The Unfinished Revolution: How Modernisers
saved the Labour Party
(1999).
Richard Heffernan, New Labour and Thatcherism: Political
Change in Britain (2001). B Jones et al., Politics UK, 7th edn.,
Appendix
Simon Jenkins, Thatcher and Sons: A Revolution in Three Acts
(2007).
Further reading: the Coalition
Tim Bale, The Conservative Party from Thatcher to Cameron
(Updated and Revised Paperback) (Cambridge: Polity Press)
(2011)
Andrew Denham, Peter Dorey, Mark Garnett (eds.) From Crisis
to Coalition: The Conservative Party, 1997-2010 (2011)
Simon Griffiths, ‘What was Progressive in Progressive
Conservatism?’, Political Studies Review (January 2014)
Richard Hayton, Reconstructing Conservatism, (MUP), 2013
R. Heffernan et al. (eds.), Developments in British Politics 9,
2011, Introduction Heppell, T. and Seawright, D. (eds.), (2012)
Cameron and the Conservatives: The Transition to Coalition
Government (Basingstoke: Palgrave).
Simon Lee and Matt Beech (eds.), The Conservatives under
David Cameron: Built to Last? (Basingstoke: Palgrave
Macmillan), 2009
Simon Lee and Matt Beech, The Cameron-Clegg Government:
Coalition politics in an age of austerity (Basingstoke: Palgrave
Macmillan), 2011
Donald Sassoon, ‘European Social Democracy and New
Labour: Unity in Diversity?’,
Political Quarterly, 70, s1 (1999), pp. 19-36.
6. The Westminster Model and its decline
Seminar Reading
Dunleavy, Patrick (2006) The Westminster model and the
distinctiveness of British politics. In: Dunleavy, Patrick, Hay,
10. C.,Heffernan, R. and Cowley, P., (eds.), Developments in
British politics 8. Palgrave Macmillan, Basingstoke, UK, pp.
315-341.
Further reading
R Brazier, Reshaping the British Political System 2008
V Bogdanor, The Coalition and the Constitution, Hart, 2011, ch.
7
P. Dorey, Policy Making in Britain: An introduction, Sage, 2014
(second edition), ch. 6 J Mitchell, 'The Westminster Model and
the state of the unions', Parliamentary Affairs
63 (1), 2010, pp. 85-8.
M Flinders, ‘The Half-hearted Constitutional Revolution’, in
Patrick Dunleavy et al (eds.),
Developments in British Politics 8, 2006
A Gamble, 'Remaking the Constitution', in P Dunleavy et al
(eds), Developments in British Politics 7.
David Judge, Political Institutions in the United Kingdom, Ch. 1
& pp. 24-32. D Kavanagh et al., British Politics, Ch. 3.
R Leach, B Coxall & L Robins, British Politics 2nd edn., Ch.
18.
Michael Moran, Politics and Governance in the UK 2nd edn.,
Ch. 6,9. D Oliver, Constitutional Reform in the United
Kingdom, Chs.1, 2 & 3.
D. Richards, ‘Changing patterns of executive governance’, in R.
Heffernan et al. (eds.),
Developments in British Politics 9, 2011
R.A.W. Rhodes, Understanding Governance.
R.A.W. Rhodes and Mark Bevir, Interpreting British
Governance.
D Richards & M J Smith, Governance and Public Policy in the
UK, pp.4 & 47-9.
M Russell, ‘Constitutional politics’, in R. Heffernan et al.,
(eds.), Developments in British Politics 9.
Various authors, ‘Special issue: Constitutional Affairs in
Parliamentary Affairs 62, 4, 2009
11. 10
7. Elections and voting: who do we vote for and why?
Seminar reading
D Denver, ‘Elections and Voting’, in R. Heffernan et al., (eds.),
Developments in British Politics 9, Palgrave Macmillan 2011
Further reading
J Bartle and S Laycock, ‘Elections and Voting’, in Patrick
Dunleavy et al (eds.),
Developments in British Politics 8, Palgrave Macmillan, 2006
H Clarke, D Sanders, M Stewart, and P Whiteley, Performance
Politics and the British Voter, 2009
D Denver, 'The results: How Britain voted', Parliamentary
Affairs 63 (4), 2010, pp. 588- 606
D Denver, Elections and Voters in Britain, Palgrave Macmillan,
2003, pp. 18-25.
G Evans and P Norris (eds.), Critical Elections: British Parties
and Voters in Long-Term Perspectives 1999
B Jones et al., Politics UK, 7th edn, 2010, 6-11 & 21.
Dennis Kavanagh and Philip Cowley, The British General
Election of 2010 (Palgrave, 2010)
D Kavanagh et al., British Politics, Ch.20
R. Leach et al, British Politics, Ch 5
12
8. Theories of representation: Women and ethnic minorities in
British Politics
Seminar reading
R Campbell et al. (2010) 'Do women need women
representatives?', British Journal of Political Science 40, pp.
171-94.
Further reading
V Bryson, Feminist Debates, Palgrave Macmillan, 1999
12. R Campbell, “The Politics of Diversity” in R. Heffernan et al.,
(eds.), Developments in British Politics 9
S Childs, J Lovenduski & R Campbell, Women at the Top,
Chapters 2 & 3, 2005 Hansard Society, Changing Numbers,
Changing Politics?, 2005. Available at:
<http://www.hansardsociety.org.uk/blogs/downloads/archive/20
07/08/23/Wo men-at-the-Top-2005.aspx>
R Leach et al., British Politics, 2nd edn. 2011, Ch. 22. J
Lovenduski, Feminizing Politics, Polity Press, 2005
J Mansbridge, Should Blacks Represent Blacks and Women
Represent Women? A Contingent "Yes". The Journal of Politics,
61 (3), 1999, pp. 628-657
A Philips, The Politics of Presence, Clarendon Press, 1995
HF Pitkin, The Concept of Representation, University of
California Press, 1967 B Sones, M Moran & J Lovenduski,
Women in Parliament, The New Suffragettes, Politicos, 2005
W Stokes, Women in Contemporary Politics, Polity Press, 2005
9. Participation, pressure groups and social movements
Seminar reading:
W Grant, ‘Pressure politics: A politics of collective
consumption?’ Parliamentary Affairs 58 (2), pp. 366-79
Recommended reading
T Bentley, Everyday Democracy, Demos, 2005. Available at:
<http://www.demos.co.uk/files/everydaydemocracy.pdf> I
Budge et al., The New British Politics, 4th edn, Chs. 13, 17 &
18.
R Heffernan, ‘Pressure group politics’, in R. Heffernan et al.,
(eds.), Developments in British Politics 9.
B Jones et al., Politics UK, 7th edn., Chapters 9, 10 & 11. R
Leach et al., British Politics, 2nd edn. 2011, Ch. 8.
M Moran, Politics and Governance in the UK, 2nd ed. 2011, Ch.
8. W Grant, Pressure Groups and British Politics.
G Jordan, 'Politics without parties: a growing trend?',
Parliamentary Affairs, July 1998. The Power Commission,
13. Power to the People: The Report of Power: An Independent
Inquiry into Britain’s Democracy, The POWER Inquiry, 2006.
Available at:
<http://makeitanissue.org.uk/devlog/2007/01/the_power_commi
ssion_was_est ab.php>
G Stoker, Why Politics Matters, Palgrave Macmillan 2006
G Stoker, “Anti-Politics in Britain” in R. Heffernan et al.,
(eds.), Developments in British Politics 9
Unlock Democracy, Taking the Initiative: The Case for Citizen-
Led Decision Making, 2007.
Available at: <http://www.unlockdemocracy.org.uk/wp-
content/uploads/2007/08/text.pdf>
10. Britain in the world: Empire, Europe and globalization
Seminar reading:
Michael Moran, Politics and Governance in the UK (2015), Ch.
11
Recommended reading
I. Bache & Andrew Jordan eds., The Europeanization of British
Politics (2006).
T. Buchanan, Europe’s Troubled Peace 1945-2000, Blackwell,
2012 (second edition).
P. Dorey, Policy Making in Britain: An introduction, Sage, 2014
(second edition), ch. 7 B Jones et al., Politics UK, 7th edn.,
Chapter 2, 25 and 27
A. Gamble, “And Another Thing ... The Legacy of Empire” in B
Jones et al., Politics UK, 7th edn
A. Gamble, “Britain in the World” in R. Heffernan et al. (eds.),
Developments in British Politics 9, 2011
T. Judt, Postwar. A History of Europe since 1945, William
Heinemann, 2005. D Kavanagh et al., British Politics, chs. 6-9
and 31
R. Leach et al., British Politics, chs. 15 and 24
N. Rees, “European Integration and the European Union” in B
Jones et al., Politics UK, 7th edn., Ch. 27
14. L. Thorlakson, “Britain’s Place in the European Union” in in R.
Heffernan et al. (eds.),
Developments in British Politics 9, 2011
PART TWO: GERMANY AND ITALY
11. Building post-war democracies 1: Fascism and Nazism
Recommended reading
D. P. Conradt, The German Polity, Longman, 2009, pp. 1-16.
G. K. Roberts, German Politics Today, MUP, 2016, pp. 1-23.
James L. Newell, The Politics of Italy. Governance in a Normal
Country, CUP, 2010. pp. 9- 46.
Further reading
D. Sassoon, Contemporary Italy. Introduction and chs 1-4, 5, 8
Martin Bull and James Newell, Italian Politics: Adjustment
under Duress, London: Polity, 2005, Chs 1 & 2
M. Fulbrook (ed.), German History since 1800, Arnold, 1997,
Chs. 8-15; 16-17.
J. Stephenson, ‘The rise of the Nazis: Sonderweg or spanner in
the works?’, in M. Fulbrook (ed.), German History since 1800,
Arnold, 1997, pp. 318-65.
G. Martel (ed.), Modern Germany Reconsidered 1870 –1945,
Chs. 1, 2, 6, 9, 10, 12.
M. Roseman, ‘National Socialism and modernisation’, in R.
Bessel (ed.), Fascist Italy and Nazi Germany, Cambridge
University Press, 1996, pp. 197-229.
G. Smith, Democracy in Western Germany, Dartmouth, 1990,
pp. 1-43.
M. Fulbrook, Germany 1918-1990. The Divided Nation,
Fontana, London 1991, pp. 129- 348.
Carl Levy, 'From Fascism to “Post-Fascists”: Italian Roads to
Modernity', in R. Bessel (ed.), Fascist Italy and Nazi Germany:
Comparisons and Contrasts, CUP, 1996, pp. 165-196.
R. Absalom, Italy since 1800. A Nation in the Balance?
Longman, 1995. Chs 1-7, 12
15. M. Clark, Modern Italy, 1871-1995. 2nd Edn. Longman, 1996.
Parts 1-4
G. Nowell-Smith, ‘Italy: Tradition, Backwardness and
Modernity’ in Z. G. Barański and R. Lumley (eds), Culture and
Conflict in Postwar Italy, Macmillan, 1990.
Koff & Koff, Italy: From the First to the Second Republic.
Routledge, 2000. Ch. 3
P. O’Dochartaigh, Germany since 1945, Palgrave Macmillan,
2004, pp. 1-36.
12. Building post-war democracies 2: Germany and Italy 1945-
55
Recommended reading
M. Roseman, ‘Division and stability: the Federal Republic of
Germany, 1949-1989’, in M. Fulbrook (ed.), German History
since 1800, Arnold, 1997, pp. 365-90.
G. K. Roberts, German Politics Today, 2016, pp. 36-51.
Klaus Larres and Panikos Panayi (eds.), The Federal Republic
of Germany since 1949, Longman, London, 1996, pp. 3-34; 74-
168.
Paul Ginsborg, A Contemporary History of Italy. Society and
Politics 1943-1988, Penguin, 1990, Chapters 3-6.
H. Partridge, Italian Politics Today. Manchester UP, 1998. Ch.
1, 6, 7, 8
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. pp. 255-267.
13. Building post-war democracies 3: European integration and
consolidation ofdemocracy 1955-90
Recommended Reading
D. P. Conradt, The German Polity, 2009, pp. 17-40.
Geoffrey K. Roberts, German Politics Today, mUP, 2016, pp. 1-
23.
16. P. McCarthy, The Crisis of the Italian State. From the Origins
of the Cold War to the Fall of Berlusconi. Macmillan, 1995.
Esp. chs 1, 2, 8
C. Duggan, ‘Italy in the Cold War Years and the Legacy of
Fascism’ in C. Duggan and C. Wagstaff (eds), Italy in the Cold
War. Politics, Culture & Society, 1948-58. Berg, 1995.
D. W. Ellwood, ‘Italy, Europe and the Cold War: The Politics
and Economics of Limited Sovereignty’ in C. Duggan and C.
Wagstaff (eds), Italy in the Cold War. Politics, Culture &
Society, 1948-58. Berg, 1995.
Paul Ginsborg, A Contemporary History of Italy. Society and
Politics 1943-1988, Penguin, 1990, chapters, 7-11.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, pp. 268-308.
G. J. Glaessner German Democracy, pp.43-64.
Further reading
G J Glaessner, Germany Democracy, Berg, 2005, pp.1-10
M. Fulbrook (ed.), German History since 1800, Arnold, 1997,
pp. 365- 476.
P. Pulzer, ‘Model or Exception - Germany as a Normal State?’,
in Gordon Smith et.al. (eds.), Developments in German Politics
2, Macmillan, 1996, pp. 303-16.
G. Smith et al. (eds.), Developments in German Politics 2,
Macmillan, 1996, pp. 194-232.
K. Larres and P. Panayi (eds.)., The Federal Republic of
Germany since 1949, Longman, 1996, pp. 191-208.
P. Ginsborg 'Explaining Italy's crisis' in S. Gundle & S. Parker
(eds), The New Italian Republic. Routledge, 1996, pp.19-39.
D. Sassoon, Contemporary Italy. 2nd Edn. Longman, 1997. Ch.
5
Martin Bull and James Newell, Italian Politics: Adjustment
under Duress, London: Polity, 2005, Ch 1
R. Absalom, Italy since 1800. A Nation in the Balance?
Longman, 1995. Ch. 12
M. Clark, Modern Italy, 1871-1995. 2nd Edn. Longman, 1996.
Part 4: ch. 20
17. S. Gundle & S. Parker (eds), The New Italian Republic: From
the Fall of the Berlin Wall to Berlusconi. Routledge, 1996.
P. McCarthy, The Crisis of the Italian State. From the Origins
of the Cold War to the Fall of Berlusconi. Macmillan, 1995. Ch.
8
H. Partridge, Italian Politics Today. Manchester UP, 1998. Ch.
8
Anna Cento Bull and Adalgisa Giorgio (eds.), Speaking Out and
Silencing. Culture, Society and Politics in Italy in the 1970s,
Legenda, London, 2006.
14. Germany and Italy, 1989-2016
Recommended Reading
Tom Buchanan, Europe’s Troubled Peace 1945-1950,
(Blackwell, 2012), Chapter 11, 12. Tony Judt, Postwar. A
History of Europe since 1945 (William Hennemann 2005).
C. Levy, 'Racism, Immigration and New Identities in Italy', in
A. Mammone, E. G. Parini and G. A. Veltri (eds.), The
Routledge Handbook of Contemporary Italy. History, politics,
society, Routledge, 2015, pp. 49-63.
Special Section; The State of Italy- A Conference held at the
Watson Institute for International Studies 29-30 October 2013,
Brown University’, Journal of Modern Italy, 19, 4, 2014, pp.
375-423.
A. Mammone and Giuseppe A. Veltri (eds.), Italy Today. The
Sick Man of Europe, Routledge, 2010.
A. Mammone, Ercole Giap Parini, and Giuseppe A. Veltri
(eds.), The Routledge Handbook of Contemporary Italy.
History. Politics, Society, Routledge, 2015.
John Foot, Modern Italy, Second Edition, Palgrave Macmillan,
2014, pp. 235-247. James L. Newell, The Politics of Italy, CUP,
2010, Chap 1.
David P. Conradt, The German Polity, Houghton Mifflin
Harcourt, 2009, Chap. 2.
J. K. Anderson, ‘Modell Deutschland: from the Bonn to the
18. Berlin Republic’, in S. Colvin and M. Taplin (eds), The
Routledge Handbook of German Politics & Culture, Routledge,
2015 pp. 71-84.
M. Cotta & L. Verzichelli, Political Institutions in Italy, OUP,
2007, pp. 255-261.
G. Roberts, German Politics Today, MUP, 2016, Chapters 2, 10-
11.
S. Green et .al., The Politics of the New Germany, Routledge,
2007.
P. O)’ Dochartaigh, Germany since 1945, Plagrave Macmillan,
2004, pp. 178-257.
M. G. Schmidt, Political Institutions in the Federal Republic of
Germany, OUP, 2007, Chapters 6-7.
D. Conradt, The German Polity, Longman, 2009, Chapters 7-9.
James L .Newell, The Politics of Italy, CUP, 2010, Chapters 2-
4.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. 309-340.
15. Comparative Institutions and Constitutions
Recommended Reading
Conradt, The German Polity, Longman, 2009, Chapters 7-9.
G. K. Roberts, German Politics Today, 2016, Chapters 3, 7-8.
James L. Newell, The Politics of Italy, CUP, 2010, Chapters 2-
4. John Foot, Modern Italy, Second Edition, Chapter 2.
Ercole Giap Parini, and Giuseppe A. Veltri (eds.), The
Routledge Handbook of Contemporary Italy, Routledge,
Chapters 8, 18.
Eric Langenbacher, ‘The Political and Constitutional Order’, S.
Colvin and M. Taplin (eds.), The Routledge Handbook of
German Politics & Culture, Routledge, 2015, pp. 87-104.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, pp. 71-131.
19. Further Reading
M. G. Schmidt, Political Institutions in the Federal Republic of
Germany OUP, 2003, Chapters 2-4.
G. K. Roberts, German Politics Today, Manchester University
Press, 2009. Chapters 3-7.
K. H. Goetz 'Government at the Centre' in S Padgett et al. (eds)
Developments in German Politics 3, 2003, pp. 17-37
D. Sassoon, Contemporary Italy. 2nd Edn. Longman, 1997. Ch.
11 and Ch. 12
R. J. Dalton, Politics in Germany, Harper Collins, 1993, second
edition, pp. 349-53.
G. J. Glaessner German Democracy, Berg, 2005, ch.5
W. E. Paterson and D. Southern, Governing Germany,
Blackwell, 1991, chs 3 & 6.
G. Smith et. al. (ed.), Developments in German Politics 2,
Macmillan, 1996, chs. 2 & 7.
G. Smith, Democracy in Western Germany, Dartmouth, 1986,
ch. 2.
D. Hine, Governing Italy, Oxford UP, 1993, Ch. 5 and 6
P. Furlong, Modern Italy: Representation and Reform.
Routledge, 1994. Ch. 3-6
H. Partridge, Italian Politics Today. Manchester UP, 1998. Ch.
2 and 4
C. Levy, Italian Regionalism: History, Identity and Politics,
Berg, 1996.
Martin Bull and James Newell, Italian Politics: Adjustment
under Duress, London: Polity, 2005, Chs 3-6.
M. Cotta & L. Verzichelli, Political Institutions in Italy, OUP,
2007, pp. Chapters, 4-6, 8.
16. Comparative Governments
Recommended Reading
D. P. Conradt, The German Polity, Houghton Miflin Harcourt,
2009, Chapters 7-9.
G. K. Roberts, German Politics Today, MUP, 2016, Chapters
3, 7-8.
20. James L. Newell, The Politics of Italy, CUP. 2010, Chapters 2-
4.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. 71-131.
Further reading
M. G. Schmidt, Political Institutions in the Federal Republic of
Germany, OUP. 2007, Chapters 2-4,
K. H. Goetz 'Government at the Centre' in S Padgett et al. (eds)
Developments in German Politics 3, 2003, pp. 17-37
G. K. Roberts, German Politics Today, Manchester University
Press, 2009, pp. Chapters 3-8.
G. Andrews Not a normal country: Italy after Berlusconi, Pluto
Press, 2005, pp.17-40
P. Ginsborg Silvio Berlusconi, Verso, 2004, chapter 5
C. Clemens and W. Paterson, The Kohl Chancellorship, Frank
Cass, 1998
W. E. Paterson and D. Southern, Governing Germany,
Blackwell, ch. 7.
G. Smith, Democracy in Western Germany, Dartmouth, 1990,
ch. 2.
G. Smith “The Resources of a German Chancellor”, West
European Politics, vol. 14, no. 2, 1991
J. Foot Modern Italy Palgrave, 2003, 164-173
P. Furlong, Modern Italy: Representation and Reform.
Routledge, 1994. Ch. 5
P. Ginsborg ‘The ambitions of Silvio B’ New Left Review 21,
2003, pp.21-64
D. Hine, Governing Italy, Oxford UP, 1993, Ch. 7
H. Partridge, Italian Politics Today. Manchester UP, 1998. Ch.
2
Martin Bull and James Newell, Italian Politics: Adjustment
under Duress, London: Polity, 2005, Chs 3-6.
M. Cotta & L. Verzichelli, Political Institutions in Italy, OUP,
2007, 4-6, 8.
21. 20
17. Comparative political cultures
Recommended Reading
D. P. Conradt, The German Polity, Houghton Mifflin Harcourt,
2009, Chapter 4.
G. K. Roberts, German Politics Today, MUP, 2016, Chapter 3.
John Foot, Modern Italy (Second Edition), Palgrave Macmillan,
2014, pp. 39-46; 180-196. James L. Newell, The Politics of
Italy, CUP, 2010, Chapter 5.
Sarah Colvin and Mark Taplin (eds.), The Routledge Handbook
of German Politics & Culture, Routledge, 2015, pp. 147-162;
181-197; 230-249.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. 3-70; pp. 409-
464;pp. 608-644; pp. 668- 684
Further Reading
D.P. Conradt (1989), ‘Changing German political culture’ in G.
A. Almond and S. Verba (eds.), The Civic Culture Revisited,
Newbury Park: Sage, pp. 212-72.
J. Kocka, ‘The difficult rise of civil society: societal history of
modern Germany’, in M. Fulbrook (ed.), German History since
1800, Arnold, 1997, pp. 493-511.
P.H, Merkl, ‘A New German Identity’ in G. Smith et. al (eds.),
Developments in German Politics, Macmillan, 1992, pp. 327-48.
R. J. Dalton, Politics in Germany, HarperCollins, 1993, pp. 107-
200.
John Dickie, ‘Imagined Italies’, in D. Forgacs and R. Lumley
(eds.), Italian Cultural Studies: An Introduction, Oxford
University Press, 1996.
P. Ginsborg, ‘The political culture of Italy’, Modern Italy, 1,1,
pp. 3-17.
R. D. Putnam, (1993), Making Democracy Work. Civic
Traditions in Modern Italy, Princeton University Press.
S. Green, The Politics of Exclusion: Immigration, Residence
and Citizenship Policy in Germany, 1955-2002, Manchester
22. University Press, 2003.
E. Nathans, The Politics of Citizenship in Germany, Berg, 2004,
pp. 235-264.
M. Minkenberg, ‘The politics of citizenship in the new
republic’, West European Politics, 26:4, 2003, pp. 219-240.
S. Green et. al, The Politics of the New Germany, Routledge,
Chapter 6.
K. Calavita, Immigrants at the Margins: Law, Race and
Exclusion in Southern Europe, CUP, 2005.
‘Italy’s “Second-Generations’: The Sons and Daughter of
Migrations, Bulletin of Italian Politics, Vol. 2, No. 1, 2010, pp.
5-120, http://www.gla.ac.uk/bip
22
18. Comparative parties and party systems
Recommended Reading
D. P. Conradt, The German Polity, Houghton Mifflin Harcourt,
2009, Chapters 5, 6.
G. K. Roberts, German Politics Today, MUP. 2016, Chapters
4, 5.
John Foot, Modern Italy, Second Edition, Palgrave Macmillan,
2014, pp. 197-247.
James L. Newell, The Politics of Italy, CUP, 2010, Chapters 5,
7.
Andrea Mammone, Ercole Giap Parini, and Giuseppe A. Parini
(eds.), The Routledge Handbook of Contemporary Italy,
Routledge, 2015, Chapter 13-17.
Sara Colvin and Mark Taplin (eds.), The Routledge Handbook
of German Politics & Culture, Routledge, pp. 105-118.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. 173-254.
Further reading
Martin Bull and James Newell, Italian Politics: Adjustment
under Duress, London: Polity, 2005, Ch 3.
23. M. G. Schmidt, Political Institutions in the Federal Republic of
Germany, OUP. 2007, Ch. 5.
G. K. Roberts, German Politics Today, Manchester University
Press, 2000, pp. 80-9.
G. Smith 'The “New Model” Party System' in S Padgett et al.
(eds) Developments in German Politics 3, 2003, pp. 82-100
D. Sassoon, Contemporary Italy. 2nd Edn. Longman, 1997. Ch.
14
G. J. Glaessner Germany Democracy, Berg, 2005, pp.101-122
P. Pulzer, ‘Political Ideology’, in G. Smith et.al. (eds.),
Developments in German Politics, Macmillan, 1992, pp. 303-26.
G. Smith, Democracy in Western Germany, Dartmouth, 1990,
chs. 3 &5.
W. E. Paterson and D. Southern, Governing Germany,
Blackwell, 1991, ch. 7.
R. J. Dalton, Politics in Germany, HarperCollins, 1993, second
edition, pp. 278-326.
G. Braunthal, Parties and Politics in Modern Germany,
Westview, 1996.
D. Hine, Governing Italy, Oxford UP, 1993, Ch. 3.
S. Gundle & S. Parker (eds), The New Italian Republic.
Routledge, 1996. Parts II and III
P. Allum, ‘The Changing Face of Christian Democracy’, in C.
Duggan and C. Wagstaff (eds), Italy in the Cold War. Politics,
Culture & Society, 1948-58. Berg, 1995.
C. Shore, Italian Communism. Pluto, 1990.
H. Partridge, Italian Politics Today. Manchester UP, 1998. Chs
4, 5 and 8
S. Waters, '”Tangentopoli” and the Emergence of a New
Political Order in Italy', West European Politics, (1994), vol.
17, no. 1: 169-82.
V. Bufacchi & S. Burgess, Italy Since 1989: events and
interpretations, Macmillan, 1998
West European Politics, vol. 20, no. 1 (1997) Crisis and
Transition in Italian Politics.
Special Issue.
24. M. Cotta & L. Verzichelli, Political Institutions in Italy, OUP,
2007, Chapters 1-3.
Journal of Modern Italian Studies, ‘Mapping Contemporary
Catholic Politics, Vol. 21, No. 3, 2016, pp. 399-510.
19. German Federalism and Italian Regionalism
Recommended Reading
D. P. Conradt, The German Polity, Ninth Edition, Houghton
Mifflin Harcourt, 2009, Ch. 9.
G. K. Roberts, German Politics Today, MUP. 2016, Chapter 6.
James L. Newell, The Politics of Italy, CUP, 2010, Chapter 3.
Further Reading
John Foot, Modern Italy, Second Edition, Palgrave Macmillan,
2014, pp. 60-62; 123-128. Plus: the further readings in Lecture
15.
20. Comparative social movements
Recommended Reading
D. Della Porta, Social movements, political violence and the
state: a comparative analysis of Italy and Germany, Cambridge,
1995, pp. 25-47
James L. Newell, The Politics of Italy, CUP. 2010, Ch. 6.
D. P. Conradt, The German Polity, 2009, Chapters 4 & 5
Andrea Mammone, Ercole Giap Parini, and Giuseppe A. Veltri
(eds.), The Routledge Handbook of Contemporary Italy.
History, Politics, Society, Routledge, 2015, Chapters 4 (Carl
Levy) and 19.
Erik Jones and Gianfranco Pasquino (eds.), The Oxford
Handbook of Italian Politics, OUP, 2015, pp. 645-667.
Further reading
K-W Brand 'The Political Culture of the New Social
Movements' in D Berg-Schlosser and R Rytlewski (eds.)
Political Culture in Germany, Macmillan, 1993, pp.116-125
25. A H Cooper, Paradoxes of Peace: German Peace Movements
since 1945, University of Michigan Press, 1996, pp. 275-285
R Koopmans Democracy from Below: New Social Movements
and the Political System in West Germany Westview Press,
1995
R Schmidt “From 'Old politics' to 'new politics': three decades
of peace protest in West Germany' in Contemporary Political
Culture, Sage, 1989, pp. 174-198
A Scott Ideology and the New Social Movements, Unwin
Hyman, 1990, chapter 4
P. Ginsborg, Silvio Berlusconi, Verso, 20004, pp.168-174
P. Ginsborg, A History of Contemporary Italy, Penguin, 1990,
chapter 9
D. Della Porta, Social movements, political violence and the
state: a comparative analysis of Italy and Germany, Cambridge,
1995, pp. 85-95
S. Tarrow 'The Phantom at the Opera: Political Parties and
Social Movements of the 1960s and 1970s in Italy' in RJ Dalton
and M Kuechler (eds.) Challenging the Political Order: New
Social and Political Movements in Western Democracies Polity,
1990, pp.251-276
S. Tarrow Democracy and Disorder: Protest and Politics in Italy
1965-1975, 1989, Oxford University Press