Suchergebnisse

The officer education system is in a period of overdue, dynamic change in military curricular substance and approach. Although departures from time-tested procedures are not generally welcomed in the military, this is a time of serious introspection for the armed services. They are prepared to innovate. The challenge to the officer education system is to produce the required number of officers with expertise in the management and application of military resources in deterrent, peacekeeping, advisory, and combat roles in the context of rapid technological, social, and political change. This educational system must provide training to develop specific skills and military professionalism; it must also develop broadly applicable analytical skills and critical judgment. The officer education system can define the parameters of the former far more closely than the latter. It is time for an overall assessment of training requirements for the future based upon the tasks the nation wants its military to perform and a forecast of technological change. Equally important, it is time for an assessment of the values which the nation wishes its military officers to hold and development of personnel management systems which facilitate education designed to produce and promote imaginative officers capable of balanced judgment concerning issues of priorities and trade-offs among resources and values.

The officer educ system is in a period of overdue, dynamic change in military curricular substance & approach. Although departures from time-tested procedures are not generally welcomed in the military, this is a time of serious introspection for the armed services. They are prepared to innovate. The challenge to the officer educ system is to produce the required number of officers with expertise in the manag & application of military resources in deterrent, peacekeeping, advisory, & combat roles in the context of rapid technological, soc & pol'al change. This educ'al system must provide training to develop specific skills & military professionalism; it must also develop broadly applicable analytical skills & critical judgment. The officer educ system can define the parameters of the former far more closely than the latter. It is time for an overall assessment of training requirements for the future based upon the tasks the nation wants its military to perform & a forecast of technological change. Equally important, it is time for an assessment of the values which the nation wishes its military officers to hold & development of personnel manag systems which facilitate educ designed to produce & promote imaginative officers capable of balanced judgment concerning issues of priorities & trade-offs among resources & values. HA.

In this Viewpoint, we engage with the everyday politics of academia – specifically, how caring for young children continues to affect academic work and career trajectories in ways that could be better mitigated. This viewpoint piece collates the personal accounts of six development scholars who discuss their experiences of negotiating both academia and childcare, covering fieldwork, funding, career trajectories, sharing parental responsibilities and challenges for family life. Though charting different experiences, all these contributions argue for better recognition of both the gains and persistent inequalities in how care responsibilities impact academic work and careers and the need to better mitigate these with concrete changes to policy and practice. ; This is the accepted version of the following article: Hope, Jessica, Charlotte Lemanski, Tanja Bastia, Nina Isabella Moeller, Paula Meth & Glyn Williams (2019) Viewpoint: Childcare and academia: an intervention. International Development Planning Review. Online early. https://doi.org/10.3828/idpr.2019.40 which has been published in final form at https://online.liverpooluniversitypress.co.uk/doi/abs/10.3828/idpr.2019.40 This article may be used for non-commercial purposes in accordance with the Liverpool University Press Self-Archiving Policy http://online.liverpooluniversitypress.co.uk/openaccess

Michel Houllebecq's Soumission is analyzed in relation to its central character François, to describe the dialectics between neoliberal and phenomenological hedonism and economic issues, as a critique of academia, in the context of the current crisis of capitalism. The analysis also allows the elaboration of a realist-dialectical poetics regarding the cognitive estrangement of science fiction and the realism of Balzac, Zola, and Flaubert, to counteract the politics of the impossible developed in unnatural narratives and the technocratic novum. ; Se analiza la novela Soumission, de Michel Houellebecq, en relación con su personaje central François, para describir la dialéctica entre el hedonismo neoliberal y fenomenológico, y lo económico, en tanto crítica de la academia, en el contexto de la actual crisis del capitalismo. Asimismo, el análisis permite la elaboración de una poética realista-dialéctica relacionada con el extrañamiento cognitivo de la ciencia ficción y con el realismo de Balzac, Zola y Flaubert, para contrarrestar la política de lo imposible desarrollada en las narrativas innaturales y el novum tecnocrático.

AMERICAN FOREIGN POLICY IS INFLUENCED BY MANY THINGS, INCLUDING ACADEMIA. THIS ARTICLE ARGUES THAT ACADEMIA SHOULD HAVE THE MOST KNOWLEDGE AND INSIGHT TO OFFER TO POLICYMAKERS. IT EXAMINES COMMUNITIES OF INDIVIDUALS, CRITICS--NOT ALLIES, CONFLICT RESOLUTION, COMMUNICATION PROBLEMS, AND, HOW TO BRIDGE THE GAP. IT NOTES THAT SCHOLARS FIND THAT BUREAUCRACIES ARE SELDOM OPEN TO ASSESSMENTS THAT CAST DOUBT ON CURRENT POLICIES.

Ableism in Academia: Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education is a collection of essays and exploratory academic writing. Edited by Dr. Nicole Brown and Dr. Jennifer Leigh, the collection identifies and challenges ableism in the context of higher education, largely in the United Kingdom. The book is the planned result of a conference, Ableism in Academia, held in March 2018 at University College London.

This article discusses the category of foreigner in the context of academia. In the first part I explore this category and its philosophical significance. A quick look at the literature reveals that this category needs more attention in analyses of dimensions of privilege and disadvantage. Foreignness has peculiarities that demarcate it from other categories of identity, and it intersects with them in complicated ways. Devoting more attention to it would enable addressing issues affecting foreigners in academia that go commonly unnoticed. In the second part of the article I argue that current efforts to make academia a more inclusive environment should address the disadvantages that many foreign academics face. I focus on two senses of foreigner: working and living in a country that is not your country of origin, and being a nonnative speaker of the language in which you work.

Gender Equality in French Academia is difficult to analyse –and manage- for one main reason: Academia and academics belong to the Public Sector and the law which rules equality in employment (1983, updated in 2001) concerns only the private sector. In France commonrules are not applying to the Public sector: it has its proper working rules and its proper courts (it does not come within industrial tribunals but within internal civil services ones), its proper career management (appointments and promotions are ruled by specific competitiveexaminations, the so called "concours"). Likewise, traditionally, the collection of data and statistics are not systematic in the publicsector. For example, each big private enterprise has to present each year to its work's council a social assessment with data on employees, training, salaries etc.and since the 1983's law it must include gendered ones. But the public sector was not concerned with this legal obligation. It was only at the end of the 90's that governmental circulars and decrees ordered for such statistics. So it is only very recently that official and systematic analysis and statistics on Academia are gathered and published.

Gender Equality in French Academia is difficult to analyse –and manage- for one main reason: Academia and academics belong to the Public Sector and the law which rules equality in employment (1983, updated in 2001) concerns only the private sector. In France commonrules are not applying to the Public sector: it has its proper working rules and its proper courts (it does not come within industrial tribunals but within internal civil services ones), its proper career management (appointments and promotions are ruled by specific competitiveexaminations, the so called "concours"). Likewise, traditionally, the collection of data and statistics are not systematic in the publicsector. For example, each big private enterprise has to present each year to its work's council a social assessment with data on employees, training, salaries etc.and since the 1983's law it must include gendered ones. But the public sector was not concerned with this legal obligation. It was only at the end of the 90's that governmental circulars and decrees ordered for such statistics. So it is only very recently that official and systematic analysis and statistics on Academia are gathered and published.