...Section B Liberal democracy is a contradiction in terms.’ Discuss. To what extent is socialism defined by its rejection of capitalism? ‘The notion of a stateless society is merely an anarchist fantasy.’ Discuss. Section A = Explain the key ideas associated with revisionist socialism. On what grounds have conservatives supported paternalism? Explain the link between liberalism and constitutionalism. Why do anarchists view the state as inherently evil and oppressive? Why did Marx believe that capitalism is doomed to collapse, and how did he think this collapse would occur? Jan 2013 Section B To what extent do conservatives support tradition and continuity? ‘Anarchism is merely an extreme form of socialist collectivism.’ Discuss. To what extent have modern liberals departed from the ideas of classical liberalism? Section A = On what grounds have conservatives justified private property? Explain the link between liberalism and individualism. Why have democratic socialists believed that the victory of ‘gradualism’ is inevitable? On what grounds have anarchists rejected constitutionalism and consent? Explain how the neoliberal and neoconservative views of the role of the state differ June 2012 Section B Conservatism merely reflects the interests of the privileged and prosperous. Discuss To what extent have socialists favoured the common ownership of wealth Liberalism is defined by the desire to minimise the role of the state ...
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...development along capitalist and racist lines. Racist policies and practices ensured that control of the economy remained in White hands while severely limiting the diffusion of technological and scientific skills among Blacks. In the hierarchical order of Rhodesia, the Black stood at the lowest level, and the African worker stood under two interlocking handicaps. As an African, he was subjected to the overall system of discrimination; as a worker, he was also a victim of particular regulations which, prior to the Industrial Conciliation Act of 1959, prevented African workers from participating in the determination of their conditions of service by excluding them from the definition of 'employee'. African advancement was allowed only to the extent and in so far as it did not threaten the position of the Whites. Prime Minister Huggins explained: The European in the country can be likened to an island of White in a sea of Black, with the artisan and tradesman forming the shores and the professional classes the highlands in the centre. Is the native to...
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...LIBERALISM QUESTIONS – A2 (UNIT 4) Short Answers 1. Why do liberals support constitutionalism and consent? (Jan 02) Constitutionalism is a belief in limited government brought about through external (usually legal) and internal (institutional) checks on the exercise of power. Consent is the idea that govt power should be based on the agreement of the governed, usually expressed through regular and competitive elections. Liberals support constitutionalism and consent because they fear that govt may become a tyranny against the individual, based on the assumption that power is inherently corrupting and concentrations of power will lead to absolute corruption. This assumption is rooted in the liberal view of human nature: as individualism implies self- interest, those with power over others are apt to abuse it for their benefit and at the expense of others. Liberal constitutionalism is expressed through support for various external and internal devices, such as codified constitutions, bills of rights, the separation of powers, federalism or devolution, and so on. Liberal support for consent is evident in support for electoral democracy in general and, more specifically, sympathy for referendums and proportional representation. 2. Distinguish between negative freedom and positive freedom, and explain the implications of each for the state. (Jun 02) Negative freedom is the absence of external constraints upon the individual, usually understood as non-interference...
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...benefits of the industrial revolution. Discuss. By the end of the nineteenth century, Britain experienced enormous industrial expansion, thereby creating an improvement in the lives of most of its people. The middle classes fare well by the opening of new opportunities in employment, residing, for the most part, in the new suburbs of the industrial cities and towns. They surrounded themselves with the clutter of possessions associated with a new consumer age. There were modest improvements in the working and living conditions of working class people, many of whom were drawn to the cities from rural areas in the hope of a better life. This essay will examine the conditions of life in late Victorian Britain in order to establish the extent of the benefits brought about by industrial transformation, insofar as they affected the lives of the different classes. In 1800, twenty five per cent of the population of England lived in the cities and towns. Within a period of eighty years this position was reversed. In 1850, the year of the Great Exhibition, which was a celebration of British industrial achievement, the ‘number of urban dwellers exceeded those who dwelt in the countryside’. The cities of Birmingham and Manchester more than doubled their populations between 1801 and 1831. The industrial revolution was synonymous with the cotton industry in the early part of the century. This was followed by the development of the coal and iron industries, essential to the construction...
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...How China rises What lessons can be drawn from China's spectacular and sustained economic growth? As Hu Jintau remarked at the 17th Congress of the Chinese Communist Party, the period since the previous Congress five years ago has been extraordinary. China's economic achievements have been arousing not only astonishment and admiration but also some anxiety. In the past twelve months alone, The People's Republic of China (PRC) has overtaken Canada as the biggest source of imports to the USA, and overtaken the USA as the biggest source of imports to the European Union. Concern about the low level of investment in Africa has been displaced by concern about the effects of the high level of Chinese investment in Africa; there is now even anxiety about the effects of investment by Chinese state-owned firms into the Western economies. The Chinese Communist Party is also expressing concerns. The themes of its 2007 Congress included protection of the environment and the achievement of social harmony. According to some estimates, China has displaced the USA as the world's biggest source of greenhouse gases. Inequality is rising as fast as pollution: China now has over 800 individuals with a personal wealth of more than a hundred million US dollars each, up from 500 in 2006; while the average income in rural areas of China is 480 dollars per year. Made in China. Hu Jintau's remark on the extraordinary nature of the most recent years can be faulted in only one sense: China has...
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...CSS 105 COURSE GUIDE COURSE GUIDE CSS105 INTRODUCTION TO POLITICAL SCIENCE Course Developer Dr. Derin K. Ologbenla University Of Lagos Akoka – Lagos. Dr. Derin K. Ologbenla Course Writer University Of Lagos Akoka – Lagos. Course Co-ordinator Dr. Godwin Ifidon Oyakhiromen National Open University of Nigeria Lagos. NATIONAL OPEN UNIVERSITY OF NIGERIA ii CSS 105 COURSE GUIDE National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2006 First Printed 2006 ISBN: 978-058-434-X All Rights Reserved Printed by Goshen Print Media Ltd For National Open University of Nigeria iii CSS 105 COURSE GUIDE Contents Introduction......................................................................... Aims................................................................................... Objectives........................................................................... Working through the Course.............................................. Course Materials................................................................ Study Units........................................................................ Textbooks and References.................................................. Assessment.......................................
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...Leichhardt. { } = additional material from lectures. ( ) = my comments. (See ‘x’) refers to book page number. A short (somewhat boring) message from the summary executioner before you dive in; These notes are an interpretation of the book Law in Context and the lectures given as part of the 1991 Course. They are not a satisfactory substitution for reading the text. You are only likely to get the maximum value out of this summary by reading it in conjunction with the text. The question of ‘the law in whose context’ may be worth keeping in mind as you read. This is an interpretation seen through my eyes, not yours. My comments are not unbiased, as it is as equally unlikely that yours may be. So my ‘advice’ is consider what is said here and in the book considering the need to understand the ‘mechanics’ that help make sense of the more involved themes that develop in the book as you progress through Law in Context. The observations, important in their own right, may be particularly useful for seeing how their often ubiquitous expression is taken as ‘normal’ in the areas of wider society, such as in discussions of economics and power. It is unlikely that you will find any ‘right answers’ from this summary, but I do hope it helps you in synthesising opinions. A bibliography of books I used is given at the end of this summary. If your head isn’t spinning too much, maybe it is worth getting together earlier in the semester with friends and talking about...
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...literature on studies done on the topic. This chapter will provide a substantially better insight into the dimensions and complexity of the problem and how others have contributed to the topic. A variety of sources will be used to review literature, including research reports, dissertations, government publications and theses; accessed through journals, textbooks and internet. The chapter will end by giving an overview of approaches that paves the way for a clearer understanding of the research problem and identifies the knowledge gap this study seeks to fill. Women in Development (WID), Women and Development (WAD) and Gender and Development (GAD) approach will be discussed in relation to women access to land in Zimbabwe. 2.2. Customary law and land question For many people, customary law is the most important law in their lives, controlling areas of their lives like their marriages, their property, and their right to inherit. Due to customary law in Zimbabwe like in many other African countries with patriarchal systems, women can only access land through marriage or other male relatives. According to Ghosh (2010) customary law refers to African traditions which have become an intrinsic part of the accepted and expected conduct in Zimbabwean black communities. This law defines roles which women should play in society as well as what kind of businesses or economic activities they should venture into. Customary laws emerge from unwritten social rules derived from shared community values...
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...What the World Bank Means by Poverty Reduction Paul Cammack ABSTRACT Critics of the World Bank have variously attributed its proclaimed commitment to poverty reduction to empty rhetoric, hypocrisy, incompetence, confusion, or overload in the absence of a coherent agenda. This article argues that the commitment is genuine, but that it is not a first order goal: poverty reduction is an intended consequence of its principal objective, the transformation of social and governmental relations and institutions in the developing world in order to generalize and facilitate capitalist accumulation on a global scale, and build capitalist hegemony through the promotion of tightly controlled forms of 'participation' and 'ownership'. This objective has been pursued consistently since the mid -1990s, with Wolfensohn as Director and Stiglitz while Chief Economist playing leading roles. It has been reflected in particular in the HIPC (Heavily Indebted Poor Countries) Initiative, the Comprehensive Development Framework, and PRSPs (Poverty Reduction Strategy Papers) as means of governing low-income countries. Once the character of the project is understood, its limitations and contradictions become apparent, but at the same time many of the criticisms advanced are seen to underestimate its logic and coherence, and proposals for reform arising from them are shown to be naïve. INTRODUCTION In 1996 the IMF and the World Bank introduced the HIPC (Heavily Indebted...
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...which questions to do, the following principles are recommended: It is almost certain that you will be better off choosing your strongest question to do first. You should choose questions on the basis of how well you can answer the section (c) part. The (c) part carries 25 of the 40 marks available for the whole answer. Do not choose a question simply because you can do part (a) especially well. The (a) question is only worth 5 marks. It would be illogical to choose your strongest (a) part if you cannot do well on section (c). If you cannot decide between several (c) parts, i.e. you can do more than one equally well, make your choice on the basis of part (b) which carries 10 marks. But remember, it is the (c) parts that will determine most what your overall mark will be. So, when you first look at the exam paper, look at the (c) sections first. Assessment Objectives Each question is divided into three sections, as follows: carries 5 marks carries 10 marks carries 25 marks The way you answer questions should be determined by the way assessment objectives are distributed. Assessment objectives provide the basis upon which examiners award marks. You need to be familiar with them to maximise your marks. They will help direct your revision and with the answers to the questions. A full explanation of...
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...INTERNATIONAL ENTRY AND COUNTRY ANALYSIS A Lecture Programme delivered at the Technical University of Košice Andrew Harrison Formerly of Teesside University, United Kingdom December 20112 Andrew Harrison’s Brief Biography Andrew Harrison was a Principal Lecturer and Subject Group Leader in economics at Teesside University until August 2010 and has been a visiting lecturer at the Technical University of Košice since April 1993. He has also been a visiting lecturer in Germany, Ukraine and Singapore. Since leaving the full-time staff of Teesside University, he has continued to work as an occasional lecturer and as an external examiner at two other UK universities. He holds qualifications from London, Salford and Leeds Universities and Trinity College of Music, London. In April 2008, he was awarded the degree of Doctor Honoris Causa by the Technical University of Košice. He is married to Heather and has two grown-up children, David and Rachel. In his spare time he is a keen amateur pianist and organist. Brief Course Description International business activity is one of the key features of the contemporary global economy. The decision to venture abroad involves the evaluation of alternative entry modes, bearing in mind the degree of risk and the suitability of the business environment in a potential host country or region. Political, economic, cultural and other factors are all of vital importance. This short course aims to explore these issues in the light of current research and...
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...Democracy index 2010 Democracy in retreat A report from the Economist Intelligence Unit www.eiu.com Democracy index 2010 Democracy in retreat The Economist Intelligence Unit’s Index of Democracy 2010 Democracy in retreat This is the third edition of the Economist Intelligence Unit’s democracy index. It reflects the situation as of November 2010. The first edition, published in The Economist’s The World in 2007, measured the state of democracy in September 2006 and the second edition covered the situation towards the end of 2008. The index provides a snapshot of the state of democracy worldwide for 165 independent states and two territories—this covers almost the entire population of the world and the vast majority of the world’s independent states (micro states are excluded). The Economist Intelligence Unit’s Index of Democracy is based on five categories: electoral process and pluralism; civil liberties; the functioning of government; political participation; and political culture. Countries are placed within one of four types of regimes: full democracies; flawed democracies; hybrid regimes; and authoritarian regimes. Free and fair elections and civil liberties are necessary conditions for democracy, but they are unlikely to be sufficient for a full and consolidated democracy if unaccompanied by transparent and at least minimally efficient government, sufficient political participation and a supportive democratic political culture. It is not easy to...
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...Wellington, New Zealand Patrick Hayden School of International Relations, University of St Andrews, UK © Patrick Hayden and Chamsy el-Ojeili 2006 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2006 by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 6XS and 175 Fifth Avenue, New York, N. Y. 10010 Companies and representatives throughout the world PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States,...
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...Course: European Political History Required Sources: A History of Modern Europe 1789-1981, 7th Edition, H.L. Peacock (available at GAU library) The Pneguin History of the World, 3rd Edition, by J.M. Roberts (available at GAU library) Recommended Sources: Donald Kagan et al: A Political History of Europe, since 1814 by Charles Seignobos, S. M. Macvane, The Western Heritage, Brief Edition, 2003 Websites: The course focuses on European history from the early 17th century to the end of the Second World War. The following aspects of political history of five selected countries - France, Germany, Great Britain, Italy and Spain- are covered : early kingdoms, unification, nationalism movements, political philosophies, conferences, alliance systems and conflicts which had an impact on Europe during the 17th, 18th, 19th and 20th Centuries.Topics such as the Enlightenment, the French Revolution, the Concert of Europe, and the two world wars will also be discussed. Special emphasis will be placed on the relationship between the rise of liberalism and nationalism, the industrial revolution, and the emergence of modern political systems in Europe. Contents Introduction Chapter 1 Political history of France : Chapter 2 Political history of Germany: Chapter 3 Political history of Great Britain: Chapter 4 Political history of Italy: Chapter 5 Political history of Spain: Introduction In studying political history of European states, we put a focus on the beginning of...
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...GCE History |Contents |Page | | | | |Unit A2 1: Option 1, Anglo–Spanish Relations 1509–1609 |5 | |Unit A2 1: Option 2, Crown and Parliament in England 1600–1702 The Changing Role and |17 | |Status of Parliament | | | |37 | |Unit A2 1: Option 3, Liberalism and Nationalism 1815–1914 | | |Unit A2 1: Option 4, Nationalism and Unionism in Ireland 1800–1900 |51 | |Unit A2 1: Option 5, The Clash of Ideologies in Europe 1900–2000 |67 | Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of work has been designed to support...
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