Week |
Subject |
Related Preparation |
1) |
Introduction to and overview of the Course |
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2) |
What is “public opinion”? History of public opinion |
• Glynn et al (1999) ‘The meanings of public opinion’ Ch. 1
• Shiraev and Sobel (2007) “What is Public opinion?” pp: 2-6
• Glynn et al (1999) ‘The history of public opinion’ Ch. 2
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3) |
Methods of public opinion
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• Glynn et al (1999) ‘Methods for studying public opinion’ Ch. 3
• Shiraev and Sobel (2007) “Measurement of Opinion” pp: 20 – 43
TO DO: Create thematic working groups: EU-immigration-Transatlantic relations-War (Syria)-Hard security-Soft security-media and information-environment- Russia-energy
Students: Assignment 1.
• Pick an article relevant to topic and learn about the methodology and content.
• Following this, do a search from Pew, TTS, Gallup, Eurobarometer about the theme selected by your group.
• Question and answer wording, polling organization information (20 questions each group on the themes assigned)
Deadline Week 4 (Times New Roman 12, Student and Group name written).
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4) |
Public opinion and foreign policy |
• Holsti (1996) Ch 1
• Mueller, J. (1996) ‘Fifteen Propositions about American Foreign policy and public opinion in an era free of compelling threats’ National Convention of the International Studies Association, San Diego, California, April 16-20, 1996
• Philip J. Powlick; Andrew Z. Katz (1998) ‘Defining the American Public Opinion/Foreign Policy Nexus’ Mershon International Studies Review, Vol. 42, No. 1. (May, 1998), pp. 29-61.
• Hinckley, R. H. (1988) ‘Public Attitudes toward Key Foreign Policy Events’ Journal of Conflict Resolution Vol. 32: 295-318.
ECS: Each group will be distributed an article on the topic/theme selected. Particularly “literature review” and “method (“research design”) sections should be studied.
Questionnaire Draft – 1
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5) |
Theories of public opinion and foreign policy (a) Classical traditionalist approaches to public opinion and foreign policy
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• Holsti (1996) Ch. 2
• Caspary, W. R. (1970) ‘The Mood Theory: A Study of Public Opinion and Foreign Policy’ American Political Science Review Vol. 64 (2) (June): 536-547
Questionnaire -2 Finalization of questionnaire
Pilot study: Week 5
|
6) |
Theories of public opinion and foreign policy (b) Revisionist liberal approaches to public opinion and foreign policy |
• Holsti (1996) Ch 3
• Holsti, O. R. (1992) ‘Public Opinion and Foreign Policy: Challenges to the Almond-Lippmann Consensus Mershon Series: Research Programs and Debates’ International Studies Quarterly Vol. 36: 439-466.
• Nincic, M. (1992a) ‘A Sensible Public: New Perspectives on Popular Opinion and Foreign Policy’ Journal of Conflict Resolution Vol. 36 (4): 772-789.
ECS: Training of the students about technical matters.
Students: Discussion
Each group will discuss their pilot study in the class
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7) |
Midterm
|
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8) |
Introduction to SPSS
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FIELDWORK
After finalizing the questionnaire each groups and members will go to the field to run the survey! |
9) |
SPSS -Public Opinion - Media - Foreign Policy Nexus
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• Soroka, S. (2003) ‘Media, Public Opinion, and Foreign Policy, Press and Politics, Vol. 8 (1) (Winter): 27-48.
https://www.youtube.com/watch?v=nI3K9hOxYpA
Coding
• Students: Collection of surveys, data entry under the supervision of the instructor.
• Students: Each group should be responsible of data cleaning
|
10) |
Completion of dataset & Analysis of data (descriptive and correlation)
|
Public Opinion - Political Elite - Foreign Policy Nexus
• Shiraev and Sobel (2007) “Government: Does Public opinion Matter?” pp: 12-18
|
11) |
Review of reports and group presentation of analysis |
Students: Each student should analyze the dataset (together with other group members). Instructions will be distributed by the lecturer. (these analysis will be used for the final reports which will be prepared by groups and presented in Week 12-13). |
12) |
Review of reports and group presentation of analysis |
Students: Each student should analyze the dataset (together with other group members). Instructions will be distributed by the lecturer. (these analysis will be used for the final reports which will be prepared by groups and presented in Week 12-13). |
13) |
Review of reports and group presentation of analysis |
Students: Each student should analyze the dataset (together with other group members). Instructions will be distributed by the lecturer. (these analysis will be used for the final reports which will be prepared by groups and presented in Week 12-13). |
14) |
Review |
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Course Notes / Textbooks: |
•Holsti, O. R. (1996) Public Opinion and American Foreign Policy Ann Arbour: University of Michigan Press.
•Everts, P. and P. Isernia (eds) (2001) Public Opinion and International Use of Force London: Routledge.
•Glynn, C. J., S. Herbst, G. J. O’Keefe and R. Y. Shapiro (1999) Public Opinion Boulder, CO: Westview Press.
•Canan-Sokullu, Ebru Transatlantic Public Opinion on War Saarbrücken: Lambert (2014)
•Lacos, B., R.Y. Shapiro and P. Isernia (eds.) (2000) Decision-making in a Glass House: Mass Media, Public Opinion, and American and European Foreign Policy in the 21st Century Lanham: Rowman and Littlefield Publishers, Inc.
•Shiraev, E. and R. Sobel (2007) People and Their Opinions: Thinking Critically about Public Opinion N.Y.: Pearson
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References: |
Articles in Course Package and other online resources related to topics covered. |
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Program Outcomes |
Level of Contribution |
1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
2 |
2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
2 |
3) |
They are aware of national and international values in performing arts. |
2 |
4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
1 |
5) |
They have the sensitivity to run a business successfully in their field. |
3 |
6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
3 |
7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
2 |
8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
3 |
9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
1 |
10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
1 |
11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
3 |
12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
2 |
13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
2 |
15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
3 |