The Department of Government
The Department of Government

GOV 310L • American Government

38290 • Epp, Derek
Meets TTH 9:30AM-11:00AM MEZ B0.306
show description

GOV 310L: American Government
MEZ B0.306
TTH, 9:30 – 11:00am
Fall 2018

Professor: Derek Epp
Office: BAT 3.126
Office Hours:
E-mail: depp@austin.utexas.edu

Teaching Assistant:
Office:
Office Hours:

How should we evaluate governments and the politicians that run them? What do we expect successful governments to do or not to do? In answering these questions, not everyone will reach the same conclusion. Differences in what we consider a successful government go a long way toward clarifying the multitude of political opinions that find voice among the American public. But having a sensible answer (or at least being able to meaningfully engage with the question) is part of being a responsible citizen in a democracy. The objective of this course is to provide some of the background information that may help you clarify your own expectations of government, whatever those may be. Specifically, this course will serve as an introduction to American (and Texas) politics by examining important political institutions, processes, and actors.

Like other academic fields, the study of government demands skepticism (not cynicism) and critical thinking. We will seek to develop these are attributes throughout the semester and apply them to governments, politicians, and institutions. The goal, through readings, class discussions, and homework assignments is not to promote any specific worldview, but to emphasize the importance of approaching politics with a critical eye.

Grades

Your grades will be based on the following assignments:

Exams (100%): There will be three exams – two midterms and a final – each of which will be worth 1/3 of your total grade. None of the exams are cumulative.

Exams that are not taken will be graded as a 0. If you are experiencing a personal crisis (or one in your immediate family) then accommodations can be made, but it is crucial that you contact me as soon as possible. After-the-fact emergencies will not be considered. In some instances, a note from your dean may be required. 

By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

The grading scale in percentages is as follows:

93-100 (A)
90-92.99 (A-)
87-89.99 (B+)
83-86.99 (B)
80-82.99 (B-)
77-79.99 (C+)
73-76.99 (C)
70-72.99 (C-)
67-69.99 (D+)
63-66.99 (D)
60-62.99 (D-)
0-59.99 (F)


GOV 310L • American Government

38305
Meets MWF 12:00PM-1:00PM UTC 3.134
show description

This course is an introduction to American government and politics.  While the main focus is on the national level, additional attention is paid to the state and local governments of Texas. Topics will include U.S. political history, political institutions, elections, public opinion, rights and freedoms, and public policy issues.


GOV 310L • American Government

38285
Meets TTH 8:00AM-9:30AM MEZ B0.306
show description

This course is an introduction to American government and politics.  While the main focus is on the national level, additional attention is paid to the state and local governments of Texas. Topics will include U.S. political history, political institutions, elections, public opinion, rights and freedoms, and public policy issues.


GOV 310L • American Government

38325 • Leal, David
Meets TTH 3:30PM-5:00PM UTC 3.102
show description

This course will introduce you to government and politics in the United States. We will cover U.S. political history, political institutions, elections, public opinion, rights and freedoms, and public policy issues. The class begins with the creation of the nation and its fundamental features, including the adoption of the Constitution, the development of democracy, and the importance of federalism. The class then examines public input into the political system, particularly public opinion, individual and group participation, and the political parties. Public input is nowhere better found than in congressional and presidential elections, which are separately discussed. In fact, the main textbook of the class argues that American government can only be fully understood by studying the central role of elections. We then explore the basic institutional building blocks of government – the Congress, presidency, bureaucracy, and courts, as well as the media. We continue by discussing fundamental civil liberties and civil rights, followed by the key policy issues that face national, state, and local governments today. The class will also make comparisons between American government and Texas government.

 

Readings

 

Morris P. Fiorina, Paul E. Peterson, Bertram Johnson, and William G. Mayer. The New American Democracy, 2011 (7th edition).

 

 

John Rourke. You Decide! Current Debates in American Politics, 2012 (9th edition).

 

Course Grade

 

Exams: There will be three exams.

 

Midterm #1 (25% of your grade; multiple choice questions; covers first third of the class material)

 

 

Midterm #2 (30% of your grade; multiple choice questions; covers second third of the class material)

 

 

Final Exam (40% of your grade; multiple choice questions; covers last third of the class material and includes cumulative questions). This will take place during the UT final exam period.

 

 

Writing: 5% of your grade is based on two short writing projects, which will be discussed in class.

 

Grading: The following is the class grading scale:

 

93-100% A (4) 

90-92% A- (3.67) 

87-89% B+ (3.33) 

83-86% B (3) 

80-82% B- (2.67) 

77-79% C+ (2.33) 

73-76% C (2)

70-72% C- (1.67)

67-69% D+ (1.33)

63-66% D (1)

60-62% D- (.67)

Below 60% F (0)


GOV 310L • American Government

38300 • McIver, John
Meets TTH 11:00AM-12:30PM CAL 100
show description

This course is an introduction to American government and politics.  While the main focus is on the national level, additional attention is paid to the state and local governments of Texas. Topics will include U.S. political history, political institutions, elections, public opinion, rights and freedoms, and public policy issues.


GOV 310L • American Government

38295 • McDaniel, Eric
Meets MW 2:30PM-4:00PM
show description

COURSE DESCRIPTION

 

Fall 2018

 

Title:               American Government

 

Course #:        Government 310L

 

Prerequisites:  None

 

Course Description:

 

This is the online section for the Introduction to American Government course. Students will access a live stream lecture twice a week, viewing lectures and participating in in-class assignments. The class covers a wide range of topics, including the founding of the U.S., the Constitution, federalism, interest groups, political parties, public opinion and voting behavior, campaigns and elections, the media, the presidency, the Congress, the courts, and public policy. Students are expected to master the basics facts of American government, but they are also asked to use broader, theoretical perspectives to analyze contemporary issues and dilemmas.

 

Grading Policy:

 

Students will be graded based on three midterm examinations (each worth 100 points), as well as textbook and in-class assignments (100 points).

 

Texts:

 

The class relies on webtexts: one focusing on American government and another focusing on Texas government. The total cost for these materials is approximately $115.

 


GOV 310L • American Government

38315 • Prindle, David
Meets MWF 10:00AM-11:00AM UTC 4.122
show description

Course Description, Fall, 2018

Gov. 310L, "Introduction to American and Texas Politics"

Professor David Prindle

 

Statement of Purpose

 

                        The purpose of this course is not only to provide useful information and a point of view with which to understand politics in the state and the nation.  I am an explicitly normative teacher; that is, I try to supply students with the ideal of a democratic polity as well as the reality of the system, in order that they may compare the reality with the ideal and evaluate the results.  In other words, I hope to help my students to become better citizens.

 

Prerequisites

 

            Students must have one semester’s worth of credit before they are allowed to enroll for this class.  That is, a freshman can enroll, but not until after his or her first semester at UT.

 

Assigned Reading

 

Selected chapters from:

Cal Jillson, American Government, 9th edition, (Routledge: 2018),

Cal Jillson, Texas Politics, 6th edition, (Routledge: 2018)

 

            The selected chapters will be bundled in an etextbook available online from University Readers.  Details supplied in the syllabus, available shortly before the semester begins.

 

Grading Policy

 

            There are three tests in this class, the score on each of which, in general, counts one third of your grade.  For a few students, I may make some minor adjustments in these averages to reflect class participation. Here are the average numerical grades, and their corresponding letter grades:

A:              92.3 or higher

A minus:   90 to 92

B plus:      88 to 89.7

B:              82.3 to 87.7

B minus:   80 to 82

C plus:      78 to 79.7

C:              62.3 to 77.7

C minus:    60 to 62

D:              50 to 59.7

F:               Below 50

 

            People who have missed one or more of the three assignments, in addition to those who average below 50, will receive an “F.”  I may make some minor adjustments in these averages to reflect class participation.


GOV 310L • American Government-Honors

38330 • Tulis, Jeffrey
Meets TTH 2:00PM-3:30PM CBA 4.336
show description

This course is an introduction to American government and politics.  While the main focus is on the national level, additional attention is paid to the state and local governments of Texas. Topics will include U.S. political history, political institutions, elections, public opinion, rights and freedoms, and public policy issues.


GOV 312L • Issues & Policies In Amer Gov

38380 • Moser, Robert
Meets TTH 12:30PM-2:00PM
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38345 • Stauffer, Dana
Meets MWF 12:00PM-1:00PM CLA 0.102
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38375 • Theriault, Sean
Meets TTH 3:30PM-5:00PM FAC 21
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38360
Meets MWF 2:00PM-3:00PM CLA 0.128
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38365
Meets TTH 2:00PM-3:30PM WAG 101
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38355 • Budziszewski, J
Meets MW 1:00PM-2:30PM MEZ B0.302
show description

GOV 312L, Issues and Policies in American Government - W

THE CONSTITUTIONAL DEBATES

                                     Professor J. Budziszewski

                                                       

Class meets:               MW 1:00-2:30 pm, MEZ B0.302

Prof's office hours:    MW 11:00am-12:30pm in Mezes 3.106

Prof’s email:              jbud@undergroundthomist.org

Prof’s office phone:   232-7229; phone does not record messages; email strongly preferred

Course website:         Canvas

Prof’s website:           The Underground Thomist, http://UndergroundThomist.org

Course policies:           See the FAQ at the “Other Things My Students May Need” section of the Teaching page at my personal website.

 

PREREQUISITES, FLAGS, AND FIELD

 

The course fulfills part of the basic education requirement in writing.  Because it carries a writing flag, it may also be used to fulfill three hours of the communication component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, teamwork, and personal responsibility.

 

DESCRIPTION

 

Americans are often said to be obsessed with their Constitution.  So be it; but then it behooves us to know something about it.  The approach taken in this course is to return to the early debates surrounding its writing and ratification.  We make no use at all of textbooks; rather we study the political thinking of the early Americans in their own words.

 

Another old saw is that history is written by the winners.  However, this is not be a course in winner-worship:  Equal attention and respect are given, on the one hand, to those who wrote the Constitution and argued for its ratification, and on the other, to those who argued against it or demanded sweeping changes in its content.  There are several good reasons for such evenhandedness.  One is that, for all we know, the losers might have been right.  Another is that they might have had some influence on the winners.  Still a third is that we can't fully understand the arguments by which the winners won unless we understand what they were arguing against.

 

Having spoken of politics and of history, I should now admit that this is not a political science or history course in the ordinary sense.  Rather it is a course in early American political thought -- in political theory and philosophy.  Another thing that you should understand is that this course puts heavy emphasis on the development of skills in interpretive reading, critical thinking, and analytical writing.  For instance, it doesn't matter that you can read what a writer has written and figure out what he believes.  What matters is whether you can learn to figure out why he believes it, and how it is logically related to other things he believes.  In other words, when you read you are expected to look for arguments, not just propositions.

 

 

REQUIREMENTS

 

Unit 1: Required analytical outline.

Unit 2:  Required take-home essay.  Extra credit for analytical outline.

Unit 3:  Required take-home essay.  Extra credit for analytical outline.

Thirteen short quizzes.

 

There will be opportunities to get feedback on your Unit 1 analytical outline and your Unit 2 essay before turning in the final drafts.

 

Final grades are calculated in four steps.  First, each student's TWO lowest quiz grades are dropped, and remaining quiz grades averaged.  Second, this average is "curved."  Third, the uncurved exam grades and the curved quiz average are weighted, as follows:

 

            Unit 1 analytical outlines                                                                     25%

            Unit 2 take-home exam (uncurved, counting extra credit points)        25%

            Unit 3 take-home exam (uncurved, counting extra credit points)        25%

            Curved quiz average                                                                            25%

 

Class participation and attendance modify grades.  Scholastic dishonesty results in a failing grade for the course.

 

See the “Other things my students may need” section at the bottom of the Teaching page at my personal website:  http://www.UndergroundThomist.org/teaching , especially the course policies in the FAQ, which I expect you to know.

 

TEXTS

 

The following required books have been ordered.  Each book must be purchased.  Always bring with you to class the books we are using at the moment.

 

1. Ralph Ketcham, ed., The Anti-Federalist Papers and the Constitutional Convention Debates, excerpts.

 

2. Alexander Hamilton, James Madison, and John Jay, The Federalist, excerpts.

 

3. Herbert J. Storing, ed., with Murray Dry, The Anti-Federalist, excerpts.

 


GOV 312L • Issues & Policies In Amer Gov

38370 • Enelow, James
Meets MW 2:30PM-4:00PM UTC 3.134
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312L • Issues & Policies In Amer Gov

38340 • Brownlee, Jason
Meets TTH 9:30AM-11:00AM UTC 4.124
show description

GOV 312 – The United States, Iraq, and Iran

 

Description: Students will learn about how and why the United States has pursued a range of foreign policies toward Iraq and Iran, two of the most influential states in the Middle East. Readings, lectures, and videos will address the evolution of Washington’s relations with Baghdad and Tehran since World War II. Major events in this period include: the 1953 coup in Iran, the 1978-1979 Iranian Revolution, the 1979-1981 hostage crisis, the 1980-1988 Iran-Iraq War, and the 1990-1991 and 2003 US wars with Iraq. Particular attention will be given to US dealings with President Saddam Hussein of Iraq and his successors, and US policies toward the Islamic Republic of Iran and the 2015 Joint Comprehensive Plan of Action (JCPOA, also known as the “Iran nuclear deal”).

 

The final grade will come from three 1,000-word response papers on course films (10%, 10%, 10%); three in-class exams with multiple-choice and short-answer questions (20%, 20%, 20%); compliance with course policies during the first and second halves of the semester (5%, 5%).

 

Grades: Three 1,000-word response papers on course films (10%, 10%, 10%); three in-class exams with multiple-choice and short-answer questions (20%, 20%, 20%); compliance with course policies during the first and second halves of the semester (5%, 5%).

 

Selected texts: Course packet of accessible readings from scholars and commentators who have covered the subject. Approximately 30-50 pages of readings per week.


GOV 312L • Issues & Policies In Amer Gov

38350 • Philpot, Tasha
Meets TTH 12:30PM-2:00PM GAR 0.102
show description

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take.  Course covers analysis of varying topics concerned with American political institutions and policies, including the United States Constitution, and assumes basic knowledge of government from GOV 310L, which is a prerequiste. May be taken for credit only once.


GOV 312P • Constitutnl Prins: Core Texts

38395
Meets TTH 3:30PM-5:00PM MEZ B0.302
show description

Close readings from primary texts that have shaped or that reflect deeply upon American democracy, including the Declaration of Independence, the Federalist Papers, and Tocqueville's Democracy in America.  Fulfills second half of the legislative requirement for government. May be taken for credit only once. Government 312R and 312P may not both be counted for credit.


GOV 312P • Constitutnl Prins: Core Texts

38390
Meets MWF 9:00AM-10:00AM PAR 208
show description

Close readings from primary texts that have shaped or that reflect deeply upon American democracy, including the Declaration of Independence, the Federalist Papers, and Tocqueville's Democracy in America.  Fulfills second half of the legislative requirement for government. May be taken for credit only once. Government 312R and 312P may not both be counted for credit.


GOV 314 • Classics Of Socl/Polit Thou

38410 • Bennett, Zachary
Meets TTH 3:30PM-5:00PM MEZ 1.102
(also listed as CTI 302)
show description

This course explores the changing role of human psychology in the history of political thought through the study of classic texts in philosophy and psychology. We will examine several key philosophers’ accounts of the deepest human concerns—justice, freedom, self-preservation, love, and happiness—and the potential of political life to fulfill those yearnings. We will focus on the works of Plato, Augustine, Hobbes, and Rousseau, and we will compare their reflections on human nature with those of Darwin and with contemporary theories of evolutionary psychology. We will discuss how these different views of human psychology suggest different approaches to ethics and politics.


GOV 314 • Classics Of Socl/Polit Thou

38405 • Wensveen, Jonathan
Meets MWF 1:00PM-2:00PM GAR 0.120
(also listed as CTI 302)
show description

Please check back for updates.


GOV 314 • Classics Of Socl/Polit Thou

38400 • Dempsey, Erik
Meets MWF 11:00AM-12:00PM MEZ 2.124
(also listed as CTI 302)
show description

This course explores the changing role of human psychology in the history of political thought through the study of classic texts in philosophy and psychology. In roughly chronological order, we will examine several key philosophers’ accounts of the deepest human concerns—justice, happiness, and love—and the potential political life has to fulfill those yearnings. In the final part of the course, we will study Darwin’s evolutionary theory of human mental faculties in The Descent of Man, Freud’s theory of unconscious psychological drives, and current theories of evolutionary psychology. We will discuss how these different views of human nature suggest different approaches to politics and ethics.

We will read selections from the following works:

  • Plato The Republic, The Symposium 
  • St. Augustine: The Confessions, City of God 
  • Hobbes The Leviathan 
  • Rousseau Discourse on the Origin of Inequality
  • Nietzsche Beyond Good and Evil
  • Darwin The Descent of Man 
  • Freud Civilization and its Discontents
  • And selected articles on evolutionary psychology

GOV 314 • Israeli Pol/Socty: Past/Pres

38399 • Grossman, Jonathan
Meets TTH 12:30PM-2:00PM CBA 4.332
(also listed as J S 311)
show description

Please check back for updates.


GOV 321M • Politics In Japan

38420 • Maclachlan, Patricia
Meets TTH 9:30AM-11:00AM UTC 4.104
(also listed as ANS 321M)
show description

Politics in Japan: GOV 321M/ANS 321M

Global Cultures Flag

TTH 9:30-11:00, UTC 4.104

Patricia L. Maclachlan

Fall 2018

 

This upper division course surveys key themes in the domestic politics and political economy of postwar Japan.  After briefly exploring the politics and institutions of the pre-war era, we will examine the impact of the American Occupation (1945-52) on the Japanese political economy, the secrets of Liberal Democratic Party (LDP) dominance in postwar elections, voting trends, legislative and policymaking processes, gender politics, and interest group and social movement politics. We will devote our final weeks to the analysis of developments in contemporary Japan, including the movement toward political-economic reform—particularly in the public sector, defense and agriculture.  These and related topics will be examined from a comparative perspective and with reference to relevant political science theories.

 

Prerequisites:

            6 semester hours of lower-division Government courses.  Graduate students may take this course for graduate credit.

 

 

Grading Criteria:

 

            1.  Quizzes on readings:                                                        15%

            2.  First midterm exam:                                                        20%

            3.  Second midterm exam or short research paper:         25%

            4.  Final examination:                                                           40%

 

 

Texts:

 

  1. Robin LeBlanc, Bicycle Citizens: The Political World of the Japanese Housewife. University of California Press, 1999.
  2. David Pilling, Bending Adversity: Japan and the Art of Survival.  Penguin Books, 2015.
  3. Frances M. Rosenbluth and Michael Thies, Japan Transformed: Political Change and Economic Restructuring. Princeton University Press, 2010.
  4. Jacob M. Schlesinger, Shadow Shoguns: The Rise and Fall of Japan’s Postwar Political Machine. Sanford University Press, 1999.

 

            Additional readings will be provided to students at the beginning of the semester via Canvas.


GOV 322M • Politics In China

38425 • Lu, Xiaobo
Meets MW 1:00PM-2:30PM SZB 330
(also listed as ANS 322M)
show description

Politics in Contemporary China

 

GOV 322M

ANS 322M

 

 

Course Description:

 

This Course is designed as an introductory course in Chinese politics primarily for upper-level undergraduates with a good background in political/social science, but not necessarily any background on China. The aim of the course is to provide a foundation that will enable the

non-specialist to make informed use of China as a case in more general arguments and give the intended China specialist a solid footing from which to pursue more in-depth study of particular topics.

 

This course primarily focuses on domestic politics in post-1978 China. We start the course by introducing the key institutions and players in order to understand the distribution of political power in China. We then detail various forms of political participation by different individuals, which allow us to understand the political logic and consequences of policymaking and selective policy issues in China. We conclude the course by discussing the political reforms implemented in the last three decades and contemplating the potentials political development in the future. The course consists of lectures and in-class discussions in order to enhance students’ learning.

 

 

Prerequisite:

Six semester hours of lower-division coursework in government.

 

Course Requirement and Grading:

 

1.         Four (randomly scheduled) quizzes                                                                           15%

2.         First in-class midterm exam:                                                                                      25%

3.         Second in-class midterm exam:                                                                                  25%

4.         Third in-class midterm:                                                                                              25%

5.         Attendance                                                                                                                  10%

Course Materials:

 

The readings for this course are based on book chapters and articles. All the readings, except for the required textbook, can be accessed through the Canvas website for this class.

 

Required Textbook:

Lieberthal, Kenneth. 2004. Governing China: from revolution through reform. 2nd ed. New York: W. W. Norton.

 


GOV 324L • Govs & Polit Of Western Europe

38430 • Somer-Topcu, Zeynep
Meets MW 1:00PM-2:30PM PAR 301
(also listed as EUS 350)
show description

GOV324L / EUS 350

Government & Politics of Western Europe

Fall 2018

PAR 301

M-W 1:00-2:30pm

 

Professor: Zeynep Somer-Topcu, PhD

zsomer@utexas.edu

Office:  BAT 3.124

 

Introduction

 

This course provides students with a general introduction to the political institutions, voter behavior, and issues in West Europe. The objective is to equip students with a broad overview of the politics and political systems of Western Europe, as well as on concepts, methods, and tools to understand and analyze contemporary developments. The course is organized thematically (rather than in a country-specific way) around a framework that emphasizes the political determinants and policy consequences of institutional differences.

 

We will start the course with a short overview of the countries and the history of Europe. We will then look at political institutions in Europe—ranging from the executive power to the parliaments and electoral systems. Next, we will discuss the European party systems and political parties (where do they come from, how do we explain the differences across countries, how do parties elect their leaders and get funded, etc.).

 

In the second half of the course we will discuss the important issues/problems Western European countries face: (1) regionalism, (2) the European Union, (3) lack of voter interest/knowledge, (4) immigration, (5) the rise of anti-immigrant politics and challenges the mainstream parties face, (6) political corruption and scandals, and (7) European foreign relations and security issues.

 

 

Course Requirements:

 

Quizzes                       10%

Two short papers      15% (each)

Three Exams             20% (each)

 

 

Attendance and Participation

 

Attendance is NOT required. However, the exams will heavily rely on what we will discuss in class. There are more details beyond the slides we will discuss in class, and you will be responsible of those details in the exams. Therefore, I strongly encourage you to come to class.

 

Class participation is different from attendance. Throughout the course students are encouraged to raise questions and relevant discussion topics in class, and expected to contribute to class discussions. Students are expected to do the assigned readings before we discuss the topic in class, and arrive at class ready to discuss the readings.

 

While there is not a participation grade, I will use my personal judgment based on your in-class participation to bump your grade up if your final grade ends up very close to the higher letter grade.

 

 

Quizzes (10%)

 

There will be about 10-12 quizzes throughout the semester. I will announce most of these quizzes in advance but also reserve the right to administer pop quizzes.

 

These quizzes will ask a short question about the readings assigned for that class.

 

You must have a piece of paper and a pen ready for each class in case we have a quiz. I will put the question on the board and will give you 3-5 minutes at the beginning of the class to answer the question. If you arrive late, you will not be allowed to take the quiz.

 

You will receive a grade out of 10 for each quiz. We will post the grades on Canvas but not hand back these quizzes. you miss more than 6 quizzes you will automatically fail the class.

 

 

Short papers (15% each):

 

There are five topics with deadlines scattered throughout the semester. You have to choose two of these topics and write short papers. These short papers should not be longer than 6 pages (double-spaced), or shorter than 4 pages (double-spaced), excluding the title page and the bibliography.

 

In these assignments, you will provide the facts about the question asked. However, you can receive full grade only if you provide a critical analysis for the question. You have to have a bibliography part and show your research. Wikipedia is not accepted as a scholarly citation.

 

The papers are due at the beginning of the class (1pm) on the day they are due. You must bring hard-copies to the class. Emailed or late submissions won’t be accepted, and you will receive a grade of F for that paper.

 

Exams (20% each)

 

There are three exams scattered throughout the semester. Each exam will be a combination of multiple-choice questions, short or bullet-point answer questions, and a few long (one-page) essays.

 

 

Grading Scheme:

 

In this course I will use the following grading scheme:

 

A         100 - 93.34

A-        93.33 - 90

B+       89.99 - 86.67

B         86.66 - 83.34

B-        83.33 - 80

C+       79.99 - 76.67

C         76.66 - 73.34

C-        73.33 - 70

D+       69.99 - 66.67

D         66.66 - 63.34

D-        63.33 – 60

F          Below 60

 

 

Required Text:

 

The following book is available for purchase at the bookstore:

 

Gallagher, Laver and Mair. 2011. Representative Government in Modern

Europe: Institutions, Parties, and Governments. McGraw Hill. 5th Edition. (Make sure you have the correct edition)

 

There will also be required news articles or editorials assigned for each class period. These will be based on the current events for the topic under discussion. We will post them on Canvas on Fridays before each week.

 

There will be additional required articles/chapters for some classes. These readings are denoted with an asterisk (**) in the syllabus, and will be available on Canvas in advance.

 


GOV 325 • Political Parties

38435 • Shaw, Daron
Meets TTH 2:00PM-3:30PM CAL 100
show description

Title:               Political Parties

 

Course #:        Government 325

 

Prerequisites:  Government 310L and 312L

 

Course Description:

 

This course is designed to introduce students to the concepts and consequences associated with American political parties. Initially, we focus on parties from a broad theoretical perspective, and draw on data and information from a variety of countries over a number of years. At about week five, the focus shifts to the United States, and we cover topics such as campaign finance, political machines, realignment, voting and public opinion, parties in government, and polarization. The class will consist of lectures, although participation is expected.

 

Grading Policy:

 

Students are responsible for two take-home essays (75 points each), two midterm examinations (60 points each), and attendance/participation (30 points).

 

Texts:

 

Hershey, M., Party Politics in America, 17th ed. Routlege. 


GOV 328L • Intro To Lat Amer Gov & Pol

38440 • Madrid, Raul
Meets TTH 3:30PM-5:00PM MEZ B0.306
(also listed as LAS 337M)
show description

GOV 328L

Introduction to Latin American Government and Politics

Course Description Fall 2018

 

Course Description:

 

This course will provide a broad introduction to the changing politics of the region.  We will explore the causes and consequences of the political and economic changes that have swept Latin America during the last century. The course will analyze the cycles of democratic and authoritarian rule in the region and their implications for the welfare of Latin American citizens. It will examine why Latin American countries have shifted from free market policies to widespread state intervention and then back again. And it will discuss some of the most important contemporary economic, social and political challenges facing countries of the region.  The course will focus on trends affecting Latin America as a whole, but some lectures and readings will examine how these trends played out in specific countries of the region.

 

Grading:

 

1st examination: 30%

2nd examination: 30%

3rd examination: 15%

Short (5-6 page) research paper: 15%

Pop quizzes: 10%

 

Texts:

 

Hillman, Richard S. and Thomas D’Agostino, ed. Understanding Contemporary Latin America. Boulder, CO: Lynne Rienner Publishers, 2011.  4th Edition.

 

Smith, Peter H. Democracy in Latin America. New York: Oxford University Press, 2012. 2nd Edition.

 

Winn, Peter. Americas: The Changing Face of Latin America and the Caribbean. Berkeley, CA: Univ. of California Press, 2006. 3rd Edition.

 

A course packet of additional readings

 


GOV 335M • Intel World Amer Founders

38450 • Budziszewski, J
Meets MW 2:30PM-4:00PM MEZ B0.302
show description

GOV 335M, The Intellectual World of the American Founders

WHAT THE FOUNDERS WERE READING

Professor J. Budziszewski

 

Class meets:               MW 1:00-2:30 pm, MEZ B0.302

Prof's office hours:    MW 11:00am-12:30pm in Mezes 3.106

Prof’s email:              jbud@undergroundthomist.org

Prof’s office phone:   232-7229; phone does not record messages; email strongly preferred

Course website:         Canvas

Prof’s website:           The Underground Thomist, http://www.undergroundthomist.org

Course policies:         See the FAQ in the “Other Things My Students May Need” section of the Teaching page at my personal website.

 

Course Description

 

Government field:  Political Theory.

 

We often read what the Founders of the country wrote.  But what were they reading themselves?  What were the intellectual influences on thinkers like Thomas Jefferson, George Washington, James Madison, and Alexander Hamilton?  The answers shed an unusual light on what they were trying to do when they initiated the American experiment in self-government. 

 

The readings for this course are selected mostly from James Madison's famous reading suggestions to the Continental Congress (the "Report on Books.")  I have also drawn from the favorites of John Witherspoon, "the schoolmaster of the republic," who was a university mentor to several of the Founders, as well as from political sermons which the Founders were known to admire.  These controversial readings about politics, history, economics, ethics, religion, and law provide an intriguing way to enter into the minds of the men who began the new nation.

 

Grading Policy

 

One short-answer quiz for each reading (25%).  One required set of analytical outlines, for Unit 1 (25%); after that, analytical outlines are for extra credit (up to 5 points per unit, added to exam grades).  Two take-home essays, for Units 2 and 3 respectively (25% each).  There will be opportunities to get feedback on your Unit 1 analytical outline and your Unit 2 essay before turning in the final drafts.

 

Texts

 

Twelve of the readings are online.  Three will be in a short readings packet available from the UT Copy Center, McCombs 3.136, phone: 471-8281.  McCombs is the Business School building, right behind Mezes Hall, where my office is located.


GOV 335M • Women Hist Polit Thought

38455 • Stauffer, Dana
Meets MWF 1:00PM-2:00PM CLA 0.112
(also listed as CTI 335, WGS 345)
show description

GOV 335M   Women in the History of Political Thought

This course examines themes of women, the family, and the private sphere in the history of political thought. We will analyze and interpret theoretical and dramatic works in which women have a central role, and we will seek to understand the relationship between political thinkers’ views about women and the family and their larger political theories. We will begin in ancient Greece, the society that laid the basis for Western political ideals of freedom and equality, and consider how women were viewed by the ancient dramatists as well as the great philosophers. Then we will move through the development of the modern West, considering the critique of paternalism launched by John Locke, the portrait of the ideal woman advanced by Rousseau in Book V of the Emile, and the response of Mary Wollstonecraft to Rousseau’s ideal. In the second half of the course, we will consider the development of early feminism in the thought of John Stuart Mill, Elizabeth Cady Stanton, Emma Goldman, and Charlotte Perkins Gilman. Some of the questions we will pursue are the following: How have political thinkers conceived of the role of women in Western society and how have their views on that question illuminated their theories about justice, human nature, and human freedom? We will also contemplate theoretical questions of gender for ourselves, such as: What does justice demand in the realm of the relations between the sexes? What kinds of social and political arrangements are best for women? How do our answers to these questions intersect with broader questions about identity, political community, and the common good?

 

Texts:

 

De Beauvoir, Simone. The Second Sex. (Vintage)

 

Euripides II. (Complete Greek Tragedies, Chicago)

 

Gilman, Charlotte Perkins. The Yellow Wall-paper, Herland, and Selected Writings.

(Penguin Classics)

 

Mill, John Stuart. The Subjection of Women. Edited by Susan M. Okin (Hackett)

 

Rousseau, Jean-Jacques. Emile, or On Education. Translated by Allan Bloom. (Basic Books)

 

Wollstonecraft, Mary. A Vindication of the Rights of Women. (Prometheus)

 

A COURSE READER, available at Jenn’s Copying and Binding, 2518 Guadalupe St., at the corner of Guadalupe and Dean Keeton, tel. 512-482-0779.

 

 

Grading and Requirements:

 

Option One:

 

First Exam: 25%

Final Exam:  50%

Class Participation: 5%

Research Project: 10%

Pop Quizzes: 10%

 

Option Two:

 

First Exam: 20%

Final Exam:  20%

Paper: 35%

Class Participation: 5%

Research Project: 10%

Pop Quizzes: 10%


GOV 335N • Southern Political History

38460 • Enelow, James
Meets TTH 12:30PM-2:00PM BUR 224
show description

Please check back for updates.


GOV 337M • Mex: Violence/Pols/Rule Of Law

38462 • Dizard, Jacob
Meets TTH 2:00PM-3:30PM SRH 1.320
(also listed as LAS 337M)
show description

Please check back for updates.


GOV 347N • Gov And Politics Of Se Asia

38475 • Liu, Amy
Meets TTH 8:00AM-9:30AM PAR 105
(also listed as ANS 361)
show description

GOV 347N, GOV and Politics of SE Asia

 

Prerequisites (if any)

 

Students wishing to enroll in this class must have taken a foundational course in government or Asian studies. The course also assumes basic knowledge of world history.

 

 

Course Description

 

This course is designed to introduce students to the politics of Southeast Asia. The course is divided into two parts. The first part focuses on the different political regimes in the region. We will learn about the democracies – and how they compare to the United States. We will also learn about the different institutions employed by dictators to stay in power – personal cult, the military, a party structure, or the royal family (Brunei). In the second part, we will examine whether democracies or dictatorships are better at accommodating ethnic minorities. Note that this course is not about Southeast Asian foreign policy or US-Southeast Asia bilateral relations.

 

 

Grading Policy

 

Your final grade is composed of the following five parts:

  1. Quizzes: 20%
  2. Midterm Examination: 20%
  3. Final Examination: 20%
  4. Coding Assignment: 20%
  5. Coding-Based Paper Assignment: 20%

 

 

Texts

 

D.R. SarDesai. 2012. Southeast Asia: Past and Present. 7th Edition. Boulder, CO: Westview Press. Note: Student Economy 7th Edition (2015) acceptable.

 

 

 

 

 

GOV 390L, Comparative Ethnic Politics

 

Course Description

 

This graduate-level course introduces students to the principle concepts, questions, and answers in the subfield of ethnic politics. The readings and discussions will draw on all major regions in the world, including the United States. In this course, we will study the following four sets of topics: ethnic identity; ethnic diversity; ethnic parties; and ethnic accommodation. The objective of this course is fourfold. The first is to acquaint students with the theoretical literatures on ethnic politics. The second is to teach students how to design and evaluate theoretically-oriented research. The third is to train students to carry out various types of assignments that political scientists – or social scientists more broadly – are frequently required to perform. And the fourth is to enable students to move toward a publishable paper.

 

 

Grading Policy

 

Your final grade is composed of the following five items:

  1. Attendance and Participation: You are allowed two absences for any reason. Any additional absence beyond that will drop your semester grade by a letter.
  2. Weekly Writing Assignments: Abstracts, Essays, and Reviews (25%)
  3. Coding Assignment (25%)
  4. Mock Grant Proposal (25%)
  5. Research Design Paper (25%)

 

 

Texts

 

Adida, Claire L. 2014. Immigrant exclusion and insecurity in Africa. New York NY: Cambridge University Press.

 

Selway, Joel Sawat. 2015. Coalitions of the Well-Being: How Electoral Rules and Ethnic Politics Shape Health Policy in Developing Countries. New York, NY: Cambridge University Press.

 


GOV 350K • Statistical Anly In Polit Sci

38490 • Lin, Tse
Meets TTH 2:00PM-3:30PM PHR 2.114
show description

GOV 350K – Statistical Analysis in Political Science

 

Quantitative Reasoning Flag

 

Unique           Days   Time                                       Bldg/Room     Instructor

38490                        TTH    2:00-3:30pm                            PHR 2.114      LIN

 

Course Description

 

This course introduces basic concepts and methods of statistics. Unlike the typical elementary statistical courses you may have taken, the emphasis here will be on applications in political science. The objective of this course is to help students acquire the literacy for understanding political science literatures based on the scientific approach, as well as to prepare interested students for more advanced methods courses.

 

Topics include descriptive statistics, probability and probability distributions, sampling, sampling distribution, point estimation, confidence intervals, hypothesis testing, analysis of variance, contingency tables, and other statistical procedures. Computing will be an integral part of this course. You will use SPSS to analyze data from Gallup Survey, General Social Survey, and National Election Study in homework assignments. In particular, you will be asked to replicate results reported in journal articles and book chapters. You are also encouraged to develop and work out your own research problems.

 

Prerequisites

 

None

 

Grading Policy

 

Homework Assignments (6-7 sets): 30%

In-Class Midterm Exam: 30%

In-Class Final Exam: 30%

Instructor Discretion (Attendance, Participation, etc.): 10%

 

Required Texts

 

* T. H. Wonnacott and R. J. Wannacott. 1990. Introductory Statistics, 5th Ed. Wiley. (Or 4th Ed., Introductory Statistics for Buisness and Economics, 1990, which is the same as the 5th Ed.)

 

Optional Texts

 

* S. B. Green and N. J. Salkind, 2013. Using SPSS for Windows and Macintosh: Analyzing and Understanding Data, 7th  Ed. Prentice Hall.


GOV 350K • Statistical Anly In Polit Sci

38480 • Jessee, Stephen
Meets TTH 11:00AM-12:30PM MEZ 1.208
show description

GOV 350K

 

a)  Prerequisites (if any)

             None

 

b)   Course Description

This course will provide an introduction to probability and statistics with a focus on political applications. Students will learn how to learn from data and to interpret the substantive implications of these results. Topics will include estimating means, associations between variables and regression modeling.

c)    Grading Policy

Course grades will be based on a combination of problem sets, in class activities (including quizzes and group work), a midterm and a final exam.

d)   Texts
Online resources and others TBD

 [Optional: Rowntree. “Statistics Without Tears: A Primer for Non-Mathematicians.”]


GOV 350K • Statistical Anly In Polit Sci

38485 • Jessee, Stephen
Meets TTH 12:30PM-2:00PM MEZ 2.124
show description

GOV 350K

 

a)  Prerequisites (if any)

             None

 

b)   Course Description

This course will provide an introduction to probability and statistics with a focus on political applications. Students will learn how to learn from data and to interpret the substantive implications of these results. Topics will include estimating means, associations between variables and regression modeling.

c)    Grading Policy

Course grades will be based on a combination of problem sets, in class activities (including quizzes and group work), a midterm and a final exam.

d)   Texts
Online resources and others TBD

 [Optional: Rowntree. “Statistics Without Tears: A Primer for Non-Mathematicians.”]


GOV 351D • Theor Foundtns Modern Politics

38495 • Stauffer, Devin
Meets TTH 12:30PM-2:00PM UTC 3.134
(also listed as CTI 321)
show description

GOV 351D (CTI 321)

 

The Theoretical Foundations of Modern Politics

 

 

Course Description

 

This course examines the philosophic origins of modern politics and culture by looking at the works of several authors whose writings played decisive roles in the rise and development of modernity. In our study of Machiavelli’s Prince, Hobbes’ Leviathan, Locke’s Second Treatise of Government, and selected political writings of Rousseau and Nietzsche, we will consider how modern political thought broke with the past and offered a new set of political visions. We will consider the differing views of Machiavelli, Hobbes, Locke, Rousseau, and Nietzsche on issues such as the aims and limits of politics, the role of morality in the harsh world of political necessity, the proper place of religion and reason in political life, and the nature and basis of justice, freedom, and equality. Throughout the course, we will reflect of the impact that the revolutionary doctrines of modern political philosophy have had on the political world in which we live.

 

Texts

 

Machiavelli, The Prince (University of Chicago)

Hobbes, Leviathan (Hackett)

Locke, Two Treatises of Government (Yale)

Rousseau, The First and Second Discourses (St. Martin’s Press)

Nietzsche, Thus Spoke Zarathustra (Penguin)

 

Requirements and Grading

 

Paper: 20%

First exam: 25%

Second exam: 25%

Attendance: 10%

Participation: 10%

Quizzes: 10%

 

(Note:  These percentages are approximate, and the paper may be made optional.)

 

Prerequisites

 

Sophomore standing

 

 


GOV 351J • Might And Right Among Nations

38500 • Dempsey, Erik
Meets MWF 2:00PM-3:00PM WAG 214
(also listed as CTI 323)
show description

Course Description

This class is a study of international relations through the lens of political philosophy.  Through a careful study of classic texts, we will raise and attempt to answer basic questions about relations among states, including: What place does justice in issues of war and peace?  Under what circumstances is war just?  How do religious teachings affect one’s approach to foreign policy, and whatdifferences are there between different religions?  Are there any natural laws which govern how states should conduct themselves to each other?  How have modern political institutions shaped international relations?  Is it reasonable to hope for an era of lasting international peace, and if so, how might it be attained?  How can looking at war and peace help us come to a better understanding of what justice itself is?

We will see the answers which competing philosophic schools have given to these questions, and the arguments they made for them. 

 Our study will cover: the classical republican struggle for and against empire in Thucydides’ Peloponnesian War; Christian Just War theory in Aquinas and Vitoria; Islamic Jihad Theory; the moral supremacy of independent national sovereignty in Hobbes; the defense of a globalizing moral community achieved through commercialization by Montesquieu; and the proposal of a world legal order achieved through international legal organization byKant.

 By studying these works, we will gain a better understanding of the most common contemporary approaches to war and peace.  Our goal is not only to get a better sense of where the reigning answers to our questions came from, but to try to answerthem for ourselves as best we can.  As such, this class requires serious engagement, a willingness to think critically about one’s own beliefs, and regular, active participation. 

 

Grading Policy

Grading will be based on two short papers, a midterm, a final exam, quizzes, participation in discussion sections, and attendance.


GOV 357M • Civil Liberties

38510 • Abramson, Jeffrey
Meets W 4:00PM-7:00PM CLA 0.128
show description

Please check back for updates.


GOV 357M • Constitutional Interpretatn

38515 • Perry, H
Meets TTH 3:30PM-5:00PM UTC 1.102
show description

Please check back for updates.


GOV 357M • Constitutnl Struct Of Power

38520 • Jacobsohn, Gary
Meets TTH 11:00AM-12:30PM CBA 4.328
show description

Please check back for updates.


GOV 357M • Law Of Politics

38522 • Sager, Alan
Meets MW 2:30PM-4:00PM CLA 0.102
show description

Dr. Alan Sager                                                                        The Law of Politics

Gov 357 Fall 2018                                                                 

                                                               

  Course Description 

Overview

This course is taught in the fall of even numbered years to coincide with the prime time for national and local elections and their resolution on election day in November.


This course is designed for students with a variety of interests including students who are interested in some of the core issues of "retail" politics,  students who want to become political practitioners or are political junkies, government majors, students who want a little taste of what law school might be like, future government teachers, and students interested in some of the most difficult current theoretical and philosophical issues at the intersection of law and politics. The textbook in this course is one that is used in election law courses in law school.

There are many ways to conceptualize the structure of this course. One way is to see it as being about the way institutional structures affect or cause results in our political system, e.g. how requiring a voter i.d. law may affect the outcome of elections. From another viewpoint, it is a course in constitutional and statutory interpretation with the subject matter being elections and electoral law. From still another point of view it is about what structures and processes are necessary or sufficient to create the American form of republican government. Of course, that also requires constantly defining what is "republican government."

As you go through the course, you might develop your own conceptual framework for organizing the course material. Keep in mind, underlying this course will be some basic questions about liberty, equality, political processes, representation, civic virtue and many other issues of political theory. Often these concepts are deeply embedded in a judge or justice’s view of the more mundane case issues such as campaign finance, bribery, voter fraud  or campaigning, yet not fully articulated

This course is a discussion course, not a lecture course. Students are expected to prepare for each day's assignments to a level of understanding such that they can discuss the assigned material in class. There is no way to be successful in this course without such preparation.

Course Goals

There are six major goals for this course:

1. To introduce the participants  to the way our laws and the constitution structure our electoral process. 

2. To identify the major themes and controversies relating to legal aspects of elections.
For instance, the existence and extent of voter fraud is the subject of major controversies in and out of the courts.

3. To better understand the development of the VRA, The Voting Rights Act, and related legislation

4. To have participants develop a high level of skill in reading, briefing and understanding Supreme Court opinions, with special attention on what questions to ask when reading an opinion 

6. To raise participants' "cultural literacy" about the legal structure of our democracy, our Republican form of government and the major Supreme Court cases that impact what happens on Election Day November

 

Course Requirements

1. 3 hours exams approximately 65%(40% objective,60% essay)

2. 2 papers 3-4 pages approximately 20%

One paper will involve field observation during the early voting period for the 2016 elections or an alternate project.

3. Class attendance and participation approximately 15%
This course will be graded with "+" and "-" grades.

 

Required Texts

Main Text

Election Law: Cases and Materials
by Daniel Lowenstein, Richard Hasen,  Daniel Tokaji, and Nicholas Stephanapoulos  et. al.  6th Edition Carolina Press 2016 (5th edition could work if students want to read the full unedited recent cases on the internet.)

 

Supplementary Texts( they have been  available in paperback and on Kindle)
Stealing Elections  How Voter Fraud Threatens Our Democracy  by John Fund
Voting Rights and Wrongs
  by Abigail Thernstrom

 


GOV 358 • Introduction To Public Policy

38525 • Epp, Derek
Meets TTH 2:00PM-3:30PM UTC 3.112
show description

Government 358: Introduction to Public Policy

TTH 2:00 – 3:30pm, UTC 3.112

Fall 2018

Instructor:  Derek Epp

Office:  BAT 3.126

Office Hours:                                                                                                                         

Email: depp@austin.utexas.edu

 

Teaching Assistant:

Office

Office Hours:

Email:

 

This course will examine the politics and history of public policymaking in America.  We will examine how policy is made, and whether LBJ’s dicta that “good policy is good politics” holds.  We will study contemporary policy challenges, especially focusing on financial and budgetary challenges, and health care.   We will also examine education, environment, and justice. 

Since good policies can only come about with good information, properly interpreted, the course will emphasize the roles of ideas and information in the policy process: how elected and appointed political leaders use it to formulate and implement public policies.

Guiding Course Principle:

“Facts are stubborn things; and whatever may be our wishes, our inclinations, or the dictates of our passion, they cannot alter the state of facts and evidence.”  --John Adams, Argument in Defense of the Soldiers in the Boston Massacre Trials, December 1770

Major Theme:

Using Evidence to Evaluate Policy Choices.  Some policies are based on general goals that everybody recognizes.  Others are based on values.  All involve some sort of trade-offs.  But some of these can be reduced if we recognize that even goals based in values can be subject to factual analyses.

Course Objectives

(1)  Survey the approaches used by political scientists to understand the public policymaking process.

(2)  Integrate current public affairs into our understanding of public policy.

(3)  Survey the use, history, and success of the major tools used by governments in the US to address policy problems in several major issue areas.

(4)  Further the development of analytical skills in policy analysis through brief exercises and a major paper employing library and web-based sources. Students will use the Policy Agendas Project's datasets located at the University of Texas to trace public policy activity across time.

 

Required Texts

Carter A. Wilson, Public Policy: Continuity and Change, Second Edition.  Waveland Press.

 

Timothy Conlan, Paul Posner, and David Beam.  Pathways of Power.  Georgetown University Press

 

Bryan D. Jones and Walter Williams.  The Politics of Bad Ideas.  Pearson-Longman

 

Grades:

Weekly Assignments; attendance, and class participation. (20%)  Assignments will include summaries of the major points in the readings for the week and other assignments as noted on the syllabus.

 

Exams. (30%)  A midterm and a final.  

 

Book Analysis. (20%) This assignment will involve reading The Politics of Bad Ideas, and discussing where the authors of this book were right and where they were wrong in light of developments since the book was written.

 

Policy Paper and prospectus. (30%) The paper will ask you to use the analytic skills that you are learning in the course to study the course of policy development in a major policy area.   See below.

 

Paper:

Students will prepare a paper on a current specific policy topic.  The paper should analyze the development of policy within a policy area. It must use a theoretical perspective discussed in the class to develop an understanding of the history and recent developments of a particular public policy, and should rely on the Policy Agendas Datasets and other web-based material as well as traditional library resources.  

Students will submit a one-page proposal for the paper with the second exercise (see above), which we will comment on. The paper should be around 7-10 pages in length, with proper citations (APSR or other approved style). Writing style and clarity of presentation are important.  The paper should include a one-paragraph abstract, an introductory section introducing the theme of the paper, a body developing the evidence, and a concluding statement drawing the linkages between the theme of the paper and the evidence developed.

The instructor’s objectives in this assignment is to try to get students to master the following: 1) develop an intensive understanding of a specific policy area; 2) apply a theoretical framework for it; 3) gain experience in developing policy histories; 4) gain skills in graphical presentations; and 5) be able to explain this to policymakers. 

 

 


GOV 360N • Globalzatn/The Nation State

38530 • Wang, Di
Meets TTH 9:30AM-11:00AM WAG 214
show description

GOV 360N: Globalization and the Nation State

Dr. Di Wang

 

Course Description

This course examines the evolution of the world economy from the late nineteenth century to the present. Our purpose is not only to describe the historical trends in the international economy but also to explain the causes and the consequences of these trends. In particular, we will provide a detailed overview of the impact of the global economy on domestic politics from a historical perspective. Students come away with the basic tools they need to understand the global economy and the politics of international economic relations.

 

The history of the modern world economy divides into three periods. The Golden Age (1870-1913) was a period of extensive globalization; in some respects, nations were more economically integrated then than now. The Golden Age came to an end with the Interwar Interregnum (1919-1939), which saw nations abandon the world economy and turn inward behind high protectionist barriers and restrictions on international capital flows. Postwar Globalization (1945- ) saw the gradual reemergence of the world economy, a trend that is now threatened by politics, anti-globalization forces, and crises in global finance.

 

Grading Policies

Assignment

Grade distribution

First in-class exam

25

Second in-class exam

25

Take-home essay exam

30

Policy debate

20

 

Required Textbook

The following books are required for this course and available from the University Coop Bookstore. All other readings will be made available to students through Canvas.

  • Frieden, Jeffry A. 2006. Global Capitalism: Its Fall and Rise in the Twentieth Century. W.W. Norton. ISBN 0393058085
  • Frieden, Jeffry A., David A. Lake and J. Lawrence Broz. 2010. International Political Economy: Perspectives on Global Power and Wealth. 5th ed. W.W. Norton. ISBN 978-0- 393-93505-9

 


GOV 360N • International Organization

38540 • Mosser, Michael
Meets TTH 2:00PM-3:30PM UTC 1.146
show description

GOV 360N: The Theory and Practice of International Organizations

Fall 2018

Department of Government

The University of Texas at Austin

Unique ID: 38540

 

Dr. Michael W. Mosser

                              Course location: SZB 370

Office:  Mezes 3.222

Course time: TTh 2:00 pm-3:30 pm

Phone: 512.232.7280

Office hours: W 1000 – 1100

Email: mosserm@austin.utexas.edu

(and by appointment)

 

Course concept

 

This advanced undergraduate course is designed to give the student an in-depth introduction to the theory and practice of international organizations. During the semester, students will learn the history of international organizations from early examples such as the League of Nations to contemporary instances such as the United Nations and the institutions essential to global trade and development. Students will also learn how these organizations are structured, the challenges they face, and their prospects for the future. Finally, students will learn how non-governmental organizations (NGOs) develop, and how they relate both to nation-states and to other international organizations.

Structure of the course:

The course is divided into four sections. Part One of the course will be a combination of the theory of international organization (i.e., why international organizations matter), and the early history of their creation and maintenance. Students will learn why international organizations matter to international relations and how international organizations can help to shape decisions made by all actors involved.

 

Part Two of the course will examine four specific international organizations: the United Nations (UN), the International Monetary Fund (IMF), the World Bank, and the World Trade Organization (WTO). The UN portion of Part Two will show the UN as the only example of a global security international organization. The IMF, World Bank, and WTO portion will highlight these institutions as prominent examples of global economic organizations.

 

Part Three will discuss international non-governmental organizations (INGOs). It will principally cover the following questions: How do INGOs differ from more traditional IOs? Why have they become the focus of so much recent attention in international relations scholarship, as well as the general news media? What makes INGOs act the way they do? This section of the course is illuminated with case studies of Amnesty International, Greenpeace, and Doctors without Borders (MSF). We also look briefly at the cases of the Earth Liberation Front (ELF), Sea Shepherd and WikiLeaks, to determine whether or not they might be considered to be NGOs.

 

Finally, Part Four looks at the future of international organizations and their continued relevance to international relations in the face of strong unilateralist tendencies on the part of the major powers of the international system.

Course requirements and grading:

This course has two in-class mid-term exams and a take-home final exam. Each exam will be worth 25% of your overall grade.

 

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you to post one discussion question per week in the online discussion forum. Participation grades will be given on a five-point basis (100, 95, 90…) and will be determined on the last class day. Coming to class every day but never participating will earn you a grade no higher than an 80. The discussion posting will count for 10% of your grade and in-class participation will comprise 5% of your course grade.

 

In-class participation will be graded as follows:

 

  • Attending every day, but not participating in class: 80/100
  • Attending every day, participating via question answering (from instructor): 90/100
  • Attending every day, participating via question answering and active learning (extending discussion, asking follow-up questions): 100/100

 

Online discussion postings should be drawn from the readings or current news events and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class.

 

The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

 

  • 12-15 postings: Full credit
  • 8-11 postings: 70% credit
  • 5-7 postings: 50% credit
  • Less than 5 postings: No credit

 

There will be one group assignment in the class. This assignment will take place over the course of the semester and will be detailed in the first few weeks of class. The group assignment will count for 5% of your overall course grade.

 

Attendance will be taken at five random intervals during the semester. Attendance will be worth 1% per interval, for a total of 5% of your grade.

 

A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

o   Missed exams will receive a 5% deduction per day until made up.

o   Discussion postings will not be counted on an individual-post basis, but will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

Required Readings:

This course will use the following books as primary texts:

 

1      Thomas Weiss and Rorden Wilkinson, 2013. International Organization and Global Governance. Routledge. ISBN: 978-0415627603

2      Linda Fasulo, 2015. An Insider’s Guide to the UN (Third Edition). Yale University Press. ISBN: 978-0300203653

3      Ngaire Woods, 2007. The Globalizers: The IMF, the World Bank, and Their Borrowers. Cornell University Press. ISBN: 978-0801474200

4      Amrita Narlikar, 2005. The World Trade Organization: A Very Short Introduction. Oxford University Press. ISBN: 978-0192806086

 

In addition to the books above, this course will utilize scholarly articles, “applied academic” pieces from think tanks and policy research organizations, and relevant information from IO websites to provide a broad and wide-ranging set of readings.  The majority of readings for the course will be taken from scholarly articles related to the theory and practice of international organizations. Most of these will be available online from the PCL. Those that are not accessible due to PCL holding limitations will be made available as PDFs on Canvas. Befitting an upper-level class, the reading load is somewhat larger than you may be used to. I will make every effort to address the main points of the readings in class, but do not expect a synopsis or a replay of the readings. It is up to you to bring up questions you may have had while doing the readings.

 

Recommended Readings:

 

  • Strunk, William and E.B. White (2000). Elements of Style, 4th edition. (Pearson Allyn & Bacon)

Suggested news sources:

Grading standards:

I will use the following grade standards. All grades will be converted to a 100-point scale.

 

  • 93 and higher: A
  • 90-92: A-
  • 87-89: B+
  • 80-86: B
  • 77-79 B-
  • 75-76 C+
  • 70-74 C
  • 67-69 C-
  • 60-66 D
  • lower than 60: F

 

Other important information

 

Plagiarism / academic misconduct:

 

Don’t do it. Minimum penalties for cheating are zeroes on quizzes or exams where the cheating takes place, and a grade of F on a paper that has been plagiarized. Questions about what constitutes academic misconduct should be brought to my attention.

 

Undergraduate Writing Center: 

 

The Undergraduate Writing Center, FAC 211, 471-6222: (http://www.uwc.utexas.edu/) offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

 

University of Texas Honor Code:

The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.  Any student found guilty of scholastic dishonesty may receive an “F” in the course and be remanded to the appropriate University of Texas authorities for disciplinary action.  For more information, view Student Judicial Services at http://deanofstudents.utexas.edu/sjs.

Religious Holidays:

According to UT-Austin policy, students must notify the instructor of an impending absence at least 14 days prior to the date of observance of a religious holy day. If a student must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, the student will be given an opportunity to complete the missed work within a reasonable time after the absence.

Student Privacy: 

The Family Educational Rights and Privacy Act (FERPA) requires that student privacy be preserved.  Thus the posting of grades, even by the last four digits of the social security number, is forbidden.  All communication will remain between the instructor and the student, and the instructor will not be able to share details of the student’s performance with parents, spouses, or any others.

Documented Disability Statement:

The University of Texas will make reasonable accommodations for students with documented disabilities. Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 1-866-329-3986 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.

Emergency Evacuation Policy:

In the event of a fire or other emergency, it may be necessary to evacuate a building rapidly.  Upon the activation of a fire alarm or the announcement of an emergency in a university building, all occupants of the building are required to evacuate and assemble outside.  Once evacuated, no one may re-enter the building without instruction to do so from the Austin Fire Department, University of Texas at Austin Police Department, or Fire Prevention Services office.  Students should familiarize themselves with all the exit doors of each room and building they occupy at the university, and should remember that the nearest exit routes may not be the same as the way they typically enter buildings.  Students requiring assistance in evacuation shall inform their instructors in writing during the first week of class.  Information regarding emergency evacuation routes and emergency procedures can be found at http://www.utexas.edu/emergency


GOV 360N • International Security

38550 • Miller, Paul
Meets MW 11:30AM-1:00PM ART 1.110
show description

Please check back for updates.


GOV 360N • Pol Of International Trade

38535 • Jensen, Nathan
Meets TTH 11:00AM-12:30PM MEZ 1.120
(also listed as BGS 370)
show description

Politics of International Trade

Professor Nathan Jensen

 

PREREQUISITES: None

 

COURSE DESCRIPTION:

In this course we will study the relationship between international trade and domestic politics. We’ll cover the basic models of international trade, the distributional consequences of trade, the relationship between trade and economic development, trade protectionism (causes and consequences) and an analysis of international organizations related to international trade (special focus on the World Trade Organization).

 

GRADING POLICY:

 

Class Participation/Trade Simulation                                                   10%

Students are attended to attend class and participate in class and out of class trade simulations.

 

Midterm Exam                                                                                    30%

The midterm exam will consist of short answer and essay questions.  The short answer questions will test knowledge of specific details from the readings and lectures.  Students are expected to know the authors from the readings, the theoretical arguments, and the evidence.  The essay questions will be much broader questions.  Students can answer these questions in a number of ways, but it is essential that the essays consist of material from the lectures and readings (citing specific authors).

 

Trade Policy Position Paper (6-8 pages)                                             20%

Students are to evaluate on current issue in international trade.  This could be an analysis of a current WTO cases, a discussion of a signed or pending free trade agreement (NAFTA, etc), or some other specific topic on the relationship between trade and domestic societies. 

 

Final Exam (Cumulative)                                                                    40%

The final exam is cumulative, but it will focus on the second

half of the course. It will be the same format as the Midterm Exam.

 

Late Paper Policy

 

It is common for students to ask for a deadline extension. Only rare exceptions a deadline will be extended, but students will be penalized one half a letter grade for each day the paper is late. Papers more than three days late will not be accepted.

 

TEXTS

Required Book (Available in the book store)

International Political Economy: PERSPECTIVES ON GLOBAL POWER AND WEALTH. By Frieden, Lake, and Broz

April 2017

ISBN: 978-0-393-60388-0

 

            The Travels of a T-Shirt in a Global Economy

            By Pietra Rivoli

            SBN-10: 1118950143

 

            American Opinion on Trade

            Alexandra Guisinger

            ISBN-10: 0190651830

 

Background:  Data and Theory

 

Aug 31            Social Science and Counterfactuals

Sobel, Andy.  2006.  A Micro-Toolkit for International Political Economy.

Pages 1-46.

Fearon.  1991. Counterfactuals and Hypothesis Testing in Political

Science.

 

Sept 2:             Research Design

Geddes, Barbara.  1990. How the Cases you Choose Affect the Answers

you Get.         

            Examples:  Skim these two articles and understand their research design     

Hiscox and Smyth.  Is There Consumer Demand for Improved Labor

Standards?

                        Teachman and Call.  The Effect of Military Service on Educational,

Occupational, and Income Attainment.                       

 

Sept 7:             Labor Day

 

Sept 9:             The Economic Benefits of International Trade

                        Oatley Chapers 2-3

 

Sept 14:           Competiton and Trade

                        Krugman Chapter 1, 2 (Buy Book)

            Drezner.  2006.  U.S. Trade Strategy: Free Versus Fair, Memorandum to

the U.S. President.  Pages 1-40. 

 

Sept 16            Rhetoric and Reality

                        Krugman Chapter 8, 9 10, 11. (Buy Book)

             

 

Individuals Preferences towards Globalization

 

Sept 21:           Factors or Sectors in the United States?

            Slaughter and Scheve   2006.  Public Opinion, International Economic   

Interagration and the Welfare State. 

Hainmueller, Jens and Michael Hiscox.  2006. Learning to Love

Globalization: Education and Individual Attitudes Toward International Trade. 

 

Sept 23            Trade, Investment and Immigration

Timothy Hatton and Jeffrey Williamson.  2005.  A Dual Policy Paradox:

Why Have Trade and Immigration Policies Always Differed in Labor-Scare Economies?

                        Hainmueller and Hiscox.  2008.  Educated Preferences: Explaining

Attitudes Toward Immigration in Europe.

 

Trade Protectionism

 

Sept 28:           Heckshir-Ohlin Theory

                        Rogowski Chapters 1 and 2 (Buy Book)

 

Sept 30:           Historical Evidence

                        Rogowski Chapaters 3, 4, and 6 (Buy Book)

 

Oct 5:              Ricardo-Viner Model

                        Hiscox International Trade and Political Conflict.  Pages 3-41

 

Oct 7:              Electorial Institutions and Trade Protectionism

                        McGillivray Chapters 1-2. (Buy Book)

 

Oct 12:            Parties and Protectionism

                        McGillivray Chapter 3-5 (Buy Book)

 

Oct 14:            U.S. Trade Policy

                        Putnam, Diplomacy and Domestic Politics. 

            Gilligan, Empowering Exporters, Reciprocity and American Trade Policy. 

                        Pages 61-89

 

Globalization and Wages

 

Oct 19:            Factor Price Equalization

            Freeman, “Are Your Wages Set in Beijing?”

                        Rodrik Chapter 5 (Buy Book)

 

Oct 21:            Theory and Evidence

                        Krugman Chapter 3 (Buy Book)

                        Leamer, “A Flat World…”

 

Oct 26             MIDTERM EXAM

 

Social and Environmental Policy

 

Oct 28:            Social Policy

                        Rodrik Chapters 1 and 2 (Buy Book)

                        Slaughter and Scheve, A New Deal for Globalization

 

Nov 2:             Trade and the Environment

                        Rodrik Chapters 3 and 4 (Buy Book

 

Nov 4:             Climate Change and International Trade

                        Readings to be assigned.

 

International Institutions

Nov 9:             Anarchy and International Institutions

                        Keohane, Beyond Hegemony  49-110

 

Nov 11:           The World Trade Organization

            Marcus Noland, Learning to Love the WTO. Foreign Affairs

September/October 1999

                        Krugman Chapter 10 (Buy Book)

                        Lawrence.  2003.  Crimes and Punishment.  Pages 13-48.

 

Nov 16:           WTO Disputes and Dispute Resolution

Busch and Reinhardt.  2003.  Developing Countries and the General

Agreement on Tariffs and Trade. 

            Busch and Reinhardt.  2004.  The WTO Dispute Settlement Mechanism

and Developing Countries. 

 

Agriculture and the Doha Round

 

Nov 18:           Agricultural Subsidies and Development

                        Eliot, Chapters 1-2

 

Nov. 23:          Deadlock at Doha

Eliot, Chapters 4-5

 

Nov 25:           THANKSGIVING BREAK

 

Nov 30:           Topics Class: Foreign Aid and Foreign Trade

                        Lauren Phillips et al, Aid for Trade: What does it mean? Why should aid

be part of the WTO negotiations? And how much might it cost?

                        Asian Development Bank.  Aid for Trade in Asia and the Pacific

 

Dec 2:              Topics Class: Bailouts, Stimulus and Special Interests

                        Reading to be assigned

 

Dec 7:              Final Class Wrap-up, Hand Out Final Exam

                        POLICY PAPER DUE                   

 

Dec 13th:          FINAL EXAM DUE

 


GOV 360N • Political Warfare/Propagnda

38537 • Avramov, Kiril
Meets TTH 2:00PM-3:30PM MEZ 1.212
(also listed as REE 335)
show description

Description:

This seminar focuses on the phenomenon of political warfare in contemporary global context, with a focus on Russia and Eastern Europe. The course will broaden students’ understanding of the nature of political warfare, including its role and limits in achieving influence over opponents’ decision-making processes via non-lethal methods. Using historical case studies as a starting point, we will explore the evolution of techniques of political warfare, including psychological warfare and propaganda. Through readings and discussion, students will learn to evaluate various frameworks for evaluating the deployment of “weaponized information”, often used in combination with force, subversion, economic pressure and public diplomacy, to achieve national strategic and tactical goals. We will also look at the role of intelligence in crafting, disseminating and exploiting information in both historical and contemporary contexts. Finally, we will investigate contemporary forms of disinformation, conspiracy theories, and “fake news” as “weaponized” by non-liberal democratic regimes in pursuit of their respective foreign policy goals.

Students will be expected to attend relevant events organized by UT Austin’s Intelligence Studies Project.

 

Learning outcomes:

1) understand the nature of political warfare in the contemporary context 2) evaluate the role and toolbox of psy-ops in historic and contemporary contexts and 3) analyze and critically evaluate instances of propaganda and strategic messaging.              

 

Target audience:

Students interested in intelligence studies, international relations and diplomacy, Russian foreign policy, as well as Russian and Eastern Europe area studies.


GOV 365L • Intl Rels Of E/Stheast Asia

38575 • Maclachlan, Patricia
Meets TTH 12:30PM-2:00PM CLA 0.112
(also listed as ANS 361)
show description

International Relations of East and Southeast Asia

GOV 365L/ANS 361

Global Cultures Flag

 

Fall 2018

 

Prof. Patricia L. Maclachlan

TTH 12:30-2:00, CLA 0.112

 

Course Description:

 

This upper division undergraduate course introduces students to some of the major theories and themes in the post-Cold War—and particularly contemporary—international relations of East and Southeast Asia: “Great Power” (China, Japan, and the United States) contributions and challenges to the military and economic security of the region, the objectives and processes of economic globalization and institutional integration in the Asia-Pacific, the domestic political determinants of international relations, and the future of the liberal institutional order in the region.  Along the way, we will explore the ongoing North Korean nuclear threat, tensions between China and Taiwan, territorial disputes in the East and South China seas, and the fate of the United States’ so-called Asia Pivot.

 

Prerequisites:

 

6 semester hours of lower-division Government courses.  Graduate students may take this course for graduate credit.

 

 

Grading Policy:

 

         1.    Quizzes on readings: 15%

         2.    First mid-term exam: 20%

         3.    Second mid-term exam or short research paper:  25%

         4.    Final exam: 40%

 

Texts:

 

         1.    Andrei Lankov, The Real North Korea: Life and Politics in the Failed Stalinist Utopia.  Oxford University Press, 2014.

         2.   David Shambaugh, China’s Future. Polity, 2016.

       

 

 

 Additional readings will be provided to students via Canvas at the beginning of the semester.


GOV 365N • Australian Society & Polit

38585 • Evans, Rhonda
Meets TTH 2:00PM-3:30PM WAG 420
show description

Please check back for updates.


GOV 365N • Compr Notions Eur Security

38600 • Mosser, Michael
Meets TTH 11:00AM-12:30PM SZB 370
(also listed as EUS 348)
show description

EUS 348 / GOV 365N:

The Comprehensive Notion of European Security

Fall 2018

Center for European Studies / Department

The University of Texas at Austin

Unique ID: 36280 / 38600

 

Dr. Michael W. Mosser

Course location: SZB 370

Office:  Mezes 3.222

Course time: TTh 11:00 am-12:30 pm

Phone: 512.232.7280

Office hours: W 0900 – 1115

Email: mosserm@austin.utexas.edu

(and by appointment)

Course concept

International security, a subfield of international relations, examines the nature of the international states system. It specifically focuses on what is known as the ‘security dilemma,’ the idea (or myth, depending on your theoretical predilection) that states in the international system desire above all to remain secure and extant, and will do whatever necessary to avoid becoming less secure or even disappearing entirely. Questions of how or whether it is necessary or even possible to cooperate to achieve security were seen as peripheral.

Recently, many scholars and practitioners have begun to question the state-centric approach to international security, as well as its focus on power, rivalries, and conflict. Instead, these scholars and practitioners have begun to speak of  ‘comprehensive’ security, or the ‘comprehensive approach’ to international security. Besides being a good catchphrase, what does comprehensive security mean? What does it entail? “Comprehensive security” has a variety of connotations, depending on the context in which the idea is presented, but generally most agree on the idea of a more all-encompassing, holistic understanding of ‘security’ than that embraced by traditional international relations theories. Part of the rationale for this course is to unpack some of the themes underpinning the various ‘flavors’ of comprehensive security, (among others, its human, economic, environmental dimensions).

One of the regions of the world where the notion of ‘comprehensive’ security has been most explicitly theorized and implemented is in Europe. Now more than ever, this notion is under fire. Thus the course pays special attention to this region of the world and examines the practical aspects of comprehensive security via the institutions charged with implementing it: the European Union (EU), the North Atlantic Treaty Organization (NATO), and the Organization for Security and Cooperation in Europe (OSCE).

Part One: Theories of international security (three weeks)

This part of the course investigates the underlying theoretical premises of international security, with special emphasis on:

  • Theories of conflict and cooperation, covering topics such as realism, institutionalism, constructivism, democratic peace theory.
  • Theories of influence, covering topics such as soft power, deterrence & coercion, domestic politics and influence, credibility, norms and institutions as influencers of behavior.

Part Two: The idea of comprehensive security (three weeks):

This section of the course takes the theoretical precepts gained from Part One and applies them to the newly emerging idea within international security that true international (and regional) security must take into account factors beyond mere state survival. To that end, the idea of ‘comprehensive’ security is raised, bringing into play a more nuanced view of international security. In this section, we will examine various ways in which comprehensive security has been thought about. Primarily, we will explore the idea of ‘human’ security that developed out of the 1994 UN Human Development Report, which has seven constituent elements:

  1. Economic security
  2. Food security
  3. Health security
  4. Environmental security
  5. Personal security
  6. Community security
  7. Political security

The section will begin with a survey of the general concept of human security, then move to a treatment of four of its components: economic, health and environmental, and community security. The section will conclude with a discussion of security sector reform as the means to establishing lasting peace in post-conflict societies, a key facet in any discussion of post Cold War comprehensive security.

Part Three: The practice of comprehensive security in Europe: case studies (ten weeks):

In Part Three of the course, we look at ways in comprehensive security has been implemented in Europe.  We look specifically at European notions of comprehensive security, focusing on the North Atlantic Treaty Organization (NATO), the Organization for Security and Cooperation in Europe (OSCE), and the European Union (EU).

Readings:

There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets each day. The readings will be accessible via Blackboard and the average reading load per class is between 40 and 60 pages.

Assignments and grading

Your course grade will consist of a midterm exam grade, a take-home final exam grade, a short paper grade and a discussion/participation grade:

Exams: 75%

As this class is an upper-division course, a major portion of the grade for the course will consist of exams, consisting of two midterm exams and a take-home final exam. Both midterms and the final will each count for 25% and the take-home final exam will be worth 25% of your course grade.

Attendance / Participation / Discussion Questions: 15%

Class discussion in a an upper-level seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Participation will be divided into two sections:  Discussion questions and in-class participation. Since not everyone enjoys speaking in class, discussion questions will count for more than in-class participation. Discussion questions will count for 10% of your course grade, while in-class participation will count for 5% of your course grade. 

Discussion postings can be drawn from the readings; in this case, they should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. They most definitely will help you get the most from the class. Postings may also be brief synopses of newsworthy events. In this case, you must post both the link to the news story and a brief (50-word) précis of what the article discusses. Finally, postings may be replies to others' questions or news stories, as long as they are informative replies and not merely agree/disagree posts. One post (or a thoughtful reply to a post) counts as your post for that week.

There are no discussion postings necessary for midterm week. The total number of discussion postings will be counted at the end of the semester, and also will be examined throughout the semester for evidence of consistent posting. Do not expect to “catch-up” post only at the end of the semester and receive full participation credit.

 

  • 12-15 postings: Full credit
  • 8-11 postings: 70% credit
  • 5-7 postings: 50% credit
  • Less than 5 postings: No credit

There is also a distinction between attendance and participation. Attendance will be managed through Canvas and will take place at five random intervals throughout the semester. Each of these five attendance days will count for 1% of your course grade (for a total of 5%).

In-class participation will be graded as follows:

  • Attending every day, but not participating in class: 80/100
  • Attending every day, participating via question answering (from instructor): 90/100
  • Attending every day, participating via question answering and active learning (extending discussion, asking follow-up questions): 100/100

There will be one group assignment in the class. This assignment will take place over the course of the semester and will be detailed in the first few weeks of class. The group assignment will count for 5% of your overall course grade.

** A word on late or missed assignments. Over the course of the semester, it is inevitable that some event will cause a time management issue, which might lead to a missed assignment deadline. Though normally handled on a case-by-case basis, there are some baseline penalties for missed or delayed assignments, detailed here:

  • Late topic choices will receive a 1% deduction per day before grading.
  • Late topic outline and list of references will receive a 2% deduction per day before grading.
  • Late paper drafts will receive a 5% deduction per day before grading.
  • Missed exams will receive a 5% deduction per day until made up.

Extra credit (up to 6 points):

Students who attend an academic lecture/event dealing with an international/global issue and hand in a typed, one-page summary may receive a 3 point increase on an exam grade.  The maximum extra credit for the semester is two lectures/events (a total of 6 extra credit points).  Summaries must be turned in within 7 days of the event.

 

Grading Standards:

93 >

A

90-92

A-

87-89

B+

80-86

B

77-79

B-

75-76

C+

70-74

C

67-69

C-

60-66

D

< 60

F

Important Information

Plagiarism / academic misconduct:



Don’t do it. Minimum penalties for cheating are zeros on quizzes or exams where the cheating takes place, and a grade of F on a paper that has been plagiarized. Questions about what constitutes academic misconduct should be brought to my attention.

Undergraduate Writing Center: 

The Undergraduate Writing Center, FAC 211, 471-6222: http://www.uwc.utexas.edu/) offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

University of Texas Honor Code:

The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.  Any student found guilty of scholastic dishonesty may receive an “F” in the course and be remanded to the appropriate University of Texas authorities for disciplinary action.  For more information, view Student Judicial Services at http://deanofstudents.utexas.edu/sjs.

Religious Holidays:

According to UT-Austin policy, students must notify the instructor of an impending absence at least 14 days prior to the date of observance of a religious holy day. If a student must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, the student will be given an opportunity to complete the missed work within a reasonable time after the absence.

Student Privacy: 

The Family Educational Rights and Privacy Act (FERPA) requires that student privacy be preserved.  Thus the posting of grades, even by the last four digits of the social security number, is forbidden.  All communication will remain between the instructor and the student, and the instructor will not be able to share details of the student’s performance with parents, spouses, or any others.

Documented Disability Statement:

The University of Texas will make reasonable accommodations for students with documented disabilities. Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 1-866-329-3986 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.

Emergency Evacuation Policy:

In the event of a fire or other emergency, it may be necessary to evacuate a building rapidly.  Upon the activation of a fire alarm or the announcement of an emergency in a university building, all occupants of the building are required to evacuate and assemble outside.  Once evacuated, no one may re-enter the building without instruction to do so from the Austin Fire Department, University of Texas at Austin Police Department, or Fire Prevention Services office.  Students should familiarize themselves with all the exit doors of each room and building they occupy at the university, and should remember that the nearest exit routes may not be the same as the way they typically enter buildings.  Students requiring assistance in evacuation shall inform their instructors in writing during the first week of class.  Information regarding emergency evacuation routes and emergency procedures can be found at http://www.utexas.edu/emergency.


GOV 365N • Ethics Of Foreign Intervention

38580 • Brownlee, Jason
Meets TTH 12:30PM-2:00PM GAR 3.116
show description

Ethics of Foreign Intervention - GOV 365N

 

Description: In a highly interdependent world, are there situations that justify violating national sovereignty in other (non-US, “non-western”) countries, including through military force?

Do outside powers have a "responsibility to protect" vulnerable populations?  Is it more ethical to "do no harm" above all else? Should the leaders of states who violate international law be charged with war crimes? Overall, on what basis, should such questions even be answered? A utilitarian cost-benefit analysis? Or some other metric?

 

Written and oral assignments will prompt students to consider whether it is ethical for non-indigenous forces (especially US and US-led forces) to intervene in the domestic affairs of other countries.

 

The focus will be on the ethics of interventions in the regions of South Asia, the Middle East, and North Africa. Periodic lectures (by the professor) and student-moderated discussion will allow students to reflect on major texts and cases about human rights and social justice issues in countries such as Afghanistan, Syria, Iraq, and Libya. Students will deliberate on the ethical trade-offs of intervention versus the leading alternatives, i.e., self-determination, non-intervention.

 

The course’s mixed framework—introductory lectures and student-led discussions—enables students with little to no background in the subject to participate and benefit on par with students that may have encountered portions of the material elsewhere. Students will be expected to both articulate their own arguments and also imagine opposing viewpoints.

 

The final grade will come from two in-class short essay exams (20%, 20%, both with opportunities for revision), a five-page out-of-class ethical inquiry paper (20%, with opportunity for revision), and active readiness and participation in class, including Canvas posts and discussion co-leading (40%).

 

Assigned weekly moderators will read the Canvas posts, incorporate them into class discussion, and provide feedback. Students will also receive instructor feedback posts, essay exams, and the paper. Writing assignments will be returned 1 week later and students have 1 week beyond that to submit their revised essays.

 

 

Grades: Two in-class short essay exams (20%, 20%, both with opportunities for revision); one five-page out-of-class ethical inquiry paper (20%, with opportunity for revision); active readiness and participation in class, including Canvas posts and discussion co-leading (40%).

 

Assigned weekly moderators will read the Canvas posts, incorporate them into class discussion, and provide feedback. Students will also receive instructor feedback posts, essay exams, and the paper. Writing assignments will be returned one week later and students have one week beyond that to submit revised versions.

 

Selected texts: Course packet including selections from Feldman, What We Owe Iraq; Chomsky, 9/11; Fotion, Military Ethics; Powers, A Problem from Hell; Singer, The Life You Can Save; Bass, Stay the Hand of Vengeance; Walzer, Just and Unjust Wars; and others.


GOV 365N • Eur Union/Regional Intg-Fra

38610 • Mosser, Michael
show description

EUS 348/GOV 365N:

The European Union and Regional Integration

UT in France Program

Summer 2018

European Studies Center / Department of Government

The University of Texas at Austin

Unique ID: 36285 / 38610

 

4 – 24 August 2018

M-F 09:00 – 12:00


Irish Cultural Center: 5 Rue des Irlandais, 75005 Paris, France

Faculty Director: Dr. Michael Mosser
E-mail: mosserm@austin.utexas.edu

 

Course overview and structure

 

This course is designed to provide students with a detailed introduction to the European Union, one of America's major economic and political partners and one of the major actors (and problem areas) in contemporary international relations. In this course students will learn how the EU came about, how the EU component institutions are designed and how they work with each other, and how the EU functions in international relations. Students will also be able to more fully understand the causes and consequences of the European economic and social crises of recent years that have threatened the survival not just of the European Union but also called into question the liberal democratic foundations upon which it was built.

 

Befitting its status as a UT in France course, the course will examine the European Union and other international organizations with headquarters or major offices located in Paris. Along with classroom instruction, the three-week Paris segment will give students the opportunity to visit the European headquarters of the World Bank, UNESCO, and other major international organizations. Guest lectures and site visits in all locations will provide students with a local perspective on the European Union’s and France’s economics, politics, and society. Cultural activities will balance the scholarly activities and will help to make students’ time in Paris more rewarding.

 

During the first part of the course, students will be exposed to the geopolitical history of the EU from its beginning as a supranational organization designed to regulate the coal and steel economic sectors to its present status as the political and economic force second only to the United States. Students will also learn to think about the European Union in theoretical terms and will explore various theoretical explanations for the creation and continuation of the European integration project. In Part Two, students will learn the history and politics of the EU's major treaties. Part Three examines the EU's major decision-making institutions, specifically the Council of Ministers, the Commission, the European Parliament, and the European Court of Justice. In Part Four, the course will examine some major EU policies and their consequences, and Part Five looks at the future of the EU.

 

The research requirement for this course will consist of a structured policy memo with individual sections integrated into a cohesive whole. Students will be divided into research teams by the end of week one. Working in those teams over the course of the session, students will be given a current or potential problem area for the European Union from the case studies and, using the political and economic history learned during the course of the session, develop a strategy memo for EU leaders. Student teams will present their memos to the class in the last meetings of the session.

 

Student Learning Outcomes:

 

At the conclusion of this course, students will be able to analyze the European Union across time and space. Students will achieve a comprehensive understanding of the European Union, and will be able to synthesize complex arguments concerning alternative mans of international organization. Students will conduct collaborative research and present evaluative arguments in a group setting.

 

Grading and Assignments:

 

Grading for this course will be composed of a combination of an end-of-the-session map quiz, a structured policy memo on a topic chosen by instructor, student presentations, in-person discussion and site visit attendance. The map quiz will count for 5% of your grade. The policy memo will count for 40% of the course grade. The policy memo presentation will also count for 40% of the grade (20% individual and 20% group). In-class discussion will count for 10% of your grade. Site visit attendance will count for 5% of your grade.

 

Grading Standards:

 

I will use the following grade standards. Grades for individual assignments will be weighted according to the scale in the preceding paragraph. All grades given during the course of the semester will be converted to a 100-point scale. Group projects will be given both a group grade and an individual grade.

 

93 >     A

 

90-92   A-

 

87-89   B+

 

 

82-86   B

 

79-81   B-

 

76-78   C+

 

 

71-75   C

 

67-70   C-

 

60-66   D

 

< 60 F

 

Required Readings:

 

  • Neill Nugent, The Government and Politics of the European Union (8th edition)
  • The Economist magazine. Students are required to sign up for at least 12 weeks via digital or print subscription (more if they choose). See https://www.economist.com/subscribe for subscription information.
  • Readings from the official EU website (http://www.europa.eu)
  • Readings from various scholarly journals or books, available online at the Canvas site or as in-class handouts.

 

Recommended Readings:

 

  • Nathaniel Copsey and Tim Haughton (eds.) The JCMS Annual Review of the European Union in 2016 (Wiley-Blackwell, 2017)
  • It is also a good idea to follow European events via contemporary news sources such as the New York Times or the Christian Science Monitor, or the Economist. Attempting to garner an in-depth understanding of European events via local news sources is not recommended.

 

Important Information

 

Plagiarism / academic misconduct:



Don’t do it. Minimum penalties for cheating are zeros on quizzes or exams where the cheating takes place, and a grade of F on a paper that has been plagiarized. Questions about what constitutes academic misconduct should be brought to my attention.

 

University of Texas Honor Code:

 

The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.  Any student found guilty of scholastic dishonesty may receive an “F” in the course and be remanded to the appropriate University of Texas authorities for disciplinary action.  For more information, view Student Judicial Services at http://deanofstudents.utexas.edu/sjs.

 

Religious Holidays:

 

According to UT-Austin policy, students must notify the instructor of an impending absence at least 14 days prior to the date of observance of a religious holy day. If a student must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, the student will be given an opportunity to complete the missed work within a reasonable time after the absence.

 

Student Privacy: 

 

The Family Educational Rights and Privacy Act (FERPA) requires that student privacy be preserved.  Thus the posting of grades, even by the last four digits of the social security number, is forbidden.  All communication will remain between the instructor and the student, and the instructor will not be able to share details of the student’s performance with parents, spouses, or any others.

 

Documented Disability Statement:

 

The University of Texas will make reasonable accommodations for students with documented disabilities. Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259 (voice) or 1-866-329-3986 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations.

 

Emergency Evacuation Policy:

 

In the event of a fire or other emergency, it may be necessary to evacuate a building rapidly.  Upon the activation of a fire alarm or the announcement of an emergency in a university building, all occupants of the building are required to evacuate and assemble outside.  Once evacuated, no one may re-enter the building without instruction to do so from the Austin Fire Department, University of Texas at Austin Police Department, or Fire Prevention Services office.  Students should familiarize themselves with all the exit doors of each room and building they occupy at the university, and should remember that the nearest exit routes may not be the same as the way they typically enter buildings.  Students requiring assistance in evacuation shall inform their instructors in writing during the first week of class.  Information regarding emergency evacuation routes and emergency procedures can be found at http://www.utexas.edu/emergency.

 

 


GOV 365N • Iss In Third-World Development

38595 • Elkins, Zachary
Meets TTH 11:00AM-12:30PM WAG 201
(also listed as LAS 337M)
show description

Please check back for updates.


GOV 365N • Suicide Terrorism

38590 • Pedahzur, Ami
Meets TTH 8:00AM-9:30AM MEZ 1.122
show description

SUICIDE TERRORISM GOV 365N (38809)

 

FALL 2018

Instructor AMI PEDAHZUR

Phone 512-232-1452

Email ami.pedahzur@gmail.com

1.    SUBJECT MATTER OF THE COURSE

Over the last decade and a half, suicide attacks turned from an obscure phenomenon that only a handful of scholars addressed into a focal theme in the research on political violence. The exhaustive research effort into the issue has generated hundreds of academic publications and ignited heated debates among scholars. In this course, we will follow the recent evolution of research in the field by drawing attention to some of these debates. We will begin by introducing the different challenges of conceptualizing the phenomenon and identify the respective theoretical implications of each response to the challenge. We will then discuss the main methodological issues that are associated with studying suicide attacks. In the remainder of the semester, we will discuss the various debates within this area of study.

  • The overarching debate about the roles of culture and religion in facilitating suicide operations.
  • The debates that persist among scholars who focus their study at the level of militant groups. In particular, we focus on the following questions: Do suicide attackers operate within organizations or networks? Is there a strategic logic behind suicide operations? If so, is it complemented by a political logic?
  • We will address debates regarding the individual motivations of suicide attackers. We will begin with the dispute over the question of whether or not suicide attackers are suicidal.
  • We will assess the extent to which economic and societal variables contribute to the decisions of individuals to kill themselves as a means of killing others.
  • We will evaluate the advances that the scholarly community has made in understanding the phenomenon and delineate the questions that are yet to be answered.

2.    FORMAT AND PROCEDURES

This class meets twice a week for 1½ hour sessions. Please plan to arrive a few moments before class begins. Course lectures will build from the readings; they will not replace or reiterate them.

Students can expect to spend 2-3 hours reading for every hour of class. You are responsible for reading all of the assigned materials.

I strongly believe every student is capable of learning the material presented in this course, but the responsibility to make the required effort rests on you.

I would like to reward hard work and dedication, not just an ability to take tests. Therefore, the course is structured so that regular attendance of lectures, thoughtful reading of the text, active participation and assimilation of the concepts are a large part of what determines your grade.

3.    ASSIGNMENTS

Attendance (10%).

Active participation in class (20%).

First exam (35%)

Second exam (35%)

4.    GRADING

A 93−100 | A− 90−92 | B+ 87−89 | B 83−86 | B− 80−82 | C+ 77−79 | C 7 −76 | C− 70−72 | D+ 67−69 | D 63−66 | D− 60−62 | F <60

5.    TEXTS

Course materials will be accessible via canvas.

 

 


GOV 370K • Latino Politics

38615 • Leal, David
Meets TTH 5:00PM-6:30PM WAG 101
(also listed as LAS 337M, MAS 374)
show description

Course Description:

 

This course will introduce you to the past and present political experiences of the United States Latino populations.  The course begins with a discussion of political identity: what does it mean to be Latino/a, Hispanic, or Chicano, and what are the politically relevant commonalities and differences in Latino communities?  We then discuss Latino political history, beginning with the Spanish empire but focusing particularly on the 19th and 20th centuries in the southwest.  In doing so, we will study Latino political movements, organizations, and leaders.  Moving to recent decades, the class examines Latino inputs into the American political system, including public opinion, voting, elections, and the role of gender in politics.  The class also discusses the political experiences of two of the largest non-Mexican national-origin groups: Puerto Ricans and Cuban Americans.  We then explore the growing voice of Latinos in political institutions, such as the U.S. Congress and state legislatures.  Lastly, the class covers key policy issues for Latino communities, including immigration and education. 

 

Course Grade:

 

Exam #1 (20% of course grade; covers first third of the class material)

 

Exam #2 (30% of course grade; covers second third of the class material)

 

Exam #3 (30% of course grade; covers last third of the class material and includes cumulative questions)

 

Book review (20% of course grade)

 

Readings:

 

Garcia, F. Chris, and Gabriel Sanchez. 2007. Hispanics and the U.S. Political System: Moving Into the Mainstream. New York: Prentice Hall.

 

Gutierrez, David. 1995. Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Identity. Berkeley: University of California Press.

 

Coursepack from Jenn's

 

Grading: The following is the class grading scale:

 

 
93-100% A (4)
90-92% A- (3.67)
87-89% B+ (3.33)
83-86% B (3)
80-82% B- (2.67)
77-79% C+ (2.33)
73-76% C (2)
70-72% C- (1.67)
67-69% D+ (1.33)
63-66% D (1)
60-62% D- (.67)
Below 60% F (0)
 

 

Flag: Cultural Diversity


GOV 370L • Congress And The Presidency

38640 • Prindle, David
Meets MWF 11:00AM-12:00PM UTC 4.110
show description

Course Number and Title:  Gov. 370L.10,  “Congress and the Presidency

Prerequisites:  Upper-division standing in Government

 

Description

 

             THE PURPOSES OF THIS CLASS:  To help students become better scholars and citizens by helping them to understand how to apply the concepts of political science to an understanding of the functioning of the American political system, and by showing them how to compare the normative concepts of the public interest and democratic theory to the actual functioning of national institutions.  I am interested in facts about American politics not only for their own sake, but because they allow us to compare the actual practice of our politics to the ideal of democracy. 

 

Grading Policy

 

             Each of the three assignments in this class will be counted equally; that is, each will count one‑third toward the final grade.  At the end of the semester, the three numerical scores will be averaged, and final grades will be assigned on the basis of the conventional scale: 92.3 and above will receive an “A” in the course, 90 to 92 will receive an "A minus," 88 to 89.7 will receive a "B plus," 82.3 to 87.7 will receive a “B,” 80 to 82 will receive a "B minus," 78 to 79.7 will receive a "C plus," 72.3 to 77.7 will receive a “C,” 70 to 72 will receive a "C minus," 68 to 69.7 will receive a "D plus," 62.3 to 67.7 will receive a “D,” 60 to 62 will receive a "D-minus, and below 60 will receive an “F.”  Anyone missing a grade (that is, anyone failing to take a test or turn in an essay) will also receive an “F.”  I may make some small adjustments in these averages to reflect the quality of contribution to class discussion.

 

            For your three assignments, you may choose to write two essays and take one test, or take two tests and write one essay.  It is up to you to decide how you mix the tests and essays, and in what order you choose to do them.  You may not, however, "load up" by turning in an essay at the same time that you take a test, thus getting two‑thirds of the assignments out of the way on the same day.

 

List of Proposed Texts

(This list may change slightly as we get closer to the first day of the semester)

 

  • Lawrence Dodd and Bruce Oppenheimer (eds.) Congress Reconsidered, 10th edition  (CQ Press, 2013; see note below)

 

  • Michael Nelson (ed.) The Presidency and the Political System 10th edition (CQ Press, 2014; see note below)

 

  • Roger Davidson, Walter Oleszek, and Frances Lee, Congress and Its Members, 14th edition  (CQ Press, 2014; see note below)

 

  • Steven E. Schier, ed. Debating the Obama Presidency (Rowman and Littlefield, 2016)

 

  • Some documents, to be distributed in class

 

IMPORTANT  NOTE:  Instead of making you buy the three CQ Press books, and then assigning you to read only some of the chapters, I have chosen the relevant chapters for each and put them into an electronic textbook.  For the first two sections of this course, and one chapter that you will need to read for the last (third) section, you will access the material electronically.  You can purchase your access through the University Co-op Please note:  These readings are not available elsewhere unless you wish to purchase three separate textbooks.  When you go to the Co-op, you will purchase a card, which will contain information about how to download your electronic version of the texts, and an access code to redeem your copy.  (This is called a “slimpack” in publisher-speak).

            However, the final reading assignment, for the third section of the class, is not available electronically.  The book, Debating the Obama Presidency, is available at the Co-op on the shelf for this class. 

 

 

 


GOV 370L • Congressional Elections

38650 • Theriault, Sean
Meets TTH 2:00PM-3:30PM FAC 21
show description

Please check back for updates.

Prerequisite: Six semester hours of lower-division coursework in government.

 


GOV 370L • Election Campaigns

38635 • Luskin, Robert
Meets MW 1:00PM-2:30PM PAR 304
show description

American Election Campaigns (GOV 370L)

 

            This course comes in four intermingled parts.  The bulk of our meetings will be as a seminar, meaning that we, not I, shall discuss the readings (see below).  The next largest share will be devoted to a computer simulation of a U.S. Senate election.  Your candidate may make personal appearances, produce and air campaign commercials, make appeals by direct mail, fund-raise, conduct polls, and so on, and the outcome will depend on the choices you and your opponents make.  One or more other sessions are usually given over to guest speakers who have been involved in election campaigns in one capacity or another.  And, finally, since this is a Writing Flag course, several sessions will be devoted to discussions of writing and written assignments.

 

            Past semesters’ speakers have included Tom Craddick, a Texas State Representative and formerly Speaker of the Texas House of Representatives; U.S. Representative Henry Cuellar; Justice Bob Gammage, late of the Texas Supreme Court and before that a U.S. Congressman; the late Bernard Rapoport, a longtime Democratic activist and fundraiser (and former Chair of the UT Board of Regents); Royal Masset, Political Director of the Republican Party of Texas; Dave MacNeely, a journalist covering state and national politics for the Austin-American Statesman; William P. Hobby, the former Lieutenant Governor; Susan Hendrix of H & C Media, a Democratic media consultant; Dean Rindy and Cynthia Miller of Rindy Miller Garcia Media, also Democratic media consultants; David Weeks and Suzanne Erickson of R & R Partners, a Republican media consultant who has worked for Rick Perry and Kay Bailey Hutchinson, among others; Blaine Bull of Public Strategies, Inc., a major consulting firm; Matthew Dowd, once of Public Strategies, Inc., more recently of the Bush 2000 and 2004 campaigns and Bush administration, and now a prominent national political commentator; Garry Mauro, a four-term Texas Land Commissioner and Democratic candidate for Governor of Texas; Mark MacKinnon, also once of Public Strategies, Inc., the principal media advisor to George W. Bush’s 2000 and 2004 campaigns and to John McCain’s 2008 nomination campaign, and now a prominent national political commentator and founder of the No Labels movement; Bill Emery and Peck Young of Emery and Young, a Democratic consulting firm; Dan Bartlett, an alumnus of this course who served as a spokesman for Governor Bush and the Bush 2000 campaign and later as Communications Director in the Bush White House; and Karl Rove, formerly of Karl Rove & Company, a Republican consulting firm, later the chief political strategist for the Bush 2000 and 2004 campaigns and Counselor to President Bush), and now a commentator for Fox News, columnist for the Wall Street Journal, and principal of American Crossroads, a major Republican super-PAC.   

 

            There are no formal prerequisites beyond eligibility to take upper division Government courses.  The goal is for students to learn and think about contemporary American election campaigns—about both how they work and the ways in which that may be desirable or undesirable.  There will be no exams, but a heavy reading load and two papers drawing on the readings.  You will also be asked to provide written feedback on another student’s paper.  The papers, feedback, and contributions in class discussion will be the means of assessing how far individual students have met the course goal.

 

            Your grade will be based on your class participation and the two papers.  Class participation—including attendance, participation in class discussion, effort in the simulations, and your feedback on another student’s first-draft first paper—will count for 25%.  The papers—graded 55% on the basis of substance and 45% on the basis of writing—will count for 75%.  The course grades will include pluses and minuses, as merited. The substance grade rests heavily on your making generous, appropriate, and sensible use of the assigned readings.  Attendance is required, and there is a penalty (in the participation grade) for every unexcused absence beyond a quota of two.

 

            The reading load is unusually heavy, and, as noted, I shall ask students about their reactions to the readings.  So, even though the two papers are the only written assignments, and there are no exams, this is not a course for the faint-hearted.  Be warned!  It will be a lot of work.  But also, I believe, a lot of fun.

 

 


GOV 370L • Money In Amer Politics

38660 • Roberts, Brian
Meets W 3:30PM-6:30PM CBA 4.340
(also listed as HMN 350, LAH 350)
show description

Description:

     This course explores the nature and consequences of money in American politics and why, at this point in history, we find ourselves embroiled in the most significant debate over campaign finance reform in over thirty years.   The debate goes to the heart of the U.S. Constitution, pitting the First Amendment rights of speech and assembly against the perceived fairness and efficacy of a republican government awash, some claim, in increasingly unaccountable money.

     Campaign finance issues lie at the crossroads of a bewildering number of analytical perspectives.  We (must) examine the work of historians, social scientists, legal scholars, and interested parties on all sides of the debate in an effort not only to assess current policy debates but also to understand how we got here.  During the course we confront and seek answers to a host of questions, including, but by no means limited to,

- How will corporations respond to the Supreme Court’s recent decision permitting unlimited political advertising?

- Why did most 2008 presidential candidates abandon the system of public financing for presidential elections? -Why does the public believe that corporations play such a large role in funding federal election campaigns?

-Why does the Supreme Court allow public perceptions to determine the constitutionality of campaign finance laws?

-Why do U.S. Senators refuse to report their campaign finance activity electronically to the Federal Election Commission?

-How and why is the Internet treated differently than other means of political communication by campaign finance laws?

-What are the consequences of unlimited individual contributions to state election candidates in Texas?

Texts and Works: 

Corrado, Anthony, et al. The New Campaign Finance Sourcebook. 2004. Washington D.C.: Brooking Institution;
Corrado, Anthony and David Magleby Financing the 2008 Election. 2010. Washington D.C.: Brooking Institution;
McChesney, Fred. Money For Nothing: Politicians, Rent Extraction, and Political Extortion.  1997. Cambridge: Harvard University Press;
Urofsky, Melvin., Money & Free Speech: Campaign Finance Reform and the Courts. 2005. Lawrence, KS: University of Kansas Press. Other readings as assigned.

Grading Policy: 

     In addition to a midterm exam and meeting expectations of strong class participation, students engage in two significant projects over the course of the semester, first in the role of campaign finance consultants advising either a candidate or a political action committee, and second as members of a legal team preparing for a (marginally fictitious) Supreme Court case confronting the constitutional challenges posed by campaign finance laws.

 


GOV 370L • The Politics Of Health Care

38665 • McDaniel, Eric
Meets MW 1:00PM-2:30PM UTC 3.124
show description

Please check back for updates.

Prerequisite: Six semester hours of lower-division coursework in government.

 


GOV 370L • Urban Politics

38645 • O'Brien, Shannon
Meets MWF 2:00PM-3:00PM MEZ B0.306
(also listed as URB 350)
show description

Urban Politics

 

This course introduces and explores the development of the urban landscape in America.  Cities did not simply spring into existence.  Their geographical and physical constraints combined with social, ethnic, and political pressures shaped and continue to shape their development.  This course is designed to mostly introduce you to some ideas of urban politics in America.  The first part of the semester concentrates on the development of the cities.  This part of the class will focus primarily on the rural to urban shift in America.  The second part of the semester will explore the move from urban to suburban living.  This part of the class will look at more modern issues and topics in the cities (i.e. problems created by people moving out, financial attempts to solve these problems, new urbanism, gated communities, social/racial strife). 

 

Required Readings

There is ONE Book:

Judd, Dennis R. and Todd Swanstrom.  City Politics 10th edition. Pearson, 2019

ISBN:  9781138055230

 

Grades:

Grades will based on the following:

Test 1                          30%

Test 2                          30%

Test 3                          30%

Paper Assignments (5% each)                                             10%


GOV 379S • Homer And Plato

38690 • Pangle, Lorraine
Meets TTH 9:30AM-11:00AM PAR 302
(also listed as LAH 350)
show description

GOV 379S / LAH 350

Homer and Plato

Lorraine Pangle

Fall 2018

 

Course Description:

This course will explore what Plato described as the “ancient quarrel between the poets and philosophers.” The first part of the course will be devoted to a close study of one of the formative texts of Western Civilization, Homer’s Iliad. Beginning with Homer preferred epithet for human beings, “mortals,” we will explore Homer’s account of human nature, humans’ place in the cosmos, and the way humans are shaped by the struggles to come to terms with the finitude of their existence. We will explore the political themes of good and bad leadership, courage, honor, ambition, and justice, supplementing our reading of the Iliad with some of the key stories from the Odyssey and comparing the heroes Achilles and Odysseus. Finally, we will look at Homer’s puzzling suggestions about the relationship between necessity, fate, divine power, and human freedom or moral responsibility. Through these explorations we will consider how Homer earned the epithet “educator of the Greeks,” and how his  heroes’ models of manly excellence and his own example of probing reflection may have helped foster the civilization that gave us both republican self-government and philosophy.

 

Although Plato praises Homer in the highest terms, he also criticizes him. In the Apology Socrates claims that he is superior to the hero Achilles; in the Republic Socrates argues that Homer’s depictions of the gods and heroes provided defective models for moral and civic education, and he banishes all such poets from his city in speech. In the second part of the course we will explore and assess these critiques, with a view to understanding better both Plato’s own practical political project and the agreements and disagreements between him and Homer about human nature and the requirements of a healthy society.

 

Texts:

Homer, Iliad. Trans. Richmond Lattimore. Chicago: University of Chicago Press, 2011. ISBN 044646940-9.

Homer, Odyssey. Trans. Richmond Lattimore. Chicago: University of Chicago Press, 2007. ISBN 006124418X (selections).

Plato, Apology, in Four Texts on Socrates: Plato’s Euthyphro, Apology, Crito, and Aristophanes’ Clouds. Trans. Thomas G. West. Ithaca, NY: Cornell University Press, 1998. ISBN 0801485746.

Plato, Republic, trans. Bloom. New York: Basic Books, 2016. ISBN 9780465069347 (selections).

 

Course requirements:

three 3-4 page papers, 15% each

final 8-10 page paper, 40%

attendance and class participation 15%


GOV 379S • Politics In Fiction

38700 • Sparrow, Bartholomew
Meets MW 3:30PM-5:00PM BAT 1.104
(also listed as LAH 350)
show description

Introduction

What is at stake in politics and government?  Why do political events unfold as they do?  Why do politicians and public officials make the choices they do?  Theories of politics and government, statistical analyses, and archival research take us only so far. Many say that the best way to capture politics and government—and especially the personal and emotional nature of politics—is through fiction.

In “Politics and Fiction,” students read some of the best extant fiction on American politics and government, past and present.  The reading list is based on the quality of the texts, addresses a variety of subjects, and covers different time periods in American history. The books’ subjects range from accounts of the early 20th century America, to works on Vietnam and the 1960s, to novels about city and state politics, and to contemporary lobbying and radicalism.

Students are asked to read critically, that is to uncover the assumptions of and perspectives of each text with respect to ideology and partisanship, to consider how politics function and the political system operates, to think about the role played by individual and social psychology, and to assess what the relevant institutions are each case.  What are the political foundations and philosophic premises of the texts?  What is the author’s writing style and the effect of that style on the reader’s understanding of the text?

Texts

Christopher Buckley, Thank You for Smoking  ISBN: 0812976525

Garrett Epps, The Shad Treatment ISBN: 0813917764

David Goodwillie, American Subversive  ISBN: 1439157065

Graham Greene, The Quiet American ISBN: 0140185003

Tim O’Brien, The Lake of the Woods, 0140250948

Edwin O’Connor, The Last Hurrah IBSN: 978-0316626590 (out of print)

Philip Roth, American Pastoral ISBN: 0375701429

Robert Penn Warren, All the King’s Men ISBN:0156031043

Grades

Book Reviews, two (1500-2000 words): 2 x 15 = 30% (graded)

Editorial memos, five (600-750 words): 5 x 5 = 25% (high pass, pass, low pass, fail)

Class Participation: 30% (quality and quantity of discussion, includes attendance)

Presentation/Discussion leadership: 10% (high pass, pass, low pass, fail)

Requirements

The two book reviews and the six editorial memos are to be posted to the class (and your group’s) Canvas website.

Each of your two book reviews is to be revised, with the help of your classmates in your group.  The first draft of the book review is due by 9:00 p.m. the Sunday before the Monday the book is to be discussed, to be posted on your team’s Canvas website.  The revised draft is to be posted by 9:00 pm on Thursday after the second class day, Wednesday, of discussion.

The book reviews are to be graded on their understanding and analysis of the text, their use of evidence from the text, and their coherence and polish.  The first draft will be evaluated on a high pass/no pass basis and will count for one-fifth of the book review grade (3 points).  The second and final draft will count for four-fifths of the paper grade (12 points).

The editorial memos, which are to be posted by Wednesday at noon, are to be your reactions/remarks on the book review written by one of your teammates.  You are not responsible for a comment paper on the two weeks when you are writing your book reviews, but you may make a presentation and also write an editorial memo.  The comment papers are to be your own considered comments (with textual evidence and text page number) with respect to the book review’s ideas, its argument, its organization, its composition (such as transitions, phrasing, syntax, and grammar), and any other matters you think relevant to improving its overall quality.  The editorial memos should reflect evidence of a careful reading of the text.  Your grades on the comment papers depend on the seriousness, thoroughness, and accuracy of your comments.  First and foremost, they are to be written to help your classmate write the most effective book review possible.

Late book reviews and late comment papers will either be penalized, depending on how late they are submitted, or not accepted.

You are responsible for attendance and participation.  Your regular presence and engagement in class discussion is expected.  Your participation will be graded on the quality of your contribution matters more so than merely the quantity, and should reflect a thorough reading of the text and be relevant to the discussion on hand.  Your instructor may call on you if you are shy or remain silent during class discussions.

Three tardy appearances (coming more a few minutes late to class or regularly coming late to class) counts as one absence.   Early departures or absences within class are counted as tardies.  Four or moreabsences total—whether excused or unexcused—will result in a 2 percent reduction in your overall course grade, with another 2 percent off for each additional absence.   Seven or more class absences may result in automatic failure.

Let your instructor know in advance if you know you will be late for class or if you have to leave early (e.g., job interview, court appearance).  Also let him know ahead of time if you have miss assignments for extraordinary reasons or cannot otherwise participate as expected.

Expectations

• As a student in the class, you are expected to demonstrate the following:

- intellectual engagement in the texts and topics of the course

                        - honesty, responsibility, self-motivation, and hard work

- self-reflection and on-going assessment of your own learning

- respect for your fellow students and the teacher

•  Specific student assignments:

- reading the week’s assigned text in advance of Tuesday’s class

- participating in class discussion (including attendance)

                        - making oral presentations

- writing book reviews and comment papers

- keeping up with the course’s Canvas site and your own email

•  Email correspondence is welcome and convenient.  Please format your emails as business correspondence (with a title/greeting and signature), and I shall try to get to you emails within 24 hours—and usually much sooner—unless I am indisposed.  I may also answer on Canvas should you voice a general concern, one that it might be more useful to share with the class rather than keep to personal email. 

 

•  Your instructor is available during office hours, and by appointment if you can’t make office hours.  He is usually available a few minutes before and after class, as well.

•  Computers, mobile ‘phones, and other electronic devices need to be turned off unless with the express permission of your instructor: using devices in class counts as a tardy, and after the third violation it will count as an absence from class and the student may be asked to leave the classroom.

•  Misconduct will detract from your participation grade.  Misconduct is any behavior disruptive to learning and includes the following: activated cell phones, iPods, laptops, etc.; personal conversations in class; studying for another class; or exhibiting other behavior as interpreted by your instructor.  Inappropriate classroom behavior may also result in your dismissal from the classroom (with that class day being counted as an absence).

•  Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 471-6259, http://www.utexas.edu/diversity/ddce/ssd/ Please inform the instructor of your condition by the 2nd week of classes. 

• Special arrangements for the assignments may be considered on an individual basis in exceptional circumstances, but only if you discuss this with the instructor in advance.

•  By UT Austin policy, you must notify your instructor of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence.

Course Schedule

You are to read the book assigned the preceding week, thus on the Monday and Wednesday classes for which the book is assigned and discussed, students will have read the book (and be starting the next week’s book).

Each week—not including weeks one and two—will generally proceed as follows, except that the two longest books will be discussed on three class days instead of two.

By Sundays at 9:00 p.m., book reviewers post their reviews on their team’s Canvas website.

On Mondays, two students (not the book reviewers) will select passages from the text--no more than three (3)--and read from a few sentences to a paragraph or two out loud to the class, and then say what the text they selected signifies to them.  Each presentation should last ten minutes or so in all, but it should be tightly composed and professional: direct and to the point.

After the two presenting students have done so, they will open class discussion with a question (one each) based on the text and the presenting student’s reaction to/interaction with the writing.

On Wednesday by 12:00 p.m., noon, the students in each team will submit their editorial memos on their teams’ online forum—responses to each “thread” that is that week’s book review—in response to their teammate’s first draft.  Students may give feedback on the ideas, organization, clarity, omissions, and/or other points they think relevant.  Note that these comments themselves need to be well-argued, substantiated (page numbers, examples, quotations, etc.), and precise so as to be the most helpful to the book reviewer—as an editor would to a young writer for the newspaper/magazine/blog.

Part of Wednesday’s class will involve you meeting in your teams in the class to go over the book reviews.

By Thursdays at 9:00 pm (at the latest) the students writing the book reviews post their polished copies on their team’s website and separately send one to me via email.  The class will be taken up with further discussions about the text as well as about, where appropriate or relevant, the writing process.

When the books do not coincide with one per week, the schedule will be adjusted accordingly.


GOV 379S • Refugees And Forced Migration

38695 • Newberg, Paula
Meets T 3:30PM-6:30PM CBA 4.340
(also listed as LAH 350)
show description

No one puts their children in a boat unless the water is safer than the land.

Warsan Shire, "Home" 

            In the first place, we don't like to be called "refugees."  We ourselves call each other         "newcomers" or "immigrants." . . .  With us the meaning of the term "refugee" has    changed.  Now "refugees" are those of us who have been so unfortunate as to arrive in    a new country without means and have to be helped by Refugee Committees.  Refugees driven from country to country represent the vanguard of their peoples . . .

Hannah Arendt, "We Refugees"                    

 On the last day of 2000, New York Times reporter Barbara Crossette wrote:  "The 20th century may have taught the world to deal systematically with vast refugee flows, too many to count precisely, but the 21st century may have to invent new ways of coping with them, as the nature and definition of refugee crises changes."

These words were prescient, and remain true.  As we approach the year 2018, millions upon millions of refugees remain in limbo, whether as victims of war, economic strife, inequality and dislocation, competing political priorities and social practice, evolving understandings of rights, and environmental and climate-related transformations.  Mass migration has become a defining feature of the century, and the repercussions of our decisions about global migration will have enduring effects.  We will therefore spend the semester exploring the many dimensions of refugee movement and crises by examining the causes and consequences of mass migration, and the ways that international laws and institutions are attempting to grapple with them. 

This will be a reading-intensive seminar, with short weekly writing assignment, occasional group projects, and two longer papers.  Our readings (supplemented by films and videos) will include histories, personal testimonies, memoirs and fiction based in the refugee experience; political analyses and diplomatic policy documents; and studies of international law and security.

Our primary reference material will include selections from The Oxford Handbook of Refugee and Forced Migration Studies and the web-based Refugees in International Affaisr.  Our study of contemporary migration conditions will include Gatrell's The Making of the Modern Refugee; Kingsley's The New Odyssey; Greenhill's Weapons of Mass Migration; and Ferris's The Politics of Protection

 

 


GOV 662L • Government Rsch Internship-D C

38565
show description

Course Pre-requisites, Co-requisites and/or other Restrictions:

Acceptance into the University of Texas, Archer Fellowship Program

Course Description: This course will focus on the role of media, the Congress, the

President and other governmental and non-governmental actors in the policy-making

process. Through a variety of sources (academic texts, newspaper and journal articles,

websites, blogs, advocacy papers) we will look at (and hopefully reconcile) the textbook

and “real world” versions of how policy is made in Washington, D.C.

This course is divided into four phases where we will use a variety of techniques

(lectures/discussion, in-class presentations and guest speakers) to gain a better

understanding of the policy-making process. In Phase I, we will discuss how policy is

defined: where ideas come from and who plays a role in defining what we consider to be

important policy problems. In Phase II, we will look at how policy is made and how the

structures of our unique form of government affect the policy-making process. In Phase

III we will meet with policy-makers to hear their first hand accounts of the policy-making

process and finally, in Phase IV we will try to understand the policy-making process

through a legislative simulation and class discussions/debates of some of the important

issues of the day.



  • Department of Government

    The University of Texas at Austin
    158 W 21st ST STOP A1800
    Batts Hall 2.116
    Austin, TX 78712-1704
    512-471-5121