First 10 weeks only.

The world is full of controversies.  Every profession has them, but
perhaps the controversies that surround the world of politics and
political scientists are the most intriguing.  These controversies
affect almost everyone, and with enough information, everyone can
weigh in on these controversies.  The intentions of this class are
just that, to inform you about the nature of certain controversies so
that in the future, you can make informed decisions regarding these
topics.

This class will focus on political satire.  While satire is funny, it
often has a core of truth.  Sometimes, this truth is something we do
not want to hear or goes against the grain of majority thought.  With
this in mind, satire can often be extremely critical of a position.
A clip from the satirical television program The Simpsons will
introduce each controversy we discuss in class.

First 10 weeks only.

Politics is replete with controversy. This class will focus on three
contemporary controversies in the American polity. Emphasis will be
placed on critical thinking and analysis with a focus on detecting
and avoiding faulty reasoning.

Think politics doesnt matter?  This course challenges you to think
otherwise!  The events of September 11th, the subsequent war on
terrorism, and the 2000 presidential election are some of the major
ways politics has affected our lives in the past several years.
However, politics also affects our lives in some pretty mundane ways
too.  The roads we drive on, the foods that we eat, the quality of
healthcare we receive, and the taxes that are taken out of our
paycheck every month are just a few of the ways our lives are
affected daily by government decisions.

The purpose of this course is to help you develop the tools you need
to understand our system of government, why it works the way it does,
and how groups and (sometimes) individuals can make changes in its
impact.  This class is also designed to give you the power to be
politically aware, politically knowledgeable, and, if you chose,
politically active.  We will do so by contemplating what it means to
be a citizenwhat are your rights, responsibilities, and
opportunities for action?  We will also learn how to think critically
about the sources from which we receive information about the
political world around us, including the media and politicians.

The skills and knowledge that you will develop in this class are not
just applicable to political science studentsthey are portable and
transferable.  Whether your future is taking you into business, or
law, into public administration, or education, or the arts and
sciences, or even unemployment, politics will touch your lives in
many ways.  This course will help you hone important skills, such as
critical thinking, communication, and study skills that will prepare
you for future courses, academic pursuits, career pursuits and even
future cocktail party conversations.

Think politics doesnt matter?  This course challenges you to think
otherwise!  The events of September 11th, the subsequent war on
terrorism, and the 2000 presidential election are some of the major
ways politics has affected our lives in the past several years.
However, politics also affects our lives in some pretty mundane ways
too.  The roads we drive on, the foods that we eat, the quality of
healthcare we receive, and the taxes that are taken out of our
paycheck every month are just a few of the ways our lives are
affected daily by government decisions.

The purpose of this course is to help you develop the tools you need
to understand our system of government, why it works the way it does,
and how groups and (sometimes) individuals can make changes in its
impact.  This class is also designed to give you the power to be
politically aware, politically knowledgeable, and, if you chose,
politically active.  We will do so by contemplating what it means to
be a citizenwhat are your rights, responsibilities, and
opportunities for action?  We will also learn how to think critically
about the sources from which we receive information about the
political world around us, including the media and politicians.

The skills and knowledge that you will develop in this class are not
just applicable to political science studentsthey are portable and
transferable.  Whether your future is taking you into business, or
law, into public administration, or education, or the arts and
sciences, or even unemployment, politics will touch your lives in
many ways.  This course will help you hone important skills, such as
critical thinking, communication, and study skills that will prepare
you for future courses, academic pursuits, career pursuits and even
future cocktail party conversations.

This course surveys the institutions of government and the
development of democracy. We will begin with an overview of five
country cases: Great Britain, Germany, Russia, China and India.
Subsequently, we will explore major concepts such as political
culture; representation of interests; parliamentary versus
presidential systems; majoritarian and consensus democracy;
democratic transformation; and the state's role in the economy.

This course is an introduction to international politics.  No
previous background is assumed.  We will examine the historical
evolution of international politics and how its structures and
processes interact to shape the world in which we live.  Equal
attention will be paid to patterns of conflict and cooperation,
international political economy, and international policy problems.

The anticipated and primary texts for the course are Russett, Starr,
and Kinsella, World Politics and Rourke, Taking Sides.  Check to see
whether you have the right edition before purchasing.  Evaluation
will proceed along customary lines.  There will be three exams at
assigned times in addition to some brief essays on current event
topics and a final.  All identification terms and essay questions
will be revealed prior to testing.  The point is not to catch you
unaware but rather to focus and facilitate your digestion of the
course material.

The end of the Cold War has given rise to a new, more complex era in
international relations:  the age of globalization.  Other periods in
history have faced changes in trade, technology, political authority,
international order, and so on, but never have these changes produced
interdependence to such a pervasive degree as we see today.
Furthermore, this interdependence has brought with it strange,
wonderful, and terrible developments. Y200 Globalization will provide
a broad treatment of the concepts at this phenomenon's core (the
interaction of states and markets, the influence of international
economic institutions, the role of multinational cororations), its
impact upon issues central to political science (democracy, identity,
security), and its place in international relations theory.  This
course has been structured to both accommodate students with
experience in political science and students from other disciplines
through the combination of readings from scholarly and practitioner
sources.  Furthermore, this course will expose the students to the
wide variety of academic and public perspectives toward
globalization, and to expose the multifaceted nature of the debate.

What to expect:
This course will be in a lecture-discussion format with three short-
answer exams (each worth 25% of the grade) and five pop quizzes
(worth 5% each).  All students should be prepared to do plenty of
reading and plenty of speaking.

The following books are required:

Robin Broad, ed.  Global Backlash:  Citizen Initiatives for a Just
World Economy (Lanham, MA:  Rowman &Littlefield, 2002)

Thomas L. Friedman.  The Lexus and the Olive Tree (New York:  Anchor
Books, 2000)

C. Roe Goddard, John T. Passe-Smith, and John Conklin, eds.
International Political Economy:  Readings on State-Market Relations
in the Changing Global Order , 2nd Ed.  (Boulder:  Rienner, 2003)

Patrick OMeara, Howard D. Mehlinger, and Matthew Krain, Eds.
Globalization and the Challenges of a New Century (Bloomington, IN:
Indiana University Press, 2000)

This course introduces you to the interaction among people,
governments and outside powers in the greater Middle East.  Topics
covered include: Background (geography/history/culture/religion).
Colonial legacy. The influence of the global configuration of power
on international relations in the Middle East, the Cold War and post
Cold War era. Non-Alignment and dependency. Hegemony, cooption and
challengers. The role of resources. OPEC. The Arab League. Attempts
at unity and other regional arrangements. The role of identity and
ideology. Role of diasporas. The Arab-Israeli conflict. Zionism and
the Palestinian predicament.  The Iraq-Iran War. The Gulf Wars.
Bandwaggoning and balancing. Weapons of mass destruction and other
tools for the projection of power in the region. Transnational
movements. International dimensions of religion, ethnicity, and civil
wars.  Democracy as pretense for intervention.  The effect of the
flow of goods, people and services among Middle Eastern states, and
with other countries. The "Arab street".  Security issues. Return to
colonialism? Prospects for the future.

This course focuses on the various theoretical perspectives and
substantive issues surrounding the causes and consequences of social
movements.  With increasing frequency, advanced democracies are
experiencing citizen action that takes place outside of political
institutions.  Change throughout these societies has generally come
from protest movements operating outside (but sometimes within) the
political system.  Many of the characteristics of these societies
that we take for granted  for example, voting rights or organized
labor  have their origins in the struggles of organized social
movements.  In order to understand contemporary politics in advanced
democracies, one must examine more closely the history and influence
of these movements.

This course will examine different theories and case studies of
social movements.  The major theoretical perspectives (collective
behavior, rational actor, resource mobilization, and new social
movements) will be examined in light of specific case studies.
Through the examination of these case studies - including the
environmental, human rights, new left, womens, and civil rights
movements - the class will focus on three basic sets of questions:
under what circumstances do social movements emerge?; how do
participants choose political strategies?; and, in what ways do
social movements influence more conventional politics?

As mentioned above, the case studies will include the environmental
movement, human rights movement, new left/peace movement, womens
movement, and the civil rights movement (and, if we have time, the
labor movement).  Case studies of counter-movements will cover the
anti-abortion, anti-globalization, and anti-immigration movements.
Students will examine the case studies through a combination of
collaborative and individual work.  Each student will have the
opportunity to pay particular attention to one of the featured
movements.  Together, the class will explore the factors affecting
the emergence, growth, structure, and impact of social movements as
their participants seek to transform social relationships and
restructure social values.

2nd 8 weeks
At a time when the United States faces challenging new international
threats, its relationship with its allies is as important as ever.
Yet the partnership the US has with its NATO partners in Europe is
going through a process of change.  How does America understand its
relationship with Europe in a post-Cold War, and post 9-11, context?
Likewise, how do Europeans view Americans?  This course addresses
these questions by looking at the histories, institutions and
contemporary political cultures of the United States and Europe.  Its
goal is to offer insights into the difficulties and opportunities
facing contemporary US/European relations.

First 8 weeks
In this class, we will use basic works and concepts in jurisprudence
to help us understand contemporary problems in American law, and vice
versa.  After spending several weeks focusing on the meaning and
nature of law, we will use these basic ideas to examine several
important historical and contemporary legal controversies in the
United States, including slavery, school desegregation, affirmative
action, abortion, drug use in religious practice, and hate speech.
In turn, these vexing legal problems should illuminate some of the
strengths and weaknesses of existing legal theories.  Throughout the
semester, we will evaluate the extent to which the Constitution
resembles -- and differs -- from traditional conceptions of law.  We
will also grapple with the dilemma of the proper relation of law and
morality.  During the last five sessions for the course, we will
engage in a series of moot courts in which students will have the
opportunity to serve and attorneys and justices in landmark Supreme
Court cases.

This course is an introduction to the complex notion of democracy. It
is designed to introduce students to the theoretical origins,
resurgence, variations, possible determinants, and challenges
embedded in the great and problematic gift of the West. Given its
broad usage (over-usage?) in modern society, we will critically
review the idea of democracy as it has developed in the 20th century,
familiarize ourselves with its role, its variations, and examine its
contributions and shortcomings. In short, we will discern what
democracy is, and is not. This is a broad survey of the literature
that is designed to highlight but a few of the many topics associated
with the study of democracy and to encourage students interested in
political science to eventually pursue their own interests in one, if
not many, of the included topics.

Meets first eight weeks only.

This course explores the intersection of constitutional theory and
the politics of interpreting the American Constitution.  At its most
abstract, the course addresses two broad questions.  First, what kind
of a thing is a constitution?  Second, how -- if at all  can written
constitutions shape and maintain political societies?  To get at
these theoretical issues, we will move back and forth between
constitutional theory and three problems basic to the study of the
American constitutional enterprise: WHAT is the American
Constitution, WHO are its authoritative interpreters, and HOW should
we interpret the Constitution?  By moving back and forth between
constitutional theory and law, we will try to learn about the nature
of both constitutions in general and the Constitution of the United
States in particular.

Requirements: keep up with the reading (there aren't a lot of pages
but sometimes it can be slow-going), participate in class
discussions, submit one written assignment on the nature of written
constitutions and one on the limits to constitutional interpretation,
hand in several written "case briefs" on assigned legal cases, and
participate in two task force simulations and two moot courts.

The President of the United States is arguably the most powerful
individual in the world.  He holds tremendous influence, both inside
and outside of the United States.  Yet the Founders, in designing the
office, are believed to have envisioned a clerk, working largely
behind the scenes to carry out the legislative wishes of Congress.
Constitutionally, the president seems to have little formal power.
From where does this power come then, and why have we allowed the
presidency to grow into what it is today?

In this course, we will examine presidential power.  We will look
back to the historical beginnings of the presidency and examine how
it has evolved through time.  We will read both original documents
and scholarly works on presidential power.  We will explore
presidential interaction with other branches of government and with
the media.  We will spend some time on presidential elections,
focusing on how campaigns are run.  Finally, we will examine the
presidency today and discuss the performance of recent presidents.

The course examines the efforts of the African American electorate to
play the game of politics.  Emphasis will be placed historical
issues, contemporary issues as well as critical thinking and analysis
with a focus on detecting and avoiding faulty reasoning.

This course surveys Japan's modern political institutions and foreign
policy.  There are no prerequisites.  Class meetings combine lectures
and student discussion, and the required work includes a term paper
and two exams.

We will spend about three weeks on the period from the late 19th
century to the U.S. Occupation of Japan after World War II,
emphasizing continuities and discontinuities after the war.  We will
then cover the police, the judiciary, elections, the party system,
the bureaucracy, the press, interest groups in sectors such as big
business and agriculture, and political culture.  Special attention
will go to the state's industrial policy, welfare policy, and policy
toward the environment.

Regarding foreign relations, we will examine Japanese policy toward
Korea and China as well as security and trade relations between Japan
and the United States.

This section meets with WEUR W301

This is an introductory course to West European politics.  It is
designed to introduce you to a variety of different aspects of
European political culture, political parties, interest groups,
political institutions.  European integration, and new social
movements.  The goals of this course are threefold.  First, you
should learn in some detail about three countries which we will focus
on: France, Germany, and Great Britain.  Secondly, you should learn
to evaluate some important theories about politics.  And last, you
should learn to think rigorously and comparatively about politics.
Comparative thinking is an extremely useful analytical tool and we
will frequently employ this method in the course to demonstrate its
utility.

The required readings are drawn from four books which cover the three
countries.  The reading load averages about 100 pages a week.  Course
requirements include a midterm exam, a final exam, and a term paper.
Exams typically consist of a combination of several identifications
and a longer essay question.

This class will analyze explanations for why Latin American regimes
have undergone waves of change from authoritarianism to democracy and
back to authoritarianism again.  The course will begin with a brief
historical overview of South America and Central America.  It will
then explore the causes for regime change by examining the role of
elections, political parties, the military, political culture,
social movements, revolutions, and the economy.

This course introduces approaches and empirical cases for solving two
puzzles.  First, how do revolutions and social movements emerge and
sustain themselves?  Second, what makes some revolutions and social
movements succeed at achieving their goals, while others fail?  This
course explores, using Latin American cases, the approaches that
political scientists and sociologists have used to understand the
causes for the emergence and trajectory of revolutions and movements,
the tactics that revolutionaries and social movement activists use,
and the success and failure of revolutions and movements.

This course confronts the issue of individual and collective
responsibility for crimes against humanity, both during and after the
Holocaust.  The first part covers the political antecedents and
ideological arguments concerning the "Jewish question" and the
evolution of the Final Solution.  The second part addresses the
question of responsibility from the vantage of perpetrators, victims,
and bystanders during the Holocaust.  The third part looks to the
impact of the Holocaust on post-war ethical and political
considerations.   This final segment of the course looks reflects on
the question of the world's dehumanization in the 20th century.  Our
aim is not only to understand the Holocaust and genocide, but also to
account for the tragedy in a way that confronts our humanity and our
commitments to become more than bystanders to history.
We will use a variety of sources, historical studies and survivors'
testimonies, documentary and fictional accounts, films and poems.  In
particular, we will rely on documentary films that deal with the
issue of mass murder and responsibility.  Class assignments will go
beyond the typical examinations so that we can personalize the issues
through reaction essays, first-person narratives, and policy memos.
To accomplish these goals, attendance is expected at all class
sessions.  Written requirements include a midterm, a short paper, and
a final exam.

This course confronts the issue of individual and collective
responsibility for crimes against humanity, both during and after the
Holocaust.  The first part covers the political antecedents and
ideological arguments concerning the "Jewish question" and the
evolution of the Final Solution.  The second part addresses the
question of responsibility from the vantage of perpetrators, victims,
and bystanders during the Holocaust.  The third part looks to the
impact of the Holocaust on post-war ethical and political
considerations.   This final segment of the course looks reflects on
the question of the world's dehumanization in the 20th century.  Our
aim is not only to understand the Holocaust and genocide, but also to
account for the tragedy in a way that confronts our humanity and our
commitments to become more than bystanders to history.

We will use a variety of sources, historical studies and survivors'
testimonies, documentary and fictional accounts, films and poems.  In
particular, we will rely on documentary films that deal with the
issue of mass murder and responsibility.  Class assignments will go
beyond the typical examinations so that we can personalize the issues
through reaction essays, first-person narratives, and policy memos.
To accomplish these goals, attendance is expected at all class
sessions.  Written requirements include a midterm, a short paper, and
a final exam.

This course analyzes the rise of America=s global leadership during
the post-1945 era, its role in changing the international political
and economic system and the subsequent challenges to that leadership
during the last four decades.  The course covers four major issue
areas: a) theories about the origins of the Cold War; b) governmental
institutions and the policy-making process; c) domestic sources of
foreign policy; and d) the future of American foreign policy in a
post-Cold War environment.
COURSE REQUIREMENTS: There will be two quizzes (30%); a midterm
examination (30%) and final examination (40%).  One week prior to the
quizzes, a take-home list of terms, names and concepts will be
provided to each student.  During the quizzes, students will be
expected to identify a set of terms that appear on the take-home
list.  The exact number of these terms, etc., will be determined by
the instructor.
Both the midterm and final examinations will require students to
answer a range of essay questions (some will require short responses,
others more lengthy ones).  The final examination is cumulative.
There will be no make-up exams without proof of hospitalization.

With the collapse of the Soviet Union and conclusion of the Cold War
international order was radically altered.  The United States emerged
as the sole remaining superpower.  New patterns of international
interactions have resulted, requiring the United States to evaluate
its relationship with the rest of the world.  Is the U.S. a benign
hegemon? The worldˇ¦s police force? Or, a rogue state?  The purpose of
this course is to examine the United States' present and future roles
in international politics.
Major themes explored in the course include:
	America's foreign policy legacy
	Unilateralism vs. Multilateralism
	International Organization
	The use of force
	Trade
	International perspectives on America's role in global politics
	
The instructor hopes this course will expose the continuity as well
as change in the US's role in international politics.  Students will
be exposed to a variety of opinions and ideas on the United States'
relationship with the rest of the world.  By the conclusion of the
course students hopefully will have the ability to develop an
informed perspective on this topic, developing their own viewpoint
for what role the United States plays in the world.

This course will examine the evolution of Soviet foreign policy in
the period after World War II and the foreign policy of Russia since
the collapse of the Soviet state.  Topics may include the legacy of
the Russian past and of Soviet experience in international affairs
before 1945; the impact of ideology on Soviet and Russian decisions
and actions; and the institutions involved in the making of Moscow's
foreign policy.  Readings, lectures and discussion will analyze
Soviet condut during the Cold War, the changes in Soviet policy that
led to the end of the Cold War, and Russian's relations with the West
in the post-Cold War era.  We will also discuss the continuities and
discontinuities between the foreign policies of the USSR and
contemporary Russia and the dilemmas Russia faces in a new and very
different world order.  Students will participate in a role-playing
exercise, in connection with which they will write two short papers.
There will be two closed-book exams.  There will be a course reader
and a textbook, The Foreign Policy of Russia, by Robert Donaldson and
Joseph Nogee.

The course offers a close examination of the most important works and
themes in classical political thought. We shall read a combination of
literary, historical, and philosophical works including selections
from Thucydides History of the Peloponesian War, Sophocles
Antigone, Xenophons Hiero, Platos Apology & Republic, Aristotles
Politics and Nicomachean Ethics, Ciceros On Duties, St. Augustines
City of God, St. Thomas Aquinas, and Bruni. We shall end with the
book that marked a radical departure from the politics of the
ancients: Machiavellis The Prince. At the same time, in order to
highlight better the relevance of these classical works to our
contemporary debates, we shall read short passages from the works of
modern authors (Rousseau, The Federalist, Constant, Schumpeter) whose
writing addressed or reformulated the topics first raised by ancient
authors. The course will examine the political thought of the
ancients by focusing on key topics such as morality and political
power, the role of laws and constitutions, civic virtue, democracy,
justice, freedom, and equality. Special attention will be paid to
examining the context in which these authors wrote their works, the
main concepts they used, and the implications of their ideas for our
contemporary debates.

The class will use a combination of lecture and discussion; hence,
class participation and regular attendance will be very important.
There will be two exams (a mid-term and a final) which will contain a
number of short questions that will draw on the assigned readings and
ideas raised in class. There will be also three quiz questions that
will be part of your grade for class participation. Students are
strongly encouraged to bring additional materials to class (such as
relevant newspaper or magazine articles, websites, additional
bibliography) and thus make the course relevant to their concerns.
Those who will do that will earn extra credit. Each student will be
required to keep a reading log (journal) containing entries for each
assigned reading (definition of key concepts, summary of the
readings, a selection of important phrases, and the like).

The question What are American political ideas? is an extremely
complex one which contains in itself a number of important questions.
Is there a unified set of American political ideas, or does it
contain multiple (and perhaps conflicting) strains of thought?  Is
there something that differentiates the political thought of American
from that of England, Germany, or France?  Has American political
thought changed over time, and if so, how do we relate to the ideas
of previous generations?

These are some of the questions that we will be addressing in this
course.  To this end, the semester will consist of three conceptual
sections.  In the first section, we will examine the historical
unfolding of American political thought from pre-colonial thought in
England to the ratification of the Constitution.  The second section
will take a comparative look at American political thought, primarily
through Democracy in America.  The third section will be more
reflective, questioning both interpretations of early American
political thought as well as the relevance that it has for current
political problems.

Coursework will consist of a number of in-class quizzes and two take-
home exams.

How often do we hear people talk about playing politics?  When we
hear such things, are we to believe that politics is just a game?  In
many ways, politics can be understood as a game, but it is an
extraordinarily complex onemany different people must make many
different types of strategic decisions every single day, and many of
these decisions can have profound social and political consequences.
This course introduces students to the formal study of political
decisions and the strategies and dynamics of decision making.
Students will learn how to construct, analyze, and intelligently
apply simple models of social and political strategic interaction to
real world situations in the United States, other countries, and the
international arena.  The list of specific subjects to be covered is
flexible and may in large part be shaped by students interests.  The
course will be taught using a combination of lectures, discussions,
and in-class simulations of simple decision making environments.
Students in this class will not only hear about political decision
making  they will, on many occasions, have the opportunity to make
political decisions on their own.  They will, in other words, have
the opportunity to learn about political decision making by doing
it.   Assessment for the course will be based on class participation,
written assignments, a final examination, and the level of
performance during in-class simulations.

The presence and involvement of the business community in the
political process is a great source of uneasiness and tension in
America.  In this course, we will investigate the impact of the
business community on the creation and implementation of public
policy in the United States.  Special emphasis will be placed on the
institutional environment in which public policy is made and
implemented.  In particular, we will analyze how the American system
of government, in which the power to govern is dispersed between the
Congress, the President, the bureaucracy, the courts, and the state
and local governments, enhances and limits the ability of the
business community to shape public policy.

Over the past two decades, we have seen a flowering of democracy
around the world.   Many countries in Europe, Latin America, Asia and
Africa have turned away from dictatorships to embrace new democratic
practices.   What are the causes of these regime changes and what are
their consequences?

We start with the fundamental question: what is democracy and
democratization?  We turn to the issue of preconditions  are
wealth, culture, and foreign influences necessary to start
democracy?  Or can democracy be crafted in inhospitable situations,
such as economic backwardness or cultural impediments?  What kinds of
constitutions, elections, parties, and civil associations are best
suited to assure democratic continuity?  How do we know when
democracies have become consolidated and will not turn back to
authoritarian politics?  The course examines these issues in a global
perspective, drawing on cases form all regions of the world, to
arrive at a better understanding of regime change and democratic
theory.

Course requirements include participation in seminar discussions, a
critical review, a short research paper on democratization, and a
final exam.

This section is open to majors only.
This section COAS intensive writing section and also requires
registration in COAS W333.
This section p - at least junior standing.

This course analyzes the major theories of the origins and
characteristics of collective violence within politiesriots,
rebellions, civil wars, revolutions.  These theories will range from
micro models of collective action (e.g., rational, social
psychological and resource mobilization) to societal models of state
breakdown (e.g., the role of geopolitical competition and the
capitalist world economy).  Since these perspectives are rooted in
the works of classical theorists, the contributions of Marx, Pareto,
Durkheim, Weber, Coser and Parsons will be analyzed as well.

The second part of the course will address the consequences of civil
war and revolution on national institutions and political processes.
In particular, the extent to which revolutionaries are able to
reshape civil-state societal relationships.

First year Political Science and Ph.D. Joint Program graduate
students are strongly encouraged to enroll in this seminar.

This two-credit seminar will deal with issues relating to your future
as a professional with an advanced degree in Political Science.  We
will spend most of our time on teaching, but we also will consider
broader aspects of university life as well as what claims and
expectations can be associated with professional degrees.  There will
be a number of guest presentations.  This seminar is strongly
recommended for all first year graduate students, especially those
who are or plan to be associated with the teaching mission of the
department.

This is the first course for graduate students interested in pursuing
the study of public policy.  Though it is the first course,
familiarity with the policy making process is expected.  Course
materials will focus on four themes.  First, we will consider various
justifications for public policy within a market democracy, and
consider the place of policy studies within the social sciences.
Second, we will examine the macro-environment within which policy
demands arise and policy decisions are made.  Third, we will examine
the governmental institutions that make policy decisions, the powers,
incentives, and influences that shape these decisions, and the
interactions between these institutions. Finally, we will focus on a
small handful of approaches to analyzing public policy.  After taking
this course, you should be able to intelligently discuss competing
justifications for policy decisions; discuss the “ideal type”
and “real world” processes by which policy decisions are made and the
institutional, economic, and cultural influences on these decisions;
and have an appreciation for the various approaches and criteria one
can use to understanding policy choices.  This knowledge, in turn,
will serve as a gateway to a more detailed investigation of public
policy.

This course introduces students to quantitative research methods for
studying politics.  Much of the course centers upon topics that are
statistical in content, or upon topics that must be addressed for
statistics to make sense.  Students who complete the course will have
achieved a level of statistical competency that will enable them to
enroll in courses concerned with multivariate statistical
techniques.  More importantly, students will acquire basic skills of
data analysis that are indispensable to the practice of quantitative
political science.  Related topics include: probability, sampling,
distributions for random variables, descriptive statistics, measures
of nominal and ordinal association, analysis of variance, an
introduction to simple and multiple regression, and matrix algebra.

This course is primarily concerned with regression analysis of
political phenomena via maximum-likelihood estimation.  In many
situations, the Classic Linear Regression Model (CLRM) is unsuitable
for analyzing data that are of interest to political scientists.
This course will introduce students to a set of methods and
techniques for handling situations in which the assumptions of the
CLRM are violated.  In particular, the methods employed will consider
techniques for dealing with categorical and limited dependent
variables.  Models to be covered include: logit, probit, multinomial
logit, ordered probit, models for event counts (e.g. Poisson
regression), duration models, and survival analysis.  We will also
consider models for dealing with “missing” data.  Although there will
be emphasis on the technical aspects, most of our attention will be
directed to the application of these methods to political phenomena
and the presentation of the results.
Prerequisites: Y575 and Y576, or their equivalents.

This course introduces students to computing applications for
political scientists.  Topics include computing packages such as
STATA, GAUSS, and Excel; creating datasets; and transferring datasets
among programs.  The course will cover only personal computer (DOS)
applications and operating systems.  A prerequisite for this course
is enrollment in Y575.

The seminar examines the recent “third wave” turn to democracy around
the world, seeking to understand both the reason for democratization
and its successes and failures.   To that end, the emphasis is on
alternative theoretical explanations and conceptual approaches in the
study of regime change.  The first part of the course considers what
do we mean by democracy, democratization, and democratic
consolidation, and how to operationalize these concepts. We proceed
to consider factors that facilitate or hinder the democratization
process, e.g. issues of historical legacies, political culture, and
economic development.   Next, particular attention is paid to
institutional structures, including state capacity, electoral
process, party system, and civil society, to assess democratic
sustainability or democratic breakdown.
The main task of the course is to engage in comparative thinking
about the opportunities and constraints of democratic development in
several regions of the world.  Accordingly, the empirical evidence
draws on the experiences of emerging democracies in Southern Europe,
postcommunism, Latin America, Asia and Africa.
Seminar requirements include meaningful participation in class
discussion, and a research paper on some aspect of third wave
democratization.   In addition to the usual individual research,
collaborative projects among students, bringing together different
regional expertise, theoretical approaches, or methodological skills
are appropriate research strategies for the paper.

This seminar about West European politics introduces participants to
a range of issues that concern analysts of Western Europe and, more
broadly, advanced industrialized democracies. Therefore, this class
is not just a survey of West European countries. Rather, using
Western Europe as a "testing ground," the seminar's analytical goal
is to introduce participants to several issues that preoccupy
analysts of advanced democracies. You may thus conceive of the
seminar as an Approaches and Issues class about advanced democracies.
Accordingly, the seminar's thematic focus will change on an almost
weekly basis. Topics include Institutional Systems, Party systems,
Political Culture, Modernization and Economic Theories of Democracy,
and Coalition Theories. In addition to weekly memos on the assigned
reading material, course requirements include a term paper, a final
exam, and, above all, thoughtful contributions to seminar discussions.

CANCELLED

Y657/E592 (Course cross listed with East Asian Languages and Cultures)

Is the "East Asian model" of development myth or reality? Has it been
proven flawed by the Asian financial crisis? This graduate seminar
considers the role of the state in promoting economic development by
comparing (and contrasting) the experiences of countries in Northeast
Asia, Southeast Asia, and the region's market-oriented Communist
states. The initial focus is on domestic contexts, but we will also
consider countries' interaction with each other and the larger global
environment (e.g., the Cold War, globalization). Assignments include
200-300 pages of weekly reading, 3 short papers and a joint project
or research paper.

This course will survey the large and steadily increasing research on
public opinion from a social psychological perspective. This research
is part of the latest installment in the ongoing dialogue between
political science and social psychology. We will examine the
psychological processes by which citizens form and change their
political views, the influence of various environmental factors on
public opinion including social interaction, political campaigns and
mass media, and the translation of public opinion into political
action with special attention given to voters and elections.

It has long been alleged, as Donald Kinder states, that Americans
are too ignorant, too intolerant, and too unsophisticated to
participate wisely or even sensibly in the affairs of politics. We
shall examine this allegation closely and comprehensively with the
aim of determining whether the opinions of the public are more a
threat or a source of strength to the promise and practice of
American democratic life.

World System Development is a course on long-term changes in
international political economy.  Topics that will receive particular
attention include evolutionary interpretations of international
political economy, the early emergence of an Afro-Eurasian world
economy, the ascendancy of Western Europe, the role of technological
change, long waves and the diffusion of economic growth, the dynamics
of economic primacy, global-regional conflict patterns, and the
future of the world's political economy.  No particular background is
assumed but students will be expected to produce a seminar paper on a
topic to be negotiated with the instructor. Since the scope of the
course is quite encompassing (although all possible topics will not
be examined), it is difficult to imagine student interests that
cannot be accommodated in some fashion.

What are the forces shaping the foreign policy of states in world
politics?  Many of these forces are external to the state:  they
emanate from the environment, regional and global, in which the state
operates.  But state behavior is also affected  often profoundly 
by internal factors.  This seminar will explore the role of
international system structure and processes, regime type, and
domestic political structures and processes in the shaping of foreign
policy.  The focus will be on important theoretical perspectives
regarding the sources and explanation of foreign policy behavior.
Specific problems we may consider are the sources of conflictual and
cooperative behavior and the conditions conducive to foreign policy
change.  While the case studies in the readings will be drawn
primarily from the foreign policy behavior of the United States,
Russia and the former Soviet Union, the theories we will examine will
be relevant for understanding the conduct of a wide variety of states.
Students will write a research paper drawing on one or more
theoretical perspectives to shed light on a concrete case or pattern
of foreign policy behavior exhibited by a state or group of states.
Grades will be based both on the paper and on contributions to class
discussion.

This seminar meets at 513 N. Park

During the fall semester of this year-long course we provide a brief
overview of the literature focusing on the analysis of individual
behavior within various types of institutional arrangements.  Many of
the topics covered here in one week could well be the topic for a
full semester's work.  Thus, once you have completed the semester,
you will have been introduced to a diversity of work, but you will
not yet have gained mastery and will need substantial additional
study to gain that mastery.  For some subjects, we have listed
additional readings that you may wish to pursue either, during this
semester on those topics of particular interest and importance to
you, or over the coming years.
The syllabus for this course is on the Workshop Website:
http://www.indiana.edu/~workshop
The assigned readings will either be distributed at least one week in
advance or be at the IU Bookstore. Graduate students taking the
course for credit have three types of assignments.  First, each
student is expected to write a short (2-5 page) memo to the
instructor each week reflecting on what they are currently reading,
how they are progressing on their seminar paper, and related topics.
These memos are not individually graded, but part of the final grade
will be based on class participation, and the faithfulness and
quality of the memos will be reflected in this part of the grade.
	Second, there will be an exam given toward the end of the
semester.
	Third, a final paper is required:  each student will be
expected to select either a type of problem (such as that of
providing a particular type of public goods or common-pool resource)
or a type of decision-making arrangement (such as that of a
legislature or market structure) and undertake a micro-analysis of
how combinations of rules, the structure of the goods and technology
involved, and culture interact to affect the incentives facing
individuals and resulting patterns of interactions adopted by
individuals in one or a set of closely related situations.  The
student may focus more on an operational, a collective-choice, or a
constitutional-choice level, but the linkage among these levels
should be addressed.  This is an excellent opportunity to do a
research design for a dissertation that applies institutional
analysis to a particular problem.  Students may wish to do the first
draft of a paper that eventually will be submitted for publication.
All papers will be presented at a mini-conference in December.

This course will introduce students to the range of approaches and
issues that comprise political philosophy as a distinct sub-field in
political science.  It is a general survey that seeks to touch on a
variety of concerns and open up further inquiry. We will cover issues
such as: What is the identity of political philosophy, and how has
this identity been shaped? How have understandings of "classical"
vs. "modern" political thought helped to constitute the sub-field?
How have recent approaches to the study of history, like that
associated with Quentin Skinner and the so-called Cambridge School,
altered the practice of political philosophy?  We will also discuss a
number of other approaches or paradigms, including pragmatism,
feminism, and postmodernism.  Finally, we shall also explore how
liberalism has been affected by the development of these various
approaches. The readings for this class include Sheldon
Wolins Political Theory as Vocation, Leo Strauss What is
Political Philosophy? and Isaiah Berlins Does Political Theory
Still Exist?.

This course has been cancelled.

This course meets first eight weeks only.
	This course meets at 513 N. Park


Y773 is co-taught by Elinor Ostrom and Krister Anderson

Both popular and scientific concern over deforestation is at a
historically high level. Yet standard macro level explanations for
deforestation such as the population, income level, conversion of
forest to agriculture, and the penetration of global markets do not
account for much of the variation found in forest condition and
forest use at the micro (or local) level.  The International Forestry
Resources and Institutions Research Program (IFRI) is an
interdisciplinary, cross-national effort to explore the factors
affecting forest conditions at the local level, especially those that
influence a communitys relationship to their forest. The methods
used are drawn from the social, natural, and physical sciences in
order to achieve a comprehensive understanding of local-level
processes. Colleagues are currently using the IFRI approach in dozens
of forests and communities in more than twelve countries.  This
course is designed for graduate students who seek to learn the
methods and approaches of an active, ongoing research program that
explores the human dimensions of environmental change. The training
program provides an introduction to the theoretical concerns that
motivate IFRI, IFRI data collection protocols, and IFRI data
collection methods. The methods include participatory techniques,
individual and group interviews, and forest mensuration. Participants
get practical experience with IFRI methods by conducting field
research in a forest community in Southern Indiana. The case study
conducted by the class will become part of the IFRI database.
Students should be aware that Y773 is an intensive course scheduled
for the first eight weeks of the semester. It requires several
evenings and weekends of fieldwork throughout the course. Grades are
based in part upon completion of the case study report, which is
likely to require additional time beyond the course's eight weeks.