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New for Academic Years 2021-2022, the USAWC has published an updated Key Strategic Issues List (KSIL). The KSIL informs students, faculty, and external research associates of strategic topics requiring research and analysis. The USAWC in coordination with Headquarters Department of the Army (HQDA), major commands throughout the Army, and the joint and interagency community has updated the Army's priorities for strategic analysis to address issues in the emerging strategic environment and to align with elements of the current Army Vision and Army Strategy. The USAWC will continue to address select topics as Integrated Research Projects and through other research efforts. The KSIL will help prioritize strategic research and analysis that USAWC students and faculty, USAWC Fellows, and external researchers conduct to link their research efforts and results more effectively to the Army's highest priority topics. ; https://press.armywarcollege.edu/monographs/1911/thumbnail.jpg

New for Academic Years 2021-2022, the USAWC has published an updated Key Strategic Issues List (KSIL). The KSIL informs students, faculty, and external research associates of strategic topics requiring research and analysis. The USAWC in coordination with Headquarters Department of the Army (HQDA), major commands throughout the Army, and the joint and interagency community has updated the Army's priorities for strategic analysis to address issues in the emerging strategic environment and to align with elements of the current Army Vision and Army Strategy. The USAWC will continue to address select topics as Integrated Research Projects and through other research efforts. The KSIL will help prioritize strategic research and analysis that USAWC students and faculty, USAWC Fellows, and external researchers conduct to link their research efforts and results more effectively to the Army's highest priority topics.

Despite the controversy surrounding the passage of Section 9 of the Asylum and Immigration (Treatment of Claimants, etc.) Act into law, the Home Office is piloting it in a number of local authorities across England and Wales, with a view to implementing it nationally. The Home Office is conducting its own evaluation of the pilot, but stake-holders remain unconvinced as to its objectivity and validity. This article analyses the implementation of Section 9 and finds that it has been a spectacular failure. Quite apart from failing to achieve its desired aim of securing the return of failed asylum seekers to their country of origin, Section 9 has brought about immeasurable suffering and misery. Attention is drawn to the human impact of the policy, and profiled are some of the families who have faced the impossible choice of destitution or deportation. On a more positive note, the article recognizes the unprecedented and overwhelming support that families have received from local people and the media.

This article analyses Section 9 of the Immigration and Asylum (Treatment of Claimants, etc.) Act, which gives the Home Office powers to terminate all welfare support to failed asylum-seeking families deemed to be in a position to leave the United Kingdom. It examines the implications of Section 9 for both practitioners and asylum-seeking families. The article shows that by threatening children with destitution and possible removal from their families, Section 9 flies in the face of the UK's domestic and international human rights commitments. Moreover, in flatly contradicting accepted childcare principles, Section 9 undermines the Labour government's stated ambition to ensure that 'every child matters'.

This article looks at the development of citizenship education within schools and assesses its impact on the school strike wave against the war on Iraq that took place during February and March 2003, in part utilizing interview material drawn from active strikers. Although citizenship, as outlined in the Crick Report, should have welcomed young people's active engagement with the political process, the overwhelming response of the educational establishment was to castigate and punish those who took part in the strikes. In conclusion, the article argues that the actuality of citizenship classes focuses on individual aspects of responsibility and moral education and had little influence on the engaged 'active citizens' who demonstrated against war by walking out of their schools.

OBJECTIVE: The WHO Global School Health Initiative aimed to improve child and community health through health promotion programmes in schools, though most focus on preventing communicable disease. Despite WHO recommendations, no asthma programme is included in the Malaysian national school health service guideline. Therefore, we aimed to explore the views of school staff, healthcare professionals and policy-makers about the challenges of managing asthma in schools and the potential of a school asthma programme for primary school children. DESIGN: A focus group and individual interview qualitative study using purposive sampling of participants to obtain diverse views. Data collection was guided by piloted semistructured topic guides. The focus groups and interviews were audiorecorded, transcribed verbatim and analysed using inductive thematic analysis. We completed data collection once data saturation was reached. SETTING: Stakeholders in education and health sectors in Malaysia. PARTICIPANTS: Fifty-two participants (40 school staff, 9 healthcare professionals and 3 policy-makers) contributed to nine focus groups and eleven individual interviews. RESULTS: School staff had limited awareness of asthma and what to do in emergencies. There was no guidance on asthma management in government schools, and teachers were unclear about their role in school children's health. These uncertainties led to delays in the treatment of asthma symptoms/attacks, and suggestions that an asthma education programme and a school plan would improve asthma care. Perceived challenges in conducting school health programmes included a busy school schedule and poor parental participation. A tailored asthma programme in partnerships with schools could facilitate the programme's adoption and implementation. CONCLUSIONS: Identifying and addressing issues and challenges specific to the school and wider community could facilitate the delivery of a school asthma programme in line with the WHO School Health Initiative. Clarity over national policy ...