Suchergebnisse

This study aims to analyze the strong state of Sri Lanka that emerged after the civil war during the regime of Mahinda Rajapaksa. The Liberation Tigers of Tamil Eelam (LTTE) was the leading Tamil militant social force, which was waging war against the government to form a separate state in the northern and eastern regions of Sri Lanka. The government ended both the separatist struggle of the LTTE and the civil war in May 2009 by winning a major military victory. This study is a qualitative analysis based on text analysis and field interviews, supplemented with limited observations. The study reveals that the state introduced enhanced security measures to avoid possible LTTE regrouping and re-commencement of violence in the country. The state also attempted to fragment minority parties to weaken the state reconstitution process through penetration and regulation of the social order.

Policy studies have begun to emerge as a part of the academic study of education in Western Europe. The role of social values in shaping educational policy is examined through a historical interpretation of changes in the concept of equality of educational opportunity. Two versions of this concept are contrasted: the predestinative & the redemptive. The first assumes that the intelligence students bring into the educational system is already fixed, the second that it is shaped by experience & can be enhanced. The two imply contrasting approaches to social policy within the educational sphere. Adherents of the redemptive view include dissenters, who believe that the state can work to equalize intelligence, & sectarians, who deny this possibility & reject both school & state. The deschooling movement represents sectarianism at present. Analogs of both groups in the earlier history of religion are described. W. H. Stoddard

A plethora of theoretical perspectives have explained India and Pakistan's nuclearization. Such arguments, while partially correct, offer little that incorporates how the constitutive nature of states' identities explain their perceptions of (in)securities and nuclear policy choices. In this article, I offer an interpretive analysis of India and Pakistan's nuclear trajectory by exploring the representations of (and the connections between) their nationalist identities, perceptions of insecurities and nuclear policy choices. Following the critical constructivist premise, I argue that while India and Pakistan have justified their nuclear policies on the basis of certain geo-strategic (in)securities, the interpretation of what constitutes their national selves and (in) securities have been driven by their historical legacies, economic or developmental anxieties, and their political leaders' (or states') ideologies. Seen from this critical constructivist perspective, I particularly draw attention to a conjectural moment of South Asian politics, where, following India's nuclear detonation under the BJP in May 1998, the nuclear (in)security discourses of India and Pakistan have drawn from cultural re-articulations of their nationalist identities and (in)securities to justify their nuclear policies. I conclude by suggesting the need to engage realism (i.e. the material realm) with critical constructivism (i.e. the interpretive realm) to comprehend cultural productions of identities and (in)securities in inter-state politics.

Bornstein reviews 'Patrons and Defenders: The Saints in the Italian City-States' by Diana Webb.

AbstractCatalonia's economy is characterized by linguistic diversity and provides a unique opportunity to measure the incidence of language proficiency on over‐education, that is, whether individuals with deficient language skills, as non‐natives, tend to accept jobs for which they have excessive formal skills. Descriptive evidence suggests the contrary, that individuals with better language knowledge are more likely to be over‐educated. However, estimating a model that controls for individuals' socio‐demographic characteristics reveals the opposite: better language knowledge decreases over‐education. This effect, although robust to accounting for endogeneity of language knowledge and significant at the individual level, is mostly non‐significant on average.

In this book, written by educators for educators, scholars from a variety of academic disciplines at Babson College share their experiences in inspiring the next generation of entrepreneurs. It offers unique insights into how self and contextual awareness is created and delivered