Was the way the campaign was conducted the best way to achieve its aims? Results/impact o What has happened as a result of the campaign?

March 25, 2020/in Political science /by Donald

Human rights campaign report Assessment brief – Human rights campaign report
Assessment brief Human rights campaign report (40%)
Project brief Human rights organizations regularly design and carry out campaigns on various human rights issues, such as freedom of speech, refugees, humanitarian assistance, human trafficking, torture, genocide, LGBTQ, domestic violence, etc. These campaigns aim to achieve concrete results that have a real impact on people’s lives. They have goals and objectives, target audience and target media, key message(s) and tactics. They are disseminated through different channels – both ‘new’ media – online and social, but also traditional – press, television, radio, posters, leaflets, etc. as well as alternative media channels (e.g. use of theatre, comedians).

Your task is to choose an existing human rights campaign that is of interest to you and/or you are already familiar with and produce a report to evaluate it. In writing the report, please reflect on the following: Relevance o This is about the suitability or appropriateness of the campaign in relation to the behaviours or beliefs it seeks to influence. Here you can talk about its selection of goals and objectives. Effectiveness o Did the campaign work well? Efficiency o Was the way the campaign was conducted the best way to achieve its aims? Results/impact o What has happened as a result of the campaign?

The report should be structured as follows: an introduction explaining the campaign, main part (including discussion of relevance, effectiveness, efficiency and results) and a concluding section reflecting on wider significance for human rights campaigning. You are expected to reference any sources you use, but as this is not an essay the expectation is for a smaller number of texts to be consulted. A text that will be particularly useful and I strongly recommend you read while working on this assignment is: Boyle, E. H. et al. 2017. Making Human Rights Campaigns Effective While Limiting Unintended Consequences. Lessons from Recent Research. University of Minnesota: Research and Innovation Grants Working Papers Series (available for download as a PDF file here: https://www.iie.org/en/Programs/USAID-Democracy-Fellows-and-GrantsProgram/Grants/Grantees/Learni ng-Agenda-Questions#UM)

Self-evaluation form Group members What kind of challenges did your group encounter in working on this assignment and how did you overcome them? Please respond in no more than 100 words.

How should governments in advanced industrialized countries respond to the rise of automation?

March 22, 2020/in Political science /by Donald

Choose ONE of the following essay questions:

Can boom and bust cycles be prevented in capitalist systems?
To what extent are oligarchy and democracy compatible?
“Climate change is a global problem, so only global solutions will work to prevent it.”

Discuss.

Should we be worried about the potential for overpopulation?
“Class struggle is being replaced by inter-generational struggle.” Do you agree?
How new are ‘New Wars’?
Has globalization made cities more or less important?
How should new technologies be regulated? Answer with specific reference to two of the following technologies: food biotechnologies, reproductive technologies and technologies of human enhancement.

How should governments in advanced industrialized countries respond to the rise of automation?

Develop a Research Proposal in which you will outline your topic, some preliminary research, and an outline of how you intend to structure the essay.

March 20, 2020/in Political science /by Donald

Policy Analysis Paper

Due: March 24 in tutorial (hard copy) and on March 23 no later than 11:59 pm on the Moodle site (turn-it-in link)

Grade value: 15% of final grade

Length: 8 double spaced pages, 12 pt. font and standard margins plus bibliography

The research paper will incorporate and build on the material from the essay proposal. The final product must reflect a conscious effort to address the issues identified in the proposal by the TA; it has to demonstrate that you have seriously put an effort in doing all the previous writing phases. The essay should have a clearly enunciated thesis, cogently articulated intermediate units (where you develop your argument) and a final section. Before submitting the paper, please re-read it and ask yourself some questions. Is my thesis clear? Do I provide evidence to support my main arguments or do I make unsubstantiated claims? Have I incorporated into the paper distinct points of view about the theme in question, pointing out their advantages and disadvantages? In making my main argument, am I showing that one can convincingly rule out alternative patterns of explanation? Last but not least, have I corrected any spelling or grammar mistakes?

Requirements and Evaluation

Develop a coherent and concise argument, using empirical evidence to support your argument
Your essay will be assessed according to the following criteria
- Quality of argument and writing (grammar, structure, spelling)
- Strength and depth of evidence used to support
- Facility with key terms, concepts, vocabulary
- Ability to address opposing points of view
- Use of standard form of academic documentation (citation of sources, bibliography)

Senate Policy on Academic Honesty

Academic honesty requires that persons do not falsely claim credit for the ideas, writing or other intellectual property of others, either by presenting such works as their own or through impersonation. Similarly, academic honesty requires that persons do not cheat (attempt to gain an improper advantage in an academic evaluation), nor attempt or actually alter, suppress, falsify or fabricate any research data or results, official academic record, application or document.

Suspected breaches of academic honesty will be investigated, and charges shall be laid if reasonable and probable grounds exist. A student who is charged with a breach of academic honesty shall be presumed innocent until, based upon clear and compelling evidence, a committee determines the student has violated the academic honesty standards of the university. A finding of academic misconduct will lead to the range of penalties described in the guidelines which accompany this policy. In some cases the University regulations on non-academic discipline may apply. A lack of familiarity with the Senate Policy and Guidelines on Academic Honesty on the part of a student does not constitute a defense against their application. Some academic offenses constitute offenses under the Criminal Code of Canada; a student charged under University regulations may also be subject to criminal charges. Charges may also be laid against York University students for matters which arise at other educational institutions.

Penalties for Late Assignments and Information regarding Submission of Work:

Essays submitted late but within one week of the due date will receive a penalty deduction of 5% per day (e.g. if the essay merits 70, it will receive 65 the first late day, 60 the second day, etc.). Late essays will not be accepted after 14 days past the due date. Penalties may be waived under exceptional circumstances and only with the approval of the tutorial leader. Submit your essay on the turn-it-in link on the course Moodle site. Faxed or e-mailed essays or disks will not be accepted. You are required to keep a copy of the final version of your essay as well as your rough notes.

Policy Analysis Paper

Students are required to prepare a policy analysis paper on a specific policy in one of the following policy topic areas:

The transformation of health care policy (example policies: creation of Medicare, Canada Health Act)
Indigenous policy (example policies: Nunavut Agreement, Indian Act, Land Claims policies, Inherent Right of Self-government policy)
Gender policies (example policies: employment equity, recruitment policies of political parties)
Immigration policy (example policies: Immigration Act, refugee policies, undocumented migrants)
Fiscal federalism (example: equalization payments)

Students will do the following:

Consider the context of the policy.
Evaluate the political and/or economic and/or social goals of the policy.
Assess any positive/negative outcomes.

(In other words: who designed the policy? What did it intend to do? Did it accomplish its goals? Where/who was it meant for/applied to? When did it occur? What was/is the significance of the policy and how does it improve/not improve the conditions of citizenship?)

Support your argument/position/analysis with research (facts and data) and good sources.

Assignment Guidelines

Writing a successful academic essay is a process that requires several elements and steps.

Choose a topic from the list provided.
Clearly define the topic/question you are looking to address.
Research the topic using relevant scholarly and reputable sources.
Develop a Research Proposal in which you will outline your topic, some preliminary research, and an outline of how you intend to structure the essay.
Using feedback from your TA and peers, restructure and find additional sources as necessary.
Write your first draft, edit, re-edit, spell-check, have someone else read it, and submit it.

What are some of the strengths and limitations of the organization (i.e. limited funding, ageing community etc.)?

March 17, 2020/in Political science /by Donald

Bloemraad (2006) in the first reading by Gidengil and Stolle describes political incorporation as the “process of becoming apart of mainstream debates, practices and decision making…” See if you can find some information on a particular ethnic-based organization in Australia. How might your chosen ethnic organization facilitate the political incorporation of migrants and ethnic minorities?
In your reflections you might like to look at some of the following:
What are the main functions of the ethnic organization?
Does the organization have a social or political role (or both)?
What are some of the strengths and limitations of the organization (i.e. limited funding, ageing community etc.)?
In reflecting on some of these questions, what are your views towards multiculturalism in Australia?

Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development.

February 21, 2020/in Political science /by Donald

Learning Outcomes

On successful completion of this module, students will be able to:	Brookes Attribute developed	Other GAs developed, if applicable
1. Analyse the changing nature of competing theories of development and their relationship to practice	Academic literacy
2. Assess key issues in the contemporary international politics of development	Academic literacy
3. Evaluate the complex relationship between political economy and development	Academic literacy
4. Assess the relationship between theory and practice in development in the contemporary era of global change	Academic literacy
5. Read critically the literature on international development	Research literacy
6. Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development	Research literacy
7. Manage workloads effectively and set personal goals	Critical self-awareness and personal literacy
8. Demonstrate the skills of reflective independent learning	Critical self-awareness and personal literacy
9. Communicate arguments orally, via online discussion forums and on paper	Critical self-awareness and personal literacy	Digital and information literacy
10. Develop research skills with information technology	Digital and information literacy	Research literacy
11. Demonstrate a critical understanding of how International Relations as a discipline is often built on dominant cultural understandings of the world	Active citizenship	Academic literacy

Annotated bibliography: in very brief

Here’s what you can do in 100 – 150 words.

The full reference (not included in word count)
Summary What it is about?	§ The author’s purpose, aim or question § Main argument, central idea, findings or conclusions § What sort of text is it? General? Specific?
Evaluation What do I think about it?	§ Who is it written for? § Particular strengths, from your point of view § Any weaknesses or limitations?
Reflection How might I use it?	§ Has the text helped you understanding something better? How useful is it? Will you use it? How?

The general criteria used to assess your coursework are described below:

	Relevance	Knowledge and Understanding	Analysis	Presentation	Use of Sources
High Distinction 80%+	All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout.	The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively.	A clear, authoritative, and significantly original answer, reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis. Borderline publishable.	Excellently written with a structure that enhances the development of the central arguments of the answer.	Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Distinction 70%+	All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout.	The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively.	A clear and authoritative answer reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis.	Very well written with a structure that enhances the development of the central arguments of the answer.	Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Merit 60%-69%	The material introduced is valid. The structure enables the question to be addressed directly.	Substantial knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are well understood and appropriately applied. Key texts are recognised.	Shows an ability to incorporate a range of positions relevant to the question. Demonstrates a good level of independent thought and critical analysis.	Well written with some minor deficiencies in clarity. Has a structure that supports the development of the central arguments of the answer.	Quotations and references are correctly used and a good variety of relevant sources have been consulted.
Pass 50%-59%	Most of the material introduced is valid. The question is addressed but there is a lack of focus in places.	Knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are included, but not without some difficulties in understanding. Some key texts are recognised.	A limited range of positions are covered but not without problems in incorporating these into the answer. Some evidence of independent thought and analysis.	Competently written with some deficiencies in clarity. Has a structure that generally allows the development of the central arguments.	Quotations and references are correctly used with only minor problems. A variety of relevant sources have been consulted.
Marginal Fail 40%-49%	The material introduced bears some relevance to the question. However, there is a lack of focus and the question is only addressed in a superficial way.	A limited knowledge of the debates within the literature is demonstrated. There are problems with the understanding of theoretical and empirical aspects. A limited number of key texts are recognised.	A small number of positions are covered although these are not integrated into the answer. There is a lack of independent analysis and the answer is almost exclusively descriptive.	Written with significant deficiencies in clarity. Has a structure that allows, but does not support, the development of the central arguments of the answer.	Significant problems with the use of quotations and references. A limited number of sources have been consulted and some are not appropriate or relevant.
Fail 0%-39%	The material introduced bears little or no relevance to the question. The question is not directly addressed.	There is little engagement with the debates in the literature and very few key texts are recognised.	The answer rarely goes beyond simple paraphrasing of the opinions of others. No independent analysis at all.	Poorly written with major deficiencies in clarity. Lacks a clear structure and any central arguments.	Major problems with the use of quotations and references. Very few sources have been consulted and most are not appropriate or relevant.

Assignment(Annotated Bibliography)1500 words

Your annotated bibliography should consist of five readings from the detailed reading list(Essential/Supplementary) for weeks 2-6. You must do only five, and must do one from each week. You should try and give equal space to each piece (approx 300 words each).

If reviewing monographs you must refer to at least one chapter. Alternatively you may review a single chapter from an edited volume or a journal article.

You should try and give equal space to each piece (approx 300 words each).

Week 2: Modernization Theory and Structuralism

This week we focus on the two main theoretical approaches that dominated the debate on international development in the post-war era. First, modernization theory, which interpreted development as the move from the ‘traditional’ to the ‘modern’, will be discussed. We will also look at dependency and world-systems analysis, which offered a direct challenge to modernization theory in the 1960s and 1970s by viewing the world capitalist economy as an unequal system.

Week 2 Essential Reading

Questions for online discussion: 1. Are obstacles to development in the Global South domestic or structural? 2. What was modernization theory and why did it become the first orthodoxy in post-war development thinking? 3. What are the key aspects of the structuralist critique of modernization theory? 4. How could we criticise the main elements of dependency theory? 5. Do modernization theory and/or structuralism have any relevance to the contemporary international development situation?

Understanding Development

Book
by Paul Hopper
2018
Essential

Chapter 1, pp. 18-27. Available as print and e-book

Modernization and Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment in Comparative Politics

Article
by J. Samuel Valenzuela; Arturo Valenzuela
1978
Essential

The End of Peripheries? On the Enduring Relevance of Structuralism for Understanding Contemporary Global Development in Development and Change

Article
by Andrew M. Fischer
Essential

Week 2 Supplementary: Modernisation Theory

Modernization Theory and the Sociological Study of Development. in Journal of Development Studies

Article
by Henry Bernstein
1971

Neo-Modernization? IR and the Inner Life of Modernization Theory in European Journal of International Relations

Article
by David L. Blaney; Naeem Inayatullah
2002

Week 3: The Neo-Liberal Turn

During the early 1980s a major shift in the development debate took place. The popularity of neo-classical economic thinking in key Northern countries resulted in the spread of neo-liberal ideology. This had a huge impact on the politics of international development. The free-market was now seen as the key factor in development policy-making. This week we critically consider the elements of neo-liberalism and how it informed the activities of key institutions.

Week 3 Essential Reading

Questions for online discussion: 1. What are the key elements of the neo-liberal approach to development? 2. Why did neo-liberalism become popular among elites in the 1980s? 3. How does neo-liberal economic theory inform the policy of the World Bank and IMF? 4. What criticisms have been made of the ‘Washington Consensus’?

Week 3 Supplementary

Paradigm and nexus: neoclassical economics and the growth imperative in the World Bank, 1948–2000 in Review of International Political Economy

Article
by Bentley B. Allan
2019

‘Knowledge management’: a case study of the World Bank’s research department in Development in Practice

Article
by Robin Broad
2007

Reclaiming Development from the Washington Consensus in Journal of Post Keynesian Economics

Article
by Ha-Joon Chang; Ilene Grabel
2004

Neoliberalism and Patterns of Economic Performance, 1980-2000 in The Annals of the American Academy of Political and Social Science

Article
by Joseph Nathan Cohen; Miguel Angel Centeno
2006

Spreading the Wealth in Foreign Affairs

Article
by David Dollar; Aart Kraay
2002

Development as Zombieconomics in the Age of Neoliberalism in Third World Quarterly

Article
by Ben Fine
2009

Neo-Liberalism in Capital & Class

Article
by Andrew Gamble
2001

Week 4: The Developmental State Debate

The development success story of the East-Asian Newly-Industrialising Countries (NICs) during the 1980s contrasted strongly with the experience of most of the developing world. A debate ensued as to how their success could be explained. The World Bank published a volume entitled The East Asian Miracle in 1993, which concluded that the explanation of the success lay in a market-friendly approach. Other adherents of the neo-liberal view argued that East-Asian NICs had been so successful because by relying on the private sector and free trade, they had been able to minimise government failure so common in other developing countries. An alternative view, often called the ‘developmental state’ approach, has suggested that the core of East-Asian success lies in enlightened policy activism of national governments. This week we consider this debate and the role of the state in development strategy.

Week 4 Essential Reading

Questions for online discussion: 1. How does the role of the state in neo-liberal development thinking contrast with the experience of the East-Asian NICs? 2. Can we generalise about the experience of the East-Asian NICs? 3. Could the East-Asian model of the developmental state be emulated by other developing countries today?

Developmental States in Africa? A Review of Ongoing Debates and Buzzwords in Development Policy Review

Article
by Laura Routley
2014
Essential

Twenty-first century developmental states? Argentina under the Kirchners in Third World Quarterly

Article
by Christopher Wylde
2018
Essential

Week 4 Supplementary

The Lessons of East Asian Development: An Overview in Economic Development & Cultural Change

Article
by Bela Balassa
1988

Postwar Development in the Asian NICs: Does the Neoliberal Model Fit Reality? in Economic Geography

Article

by John Brohman
1996

The East Asian development experience: the miracle, the crisis and the future

Book
by Ha-Joon Chang
2006

Chapter 1

‘Big Deal’ or big disappointment? The continuing evolution of the South Korean developmental state in The Pacific Review

Article
by Judith Cherry
2005

The Ethiopian developmental state in Third World Quarterly

Article
by Christopher Clapham
2018

Week 5: Post-Washington Consensus / Beijing Consensus

The dominance of neo-liberal thinking, or the ‘Washington Consensus’ as it became known came under increasing attack during the 1990s. This led to claims of a shift in thinking, most notably within the World Bank itself. This week we will consider the ‘Post-Washington Consensus’ and its claim to present ‘globalisation with a human face’. We will also consider the rise of China in recent years and the emerging debate in the literature about the possibility of an alternative to free-market capitalism or ‘Beijing Consensus’.

Week 5 Essential Reading

Questions for online discussion: 1. What are the main differences between the ‘Washington Consensus’ (WC) and the ‘Post-Washington Consensus’ (PWC)? 2. Does the PWC represent an improvement on the WC? 3. How unique is the model of development currently being pursued by China? 4. Is the so-called ‘Beijing Consensus’ applicable to other countries in the developing world?

Rethinking the Emerging Post-Washington Consensus in Development and Change

Article
by Ziya Onis; Fikret Senses
2005
Essential

The ‘China model’ and the global crisis: from Friedrich List to a Chinese mode of governance? in International Affairs

Article
by Shaun Breslin
2011
Essential

Dissecting China’s Rise: Controversies over the China Model in China Perspectives

Article
by Xiaoshuo Hou
2014
Essential

Week 5 Supplementary: Post-Washington Consensus

The Death of the Washington Consensus? in World Policy Journal

Article
by Robin Broad; John Cavanagh
1999

Neither the Washington nor the post-Washington consensus: An introduction in Development policy in the twenty-first century: beyond the post-Washington consensus

Chapter
by Ben Fine
2001

Poverty Reduction Strategy Papers: Now Who Calls the Shots? in Review of African Political Economy

Article
by Alastair Fraser
2005

Good Governance, R.I.P.: A Critique and an Alternative in Governance

Article
by Merilee S. Grindle
2017

Whither the post-Washington Consensus? International financial institutions and development policy before and after the crisis in Review of International Political Economy

Article
by Ali Burak Güven
2018

Week 6: Critical theory / Post-Development theory

In response to the rise of neo-liberal theory and policy, came a backlash from critical scholars. However, they remained very much on the margins of the academic debate. This week we will consider what appears to be a growing resurgence in critical approaches. We will also consider post-development theory, which offers a critique of the discourse of ‘development’ itself.

Week 6 Essential Reading

Questions for online discussion: 1. What insights do contemporary critical theorists offer us in understanding processes of development and underdevelopment? 2. Are you convinced by Robinson’s call for a reconceptualisation of ‘development’ in light of globalisation? 3. How useful is the post-development emphasis on particular circumstances and contexts rather than generalization? 4. What are the key criticisms levelled against post-development arguments?

Understanding Development

Book
by Paul Hopper
2018
Essential

Chapter 2, pp. 46-52. Available as print and e-book

Remapping development in light of globalisation: From a territorial to a social cartography in Third World Quarterly

Article
by William I Robinson
2002
Essential

Post-Development: Premature Burials and Haunting Ghosts in Development and Change

Article
by Aram Ziai
2015
Essential

The Last Refuge of the Noble Savage? A Critical Assessment of Post-Development Theory. in European Journal of Development Research

Article
by Ray Kiely
1999
Essential

Week 6 Supplementary: Critical theory

Economism and critical silences in development studies: A theoretical critique of neoliberalism in Third World Quarterly

Article
by John Brohman
1995

Neo-Liberalism: The World Bank, and the New Politics of Development in Development theory and practice: critical perspectives

Chapter
by Paul Cammack
2002

Development Alternatives to Neoliberal Globalization: Or Are There No Alternatives? in Review of Radical Political Economics

Article
by Dennis C. Canterbury
2004

Bringing Development Back into Development Studies in Development and Change

Article
by Andrew M. Fischer
2019

Does World Systems Theory represent a significant theoretical contribution in development? Consider this in relation to dependency theories.

February 20, 2020/in Political science /by Donald

AI5201 Re-sit Essay Questions 2019-20

Word limit 2500 words

Select one question from the following:

Assess the following statement: “President Truman’s famous Presidential address is as relevant to development today as it was in 1949”.
“By the 1950s, the economic and social costs of Africa’s colonial development had outweighed the gains.” Examine this statement with reference to any two European colonial powers.
“Colonialism gave nothing to India, except poverty, famine, disease and underdevelopment.” Discuss.
Compare and contrast dependency and modernization theories.
Does World Systems Theory represent a significant theoretical contribution in development? Consider this in relation to dependency theories.
Why did the success of the neo-statist economic policies of the East Asian Tigers not lead to the adoption and successful implementation of similar policies in all developing countries? Use examples.
What brought about the ‘impasse’ in theories of development and how was it related to major development theories prior to the 1980s?
“Neo-liberals were correct to blame ‘Third World’ underdevelopment on state intervention”. How true is this statement?
What are the key features of neoliberalism and how has have they been implemented in developing countries since the 1980s?
Do alternative development approaches offer genuine alternatives?
How and to what extent do global environmental concerns occupy centre stage in discussions of development?
“Capability theory help us to measure and manage inequality in order to mitigate its worst effects.” Discuss the truth of this statement.
“The description of the 1980s as a ‘lost decade’ in terms of development is misconceived”. How true is this statement?
How does postcolonial theory help us to rethink development?

Are you using a specific case/event as a way of testing a more general hypothesis/theory?

February 18, 2020/in Political science /by Donald

Research paper proposal and annotated bibliography

Research Topic: Are deliberative democracy better than representative democracy?

a one-page single spaced paper proposal (Remember – It is a proposal: it indicates what you will be doing. The proposal is not intended to be a mini-version of your research paper)

In the Introduction to your proposal
A). Outline your research question
- What will you be exploring in your actual research paper?
B). Clearly establish why your question is significant
- Why should we care about this topic?
- Provide a little background on the issue/controversy that you are weighing in on
C). Outline your hypothesis
- What do you think you will find?
- What is the argument that you think you will be making in your actual research paper?

The Body of the Proposal:
Discuss how you will answer your question. Note: since this is political theory course. Please try to focus more on theories.
Are you attempting to explain a single case/event?
- What actors, structures, institutions, evidence, will you focus on and why?
Are you using a specific case/event as a way of testing a more general hypothesis/theory?
- What is it about the case/event that makes it a good test (is it a crucial case for example)?

an annotated bibliography with a minimum of 8 peer reviewed academic sources.

For each source include 1 paragraph summary of the main argument and how it relates to your specific research question.

How has the problem been addressed to date? if it such an important challenge it probably has been addressed so you need to assess what progress has been made towards overcoming it.

February 14, 2020/in Political science /by Donald

1. Provide a brief review of the state of tourism in Bhutan. How many tourists, long term growth pattern, main markets, main types of tourism. The reader needs to have a good feel for the nature of tourism there.

2. A (very) brief review of the problems facing tourism.

3. What is the principal challenge facing tourism? this is the key section. Provide evidence for this statement. You will need to find criteria with which to evaluate this and assess all the challenges using these criteria in order to identify what you consider to be the most important one.

4.How has the problem been addressed to date? if it such an important challenge it probably has been addressed so you need to assess what progress has been made towards overcoming it. What sort of policies were adopted? We must assume that the problem is ongoing and that these policies have failed.

5.Are policy makers affected by ideologies? Is the cause of the failure to solve the problem the result of the political ideology of the policy makers? What do they think caused the problem?
Suppose the problem is the absence of good infrastructure which is keeping tourists away. The government may believe that it is not their job to develop infrastructure but that the private sector should do so. Policy makers may therefore try to make the country attractive to business so that they will invest in infrastructure. This belief is a product of neo-liberal political ideology and that has informed the policy makers. Is this analysis right? If you think it is, then why has the problem remained?

Neo-liberalism and social democracy are the two key political ideologies. Is the
persistence of your problem the result of sticking to this approach? You need to show why you think that these politicizes belong to the ideological approach that you have selected. What has the government done to make investing more attractive and do you think this approach is correct? Has it solved the problem?

6. What about the other ideological approach? Do you think that it policy makers were to use that, they would be able to develop a more effective set of policies? In this section you need to think about these two ideologies. Which one do you think is more suitable for solving your country’s problem? You might agree with the government’s analysis but then you need to ask why has the policy not been successful since this is still a problem? Maybe you want to argue that the ideology is right but that the policies were not focussed enough. On the other hand you may disagree with this approach. You may think, for instance, that neo-liberal thinking was wrong and that the other one may be better.
Suppose you argue that the government should step in with the infrastructure investment giving your reasons. This would be a social democratic approach. Is it more suitable to your problem?
Could your country’s government develop a more suitable tourist infrastructure and then invite the private sector to get involved.
7. Recommendations. Decide which ideology you think is the most suitable for resolving your problem. Give some recommendations within the framework of one of the ideologies to suggest what should be done and why. With this example, was the government
right to try and make their country attractive to investors, or should they now try to find the ways of raising the money and developing the infrastructure themselves?

Develop and test widely applicable novel methodological tools enabling both deep and broad insights into the drivers and barriers in unfolding multi-sectoral transition processes towards sustainability.

February 12, 2020/in Political science /by Donald

The core for this research proposal in bold:

“The whole system change”, not just focusing on innovation itself, to make a transition of the whole system (product, business model, governance, social) to enable a sustainable transition. And to investigate multi actor groups cooperation, collaborations and influences during the transition. With focus in China or the USA.

And below is the official guidance and introduction:

The PhD topic: Governing sustainable energy-mobility transitions in 1) UK with Scotland, 2) USA with California or 3) China with Guangdong

The EMPOCI PhD students will be enrolled for a PhD in Science and Technology Policy Studies and are expected to produce a cumulative PhD thesis (based on three peer-reviewed journal articles). The PhD topic will contribute to answering the overarching research question of the EMPOCI project on how to accelerate the low-carbon transition in the increasingly interconnected energy and mobility systems on a regional and national level. For this, the PhD students will be involved in all work packages of the EMPOCI project (except WP5), with each student focussing on a different country (UK, US or China) including a pioneering region within that country (Scotland, California or Guangdong).

Conceptually, each PhD will seek to enrich the interdisciplinary field of socio-technical innovation/transition studies (Koehler et al., 2019; Zolfagharian et al., 2019) with theories, concepts, and approaches from the field of policy studies to enable a better understanding of the governance of politically contested and complex multi-sectoral sustainability transitions (Kern and Rogge, 2018; Kern et al., 2019). For this, the PhD could, for example, draw on the advocacy coalition framework (Weible et al., 2011), discourse analysis (Hajer and Versteeg, 2005) or governance network theory (Klijn and Koppenjan, 2012), but other suggestions are also very welcome (Sabatier and Weible, 2014).

The proposed interdisciplinary framework shall foreground the causal interplay between actors (business, policy, academia, society), multi-level policy mixes and low-carbon innovations (technological, organisational, business model, social, institutional and/or policy innovation), and the role of transformative capacity and exogenous conditions for the unfolding co-evolutionary transition processes (Wolfram, 2016; Edmondson et al., 2019). By adopting a socio-political transitions perspective the PhD will recognize the existence of barriers arising from lock-in, vested interests and resistance to change, and will pay dedicated attention to the politics and power involved in transition processes (Geels, 2014; Stirling, 2014; Smink et al., 2015). This implies that acceleration not only calls for the coordination of efforts on different governance levels (e.g. national vs regional) and policy fields (climate vs industrial policy), but also for implementing policy mixes for creative destruction (Kivimaa and Kern, 2016; Rogge and Reichardt, 2016).

Empirically, each PhD student will focus on conducting one country/region case study, combining qualitative and quantitative analysis. Interested candidates should indicate whether they intend to study 1) the UK with Scotland, 2) the USA with California or 3) China with Guangdong.

The PhD topics shall follow EMPOCI in acknowledging that deep decarbonization requires simultaneous low-carbon transitions in multiple sectors (Geels et al., 2017; Schot and Kanger, 2018), such as across the electricity-mobility-ICT systems, reflecting trends in electrification, digitization and decentralisation (Canzler et al., 2017; Di Silvestre et al., 2018). PhD proposals can assume a broad perspective on energy-mobility transitions, but are also welcome to suggest (a) key area(s) for in-depth investigation, such as electricity storage/grid innovation or novel ICT/digitalization solutions at the interface of energy-mobility systems. In addition, PhD topics can give an equal weight on studying business, policy, academia and society as relevant actor groups, but may also suggest conducting in-depth investigations on (a) particular actor group(s), such as media, trade unions or NGOs.

Data will be collected through desktop analysis, expert interviews, multi-actor case studies and surveys, much of which will be undertaken in the country/region in question (incl. one year in the field). In particular, the qualitative case studies shall seek to investigate which role actors and their networks play for the interplay between policy mixes and low-carbon innovations, and how this is influenced by transformative capacity and exogenous conditions. In contrast, the quantitative survey analysis shall aim at investigating to what extent multi-level policy mixes explain the innovation activities of actors involved in multi-sectoral transition processes, and vice versa, and what is the role of transformative capacity for this interplay. The PhD topics may also propose to draw on big data analytics (e.g. social media analysis) and other novel methods (particularly from the field of policy studies) – thereby enhancing our understanding of the interplay between policy mixes and socio-technical change.

EMPOCI Project

In its 1.5°C report the IPCC stressed that global efforts to promote low-carbon transitions need to be accelerated to meet the Paris Agreement. This raises a number of questions for the emerging field of policy mixes for sustainability transitions, such as on the role of actors and multi-level governance in interconnected and politically contested socio-technical transition processes. The EMPOCI project, funded by the ERC, aims at addressing these knowledge gaps through its three objectives:

To provide a novel conceptual and empirical understanding of the global interplay between multi-level policy mixes and low-carbon innovations in socio-technical transitions which foregrounds the role of actors and transformative capacity.

By bridging the innovation/transition and policy studies literatures and comparatively analyzing the increasingly interconnected electricity-mobility-ICT systems in four key countries (Germany, UK, China, USA), EMPOCI will advance the research frontier on transformative policy mixes for low-carbon transitions.

To develop and test widely applicable novel methodological tools enabling both deep and broad insights into the drivers and barriers in unfolding multi-sectoral transition processes towards sustainability.

Drawing on a multi-method research design EMPOCI will provide novel standards for assessing policy, agency and innovation dynamics in politically contested low-carbon transition processes (e.g. surveys, big data, foresight).

3. To co-design practically relevant multi-actor strategies for accelerating sustainable energy-mobility transitions, thereby supporting the Paris Agreement in combating climate change.

Based on EMPOCI’s findings a transformative foresight process is organized with stakeholders from business, policy, academia and society to jointly derive implications for transformative policy mixes.

EMPOCI is a 5-year project that starts on June 1, 2020 and is led by Prof Karoline Rogge. Her project team will be composed of one research fellow (for 5 years) and two PhD students (for 3.5 years). The successful PhD candidates will be expected to start on June 15, 2020 or on September 15, 2020. For more information please see: http://www.sussex.ac.uk/spru/research/projects/empoci

Further Information on the School / Department

was formed in 2009 and comprises the Department of Accounting and Finance, the Department of Strategy and Marketing, the Department of Management, the Department of Economics and the Science Policy Research Unit (SPRU). With a new home in the Jubilee Building, a state-of-the-art academic building at the heart of the campus, the Business School is a vibrant, ambitious and dynamic School with a strong research focus.

SPRU (Science Policy Research Unit)

Founded in 1966 by Christopher Freeman, was one of the first interdisciplinary research centres in the field of science and technology policy and management. Today, with over 60 faculty members, SPRU remains at the forefront of new ideas, problem-orientated research, inspiring teaching, and creative, high impact engagement with decision makers across government, business and civil society. Our research addresses pressing global policy agendas, including innovation challenges posed by the digital economy, the future of industrial policy, inclusive economic growth, the politics of scientific expertise, energy policy, security issues, entrepreneurship, and pathways to a more sustainable future.

SPRU researchers are driven by a desire to tackle real-world questions, whilst also contributing to a deeper theoretical understanding of how science, technology and innovation is shaping today’s world. A 2012 study published in the journal ‘Research Policy’ ranked SPRU second only to Harvard University in terms of its research impact in innovation studies.

With a community of over 140 MSc and doctoral students from all over the world, SPRU is also well known for its high quality, research-led teaching programmes.

The Sussex Energy Group (SEG)

The Sussex Energy Group (SEG) aims to understand and foster transitions towards sustainable, low carbon energy systems. Drawing from SPRU’s tradition, researchers in the Sussex Energy Group undertake academically rigorous, interdisciplinary and world-leading research that is relevant to contemporary policy challenges. SEG also educates the next generation of energy policy professionals through our MSc and PhD programmes.

SEG’s research interests are in the prospects for a more sustainable energy future. The group’s expertise covers a wide range of areas, including energy innovation and transitions, economics and finance, energy justice, energy demand and behaviour, smart infrastructure, and energy supply technologies.

Brighton, January 6, 2020

References

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Sabatier, P.A., Weible, C.M., 2014. Theories of the policy process, 3rd ed. Westview Press, Boulder, CO.

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Demonstrate an advanced knowledge and understanding of the academic literature on terrorism and critical terrorism studies.

February 11, 2020/in Political science /by Donald

INRL 7019

Critical review (1200 words).

The review should provide an overview of the piece but, more importantly, it should also critically reflect on the piece and the contribution it is making to the existing literature. It must not just repeat the content of the article.

Essential Reading:

Jackson et al (2011): Chapter 3
Hoskins, A. (2006) ‘Temporality, Proximity and Security: Terror in a Media-Drenched Age’, International Relations 20(4)
Ingram, A & Dodds, K. (2011) ‘Counterterror Culture’, Environment and Planning D, 29 (1)

Supplementary Reading:

Altheide, D. (2007) ‘The mass media and terrorism’, Discourse & Communication, 1 (3)
Applebaum, R. (2014) ‘Fantasias of terrorism’, Journal for Cultural Research, 18 (2)
Baker, M. (2010) ‘Narratives of Terrorism and Security: ‘Accurate Translations, Suspicious Frames’, Critical Studies on Terrorism 3(3) [available free at http://www.tandfonline.com/doi/abs/10.1080/17539153.2010.521639]
Croft, S. (2006) Culture, Crisis and America’s War on Terror. Cambridge: CUP.
Devetak, R. (2005) ‘The Gothic Scene of International Relations: Ghosts, Monsters, Terror and the Sublime after September 11’, Review of International Studies 31(4)
Dittmer, J. (2005) ‘Captain America’s Empire: Reflections on Identity, Popular Culture and Post-9/11 Geopolitics’, Annals of the Association of American Geographers 95(3)
Dodds, K. (2007) ‘Steve Bell’s Eye: Cartoons, Geopolitics and the Visualization of the “War on Terror”’, Security Dialogue 38(2)
Erickson, C. (2007) ‘Counter-Terror Culture: Ambiguity, Subversion, or Legitimization’,
Security Dialogue 38(2)
Gow, J. (2005) ‘Team America – World Police: Down-Home Theories of Power and Peace’, Millennium: Journal of International Studies 34(2)
Jackson, R. (2005) Writing the War on Terrorism: Language, Politics and Counterterrorism. Manchester: Manchester University Press.
Jackson, R. (2007) ‘Constructing Enemies: “Islamic Terrorism” in Political and Academic Discourse’, Government & Opposition 42(3)
Jarvis, L. & Holland, J. (2014) ‘We [for]got him’: Remembering and Forgetting in the Narration of bin Laden’s death‘, in Millennium: Journal of International Studies 42(2)
Jarvis, L. & Lister, M. (2015) ‘I read it in the FT’, in Jarvis, L. & Lister, M. (eds.) Critical Perspectives on Counter-terrorism. Abingdon: Routledge.
Jarvis, L. (2008) ‘Times of Terror: Writing Temporality into the War on Terror’, Critical Studies on Terrorism 1(2).
Kennedy, L. (2003) ‘Remembering September 11: Photography as Cultural Diplomacy’, International Affairs 79(2)
Lisle, D. (2007) ‘Benevolent Patriotism: Art, Dissent and the American Effect’, Security Dialogue 38(2)
Norris, P. et al (2003) Framing Terrorism: The News Media, The Government, and The Public. London: Routledge.
Power, M. (2007) ‘Digitized Virtuosity: Video War Games and Post-9/11 Cyber-Deterrence’, Security Dialogue 38(2)
Rai, A. (2004) ‘Of Monsters: Biopower, Terrorism and Excess in Genealogies of Monstrosity’, Cultural Studies 18(4)
Riegler, T. (2010) ‘Through the Lenses of Hollywood: Depictions of Terrorism in American Movies’, Perspectives on Terrorism IV(2) [Online journal].
Spencer, A. (2010) The Tabloid Terrorist. Basingstoke: Palgrave.
Steuter, E. & Wills, D. (2010) ‘“The Vermin Have Struck Again”: Dehumanizing the Enemy in Post-9/11 Media Representations’, Media, War & Conflict 3(2)
Van Veeren, E. (2009) ‘Interrogating 24: Making Sense of US Counter-terrorism in the Global War on Terrorism’, New Political Science, 31 (3)
Volpi, (2007) ‘Constructing the ‘Ummah’ in European Security: Between Exit, Voice and Loyalty’, Government and Opposition 42(3).