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2007 - International Studies Association 48th Annual Convention Words: 204 words || 
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1. Schoppa, Leonard. "It Takes Two to Float: the Two-Level Politics of Exchange Rate Policy" Paper presented at the annual meeting of the International Studies Association 48th Annual Convention, Hilton Chicago, CHICAGO, IL, USA, Feb 28, 2007 <Not Available>. 2020-01-29 <http://citation.allacademic.com/meta/p180084_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Exchange rate policy cannot be modeled as a simple product of domestic politics, as Jeff Frieden does in his recent work on this topic. Countries deciding whether or not to go on or off the gold standard may have been able to make these decisions separately based on domestic politics, without coordination or bargaining, and small countries may still be able to do so with regard to the dollar or euro in today's monetary regime. But big countries, including the United States, cannot make exchange rate policy on their own. It takes two to float, by which I mean that it is more accurate to model exchange rate policy as a two-level game in which two partners each seek an exchange rate regime and level that reflects domestic political interests and institutions, with the outcome determined by bargaining. The United States cannot make a decision to float vis-a-vis the renminbi without China going along. Japan has learned that it cannot devalue the yen without the United States blessing this policy. The paper lays out the two-level logic of exchange rate bargaining and illustrates it by examining several cases of United States - Asia exchange rate bargaining, including US-Japan since 1980 and US-China since 2000.

2016 - American Studies Association Annual Meeting Words: 445 words || 
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2. Awartani, Sara. "Two Occupied Nations, Two Diasporas, One Struggle: Palestine in the Puerto Rican Political Imaginary" Paper presented at the annual meeting of the American Studies Association Annual Meeting, TBA, Denver, Colorado, Nov 17, 2016 <Not Available>. 2020-01-29 <http://citation.allacademic.com/meta/p1136181_index.html>
Publication Type: Internal Paper
Review Method: Peer Reviewed
Abstract: On July 20, 2014, Puerto Rican independence activists took to the streets of Chicago as part of a mass protest against Israel’s latest Gaza offensive, Operation Protective Edge. Thousands of voices rang together filling downtown Chicago with chants of “free, free Palestine!” Yet as the contingent of Chicago Puerto Ricans marched alongside the Palestinian supporters, they carried not Palestinian flags, but Puerto Rican flags, many of which donned the demand “Libertad [para] Oscar López Rivera Ahora”—Freedom for [political prisoner] Oscar López Rivera, now! Twelve seconds of the protest were caught on camera and uploaded to the online magazine La Respuesta, hailed as the voice of the Puerto Rican diaspora, as a statement of official solidarity: “Chicago Puerto Ricans Stand with Palestine.”
In making sense of this July 2014 statement of solidarity, this paper turns to historical precedents in which Chicago Puerto Ricans placed themselves in comparative context with Palestinians, namely the period characterized by the Armed Forces of National Liberation [FALN], to which Oscar López River was a member, and the Movement for National Liberation [MLN]. Building off a diverse range of scholarship from Puerto Rican studies, settler colonial studies, performance studies, and theories of transnationalism, a study of Puerto Rican solidarity with Palestine illuminates the processes in which identities and coalitions are made manifest: tangled relations that invoke historical memory on behalf of the present. Utilizing declarations of solidarity as an analytical lens, I explore the following questions: How do such activists contribute to the language of their community’s various political claims? What ideas of U.S. and Israeli hegemony are threatened by the invocation of charges of colonialism?
By highlighting the multiplicity of articulations in defense of Palestinian self-determination, I hope to demonstrate how Puerto Rican independence activists constructed a reimagined geography of “home” and “liberation” that simultaneously declared solidarity while also disrupting narratives of U.S. exceptionalism—what we might term the articulation of Palestine in the Puerto Rican political imaginary. Within the solidarity discourses examined above lies a predisposition on the part of Puerto Rican independence activists to conceive of solidarity with Palestine as a site for colonial comparisons. Investigating how these Puerto Rican independence activists articulated solidarity with and on behalf of Palestinian self-determination thus encourages us to move beyond the aura of exceptionality that so often characterizes the “Palestine problem” and Puerto Rico’s “status question” by locating demands for Puerto Rican independence within a transnational, comparative framework of anticolonial and anti-imperial resistance movements. In doing so, we can understand such activists as participants in transnational history-writing and in the construction of an archive of solidarity grounded in place and ripe with alternative paradigms of emancipatory knowledge from systems of racial and imperial oppression.

2017 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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3. Cheng, Simon. and Kelley, Kristin. "One Sex, Two Sexes, One Parent, Two Parents: Public Attitudes Toward Single and Same-Sex Parenthood" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Palais des Congrès de Montréal, Montreal, Canada, Aug 09, 2017 Online <APPLICATION/PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p1255206_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Despite the centrality of child wellbeing arguments in the debates on single and same-sex parents vs. two heterosexual parents, there is surprisingly little research on public perceptions of single parents’ and same-sex couples’ parenting quality. We use data from the 2012 General Social Survey to compare and contrast public views of single parents and lesbian mothers and gay fathers. Nearly half of the respondents agree that single parents can parent as effectively as two parents and that gay and lesbian parents can parent as effectively as a male-female couple. Approximately half of the respondents provide similar responses regarding the effectiveness of single and same-sex parents, while approximately one-fourth give higher ratings to single parents and the other one-fourth give higher ratings to same-sex parents. Public attitudes vary across sociodemographic lines: men, older adults, and married respondents are less likely than their female, younger, and unmarried counterparts to view both single parents and same-sex parents as effective. Educational attainment and self-reported religiosity have greater influence on the rating of same-sex parents than of single parents, while race has a greater influence on the rating of single parents than of same-sex parents. Public views regarding both single parents and same-sex parents also are positively linked to preferences for generous childcare policies by the government, liberal gender role attitudes, and tolerance of sexual liberties. When public views regarding both single parents and same-sex parent diverge, however, public opinion regarding sexual liberties is the most influential attitudinal factor. Implications of these patterns are discussed.

2016 - American Sociological Association Annual Meeting Pages: unavailable || Words: unavailable || 
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4. Kuyucu, Tuna. "Two Crises, Two Trajectories: Impact of Economic Crises on Urban Governance in Turkey" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Washington State Convention Center, Seattle, WA, Aug 17, 2016 Online <PDF>. 2020-01-29 <http://citation.allacademic.com/meta/p1122267_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Major economic crises are the most important drivers of policy shift in the governance of cities and their economies. But the existing literature on urban governance does not sufficiently explore the causal links between crises and urban governance shifts. The relatively small number of works on the topic are mostly descriptive single-case studies focusing on how the Great Recession that began in 2007 impacts urban regimes in advanced capitalist contexts. This is unfortunate given the frequency and intensity of economic crises experienced all around the globe in the neoliberal period, which makes it possible to construct comparative studies with the potential to advance our theoretical frames about how crises impact on urban dynamics. The purpose of this study is to explain why two major economic shocks experienced in Turkey in 2001 and 2008 led to very different policy outcomes in urban governance as well as the regulation of urban land and housing markets. While the former crisis was followed by wide-ranging decentralizing reforms in public administration, the latter crisis gave way to unprecedented centralization in urban governance as well as economic policy-making. That the same political party had been in power during the implementation of most of these reforms makes the question more interesting. The answer, I argue, lies mostly in ‘external factors’ –i.e. the state of the global economy (growth between 2001-07, recession after 2007) and prospects of Turkey’s EU membership (positive until 2008, negative after 2008). These external factors directly shaped the impact of crises on urban governance.

2018 - Comparative and International Education Society Conference Words: 588 words || 
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5. Beggs, Christine. "Are two data points worth two million dollars? Re-examining our approach to building evidence in education" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2020-01-29 <http://citation.allacademic.com/meta/p1354435_index.html>
Publication Type: Panel Paper
Abstract: This presentation puts forward an argument for more inclusive and transparent treatment of evidence and a call for greater contexualization of evaluations by integrating systems-thinking methods into evaluation design and interpretation. Specific recommendations based on new analyses will be presented to address these challenges.

Rigorous evaluations of education programs in developing countries have grown exponentially over the past decade. Much of this growth can be attributed to efforts by organizations such as the Center for Global Development who convened the Evaluation Gap Working Group to address the lack of rigorous evidence in the health and education sectors. The 2006 publication stemming from this initiative, "When Will We Ever Learn: Improving Lives through Impact Evaluation", put forward a strong call to action and a roadmap for increasing the number of high-quality impact evaluations to drive better programming and policy decisions. The emergence of organizations such as the Abdul Latif Jameel Poverty Action Lab (JPAL), the International Initiative for Impact Evaluations (3ie) and the World Bank’s Strategic Impact Evaluation Fund (SIEF), gave life to this movement, making a significant expansion of impact evaluations in developing countries possible. Bi-lateral funders including the United Kingdom’s Department for International Development (DFID) and the United States’ Agency for International Development (USAID) began to expand their commitment to and funding for evaluations of their programs. Private foundations such as the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation played a critical role through both their thought leadership and financial support. Fast forward to the present day, and we have a steady supply of well-designed and well-executed independent impact evaluations of education programs in developing countries.

A natural by-product of this increase in impact evaluations has been the need to synthesize these disparate evaluations that are measuring different outcomes, in different ways, across different contexts, into something meaningful and actionable - all while maintaining transparency, addressing issues of comparability and acknowledging limitations with respect to external validity. Welcome onto the scene an expanding set of systematic reviews; guided by protocols put forward by initiatives such as the Campbell and Cochrane Collaborations and thought-leaders including Patrick McEwan, Dave Evans, Rachel Glennerster, Paul Glewwe and Micheal Kremer. These systematic reviews are close cousins of the impact evaluation in terms of rigor and transparency and significant effort has been made to translate the findings into program and policy recommendations.

While these developments certainly signal advances in evidence building for the education sector, challenges remain. Study selection biases (geographic, publication, etc.), insufficiently detailed categorization of interventions, scarcity of evaluations that build more nuanced evidence through treatment arms, disparate measurements and methods, and striking the right balance when assessing the generalizability of findings top the list of recognized vulnerabilities in systematic reviews. We are also leaving a lot of important information and learning on the cutting floor. Taking stock for example that roughly 90% of the evaluations funded by USAID are not impact evaluations due to suitability of program designs for impact evaluations, contextual challenges, resource constraints, timing factors and other drivers; and recognizing that there is considerable investment by a range of development organizations, both northern and southern, in “internal evaluations” - we need to find a way to be more inclusive of these evaluations while maintaining sufficient transparency in methods and threats to internal and external validity.

This presentation will present specific strategies for: improving inclusivity in systematic reviews without compromising transparency and rigor; and more effective contexualization of evaluation findings by integrating systems-thinking methods, specifically causal-loop diagramming, into evaluation design and interpretation.

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