Model United Nations and Deep Learning: Theoretical and Professional Learning

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl’s (2001 Anderson, Lorin W., and David R. Krathwohl (eds.). 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. [Google Scholar]) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students’ capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.     

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science evidence? To address this question, we conducted an experiment with students from two first-year writing seminars in political science. Students were randomly assigned to either an in-class writing activity or a group discussion, both of which required them to summarize an article’s use of evidence. We find limited evidence that group discussions are more effective for teaching students to engage with evidence.     

Green Devaluation: Disruption,Divestment, and Decommodification for a Green Economy

This paper argues that taking up questions of value can help political ecologists and economists develop a more powerful analysis of the green economy, as it introduces new urban, industrial, and technological dimensions into a self-identified green capitalism. More specifically, I maintain that processes of green devaluation, decommodification, and techno-industrial replacement are as important in understanding green economic development as new value enclosure and green growth. Twenty-first-century green economic politics have been marked by Schumpeterian ambitions and zero-sum intra-capitalist struggles, alongside a more general hardening of anti-fossil fuel industry politics from both grassroots climate justice activists and, increasingly, mainstream investors. I explore three interrelated initiatives—disruptive innovation in Silicon Valley cleantech, the U.S. fossil fuel divestment movement, and the global financial industry’s stranded assets organizing—as windows into these struggles. Themes of devaluation, obsolescence (both technological and “moral”), and (more or less absolute) decommodification carry through this discussion as activists struggle to translate quantitative advances against fossil fuels into a more profound qualitative break. Understanding these fights is essential to developing more effective engaged scholarship on climate change and a just energy transition.     

Cognitive Abilities,Social Adaptation,and Externalizing Behavior Problems in Childhood and Adolescence: Specific Cascade Effects Across Development

Children’s and adolescents’ cognitive abilities, social adaptation, and externalizing behaviors are broadly associated with each other at the bivariate level; however, the direction, ordering, and uniqueness of these associations have yet to be identified. Developmental cascade models are particularly well-suited to (1) discern unique pathways among psychological domains and (2) model stability in and covariation among constructs, allowing for conservative tests of longitudinal associations. The current study aimed to identify specific cascade effects among children’s cognitive abilities, social adaptation, and externalizing behaviors, beginning in preschool and extending through adolescence. Children (46.2?% female) and mothers (N?=?351 families) provided data when children were 4, 10, and 14 years old. Cascade effects highlighted significant stability in these domains. Unique longitudinal associations were identified between (1) age-10 cognitive abilities and age-14 social adaptation, (2) age-4 social adaptation and age-10 externalizing behavior, and (3) age-10 externalizing behavior and age-14 social adaptation. These findings suggest that children’s social adaptation in preschool and externalizing behavior in middle childhood may be ideal intervention targets to enhance adolescent well-being.     

More Than Just Keeping Busy: The Protective Effects of Organized Activity Participation on Violence and Substance Use Among Urban Youth

Violence and substance use disproportionately affect African American youth in urban, disadvantaged communities. Expanding positive peer and adult connections is a mechanism by which organized activity participation may reduce risk of negative outcomes. We assessed if organized activity participation decreases the likelihood of later negative outcomes through expanding positive social connections using a parallel mediation model (Wave 1: N?=?681; 50% female; M_age?=?14.86 years; SD?=?0.65). We found indirect effects from participation to cigarette use (b?=??0.04, 95% CI: ?0.07, ?0.01) and violent behavior (b?=??0.04; 95% CI: ?0.07, ?0.01) through positive peer connections. We did not find indirect effects through positive adult connections. This may be because of the notable influence of peers on negative outcomes during adolescence. Organized activities can help youth expand positive peer connections, which, in turn, reduces risk of later negative outcomes. Implications for prevention are discussed.     

Electoral violence prevention: what works?

Elections are in theory democratic means of resolving disputes and making collective decisions, yet too often force is employed to distort the electoral process. The post-Cold War increase in the number of electoral authoritarian and hybrid states has brought this problem into relief. In recent years the prevention of electoral violence has played an increasingly large role in the democratic assistance activities undertaken by international agencies, following increased awareness within the international community of the specific security challenges that elections entail. However, there has to date been little systematic evaluation of the success of different electoral violence prevention (EVP) strategies in reforming electoral institutions so as to enable them to maintain the peace during the electoral period. This article assesses the effectiveness of two common types of international EVP activity. Using a new global dataset of EVP strategies between 2003 and 2015, this article finds evidence that capacity-building strategies reduce violence by non-state actors, whereas attitude-transforming strategies are associated with a reduction in violence by state actors and their allies. The findings are relevant both for understanding the dynamics of electoral violence, and also for policymakers and electoral assistance providers in the international community who have responsibility for the design of democratic assistance projects in states at risk of electoral violence.     

Confounded but Complacent: Accounting for How the State Sees Responses to Its Housing Intervention in Johannesburg

Abstract

The South African state’s ‘will to improve’ poor people’s lives through free home-ownership is unsettled by subsequent unauthorised housing usage and adaptions. Despite insight into and empathy for these non-compliant activities amongst some state housing practitioners, the dominant state position is to denounce them without analysing their drivers and significance. This position is enabled by the state’s selective use of knowledge, confidence in the housing project as is, and avoidance of discomforting signals. The ‘will to improve’ is not matched by a deep ‘will to know’, in part because the capacity to act under difficult circumstances is argued to depend on a form of ‘not knowing’.