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The mechanism for implementing the priorities of foreign economic relations (priority investment and trade and other relations) in the chaos and macroeconomic instability is important step and a priority that stands in front of the foreign economic policy of Syria. International economic relations play very important role in economics of countries, and in the world that external links have become a basic and main engine of life in all countries, under these relations is determined by the level of economic development that does not hide the prominent impact on all levels of social, cultural and even political. In the period of the war in Syria significantly the financial reserves of the state and capital flight decreased, which led to high external debt (increased 2.5 times in 2014 compare with 2012) therefore must develop a strategy to reduce dependence on foreign debt and develop a mechanism to attract foreign investment. In period 2004–2012 Syria's foreign trade turnover increased by 3.46 billion U.S dollars or 1.29 times in 2012 amounted to 15.305 billion U.S dollars. But in 2013 it felt to 7.60 billion U.S dollars. Despite the fact that the Syrian government issued law number 8 — 2007 Syria has been too late in the Doing Business report. In 2011, he engaged in 144th place. Compared with 2009. In comparison between the data table before and during the crisis ranking of Syria in the report Doing Business is not much deteriorated from 144th to 147th place. With the exception of 2014, Syria is engaged in 165th place because no wealth of information about how to obtain a building permit, so she automatically deals Last place 189th. Механизм реализации приоритетов внешнеэкономических связей (приоритетных инвестиционных, торговых и иных отношений) во время хаоса и макроэкономической нестабильности является важным шагом и приоритетной задачей, которая стоит перед внешне–экономической политикой Сирии. Международные экономические отношения играют очень важную роль и в экономике страны, и в мире, потому что внешние ...

"Featuring 16 new entries, International Relations: The Key Concepts, now in its fourth edition, is the essential guide for anyone interested in international affairs. Comprehensive and up to date, it introduces the most important themes in international relations"--

The study of international relations has changed rapidly in recent years. Firstly as a consequence of major political and economic change - the end of the cold war and the fall of communism, the resurgence of nationalism, terrorism and forms of fundamentalism, globalization - and secondly, linked with these developments, because of the vitality of the discipline, with ongoing debates on the fundamental paradigms for the understanding of international relations and the emergence of the perspectives of feminism, postmodernism, constructivism and critical theory.The Routledge Encyclopedia of Inte

There is no international bankruptcy law, but only the national bankruptcy laws of various states. The failure of a multinational firm therefore raises difficult questions of conflict and cooperation among national bankruptcy regimes. Theorists have proposed various reforms to the uncoordinated territorial approach that most states pursue when a multinational firm suffers financial distress. Among these reform proposals, universalism has long been the dominant idea. Under universalism, the bankruptcy regime of the debtor firm's home country would govern, and that regime would have extraterritorial reach to treat all of the debtor's assets and claimants worldwide. Despite its conceptual dominance, universalism has yet to find vindication in any concrete policy enactments. No universalist arrangements exist. While recent challenges to universalism have emerged, the current lively debate over universalism and rival proposals focuses almost exclusively on their comparative efficiencies. This article provides an entirely new perspective. Applying insights from elementary game theory and international relations theory, I show that universalism is politically implausible. Even for states interested in establishing universalist arrangements, they will be unable to do so. They will find themselves caught in a prisoners' dilemma with no ready solution. I conclude therefore that universalism holds only dubious promise as a prescription for international bankruptcy cooperation.

Turkey's relationship with the EU is long-standing and this relationship appears to never lead to the membership of Tıırkey to the EU. An important aspects of the EU is cconomic and it has been progressing towards a unique political structure, which cannot be captured completely by any organisational model of international economics, becoming a self-sufficient entity. In light of this, this article aims to seek evidence that Turkey's economy is dependent on the trade with the EU to a great extent, and not necessarily vice versa. The article draws on evidence from the detailed examination of trade relations between Turkey and the EU over a Iong period from both parties' perspectives. it is evident that the EU has been the largest and most important trading partner of Turkcy over the years. As such, it is suggested that Turkey cannot afford to be outside the enlargement process of the EU. Given that the long-standing relationship with Turkey, the EU also has shown willingness to improve its economic relations with Turkey as a useful trading partner.

This paper advocates a holistic approach to assessing international relations in undergraduate education, which revolves around: (a) essays and (b) active learning-related tasks, such as simulation reflective statements/reports and performance. The paper argues that, on the one hand, academic essays are far from irrelevant and it is difficult to overestimate their practical significance. On the other hand, active learning-related tasks are best utilised as a supplementary assessment, expanding the students' range of transferable skills. The assessment structure advocated in this paper results from a holistic approach to assessment design, which includes teacher's own experience, familiarity with pedagogical scholarship and input from students. This last element is the least common even though it makes sense to understand how students see their own assessment. To that end, the paper shares the results of a pilot project run at one of the UK universities, which engaged students as partners in rethinking their assessment.