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This article analyses realist school in the Russian international relations scholarshipand discusses the debates among Russian realists. It focuses on the characteristics of the newly emerging world order and the development of an adequate strategy for Russia to pursue in its international behavior. The authors argue that over the 1990s, realism has made considerable intellectual progress and has gained the status of a leading intellectual movement in Russia. It assisted Russian intellectual and political community in defining the country's interests and priorities in the emerging international relations, and it provided a necessary analysis of the world order's structure and polarity.

Geography is one of the subjects offered in all high schools in Zambia. At the time this
study was conducted in the year 2010, five years after the declaration of the Decade
of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been
incorporated at high school level. The study hence sought to determine the aspects
of Geography that were compatible with ESD to ascertain the attitude of high school
pupils towards Geography and determine ways in which the Geography syllabus
could be improved vis-à-vis the need for pupils to be empowered to thrive in their
local environments. A descriptive survey research design was used and information
was gathered through group discussions (for the pupils) and questionnaires (for the
pupils and Geography Heads of Section). The study found that ESD could make a
contribution to Geography in the areas of field projects, personal hygiene and health,
sexual education, intergenerational transmission of knowledge, use of indigenous
knowledge and localisation of the Geography syllabus. The study found that though
pupils were interested in Geography as reflected by their general good performance in
examinations, nonetheless negative attitudes existed towards Geography because of
its detachment from pupils' personal environments, excessive use of teacher-centred
methods and the bulky nature of the Geography syllabus.

The aim of the study was to determine the relationship of bullying behavior at school with indicators of psychosocial health (self-esteem, happiness, relationships in family and with teachers, smoking and alcohol use) and with social-demographical factors (age, gender, socioeconomic status). Participants were 1,162 pupils from the 6th, 8th, and 11th grades of schools. A total of 56.5% of students were involved in bullying. 12.7% were ascribed as victims and 16.3% as bullies. Using logistic regression, it was established that involvement in bullying is most associated with grade (6th and 8th grades), masculine gender, tobacco smoking, lower self-esteem, and family teasing about appearance. Victimization was most associated with grade, masculine gender, lower self-esteem, unhappiness, and family teasing about appearance. For the bully, masculine gender, grades (6th and 8th), tobacco smoking and family teasing about appearance are typically associated factors. Results are interpreted against the background of other study findings, while emphasizing relevance of family teasing about appearance in bullying behavior.

THIS IS A STUDY OF THE SOCIALIZING PROCESS IN THE INSTITUTIONAL LIFE OF THE UNITED STATES. IT IS A PRELIMINARY ANALYSIS FOR A LARGER STUDY ON THIS SUBJECT WHICH ZEROS IN ON THE WAY SOCIALISM IS TAUGHT IN U.S. SCHOOLS. IT ADVOCATES THE NEED FOR FURTHER STUDY OF WHAT IS BEING TAUGHT AND FOR EFFORTS TO REDESIGN THE CURRICULUM TO ACHIEVE A MORE BALANCED AND APPRECIATIVE AWARENESS OF SOCIALISM.

Seeks to develop a profile of those who favor and oppose prayer in public schools.

Tulisan ini dimaksudkan untuk menjadi awal dari pengenalan terhadap semiotika budaya mazhab Yuri Lotman/Tartu-Moscow-Semiotic School, yang belum banyak dikenal di Indonesia. Semiotika tersebut mempunyai pendekatan yang mampu menelisik kasus melalui sudut pandang yang rekat dengan kehidupan bermasyarakat, karena memiliki pendekatan holistik terhadap budaya. Ia juga memberi perspektif yang sangat luas dalam mempelajari teks, dimana analisis teks merupakan bagian dari identifikasi dan transmisi proses budaya secara umum. Definisi teks dalam semiotika aliran Lotman/Tartu-Moscow-Semiotic School sangat luas, sehingga dapat diterapkan untuk meneliti fenomena sosial seperti isu masyarakat dan bencana alam, isu SARA, maupun isu kebangsaan yang berkaitan dengan nation branding. Di Indonesia yang masyarakatnya majemuk, fenomena sosial memiliki dinamika unik yang menarik untuk diteliti. Oleh karena itu, semiotika budaya sangat sesuai untuk mengkaji kehidupan sosial, ekonomi, dan politik masyarakat Indonesia.

In this theoretical article, we explore the tangled messiness of the application of human rights versus the 21st-century monster called "cyberbullying" in schools and focus on some of the challenges schools face daily. The research will reveal that cyberbullying victims were almost twice as likely to attempt suicide as youth who had not experienced cyberbullying, which implies that this is a phenomenon schools ought not to take lightly. We argue that everyone has a right to the freedom of expression, including in cyberspace, and begin by exploring how legal principles evolved in an attempt to deal with the limitations placed on an individual's right to freedom of expression. As we are about to reveal, though, matters become even more complicated when this freedom of expression relates to cyberspace, a space where users might have an expectation of privacy and even enjoy a state of anonymity. Clearly, the right to privacy and the right to freedom of expression need to be balanced and respected should school authorities be called upon to identify and discipline a cyberbully. This balancing act is one that needs to be investigated and carefully expounded upon, and is an issue that has not yet been sufficiently addressed in South Africa. Seeing that countries such as the United States of America and Canada have attempted to deal with this issue, it would be prudent to discuss the strides these countries have made, the challenges they have faced, and the insights they have gained, in an attempt to alert South Africa to the complex issues cyberbullying could raise. Working from this premise, this article will focus on the right to privacy, specifically in relation to Bill C-13 recently passed in Canada and the resultant Canadian Supreme Court decision in the case R v Spencer, a case that shed further light on the issue of privacy in cyberspace. We conclude the discussion by highlighting several potential pitfalls legislation such as Bill C-13 could create, and ask that constitutionally sound legal remedies be developed without delay to assist South African school governing bodies in the arduous task of having to deal with cyberbullying, to ensure that they are not faced with the question as to whether their learners' safety or privacy should come first.

This article analyses realist school in the Russian international relations scholarship & discusses the debates among Russian realists. It focuses on the characteristics of the newly emerging world order & the development of an adequate strategy for Russia to pursue in its international behavior. The authors argue that over the 1990s, realism has made considerable intellectual progress & has gained the status of a leading intellectual movement in Russia. It assisted Russian intellectual & political community in defining the country's interests & priorities in the emerging international relations, & it provided a necessary analysis of the world order's structure & polarity. 67 References. [Copyright 2004 The Regents of the University of California; published by Elsevier Ltd.]

The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England. The specific objectives of the study are: to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools. The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions. ; Partly financed by Vetenskapsrådet (Swedish Research Council)