bluuebunny/crossref_metadata_2025_split huggingface dataset:
Clay-fraction strontium and neodymium isotopes in the Indus Fan: implications for sediment transport and provenance
Authors: Carter Samantha C. , Griffith Elizabeth M. , Clift Peter D. , Scher Howie D. , Dellapenna Timothy M. 
Published: May 2020

AbstractReconstructing the provenance of siliciclastic marine sediment is important for understanding sediment pathways and constraining palaeoclimate and erosion records. However, physical fractionation of different size fractions can occur during sediment transport, potentially biasing records derived from bulk sediment. In this study, records of radiogenic Sr and Nd isotopic composition and K/Al ratio of the separated clay fraction, as well as bulk grain size, are presented, measured from deep-sea sediments recovered from International Ocean Discovery Program (IODP) Sites U1456 and U1457 in the Arabian Sea. These new records are compared with published bulk sediment records to investigate the influence of sediment transport on these proxies and to constrain provenance evolution and its relationship to climate variability since middle Miocene time. Correlations between grain size and the bulk sediment isotopic composition confirm that transport processes are influencing the bulk sediment record. This relationship, although present, is not as strong in the clay-fraction isotopic records. Heterogeneity of bulk sediment likely drives differences between bulk and clay records, thought to be largely controlled by sediment transport processes. The isotopic records reveal variations in provenance that correlate with climatic change at 8–7 Ma, as well as an increase in overall provenance variability beginning at c. 3.5 Ma, likely linked to monsoon strength and glacial–interglacial cycles. The clay-fraction records highlight the potential value of measuring proxy records from multiple size fractions to help constrain provenance records as well as investigate sediment transport and/or weathering and erosion processes recorded in deep-sea sediment archives.
Short-term responses of soil organic carbon and its labile fractions to different manure Nitrogen input in a double-cropping rice field
Authors: Tang Haiming , Xiao Xiaoping , Li Chao , Pan Xiaochen , Cheng Kaikai , Shi Lihong , Li Weiyan 
Published: May 2020

AbstractChanges in soil bulk density (BD), soil organic carbon (SOC) content, SOC stocks and soil labile organic C fractions (mineralizable C (Cmin), microbial biomass C (MBC), dissolved organic C (DOC), particulate organic C (POC), light fraction organic C (LFOC) and permanganate oxidizable C (KMnO4-C)) were explored over 3 years in a double-cropping rice system of southern China. Five organic and inorganic nitrogen (N) inputs were used: (1) 100% from chemical fertilizer (M0), (2) 30% from organic manure, 70% from chemical fertilizer (M30), (3) 50% from organic manure, 50% from chemical fertilizer (M50), (4) 100% from organic manure (M100) and (5) without N fertilizer input, as control (CK). All organic manure treatments decreased BD significantly in the 0–20 cm soil layer compared with CK. The SOC content and stocks with organic manure were significantly higher than in M0 or CK; also, the cumulative amount of SOC stocks in M30 and M50 increased at the plough layer, compared with CK. The non-labile C content increased significantly and the percentage of labile C were significantly higher with organic manure application than in M0 or CK. The soil carbon management index (CMI) also increased significantly under the application of organic manure. Therefore, application of organic manure can increase the pool of stable C in surface layers, and increase content and percentage of labile C. Based on soil carbon storage and CMI, the combined application of 30 or 50% N of organic manure with chemical fertilizer improves carbon cycling services and soil quality in southern China paddy soil.
Workshops and World Order Studies
Authors: McCandless Raymond 
Published: May 2020

My classroom experience over the past seven years has convinced me that teaching does indeed offer a special opportunity for learning. Obviously this conclusion has been reached by a countless number of instructors who have taken a serious approach to their teaching. A special understanding and confidence in one's knowledge of the subject-matter comes through the preparation and presentation of a course or even a singular class lecture.I have attempted to provide undergraduate students with the opportunity for this type of learning experience. A method employed by many instructors is to have students present research projects/papers in class. Although this exercise does approximate the teaching experience, many times the session degenerates into the mere reading of a prepared research paper.
Introducing Students to Locke and Madison
Authors: Olufs Dick W. 
Published: May 2020

The first half of my Introduction to Political Science course deals with normative theory, in particular the theories underlying the American method of organizing a polity. I agree with C.B. MacPherson that Locke's Second Treatise provided the “title deeds” of the liberal state and is a crucial part of American thinking on politics, the individual, and the state. Madison's Federalist #10 is an extension of Locke into the practical matters of organizing a new constitution. This essay describes the classroom use of games, lecture and discussion to introduce students to these theorists.The course begins with Madison, mainly because students can understand and apply the concepts of the entire argument much more quickly. The successful use of games and exercises in the classroom requires an immediate start to student participation, an active expectation of student roles in the course. Two hours of class time is sufficient to discuss and review Madison's argument. Time is spent on its implications for the role of the individual, the state, and the dynamics of politics.
Using Student Surveys: Suggested Strategies
Authors: Frank Steve 
Published: May 2020

Student run survey projects are recommended in the instructor's manuals of many introductory American National Government texts. However, the suggested exercises are for non-random student surveys and/or contain few, if any instructions. James Bindley's instructor's manual for Burnham's Democracy In the Making, 2nd Ed. is typical when he writes:Have your students conduct a poll. If they can go out in the community, the experience is valuable. Even a campus poll can be meaningful, particularly if you utilize actual questions from a national survey to enable your students to compare and contrast local student opinions with the national norms.In the Summer, 1980 edition of News John Seltz described in “Public Opinion: Polling and Data Analysis,” his experiences using personal surveys developed and carried out by his Presidency and Congress courses. He contended that such exercises provided many benefits to students, especially in upper level undergraduate courses.
Teaching Campaign Finance with Federal Election Commission Resources
Authors: Wilcox Clyde 
Published: May 2020

Many Political Science courses include sections on campaign finance activity. Courses on Congress and on the Presidency may include sections on the financing of elections for these offices, and courses on campaigns and elections will probably cover campaign finance. In addition, courses on interest groups and on parties may include sections that focus on the activities of these actors in financing campaigns for public office.The Federal Election Commission can provide an assortment of materials that may be useful in teaching about campaign finance. Some of these materials are most useful as sources of data for lecture preparation, while other offerings can be used as part of student projects or papers. In the sections below, these materials will be described, and some classroom uses will be suggested.
American Government
Authors: Blomquist David 
Published: May 2020

Most instructors burdened with the sometimes thankless task of teaching an introductory survey course in American government wince at the suggestion that their class is somehow a primer in current affairs. No wonder, for most of us who teach that introductory course expend a great deal of effort to ensure that our readings, our lectures, and our class discussion carefully delineate the difference between political science and political speculation.Yet I fear many of us are so cautious that we wind up throwing the baby out with the bath water. The vast majority of students in our survey courses will not go on to graduate school in political science; indeed, at many institutions, the majority of enrollees in the introductory class may not even be political science majors. Most will become bankers, lawyers, scientists, engineers — in short, “ordinary” citizens rather than full-time, professional observers of politics. In strikes me that the greatest legacy the survey course can provide these students is an inclination to think twice about politics —an appreciation that politics and political choices are rarely as simple or straightforward as they seem in headlines.
Public Policy
Authors: Jones Charles O. 
Published: May 2020

Purpose: The following syllabus is designed to introduce students to public policymaking at the national level of government. As designed, this course has the following goals associated with the process, issues, and institutions of national policymaking:1.Acquaint students with the political dynamics of the policy process— with particular focus on policy networks: those persons from the departments or agencies, members of Congress and their staff, and interest groups who interact on specific policy issues.2.Introduce the complexities of the specific policy issues that form the national agenda (e.g., trade, agriculture, welfare, taxes).3.Emphasize the importance of political institutions and their formal procedures—with particular stress on the budget process and presidential agenda setting.
Two Games for Introducing Political Science
Authors: Maser Steven , Orbell John 
Published: May 2020

We wish to pass on two exercises that we have found useful in introducing political science courses. Typically, finding a common basis of experience from which students can relate to the concepts and theories of the discipline is a problem. A few students will have experienced politics in government by working in campaigns, for example, and others will have recognized that politics pervades many activities outside government. But these threads are only drawn together by an instructor with difficulty and, anyway, will be just second hand experiences for many students.Introducing the students by using a brief game can solve the problem admirably. We will outline two games, each likely to consume an hour or so of class time; both could be conducted within one hour.
An Accredited Program for Foreign Study in Community Colleges
Authors: Cornelius Erwin C. 
Published: May 2020

Within the last ten years only the most bold and innovative American community colleges have ventured to make an association between on-campus education and international education. Wasn't the latter better left to senior institutions which were equipped to handle highly technical, sophisticated, elitist manpower needs? Most all government grants and contracting involving American higher education and U.S. or foreign governments flowed to and through senior universities. For the most part this pattern remains the same today.But a viable argument has persistently been raised over the last ten years for increasing involvement of community-based junior colleges in international affairs. Raymond E. Schultz and others, documenting the maturation process of community colleges, have noted the urgent need for community college-type institutions abroad to train middle-manpower work forces and provide for greater human capital development through non-traditional higher education.
Objectives of the Undergraduate Curriculum
Authors: Steinberger Peter 
Published: May 2020

While many political scientists have been concerned about teaching methods, teaching materials, and modes of teacher evaluation, relatively few have considered the more general question of the undergraduate political science curriculum itself. Specifically, what kinds of courses should we be teaching, what role should such courses play in a liberal arts education, and what factors should determine the overall structure of the political science curriculum at the undergraduate level?These questions relate further to the practical question of staffing a small department of political science. When vacancies arise, or when there's an opportunity to expand in a modest way, one is confronted with certain basic choices. In most circumstances, we confront these choices by thinking in terms of fields within our discipline.
Politics and Science Fiction Films
Authors: Genovese Michael A. 
Published: May 2020

The movie theatre may seem like an odd place for politics, but almost all movies could be considered “political.” Even stranger is the notion that those spacemen, monsters and aliens we are so accustomed to seeing in science fiction films may be more than just entertaining us, they may be conveying a political message. In fact, most science fiction films make deeply political statements about the society from which they emerge.Science fiction films provide a unique opportunity for movie makers to comment on the implications of both human and “non-human” behavior. Through science fiction, one can look ahead to the way the world “might” look if the right wing, left wing, scientific rationalists, corporations, etc., take over and create their own “Brave New World.” It is an opportunity to play out the implications of various political philosophies for all to see and evaluate.
The Problem of Retaining Students Beyond the Intro Course
Authors: Cotter Patrick R. , Gibean Victor H. 
Published: May 2020

As recently reported in The chronicle of Higher Education (January 7, 1980), enrollment in colleges and universities is expected to decline about 4 percent during the 1980s. This decline in student enrollment, which may exceed 40 percent in some states, will be one of the major problems facing higher education during this decade.Currently the bulk of political science enrollment of most colleges and universities is in introductory courses. These courses are primarily composed of students majoring in other disciplines who are taking an introductory political science course (usually the introductory course in American Politics) to fulfill a degree requirement. Most of these “service” students take no additional political science courses. As a result, the “continuation scores” — the number of additional political science courses taken — of most introductory course students are very low.
The Legislative Decision-Making Process
Authors: DeGraw Richard , DeGraw Bette F. 
Published: May 2020

The Legislative Decision Making Process is an educational role play for graduate or undergraduate students concerning the political and pressure relationships involved in the political decision-making process. The role play reviews the implications of the decision-making processes upon the provision of services by governmental agencies.The role play engages from twenty to sixty students in a simulated budget-making and lobbying experience and utilizes this experience to teach students:1.The values and pressures considered by bureaucracies and the Legislature in decision-making;2.The relationships which exist between clients, community groups, administrators and politicians;3.The various techniques of Community Organization for lobbying and Legislative influence.The role play consists of various groups of students in roles which include legislators, administrators of three major state departments, two minor state departments, parent groups, Concerned Citizen groups, American Indians disabled individuals and ex-clients.
The Arms Race, Played by SDP
Authors: Frauenglass Elliott , McKee Clyde D. , Naef Charles C. 
Published: May 2020

Interest in the arms race has been growing in recent years as shown by coverage in the media and in political campaigns. Many students coming to class are already preconditioned either for or against increased defense spending. This participatory exercise allows them to test their ideas, and it helps make their minds more receptive to new concepts being explored in the class, such as: Is detente in the best interests of the Unted States? Should a new SALT Treaty be negotiated? What is the best ratio of expenditures for domestic programs and national defense?SDB stands for Secret Defense Budgets. In the SDB exercise, or game as it is called, the class is divided into groups of two students sitting next to each other.
Teaching Business Students : American Government
Authors: Shapiro Stewart P. 
Published: May 2020

The teaching of an introductory course in American Government can be a difficult and frustrating endeavor under even the best of circumstances. Given the general level of cynicism and/or lack of interest by large numbers of Americans regarding politics and politicians, the task of generating student enthusiasm, or even mild interest, toward the subject matter can indeed be an arduous one. When the teaching of such a course takes place in a business college, and when the student audience is “captive” to a college requirement that all students must take the course, the task can be rendered considerably more formidable.For the past six years I have been teaching such courses at business colleges — one year at Bryant College in Rhode Island, and the following five years at Bentley College in Massachusetts.
A Course: The Politics of Europe
Authors: Nagy Charles 
Published: May 2020

One of the major disadvantages of teaching in a small, liberal-arts college with no political science major is that it is very difficult to move any course above the introductory level. Even courses which are intended for juniors and seniors must include an introductory element since a significant number of the students are not likely to have taken the introductory level classes. It does no good to establish prerequisites since this would only produce some combination of three unpalatable consequences: too many juniors and seniors taking freshman level courses; good students looking for an upper-division elective might be discouraged from taking a political science course; or, a discouragingly small enrollment in the upper-level political science courses.A way to avoid this problem is to combine basic concepts of political science with advanced material.
Values Clarification in the Political Science Curriculum
Authors: Hawley Christopher S. 
Published: May 2020

Some thirty years ago, Alfred Cobban irreverently defined political science as "a device, invented by university teachers, for avoiding that dangerous subject politics without achieving science." Irrespective of philosophical predispositions, few students of politics can easily remain aloof from the long standing debate between the so-called traditional and behavioral schools in political, science. Even the most cynical observer would be forced to admit that this academic exchange occasionally has raised some enduring—if not fruitful— questions with respect to the essence and study of political reality.One of these enduring issues revolves around the separation of political facts from political values, a distinction which is often as nebulous as it is convenient. The development of the behavioral movement over the last four decades has brought with it a heated debate over the ability of scholars to achieve an objective understanding of political reality.
The University as A Subject of Policy Analysis
Authors: Stover Carl P. 
Published: May 2020

Going to alumni cocktail parties is a great idea. Not only are the drinks cheap, but you find out more about your teaching than the "Student Evaluation of Instruction" forms will ever tell you. When students are still talking enthusiastically about a class two to five years later, you know you did something right. When they explicitly mention it as the experience from which they learned most in their degree program, you may be inspired even to write it up for NEWS.What was this experience? It was a class project in which the students were divided into teams and required to investigate major policies that the University had under consideration or had recently enacted.
Teaching About Fascism With Films
Authors: Genovese Michael A. 
Published: May 2020

The further removed we are from World War II the more difficult it is to teach about fascism. It is difficult enough for those who went through the war to understand the rise of fascism, its appeal to the masses and to the business community, the ideology behind it and what conditions may have led to its rise. But now we face students born after World War II whose knowledge of fascism may be limited to the caricatures presented in “ B “ war movies.In fact, today's students probably know more about fascism through films than all other learning sources combined. But is this film image accurate? And, how might we better teach about fascism by using films?There are several characteristics of fascism which can be brought out to students through film.
Teaching About Terrorism
Authors: Goldstein Michael 
Published: May 2020

During the fall 1983 semester, I experimented with a terrorism simulation that seemed to engage student interest and heighten their awareness about the nature of terrorism.I used the simulation in Political Science 221 — Introduction to International Relations. There were two sections of this course, which met three hours weekly for approximately 15 weeks. About half the students were political science majors; most were freshmen and sophomores. For purposes of conducting the simulation, however, it makes little difference what year students are in or what majors they follow. With the exception of a two-week unit on terrorism, the course devoted about one week to each of the standard topics normally studied by students in international relations.
Designing a Course on Women in American Politics
Authors: Featherman Sandra 
Published: May 2020

A course on “Women and American Politics” ought to focus on the subordinate political position held by women as a class, reasons for that status, and the issues involved in the redistribution of political power to women. Students need to understand why women have traditionally been subordinated and why they are not gaining full political equality easily, even now.A useful framework for clarifying these issues examines the structural importance of role definition in allocating power, the nature of power and the reasons for conflict as power shifts from one group to another. The American Political Science Association Women's Project units can help in the exploration of these issues in terms of their impact on women.
Constitutional Law, Liberal Arts and Citizenship
Authors: Lindberg David S. 
Published: May 2020

Constitutional law classes include three constituencies of students. The constituency of political science majors brings to the class the expectation of gaining specialized knowledge of the role of the judicial institutions in the political system. The second constituency is composed of nonmajors who have chosen the course as an elective and who expect to learn something of the general development of the law. The final constituency is made up of pre-law students who are seeking familiarity with the legal principles, concepts and analytical skills in preparation for their professional training.The professor faces the problem of how to address these three groups with their differing expectations. The three sets of expectations correspond to three strategies of teaching constitutional law.