Relevant bibliographies by topics / College of the Political Sciences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'College of the Political Sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College of the Political Sciences"

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.
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Dewali, Taybat I., and Lazgin K. Barany. "The Conception of Trauma in Depicting the Battlefields In Wilfred Owen’s War Poetry." Academic Journal of Nawroz University 8, no. 4 (December 30, 2019): 371. http://dx.doi.org/10.25007/ajnu.v8n4a483.

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This study aims at finding out the attitudes of non-English majors’ students at University of Duhok towards English language andearning, in general, and at University of Duhok in particular and exploring the reasons behind their attitudes. The study also investigates the differences in the participants' attitudes based on their major, gender, and studying level. For this purpose, a questionnaire mainly adopted from Gardner's (2004) "Attitude/Motivation Test Battery" was distributed to (259) students from six colleges affiliated to University of Duhok. These six colleges were divided into two groups: Sciences (College of Veterinary, College of Engineering, and College of Sciences) and Humanities (College of Law and Political Sciences, College of Economics and Administration, and College of Basic Education). The findings have revealed that students under study have expressed positive attitudes towards both the English language itself as a language and learning it as a subject of study. The study also has shown that there were no significant differences in the students' attitudes towards the study's variables due to gender and studying level, however, a significant difference based on the students' major was found.
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Masters, Roger D. "Biological Perspectives in the Social Sciences." Politics and the Life Sciences 13, no. 1 (February 1994): 125–27. http://dx.doi.org/10.1017/s0730938400022401.

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From July 31 to August 6, 1993, the Gruter Institute for Law and Behavioral Research and the Nelson A. Rockefeller Center for the Social Sciences at Dartmouth College cosponsored a Faculty Seminar on “Biological Perspectives in the Social Sciences” at Dartmouth. Participants included scholars and graduate students from anthropology, communications, economics, political science, psychology, and sociology, as well as representatives from business and the public sector.
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Moffett, Kenneth W., and Laurie L. Rice. "College Students and Online Political Expression During the 2016 Election." Social Science Computer Review 36, no. 4 (July 24, 2017): 422–39. http://dx.doi.org/10.1177/0894439317721186.

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While college students traditionally exhibit low levels of political participation and interest in politics, they are more likely to engage in some forms of political expression than their elders. Their greater familiarity with online forms of political expression and engagement potentially lowers their barriers for political involvement. In turn, this potentially draws more young adults into the political process. The authors compare the precursors of expressive forms of online political engagement to those of talking to someone off-line and trying to persuade them to vote for or against a candidate or party among college students. They find that both activities are positively connected with politically oriented activity on social media as well as the frequency with which one reads blogs. They also discover that the mechanisms that explain online political expression are both similar to and different from those that explain off-line attempts at persuasion in several key ways.
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Turner, Brian. "BRUCE M. UNGER." PS: Political Science & Politics 42, no. 02 (April 2009): 421–22. http://dx.doi.org/10.1017/s1049096509300669.

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Dr. Bruce M. Unger, professor of political science at Randolph-Macon College, died of cancer at his home January 31, 2008. A native of Brooklyn, and life-longBrooklynDodgers fan, Bruce received his BA at Queens College in 1964, MA at Tulane University in 1967, and Ph.D. at Tulane in 1973. He joined the faculty at Randolph-Macon in 1968, and served 39 years on the faculty. He was Charles J. Potts Professor of Social Sciences when he retired in 2007.
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Breen, Sheryl D. "The Mixed Political Blessing of Campus Sustainability." PS: Political Science & Politics 43, no. 04 (October 2010): 685–90. http://dx.doi.org/10.1017/s1049096510001022.

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AbstractThe rise of sustainability rhetoric, curriculum, infrastructure, and marketing on college campuses is a mixed blessing. On the one hand, college presidents are pledging to eliminate their campuses' global warming emissions; colleges and universities are building wind turbines, composters, and green buildings; and sustainability coordinators are the latest surge in new staff hires. However, the greening of college campuses has a less welcome side as well, and examination of the campus sustainability movement suggests an unsettling lack of theoretical and ideological analysis. In this article, I praise what is being done well, identify the political analysis that has been avoided, and provide arguments for what has yet to be addressed. I argue that the trend toward campus sustainability, while praiseworthy in some significant ways, has left some troubling theoretical assumptions largely undisturbed.
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Li, Miao, Yun Lu, and Fenggang Yang. "Shaping the Religiosity of Chinese University Students: Science Education and Political Indoctrination." Religions 9, no. 10 (October 11, 2018): 309. http://dx.doi.org/10.3390/rel9100309.

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Our study examined the respective relationships between two components of higher education in mainland China—science education and political indoctrination—and the religiosity of university students. Using a cross-sectional, representative sample of about 1700 college students in Beijing, we found first that students studying natural/applied sciences were less likely to perceive Protestantism, Catholicism, and Islam as plausible and less likely to have supernatural belief, relative to students in humanities/social sciences. In addition, the more students positively evaluated the political education courses—which indicates students’ acceptance of political indoctrination—the less likely they reported Protestantism and Catholicism as being plausible. Nevertheless, neither science education nor political indoctrination was associated with the perceived plausibility of Buddhism and Daoism or the worshipping behavior of students. We discuss the implications of these findings in light of the secularization debate and the research on education, religion, and state atheism.
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Lewis, Gregory B. "Do Political Science Majors Succeed in the Labor Market?" PS: Political Science & Politics 50, no. 02 (March 31, 2017): 467–72. http://dx.doi.org/10.1017/s1049096516003012.

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ABSTRACT Despite some stakeholders’ concerns about the practical value of an undergraduate degree in political science, our graduates actually do quite well in the labor market. Based on analysis of a sample of 3.4 million college graduates (including 86,000 in political science) from the 2009–2014 American Community Surveys, our majors earn two-thirds more than demographically similar high school graduates if they stop with bachelor’s degrees, but they are among the most likely to obtain graduate degrees, especially in law. Only engineering, economics, computer science, and health science majors make at least 10% more than our graduates, who make nearly as much as those who major in business and 10% to 25% more than those who major in most other social sciences and humanities. Political science majors have relatively high unemployment rates in their 20s, however, and may end up in very different occupations than they imagined when they chose political science.
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Perrin, Andrew J., and Alanna Gillis. "How College Makes Citizens: Higher Education Experiences and Political Engagement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311985970. http://dx.doi.org/10.1177/2378023119859708.

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One function of undergraduate education is supporting successful citizenship later in life. Educational achievement is positively, if variably, related to political engagement. However, questions remain about the role of selection into college education as well as the specific college experiences that facilitate postcollege good citizenship. The aim of this study is to test the independent effect of higher education completion on three forms of postgraduation political engagement, using national longitudinal data and controlling for selection into college completion using control-function models. The authors also test the effects of several specific experiences encountered during college—course topic areas and high-impact educational experiences—on these outcomes. College completion has an independent effect (beyond selection) on citizenship behaviors. Social sciences and humanities coursework and two high-impact experiences (being mentored and engaging in a community-based project) were associated with political engagement. Higher education is a training ground for citizenship; particular course and extracurricular experiences help fulfill that mission.
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Rosinger, Kelly Ochs. "Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 114–31. http://dx.doi.org/10.1177/0002716217698664.

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Over the past decade, the federal government has made substantial efforts to simplify the college-going process and help students to evaluate college choices. These low-cost strategies aimed at improving college access and success by helping students to make informed decisions about college warrant assessment. This study examines the impact of a recent effort aimed at simplifying information that colleges provide to students about college costs, loan options, and college outcomes. Results from a quasi-experimental analysis indicate that the “informational intervention” in this study had limited influence on community college students’ enrollment and borrowing decisions. I discuss the limitations of this particular intervention and the potential impact that other related policy efforts designed to help students at various points in the college-going process may have.
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Dissertations / Theses on the topic "College of the Political Sciences"

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Grad, Oren. "The political rationality of American science." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13602.

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Evans, Heather K. "The young American voter the political participation of college and non-college youth /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378344.

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Thesis (Ph.D.)--Indiana University, Dept. of Political Science, 2009.
Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4027. Adviser: Edward G. Carmines.
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van, Hulsen Tess. "Are (Liberal Arts) Colleges Making Students More Liberal? Examining Millennials’ Party Identification Preferences in College and Beyond." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2061.

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In order to investigate the validity of the claim that college has a liberalizing effect on students, the research reported here focuses on how transitions into college shape one’s political orientations. Studying the changes in ideological views and party identification over time have been explained in previous literature by three theories: Life Cycle Changes, Socialization Effects, and Generational Effects. These theories were then applied to the qualitative data obtained by conducting interviews with Claremont McKenna College (CMC) alumni of the last five years. Through analyzing data from CMC’s (millennial) alumni, my goal was to examine the development of their ideological views and party identifications during their four years at CMC and upon entering the workforce. My study is loosely inspired by the Bennington Studies, a well-known group of studies conducted throughout a span fifty years which measured the party identification of Bennington College alumni at three different points in their adult lives. Using these studies as a model, my study expands on these along with other existing literature to provide a more in-depth account of the political identification and potential political shift of the current generation of young adults, Millennials. Due to the temporal limitations of this thesis, however, the study I conducted only examines the identifications of a specific alumnus at one point in their adult lives, after graduating from CMC. Therefore, the possibility of accrediting party identification changes to Life Cycle Changes is excluded. This thesis seeks to explain why and how the political ideology and party identifications of recent CMC alumni changed during their time on campus.
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Kelleher, Kaitlyn Anne. "It's Not Black and White: An Empirical Study of the 2015-2016 U.S. College Protests." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1620.

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Beginning in October 2015, student protests erupted at many U.S. colleges and universities. This wave of demonstrations prompted an ongoing national debate over the following question: what caused this activism? Leveraging existing theoretical explanations, this paper attempts to answer this question through an empirical study of the 73 most prominent college protests from October 2015 to April 2016. I use an original data set with information collected from U.S. News and World Report to determine what factors at these 73 schools were most predictive of the protests. My findings strongly suggest that the probability of a protest increases at larger, more selective institutions. I also find evidence against the dominant argument that the marginalization of minority students exclusively caused this activism. Using my empirical results, this paper presents a new theoretical explanation for the 2015-2016 protests. I argue that racial tensions sparked the first demonstration. However, as the protests spread to other campuses, they were driven less by racial grievances and more by a pervasive culture of political correctness. This paper concludes by applying this new theoretical framework to the budding wave of 2017 protests.
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Robinson, Vanessa M. "College students and voter mobilization campaigns : a grounded communication theory for increasing political efficacy and involvement." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/667.

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This study examined which channels, messages, and sources were most effective in increasing political involvement among college students. Political participation among college students has decreased in every election since eighteen year- olds were given the right to vote. Numerous campaigns targeted to increase political participation among college students have been implemented but there is no evidence that these campaigns have been effective. This study developed a grounded theory for increasing political participation among college students l;!ased on several focus group interactions. Students were asked to report on which channels, messages and sources they currently received political information from and were then asked to collaborate on which channels, messages, and sources they predicted would increase political participation among college students. The grounded theory indicated that simplicity and convenience in information acquisition and reform in political dialogue regarding message formation, credibility, trustworthiness, and honesty from message sources were necessary in increasing political participation among college students. Previous research has stopped short of making predications based on prior research and qualitative analysis of what is truly effective in increasing political involvement among college students. This study sheds important insights toward increasing political involvement among college students from a comprehensive communication perspective.
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Johansson, Kristina. "Broad entrance - vague exit : the trajectory of political science students through higher education into work life /." Linköping : Institutionen för beteendevetenskap, Linköpings universitet, 2007. http://www.bibl.liu.se/liupubl/disp/disp2007/ibv116s.pdf.

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Allen, Linda P. "College Students' Trust in Government, Interpersonal Trust, Facebook Usage, and Political Efficacy." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243819.

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Increased citizen participation is a vital element in the concept of political efficacy. The feeling that an individual has towards political action has an impact on the political process in stimulating citizen participation and influencing public opinion. This thesis relies on an analytical survey of University of Louisiana at Lafayette students to examine potential relationships of the social networking site Facebook with college students’ trust in government, interpersonal trust, Facebook usage, and political efficacy.

Many scholars have concentrated research on social networking. Agenda melding involves a process by which people can personally engage in the democratic process through personal selection of any number of agendas to create their individual networked communities. With the advancement in technology of interactive media providing immediate access for college students through their agenda melded individual communities, this study found the social networking site of Facebook significantly related to college students’ political efficacy. Significant relationships involving trust, Facebook usage, and political efficacy were found to exist among this young demographic that previous literature indicated is the least politically effective. Further research is needed in agenda melding as Facebook provides an avenue for college students to influence political attitudes, public opinion, and democratic participation through their individual networked agenda melded communities. Further research is needed in agenda melding as algorithms may bypass the personal selection process that an individual uses to create his or her valued reference communities. Facebook’s news algorithm engine may have introduced a new concept of agenda melding, one that may be void of a Facebook user’s intention.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures.
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Escobar, Alexandra A. "A college department's approach to plagiarism| A case study of micropolitics." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708594.

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This single qualitative case study was an exploration of the various ways elements of micropolitics influenced college department administrators and faculty members in their approach to plagiarism prevention, education, and response. The study parameters involved a purposive sample of seven education faculty members, one department chair, and two university administrators, along with an examination of artifacts related to academic integrity, and participant observation of applicable segments of the university’s new student orientation. Five themes emerged from the data: shared mission is balanced with individual approach, formal policies accompanied by informal approaches, faculty serves as gatekeeper to the teaching profession, unused potential for maximizing resources, and faculty feel only limited direct and indirect pressures. The micropolitical considerations relative to each theme revolved around faculty members’ collaboration; gaps between formal and informal policies; faculty members’ self-pressures to support students and the teaching profession; tensions relative to how teaching loads impact faculty members’ time; and faculty collegiality. Given the collaborative nature of the department faculty members and the rather limited tensions that arose between them relative to their approach to plagiarism, the micropolitical perspective was deemed only marginally useful as a lens to examine plagiarism within this college department. Two main recommendations were presented. The first was the importance of creating spaces for faculty members to discuss academic integrity regularly and purposefully. The second was to re-examine formal policy and informal practice to help bridge some of the gaps identified in the study.

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Mazzei, Giacomo. "The Origins of the Presidential Election: The Creation of the Electoral College through the First Federal Elections." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626466.

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Books on the topic "College of the Political Sciences"

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Adolph, Fred P. Political science handbook for community college students. 3rd ed. Livonia, Mich. (12749 Richfield Ct., Livonia 48150): National Reproductions Corp., 1987.

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Goldstein, J. N. College choices for political science and government majors: Outstanding schools offering political science or government degrees. [S.l: s.n.], 2010.

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Great jobs for political science majors. Lincolnwood, (Chicago), Ill: VGM Career Horizons, 1999.

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Rowh, Mark. Great jobs for political science majors. 2nd ed. Chicago: VGM Career Books, 2004.

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R, Peirce Neal, ed. The electoral college primer 2000. New Haven: Yale University Press, 1999.

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Reading English discourse: Business, economics, law, and political science. Englewood Cliffs, NJ: Prentice-Hall, 1986.

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Walzer, Michael. Thinking politically: Essays in political theory. New Haven: Yale University Press, 2007.

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Wehnes, Lynn Bracken. The Harvard College guide to careers in government & politics. Cambridge, MA: Office of Career Services, Harvard University, 1992.

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Marec, Yannick Le. Le temps des capacités: Les diplômés nantais à la conquête du pouvoir dans la ville. Paris: Belin, 2000.

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Foucault, Michel. Security, territory, population: Lectures at the Collège de France, 1977-78. Edited by Senellart Michel, Ewald François, and Fontana Alessandro. Basingstoke: Palgrave Macmillan, 2007.

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Book chapters on the topic "College of the Political Sciences"

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Moffett, Kenneth W., and Laurie L. Rice. "Taking College-Level Political Science Courses and Civic Activity." In Technology and Civic Engagement in the College Classroom, 13–47. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-50451-7_2.

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Liu, Yongfang, and Zhikai Yun. "The Application of Set Pair Analysis in College Ideological and Political Education." In Advances in Computer Science and Education, 415–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_66.

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Liu, Fang. "The Design of College Ideological and Political Teaching System Based on Online and Offline Mixed Mode." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 332–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_29.

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Jia, Wang, and Dai Yanjun. "Influence of New Media Technologies on College Students’ Ideological and Political Education." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 465–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_61.

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Liu, Yongfang. "The Research on Ideological and Political Education Method Based on College Student Innovation Ability in Information Environment." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 392–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23345-6_72.

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Li, Zhu-zhu, and Ming-jun Cen. "Research on the Integrated Mode of Ideological and Political Education in Colleges and Universities Based on Multivariate Data Analysis." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 227–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63955-6_20.

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Ou, Zhipeng, Dan Ren, and Yuan-hui Li. "An Empirical Research on the Status Quo of Ideological and Political Teachers in Higher Vocational Colleges in Hainan Province." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 287–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_33.

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Lu, Jiang-lin. "Research on the Ideological and Political Teaching Mode of Dual System Curriculum in Colleges and Universities Based on MOOC." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 231–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84383-0_20.

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Johnson, Sacha, Susan Galindo, Brenda L. Janotha, Charlotte Farris, John Bowman, Elaine Demps, Paul Boyle, Michelle Vaughn, Jung Won Hur, and Jared Russell. "Flipping Health Sciences." In The Flipped College Classroom, 187–205. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41855-1_9.

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Li, Min, Jie Yang, and Yuan-hui Li. "An Empirical Study on the Effect of Information-Based Teaching of Ideological and Political Courses in Higher Vocational Colleges Based on Moso Teach." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 417–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_45.

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Conference papers on the topic "College of the Political Sciences"

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"Study on College Students' Orderly Political Participation from the Perspective of Socialist Democratic Politics." In 2017 International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2017. http://dx.doi.org/10.25236/ssah.2017.51.

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"Research on Aesthetic Education in College Ideological and Political Education." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.149.

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Chen, Zhong-fang. "Problems and Countermeasures of College Students' Ideological and Political Education." In 2018 International Conference on Advances in Social Sciences and Sustainable Development (ASSSD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/asssd-18.2018.64.

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Li, Wenhao. "Analysis on Influence of Internet Language on College Ideological Political Education." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.40.

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Mo, Zhang. "On College English Teaching Reform Based on “Ideological and Political Education”." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.265.

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Chen, Shanman, and Qiang Li. "Exploring “Courses for Ideological and Political Education” in college specialized curriculum." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.657.

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Cao, Na. "College Students' Political Identity: Connotation,Crisis and Countermeasure." In 2017 International Seminar on Social Science and Humanities Research (SSHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sshr-17.2018.22.

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Gao, Liang. "The Truth of College Ideological and Political Education." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.73.

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Yu, Demiao. "College Ideological and Political Education under the Background of Internet Times." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.139.

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"Innovation of Ideological and Political Education for College Students in the Micro Age." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.134.

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Reports on the topic "College of the Political Sciences"

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Youngs, Curtis R., Jie Sun, Don Whalen, Virginia C. Arthur, and Mary Jo Gonzales. Exploration of MAP-Works® as a Tool to Facilitate Success of First-Year College of Agriculture and Life Sciences Students. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-179.

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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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Ryazantsev, Sergey, and Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», November 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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Ryazantsev, Sergey, and Tamara Rostovskaya, eds. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, November 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.
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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Keinan, Ehud. The 18th Asian Chemical Congress and the 20th General Assembly of the FACS. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00015.

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Most global challenges, including global warming, food for everybody, the race for sustainable energy, water quality, dwindling raw materials, and health problems, are chemical problems by nature. Therefore, Humankind cannot meet these challenges without the chemical sciences and will not solve any of these problems without global cooperation. Chemists have always been doing much better than politicians in meeting these challenges, working together across borders through unique collaboration and friendship. Despite fundamentally different political systems and cultural diversity, chemists go beyond borders, find each other, share their findings, and solve problems together.
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Conviviality-Inequality in Latin America, Maria Sibylla Merian Centre. Conviviality in Unequal Societies: Perspectives from Latin America Thematic Scope and Preliminary Research Programme. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2017. http://dx.doi.org/10.46877/mecila.2017.01.

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The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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