Suchergebnisse

AbstractThe idea of state of exception and sovereignty presented by Italian political philosopher Giorgio Agamben in the aftermath of post September 11 context generated a new discourse in the realms of public law and political philosophy on how law and its protection becomes invalid under state of exception as Agamben showed how suspension of constitutional liberties within so called state of exception legally erases any status of an individual regardless international legal or constitutional norms. However, this article seeks to examine how Agamben had excluded the nature of state of emergency doctrine in colonial societies under European colonialism, where emergency regulations were frequently adopted by colonial masters in subordinating the colonized and at the same time this article will focus on the racial element appeared behind enacting state of emergency in both colonial era and modern states. The objective of this article lies in underpinning much important, yet neglected two factors in whole state of emergency scenario. The results emerging from this article will demonstrate how Eurocentric academic thinking has abandoned some real pertinent issues in constructing the notion on state of emergency.

AbstractThe idea of state of exception and sovereignty presented by Italian political philosopher Giorgio Agamben in the aftermath of post September 11 context generated a new discourse in the realms of public law and political philosophy on how law and its protection becomes invalid under state of exception as Agamben showed how suspension of constitutional liberties within so called state of exception legally erases any status of an individual regardless international legal or constitutional norms. However, this article seeks to examine how Agamben had excluded the nature of state of emergency doctrine in colonial societies under European colonialism, where emergency regulations were frequently adopted by colonial masters in subordinating the colonized and at the same time this article will focus on the racial element appeared behind enacting state of emergency in both colonial era and modern states. The objective of this article lies in underpinning much important, yet neglected two factors in whole state of emergency scenario. The results emerging from this article will demonstrate how Eurocentric academic thinking has abandoned some real pertinent issues in constructing the notion on state of emergency.

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy. ; The use of airplanes and rigid airships during the First World War forever transformed the way the nations around the world would wage war. By the time the Americans joined the fray, air power had become an integral element of modern warfare. During the interwar period, United States Army war planning staffs understood the essentiality of air power in any future war and intentionally integrated it into the colour-coded war plans created and maintained between 1920 and 1939. This thesis examines the extent United States Army air power was included in the eight colour-coded war plans created or revised between 1920 and 1939. It demonstrates that the intentional inclusion of air power within the plans was due to the planners' understanding of air power ideology, the inclusion of aviation units and types within the organization of the combatant commanders, the basis for the plans – the international tension which might warrant the use of military force, and the plan creation process within which airmen were included at many if not all levels. War planners at all levels of the United States Army were exposed to air power doctrine, whether through experience or courses taken at the various professional development schools. This understanding influenced policies and the structure of the United States Army, both being reflected within the plans of the interwar years. Moreover, the planning process, which throughout the period included airmen, ensured air power's inclusion. Finally, the nature of the proposed conflict demanded planners consider both the enemy's and their own air power capabilities.

Trust arises from confidence in a person or confidence in the practices of an institution. Theorists argue that institutional trust depends, to varying extents on intrapersonal trust, which is trust between people who know each other. Science rests its claim to expert knowledge on the practices of knowledge production engaged in by its institutions. Most people cannot check these practices themselves and effectively must trust the experts who explain and vouch for those practices of science, and thus, there is an element of intrapersonal trust needed if the laity is to have trust in science. Much of the sociology of science is concerned with democratic exchanges between scientists and other citizens, in which scientists are expected to show a commitment to open-mindedness and transparency, yet this may leave scientists and their knowledge vulnerable to contestation in terms that may undermine trust in their science. In this article, I draw on data generated in a study of Australian scientists to describe the ways in which trust was important in the work of these scientists and consider the consequences for a scientist who is prepared to admit to uncertainty. Drawing upon these data and from media accounts of the COVID-19 vaccination debate in Australia, I argue that science education for contemporary society must equip scientists and the laity for relationships that are more than narrowly cognitive. I argue for an education that makes explicit the ways in which the community of science interacts to produce and verify knowledge, and that equips students to recognise uncertainty and dissent as central to science and value expert knowledge. I suggest approaches that may achieve this goal.

Abstract
This article analyzes the degree of convergence between the United States and the European Union regarding the structural role of administrative agencies. As will be argued, the United States and European Union have arrived at the same broad conclusion about a "nondelegation doctrine": delegations to administrative agencies should be permitted so long as some limiting principle governs the exercise of that power and allows for sufficient judicial review. However, the Supreme Court has taken a more permissive approach than the Court of Justice in defining the limiting principle. The United States has loosened the reins for the sake of modern administration while the European Union has maintained a firmer grip to keep better control over the Europeanization project. Stated another way, the nondelegation doctrine is simply a reflection of the systems' relative levels of integration. Thus, the nondelegation doctrine will be stretched in Europe as functional regulatory demands arise from wider and deeper integration. At the same time, the focus will be redirected from substantive limits to procedural controls; accordingly, this Note advocates for a European Administrative Procedure Act.

Con el objetivo de procurar, en clases universitarias de Estadística, las condiciones para inmiscuir el pensamiento estadístico en un pensar crítico, en la etapa de anticipación de una coreografía didáctica externa, se aplicó el análisis crítico del discurso a una muestra teórica de 99 relatos de periodistas y referentes políticos argentinos. Se obtuvieron evidencias del uso de las ideas estocásticas fundamentales, de la intención subyacente a este uso y su relación con los argumentos expuestos para sustentar las afirmaciones. Con este resultado, se desarrolló una secuencia didáctica integrada a la coreografía para un curso de Bioestadística. Se discuten los alcances de la misma, mostrando que conformó un sólido andamiaje para lograr la comprensión de estas ideas estocásticas por parte de la mayoría de los estudiantes y de su relevancia para discernir entre la información fidedigna de la que no lo es. ; With the aim of procuring, in statistics university classes, the conditions to interfere with statistical thinking in critical thinking, in the anticipation stage of an external didactic choreography, critical discourse analysis was applied to a theoretical sample of 99 stories of Argentine journalists and political referents. Evidence was obtained of the use of fundamental stochastic ideas, of the intention underlying this use and its relationship with the arguments presented to support the claims. With this result, a didactic sequence integrated into the choreography was developed for a Biostatistics course. The scope of it is discussed, showing that it formed a solid scaffolding to achieve the understanding of these stochastic ideas by the majority of the students and their relevance to distinguish between the reliable information from what is not.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results. © 2018 Eurasian Society of Educational Research. All Rights Reserved.

This paper capitalizes on EU-LISTCO's analytical framework to assess the preparedness of the European Union and Member States in addressing situations of limited statehood and contested orders in Mali. The first part of the working paper contextualizes the risks and challenges in Mali prior to the military coup which occurred in 2012. It identifies the fall of President Amadou Toumani Touré as the tipping point which led to the dramatic deterioration of the situation in Northern Mali. This part also unravels the components of resilience in Mali according to the typology suggested by Thomas Risse and Tanja Börzel (social trust, legitimacy of governance actors and institutional design). The second part focuses on the policies undertaken by the EU and three Member States (France, Germany, Italy). It shows that France, and to a lesser extent Germany, demonstrated a genuine capacity and willingness to engage in the crisis resolution process and foster resilience, even though some divergences have appeared. Other Member States, such as Italy, however, proved to be far less enthusiastic until the 2014 migration crisis which involved their national territory. The third part of the working paper identifies the persistent deficit of policy coordination and the existence of local rent-seeking mechanisms as spoiling factors which affect the efforts shown by EU and selected Member States to foster resilience in Mali.

What is the relationship between popular culture and the reliance on risk management as a framework for governance in the emerging security dispositif? Furthermore, how is one to understand the influence of culture and cultural forces in relation to the emerging biometric state and the alleged security imperatives therein? This article contends that the emerging security dispositif, and the associated imaginations and cultural performances that sustain and shape it, are vital to the production of what is referred to here as the `biometric state'. Motivated by an obsession with technologies of risk and practices of risk management, the biometric state is defined by the prevalence of virtual borders and reliance on biometric identifiers such as passports, trusted-traveller programmes and national ID cards, as well as the forms of social sorting that accompany these manoeuvres. Raising the marriage of convenience that connects two related dispositifs of security — geopolitics and biopolitics — the article considers the relationship between their referent objects: the state and everyday life, respectively. More specifically, popular culture integral to sustaining the emerging security dispositif forms the core of the analysis, as the article asserts the constitutive possibilities of popular culture.

This article reports on a study conducted on South African Deaf learners' attitudes towards inclusive education. Respondents were a non-probability (convenience) sample of seven learners aged between 17 and 25 years. A questionnaire containing ten open-ended questions was designed and administered to assess learners' attitudes towards inclusive education. The questionnaire took participants between 30 and 60 minutes to complete in a group-based context. The help of a sign language interpreter was undertaken. The data collected were analysed using thematic analysis. The results reveal that six of the respondents were in favour of being granted the opportunity to express their innermost feelings rather than be told by teachers what their attitudes should be.

The concept of integrating restorative justice into schools is an idea that is gaining in popularity and implementation attempts. Many institutions are turning to this approach when their traditional discipline policies are seen as failing, or in response to external legislative pressure. However not all programs with the words "restorative justice" in them are created equal, and not all such programs can be said to result in "restorativeness." In this dissertation, two sequential phases of attempted implementation of restorative justice elements were examined, in three alternative education high-schools. Both theoretical and practical outcomes were assessed. The first effort mainly consisted of an in-school-suspension classroom and a staff-student mediation process, as well as a new school posture and training. The second effort consisted of minor modifications to the staff-student mediation process, and attempted skills and ethos training in basic restorative practices, including affective statements, restorative questions, and circles. Four years of data on suspensions and suspensions incidents were collected and analyzed, as well as three years' worth of staff and student surveys, and a sample from two consecutive years of discipline referral forms used in a staff-student mediation process. The data was then analyzed using a combination of ARIMA modeling for time series data, ANOVA, and T-Tests. The findings provide some mixed support for both phases of intervention but more strongly for the second phase, including an observed reduction in suspensions and suspension incidents—but not a hoped for improvement in teacher-student relationships. Further, a process change in the language of the main discipline referral form used in the staff-student mediation process provides some insight into the power of language to impact engagement in the process. Specifically, the form was changed to include a set of restorative questions instead of the previous set of questions, which coincided with greater engagement on the part of staff and students. These and several more nuanced results are discussed in relation to the theoretical ideals of restorative justice or restorative practices in a school setting, and where the efforts went well or could have been improved. Future directions for research and implementation efforts are highlighted.

The purpose of the work is to analyze the State as the object of the political sciences to understand the theoretical-- epistemological complexity involved in its conceptualization from utilitarian, functionalist, neo-institutional to the (re) discovery of the Weberian view of the phenomenon. The bibliographic review, analytically, concluded that the conceptions of the State as an autonomous actor of exclusive legal-institutional conception and instrument for the role of processor of exogenous claims, and /or as the exclusive object of the theory and philosophy, has been overwhelmed by the explanatory urgencies that the social, political and legal sciences today have the product of dynamic realities, positioning the State in a promoting action, in compensation with the unrealizable meta-narratives of the economic, social, autonomous development.

ContextRecent legislation in states across the United States has required governmental health agencies to take on new and different roles in relation to abortion. While there has been media attention to health department roles in regulating abortion providers, there has been no systematic investigation of the range of activities in which state and local health departments are engaged.ObjectiveTo systematically investigate health department activities related to abortion.MethodsWe searched state health department Web sites of the 50 states and District of Columbia using key words such as "abortion" and "pregnancy termination". Two trained coders categorized 6093 documents using the 10 Essential Public Health Services (EPHS) framework. We then applied these methods to 671 local health department documents.SettingState and local health department Web sites.ParticipantsN/A.ResultsOn average, states engaged in 5.1 of 10 Essential Services related to abortion. Most (76%-98%) state health departments engaged in activities to Monitor Health Status (EPHS1), Enforce Laws (EPHS6), and Evaluate Effectiveness, Accessibility, and Quality (EPHS9). Many (47%-69%) engaged in activities to Inform and Educate (EPHS3), Develop Policies (EPHS5), and Link to Services (EPHS7). A minority (4%-29%) engaged in activities to Diagnose and Investigate Health Problems (EPHS2), Mobilize Community Partnerships (EPHS4), and Assure Competent Workforce (EPHS8). No state engaged in Innovative Research (EPHS10). Few local health departments engaged in abortion-related activities.ConclusionsWhile most state health departments engage in abortion-related activities, they appear to reflect what the law requires rather than the range of core public health activities. Additional research is needed to assess whether these services meet quality standards for public health services and determine how best to support governmental health agencies in their growing tasks. These findings raise important questions about the role of public health agencies and professionals in defining how health departments should be engaging with abortion.

Nonformal education methodology is promoted by the European Union as a priority. Western Balkan countries are supported in using this methodology via access Community funds (Erasmus +, previously Youth in Action). Nonformal education (proven as the most effective education method for youth) is expected to have the same impact if used in Public Health. We aimed to explore how nonformal education methodology contributes to health promotion through elaborating the example of transitional Albania. An Exploratory Sequential Mixed Methods design was used. We organized two focus groups: one with students of medical sciences and another with none medical students. We randomly selected eight participants per focus group from the Beyond Barriers association database (Contact point for Erasmus+ Programme in Albania). We used conventional content analysis to analyze qualitative data. Exploratory group interviews were conducted previously, using a questionnaire, which was piloted prior to administration. Of a population of 581 youth who participated in nonformal education activities during 2007-2013, 113 youths were interviewed. Ninety percent of interviewees declared that nonformal education activities have influenced improvement of their skills/competences or helped to acquire new ones; 53% declared that they reflected a change into personal behavior/actions/attitudes. Trainees learned through practice. They intended to retain the healthy behavior even when the activity was finished. Nonformal education activities offered equal opportunities to all youth despite their gender or field of study. Nonformal education methodology is recommended to be used in health promotion campaigns targeting young people as a very effective tool.