Relevant bibliographies by topics / Degree Discipline: International Relations

Academic literature on the topic 'Degree Discipline: International Relations'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Degree Discipline: International Relations"

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Albert, Mathias, and Barry Buzan. "On the subject matter of International Relations." Review of International Studies 43, no. 5 (July 17, 2017): 898–917. http://dx.doi.org/10.1017/s0260210517000262.

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AbstractThis article deals with the subject matter of International Relations as an academic discipline. It addresses the issue of whether and how one or many realms could legitimately be claimed as the discipline’s prime subject. It first raises a number of problems associated with both identifying the subject matter of IR and ‘labelling’ the discipline in relation to competing terms and disciplines, followed by a discussion on whether, and to what degree, IR takes its identity from a confluence of disciplinary traditions or from a distinct methodology. It then outlines two possibilities that would lead to identifying IR as a discipline defined by a specific realm in distinction to other disciplines: (1) the ‘international’ as a specificrealmof the social world, functionally differentiated from other realms; (2) IR as being about everything in the social world above a particularscale. The final section discusses the implications of these views for the study of International Relations.
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Deighton, Anne. "Say it with documents: British policy overseas, 1945–1952." Review of International Studies 18, no. 4 (October 1992): 393–402. http://dx.doi.org/10.1017/s0260210500118959.

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It has not been easy for those in the relatively new field of international relations to find an intellectual niche, and a great deal of ink has been spilled in debates about the nature, sources and role of the discipline. The most basic area of the debate is between the largely British-based historical traditions and the North American behaviourist and ‘scientific’ schools. No doubt many international historians have winced at the vague phrase ‘history shows us that...’, which still appears in some textbooks. And no doubt international relations theorists have despaired of international history monographs in which the author appears to fail to draw any general conclusions after years of painstaking study in the archives. In institutions of higher education the professionals continually struggle to get the balance right between the different elements of an international relations degree, and the paucity of departments devoted solely to international relations is witness to the still ambiguous place of the discipline in the academic world. despite unrelenting student demand—but it also shows that the discipline is very much alive, vigorous, developing and innovative. It is also fairly obvious that intellectual disciplines do not have to be mutually exclusive, and perhaps one of the closest, even symbiotic, relationships is the key one between the study of international history and international relations, particularly foreign policy analysis.
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Wang, Jianwei. "International Relations Studies in China." Journal of East Asian Studies 2, no. 1 (February 2002): 69–87. http://dx.doi.org/10.1017/s1598240800000679.

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This article traces the evolution of international relations studies as an academic discipline in China in the last two decades or so. Almost non-existent before the 1980s, IR studies has become an increasingly dynamic, sophisticated, and popular field of social science in both teaching and research. This is reflected in the growth of institutions, degree programs, scholarship and paradigmatic debate as well as interaction with the Western intellectual community in both theory and personnel. Nevertheless, the development of IR studies in China is still in its primitive stage and it must contend with various problems such as political control, a lack of well-trained scholars, inadequate funding, and ideational uncertainty.
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Oksamityna, Kseniya. "Progressing Fragmentation of Political Science." Politikon: The IAPSS Journal of Political Science 15, no. 1 (April 30, 2009): 70–85. http://dx.doi.org/10.22151/politikon.15.1.4.

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While state has traditionally been the sole (or at least primary) unit of analysis in International Relations, scholars are increasingly recognizing non-state entities, such as interstate organizations, multinational companies, terrorist cells, religious institutions, non-governmental organizations, epistemic communities, and transnational advocacy networks as actors in international politics. A natural question arises: is International Relations, as a discipline, capable of conceptualizing and explicating complex webs of relations among a myriad of actors, or is mapping a new field of enquiry required? Transnational Studies, offered at various degree levels at several universities, positions itself as a sub-filed within Humanities, mainly preoccupied with historical, social, cultural and linguistic aspects of cross-border interactions. Global Studies seems to reconcile International Relations and Transnational Studies. However, Global Studies, as a discipline, is only in the making; its emergence is surrounded by healthy skepticism.
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Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. "Gender and bias in the International Relations curriculum: Insights from reading lists." European Journal of International Relations 25, no. 2 (August 20, 2018): 383–407. http://dx.doi.org/10.1177/1354066118791690.

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Following growing academic interest and activism targeting gender bias in university curricula, we present the first analysis of female exclusion in a complete International Relations curriculum, across degree levels and disciplinary subfields. Previous empirical research on gender bias in the teaching materials of International Relations has been limited in scope, that is, restricted to PhD curricula, non-random sampling, small sample sizes or predominately US-focused. By contrast, this study uses an original data set of 43 recent syllabi comprising the entire International Relations curriculum at the London School of Economics to investigate the gender gap in the discipline’s teaching materials. We find evidence of bias that reproduces patterns of female exclusion: 79.2% of texts on reading lists are authored exclusively by men, reflecting the representation of women neither in the professional discipline nor in the published discipline. We find that level of study, subfield and the gender and seniority of the course convener matter. First, female author inclusion improves as the level of study progresses from undergraduate to PhD. This suggests the rigid persistence of a ‘traditional International Relations canon’ at the earliest disciplinary stage. Second, the International Organisations/Law subfield is more gender-inclusive than Security or Regional Studies, while contributions from Gender/Feminist Studies are dominated by female authorship. These patterns are suggestive of gender stereotyping within subfields. Third, female-authored readings are assigned less frequently by male and/or more senior course conveners. Tackling gender bias in the taught discipline must therefore involve a careful consideration of the linkages between knowledge production and dissemination, institutional hiring and promotion, and pedagogical practices.
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GÖKÇE, Emrah Utku. "An Overview of Books Suggested for Research Methods at International Relations (IR) Postgraduate Degree Programmes in Turkey." Anadolu Üniversitesi Sosyal Bilimler Dergisi 22, Özel Sayı 2 (December 31, 2022): 19–32. http://dx.doi.org/10.18037/ausbd.1227288.

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This study focuses on the core reading in research methods courses in International Relations (IR) postgraduate programmes in Turkey. The first section determines the core reading materials in the syllabi. In the second section, in order to thematically code these books, we create five categories: (1) General Research Methods, (2) Research Methods in Social Sciences (3) Qualitative, Quantitative, and Mixed Research Methods, (4) Research Methods in Political Science (5) Research Methods in International Relations. The research was modelled/designed according to a case study conducted with a qualitative approach. The data collection method of the study is document review, while the chosen data analysis method is content analysis. The study analyses the contents of syllabi from 70 different module/course. Findings show that Social Sciences have the most methodology-related books with 37% of the books being relevant to research methods. Conversely, the study shows that this rate is at 1% for IR. The study concludes that discipline-specific method books are not chosen within the IR postgraduate programmes. Finally, the study recommends significant research methodology books to be included in the related IR syllabi.
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Nasyrova, Gulnara. "Reading skills development of Master’s Degree Students in “International Relations” programme (based on Mass Media articles)." Tambov University Review. Series: Humanities, no. 181 (2019): 26–33. http://dx.doi.org/10.20310/1810-0201-2019-24-181-26-33.

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We pay attention to the two competing trends within each functional style; note the ter-minological diversity when naming publicistic style. We analyze pragmatic and semantic peculiar-ities of the mass information language. We substantiate the expediency of using informational and analytical Mass Media texts as the linguistic material in classes with Master’s Degree Students in “International Relations” programme of Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation. We pay attention to the professional and communicative competencies which should be acquired by students while mastering the “Foreign language of professional activity” discipline. We focus on the need to comply with meaningful and linguistic criteria in the selection of authentic texts for Master’s Degree Students. On the example of articles from the magazine “The Economist”, we consider the system of exercises and tasks for the professional-oriented reading skills development among students for more effective reading skills teaching. We differentiate the terms “exercise” and “task”, as well as “skim reading” and “reading for detail”. We substantiate the expediency of methodical processing of Mass Media texts in accordance with the linguistic level of Master’s Degree Students. We prove the necessity of system compliance of pre-text, text and after-text tasks and exercises based on the texts on the topic: “Migration: causes, problems and ways of solving it”. We give a generic list of tasks and exercises taking into account the three-stage system.
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Lisauskaite, Valentina Vlado. "Implementation of game technologies as a form of interactive technique of teaching Master's disciplines." Современное образование, no. 1 (January 2021): 50–58. http://dx.doi.org/10.25136/2409-8736.2021.1.35145.

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The subject of this research is the analysis of the forms of implementation of interactive teaching techniques in form of game technologies on the example of a specific discipline within the framework of the Master's Degree program “Law in the Field of Regional International Relations”. The object of this article is the “business game” and “group research” as form of giving a lesson. Special attention is turned to the analysis of characteristics of interactive technologies, developed by the author from the basic definition, as well as to the characteristics of the methodology of implementation of game technologies in the context of the academic discipline “The Peculiarities of Organizational and Legal Cooperation of States in the field of Protection from Disasters within the framework of Regional mechanisms”. The main conclusions are as follows: game technologies is an essential element of teaching and should actively implemented; it is important to think through the goal and tasks of a specific game technology in order to achieve the desired result; a particular type of the implemented game technology depends on different aspects, including the level of training, discipline and topic; the use of game technologies in education allows the students to reinforce the studied material, identify and fill the gaps in knowledge, and learn how to apply the acquired knowledge. A special contribution of the author to the study of the topic is the presented methodological characteristics of the application of specific game technologies in the framework of the considered academic discipline. The novelty of this research consists in refraction of the general theoretical characteristics of interactive methods and their forms in teaching legal disciplines within the framework of Master's Degree Program.
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Keohane, Nannerl O. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream." Perspectives on Politics 14, no. 2 (June 2016): 496–97. http://dx.doi.org/10.1017/s153759271600027x.

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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Kanišauskas, Saulius. "TRANSDISCIPLININIS PROJEKTAS: PROVERŽIS Į MOKSLŲ IR PRAKTIKOS SINTEZĘ?" Problemos 80 (January 1, 2011): 107–15. http://dx.doi.org/10.15388/problemos.2011.0.1304.

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Antrojoje XX amžiaus pusėje prasidėjo mokslo sričių (disciplinų, dalykų) integracijos procesai, apibūdinami multi-, poli-, pliurali-, inter-, tarp-, trans- discipliniškumo terminais. Parodoma, kad tarptautinis terminas „disciplina“ turi kur kas platesnę prasmę nei lietuviškas terminas „dalykas“, suprantamas kaip mokslo šaka ar sritis. Teigiama, kad svarbiausiu kriterijumi, leidžiančiu apibūdinti disciplinų sąveikų tipus, turi būti „disciplininio grynumo“ pažeidimo laipsnis, o transdisciplininis projektas, skirtingai nei kiti disciplinų integracijos tipai, „disciplininio grynumo“ reikalavimą atmeta iš principo. Parodoma, kad transdisciplininis projektas pirmiausia siejamas su siekiu akademinį mokslą orientuoti į pragmatinį socialinių reikmių tenkinimą, į jį įtraukiant neakademinius veiksnius. Atkreipiamas dėmesys į tai, kad stiprioji transdisciplininio diskurso versija, kuri pabrėžia poreikį gilintis į fundamentalius pasaulėvaizdžio klausimus ir siekia suvienyti visus mokslus, susiduria su rimtomis ontologinėmis bei epistemologinėmis problemomis. Išsakomas nuogąstavimas, kad dėl jų transdisciplininis projektas gali likti apologetinio pobūdžio ar tik euristikos šaltiniu.Pagrindiniai žodžiai: mokslas, dalykai, disciplinos, transdisciplininis diskursas, transgresija.Transdisciplinary Project: Breakthrough in Synthesizing Science and PracticeSaulius Kanišauskas SummaryThe second half of the 20th century witnessed discontent with rigid distinction between science specializations, thus science integration processes which can be described in terms of multi-, poli-, pliurali-, inter-, trans- disciplinary started to evolve. The article attempts to show that the international term “discipline” has a significantly broader meaning than the Lithuanian term “subject”, which is perceived as a branch or field of science. It is maintained that the vulnerability degree of “disciplinary purity” should be the most important criterion which allows defining relation types of disciplines. However, conversely to other types of disciplinary integration, the transdisciplinary project rejects the requirement of “disciplinary purity” in principle. Moreover, the transdisciplinary project is first associated with striving to direct the academic science that it could satisfy the pragmatic social needs through introduction of non-academic factors. Also, the article points out that the “strong version” of the transdiciplinary project which focuses on the need to delve into fundamental questions of worldview and which attempts to consolidate all sciences faces serious ontological and epistemological problems. As a result, there is considerable danger that due to not solved epistemological problems, the transdisciplinary project is at risk to remain of apologetic character and a source of heuristics.Keywords: science, subjects, discipline, transdisciplinary discourse, transgression.
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Dissertations / Theses on the topic "Degree Discipline: International Relations"

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Freire, Lucas Grassi. "On the role of metatheory in the academic discipline of international relations." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8321.

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This thesis investigates in three parts the role played by metatheory in the discipline of International Relations (IR). Part one defines metatheory as 'systematic discourse about theory' and classifies it in a typology combining elements internal or external to the discipline with intellectual or contextual aspects of theorising. Each combination has particular functions. They also add to the roles played by several modes of metatheoretical inquiry (hermeneutical, evaluative, corrective, critical and historical). The typology offered in part one clarifies the general roles of metatheory as a constraining and enabling discursive mechanism. This is also discussed in part two, addressing how IR scholars portray metatheory's role in the discipline. Arguments against and in favour of metatheory are scrutinised, leading to a qualified defence of metatheoretical research in IR. Some of the negative impact of metatheorising in IR is acknowledged, but ultimately a stronger case attempting to eliminate it from the field cannot be sustained for analytical reasons. The merits of metatheory, therefore, will depend on how it operates in particular instances. A selection of illustration cases in part three further develops the argument. The first case stresses how metatheoretical directives shaped 17th century views of the Holy Roman Empire. It indicates that metatheory can frame theoretical claims even in a weak disciplinary context. A stronger disciplinary environment frames the second case, analysing a number of IR theories on the impact of the Peace of Westphalia in the European states-system. This discussion often alludes to the notion of hierarchy. The third case examines the interaction between metatheoretical directives and theories of hierarchy. These arguments are not necessarily compatible with the metatheoretical principles argued by their authors. As a mechanism, therefore, metatheory does not relate to theory in a deterministic way. Part three itself is, of course, a metatheoretical study that further illustrates the thesis.
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Turton, Helen Louise. "The sociology of a diverse discipline : international relations, American dominance and pluralism." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13868.

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The discipline of International Relations is frequently depicted as an American dominated discipline. This disciplinary self-image has become so entrenched that it is rarely questioned and operates as a ‘quasi-fact’ within the field. However, the manner in which this widespread claim has been put forth is largely speculative. There is a surprising lack of data verifying the prominent notion, and indeed the ‘evidence’ that does exist is largely out-dated and methodologically problematic. As such, this thesis attempts to remedy this dearth of data by systematically investigating if and how the United States dominates the discipline of IR. Rather than speaking of a generic and ambiguous form of dominance this thesis begins by disaggregating the concept of dominance and stating the ways in which an actor can potentially dominate and how this can be measured. What this crucially means is that the US may dominate in some ways and not others. Through exploring twelve of discipline’s international journals over a ten-year period from 1999-2009, and four international conferences from 2005-2011 it becomes clear that the central issue is not whether the United States dominates the discipline but the degree and manner in which it does. Through demonstrating the numerous current trends and inclinations in the discipline a complex image of the IR emerges; an image that challenges a number of prevalent assertions about the disciplinary character of IR. The findings presented illustrate how the discipline of IR is more international and more diverse than is commonly perceived, and yet how the discipline of IR still experiences certain forms of American dominance. This thesis aims to highlight the importance of perspective and consequently how we need to be more nuanced and reflective in the ways we characterize the discipline’s dominance claims. Overall this thesis aims to highlight the many dynamics occurring at different levels of the discipline, all of which shape the contours of the field and IR’s relationship with the American academy.
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Mathews, Julie. "The socialization of students from the developing world into the academic discipline of International Relations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0025/MQ50543.pdf.

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Evans, Paul. "Towards a future theoretical collecticism? : challenging the positivist tradition in the Australian international relations discipline /." Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09are918.pdf.

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Cunningham-Cross, Linsay Dawn. "In search of a Chinese school : ghostly encounters with the parochial/global discipline of international relations." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/in-search-of-a-chinese-school-ghostly-encounters-with-the-parochialglobal-discipline-of-international-relations(3f223973-1c17-4995-9d97-c3f010090b68).html.

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This thesis explores recent trends in Chinese international relations scholarship from the perspective of post-colonial and critical international relations theory. It begins by interrogating the now widespread view that ‘the discipline’ of international relations is profoundly Eurocentric. The claim to parochialism in international relations discourse is explained and substantiated through a critical re-reading of enduring myths in international relations discourse, which shape not only what we know to be international relations but how we mightknow it and who indeed the ‘we’ is that does the knowing. This research adopts a methodology of ghost hunting inspired by Avery Gordon’s work on ghosts and hauntings in the sociological imagination (Gordon 2008). It follows the meandering trail of a ghostly journey through international relations discourse, telling of multiple and conflicting encounters between Chinese international relations and the wider parochial/global discipline. In particular it examines recent debates surrounding the need for a distinctively Chinese approach to international relations research: a Chinese School of IR.Debates about the place of Chinese international relations research in the wider (parochial/global) discipline remain the focus of this research project. A close (re)reading of these debates reveals the many ways in which Chinese international relations discourse actively constructs ‘the discipline’ of international relations, singing it into life, whilst simultaneously unsettling the myths that make international relations possible. These trends are explored further through the use of two case studies of leading scholars – Yan Xuetong and Qin Yaqing – and the enduring debate between them (and between Chinese scholars in general) over whether or not China needs its own theory of international relations. The work of these two individuals has had a huge impact on wider trends within and about Chinese international relations. The thesis concludes with a return to the question of identity in international relations discourse and questions who is Chinese in the Chinese School and what are the implications of constructing ‘Chineseness’ through international relations discourse. I argue that the Chinese School project is perhaps best understood as an expression of contemporary Chinese nationalism.
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de, Felice Damiano. "Explaining variation in the degree of internalisation of political conditionality : the cases of France and the United Kingdom." Thesis, London School of Economics and Political Science (University of London), 2014. http://etheses.lse.ac.uk/3140/.

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This dissertation shows that and explains why two European Union (EU) Member States, namely France and the United Kingdom (UK), differ in the degree of internalisation of political conditionality. The dissertation is divided into two parts. The first part assesses the degree of internalisation of political conditionality. Following a three-fold measurement framework, the thesis examines French and British policies, legal documents and behaviour. The analysis of behaviour concentrates on four cases of EU aid sanctions: Madagascar 2009, Mozambique 2009, Nicaragua 2008 and Zimbabwe 2002. France and the UK differ significantly. France has not officially endorsed political conditionality, generally does not insert human rights clauses in its developing agreements, and is recurrently among the donors which take a soft stance in response to recipient governments’ abuses. The UK has adopted a fully-fledged policy requiring partner governments to respect human rights and basic democratic principles, has consistently included human rights clauses in its development agreements and often belongs to the group of hardliners in favour of the application of aid sanctions. The second part of the dissertation explains these differences. Given the complexities of aid decision-making, the thesis adopts an “analytic eclectic” approach and tests four alternative hypotheses derived from realism, international constructivism, liberalism and sociological institutionalism. The examination of the cases studies and more than 100 interviews with diplomats, aid officials and representatives from nongovernmental organisations show that the higher accountability of aid decisionmakers and social pressure by like-minded donors (in particular Nordic countries) have played the most significant role in generating deeper internalisation of political conditionality by the UK. While organisational cultures cannot explain the extent of internalisation of political conditionality, their differences are helpful to understand the characteristics of the cases when political conditionality is applied more reluctantly. Evidence is not sufficient to confirm the hypotheses based on material interests, Commonwealth influence and aid modalities.
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Hartman, Erica. "Narrating the War on Terror: Reproducing the Patriarchy through Securitization and Discipline of Female Bodies." Ohio University Art and Sciences Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1556290142380571.

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Su, Fen. "Emotional labour in the hospitality industry a case study in an international Auckland hotel : this dissertation is submitted to Auckland University of Technology in partial fulfilment of the degree of Master in International Hospitality Management, December 2005." Full Dissertation. Abstract, 2005.

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Begg, Jeanine. "Conceptualising the nature of relations between the European Union and Japan : using the frameworks of identity and rational choice analytic narratives as a means to interpret this dynamic relationship, 1990-2005 : a thesis submitted in fulfilment of the requirements for the degree of Master of Arts in European Studies in the University of Canterbury /." Thesis, University of Canterbury. National Centre for Research on Europe, 2006. http://hdl.handle.net/10092/1957.

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This thesis explores the bilateral relationship between the European Union (EU) and Japan as interregional partners and as united global actors. The principal aim is to navigate the nature of relations between these two diverse entities asserting that ideology, culture and identity formation contribute significantly to the joint policies undertaken by these two groups. The theoretical assumptions of this thesis are discussed in parallel to observable phenomena relative to the nature of relations between the EU and Japan, 1990-2005. This research analyses EU and Japan interactions from the Joint Declaration 1991 and including the Action Plan 2001 and aims to use the theoretical concepts of Identity. The frameworks of the Four Point Plan and the Analytic Narrative are appropriate to gain insight to the nature of these relations. Both the Four Point Plan and the Analytic Narrative are broad in scope but defined in nature, thus they are most suitable for the purpose of this analysis. This multidisciplinary approach enables the deconstruction of the influence held by 'identity' in domestic and international policy, outlining that policy influences such as preference and 'stories'! affect the relationship between the EU and Japan. This modem research angle serves to emphasise the uniqueness of the EU and Japan as international actors. The United States and rise of China act as intervening variables, and their secondary role highlights the changing global environment over this period.
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Cunha, Raphael C. "Financial Globalization & Democracy: Foreign Capital, Domestic Capital, and Political Uncertainty in the Emerging World." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu149434486657801.

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Books on the topic "Degree Discipline: International Relations"

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1965-, Dunne Timothy, Kurki Milja, and Smith Steve 1952-, eds. International relations theories: Discipline and diversity. Oxford: Oxford University Press, 2007.

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The dividing discipline: Hegemony and diversity in international theory. Boston (Mass.): Allen & Unwin, 1985.

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Idealism and realism in international relations: Beyond the discipline. London: Routledge, 2000.

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Eun, Yong-Soo. Pluralism and Engagement in the Discipline of International Relations. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1121-4.

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Holsti, K. J. The dividing discipline: Hegemony and diversity in international theory. Boston: Allen & Unwin, 1985.

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Holsti, K. J. The dividing discipline: Hegemony and diversity in international theory. Boston: Allen & Unwin, 1987.

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Devetak, Richard, Anthony Burke, and Jim George. An introduction to international relations: The origins and changing agendas of discipline. 2nd ed. Cambridge: Cambridge University Press, 2012.

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An introduction to international relations: The origins and changing agendas of discipline. 2nd ed. Cambridge: Cambridge University Press, 2012.

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Mishenin, Sergey. Information and analytical work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.

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In the textbook the basic concepts concerning the organization and technology of information work of the student-historian are considered. It includes four sections: the first determines the place of the course's problems in the process of historical knowledge; the second tracks the principal features of facts, sources and research, which can potentially be the sphere of historical research; the third introduces the reader to the principles, conceptual apparatus, laws, methods and judgments as means of knowledge.; the fourth introduces the experience of constructing the text of the study, which sums up a certain result of the work done and allows you to " translate the process of learning a new state of relative knowledge." Meets the requirements of the Federal state educational standards of higher education of the last generation. It is intended for undergraduate students studying the discipline "Information and analytical work". It can be useful to persons preparing for admission to the master's degree in the areas of training "History" and "International relations", as well as all those interested in working with documents and other media.
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John, West. Asian Century… on a Knife-edge: A 360 Degree Analysis of Asia's Recent Economic Development. Basingstoke: Springer Nature, 2018.

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Book chapters on the topic "Degree Discipline: International Relations"

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van der Pijl, Kees. "International Relations and Capitalist Discipline." In Phases of Capitalist Development, 1–16. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9781403900081_1.

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Czaputowicz, Jacek, and Anna Wojciuk. "International Relations as a Scholarly Discipline." In International Relations in Poland, 13–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60564-7_2.

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Jackson, Robert. "International Relations as a Craft Discipline." In Theorising International Society, 21–38. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234475_2.

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Unoki, Ko. "Racism and the discipline of International Relations (IR)." In Racism, Diplomacy, and International Relations, 70–94. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003256700-4.

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Meszaros, Thomas, and Antony Dabila. "Raymond Aron’s heritage for the International Relations discipline." In Raymond Aron and International Relations, 142–62. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The new international relations: Routledge, 2018. http://dx.doi.org/10.4324/9781315620114-9.

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Kesboonchoo Mead, Kullada, and Jittipat Poonkham. "The end of Thai International Relations?" In International Relations as a Discipline in Thailand, 240–58. New York : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351180887-13.

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Haiven, Larry. "3.Workplace Discipline in International Comparative Perspective." In Workplace Industrial Relations and the Global Challenge, edited by Jacques Bélanger, P. K. Edwards, and Larry Haiven, 70–102. Ithaca, NY: Cornell University Press, 2020. http://dx.doi.org/10.7591/9781501733369-006.

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Sawasdipakdi, Pongkwan. "International political economy in Thailand." In International Relations as a Discipline in Thailand, 110–26. New York : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351180887-6.

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Supachalasai, Chyatat. "Postcolonial theoretical proposals in Thai International Relations." In International Relations as a Discipline in Thailand, 63–84. New York : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351180887-4.

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Sombatpoonsiri, Janjira. "Peace research and International Relations in Thailand." In International Relations as a Discipline in Thailand, 149–72. New York : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781351180887-8.

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Conference papers on the topic "Degree Discipline: International Relations"

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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.

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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Bosch, Carlos. "Relations between the Discipline and the School Mathematics in Latin American and Caribbean Countries." In Proceedings of the International Congress of Mathematicians 2010 (ICM 2010). Published by Hindustan Book Agency (HBA), India. WSPC Distribute for All Markets Except in India, 2011. http://dx.doi.org/10.1142/9789814324359_0030.

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Durak, Nurcan, Ali Pinar, Tamara G. Kolda, and C. Seshadhri. "Degree relations of triangles in real-world networks and graph models." In the 21st ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2396761.2398503.

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Cottey, Andrew. "Linking academia and the ‘real world’ in International Relations." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.31.

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This talk will reflect on the challenges of linking academic programmes and teaching, on the one hand, with the policy-makers and practitioners, on the other, with particular reference to the discipline of international relations (which focuses on relations between states, international organisations and global political and socio-economic dynamics). The talk will draw on experience from University College Cork’s Department of Government and Politics, which has an extensive, market-leading work placement programme, and from UCC’s MSc International Public Policy and Diplomacy, which is a new model of international relations masters seeking to bridge academia and the world of policy. Our experience shows that it is possible to link academia and the world of policy and practitioners, but that it is not easy, even in an apparently very policy-oriented discipline, and that it involves significant challenges. The talk will highlight a number of challenges involved in linking the academic study of international relations with the ‘real world’ of international politics: bridging academia and policy/practitioners is not easy in the disciplines of political science and international relations – the two have different needs and, often, different languages; the development and maintenance of work placements and other elements of engagement with policymakers and practitioners involves very significant workload and needs to be properly supported in terms of staffing and infrastructure; and in politics and international relations, the skill sets which policy-makers and practitioners need often differ from those that universities normally provide. Finding the ‘right’ balance between academic disciplinary requirements/standards and the needs of employers is a difficult task.
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Shcherbakova, Olesya, and Julia Smolina. "The Peculiarities of Legal Regulation of Labor Discipline for Remote Workers." In VIII International Scientific and Practical Conference 'Current problems of social and labour relations' (ISPC-CPSLR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.186.

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Sug, Hyontai. "Applying Rough Sets to Maintain Data Consistency for High Degree Relations." In 2008 Fourth International Conference on Networked Computing and Advanced Information Management (NCM). IEEE, 2008. http://dx.doi.org/10.1109/ncm.2008.180.

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Aydemir, Ahmet Fatih, and Ahmet Alkan Çelik. "The Relations between Stabilization Policies and Economic Growth in the Economies of Central Asia and Caucasia." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00399.

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In the early 1990s, with the fall of communism and the dissolution of USSR, the so-called transition economies have emerged in Eastern Europe and the former USSR. Within this transition period from planned to market economies, fiscal and monetary discipline has not been adequately emphasized while the crucial aim of these economies is to realize price liberalization, privatization and economic stabilization. Hence, the problems of income distribution and growth have not been able to be solved. In this paper, we analyze the relations between economic growth and fiscal and monetary discipline in the economies of Central Asia and Caucasia since their independence. We use WDI-2010 data of the World Bank in order to develop a model including fiscal and monetary variables, which aims to represent the growth experiences of the aforementioned countries.
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Bazik, Jaroslav. "MULTI-CRITERIA TERRITORY PRIORITIZATION ACCORDING TO THE DEGRADATION DEGREE OF OWNERSHIP RELATIONS." In 16th International Multidisciplinary Scientific GeoConference SGEM2016. Stef92 Technology, 2016. http://dx.doi.org/10.5593/sgem2016/b23/s11.044.

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Wang, Xue, and Yuanming Ding. "Index screening model construction of discipline evaluation based on combination of discrimination degree and importance." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit130401.

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An, Junxiao, Xiaoqing Li, and He Zhang. "The Impact of Pictures Bright or Dark Degree to Human’s Memory." In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.126.

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Reports on the topic "Degree Discipline: International Relations"

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Torres-Mancera, Rocio, Carlos de las Heras-Pedrosa, Carmen Jambrino-Maldonado, and Patricia P. Iglesias-Sanchez. Public Relations and the Fundraising professional in the Cultural Heritage Industry: a study of Spain and Mexico / Las relaciones públicas y el profesional de la captación de fondos en la industria del patrimonio cultural: un estudio de España y México. Revista Internacional de Relaciones Públicas, June 2021. http://dx.doi.org/10.5783/rirp-21-2021-03-27-48.

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The present research aims to understand the current situation of strategic communication and public relations applied in the professional field of fundraising in the cultural heritage environment. It observes the current patterns used in the sector to obtain and generate long-term sustainable funding, through the stimulation of investors and International Cooperation projects from the European Union in line with UNESCO. Two international case studies are compared: Spain and Mexico, through the selection of territorial samples in Malaga and San Luis Potosi. The methodology used is based on a combination of in-depth interviews with key informants and content analysis. In the first instance, the degree of application of communication and public relations tools for strategic purposes to directly attract economic resources to the management of cultural heritage (tangible and intangible) in the region is studied. In line with the results obtained, the current parameters and key indicators of the profile of the fundraising professional in public and private cultural management are presented.
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