The demise of the British Empire triggered a loosening of the traditional bonds between the founding nations of the Kingdom. This seminar will first examine such a process overall, before investigating the present dividing lines. This examination will start with the two Irelands: how what has become the present Republic of Ireland managed to severe all links with its neighbour, and how Northern Ireland became some entity of its own, whose displays of loyalism and unionism are first and foremost aimed at stabilizing a very un-British statu quo. Moving into Britain proper next, we shall investigate the present state of things for Scotland, whose wide-ranging devolution fails short of complete independence, then the bizarre hatred between the English and the Welsh. Last but not least, we will question the Great Divide between the tow Englands of the time.

After a first part which studies the British Isles from the angle of its geography, the second half of this seminar focuses on the politics of contemporary Britain. Two sessions are dedicated to a presentation of British political institutions (and the debates which they give rise to) and of British political parties and party systems. Questions such as the decline of the two-party system, the resilience of the monarchy or the debate over Lords reform are considered. The final three sessions examine the latest major political trends in the UK, such as the rise of Euroscepticism and the Scottish independence debate.

The current political regime of France, the Fifth Republic, was established by the 1958 Constitution. After two centuries of political and constitutional instability, the Fifth Republic is often presented by its numerous supporters as the expression of a political maturity and equilibrium between the principles of liberty and authority. Even if this judgement has to be balanced, it is undeniable that the political regime of today’s France, which is neither a "presidential regime" like the USA nor a classic "parliamentary regime" following the Westminster model, is a quite original and peculiar combination of presidentialism, democracy and rule of law. Its various components and its balance of powers will be presented and discussed in this course

The course explores poverty, livelihoods, and development through the application of a ‘gender lens’ an exploration of theoretical and practical analyses with an emphasis on intersectionality. We look at and beyond the donor-led approaches to see where there are opportunities for addressing gender equity challenges. Gender analysis frameworks are applied to case studies through interactive problem-based learning approaches in small groups throughout the seminar

This course provides an introduction to the study of global migrations and their consequences for society. It deals with the following topics: categories of migration; theories of migration; migration, ethnicity and identity; the state, politics and migration; the evolution and effectiveness of migration policies; new ethnic minorities and society; migration and development of origin societies, etc. The main textbook of this course is "The Age of Migration. International Population Movements in the Modern World" (de Haas, Castles, Miller, 6th edition).

Ongoing developments in the technological landscape have led to profound changes in the way the news industry, politicians and their constituents interact. In the digital age, the influence of the media on American politics has evolved significantly and today mainstream news organizations are facing new challenges in their attempt to cover political campaigns and policy issues. Meanwhile, the techniques used by politicians to win elections, maintain power and accomplish policy objectives are also shifting. With a specific focus on contemporary presidential elections up to and including 2016, this course looks at the nature of modern American political campaigns and takes into consideration the complex relationships between major actors such as politicians, journalists and voters. The switch from party-centered politics to candidate-centered politics, reforms in campaign finance, changes in media ownership and the decline of adversarial journalism will be among some of the issues covered.

The course offers an overview of structural and political changes in post-Soviet Central Asia and the Caucasus. It aims to analyse the five Central Asian countries – Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Turkmenistan and the three republics of the Caucasus - Azerbaijan, Armenia and Georgia.

Although the majority of the countries were the largest recipients of Soviet aid, 25 years on from independence the Caucasus and Central Asia offer mixed economic and political stories. Therefore, the first part of the course will address contemporary challenges of economic transition, nation-building and political structure of the countries.
Historically considered under the framework of the “Great Game” - the struggle for domination in Central Asia and the Caucasus between the Russian empire and others (British, Ottoman), the region has revived geopolitical interests again in the XXI century. Therefore, the second part of the course provides an analysis of the rationale of powers such as Russia, China, the USA and the EU with appropriate examples of foreign-policy approaches developed towards all eight countries located in the Caucasus and Central Asia.

It will also be stressed that both Central Asian and Caucasus countries have gained significant experience and are not mere subordinates of external powers. Furthemore, the course will also question region-building and regionalization attempts within Central Asia and the Caucasus by examining organizations such as the Shanghai Cooperation Organization, the Eurasian Economic Union, the Collective Security Treaty Organization and other political and economic initiatives (Great Silk Road, Connect Central Asia) developed by emerging powers.

To be in a position to write a successful introduction to an essay or to a report with adequate conceptualization of a thesis statement and plan and sufficient academic backing and academic referencing to respond to the requirements of writing techniques in France and in particular at Sciences Po Toulouse. This course is essential for all those who are not knowledgeable of the requirements of the style of writing in France and at Sciences Po in particular. The objective is to enable students to successfully complete the methodological writing requirements that will be needed for all other classes in written assignments. All material shall be provided in the form of photocopies and there is no extra reading except what will be provided. The course will start with theoretical background information to writing and will be followed by sample answers and examples to follow. Discussion in small groups will enable the students to have a hands-on approach.

The course objectives in the English-speaking University Diploma are to pass along language tools that will allow students to communicate as quickly as possible in an everyday environment.
The course is in French-language medium using basic grammar as well as role-play for communicative competency, both of which are used in a progressive manner.
Diverse audio and visual aids will be used.

This course tackles the issue of the rise of journalism understood as a distinct set of practices and interests. Journalism emerged in the late 19th century in various western countries (France, the US and more marginally UK will be used as examples in the run of the course). But to understand this historical turning-point it is necessary to take a step back and to present the rise of a culture of printing and reading in western societies starting in the 15th century. Parallel to that major cultural shift a rise of a culture of news emerged and little by little "the world came to know about itself" (Pettegree, 2014). The (short) presentation of this long history will constitute the first part. Thus news production and news consumption did not for a long time mean "journalism" (even if the word existed). The second part of the course will focus on the changes that occurred in the 19th century on both sides of the Atlantic that gave birth to what we know as "journalism": the monopoly of a group of professional actors over the production of information. As a conclusion we will raise the open question of the future of that monopoly that dominated the 20th century.

What do people refer to when they talk about "Ireland"? Do they mean "the Republic of Ireland" or the island as a whole, including Northern Ireland as if there were no border?
In fact, over the years, the Irish Border has become softer, all the more so that today its physical manifestation is difficult to discern. However, now that the UK is leaving the EU, its only main land border with another EU member-state is shared with the Republic of Ireland. After two decades of an open border, and cross-border peacebuilding, Brexit could destabilise the Irish peace-process and the Irish economy. If the deal still has to be delineated by Brexit negotiators, the Irish Border is now back in the limelight.

Starting from these recent political developments, this course is designed to question the notion of Border(s) and use it as a stepping- stone to better understand contemporary Ireland, assuming that even though it is an island, Ireland has always been open to the world. Until 1920, its political centre was in London, i.e. beyond the Irish sea; the partition of the island into two separate countries has shaped Irish politics North and South alike; the Irish diaspora has enabled the country to maintain economic and political ties with the US on the other side of the Atlantic Ocean; Ireland's entry into the EEC and its commitment to European integration has played an important role in the modernization of Irish politics, economy and society; more recently, for the first time in its history, Ireland became a country of inward migration, welcoming people from abroad attracted by the job prospects offered by the rapid economic growth of the Celtic Tiger

The objective of this course is therefore to introduce students to contemporary Ireland and to deepen their understanding of Irish politics and society, both North and South of the Border, in order to equip them with a better understanding of the implications of a possible hardening of the Border in the context of Brexit.

The course is organised as follows:

Class 1: General introduction
This part is going to broach the main political events that marked Irish history since 1801, how the Irish people managed to progressively assert their sovereignty and how the Irish state developed; what Ireland and the Irish people look like today.

Class 2, 3, 4: Northern Ireland.
This part focuses on the development of political violence in Northern Ireland and how the Good Friday Agreement ratified in 1998, the devolution process and European integration deeply transformed and normalised Northern Irish politics. Emphasis will also be laid on the current political institutions and most recent developments in Northern Irish politics.

Class 5, 6, 7: Ireland and European integration
This part aims to illustrate the complex relationship between Irish sovereignty and European integration. It focuses on the implications of entry into the EEC; how European integration greatly contributed to the Irish economic boom and social modernization; how the Irish people perceived European integration; what role the Single Market played in improving the relationship between the North and the South and what the implications of a hard Brexit could be.

Class 8, 9, 10: Immigration to Ireland
Over the past 25 years, the Irish population has reversed its downward trend, thanks to migration from the EU or from other countries. Be they workers or asylum-seekers, the arrival of migrants has had a deep impact on Irish society as a whole, forcing the development of an Irish migration policy and challenging the notion of Irish identity.

Western Europe, far before the start of the European Integration process, has been the motherland of the progressive construction of the modern State as a mode of political organization of societies. Especially inventive, Europe invented both representative government with parliamentary regime (often called the “Westminster Model”) and modern, rational-legal public administration. As a matter of fact, the birth and growth of such a politico-administrative State have followed different paths in the various countries of Europe, ending with the development of various “trajectories of stateness”. This course is a (modest) attempt to familiarize the students with the common features and the diversity of politico-administrative structuration of Western European States – taking the EU as a space for comparison.

In order to understand properly the structure of today’s world economy, it is necessary to see it as the outcome of a long-term evolution – whose implications for the present are far from neutral. This course presents a number of fundamental topics in international economics from an historical perspective. Particular emphasis is given to 19th and 20th century economic history, but the approach is thematic rather than chronological. Covered subjects include: market integration and trade policy; factor movements and international business; international banking and finance; growth and business cycles; and international political economy. The aim is to provide participants with a number of useful interpretative tools, allowing them to analyse the economic foundations of international relations nowadays.

This course is an introduction to a major current sub-topic of Human Resource Management in the public sector, namely the management of rewards, aiming at attracting and retaining talents. Our perspective is the one of Political Science, sensitive to all the political dimensions, the various institutional, social, historical, cultural, demographic constraints which interfere in the instauration and evolution of a system of rewards for public servants in a given national context. Our goal is, by the end of the course, that students become familiar with the main explicit and underlying issues at stake when a HR policy of rewarding public servants is discussed, adopted and implemented.
The course comprises 5 chapters:
1. “Managing rewards”, what are we talking about?
2. The management of/by rewards in the private sector, a “model” for the Civil Service?
3. The actual management of/by rewards in nowadays Civil Service: a diversity of practices & marginal use of PRP so far
4. Performance-Related-Pay: limits, faults and deadlocks
5. Can we imagine a system of motivation & reward-for-performance of civil servants which would be compatible with the Public Service values & ethics?

Contemporary ecological problems and crises are predominantly a result of ineffective governance. This course provides a theoretical and practical understanding of the complexities and approaches of how individuals, institutions and governments manage environmental challenges from a global perspective. The course will begin by exploring the conceptual frameworks that underpin natural resource governance, and from there detail the rules, mechanisms, processes and institutions through which important decisions are made and implemented. Natural resource governance is seen to be driven by three distinct policy strategies: public regulation, market-based incentives, and community-based resource management, all of which will be explored in the class looking closely at water and climate change governance and considering how these approaches apply or do not apply to other natural resources. Challenges and opportunities pertaining to the global south will be emphasized.

This class is designed and intended to aid students who are not familiar with the methodology of writing in France and in particular at Sciences Po. Structure and writing skills are the key to successful completion of a course of study in France and students will be guided in the elaboration and development of how to formulate and put forward a thesis statement correctly with a plan. The importance of building a strong foundation in the conceptualization and operationalisation of research, with the need to take into account of how to design a project that is to be presented either orally or in written format will be dealt with in a hands-on approach through activities in small groups of students. We shall focus on the predominant emphasis that should be provided in the opening sentence of the introduction, the significance of the definition of the terms to define the framework and scope of the piece that is being written as well as need to back up arguments with critical academic research references.

The course objectives in the English-speaking University Diploma are to pass along language tools that will allow students to communicate as quickly as possible in an everyday environment.
The course is in French-language medium using basic grammar as well as role-play for communicative competency, both of which are used in a progressive manner.
Diverse audio and visual aids will be used.