Suchergebnisse

The present report is based on 18 country reports from institutes and think tanks of participating States that are well distributed over the OSCE area. As almost all country reports were completed in late January and early February 2014, a separate chapter was added in an attempt to follow possible changes in threat perceptions in the wake of the Ukrainian crisis. The real surprise of this study is the salient prominence of perceived domestic threats combined with questions about the efficiency and legitimacy of governance. The common denominator is concern about weak, insufficient and/or worsening governance capacities. This concern is shared by all kinds of countries. For the transformation states, the key concern is weak institutions. For the EU states, the key concern is the multiple consequences of the economic and financial crisis. For larger states, perceptions of internal threats are linked to neighbouring regions. For the U.S., it is related to a partial loss of global leadership. (OSCE Network/Pll)

During the last 20 years, science policy-making has taken to evaluation as an instrument for assessing research projects, programmes and even entire research institutes or faculties. This article examines key elements of the evaluation systems in the United Kingdom (Research Assessment Exercise), the Netherlands (Standard Evaluation Protocol) and Germany (Leibniz Association's Evaluation Procedure) and the extent to which evaluations serve as an instrument of organizational development for the scientific bodies being evaluated. Evaluations are often mistrusted – particularly in Germany's public discourse – as a Trojan horse of policy-making infiltrating the science system. However, our findings demonstrate that peer-review based evaluations can be an authoritative source of validation employed by scientific institutes to develop or optimize institutional strategies. Against this backdrop, we conclude with recommendations of how institutional evaluations may be further developed and how processes of organizational transformation can be supported in the research landscape.

Players at academic institutions have found themselves on a winning streak lately. The flurry of athlete-friendly developments in the world of college athletics dates back to September 30, 2019, when the California Legislature passed a bill prohibiting schools from punishing athletes who accept endorsement money while in college. The National Collegiate Athletic Association (NCAA) labeled this legislation an existential threat to college athletics when it was introduced months earlier. Not long after, Florida passed its own law allowing college athletes to profit off of their name, image, and likeness (NIL). On June 21, 2021, the Supreme Court weighed in on the college athletics debate with their holding in NCAA v. Alston. The Court unanimously found that the NCAA violated the Sherman Act by limiting athletes' education-related benefits, but left the rest of the NCAA's compensation limits in place. Justice Kavanaugh wrote separately to emphasize that the NCAA's remaining compensation restrictions also raise serious questions under antitrust laws. After the Supreme Court's decision in Alston, and in the face of mounting pressure from state NIL laws, the NCAA suspended its own rules barring players at academic institutions from profiting off of their names, images, and likenesses. This post was originally published on the Cardozo Arts & Entertainment Law Journal website on November 1, 2021. The original post can be accessed via the Archived Link button above.

Purpose
The purpose of this paper is to study examine the social identity of Ultra-Orthodox students enrolled in institutions of higher learning in Israel, and specifically the ways in which the identity of Ultra-Orthodox students who interact with other groups on campus compares to the identity of self-segregated Ultra-Orthodox students. Traditionally, Ultra-Orthodox students have preferred self-segregated educational institutions. Today, however increasing numbers of Ultra-Orthodox Jews are enrolling in regular academic institutions. Although they study in separate, homogeneous classrooms, they interact with secular students within the framework of the institution.


Design/methodology/approach
A four-part questionnaire dealing with attributions, feelings, personal identities, and social proximity was administered to the Ultra-Orthodox students.


Findings
As hypothesized, the students in self-segregated institutions exhibited a different identity than the students in secular institutions. Contrary to the hypotheses, the self-segregated students had positive feelings toward secular Israeli students and a greater desire for social proximity than the more integrated group. Explanations center on structural identity theory.


Originality/value
In this naturalistic study, the encounters between Ultra-Orthodox students and other students in their academic institution were random, unplanned, and unmonitored, unlike previous studies of intergroup relations in institutions of higher education. These students were not involved in cooperative tasks, which theoretically could help improve the relationships between Ultra-Orthodox and secular students.

Aus der Zusammenfassung: Since its inception in late 2013, China's Belt and Road Initiative has grown into a sweeping global trade and infrastructure development project with increasing geopolitical and geo-economic implications. Yet, to date, no assessment has been made of the challenges and opportunities Chinese money will have for the Organization for Security and Cooperation in Europe (OSCE). One main recommendation of this report suggests that the OSCE should identify potential future scenarios for relations with China. On the basis of this, the OSCE Chairpersonship and OSCE Troika could then work with participating States on forming a consensus on working with China.

The 1949 Geneva Conventions and their 1977 Additional Protocols require
States Parties to disseminate the content of these humanitarian treaties as
widely as possible in their respective countries. Of course, their inclusion
in military instruction is indispensable to ensure their implementation in
time of armed conflict. But it is equally important to promote knowledge of
humanitarian law among those whom it is intended to protect — the civilian
population — as well as among those who have to apply it — public officials
of various ministries. At the same time, political leaders and
decision-makers must also be familiar with that law, so that they are aware
of its relevance, realism and mode of operation if and when a conflict
should break out. Therefore, to ensure respect for it — and also to promote
its development — it is an essential task to include international
humanitarian law in higher education. The ICRC has taken a number of steps
to achieve just that in the South Asian region.