Suchergebnisse

The January 2005 issue of PS: Political Science and
Politics carried a report compiled by the APSA Task
Force on Graduate Education which provides numerous suggestions to
political science programs nationwide on preparing graduate students
for professional careers, improving mentoring and advising, and
revising financial package/plans to support ABDs in their final
stretch (Beltran et al. 2005). Among those proposals was a section
specifically designed to address unique problems international
students, international graduate assistants (IGA), and international
graduate student instructors (IGSI) face at U.S. institutions:

This article recounts former president Herbert Hoover's secret efforts to avert war between Japan and the United States in 1941, culminating in his behind‐the‐scenes intervention to encourage an eleventh hour modus vivendi just a few days before Pearl Harbor. Throughout the spring, summer, and fall of 1941, Hoover believed he had inside information about Japanese–American relations through his unique access to Japan's Ambassador Kichisaburo Nomura. Hoover's close associates William R. Castle (former undersecretary of state) and John C. O'Laughlin (publisher of the Army‐Navy Journal) both talked regularly with Nomura and reported back to the "chief." Hoover's last‐minute involvement in December was facilitated by Raoul Desvernine, an attorney for the Japanese embassy. Hoover's failure to avert war confirmed his belief that FDR's rigidity amounted to "sticking pins in tigers" and guaranteed U.S. entry into World War II via the Pacific "back door." This essay will assess Hoover's secret, if sometimes misguided, efforts to prevent a war that neither he nor his successor could stop.

The eighth annual meeting of the Diversity, Inclusiveness, and
Equality (DIE) track at the 2011 APSA Teaching and Learning
Conference focused on issues of difference, diversity, and equality
as they relate to political science classrooms, departments, and
institutions. This year, DIE included 22 participants and seven
research papers on a broad range of issues. Subject matter included
the incorporation of diversity topics into political science
curriculum, the impact of campus demographics and diversity, and
challenges faced by faculty in teaching diversity in politics.

The seventh annual Teaching and Learning Conference (TLC) was held in Philadelphia, Pennsylvania, from February 5 to 7, 2010, with 224 attendees onsite. The theme for the meeting was "Advancing Excellence in Teaching Political Science." Using the working-group model, the TLC track format encourages in-depth discussion and debate on research dealing with the scholarship of teaching and learning.