Geopolitics and geoculture in world-systems theorizing: A review essay

This article discusses the strengths and weakness of world-system theorizing in the light of recent geopolitical changes and the emergence of new “shatter zones” in the world economy. It also examines the relationship between hegemonic social sciences and the crisis of the world-system. Thus, it argues, the idiographic tradition that emerged in the nineteenth century pushed us in the direction of specialization and micro-analysis at a time when a global perspective and comparative, interdisciplinary analysis could have offered deeper insights into the nature and direction of social and geopolitical change in the modern world. It also suggests that the nomothetic tradition which emerged in the 1960s is being revived in order to push us away from structuralist explanation and in the direction of atheoretical and quantitative analysis. The article concludes with a brief discussion on the organization and political problems confronting antisystemic movements in the modern world. Dr. James Mac laughlin is on the faculty of the geography department at University College, Cork, Ireland. His most recent publications include “Defending the Frontiers: The Political Geography of Race and Racism in the European Community” (1993) andEmigration and the Peripheralization of Ireland in the World Economy: A World-Perspective on Irish Emigration (1993).     

Evaluating the 'New Public Management' Reforms in the UK: A Constitutional Possibility

Far-reaching managerial changes to the public sector in the UK have been occurring in the last few years. Broadly described as the 'new public management' (Hood 1991, 1995) these changes have reached new levels of intensity ever since the Conservative Government came to power in 1979. The article argues that the government should be accountable for these changes but not in a way which simply justifies its actions to the body politic but rather by going beyond this to a complete critical evaluation to assess their merit and worth. It is this exposure which will provide its real accountability. This article addresses the contextual factors surrounding the possibility of conducting such a wide-ranging evaluation. It traces a range of different examples which highlight the resistance of the previous government to an open-ended evaluation tracing the sizeable investment in implementation rather than careful policy experimentation and evaluation that has occurred. Finally, and most importantly the article explores the constitutional position of the Comptroller and Auditor General (C&AG) and the National Audit Office (NAO) who could conduct the wide-ranging evaluation which is deemed necessary. The conclusion of the article is that there is a need for an evaluation and any resistance of the government could be overcome if the C&AG and NAO exercised their constitutional right to conduct an evaluation of the reforms.     

Dr. McCrone's teaching methods in forensic microscopy, their nature, history, and durability

The microscopy teaching activities of Walter C. McCrone started long before the McCrone Research Institute (McRI) was incorporated as a not-for-profit research institute in Chicago. McCrone obtained his first microscopy training at Cornell University, with Emile Monnin Chamot, and was shortly thereafter appointed a full instructor in chemical microscopy before obtaining his Ph.D. (in 1941). After leaving Cornell, he had classes at the Armour Research Foundation (now Illinois Institute of Technology Research Institute--IITRI) from 1942-1956 and founded McRI in 1960. The course and student totals from McCrone's educational activities are impressive. As of January, 1, 2002, the cumulative for McRI (1942-2002) is 2,130 courses for 22,557 students. There has been an average of 600 students in an average of 60 classes for the last several years. Nearly all of the courses contain one week of intensive hands-on microscopy training with usually only one instructor for the entire duration of the class, making it a unique teaching experience for both student and Instructor. Thousands of students have successfully completed at least one of McCrone's specialized forensic microscopy (trace evidence) courses and the number will steadily increase as a result of McRI's continued efforts to interest forensic investigators in microscopy.     

Before there Is a Table: Small Wins to Build a Movement against Sexual and Relationship Violence in a University Context

Addressing sexual and relationship violence (SRV) on campuses requires coordinated engagement from all members of the campus-community; however, many campuses do not yet have the infrastructure or institutional commitment to build an all-campus action plan. In such cases, campuses lack the metaphorical table around which collaboration happens. This paper presents tensions and lessons learned so far from a faculty-staff-student partnership to build a movement toward university-wide collaborative practice. Through iterative, collaborative reflection on our context, practice, and intermediate outcomes, we identified recommendations for improving praxis in campus-based, intersectional anti-SRV organizing. Our analysis explores how our individual positionalities both open up and limit our potential to move this work forward. We share our guiding values and frameworks, including intersectional feminist attention to power and oppression; centering survivors and students; strategic collaboration within systems; and integrating self-care and other supportive practices for building a sustainable movement. Our emergent strategy, illustrated through ten lessons/tensions and four case examples, focuses on finding close collaborators with shared SRV analysis; making the best use of resources and spaces we control; identifying meaningful “small wins;” and pursuing opportunities to connect to others through positive collaborations. Efforts to intentionally raise awareness and grow strategic institutional connections build momentum toward institutionally-supported campus-wide evaluation and reimagining of prevention and survivor-support efforts. While feminist collaborative social change is challenging, we celebrate and learn from our “two steps forward” to sustain us through the inevitable steps back. We write to stir a conversation where we help each other interpret and learn across our varied contexts.     

Economic influences on presidential popularity among key political and socioeconomic groups: A review of the evidence and some new findings

This paper analyzes presidential popularity among important political and socioeconomic groups in the United States from 1965 to 1980, making use of the Gallup Poll indicators of support for the incumbent president among the main socioeconomic, regional, generational, sexual, and racial groups, and among Democratic, Republican, and independent voters. The analysis allows fully for both economic and noneconomic influences on incumbent popularity and includes in an integrated rational model underlying partisan orientations. The conclusions suggest the strong importance of partisanship, with the public's political response to the economy depending largely on the political affiliation of the incumbent president. Beyond this, we find economic predictors generally are more important than any of the systematic political or cyclical predictors tested here, with unemployment the single most important influence on presidential popularity. For all presidents, macroeconomic conditions have greater political significance than do the government's redistributive policies designed to influence economic well-being. And with minor exceptions, the economy's political importance is equally strong for all economic classes in American society.     

Best Practices in Civic Education: Lessons from the Journal of Political Science Education

The Journal of Political Science Education (JPSE) provides over a decade of research on political science pedagogy, featuring empirical research documenting best practices in the field. This article provides an overview of JPSE-published research on the topics of civic education and engagement. It summarizes the number and scope of articles on this topic and highlights key findings from the journal’s first 12 years. This comprehensive overview of past research is designed to facilitate high quality future research. A detailed exploration of past research provides a useful “jump start” for teacher-scholars eager to advance the scholarship and pedagogy of engagement.