Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
Displaying 1 - 4 of 4
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- All Subjects: Political Science
- Creators: Department of English
Description
This thesis comparatively examines the percentage of women who have been appointed to federal level Cabinet positions in the United States and Canada between 1980 and 2010. The thesis will first explain the differences in the nation's democratic systems -- presidential and parliamentarian -- to contextualize how each nation elects federal representatives coupled with their process of appointing individuals to Cabinet positions per administration. Then the thesis will briefly explain the basis of the political parties that have been active in each country alongside their prominent ideals, in an effort to understand the impact it has had on the number of women elected to federal positions. Finally, the research will focus on the number of women appointed to Cabinet to demonstrate how an increase in the amount of political parties, creates more competition between political parties, in turn allowing for a higher number of women to be elected as well as appointed to federal positions. In conclusion, the research suggests that liberal party's push forth more women to federal level positions in both countries. Coupled with the fact that the increase in the amount of office holding parties increases competition between parties and increases the number of women appointed to Cabinet.
ContributorsOkula, Victoria (Author) / Shair-Rosenfield, Sarah (Thesis director) / Kittilson, Miki (Committee member) / Department of English (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Civic education in America should be focused on empowering future generations to take full advantage of their rights as citizens and realize their potential to incite change. Even at a young age, it is important that we educate children on what it means to be a United States citizen so that they can begin cultivating their personal political experience. As soon as the child is at the age where they can begin to understand basic political and governmental concepts, they should be encouraged to start thinking about their roles as citizens in a Democratic government. More often than not, young adults express that they wish they had been exposed to the political climate earlier on in life. When a lot of these adolescents reach voting age, they are woefully under-educated and apathetic towards their participation in the civic sphere. This activity booklet was designed to not only educate but also empower and inspire kids, and to really get them excited for their futures in the civic sphere.
ContributorsNelson, Madelyn (Author) / Lennon, Tara (Thesis director) / Black, Anna (Committee member) / College of Integrative Sciences and Arts (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Insurgency within a state is an important and frequent occurrence during armed conflict. The large political science literature on conflict reveals that there are many factors that contribute to insurgency within societies engaged in armed conflict including the scope and intensity of violence, the relative strength of insurgent groups, and the type of regime in power. In addition, there are other relevant issues for understanding the causes of insurgency in a particular place, including greed, grievance, ideology, sociopolitical institutions, geography, ethnicity, and the specific nature of the conflict’s impact on particular communities. In this study, I review the political science literature on conflict as a means of gaining insight on how and why individuals join insurgent groups and the causes and severity of state retaliation against both individuals and insurgent groups. Frameworks within the conflict literature provide a better understanding of key aspects of the U.S. War in Afghanistan from 2002 to 2012. Specifically, I focus on the ways in which these issues are related to the practices and policies of the U.S.
Provincial Reconstruction Teams (PRTs), civil-military joint teams created by the U.S. government, are intended to assist in development and reconstruction projects throughout Afghanistan. The mission of PRTs involve locally grounded engagement linking security and community assistance as a central means of supporting the larger counterinsurgency model. Humanitarian activities as undertaken by PRTs attempt provide stability to civilians that they might otherwise turn toward an insurgent group to find. Ideally, PRTs should understand the factors that cause individual and group insurgency against a state and utilize that knowledge when attempting to address the conflict that results. This study focuses on the successes and shortcomings of the Jalalabad PRT and their implementation of a new project development model in the Nangarhar province in Afghanistan in 2006. It was successful because it directly worked to remediate the underlying causes of insurgency as proposed by the technocratic conceit, with a focus on improved water sanitation and sewage, agriculture, and basic infrastructure. It was unsuccessful because it failed to promote local ownership, the development of a community identity, or a methodology to measure the effectiveness and impact of its projects.
According to the lessons from the conflict literature, the Jalalabad PRT’s actions only partly reduced the factors that lead to individual and group defection into an insurgent group.
In actively working to incorporate the lessons from the conflict literature into the Jalalabad PRT project development model, PRTs will more aptly and successfully achieve their stated goals of providing stability, reconstruction, and security. Without addressing the potential other underlying causes of insurgency, however, U.S. PRTs are unable to produce measurable, empirical reductions to insurgency in Afghanistan.
Provincial Reconstruction Teams (PRTs), civil-military joint teams created by the U.S. government, are intended to assist in development and reconstruction projects throughout Afghanistan. The mission of PRTs involve locally grounded engagement linking security and community assistance as a central means of supporting the larger counterinsurgency model. Humanitarian activities as undertaken by PRTs attempt provide stability to civilians that they might otherwise turn toward an insurgent group to find. Ideally, PRTs should understand the factors that cause individual and group insurgency against a state and utilize that knowledge when attempting to address the conflict that results. This study focuses on the successes and shortcomings of the Jalalabad PRT and their implementation of a new project development model in the Nangarhar province in Afghanistan in 2006. It was successful because it directly worked to remediate the underlying causes of insurgency as proposed by the technocratic conceit, with a focus on improved water sanitation and sewage, agriculture, and basic infrastructure. It was unsuccessful because it failed to promote local ownership, the development of a community identity, or a methodology to measure the effectiveness and impact of its projects.
According to the lessons from the conflict literature, the Jalalabad PRT’s actions only partly reduced the factors that lead to individual and group defection into an insurgent group.
In actively working to incorporate the lessons from the conflict literature into the Jalalabad PRT project development model, PRTs will more aptly and successfully achieve their stated goals of providing stability, reconstruction, and security. Without addressing the potential other underlying causes of insurgency, however, U.S. PRTs are unable to produce measurable, empirical reductions to insurgency in Afghanistan.
ContributorsFloda, Nicole Danielle (Author) / Wright, Thorin (Thesis director) / Rothenberg, Daniel (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Turning Point USA’s “Exposing Critical Racism Tour” website incorporates imagery and language to purport an alternate reality of critical race theory (critical race theory) in opposition to intellectuals in order to incite an ideological war against teachings of intellectuals. In order to create a sound argument and analysis of the historical and political framework constituted within their page and advertisements, I introduce a bridge between the largely political theory of anti-intellectualism and the rhetorical theory of rhetorical narrative. I propose Anti-Intellectualist Narrative Theory (ANT) as a new theoretical lens for analyzing the nationalistic and populist rhetorical frame created by an extensive history of oppositions to individuals who purport an intellectual authority over the common people. In constructing ANT, I aim to recognize how anti-intellectualism functions as a rhetorical narrative through three rhetorical strategies: anti-rationality, anti-elitism, and unreflective instrumentalism.
ContributorsKohtz, Corbin (Author) / LeMaster, Loretta (Thesis director) / Stephenson, Megan (Committee member) / Suk, Mina (Committee member) / Barrett, The Honors College (Contributor) / Hugh Downs School of Human Communication (Contributor) / School of Politics and Global Studies (Contributor) / Department of English (Contributor)
Created2022-05