This article proposes a new cross-national thesis for judicial decision making. The judicial politicization theory posits that judges on highly politicized high courts will be more likely to decide cases using ideological and attitudinal factors than judges at less politicized courts. The theory holds that informal norms regarding judicial appointment by the executive are more important than the formal selection mechanism in determining whether a judiciary is highly or less politicized. The results show significant attitudinal judicial voting at each high court and strong support for the contention that judges on highly politicized courts are more likely to decide cases ideologically.

This article proposes a new role-playing exercise for public law courses: a mocktrial simulation using the European inquisitorial system of trial procedure. By exposing students to an alternative method of conducting a trial, numerous pedagogical benefits can be obtained, including stimulating critical thinking regarding the potential inefficiencies in the American trial system. The article provides an overview of the inquisitorial trial system, and also sets out the procedures for conducting the simulation and conducting assessment.

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pas indûment aux détails de la vie politique française à même d'égarer un public non aguerri. Pour la même raison, l'ouvrage en est définitivement un d'introduction; qui veut en savoir davantage devra consulter des livres plus touffus, comme L'égalité introuvable, La parité, les féministes et la République~Éléonore Lépinard, Presses de sciences po, 2007! ou encore Parité! L'universel et la différence des sexes~Joan W. Scott, Albin Michel, 2005!. Ce souci d'initier au sujet est confirmé par des annexes reproduisant les divers textes des lois dites sur la parité.Bref, l'ouvrage de Réjane Sénac-Slawinski est prescrit à quiconque vent pouvoir parler en connaissance de cause de la question de la parité femmes-hommes en politique, sans avoir pour cela à investir beaucoup de temps à en saisir les pourtours.

A great deal of debate exists regarding the pedagogical utility of using a standard textbook in the introductory American government course. We used a quasi-experimental research design to test empirically the assertion that teaching American politics without using a textbook will foster superior learning by students and greater satisfaction with the course. Two sections of the course were taught using a standard textbook, and two sections were taught using a series of short, critical books on American politics. Student performance was evaluated through the use o f a pretest and posttest, midterm and final examinations, and a questionnaire. Contrary to our expectations, we found evidence that shrdents learn more and perform better on exams when a standard textbook is used Based on theseJndings, we suggest that instructors carefilly consider the decision to forego using a textbook in the introductory Americangovernment course.