Президентские выборы как показатель внутриполитической стабильности в РФ: федеральные и региональные аспекты

ABSTRACTThis mixed-methods study examined the long-term associations between two kinds of politics courses—required political science courses and required family policy courses—and the political participation, knowledge, skill, efficacy, and politically engaged identity of child and family studies alumni. Two special cases were examined: those who remembered their required political science and policy courses compared with the other groups. Additionally, open-ended responses were coded and analyzed. Together, the quantitative and qualitative data suggest that college courses impacted alumni political awareness in college but political awareness did not translate as strongly into later political participation as previous literature has assumed. Findings highlight the importance of postcollege personal connections and work experience in shaping political participation. Educators and researchers should consider this complex relationship between what students learn in college and what they may later experience in adulthood when developing curriculum for students who are not political science majors.

From campus to campus, there is only modest variation in the core content of the introductory science or social science course, from anthropology to biology to physics to sociology. But what should the first course in political science include? Political scientists have less consensus on the content of their introductory course than teachers in any of these other disciplines. I have grappled with this question over the last 16 years in attempting to teach “Introduction to Political Science” at a large public university. The question became even more compelling when, during the last several years, I was writing a textbook (Danziger, 1990) for such an introductory course. This forced me to be more universal (or at least less idiosyncratic) in the choice of topics and examples.In fact, the first course in political science at most colleges and universities does not introduce students to “the discipline.” Rather, the course focuses on the American political system. It seems unimaginable that the first course in biology would center in American biology, or that the first course in economics would be a study of the economic system of the United States. In most fields, an introductory course aims to familiarize students with the basic theoretical and conceptual elements of the discipline, whether the discipline is paradigmatic or preparadigmatic (in Thomas Kuhn's terms).The tendency to begin political science with a course in American politics does have some reasonable justifications. First, it is possible to learn basic principles and ways of thinking within a discipline by the study of an exemplary case which is used to reveal those basics.

B a c k g r o u n d . This article examines the influence of religious organizations in the context of the Russian-Ukrainian war and analyzes their activities in resisting Russian aggression. Considering the importance of socio-religious relations in crises, this article reveals new aspects of the activity of religious organizations in Ukraine. The purpose of this study is to analyze the activities of religious organizations on Ukraine's territory during the Russian Federation's military aggression. Tasks include the analysis of socio-religious relations in the context of war, the study of humanitarian and peace-making activities of religious organizations, and proposals for forming state policy in the sphere of socio-religious relations. The object of the research is the activity of religious organizations on the territory of Ukraine in the conditions of military aggression of the Russian Federation against Ukraine. The research focuses on the influence and role of religious organizations in resisting the Russian occupation, particularly in the analysis of socio-religious relations during the Russian-Ukrainian war. In the study context, two main areas of activity of religious organizations are considered – humanitarian and peacekeeping. The main task is the study of the influence of these organizations on public resistance to the aggressor, as well as the formation of proposals for the development of state policy mechanisms in socio-religious relations. M e t h o d s . This study uses an analytical approach, structural analysis and empirical methods. The analytical approach is used to analyze socio-religious relations and their impact on the situation in the conditions of military aggression. The structural analysis allows us to investigate religious organizations' humanitarian and peace-making activities. Empirical methods are used to collect and analyze factual data regarding the role of religious organizations in opposing the aggressor. The case study method or the method of specific situations was used to study specific cases of successful activities of religious organizations in crises. R e s u l t s . Analyzing the activities of religious organizations, it was found that they play an essential role in public resistance to the aggressor. Religious organizations are actively engaged in humanitarian and peacekeeping activities, assisting internally displaced persons, evacuated citizens, and informing the world about Russian aggression. C o n c l u s i o n s . The study confirms the importance of public mobilization and humanitarian activities of religious organizations in crises. In order to achieve successful results in the fight against the enemy, the state must promote the development of religious activities and provide conditions for their humanitarian and peacekeeping work. This article can be helpful for teachers and students of courses in political science, sociology, cultural studies, religious sociology, security and conflict studies who are interested in the study of socio-religious relations, public resistance in crises and the role of religious organizations in conflicts.

Political Cynicism: Measurement and Meaning

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.

Not everyone will be surprised to learn that political regimes have no effect on average rates of economic growth. One generally held view, made influential by Huntington (1968), is that what matters for economic development is political stability, rather than the particular political institutions. Any system of political institutions promotes development as long as it maintains political order. The danger is "political instability."

Requiring a short research paper in introductory political science courses can prove challenging for instructors, in part because of the diversity of student grade levels and majors in such courses. This is particularly the case with Introduction to Comparative Politics, as, at most universities, this course is not only required for the political science major, but often also fulfills multicultural requirements and can be used to complete lower division social science requirements. In deciding whether to include a research paper assignment in this course, one must weigh the benefit of catching majors early in order to begin building strong research skills, as well as the benefit of immersing students in key issues affecting the larger world, against the challenge of underdeveloped writing and research skills among the typical student in such a course. Another factor to consider is the grading load of reading large numbers of papers, given that most introductory courses have high enrollments. When choosing to require a research paper under these circumstances, then, one must also commit to working with students to hone their research and writing skills. In a collaborative, mutually beneficial partnership, college and library faculty can work together to identify ways to integrate information literacy concepts into course content and to design effective learning assignments addressing these important skills. This approach was undertaken by the authors, who revised a significant portion of the Introduction to Comparative Politics course at the University of West Florida to integrate information literacy activities in support of a semester-long, content-based research and writing assignment. This article explores using information literacy exercises as a tool to produce higher quality research papers in lower division political science courses.

The in-depth integration of big data technology and red cultural resources promotes the integration of red cultural resources into the integrated construction of the Civic and Political Science curriculum. In this paper, we use information gained to extract the text features of red cultural resources, combine TF*IDF to calculate the weights of feature items, represent the text to the vector space model, put forward the automatic classification algorithm of decision tree red cultural resources text, and build the framework system of red cultural resources text classification. Teaching stage and political appearance are used as independent variables, respectively, to explore the differences in the teaching effect of Civics courses at different stages of universities, secondary schools, and elementary schools as well as among CPC members, members of the League, and the people, and focuses on analyzing the utilization rate of the red cultural resources of Civics course teaching as well as the students’ participation degree. The results show that only 0.0537 students think that the school functionaries are not working correctly, and there exist 0.4308 students who believe that the classroom teaching is not innovative enough. Combining red cultural resources and the integrated teaching of Civic and Political Science courses requires more excavation of red cultural resources and connotations and the formation of characteristic teaching.

To implement the fundamental task of establishing moral education and practicing the concept of curriculum thinking and politics education, we promote the construction of English curriculum thinking and politics in higher education institutions from the necessity and feasibility of English curriculum thinking and politics and put forward the implementation strategy of English curriculum thinking and politics in higher education. In this paper, we use information fusion technology to fully explore the feasibility of integrating the thinking politics elements of higher vocational courses into English teaching and achieve the purpose of the study by exploring the ability to improve teachers’ thinking politics education, exploring the thinking politics education elements of teaching materials, and enriching the thinking politics education resources of courses. The basic algorithm of information fusion technology and the computational model of information fusion based on the RBF neural network are used to construct the mechanism of English Civic Education. According to the research, 90.71% of the teachers in the higher vocational English course education are in favor of stopping the courses such as “Bible reading,” which are not conducive to transmitting the truth of Marxism and promoting the core socialist values among college students; 80.5% of the teachers think that they should actively respond to the call of the Party and promptly 80.5% of the teachers think that they should actively respond to the Party’s call, set up teaching and research teams, study the teaching materials, explore and carry out the “Civic Politics in College English Course”, and the students generally think that the “Civic Politics in College English Course” exposes them to a large number of topics that are “closely related to the national political policies and other courses”. The students generally think that the English language courses have exposed them to much English knowledge that is “closely related to the national political policies and other courses, especially the Civic and Political Science courses”, and the English classes have become “interesting and useful”. The appropriate amount of “political thinking in the curriculum” obviously affects teaching English at university. It helps to carry out the whole process of education and teaching effectively, transform the whole staff from a dedicated person to a creative person, and effectively realize the whole staff, the whole process, and the comprehensive education of people.

This chapter presents a contemporary and robust definition of regional security that encompasses flow of resources, sustainable economic development, poverty reduction, and peaceful co-existence. Regional integration and political stability are key ingredients for achieving regional security. A great level of diversity in human security, quantified by using the Human Development Index as a surrogate, persists in the region. The chapter focuses on the role played by water, food, and energy in regional security; it presents some inter-related drivers of change that impinge on regional security: the burgeoning population with a significant ‘youth bulge’ and accompanying widespread youth unemployment; the economic impacts as a result of globalization, particularly in food and energy sectors; the rise in extremist ideologies and their intersection with efforts to enhance democratic processes; and, geopolitical tussles that are often aimed at greater control of the region’s various resources. A major factor in the regional insecurity is the lack of adequate environmental management, resulting from poor environmental governance; the environmental management gaps are also tied to capacity gaps in human, technological, and institutional resources. The pros and cons are discussed for a number of approaches for sustaining regional water, energy, and food security; these include agricultural land acquisition in Africa, increasing focus on smallholder rain-fed agriculture, mastering the water-energy-food nexus including renewable energy sources, and enabling a favorable policy environment. It is concluded that in order to convince policymakers and governments in the Arab Region that the Water-Energy-Food Nexus (WEF Nexus) is central to regional security, supporting arguments must be presented in quantifiable economic and social terms.

Historically, political science has been plagued by disagreements over the purposes it serves, the basic questions it should be addressing, and the methods of analysis by which we gain knowledge of politics.1 These quarrels have affected the political sci ence curriculum, especially Introduc tion to Political Science. One result is that the course is not even offered at some American colleges and universi ties. Based on nationwide surveys, John Wahlke (1992,1) reports that only 60 percent of four-year institutions of fer it. In contrast, Introduction to American Government is a required course at 80 percent of these schools. Furthermore, one finds very little uniformity among the introductory po litical science courses that are taught. In this course, students should learn about the basic nature of political sci ence and the connections between the sub-divisions of the field. Instead, we find a wide array of different ap proaches, including the great issues of politics, classics of political sci ence, comparative political systems (generally confined to Europe), and in troduction to empirical analysis. Al though courses of this nature are valu

Although much of the media attention during presidential election years focuses on polls tracking popular support for the major candidates, the complicated role played by the Electoral College in this multistage election process must be accounted for in order to address the issue of winning the presidency. State-level pre-election polls are used in a manner that allows the structure of multistage election processes to be addressed directly. We consider frequentist and Bayesian approaches for predicting election outcomes and discuss ways to incorporate such analyses in a course project suitable for undergraduates or graduate students studying statistics. Using state-level pre-election polling data, we consider the U.S. presidential election of 2004 and we also apply this approach to predict the control of the U.S. Senate in 2006. This class exercise has proved to be a useful “capstone project” which requires students to address a complicated problem by synthesizing multiple sources of available data and applying a combination of statistical methods. Using simulation-based approaches for addressing the multistage nature of presidential elections and control-of-Congress processes can be valuable and instructive for students of statistics and political science, and can be beneficial to the media in providing consumers with political news.

Environmental crises will overwhelmingly impact Millennials and Generation Z. Most are aware of this reality and enthusiastic about finding and promoting policy solutions. However, many youths also lack the communication and collaboration skills necessary to implement change in their communities. The Green Ambassadors program is a collaboration between Science Voices (a nonprofit focused on improving science education) and a political science course at Arizona State University (ASU). The program provides space for students to practice deliberation and policy-making in an online role-playing game and then implement their own proposal to address an environmental problem in their community. We will report on the results of the pilot program we ran during Summer 2020, which included students from ASU (Phoenix, Arizona, USA) and Khairun University (KU - Ternate, North Maluku, Indonesia). ASU students participated as part of an online political science course. KU students were recruited by Science Voices. Students at both universities were assigned to fictitious nations and addressed analogous real-world environmental and political challenges through diplomacy between nations with various objectives. This summer’s cohort dealt with trade relationships, climate change, and plastic pollution. Students at both universities informally shared personal experiences with these topics and collaborated on related policy options. KU students additionally developed a proposal for addressing a local problem of importance (identified by the students as plastic pollution) and were provided with crowdfunded materials to implement their proposal. We will discuss the experiences of US and Indonesian students, as well as the implementation and results of the KU local project. We will additionally discuss developing this program as a collaborative space for students from the Global North and South to partner and co-mentor each other in developing local solutions to global challenges.

The aim of this article is to contribute to the discussion on how examinations can be designed to enhance students’ learning and increase throughput in terms of the number of students who sit, and pass, the course examination. The context of the study is a basic level political science course on power analysis, which initially suffered from low throughput. The contribution of the article is to demonstrate that no other changes to the course than the introduction of an element of meta-reflection in the take-home examination – a so-called ‘reflection exercise’ – helped increase throughput by 70–80%. The aggregated performance of the students was thus significantly enhanced after they were explicitly encouraged to meta-reflect on problems posed in the take-home examination, and on different strategies for tackling these problems. The introduction of another meta-reflection exercise in the mandatory seminars did not further increase throughput, but made a qualitative difference in terms of the positive feedback that students received on their work.

Introductory level political science courses are a near-universal experience for undergraduate students in the US. Despite the wide occurrence of introductory courses, and the increasing attention paid to student loan debt, the cost of the teaching materials for introductory courses has largely been ignored in political science. This paper brings together several data sources to show how political science has not been attentive to textbook costs and highlight one possible solution, Open Educational Resources (OER), which has the potential to increase access to political science for all students.