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Description based on: 5th ed. (Oct. 1952). ; Mode of access: Internet.

The purpose of this article is to analyze the application of the State secret privilege in litigations concerning cases of extraordinary renditions in Italy and the United States (US). The article addresses the decision of the Italian Constitutional Court in the Abu Omar case and compares it with the case law of US federal courts in the El-Masri case. It is argued, with several caveats, that a common pattern emerges in both Italy and the US, whenever a case of extraordinary rendition is either investigated in a criminal proceeding or claimed in a civil suit for the purpose of civil liability: if the government invokes the existence of a State secret privilege, the judiciary shows utmost deference to the determination of the executive branch, making it impossible for the individuals allegedly subjected to extraordinary renditions to obtain justice before domestic courts. The article therefore examines what role legislatures and supranational human rights institutions could play to reverse this troubling trend, by assessing the differences and the similarities existing between Italy and the US. Even though legislatures, both in parliamentary and separation of powers systems, have proved either unwilling or unable to check the invocation of the privilege by the executive branch, the article suggests that the existence of judicial fora beyond the States, where individuals can bring their human rights claims, can be a valuable mechanism to ensure that allegations of extraordinary renditions are effectively adjudicated and redressed.

Competent performance by health care professionals is expected throughout society. However, defining what it is and teaching students how to perform competently faces many challenges. This article provides a brief overview of the contemporary focus on competency assessment in nursing education. The redesigned nursing curriculum at the University of Colorado is presented as an exemplar of a practice-oriented model that requires competent performance among students. Methods for implementing a competency-based curriculum and lessons learned during the process are discussed.

Appraisal is the major performance management tool that is widely used to measure the efficiency and effectiveness of education in different contexts. In the European education environment, it has been recognized that the transition from learning to learning outcomes relies on developing appraisal frameworks that can appraise what a student knows, understands and mainly how to utilize what he has learned, as well as on evaluation frameworks of programs and in general of the educational approach. This paper has two main objectives. Firstly, it critically reviews the extant literature on student/program appraisal of the European education. Secondly, based on that review it presents a common framework for student assessment and program evaluation, which relies on four pedagogical issues: The PRACTICE applied, focusing on the students' knowledge achieved and on the design of the educational approach; the TOOL utilized that concerns the data collection and the data base creation; and the APPROACH in appraising, which includes the analyses performed and the time to materialize them. These three are creating a three-dimensional space, within which any aspect of the fourth issue, the NATURE of both the student assessment and the project evaluation, can take any position in this three-dimensional space.

AbstractGiven renewed attention to racial equity in the social work profession, the authors suggest the use of counternarratives, an established tool of critical race theory, as an accessible method to challenge racism and examine privilege in social work education, practice, and research. Counternarratives use the technique of storytelling to elevate the lived experiences of marginalized individuals and communities and invite the listener into critical reflection about dominant, privileged discourses. The ultimate goal of counternarratives is the achievement of racial equity. The authors provide context about how counternarratives can align with social work education, practice, and research, and then use specific, illustrative examples from their own work to bring this method and its application to life. The authors also share their own processes of reflection and dialogue across disciplines and social locations in the use of counternarratives. The reflections of an experienced social justice educator provide additional insights on the use of counternarratives in the field of social work.

Cover title. ; Description based on: 1986; title from cover. ; Mode of access: Internet.

This research looks at the hypothetical state of no governments and no external trade, the autarky situation as well as the ideal utopian democratic state juxtaposed as Utopia versus Dystopia. This essay is motivated by the current world situation of global internet connectivity which transcends borders and defies government regulation. The essay focuses on examining what opportunities would be presented in a situation of no government and also what challenges and threats would exist in such an instance bordering on Dystopia. The paper comprises findings that have been drawn from analyzing the different opinions, facts and findings from researchers on the topic of public policy. It fundamentally addresses the question from an assumption that there were no governments and concludes by drawing on the importance of public policy and why this is essential in order to avoid anarchy that arises as a result of not having laws and regulations to control the behaviors of societies and individuals in those Hobbesian societies. The findings in the paper are that a state of no government presents itself as a state of confusion and that it descends into the extreme form of a totally unregulated free market capitalist approach for communities and societies. This, in the end, results in lawlessness that to an extent permits the emergence of anarchist states where the rich take advantage of their power and become more powerful than societies or states as exemplified by the MNCs. The purpose of government is to provide essential services and ensure that the rights of individuals are protected. Without the regulatory and protective umbrella of government, the concept of protection and extending the benefits of external trade become the preserve of rich individuals who may brutally exploit and assault the poor to the point of enslavement and exploitation.

Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education considers ways in which national systems of education could work together, across borders, to determine the meaning and significance of the principles of democracy, human rights and peace education, in ways that are comparative and relational. The contributors and editors (Mary Drinkwater, Fazal Rizvi and Karen Edge) argue that in an era of globalization, collaborative investigations are crucial for developing an understanding of rights, democracy and peace that is transnationally inflected, and through which national systems of education hold each other accountable. The chapters address issues such as citizenship, identity, language, conflict and peace-building, global educational policy, and democratic approaches to policy and education issues of democracy, human rights and peace education through analyses of case studies, research findings and policy initiatives drawn from countries in the global north and south. The book also includes a companion website with supplementary reading materials and discussion questions based on key issues emerging from the chapters

The new theory of governance represents strong analogies with proposals that are beginning to dominate thinking about welfare states. In both cases, experts argue that the complexity of the modern world is forcing states to limit their field of action & enter into action networks with private sector partners. Demonstrated here is how (1) the functionalism inherent in this approach inhibits correctly accounting for welfare states' development & (2) proposals for good governance err by being too simplistic & underestimating states' inherited institutions & standards. 32 References. Adapted from the source document.

Cover -- Half Title -- Title -- Copyright -- Contents -- About the Editors -- List of Contributors -- Preface -- Chapter 1 Hybrid Learning in Higher Education Institutions: Pathway, Implementation and Challenges -- 1.1 Introduction -- 1.1.1 Objectives of the Chapter -- 1.1.2 Organization of the Chapter -- 1.2 Need for Hybrid Learning -- 1.3 Challenges in Teaching and Learning during Covid -- 1.3.1 Paradigm Shift -- 1.3.2 Aspiring for Interaction -- 1.3.3 Paucity of Infrastructure and Resources -- 1.3.4 Lack of Training -- 1.4 Hybrid Learning -- 1.5 Literature Review: Hybrid Learning -- 1.6 Elements of Hybrid Learning -- 1.6.1 Traditional Elements -- 1.6.2 New Elements -- 1.7 Benefits of Hybrid Learning -- 1.8 Hybrid Learning Pathway -- 1.8.1 Understand and Conceive -- 1.8.2 Determine and Design -- 1.8.3 Planned Execution -- 1.8.4 Evaluate and Act -- 1.9 Implementation Roadmap of Hybrid Learning -- 1.10 Tips to Effective Hybrid Learning Engagement -- 1.11 Challenges in Hybrid Learning System -- 1.12 Conclusion and Future Scope -- References -- Chapter 2 The Psychological Effects of COVID-19 on College Students due to the Digital Divide via Online Education -- 2.1 Introduction -- 2.1.1 Objectives of the Chapter -- 2.1.2 Organization of the Chapter -- 2.2 Literature Review -- 2.2.1 Research Gap -- 2.3 Methodology -- 2.3.1 Research Methods -- 2.3.2 Target Population -- 2.3.3 Sample Collection -- 2.3.4 Study Area -- 2.3.5 Tools for Data Collection -- 2.3.6 Online Forms -- 2.3.7 In-Depth Interview -- 2.3.8 Ethical Consideration -- 2.3.9 Tools for Data Analysis -- 2.4 Results -- 2.4.1 Implementation of Online Methods of Education in an Emergency during the Pandemic -- 2.4.2 Influence of Online Classes during the COVID-19 Period on Mental Stress of College Students, Problems Encountered and Experience of Online Learning -- 2.5 Discussion.