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Academic Leadership Journal Spring 2008 table of contents

Academic Leadership Journal Fall 2007 table of contents

Academic Leadership Journal Summer 2006 table of contents

The article analyses police preparation systems in different European countries considering European Union perspectives to establish a common system for education and training of the police. The first part of the article discusses the differences of police preparation systems models in European countries and the arguments regarding relationships among professional preparation and academic education in a common police preparation system. The author of the article comes to a conclusion that for modern police officers it is not enough to get only the professional education, to formulate special skills, but they also need an additional college or a university degree. The second part of the article introduces and discusses factors making influence to the police preparation systems in different European countries. The author comes to the conclusion, that historically different conditions of development, geopolitical and cultural factors in European countries created huge diversity of police preparation systems, which means that in order to make them closer there is a need for a deeper analysis of police structures and their preparation systems at a national level.http://dx.doi.org/10.5755/j01.ppaa.10.1.235

Central to the themes of much of the literature on the relationship between service learning and civic responsibility lies the question of whether the environments in which service-learning experiences take place are capable of becoming settings in which the meaning of public life is deliberated and acted on. This article asserts that the service learning experienced by a small sample of students drawn from a series of in-depth qualitative case studies significantly contributed to their development of a moral language about citizenship and highlighted to them the importance of entering into the kinds of processes of engagement that the service-learning experience called forth. By drawing from the students' narratives, the author examines the students' perceptions about human nature and its mutability and the role of reciprocity and obligation to some generalized others as the fundamental components of citizenship.

In planning for the future, schools of social work need good-quality information about current and future anticipated changes which affect the nature of social work practice. A wide variety of methods are available to conduct "futures studies" to assist schools with this planning. This article reviews the international literature on futures studies in social work and concludes that a high-quality study requires substantial funding, the meaningful participation of multiple constituencies, and the use of multiple methods for data collection and action planning.

In recent years, there has been an increased emphasis placed on the role of creativity and innovation in critical areas such as thinking and problem-solving, self-management, stress tolerance and flexibility, education, sustainability, and the new normal caused by COVID-19. Though creativity is a crucial cognitive skill and innovation is a requirement to meet the challenges of today and tomorrow, these concepts must be thoroughly examined and considered as they are often misunderstood and underestimated. Achieving Sustainability Using Creativity, Innovation, and Education: A Multidisciplinary Approach discusses important issues surrounding human creativity and innovation as well as how education can develop cognitive abilities and skills and be improved to meet future challenges and demands using creativity and innovation. Covering topics such as creative leadership and problem-solving skills, it is ideal for practitioners, academicians, managers, policymakers, consultants, development specialists, researchers, instructors, and students.

Deadly Developments: Capitalism, States and War. S. P. Reyna and R. E. Downs. eds. Amsterdam: Gordon and Breach Publishers, 1999. 282 pp.

Children constituted a key element of the Soviet empire-building project, reconfiguring childhoods and refashioning the colonial space itself. Children of different ethnicities across the territories of the Soviet republics were to be united by the Russian language and a sense of Soviet patriotism, manifest in such political slogans as "friendship of all people," "interethnic equalisation," and "internationalism." Education curriculum and activities were utilised to facilitate social and cultural "merging" of all ethnic groups on the basis of the Soviet Russian language and culture. At the same time, the Soviet empire advanced the idea of "unity in diversity," allowing national minorities the right to self-determination and some political autonomy within a socialist context. Drawing on post-colonial theory and critical geography studies, this article looks at how early literacy textbooks were used to shape Soviet childhood by regulating children's minds, bodies, habits, as well as "locating" them in the empire's space and time. The article provides a brief historical context of the Soviet empire-building project, followed by a cross-national analysis of early literacy textbooks published in Russia, Armenia, Latvia, and Ukraine. Our goal is to highlight the continuities, contradictions, and ruptures in the vision of the Soviet childhood - and the Soviet future more broadly - as it travelled from the Empire's centre (Moscow) to its geographically diverse peripheries (Armenia, Latvia, and Ukraine). ; Los niños constituyeron un elemento clave del proyecto de construcción del imperio soviético, la reconfiguración de la infancia y la remodelación del espacio colonial en sí. Los niños de diferentes etnias en los territorios de las repúblicas soviéticas debían estar unidos por el idioma ruso y por un sentimiento de patriotismo soviético, manifiesto en lemas políticos como la "amistad de todos", la "igualdad interétnica" y el "internacionalismo". El currículum educativo y las actividades se utilizaron para facilitar la "fusión" social y cultural de todos los grupos étnicos sobre la base del idioma y la cultura rusa soviética. Al mismo tiempo, el imperio soviético promulgó la idea de la "unidad en la diversidad", permitiendo a las minorías nacionales el derecho a la autodeterminación y cierta autonomía política dentro de un contexto socialista. Basándose en la teoría postcolonial y los estudios de geografía crítica, este artículo analiza cómo se usaron los libros de texto de alfabetización temprana para moldear la infancia soviética mediante la regularización de las mentes, los cuerpos y los hábitos de los niños, así como "ubicándolos" en el espacio y el tiempo del imperio. El artículo proporciona un breve contexto histórico del proyecto de construcción del imperio soviético, seguido de un análisis internacional de los libros de texto de alfabetización temprana publicados en Rusia, Armenia, Letonia y Ucrania. Nuestro objetivo es resaltar las continuidades, contradicciones y rupturas en la visión de la infancia soviética —y el futuro soviético de manera más amplia—, viajando desde el centro del Imperio (Moscú) a sus periferias geográficamente diversas (Armenia, Letonia y Ucrania).