The Farrakhan Phenomenon: Race, Reaction, and the Paranoid Style in American Politics. By Robert Singh. Washington, DC: Georgetown University Press, 1997. 352p. $60.00 cloth, $17.95 paper.

1998 ◽  
Vol 92 (2) ◽  
pp. 470-471
Author(s):  
Richard A. Keiser
Keyword(s):  
American Politics ◽  
Washington Dc ◽  
Georgetown University ◽  
Paranoid Style

Fenced Off: The Suburbanization of American Politics. By Juliet F. Gainsborough. Washington, DC: Georgetown University Press, 2001. 191p. $70.00 cloth, $24.95 paper.

2002 ◽  
Vol 96 (4) ◽  
pp. 823-824
Author(s):  
Gerry Riposa
Keyword(s):  
Decision Making ◽  
Political Behavior ◽  
Urban Politics ◽  
American Politics ◽  
Policy Preferences ◽  
Washington Dc ◽  
Georgetown University ◽  
Voter Choice

By the 1970s—and, some might argue, a decade earlier—America had shed its urban persona and had metamorphosed into a suburban nation. Yet in comparison with research done on cities and urban politics, little work had focused on this transition and ensuing suburban politics. Juliet Gainsborough's work seeks to reduce this deficiency by examining the suburban movement, its motivations, and their linkage to political behavior. Thankfully moving beyond previous discussions of mortgages and work commutes, the author narrows the focus of this short monograph to how living in the suburbs affects voter choice and policy preferences by altering the decision-making calculus (p. 8).

Lobbying Together: Interest Group Coalitions in Legislative Politics. By Kevin W. Hula. Washington, DC: Georgetown University Press, 2000. 208p. $55.00 cloth, $23.95 paper.

2001 ◽  
Vol 95 (2) ◽  
pp. 475-475 ◽  
Author(s):  
Scott Ainsworth
Keyword(s):  
Interest Groups ◽  
Interest Group ◽  
American Politics ◽  
Institutional Structure ◽  
Legislative Politics ◽  
Washington Dc ◽  
Iron Triangle ◽  
Institutional Structures ◽  
Georgetown University

Many political scientists like institutions, in particular exog- enous institutions, which guide and constrain actions and allow scholars to concentrate more narrowly on behaviors within well-defined settings. For the interest groups subfield, institutions tend to be more mercurial than those in other areas of American politics. For instance, fundamental aspects of Congress may be institutionalized, but groups and lobby- ists come and go. The environment of interests is ever changing. Characterizing the interactions between legislators and lobbyists is made more difficult because of the lack of clear institutional structures that guide or constrain behav- iors. The iron triangle concept was powerful and meaningful because it provided at the least a loose framework for the analysis of legislator-lobbyist interactions. Kevin Hula's new book follows the reasoning of Hugh Heclo and William Browne, who argue that the iron triangle concept is outdated and inappropriate. That convenient metaphor suggested an informal institutional structure that is simply no longer appropriate. Without the iron triangle, what can fill the void?

GEORGETOWN UNIVERSITY ROUND TABLE ON LANGUAGES AND LINGUISTICS 1994: EDUCATIONAL LINGUISTICS, CROSSCULTURAL COMMUNICATION, AND GLOBAL INTERDEPENDENCE.James E. Alatis (Ed.). Washington, DC: Georgetown University Press, 1994. Pp. 402. $35.00 paper.

1997 ◽  
Vol 19 (1) ◽  
pp. 117-118
Author(s):  
Joan Kelly Hall
Keyword(s):  
Language Teaching ◽  
Computer Mediated Communication ◽  
Round Table ◽  
Language Teachers ◽  
Washington Dc ◽  
Mediated Communication ◽  
Educational Linguistics ◽  
Language Classroom ◽  
Georgetown University ◽  
Crosscultural Communication

This collection of 28 papers was first presented at the 1994 GURT. The theme of the conference was educational linguistics, crosscultural communication, and global interdependence. The vastness of the theme is reflected in the diversity of the chapter topics. Twelve of 28 deal with curricular issues. Of these, those by Kachru, Nyikos, D. Freeman, van Lier, Loew, and Richards discuss issues and concerns broadly related to the preparation of language teachers. D. Freeman's chapter is worthy of note because it offers an interesting discussion on the various strands of scholarship, which he suggests comprise the knowledge base of language teaching. Six of the 12 chapters center on curricular issues for the language classroom. Matters relating to the teaching of culture are dealt with by Oxford and Bamgbose. Brown discusses “responsive language teaching.” Citkina reports on innovative foreign language methods recently introduced in the Ukraine. A good discussion on computer-mediated communication and its usefulness to the language classroom is offered by Stauffer. Pica provides an excellent overview of the research on task-related learning and an equally useful discussion of its pedagogical implications.

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