U.S. Naval War College faculty members publish their learned opinions on diverse topics and time periods in various media outlets including academic journals, online publications, scholarly texts, and popular editions.
When instructors are first tasked with teaching the research methods course for their department, a common reaction is frustration and panic. Although all political scientists are trained in research methods, few besides methodologists view it as their primary or strongest area of expertise, and they are aware that the course rarely returns high teaching evaluations (Fletcher and Painter-Main 2014).
In terms of gamification within political science, some fields-particularly international relations and American politics--have received more attention than others. One of the most underserved parts of the discipline is research methods; a course that, coincidentally, is frequently cited as one that instructors hate to teach and students hate to take.
Despite the existence of a large literature on the use and effectiveness of simulations as part of the active learning pedagogical toolbox, simulations have yet to achieve wide adoption rates among college instructors. One of the principal constraints is time: traditionally, most simulations require extensive time for the faculty to design, prepare, and use in the classroom setting.
This article argues that the Kyoto Protocol on climate change is a fundamentally flawed agreement that set back solutions on climate change by two decades. Using a systematic framework focused on compliance, efficiency, and effectiveness, I analyze the Kyoto Protocol and argue it is a clear case of institutional failure, with the design itself bearing substantial blame for this outcome.