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Der Autor "untersucht die betriebswirtschaftliche Formel "Just-in-time" ... auf ihre Praktikabilität" im Bildungswesen. Er entwirft ein Szenario, in dem "die Nachfrage auf dem Arbeitsmarkt den Menschen auf einen Produktionsfaktor reduziert, den das Bildungswesen - wie ein auf Veredelung spezialisierter Zulieferbetrieb - mit spezifischen arbeitsmarktrelevanten Eigenschaften versehen hat". Dem stellt er ein didaktisches Konzept gegenüber, "das Persönlichkeitsentfaltung und berufliche Flexibilität zu verbinden sucht". Sein Konzept setzt "zuallererst auf die Aneignung eines 'allgemeinen' Wissens sowie 'elementarer' Fähigkeiten und Fertigkeiten, (ohne den) Gedanken an eine unmittelbare Verwertung am Arbeitsmarkt". Nach Ansicht des Autors bietet es sich "nicht im Rahmen der Erstausbildung, sondern im Bereich der Weiterbildung (an) ..., auf eine aktuelle Bedarfslage am Arbeitsmarkt mit einer partialisierten Neu- bzw. Nachqualifizierung zu reagieren." Die Institutionalisierung solcher "Weiterbildungsmodule" steht für ihn "auf der Linie der Just-in-time-Idee, ohne mit dem "pädagogischen Grundgedankengang" in Konflikt zu geraten. (DIPF/Un)

Considers Chechnya's quest for independence & the justification for the two wars fought. Some historical background is provided, asserting that the parallel postcommunist state-building trajectories of Russia & Chechnya resulted in the former's inadequate response to the latter's crisis. It is argued that despite competing sovereignty claims, war was not inevitable; however, personality clashes prevented any negotiated political regularization of the conflict. The first Chechen war, Chechnya's period of de facto independence, 1996-1999, & the second Chechen war are chronicled. An examination of the ethics of secession from the perspective of just war theory does not provide normative support for Chechen secession. In addition, while Russia may have had just case for the 1994 military intervention, it does not necessarily mean it fought a just war. Further, the Chechen case illustrates the importance of the nature of leadership in determining the violence level in new republics & their secessionist regions. The possibility of a resolution to the crisis that accommodated Chechnya & Russia is contemplated. J. Zendejas

Concludes an essay collection that examined four themes at the heart of the ethics of secession. Here, the various criteria embodied in the jus ad bellum dimension of just war theory -- just cause, right intentions, legitimate authority, likelihood of success, proportionality, & last resort -- are deployed to compare the moral claims of the various discussed movements seeking unilateral secession. Each principle is analyzed in turn & its meaning defined in the context of the ethics of secession in individual, contextualized cases. It is asserted that application of the jus ad bellum principles to cases of unilateral secession allows for a differentiated normative analysis. J. Zendejas

"Kevin Clements deals in greater detail with the challenges of linking theory, research and practice, and offers strategies to implement these approaches in all relevant areas of social change. The chapter illustrates some lessons learned from interventions in Africa, the Caucasus and Asia. The author argues that the structural sources of conflict - political and economic in particular - have been relatively underdeveloped in conflict analysis and in the design of intervention processes. This has meant that many track II interventions in conflict have been oriented towards attitudinal and behavioural change rather than situational or structural change. Until this situation is reversed and more attention is paid to the transformation of institutions and processes, it will be difficult to generate stable peaceful relationships." (author's abstract)