Lesson Report:
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### **Lesson Report: Institutions, Bureaucracies, and Separation of Powers**
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#### **Title**: Introduction to Institutions, Bureaucracies, and the Separation of Powers
**Synopsis**:
This class introduced students to the concepts of political institutions and bureaucracies, marking a transition from theoretical political science concepts to practical applications in government structures. The session explored how institutions organize power and fulfill specific functions, and how bureaucracies serve as the internal systems within those institutions. Additionally, a thorough examination of the separation of powers between the executive, legislative, and judicial branches was conducted. The class concluded with an exploration of democratic challenges, such as inefficiencies and potential power imbalances, followed by the start of a group-based simulation activity focused on decision-making and policy approval within a fictional country, Laghmanistan.
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#### **Attendance**
– **Absent Students:**
– Aidae
– Everyone else present
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#### **Topics Covered**
1. **Review of Exam Logistics**
– Announcement that the upcoming class (Tuesday) is dedicated to reviewing short-answer and essay sections for the upcoming exam.
– Confirmation that the midterm exam will begin one week from the Tuesday following this review.
2. **Introduction to Institutions**
– Definition of an institution as a system fulfilling specific purposes, often politically or socially organized.
– Examples covered: AUCA as an institution, families as institutions, and the institution of marriage.
– **Key Example**: AUCA’s institution broken down: admissions department, registrar bureaucracy, etc.
3. **Introduction to Bureaucracies**
– Definition and understanding of bureaucracies as internal systems or subsets of larger institutions that organize people and processes to carry out specific tasks.
– Students discussed how bureaucracies involve paperwork, rules, and hierarchies – emphasizing efficiency in managing complex organizational structures.
– **Key Examples:** AUCA’s bureaucratic systems such as admissions and the registrar. Outside example of property-buying bureaucracy related to legal and property procedures in Kyrgyzstan.
4. **Transition from Power Distribution to Separation of Powers**
– Recap of previous class discussions focusing on power and how it is distributed differently between kinds of regimes (democracy, totalitarian).
– Explanation of the separation of powers between the **executive**, **legislative**, and **judicial** branches in modern governance systems.
– Detailed analysis of each branch:
– **Executive**: enforces laws and acts as figurehead (e.g. President, Prime Minister).
– **Legislative**: creates laws and represents people (e.g. Parliament, Congress).
– **Judicial**: interprets laws, and ensures constitutionality.
5. **Mechanics of Checks and Balances**
– Context about Montesquieu’s philosophical contributions.
– The philosophy behind checks and balances: promoting competition between branches to prevent consolidation of power and ensure stable governance.
– Specific tools of checks and balances discussed, including:
– **Executive Veto Power** over legislative actions.
– **Legislative Impeachment Powers**.
– **Judicial Review**: Ensuring constitutionality of laws and actions.
6. **Monarchy and Feudalism as Historical Context for Modern Democracies**
– Overview of how monarchies evolved into modern systems through feudal practices and the institutionalization of legislature (e.g., British Magna Carta).
7. **Challenges with Separation of Powers**
– **Inefficiency and Deadlocks**: Inhibited ability of democratic systems (especially in the U.S.) to pass legislation due to intense dispute and procedural complexity.
– **Democratic Backsliding**: How political actors can exploit or erode the checks and balances system (e.g., Russia’s Duma).
– Modern Challenges: Discussion on the U.S. Patriot Act and Edward Snowden’s revelations as examples where executive overreach has challenged civil liberties.
8. **Introduction to Class Simulation: Laghmanistan Refugee Crisis Simulation**
– **Overview**: Students divided into separate interest groups (economic liberals, social democrats, nationalists, green party) tasked with debating a governmental humanitarian aid proposal focused on a neighboring country’s refugee crisis.
– **Initial Group Work Assignments**: Parties began outlining their positions concerning the aid package, to be finished during the next class.
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#### **Actionable Items**
1. **Upcoming Class (Tuesday)**:
– Midterm exam review session (Short Answer and Essay sections).
– Students are assigned a short reading that must be completed before attending class.
2. **Classroom Shift**:
– The class may move to a different room next week due to projector issues. Await confirmation.
3. **Simulation Activity (Urgent)**:
– The Laghmanistan simulation activity must be concluded next session. Students should remember their assigned groups and roles (President, Vice President, Minister of Economy, etc.).
Homework Instructions:
NO HOMEWORK
No homework was assigned in the transcript. The professor mentioned an upcoming reading for the next class but did not specify any details or steps requiring student submission. The focus of the lesson was primarily on discussion and in-class activities, and no explicit homework tasks were given.