Suchergebnisse

Introduction -- Defining legal culture -- The political and cultural history of International arbitration in various legal traditions -- The theories and theoreticians of international arbitration -- The evolving justifications of international arbitration -- Culture and the legal infrastructure of commercial arbitration -- Culture and the legal infrastructure of investment arbitration -- Diversity in the epistemology of judicial fact-finding in the major legal traditions of the world : indicators for conduct in international arbitration -- Fact-finding and cultural diversity in international arbitration -- The typical process for selection and challenge of arbitrators -- The mythology of specialized knowledge -- Conversations on the role of culture in international arbitration -- Summary of conclusions

Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson & Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students' L2 learning experiences. Using a discourse analytic approach (Antaki & Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011). ; Sur les plans académique et pédagogique, l'art dramatique est reconnu comme offrant de nombreuses possibilités de créer des expériences d'apprentissage stimulantes, multimodales et appropriées au contexte (Piazzoli, 2018; Stinson & Winston, 2011). Cependant, peu d'études empiriques se sont penchées sur les dynamiques interactionnelles en langue seconde dans des cours pour adultes. Cet article présente donc une microanalyse inductive d'un cours d'anglais langue seconde (ALS) au Canada, dans une classe composée de 16 apprenants adultes. Ce cours visait l'exploration du potentiel et de l'impact réel de l'art dramatique sur les interactions et sur l'expérience d'apprentissage d'une langue seconde. Suivant une approche basée sur l'analyse de discours (Antaki & Widdicombe, 1998; Goffman, 1981), j'analyse le processus dynamique de construction identitaire des participants. Les résultats présentés dans cet article, basés sur des ...

This study investigates the longitudinal and spatial patterns and spillover effects of Low-Income Housing Tax Credit (LIHTC) developments on neighborhood-level income segregation. Focusing on all MSAs in the U.S., the results show that LIHTC units have been spatially clustered in socioeconomically disadvantaged neighborhoods over time. This research also explores the spillover effects of LIHTC units on neighborhood economic status by utilizing propensity scores and weighted linear regression to address a self-selection bias of developers' decisions regarding the location of LIHTC projects. The results suggest that LIHTC developments, in general, are expected to increase the concentration of households that have lower income than the average household income of the MSA. However, in high-poverty neighborhoods, LIHTC developments yield positive spillover effects on neighborhood economic status. Moreover, providing LIHTC units in high-poverty neighborhoods where LIHTC units were built previously in the focal or any adjacent neighborhood also improves neighborhood economic status.

AbstractThe State-centric bias in proportionality in international humanitarian law, where non-State armed groups (NSAGs) are expected to adhere to the same rigour of proportionality as States, regardless of how unrealistic that expectation is, has not often been considered in ideas to improve compliance with proportionality. This article puts forth three proposals – a Comprehensive Proportionality Assessment Framework, capacity-building for military actors, and rapid multidisciplinary assessment teams – that aim to reduce State-centric bias and strengthen proportionality compliance not just for States but for all parties to conflict, including NSAGs.

This paper aims to capture the complex process through which former socialist North Koreans are remade as South Koreans. I argue that the process by which border crossers from North Korea are remade into post-socialist subjects is complex and multi-dimensional. I address the interlocked nature of institutions and subjectivities in citizen-making processes. On the one hand, it involves the institutionalizations of border crossers with the purpose of screening out "dangerous socialist subjects" for security reasons, followed by "post-socialist" education at Hanawon. On the other hand, it also entails the cultural dynamics of the citizen-making processes. Border crossers are taught not only about political democracy and the economic market, but the cultural learning of resilience to cope with hardship and uncertainty in South Korea. This paper finds two distinctive responses to the cultural learning of resilience—fear and rejection. In this sense, the institutionalizations and the cultural teaching of resilience have unintended consequences. These citizen-making processes raise the question of what characterizes normal subjectivity in a modern, marketized economy. Rather than accepting these normal assumptions as given and natural, this paper tries to uncover hidden assumptions and to problematize the arbitrariness of these normative assumptions. What appears normal, rational, free, and democratic can be actually accidental, temporary, absurd, and socially constructed. This paper attempts to challenge and demystify the meaning of rational, free, democratic, resilient, and normative citizenships that tend to be taken for granted. (Pac Aff/GIGA)