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The paper compares pronouncements in international investment law dispute regarding the stability and enforceability of government "commitments" to foreign investors with doctrines that have been developed in the United States' domestic law relating to the scope and nature of enforceable "commitments" and the government's ability to interfere with those commitments through changes to the general framework.

Surveillance and Identity analyses the discourse of surveillance in the contemporary United Kingdom, drawing upon public language from central government, governmental agencies, activist movements, finance and banking and the news media. Examining the logics of these discourses and revealing the manner in which they construct problems of governance in the light of the insecurity of identity, this book shows how identity is fundamentally linked to surveillance, as governmental discourses privilege surveillance as a response to social problems.

The past decade has seen fundamental policy initiatives at a national level intended to improve vocational skills and to raise school-leaving standards — particularly in mathematics. These initiatives centred on:(i)the formation of a National Council for Vocational Qualifications with the object of re-designing, and imposing fundamentally greater coherence into, our previous 'jungle' of vocational qualifications, thereby raising their level of recognition both by employers and by potential trainees, and consequently encouraging a greater volume and higher levels of training to accredited standards of qualification;(ii)the specification of a National Curriculum for schools, stipulating the main subjects to be taught, the standards which teachers need to aim for in respect of the majority of each age-group, and associated nationwide attainment-tests to be taken by all pupils at several stages in their schooling. A detailed teaching scheme, the National Numeracy Strategy, was laid down nationally for teaching primary-school mathematics (based on the Improving Primary Mathematics scheme developed in Barking and Dagenham together with NIESR using a Continental model) together with a similarly detailed scheme for teaching basic literacy.

AbstractThis article describes the development of an index of state biotechnology and genomic development and the cluster analysis used to group U.S. states based on their level of development in each area. Multivariate analysis of variance (MANOVA) is then used to test hypotheses regarding statistically significant differences between the biotechnology/genomic development clusters and variables related to states' workforce, investment in research and development (R&D), and policy environment. The authors find statistically significant results in the areas of workforce education, migration of knowledge workers, industrial and nonindustrial R&D, and policy to promote the development of the biotechnology industry. While the MANOVA for policies placing limits on the development of biotechnology policy did not yield statistical significance, the authors argue that the finding deserves further study as it may indicate some states' willingness to strike a more sustainable balance between support and regulation.Related ArticlesBrant, Hanna K., Nathan Myers, and Katherine L. Runge. 2017. "Promotion, Protection, and Entrepreneurship: Stakeholder Participation and Policy Change in the 21st Century Cures Initiative." Politics & Policy 45 (3), 372‐404. https://doi.org/10.1111/polp.12201Harvey, Olivia. 2009. "Human Embryonic Stem Cell Research in the United States: Some Policy Options for Industry Development." Politics & Policy 37 (1): 51‐71. https://doi.org/10.1111/j.1747-1346.2008.00161.xBerkovich, Simon. 2008. "Caution on Genetic Engineering Developments in View of Uncertainties of Modern Fundamental Science." Politics & Policy 37 (1): 1144‐1146. https://doi.org/10.1111/j.1747-1346.2008.00157_2.x

The provision of higher education in South Africa and in many parts of the world is challenged by the enrolment of large numbers of students, many of whom cannot attend classes or afford conventional face-to-face tuition. This has forced institutions of higher education to resort to various forms of non-traditional teaching and learning, among others, open distance learning and blended learning. In South Africa, as elsewhere, official government policy provides for approaches that make extensive use of teaching technologies. This article highlights two problems in connection with blended learning as such and attempts to address both. The first is the fact that, in view of the dynamic and fluid nature of the field, 'blended learning' cannot be defined conclusively, and the other is that 'best practice' has not been examined in connection with blended learning. After offering a working definition of blended learning, the authors unpack what they think has to be discovered in an effort to describe best practice in blended learning. The discussion forms the background for the findings regarding best practice in open distance learning and blended learning proffered in the ten research articles in this journal. In the process, authors outline certain implications of distance learning and blended learning for the practice of higher education.

The provision of higher education in South Africa and in many parts of the world is challenged by the enrolment of large numbers of students, many of whom cannot attend classes or afford conventional face-to-face tuition. This has forced institutions of higher education to resort to various forms of non-traditional teaching and learning, among others, open distance learning and blended learning. In South Africa, as elsewhere, official government policy provides for approaches that make extensive use of teaching technologies. This article highlights two problems in connection with blended learning as such and attempts to address both. The first is the fact that, in view of the dynamic and fluid nature of the field, 'blended learning' cannot be defined conclusively, and the other is that 'best practice' has not been examined in connection with blended learning. After offering a working definition of blended learning, the authors unpack what they think has to be discovered in an effort to describe best practice in blended learning. The discussion forms the background for the findings regarding best practice in open distance learning and blended learning proffered in the ten research articles in this journal. In the process, authors outline certain implications of distance learning and blended learning for the practice of higher education.

The anti-commandeering doctrine, recently announced by the Supreme Court in New York v. United States & Printz v. United States, prohibits the federal government from commandeering state governments -- more specifically, from imposing targeted, affirmative, coercive duties upon state legislators or executive officials. This doctrine is best understood as an external constraint upon congressional power -- analogous to the constraints set forth in the bill of rights -- but one that lacks an explicit textual basis. Should the Constitution indeed be interpreted to include a judicially enforceable constraint upon national power -- & if so, should that constraint take the form of an anti-commandeering rule? 27 References. Adapted from the source document.

World Bank declared that the quality of education in Indonesia currently is relatively minimum, although the expansion of educational access for community has significantly increased. One of the reasons is the uneven access to education or, in other words, there are still inequalities. The Johannesburg World Summit's role in 2002 on sustainability development in promoting Education and Sustainable Development (ESD) was very important to develop as a key concept in its implementation plan. This study was carried out through literature review and interviews with related parties. The study concludes that education is often explained as a big expectation to create a more sustainable future, and institutions of teacher training are considered as main agents of change in transforming education as well as its society. It is necessary to note that the content of sustainable development is not the focus here, but how sustainable development is supported and promoted in culture and society through education supported by government and related parties. Quality education for sustainable development contains key issues about sustainability development into teaching and learning which include knowledge, systems of thought, emotions, ethics and values and actions. From these five domains, we can develop how quality education for sustainable development is applied in Indonesia.

PurposeThe purpose of this paper is to describe the experience of the Agriculture Engineering School of Barcelona (ESAB), where undergraduate students were involved in field research experiments on organic waste use in agricultural systems.Design/methodology/approachThe paper outlines how the formation of professionals oriented to work for OWM companies has been successfully promoted.FindingsAgricultural systems can assimilate self‐produced organic wastes (OW) and others from different sources. Their management for crop production can generate enormous economic and environmental benefits which can contribute to sustainable development. The implementation of an integrated strategy for OW treatment (OWT) and management (OWM) must be adapted to the characteristics of the specific geographical region and must consider the interrelations among diverse subjects such as: soil science, fertilizer management, plant production, animal husbandry, farm machinery, climate and culture.Practical implicationsThe education of future specialists in OWM requires a multidisciplinary education which can be effectively achieved if those topics are incorporated into the educational programs of agriculture engineering schools.Originality/valueThe paper shows how agricultural systems can assimilate self‐produced organic wastes from different sources.

This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public–secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policy- makers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.