Suchergebnisse

Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staff participant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development.

The articles in this volume appeared first in the leading jounial World Politics. The essayists' common concern with the autonomy of the political " in the politics of developing countries contributes to the analytical unity of the volume. Originally published in 1986. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905

This work aims to transfer research on academic achievement in compulsory secondary education (CSE) students (12-18 years) from personal factors to others of a psychosocial or sociological type, in a Spanish center with a high level of immigration, which welcome students from twenty eight nationalities whose percentage is about 60%. A second objective was to develop a brief measurement instrument to predict academic achievement, being the main dependent variable the number of suspended subjects in all three course evaluations, finding an optimal constellation of variables which may be more likely to achieve better academic achievement. 317 students of Secondary Education were part of this research in a public center of Zaragoza (Aragon-Spain) who were given an ad hoc Family Settings, Psychosocial and Contextual Questionnaire whose factorial analysis yielded three factors: Context Immigration, Family Settings and academic autobiographical history and study habits. Finally, we analyzed the differences found among students from different continents, trying to find sociocultural foundations and optimal conditions that can explain these differences. Further analysis allow us to glimpse a configuration of the most important variables that point to a hypothetical academic success in this educational field where there is great ethnic and cultural diversity.

Botswana's first national policy on education was unveiled in 1977 eleven yearsafter the country became independent from the British. The education policy of1977, which was commonly known as Education for Kagisano was based on theNational principles of Botswana which are: Democracy; Development; Self-reliance; Unity and Botho. These national principles are imbedded in the nation's education philosophy and reflect in all aspects of the nation's education system. This paper was informed by the views of a group of third year students the researcher supervised during their internship programme. Relevant literature was used to augment the paper. The paper sets out to examine the extent to which the Batswana have been able to actualise the national principle of Self- reliance, as a result of the current wave of internationalisation of higher education in Botswana and goes on to argue that the wave of internationalisation of higher education in Botswana in the past decade, is positively contributing to the actualisation process of the principle of self-reliance in its education philosophy. This is evidenced by the international dimensions of the curricula of the various institutions of higher learning which are heavy on practical and vocational courses that equip the students with skills and knowledge to rely on themselves and be self-employed in the absence of paid employment.

This study aimed to identify how mental health practice and policy in India can better address the needs of Dalit women and men in Indian institutions of higher education. Left unexamined, psychiatric and mental health practices and policies have become complicit in a legal and political network that actively denies the reality of caste discrimination in modern India. Frequently, Dalit students who choose to end their lives are described as having personal problems and depression, which enables institutional authorities to circumvent legal justice against caste discrimination and violence. Using an anthropological methodology of close readings of Dalit biographies and a review of ethnographic research, government reports, and online documentaries on the experiences of Dalit men and women, this study suggests that mental health practice and policy can change confidentiality laws, decriminalize student support groups, and build networks of institutional and policy support for Dalit students.

AbstractDo states copy or reinvent language from complex policies as they diffuse, and does this depend on legislative resources? We argue that states will more frequently reinvent more complex policies, but that states with high-resource legislatures will reinvent more than their low-resource counterparts for more complex policies. We test the theory using the bill texts from 18 policies that diffused across the 50 states from 1983 to 2014, measuring reinvention and complexity using text analysis tools. In line with expectations, we find that complex policies are reinvented more than simple policies and that high-resource legislatures reinvent bills more than low-resource legislatures on average. However, we also find that low-resource legislatures reinvent complex policies at about the same rate as high-resource legislatures. The results indicate that even legislatures with limited resources work to adapt complex policies during the diffusion process.

When institutions assign meaning to individual rights and distribute resources in ways that shape the life chances of people, if appropriately designed they strengthen social justice aims. Yet the natural outcome of how individuals relate to institutions does not automatically align with justice.