Search results

Assistant director-general of the British Broadcasting Corporation on the importance of retaining the broadcasters' independence; based on conference paper. Independence "primarily and fundamentally from government--but also from pressure groups of any kind, including the advertising industry."

The BBC's Assistant Director-General on the coming conflict between the broadcasters and those who wish to manipulate society: 'Over the next two years we can expect sustained and mounting pressure and criticism of what we do as broadcasters and how we do it'

United States. Tests the hypothesis that the performance and, in particular, the rate of saving in the postwar U.S. economy has been influenced by the changes in the public perception of the threat of a catastrophic nuclear war.

There is much talk lately about the rising level of defense interest in Japan. So far as I know, there is no country in the world over the size of 200,000 that does not have something in the nature of an armed force. At the extreme we have the two superpowers, the Soviet Union and the United States, and perhaps China. The range is from wide-scale, virtually all-spectrum military capacity to extremely limited capacity. Japan lies very much at the lower end of the scale: very limited in terms of possible missions, in terms of its own security doctrine, in terms of what domestic public opinion would permit, and in terms of Japan's perception of its position in the world.

by Valentine Chirol ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- H.un.app. 16 k-1/26

PurposeThe purpose of this paper is to examine multiple dimensions of reflexive and reciprocal mentorship as they work through the fear of teaching challenging and politically charged ideas.Design/methodology/approachThis piece is a case study of the complex instances of reciprocal mentorship within a teacher education program. Objects of analysis included the informal educational experiences from the bi-monthly meetings and student-teaching experiences. Semi-structured interviews, field notes, interpersonal discussion and the authors' own reflections were used as data sources.FindingsThe authors found that having difficult conversations in informal spaces provided social studies teacher candidates with the opportunity to get more comfortable with challenging conversations; that mentorship is helpful when shifting context between formal and informal spaces; and that once these teachers grew more comfortable, they moved from mentee to mentor with support and guidance from their own mentors. The authors conclude by providing several implications for pre-service teachers, teacher and teacher educators, as they help social studies practitioners work with and beyond the politics of fear.Research limitations/implicationsLimitations such as subjectivity, generalizability and implementation exist. Factors such as personality, program, cultural background, lived experience and other elements played a role in the findings. Therefore, the authors do not suggest these are monolithic claims about the nature of mentorship, teacher education or teaching, but rather the authors wish to share these findings and recommendations.Practical implicationsThe authors argue that three major findings emerged from the data. First, informal spaces are valuable for initiating difficult conversations among mentors and mentees. Second, shifting between formal and informal spaces can be uncomfortable, but allow for mentoring opportunities during these challenging instances of becoming. Third, moving from mentee to mentor includes valuable reciprocal mentorship within a learning community.Originality/valueThis research project is grounded in the needs of the participants and researchers. To the authors' knowledge, a project of this type with similar participants has not been done.

What sort of activity should Politics academics aim to inculcate in their students? Only truth-seeking, logical thinking, and the ability to scrutinize evidence for themselves? Or also the will and ability to perform supposedly beneficial extra-academic functions, including political activism in the cause of "social justice"? This dilemma, it appears, is presently opening a schism between "Truth Uni" and "Social Justice Uni" (see Lukianoff and Haidt, 2018: 253–62). Here I am proposing that this ongoing general debate about the true nature and purpose of the university can be partially disentangled with the aid of Michael Oakeshott's essay, "The study of 'politics' in a university", first published in Rationalism in Politics in 1962. That essay remains relevant, instructive, and extremely challenging, and is especially valuable because of its focus on what happens in Politics departments, where it is perhaps more obvious than in any other of the university's departments how the two implicit teloi, (1) discovering truth, and (2) realizing "social justice", tend to frustrate and obstruct each other. I close with some reflections on how university teachers of Politics can defend themselves against Oakeshott's challenge, so long as they can resist the temptations of modern sophistry.