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2005 - International Studies Association Pages: 35 pages || Words: 11456 words || 
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1. Toft, Monica. "Population Shifts and Civil War: A Test of Power Transition Theory Population Shifts and Civil War: A Test of Power Transition Theory Population Shifts and Civil War" Paper presented at the annual meeting of the International Studies Association, Hilton Hawaiian Village, Honolulu, Hawaii, Mar 05, 2005 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p72013_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper presents a test of elements of Power Transition Theory (PTT) through an examination of types of demographic transitions against civil war. It divides population transitions into nine types and, from PTT logic, derives testable hypotheses. It also tests elements of PTT's rival, Balance of Power Theory (BPT). Although the logic of PTT seems appropriate to testing at the substate level, the results are mixed. Most states plagued by ethnic civil wars have stable populations (i.e. no transitions), yet three types of transitions stand out. Even here, however, PTT predicts violence in only one of these three types of transitions. BPT fares a bit better.

2008 - ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES Pages: 72 pages || Words: 21904 words || 
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2. Meiser, Jeffrey. "The Rhetoric and Reality of Civil War: From the American Civil War to the Iraq Civil War and Back Again" Paper presented at the annual meeting of the ISA's 49th ANNUAL CONVENTION, BRIDGING MULTIPLE DIVIDES, Hilton San Francisco, SAN FRANCISCO, CA, USA, Mar 26, 2008 Online <APPLICATION/PDF>. 2020-02-25 <http://citation.allacademic.com/meta/p253894_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The variety and frequency of analogical reasoning in the public discourse surrounding the invasion of Iraq is remarkable. Perhaps most remarkable is the comparison that has been made between the U.S. Civil War and the Iraq civil war. The purposes of this paper are to show why the American Civil War analogy was deployed by advocates of “staying the course” in Iraq, consider what effect this discursive strategy may have had on American policy in Iraq, and finally to compare the U.S. Civil War and Iraq civil war using an analytical framework derived from civil war theory. In moving toward achieving these goals, I employ cognitive and constructivist theories on the role of ideas in foreign policy, as well as theories of the causes of civil wars. The central findings have both academic and policy relevance. First, several Bush administration officials and certain public intellectuals have used the American Civil War analogy (and other rhetorical devices) to shape policy in the short-run and American collective identity in the long-run. Second, the U.S. Civil War analogy does not provide useful guidance for American policy in Iraq. Policy makers and analysts should not allow the memory of the American experience with internal conflict affect their understanding of current and future civil wars. Third, current theories of internal war can provide a useful lens for understanding both ‘old’ and ‘new’ civil wars, but are much better suited to explaining recent civil wars. This finding suggests that unlike international relations theory, internal war theories are time-bound. It is striking that modern theories of internal war cannot explain one of the most important civil wars of the past 200 years.

2010 - ASC Annual Meeting Words: 182 words || 
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3. Van Nuland, Shirley. and Scott, Hannah. "Evaluating Civil Liberties Literacy and Attitudes towards Civil Liberties of Teacher Candidates" Paper presented at the annual meeting of the ASC Annual Meeting, San Francisco Marriott, San Francisco, California, Nov 17, 2010 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p431150_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Each year, representatives of the Canadian Civil Liberties Education Trust prepare and conduct presentations at most Ontario faculties of education which engage teacher candidates in discussions in making choices regarding freedoms, equality issues, discrimination, teaching resources, violence, etc. The overall purpose of this study is to examine what teacher candidates know and understand about civil liberties pre- and post-presentation. Specifically, the objectives of the study are to determine 1) the knowledge of teacher candidates on civil liberties and rights, 2) the attitudinal response of teacher candidates concerning the teaching of civil liberties and rights, 3) the change in thinking and response to civil liberties and rights from pre-seminar to post-seminar, and 4) the impact of direct teaching of critical thinking around civil liberties. This study examines the results of pre and post tests surrounding a Civil Liberties education lecture. Pre-seminar results show that knowledge of civil liberties and freedoms is very American based. Statistical tests reveal that on 19 items, only 4 items significantly changed after training. Implications for education practice and future directions in research will be discussed.

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