SENIOR SEMINAR I
Political Science 491
Lake Superior State University
Fall, 2004
Instructor:
Telephone:
Dr. Gary Johnson
Office:
635-2763
Home:
635-9415
Office:
Hours:
E-mail:
Library 221
MTWR 1-2, W 9-10, & by appt.
gjohnson@lssu.edu
Course Objectives
This is the first course in a two-course sequence that will serve as a capstone for your undergraduate education. It is a
capstone because 1) it seeks to integrate the various strands of your education, and 2) it represents the highest level of
undergraduate achievement (and therefore caps your education). The sequence has a number of important objectives.
First, it should further enhance your analytical, critical thinking, writing, oral communication, and research skills.
Second, it should help integrate your coursework in political science by reviewing the various fields of the discipline and
examining the discipline as a profession. Third, it should assist you in career planning and help you focus more clearly
on the important transition you are about to experience. Fourth, it should acquaint you with the process of peer review.
Fifth, it should provide you with invaluable experience in carrying out a long-term project that requires creativity,
planning, and self-discipline. Sixth, given the background material in the fall semester and your critical participation in
the projects of your peers in the spring semester, the sequence should help integrate all of the diverse strands of your
undergraduate education.
Readings
There are five required paperbacks for the course:
American Political Science Association, Careers and the Study of Political Science: A Guide for Undergraduates, Fifth
Edition (American Political Science Association, 1992). [To be handed out free in class.]
American Political Science Association, Style Manual for Political Science (APSA, 1993).
Thomas E. Cronin, The Write Stuff: Writing as a Performing and Political Art, Second Edition (Prentice-Hall, 1993).
William Strunk, Jr., and E.B. White, The Elements of Style, Fourth Edition (Macmillan, 1979).
Stephen Weidenborner and Domenick Caruso, Writing Research Papers: A Guide to the Process, Sixth Edition (St.
Martin’s Press, 2001).
Other readings will be handed out in class or will be available on reserve in the university library.
Participation
There will be no exams for this course—your day-to-day work will be evaluated in class. You will therefore be
expected to be well prepared for class and ready to participate. You will receive a participation grade for each class.
Your lowest two daily participation grades will be dropped before the average is calculated. Unexcused absences from
class will earn a “0” for daily participation. If you do not speak to me before an absence (or immediately after) about
your reason for missing class, I will assume that your absence is unexcused. Participation will be judged primarily by
quality, not quantity.
1
Minor Writing Assignments
There will be several minor writing assignments, including two drafts of a career essay; two drafts of a resume; two
drafts of an application letter for a job or internship; and an editing assignment. Details about these assignments will be
announced in class. The portfolio copies of all of these assignments must be prepared on a computer and printed using a
high-quality printer.
Senior Thesis
The single most important requirement for the senior seminar sequence is a senior thesis, which you will research and
write in spring semester. You will prepare for that task this semester by selecting a topic and writing two drafts of a
thesis proposal. Because the process and the challenge are more important than the topic itself, I allow great flexibility
in the choice of topics. Your project must produce something original, must be doable as a senior thesis, and must be
related, even if indirectly, to the study of government, politics, or law. Beyond those minimal requirements, I want you
to select a topic that you find personally fascinating and that you will enjoy pursuing. It is also frequently useful to
select a topic that can serve as a link to your career goals. A career-linking topic may produce useful contacts for you,
or it may help you establish expertise that will enhance your marketability. You may therefore wish to think about your
thesis topic in light of the discussion in your career goals essay. To give you an idea of the kinds of topics that other
students have selected, a list of senior thesis titles for 1994 to 2004 is included below.
Thesis Proposal
You must submit two drafts of a detailed proposal (a minimum of seven pages, excluding title page) for the senior thesis
project you will carry out in spring semester. Your proposal should explain the problem you will address, review the
important literature on the subject, and explain your methodology, goals, and hypothesis or thesis. Since the specific
elements needed in your proposal will depend upon your specific topic, methodology, and approach, details will be
discussed in class and in individual meetings. Your first draft is due in my office by 10:00 a.m. of the day that is one
class meeting before the day of your presentation (see below). Your final draft is due at the beginning of the final exam
period (Tuesday, 12/14, 3-5 p.m.). Your proposal, as well as your thesis, must be produced using a word processor so
that you may easily revise. Your proposal, as well as your thesis, must follow the requirements of the style manual that
will be passed out in class.
Academic Integrity
You are in the final stages of preparation for a career, a career in which you will be expected to practice professional
integrity. You are likewise expected to practice integrity in this sequence—in all ways. Given the sequence’s
requirements, the most serious temptation for you will be the temptation to plagiarize—to pass off as your own work the
work of others. The penalty for blatant, intentional plagiarism is failure in the course. For less serious and unintentional
cases, grades will be reduced by one or more letter grades (based upon the severity of the plagiarism).
Proposal Presentation
You will make a seven-minute, in-class oral presentation of your proposed project on a date to be arranged (see below).
Seven to ten minutes of critical assessment by your classmates will follow—assessment upon which you should draw in
making final revisions in your proposal. This is not to be an oral reading of your written proposal—it is to be a welldesigned and polished presentation of your proposal, with appropriate audiovisual aids.
2
Portfolio
You will accumulate your work for both semesters in a three-ring binder that will serve as a portfolio. The binder that is
required—a 2-inch, D-ring binder with a plastic sleeve on the spine in which you can insert a label—will be available for
purchase in the Campus Shoppe (along with the required dividers). A portfolio is useful to you for self-assessment, and
it is useful to us for program assessment (a process required by the university and by the North Central Association of
Colleges and Secondary Schools). Your portfolio will include all formal written assignments. It will be continued in
spring semester. Since it will include a year of work, your portfolio must include internal dividers by section. You will
have the following sections, each with a neatly labeled internal divider (when there are multiple versions of a document
in one section, they should be chronologically ordered, i.e., first draft on top):
1) Career Goals Essays
2) Resumes
3) Cover Letters
4) Editing Assignment
5) Proposal—First
6) Proposal—Second
The tab labels on your dividers should be typed and there should be a neatly typed label for the notebook spine. This
label should include your name, the words “Senior Portfolio,” the sequence numbers (PS491-492), “Lake Superior State
University,” and the academic year (2003-2004), in a format to be discussed in class.
Your portfolio should be as neat and as professionally prepared as you can make it. It should, indeed, be an expression
of the kind of professional pride you will presumably display on the job during your career. You should know that we
must retain your portfolio, for now at least, for purposes of program assessment. It will not be returned to you.
Grades
Because this is a capstone seminar for seniors—your final preparation before entering the job market or beginning
graduate or professional school—everything in this course counts, including spelling, writing, organization, neatness,
poise, professionalism, etc. It is time for you to become accustomed to the kind of constant evaluation you will face
upon graduation. Grading percentages for the various components are as follows:
Participation
Career goals essays
Resumes
Application letters
Rewriting/editing assignment
30%
5%
5%
5%
5%
Proposal Presentation
Thesis proposal—first draft
Thesis proposal—second draft
Overall portfolio
5%
15%
25%
5%
The second draft of the thesis proposal will be 25% of a passing grade for the course. However, you must have a
passing grade on the second draft of your thesis to receive a passing grade in the course and to continue on in PS492.
Evaluation of other written assignments for daily classes will be included as part of your participation grade.
These percentages do not reflect perfectly the percentage of time you will spend on particular tasks. However, they
reflect the reality that some minimum percentage is required to provide the necessary motivation for you to take a
requirement seriously.
The grading scale for all class components will be as follows:
A+ = 98-100
A = 92-97
A- = 90-91
B+ = 88-89
B = 82-87
B- = 80-81
C+ = 78-79
C = 72-77
C- = 70-71
3
D+ = 68-69
D = 62-67
D- = 60-61
F
= 0-59
Course Outline
1.
2.
3.
4.
5.
Careers and Political Science
Career Goals and Career Planning
Resumes and Applications
Writing, Revising, and Editing
Library Research Methods
6.
7.
8.
9.
Designing and Writing a Thesis Proposal
First Draft of Thesis Proposal
Presentation of Thesis Proposal
Second Draft of Thesis Proposal
Groups
For purposes of thesis proposal due dates and proposal presentations, you will be assigned to one of four groups (based
on criteria we will discuss in class). These assignments will be made in class 16. Space is reserved here for you to
record the names of group members then.
Group 1
Group 2
Group 3
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
Dates and Assignments
A detailed class outline with dates and assignments is included below. The assignments and dates are subject to
revision, as necessary.
PS 492
Looking ahead to Senior Seminar II, the first draft of your thesis will be due in April, 2004, on a date that will be listed
by individual on the PS 492 syllabus. The date of your thesis presentation—also in April—will also be listed on the PS
492 syllabus. The first draft of your thesis (minimum, 35 word-processed pages) will be due one week before your
presentation. Final draft and full portfolio will be due no later than our last regular class meeting (there will be a penalty
for being late). Those who present early will have more time for making revisions in their final copy; those who present
late will have more time for their first draft, but much less for making revisions. Other requirements, to be announced in
detail at the beginning of the second semester, include service as a presentation discussant, written evaluations of your
peers’ papers and presentations, final resume, final statement of career goals, an educational self-assessment, and final
overall portfolio.
4
Senior Seminar I
PS 491; Fall, 2004
Assignments
(Subject to Adjustment, as Needed)
Date
Class Topic
Assignment
08/30
1
Organization
No assignment
09/01
2
Careers
Read all of Careers and the Study of Political Science: A Guide for
Undergraduates, Fifth Edition, concentrating especially on what is relevant for
you. Be prepared to discuss it at the next class. [I will be out of town at a
conference, but class will still meet for about the first half-hour. Ruth Neveu will
be there to discuss some library resources on which you must draw in preparing
the essay you will write for the next class.]
No class
No class—Labor Day break.
09/06
09/08
3
Career Goals
Examining your goals and aspirations, and drawing on sources from the library
(which will have been discussed by Ruth Neveu, the Reference Librarian),
compose a 2-4 page (typed, doublespaced) career goals essay. Explain what
career you are interested in; why; and the job prospects, salary, necessary
qualifications, etc. What will you be doing this year to prepare for this career
(step by step); what will you be doing next year? What will you be doing in
succeeding years to make your career goals a reality? End by explaining what you
would like to have accomplished by the end of your career. Be certain that your
essay has a neat, professional-looking cover page with all appropriate information
(the title of the document, your name, the course, the semester, and the date).
Also, be prepared to make a three-minute, polished summary of your career plans
in class. We will allow three to five minutes of discussion of your plans by class
members and me. Your essay will be collected at the beginning of class. You
should therefore prepare notes from which you can make a succinct and effective
presentation. You should also retain a copy of your original essay for yourself
(you should, in fact, do this for everything you submit during the year, and you
should always, always have backups—more than one—of all computer files).
09/13
4
Career Goals
Begin some of the tasks you need to accomplish this year to pursue your career
goals. Thus, if you have not already registered to take the LSAT or GRE exams,
and need to, get a packet of materials from the Placement Office, read the
materials, and fill out the registration forms. Or begin (or continue) your research
on law schools or graduate schools. Or, if you do not plan on attending law school
or graduate school, work on tasks appropriate for your goals. Thus, if you will be
applying for a full-time job at the end of the year, visit the Placement Office and
find out about its services. Or, begin exploring how you will find out about jobs
for which you will be applying toward the end of the year. You will report on the
tasks you have accomplished in the second draft of your career goals essay.
Read Strunk and White, Introduction and Chapter 1
5
09/15
5
Resumes, Letters
From the packet of materials provided by the Placement Office, read all sheets,
brochures, and articles on resumes and application letters. Skim other materials.
Be prepared to ask questions about preparing a good resume and cover letter.
Read Strunk and White, Chapters 2-3
Have your portfolio binder ready so that you may begin inserting returned
assignments into it.
09/20
6
Resumes, Letters
Prepare a resume for yourself and write a cover letter for a job or internship. If
you expect to pursue a full-time position upon graduation, design your resume and
write your cover letter with this in mind. If you expect to attend law school or
graduate school, design your resume and write your cover letter for an internship
or part-time job (for this year, for a summer position, or for a part-time position
you would like to have while you are in law school or graduate school). Design
your resume with the position in mind for which you are applying, and write your
cover letter to a specific (real or imaginary) person. Use an appropriate (or actual)
title and address for this person. Paperclip your resume under your cover letter
and be ready to submit them at the beginning of class. Retain a copy of both
documents for yourself on which you may record ideas for a second, revised draft.
Also, take copies of both documents to the Audio-Visual Department in the library
and make overhead transparencies (you will need to pay a modest fee to make the
transparencies). You will display these transparencies in a brief class presentation
so that the class may raise questions and offer suggestions.
Read Strunk and White, Chapter 4
09/22
7
Resumes, Letters
Prepare a revised and polished second draft of your career goals essay (to be
submitted at the beginning of class). Polish the writing and take advantage of
comments, questions, and suggestions from the class discussion, as well as the
comments and queries recorded on your first draft. Be sure to explain any
additional research you have conducted or action you have taken since the first
draft. Submit both the first and second drafts, stapled separately, but clipped
together with a paper clip. Please note that a second draft that is unrevised from
the first draft could drop as much as two letter grades.
Begin revising you resume and cover letter based upon comments you received in
class or good ideas you got from seeing the resumes and cover letters of other
students.
Read Strunk and White, Chapter 5
09/27
8
Res, Ltrs, Writing
Taking advantage of comments and suggestions made during your class
presentation, and any ideas you have gotten since preparing your first drafts,
prepare revised second drafts of your resume and cover letter. These will be
submitted at the beginning of class. [Your first draft will not be returned prior to
submission of this second draft—the two drafts will be graded at the same time.]
Read all of Cronin, The Write Stuff; read all of George Orwell, “Politics and the
English Language.”
6
09/29
9
Editing
Review Strunk and White.
Chicago Manual of Style, Fourteenth Edition, pp. 65-79, concentrating especially
on sections 2.65 to 2.87. You are to learn how to use editorial marks to edit a
manuscript.
Find an earlier piece of your own college writing that is typed (or enter one full,
double-spaced page—with no larger than 12 point print—without making any
revisions, and print it off). Select one full-age of this piece and carefully edit it by
hand using the copyediting marks handed out in the previous class. Make a
transparency of your work and be prepared to discuss it in class.
10/04
10
Topic Selection
Read Weidenborner and Caruso, Chapters 1-3.
Write a brief description (no more than two pages) of one to three subjects/topics
(as defined in the reading) that you think you might want to pursue as a senior
thesis. You will submit this at the beginning of class and then go on to describe
your topic(s) for your classmates. This assignment will be graded only as part of
your participation grade.
10/06
11
Library
Read Weidenborner and Caruso, Chapter 4-6.
Taking advantage of the discussion on topics that took place in Class 11, try to
further narrow and refine your thesis topic.
10/11
12
Library
Find an article in at least one specialized encyclopedia in the LSSU library that is
relevant for your topic. Photocopy it, bring it to class, and be prepared to explain
its utility for your project. Use Voyager (the on-line catalog) to find a book in the
LSSU library holdings that is relevant to your topic. Locate the book, examine it,
and be prepared to explain how it might be used in your project. Also, scan the
shelves on both sides of the book you located for other potentially relevant books
for your project. Be prepared to explain the results to your classmates. Locate the
Library of Congress Subject Headings volume in the LSSU library and use it to
find another subject heading that is relevant to your project. Be prepared to share
with the class. Use the World Catalog and Books in Print in FirstSearch to locate
at least two books the LSSU library does not have that may be relevant for your
topic. Be prepared to discuss. Use two different periodical databases in
FirstSearch to locate two journal articles potentially relevant for your topic. Bring
the article references to class and be prepared to describe how you found them and
why they may be relevant. Continue to refine your topic.
10/13
13
Bibliography; notes Read Weidenborner and Caruso, Chapters 9-13. Continue to refine your topic.
10/18
14
Internet
Class to meet in Library 362 at 3:00.
Read Weidenborner and Caruso, Chapter 7-8.
Locate two sites on the world wide web that look relevant for researching your
topic. Be prepared to describe how you found them and why they may be relevant.
If government or legal documents are likely to be relevant for your project, ask
7
one of the reference librarians for help in locating relevant resources. Be prepared
to summarize your search in class. Continue to refine your topic.
Obtain some note cards (5x8 cards are recommended) and begin using them for
bibliography and notes.
10/20
15
Writing; citing
Read Weidenborner and Caruso, Chapters 14-16; read the Style Manual for
Political Science. Continue to refine your topic and to find additional references
relevant to your topic.
10/25
16
Thesis Proposal
Work on the first draft of your thesis proposal. No class. There will be individual
meetings to discuss your topic and your progress. You will be graded on each
individual meeting based on the work you have done for that meeting and the
progress you are making on your proposal. Bring both bibliography and note
cards to your meeting. Also, draft, type, and submit in our meeting a 1-4 sentence
thesis statement that we can use as a basis for discussion. This statement should
begin, “My thesis will …”
10/27
17
Thesis Proposal
Work on the first draft of your thesis proposal. No class. There will be individual
meetings to discuss your topic and your progress. You will be graded on each
individual meeting based on the work you have done for that meeting and the
progress you are making on your proposal. Bring both bibliography and note
cards to your meeting. Also, draft a 1-4 sentence thesis statement that we can use
as a basis for discussion. This statement should begin, “My thesis will …”
11/01
18
Thesis Proposal
No class. Individual meetings. Continue working on your proposal. Have a
rough draft of your first draft ready for me to examine.
11/03
19
Thesis Proposal
No class. Individual meetings. Continue working on your proposal. Have a
rough draft of your first draft ready for me to examine.
11/08
20
Thesis Proposal
Continue working on your proposal. First-draft proposals from Group 1 due by
10:00 a.m. in my office. There will be discussion in class about how to prepare for
and make your proposal presentations. The remainder of class time, if any, will be
devoted to individual meetings, as needed.
11/10
21
Thesis Proposal
Continue working on your proposal. First-draft proposals from Group 2 due by
10:00 a.m. in my office. Proposal presentations of Group 1 in class.
11/15
22
Thesis Proposal
Continue working on your proposal. First-draft proposals from Group 3 due by
10:00 a.m. in my office. Proposal presentations of Group 2 in class.
11/17
23
Thesis Proposal
Continue working on your proposal. Proposal presentations of Group 3 in class.
11/22
24
Thesis Proposal
Work on the second draft of your proposal. No class. Individual meetings.
8
11/24
xx
Thanksgiving Break No class.
11/29
25
Thesis Proposal
Work on the second draft of your proposal. No class. Individual meetings.
12/01
26
Thesis Proposal
Work on the second draft of your proposal. No class. Individual meetings.
12/06
27
Thesis Proposal
Work on the second draft of your proposal. No class. Individual meetings.
12/08
28
Thesis Proposal
Work on the second draft of your proposal. No class. Individual meetings.
12/14
Final Portfolio
Tuesday, 3-5 p.m. Submit portfolio at the beginning of the final exam period,
including the second, revised draft of your thesis proposal.
9
Senior Theses, 1994-2004
Department of Political Science
Lake Superior State University
Alfeo, Joseph
Gazing at the Megadome: Are Publicly Financed Sports Facilities a Good Public
Investment?
Atherton, Danielle C.
Protecting Homeowners against Catastrophes: The Need for a More Flexible Homeowners
Insurance System
Barbo, Darren
The Chemical Weapons Convention: Inherent Weaknesses and Why They Render the Treaty
Ineffective
Bias, James
The Changing Role of Religion in American Political Life
Botke, Tymberlee
Educating Our Nation’s Future: Civics Education and Its Relationship to the Students of
Today
Brady, Joshua J
Protecting the American Worker in the Twenty-First Century: A Plan for Reversing the
Decline in Union Membership and Influence
Buchko, Basil
The Final Hunt: The Burt Lake Band’s Quest for Reaffirmation of Its Status as a Federally
Recognized Tribe
Burke, Michael
Our Home and Native Land: A Proposal for Aboriginal Self-Government in Canada and a
Unique New Approach to Federalism
Buss, Kay Ramella
Choosing Death with Dignity: A Plan to Legalize Physician-Assisted Suicide in Michigan
Byerle, Vanessa
Pursuing Predictable Justice: How Do We Assess the Effectiveness of Sentencing Guidelines in
the American Judicial System?
Carney, Dru D.
The Divided State of America: The Struggle for Equality among All Citizens
Chandauka, Sophie
Tragedy of the Commons: Resolving First and Third World Conflict over the Ecological
Crisis
Cherry, Andrew
Managing the American Economy: An Assessment of U.S. Presidential Economic Policy
from Carter through Clinton
Christopher, Tim
Mending the Mind: Obtaining Quality Mental Health Services in an Era of Managed Care
Coccimiglio, Maria
Trapped in the Safety Net of Last Resort: A Critical Assessment of the Canada Assistance Plan
Dangerfield, Peter
Taking Advantage of Geographical Uniqueness: How Sault Ste. Marie, Michigan Can Enhance
Its Revenue
Dean, Eric
American Under Fire: Taking Aim at the Nation’s Gun Tragedies without Increasing
Restrictions on Responsible Gun Owners
Dusette, Christopher
Can Education Limit the Media’s Agenda-Setting Effect? An Experimental Study
Emigh, Bradley
Preserving the Rain Forests of the Sea: A Proposal to Secure Local Cooperation with Efforts to
Save the World’s Coral Reefs
Enderle, Lance
A Proposal for Legalizing and Regulating the Production and Use of Marijuana in Michigan
Evans, Brandy J.
Securing America’s Schools: The Need for Non-Technological and Low-Technology Options
for Reducing School Violence
Gardipee, Mike
The United Nations in Crisis: Questions of Peacekeeping and Reform in the Post-Cold War Era
Garlinghouse, Nick
Shared Fate? A Comparison of the Roman Empire and the Contemporary United States
Garn, Roy
Regulating Genetic Information: A Plan for Protecting Individual Privacy While Reaping the
Benefits of the Human Genome Project
10
Gauthier, Christine
The Elements of Capital Punishment
Getzen Katherine F.
Easing the Growing Pains of Michigan’s Family Law Division: A Plan for Solving Problems
Created by Passage of Public Act 388
Gravelle, Todd
The World Trade Organization: Implications for United States Environmental Law
Groom, Leann
Good Blood v. Bad Blood: What the Government Doesn’t Tell Us about Hepatitis Testing in
Donated Blood
Gumbleton, Elizabeth
The French Revolutionary Terror: Robespierre’s Perversion of Rousseau’s Philosophy
Guzynski, Daniel
Race, Environment, and Civil Rights: An Examination of the Past, Present, and Future of the
Environmental Justice Movement
Hagan, Jeff
Geographic Information Systems: Accuracy and Implementation in Public Policy and Local
Government
Hall, Alissa
Protecting the Environment in a Slow Economy: A Plan for Revising the Clear Skies Initiative
of 2002
Harrier, Kirk
Snow Blind: A Study of the Winter Maintenance Operations of the Calhoun County and
Kalamazoo County Road Commissions and the Question of Privatization
Harrison, Bryce
Preserving the Business While Saving the Game: A Plan for Ending Major League Baseball’s
Anti-Trust Exemption
Hauswirth, Coreen E.
Establishing Electronic Government in Small Cities: A Model Plan
Hobbs, Stephanie
The Price of Healthy Eating: A Plan to Bring Down the Cost of Organic Foods
Hogarth, Christine
From Prominence to Obscurity: An Analysis of the Decline of the Progressive Conservative
Party of Canada in the National Election of 1993
Horner, Scott
Bottled Water: The Fight for Regulation
Isham, Anne J.
Urban Vitality without Displacement: Approaches to Combatting the Negative Effects of
Gentrification
Jackson, Tracey
Self-Determination and Dignity in Dying: A Proposal to Legalize Physician-Assisted Suicide in
Canada
Jensen, Heather
Three’s A Crowd: The Potential Impact of a Ross Perot Reform Party Candidacy on the 1996
Presidential Election
Jezewski, Sara
The Great K-12 Compromise: Combining Private Vouchers with Public School Reform to
Enhance the Quality of American Education
Johnson, Robert F.
Reaching Out to All Students: A Proposal to Expand the Definition of Diversity in Michigan
Public Education
Katerberg, Aaron
Guided by Fire: Political Obligation Based on Case Studies of Moses and Paul
Kirk, Martin J.
Protecting the Vulnerable Elderly: A Plan for Reducing Elder Abuse in Michigan Nursing
Homes
Kirsch, Hobie
Masons Laying Constitutional Foundations: The Influence of Masonic Philosophy on the
Constitution of the United States
Kleibusch, Paul E.
Determining Speed Limits for Michigan and Montana Highways: The Conflicting Influences
on Legislators
Klooster, Jared
A Weak Left Hook: The Failure of the New Democratic Party to Unite and Mobilize
Canada’s Left
Lamb, Michelle
Television, Kids, and Violence: An Evaluation of Proposals to Regulate Violence in TV
Programming
LaVictor, Scott
Whose Prisoner Am I? The Use of Cross-Deputization of Law Enforcement Officers as a
11
Remedy for Conflicting Federal Law Regarding Indian Criminal Jurisdiction
Lawless, Douglas
Combatting Terrorism in the Maritime Industry
Long, Darcy
Voter Apathy of Young Adults: A Case Study of Sault Ste. Marie, Michigan
Lynch, Maureen
Going Downtown: A Guide to Successful Downtown Revitalization
MacLeod, Scott M.
Show Me the Money: Can a Revised Collective Bargaining Agreement Help Save Hockey?
Malette, Charles W.
I Know It’s Only Rock ‘N Roll, But They Fight It: A Brief for Defending Musicians against
Censorship
Maloney, Herbert
Money Talks: An Investigation of School Funding
Maniacco, Michael
How Canada Can Legalize and Regulate Euthanasia by Using The Netherlands as a Model
Mattson, Wendy M.
To Plea or Not to Plea: The Insanity Defense as an Effective Mechanism in the American Legal
System
McCloud, Timothy H.
Growing by Leaps, But Not by Bounds: A Comprehensive Statewide Growth Management
Strategy for Twenty-First Century Michigan
McDonald, Chad
The Minister as Statesman: Managing Conflict within the Church
McPherson, Charles
Fighting a Losing Battle: The U.S. War on Drugs
Mechalik, Lindsey
Saving the Game versus Padding Pockets: An Assessment of the Proposal to Establish a
Salary Cap in the National Hockey League
Mendel, Rochelle
Toward Genuine Equal Opportunity in America: A Plan for Phasing Out Affirmative Action
Miller, Jennifer J.
The Main Event: Television and the Courts Battle to Seek Justice
Munz, Cassandra
Collective Welfare through Economic Decentralization: A Tribal Development Strategy for
the Bay Mills Indian Community
Olney, Rachel M.
Protecting Americans against the Threat of Chemical and Biological Terrorism: The Civil
Defense Options
O’Neill, John
Foundations of Freedom: Secular Motivations for Teaching about Religion in the Public
Classroom
Olson, Kelly
Stimulating an Interest in Government: An Examination of Methods Used in Teaching High
School Government Classes
Parish, Danielle L.
Trotsky: Would Russia Have Evolved Differently Had He Succeeded?
Pender, Brandon
Bringing Home the Bacon: Using Community Festivals to Increase Tourism Revenue
Peters, Adam
From Marxist Red to Islamic Green: The Changing Color of International Terror
Peterson, Chris
Clearing the Path to Professional Sports: A Plan to Allow Agent Representation for College
Athletes
Platt, Jayme
Revitalizing America’s National Pastime: Bringing Competitive Balance Back to Major
League Baseball
Ritter, Jason A.
Sobering the Waterways: A Proposal to Strengthen Michigan’s Alcohol Boating Laws
Robb, Melissa
Bringing Home the Oil: An Analysis of Trinidad and Tobago’s New Relationship with
ExxonMobil
Root, Tony J.
Saving the Forest for the Trees: Has Agenda 21 Been Effective in Combating Global
Deforestation?
Saari, Stephen
Saving the Seas of Sweet Water: Foundations for an Independent International Joint
Commission to Prevent Further Destruction of the Great Lakes
Patrick J. Schuh
Rural Power: A Program to End GOP Dominance in Rural Michigan
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Scoon, Timothy
Toward a Stronger Canada: A Parliamentary Platform for Better Health, Greater Wealth, and a
More Stable Foreign Policy
Selke, Karl Learning to Think Strategically: An Examination of a Strategic-Operational Wargame
Shagen, Paul
An Analysis of Off-Reservation Gaming in Michigan
Sharpe, Carrie Lynn
Participating in the Holocaust: Three Psychological Phenomena that Help Explain Why
Ordinary Men Followed Hitler
Sheber, Jacob J. III
Evolving Towards Perfection: A Reconciliation between Herbert Spencer’s Individualism
and Organicism
Short, Susan
Court Reorganization within the Michigan Judicial System: Friend or Foe?
Smelker. Adam
Learning or Playing? A Proposal for Funding Outdoor Education in the State of Michigan
Soffin, Jodie
Welfare to Work: An Assessment of the 1996 Welfare Reform Act
Spencer, Ed
Immigration: Confining the Population within the Carrying Capacity of the United States
Spens, Ross
Constitutional Reform in America: Should the United States Convert to a Parliamentary System
of Government?
Spreeman, Justin L.
In Harm’s Way: The Role of Noncombatants in Modern Just War Doctrine
Stephens, Amy
NAFTA: Challenging Sovereignty in Canada by Taking Legal Power from the Domestic Courts
and Putting It into the Hands of an Arbitral Panel
Stevenson, Darryle Ann
Implementing a Geographic Information System in Sault Ste. Marie, Michigan: Opportunities
and Obstacles for a Rural Community
Sweet, Jennifer S.
Everything I Need to Know I Learned in Michigan’s Public Schools: A Plan to Bring
Curriculum Reform into the Classroom
Taylor, Stephanie S.
Resolving Conflict in the Workplace: The Role of the Human Resources Professional
Theriault, Joel
Forest Management and Remote Tourism Losses in Northern Ontario: An Examination of
Liability
Tessier, George E., IV
Lighting the Seventh Fire: The Role of Tribal Identity in Preserving Anishinaabek Tribal
Sovereignty and Treaty Rights
Thomas, Cassandra M.
An Invasion of Privacy in the Name of Security: A Critical Assessment of the USA
PATRIOT Act
Towers, Stephen
Take Me Out of the Ball Game: A Proposal to Repeal Major League Baseball’s Exemption
from Antitrust Legislation
Tucker, Kathryn
Miranda Warnings: Has American Society Paid a Price?
Tucker, Jacquelynn
Empowering Women in Business: A Plan for Removing Barriers to Female Entrepreneurship
VanDyke, Amber-Suzanne “I Am Not a Crook” vs. “I Did Not Have Sexual Relations with that Woman”: A Comparative
Examination of Public Reactions to Two Presidential Scandals
Veeser, Chad
Same Story, New Chapter: Bill Clinton and the Ethics of Political Leadership
Vollick, James H.
The Light in the Closet: An Initiative to Incorporate an Anti-Discrimination Sexual Orientation
Clause into American’s University System
Vommaro, Vince
The Canadian Charter of Rights and Freedoms: Judicial Interpretation and the Effects on the
Canadian Legal System
Warren, Jolan K.
Johnny Came Marching Home: The Impact of the Vietnam War on American Popular Music
Weiss, Andrew T. J.
Command Responsibility and the War on Terrorism: The Potential Impact of the Yamashita
Precedent
Weiss, Susan Marion
Closing the Triangle: Providing Medical History to Adoptees
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Willobee, Steven L.
Protecting and Utilizing America’s Forest Heritage: A Proposal to Manage a Dwindling
Resource
Wilson, Joseph Frank
Ending the Drug War: A Proposal for Realistic Narcotics Control in the Twenty-First
Century
Wing, Katherine E.
Funding Michigan’s Public Libraries: An Alternative Approach
Woodruff, David C. Jr.
Dangerous Ground: President Clinton’s Refusal to Sign the Oslo Treaty Banning AntiPersonnel Landmines
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