class: center, middle, inverse, title-slide # Time in Political Relations ## Preface ###
James Hollway
--- class: center, middle # Introductions --- background-image: url(https://media.giphy.com/media/lQPHNPMPZ7tcIwseGn/giphy.gif) background-size: contain --- class: center, middle, inverse, iheid-red ## Us .center[ .pull-left[ .polaroid[![](https://graduateinstitute.ch/sites/default/files/styles/medium/public/2019-01/James%20Hollway.jpg?itok=1Yw0keum)] James Hollway (Instructor) james.hollway@ graduateinstitute.ch Office hours: Thursdays, 13–15 ] .pull-right[ .pull-left[ .polaroid[![:scale 85%](https://graduateinstitute.ch/sites/internet/files/styles/large/public/2019-12/Bart%20Gabriel.jpeg?itok=tAsuVQTv)] Bart Gabriel (1/4 TA) bart.gabriel@ graduateinstitute.ch Office hours: Wednesdays, 12-14 ] .polaroid[![:scale 40%](kareem-gerges.jpg)] Kareem Gerges (TSS) kareem.gerges@ graduateinstitute.ch ] ] --- background-image: url(https://media.giphy.com/media/b7sNm0aR2EOqI/giphy.gif) background-size: contain --- ## You .pull-left[ ![](https://owl.excelsior.edu/wp-content/uploads/sites/2/2018/07/Name-Tag-1.png) ] .pull-right[ - Your name - Your area(s) or topics of research interest - One week you are particularly looking forward to in this class - What do you (like to) do in your "free time" ] --- ## About the course -- This is a novel course offering. -- It is pitched toward more advanced students -- It was designed as a small, discussion-based research seminar. -- Primary goals are to: - reflect on the ways in which time is implicit in theoretical choices - identify, explain, and evaluate time-related choices in research design - apply different temporal themes to current affairs --- ## Course evaluation <i class="fas fa-rss"></i> **15% News Report** - Discuss a contemporary piece of news in relation to the week's readings/themes - Imagine you are a news anchor on a political commentary TV show - What happened? What's the bigger story? How does this relate to themes from the readings? How does this case shine light on the readings and vice versa? - News item should come from a reputable source within the last four weeks (though you can draw on more historical information during your report) - Report should be no longer than 5 minutes - Sign up sheet available [here](https://doodle.com/poll/fg6v86pywhzhnk88) <table class="table" style="font-size: 14px; margin-left: auto; margin-right: auto;"> <thead> <tr> <th style="text-align:left;"> Selection </th> <th style="text-align:left;"> Investigation </th> <th style="text-align:left;"> Interpretation </th> <th style="text-align:left;"> Style </th> </tr> </thead> <tbody> <tr> <td style="text-align:left;"> News item is both strongly and interestingly related to both papers. </td> <td style="text-align:left;"> Nuanced commentary that draws us beyond the news item in a productive way. </td> <td style="text-align:left;"> Nuanced commentary that draws us beyond the papers in a productive way. </td> <td style="text-align:left;"> You are comfortable, professional, and add your own little flair. Vibrant, effective vocabulary. </td> </tr> <tr> <td style="text-align:left;"> News item is strongly related to both papers. </td> <td style="text-align:left;"> Good application of major themes in the news to the papers main points. </td> <td style="text-align:left;"> Good application of major themes in the papers to the news items main points. </td> <td style="text-align:left;"> You are comfortable and professionally presented, and the ‘report’ is well structured and effective. </td> </tr> <tr> <td style="text-align:left;"> News item is strongly related to one of the papers. </td> <td style="text-align:left;"> Mostly just recaps the main points of the news article. </td> <td style="text-align:left;"> Mostly just recaps the main points of the papers. </td> <td style="text-align:left;"> Mostly clear presentation, but some confusing transitions/points. </td> </tr> <tr> <td style="text-align:left;"> News item is difficult to relate to either paper. </td> <td style="text-align:left;"> Some misunderstandings of the main aspects of the news item. </td> <td style="text-align:left;"> Some misunderstandings of the main points in the papers. </td> <td style="text-align:left;"> Some challenges in following the ‘report’. Basic word choice. </td> </tr> </tbody> </table> --- <i class="fas fa-question"></i> **40% (8 x 5%) Questions** - Submit 3 questions for each reading (not news) of the main sessions - For each reading, ask: - one question at the level of the section - one question at the level of the paragraph - one question at the level of the sentence <table class="table" style="font-size: 20px; margin-left: auto; margin-right: auto;"> <thead> <tr> <th style="text-align:right;"> Grade </th> <th style="text-align:left;"> Rubric </th> <th style="text-align:left;"> Indicators </th> </tr> </thead> <tbody> <tr> <td style="text-align:right;"> 0 </td> <td style="text-align:left;"> Absent </td> <td style="text-align:left;"> E.g. not submitted (late gets penalty) </td> </tr> <tr> <td style="text-align:right;"> 1 </td> <td style="text-align:left;"> Poor </td> <td style="text-align:left;"> E.g. incomprehensible, statement, potentially offensive </td> </tr> <tr> <td style="text-align:right;"> 2 </td> <td style="text-align:left;"> Ok </td> <td style="text-align:left;"> E.g. leading, trivial, answered, binary, unclear </td> </tr> <tr> <td style="text-align:right;"> 3 </td> <td style="text-align:left;"> Good </td> <td style="text-align:left;"> E.g. compound, broad, general, has potential </td> </tr> <tr> <td style="text-align:right;"> 4 </td> <td style="text-align:left;"> Very good </td> <td style="text-align:left;"> E.g. relevant, pointed, intertextual </td> </tr> <tr> <td style="text-align:right;"> 5 </td> <td style="text-align:left;"> Excellent </td> <td style="text-align:left;"> E.g. profound, insightful, unique, interweek/intercourse </td> </tr> </tbody> </table> --- <i class="far fa-newspaper"></i> **45% Op-Ed** - A blog/op-ed entry that reflects on the temporal dimension of some current political news topic. - An opinion piece that expresses an opinion/reflection that stimulates thought and discussion from its readers. - Should use themes raised in the course to think about new angles on an empirical setting of interest to you. - Ideally, this would be a substantive topic that you are developing for your thesis. - Small, ungraded tasks/discussion-points throughout the course designed to help you find an angle for your article. - Includes short bio (<100 words), and article of <750 words that starts with an attention-grabbing hook, is easy to read for a reasonably broad readership, includes evidence/argumentation, and ends with some call to action. <table class="table" style="font-size: 14px; margin-left: auto; margin-right: auto;"> <thead> <tr> <th style="text-align:right;"> Grade </th> <th style="text-align:left;"> Rubric </th> <th style="text-align:left;"> Intro </th> <th style="text-align:left;"> Organization </th> <th style="text-align:left;"> Language </th> <th style="text-align:left;"> Content </th> <th style="text-align:left;"> Angle </th> </tr> </thead> <tbody> <tr> <td style="text-align:right;"> 4 </td> <td style="text-align:left;"> Outstanding </td> <td style="text-align:left;"> Creative hook that grabs the readers attention. </td> <td style="text-align:left;"> Clear, logical structure and sequence of topics that flows because of smooth transitions from paragraph to paragraph. </td> <td style="text-align:left;"> Complete sentences and a variety of sentence types. Vibrant, creative use of vocabulary. </td> <td style="text-align:left;"> Draws on a range of sources and ideas to build a persuasive argument that addresses counter-arguements effectively. </td> <td style="text-align:left;"> Insightful on the empirics and theoretically profound. </td> </tr> <tr> <td style="text-align:right;"> 3 </td> <td style="text-align:left;"> Good </td> <td style="text-align:left;"> A good hook that introduces the topic well. </td> <td style="text-align:left;"> Clear, logical structure but some odd sequencing and 1 or 2 transitions may be faulty or missing. </td> <td style="text-align:left;"> Complete sentences and a variety of sentence types. Word choice is solid, effective. </td> <td style="text-align:left;"> Draws on sources and ideas to build a reasonably strong argument, but the counter argument is somewhat weak. </td> <td style="text-align:left;"> Either insightful on the empirics or theoretically profound. </td> </tr> <tr> <td style="text-align:right;"> 2 </td> <td style="text-align:left;"> Needs Improvement </td> <td style="text-align:left;"> Introduction doesn't fit with the rest of the argument. </td> <td style="text-align:left;"> No clear structure and ideas 'jump' around; it is not cohesive. </td> <td style="text-align:left;"> Lacks your voice. There are 1-2 incomplete sentences or fragments. There are also run-on sentences. Basic word choice. </td> <td style="text-align:left;"> Presents a one-sided argument and/or sparse evidence or argumentation. </td> <td style="text-align:left;"> Unclear what exactly the argument is. </td> </tr> <tr> <td style="text-align:right;"> 1 </td> <td style="text-align:left;"> Unsatisfactory </td> <td style="text-align:left;"> No contextual information given. </td> <td style="text-align:left;"> No clear introduction or conclusion. Lack of transitional phrases. </td> <td style="text-align:left;"> No voice at all. There are more than 2 incomplete sentences or fragments. There are more than 2 run-ons. Dull words. </td> <td style="text-align:left;"> Does not provide any evidence in support of the argument. </td> <td style="text-align:left;"> No clear conclusion or call to action. </td> </tr> </tbody> </table> --- ## Course structure (final) .pull-left[ .full-width[.content-box-purple[1: Preface]] .full-width[.content-box-blue[2: No Class/Reading Week]] .full-width[.content-box-purple[3: Prediction <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-purple[4: (Post)Positivist Narratives <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-blue[5: No Class/Reading Week]] .full-width[.content-box-purple[6: Path Dependence <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-blue[8: No Class/Reading Week]] ] .pull-left[ .full-width[.content-box-purple[7: Punctuated Equilibria <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-purple[9: Political Timing <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-purple[10: Political Horizons <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-purple[11: Political Generations <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-purple[12: Prophecies <i class="fas fa-rss"></i><i class="fas fa-question"></i>]] .full-width[.content-box-yellow[13: Consultancies]] .full-width[.content-box-red[14: Op-Ed Due <i class="far fa-newspaper"></i>]] ] --- ## Course material No single textbook for this course, but some good starting points... .center[ <img src="https://external-content.duckduckgo.com/iu/?u=http%3A%2F%2Fwww.socresonline.org.uk%2F6%2F3%2Fabbott.gif&f=1&nofb=1" height="250" /><img src="https://external-content.duckduckgo.com/iu/?u=https%3A%2F%2Fi.ebayimg.com%2Fimages%2Fg%2FOQkAAOSwTM5Ywo8o%2Fs-l600.jpg&f=1&nofb=1" height="250" /><img src="https://external-content.duckduckgo.com/iu/?u=https%3A%2F%2Fproductimages.worldofbooks.com%2F0761941959.jpg&f=1&nofb=1" height="250" /><img src="https://external-content.duckduckgo.com/iu/?u=https%3A%2F%2Fimages-na.ssl-images-amazon.com%2Fimages%2FI%2F41Bz7NnVjqL._SY291_BO1%2C204%2C203%2C200_QL40_.jpg&f=1&nofb=1" height="250" /><img src="https://external-content.duckduckgo.com/iu/?u=https%3A%2F%2Fwww.e-ir.info%2Fwp-content%2Fuploads%2F2016%2F07%2FTTGP-cover-1.jpg&f=1&nofb=1" height="250" /><img src="https://external-content.duckduckgo.com/iu/?u=https%3A%2F%2Fbilder.akademibokhandeln.se%2Fimages_akb%2F9780230113244_383%2Ftheory-and-application-of-the-generation-in-international-relations-and-politics&f=1&nofb=1" height="250" /> ] All additional required and recommended readings are provided in electronic format on Moodle or will be available on reserve in the library. --- # Sessions (P)Review ## 1. Prediction <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-5-1.png" width="500" height="500" style="display: block; margin: auto;" /> --- ## 2. Post/Positivist Narratives <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-6-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 3. Path Dependency <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-7-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 4. Punctuated Equilibria <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-8-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 5. Political Timing <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-9-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 6. Political Horizons <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-10-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 7. Political Generations <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-11-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- ## 8. Political Prophecies <img src="TPOL_L1_Preface_files/figure-html/unnamed-chunk-12-1.png" width="600" height="600" style="display: block; margin: auto;" /> --- class: center, middle # What questions do you have for me?