Suchergebnisse

Although President Carter spoke forcefully about the importance of human rights in his foreign policy, President Reagan disavowed such a claim. A number of scholars have gone beyond the rhetoric and estimated the relationship between foreign aid allocations and human rights in the two administrations; few have found significant differences. This research differs from past work by using data from all but two of the recipient countries of U.S. aid and by employing an incremental model of decision making to explain the pattern of aid allocations. Contrary to the author's expectations, the author concludes that a concern for human rights was more prevalent in the foreign aid allocations of the Reagan administration than in the aid allocations of the Carter administration.

Examines correlation between US foreign aid allocations and human rights levels of individual countries.

Teachers usually turn to experiential education when they are
dissatisfied with the so-called traditional classroom. At its worst,
conventional teaching dissects the political world into an array of
component parts. Sometimes students read the latest scholarship, but
the treatment of politics is often either blandly descriptive or too
abstract. This type of teaching can rob politics of its pulsing
energy, which, ironically, attracted many political scientists into
the field. While most political scientists find politics exciting,
the norms of the discipline can enervate the importance and drama of
politics. Student calls for more "current events" are a frequent
response to these academic experiences.