Suchergebnisse

Examines US-Libyan relations in light of Muammar Qaddafi's renunciation of weapons of mass destruction and efforts to reengage with the world. It is argued that such reengagement hinges on the US and the rest of international society shifting a focus away from Libya's past and attending to its future. This is seen as an opportunity to demonstrate the benefits of open and transparent government.

Detaillierte Diskussion der innenpolitischen Entwicklung im lusophonen Afrika nach der portugiesischen Revolution von 1974. Gegen Ende der siebziger Jahre beginnende Wiederannäherung besonders Angolas gegenüber Portugal, während bei Mozambique einer Normalisierung der Beziehungen die auch noch nach dem Nkomati-Vertrag andauernden Guerillaaktivitäten im Wege stehen. Zukünftig werden nicht mehr koloniale Ressentiments, sondern die Einstellung Portugals gegenüber den internen Guerillabewegungen die Art und Intensität der Beziehungen bestimmen. (DÜI-Hlb)

Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students' psychological needs for autonomy, relatedness and competence were identified. Semi-structured interviews were conducted with 35 students (aged 14–16 years) attending an AP school in England and data were triangulated using staff interviews and lesson observations. Interpretive phenomenological analysis was used to code the data. More staff practices were categorised as facilitating one of the three needs, and more students mentioned these positive behaviours, than the need-inhibiting practices. This fostered trusting, caring and respectful student-staff relationships, which ultimately led to educational re-engagement. It would be beneficial if such findings were incorporated into government statutory guidelines for AP establishments in order to increase awareness amongst those on the frontline. Moreover, findings support the current UK government policy to increase the number of AP schools, as they have the scope to focus on the supportive staff practices.

While the western powers credit globalization with facilitating development, Africa continues to face challenges such as poverty, low quality education, HIV/AIDS, and ineffective governance. This article provides an overview of African development since independence arguing that the African states shifted from their service-based policy agenda of the 1960s during the boom and bust period in the 1970s and 1980s, experienced the drastic effects of structural adjustments in the 1990s, and are now attempting to pursue an African renaissance agenda. It demonstrates how adult educators can help create deliberative democracy by working with civil society to engage African communities in public discourse and empower the citizenry.

Doctoral dissertation, PhD / Open Access ; This study uses a qualitative methodology in a phenomenological exploration of academic re-engagement for high school completion. An investigation was conducted of those who left before graduation and chose a service learning program for high school completion. New Jersey Youth Corp members (n=3) and alumni (n=12) participated in individual interviews and the staff (n=6) participated in a focus group. Resilience Theory, Critical Race Theory, and Systems Ecological Theory constitute the theoretical framework. The study sought to answer: "What were the personal lived experiences of high school students who chose to complete high school using a service learning program?" Participants shared the challenges of their lives with attending school. Findings include that some said it was boring, teachers considered it a job, and support was missing to address their challenges outside of school so they could remain in the academic environment until graduation. The social work profession ultimately is the profession to advocate for public education students in marginalized, underserved, impoverished, and under-resourced communities to policy makers and legislators.