Journal articles on the topic 'Degree Discipline: International Relations'
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1
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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Milner, Helen V. "Rationalizing Politics: The Emerging Synthesis of International, American, and Comparative Politics." International Organization 52, no. 4 (1998): 759–86. http://dx.doi.org/10.1162/002081898550743.
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International relations has often been treated as a separate discipline distinct from the other major fields in political science, namely American and comparative politics. A main reason for this distinction has been the claim that politics in the international system is radically different from politics domestically. The degree of divergence between international relations (IR) and the rest of political science has waxed and waned over the years; however, in the past decade it seems to have lessened. This process has occurred mainly in the “rationalist research paradigm,” and there it has both substantive and methodological components. Scholars in this paradigm have increasingly appreciated that politics in the international realm is not so different from that internal to states, and vice versa. This rationalist institutionalist research agenda thus challenges two of the main assumptions in IR theory. Moreover, scholars across the three fields now tend to employ the same methods. The last decade has seen increasing cross-fertilization of the fields around the importance of institutional analysis. Such analysis implies a particular concern with the mechanisms of collective choice in situations of strategic interaction. Some of the new tools in American and comparative politics allow the complex, strategic interactions among domestic and international agents to be understood in a more systematic and cumulative way.
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Forteau, Mathias. "Comparative International Law Within, Not Against, International Law: Lessons from the International Law Commission." American Journal of International Law 109, no. 3 (July 2015): 498–513. http://dx.doi.org/10.5305/amerjintelaw.109.3.0498.
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Public international law and comparative law have so far been regarded as largely distinct fields, with little to no overlap between them. The degree of separation between the two disciplines is rendered in particularly stark relief by the absence in practice or scholarship of any real inquiry into the relationship between comparative law on the one hand and customary international law and general principles of international law on the other. Some eminent international lawyers go so far as to claim that it would be both unnecessary and unrealistic to have recourse to comparative law in the context of the identification of customary international law and general principles of law, pointing to the case law of the Permanent Court of International Justice and the International Court of Justice, which, according to them, “show[s] a clear disinclination towards the use of the comparative method.”
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Brown, Chris. "The poverty of Grand Theory." European Journal of International Relations 19, no. 3 (September 2013): 483–97. http://dx.doi.org/10.1177/1354066113494321.
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The editors of the special issue, in their call for papers for this special issue, expressed a degree of disquiet at the current state of International Relations theory, but the situation is both better and worse than they suggest. On the one hand, in some areas of the discipline, there has been real progress over the last decade. The producers of liberal and realist International Relations theory may not have the kind of standing in the social/human sciences as the ‘Grand Theorists’ identified by Quentin Skinner in his seminal mid-1980s’ collection, but they have a great deal to say about how the world works, and the world would have been a better place over the last decade or so if more notice had been taken of what they did say. On the other hand, the range of late modern theorists who brought some of Skinner’s Grand Theorists into the reckoning in the 1980s have, in the main, failed to deliver on the promises made in that decade. The state of International Relations theory in this neck of the woods is indeed a cause for concern; there is a pressing need for ‘critical problem-solving’ theory, that is, theory that relates directly to real-world problems but approaches them from the perspective of the underdog.
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McDaniels, Devin, and Erik N. Wijkström. "Improving Regulatory Governance: International Standards and the WTO TBT Agreement." Journal of World Trade 47, Issue 5 (October 1, 2013): 1013–46. http://dx.doi.org/10.54648/trad2013034.
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The WTO Agreement on Technical Barriers to Trade (the TBT Agreement) obliges governments to use international standards as a basis for regulation yet leaves a degree of flexibility with respect to the choice of standard and the manner of its use. This interplay between obligation and flexibility has given rise to tension in various for a of the WTO, including in committee work, negotiations and dispute settlement. This paper brings together these three distinct strands of WTO work to illustrate core aspects of the international standards debate. In our analysis, we first briefly outline the nature of the discipline in the TBT Agreement itself; next, we describe where and how the discussion arises in the WTO; and, finally, we explore under what circumstances international standards contribute to regulatory convergence and the challenges they face in this regard. We propose that greater regulatory convergence could be fostered through a renewed focus on the procedures used by international standardizing bodies (the how) and greater emphasis on robust technical/scientific underpinnings of the standards themselves (the what).
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Epstein, Charlotte. "The postcolonial perspective: an introduction." International Theory 6, no. 2 (June 20, 2014): 294–311. http://dx.doi.org/10.1017/s1752971914000219.
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In this article I consider what it means to theorise international politics from a postcolonial perspective, understood not as a unified body of thought or a new ‘-ism’ for IR, but as a ‘situated perspective’, where the particular of subjective, embodied experiences are foregrounded rather than erased in the theorising. What the postcolonial has to offer are ex-centred, post-Eurocentric sites for practices of situated critique. This casts a different light upon the makings of international orders and key epistemological schemes with which these have been studied in international relations (IR), such as ‘norms’. In this perspective colonisation appears as a foundational shaper of these orders, to a degree and with effects still under-appraised in the discipline. The postcolonial perspective is thus deeply historical, or rather genealogical, in its dual concerns with, first, the genesis of norms, or the processes by which particular behaviours come to be taken to be ‘normal’. Second, it is centrally concerned with the power relations implicated in the (re)drawing of boundaries between the normal and the strange or the unacceptable. Together, these concerns effectively shift the analysis of the ideational processes underpinning international orders from ‘norms’ to the dynamic and power-laden mechanisms of ‘normalisation’. In addition, I show how theorising international politics from a postcolonial perspective has implications for IR’s conceptions of time, identity, and its relationship to difference, as well as agency.
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Gentry, Bobbi, and Szymon Stojek. "“The State” of International Studies: Curriculum Design." PS: Political Science & Politics 53, no. 2 (February 3, 2020): 349–54. http://dx.doi.org/10.1017/s1049096519002191.
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ABSTRACTIn recent decades, institutions across the United States have increasingly emphasized global education as a prerequisite to successful existence in a diverse yet interconnected world. At the same time, there is increasing awareness that the decline in international studies (IS) has resulted in the United States being ill prepared to address complex global challenges. King (2015) lamented that the United States now increasingly lacks regional experts who understand the country-specific challenges and can place them in a larger global strategic context. How the discipline engages students in a global environment matters; however, the field provides little guidance on how to design global studies majors. IS and global studies are apparently both important and neglected. This study examines the curricula for IS, international relations, international affairs, and global studies programs housed in political science. By reviewing more than 100 programs that offer bachelor’s degrees, the authors identify similarities and differences in curricula and present a summative model of a typical IS program housed in political science departments.
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Fang, Xiaoping. "Bamboo Steamers and Red Flags: Building Discipline and Collegiality among China's Traditional Rural Midwives in the 1950s." China Quarterly 230 (May 11, 2017): 420–43. http://dx.doi.org/10.1017/s0305741017000625.
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AbstractThis paper explores how the new Communist government developed a political consciousness of discipline and collegiality among traditional rural midwives in Chinese villages during the 1950s. It argues that selected traditional rural midwives were taught to observe discipline by attending meetings and studying, and to develop collegiality with peers through criticism and self-criticism of their birth attendance techniques and personal characters in short training courses from 1951 onwards. A legitimized midwife identity gradually formed in rural communities, but with it came conflicts and rivalry. By keeping these midwives under institutional surveillance and creating a dynamic and constant moulding process, the new government intended to foster professional and political discipline and collegiality within the group based on a normativized notion of selflessness performed within a changing series of indoctrination schemes that demonstrated continuity and complementarity and which I have described as common, preliminary, institutionalized, and dynamic schemes. This article examines how the state attempted to retrain marginalized and derided midwives with appropriate class backgrounds in order to incorporate them into the modern medical world, then still dominated by doctors and nurses with suspect class backgrounds. Ironically, in creating “socialist new people” to intervene in traditional rural birthing practices and introducing fee-for-service professionalism, the CCP accidentally created a degree of petit-capitalist thinking among women whose traditional mode of work may have been more selfless, thus complicating the process of indoctrinating selfless dedication.
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Rutazibwa, Olivia U. "Hidden in Plain Sight: Coloniality, Capitalism and Race/ism as Far as the Eye Can See." Millennium: Journal of International Studies 48, no. 2 (January 2020): 221–41. http://dx.doi.org/10.1177/0305829819889575.
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This review essay is a generative reading of four monographs and one special issue to rethink the discipline of International Relations (IR) and its syllabus anticolonially. At the centre of White Innocence by Gloria Wekker, In the Wake: On Blackness and Being, by Christina Sharpe, The Colonial Lives of Property by Brenna Bhandar, Beyond Coloniality by Aaron Kamugisha and the New Political Economy special issue titled Raced Markets edited by Robbie Shilliam and Lisa Tilley are issues of race and racism, neoliberalism and capital and (the afterlives of) colonisation and slavery. This essay deploys a narrative approach of the autobiographical example to write the themes and arguments of the works onto the international everyday, i.c. a period of five months (April-September 2019) and the five places (Toronto, Stellenbosch, (New) England, Ghana and Puerto Rico) in which these works were read. First, the themes of racism, capitalism and coloniality – to varying degrees disavowed and erased in both IR as a discipline and public opinion – appear as persistent, pervasive yet adapting across time, space and situatedness. Second, both the autobiographical examples and the works point at the equally omnipresent cracks in the system and invite reflection on anticolonial alternatives (of solidarity). In conclusion, the essay explores how these works could inform reconceptualisation of the IR syllabus, towards a discipline that engages with the world rather than itself, against the colonial status quo.
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Le Foulon Morán, Carmen. "Cooperation and polarization in a Presidential Congress: Policy networks in the Chilean Lower House 2006–2017." Politics 40, no. 2 (July 11, 2019): 227–44. http://dx.doi.org/10.1177/0263395719862478.
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The joint initiation of legislation is one of the most important forms of collaboration within Congress, and the nature of such relations may affect its responsiveness. Through social network analysis, this article analyses the evolution of cohesion and polarization of policy networks for the Chilean Lower House from 2006 until 2017, comparing those derived from all bills from those that emerge when considering only successful ones. Although scholars consider that initiation of legislation is mostly free of party discipline or policy gatekeeping, networks recovered from all bills despite being highly cohesive replicate the roll-call divisions during all years under analysis. Among networks derived from successful bills – those able to overcome policy gatekeeping, collaboration crosses the ideological divide. These results imply that agenda setting plays a different role on policy collaboration than on voting and emphasize the relevance of the partisan dimension in agenda setting influence presented by Tsebelis and Aleman. Whereas the institutional prerogatives in the Lower House did not change after 2006, the partisan configuration did, which might explain the different degree of polarization among networks of successful bills found before 2006 by other studies.
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Santos, Bruno Maciel. "Poder, incerteza e heurísticas: contribuições da psicologia cognitiva para o estudo da tomada de decisões nas Relações Internacionais." Brazilian Journal of International Relations 8, no. 2 (August 28, 2019): 353–84. http://dx.doi.org/10.36311/2237-7743.2019.v8n2.07.p353.
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A falta de consenso sobre uma definição de poder e sobre como lidar com a incerteza nas Relações Internacionais são problemas antigos nessa disciplina. Este artigo apresenta algumas contribuições da psicologia cognitiva relacionadas ao uso de heurísticas decisórias para as discussões acerca do conceito de poder e relacionadas à incerteza no campo das Relações Internacionais. Para tanto, realiza-se uma revisão das visões divergentes acerca do conceito do poder e da incerteza entre os três paradigmas mais influentes nas Relações Internacionais, apresentando como cada um deles define esses dois conceitos e quais as implicações teóricas dessas visões. Apesar de várias definições operacionais, é possível que o conceito formal de poder apresentado por Dahl (1957) seja utilizado como referência para as quatro faces do poder apresentadas. No entanto, essa definição implica necessariamente algum grau de incerteza nas relações de poder, relacionadas à informação, seja pela sua disponibilidade, pela sua confiabilidade, pela ambiguidade ou pela sua subjetividade. Sendo assim, apresenta-se as heurísticas decisórias como forma de lidar com a tomada de decisão em situações de incerteza envolvendo relações de poder, a partir de uma racionalidade circunscrita e ecológica. Essa abordagem é uma, dentre várias possíveis, e não busca impor termos absolutos para a discussão, nem negar as várias contribuições teóricas feitas pelas demais abordagens discutidas, mas sim destacar alguns pontos negligenciados e apresentar novas possibilidades de análise no campo das Relações Internacionais.
Abstract: The lack of agreement about a definition of power and how to deal with uncertainty in the International Relations are long known problems of the discipline. This article presents some contributions from cognitive psychology related to the use of decision heuristics to the discussions about the concept of power and related to uncertainty in the field of International Relations. For this, it revises the different visions about the concept of power and uncertainty among the three most influential paradigms in International Relations, presenting how each one of them defines these two concepts and what are the theoretical implications for these visions. Despite the many operational definitions, it is possible that the formal concept provided by Dahl (1957) be taken as a reference for the four faces of power presented here. Nonetheless, this definition necessarily embeds some degree of uncertainty in power relations as a matter of information, be it because of its availability, its reliability, its ambiguity or its subjectivity. In this sense, decision heuristics are presented as a way to deal with decision-making under uncertainty related to power relationships, from a bounded and ecological rationality perspective. This approach is just one, among many, and does not seek to impose absolute terms to the discussion, nor denies the many theoretical contributions made by the other approaches discussed here, but points out new possibilities for analysis and shed light to neglected terms for debate in the field of International Relations.
Keywords: Power; Uncertainty; Decision-Making; Bounded Rationality; International Relations Theories.
Recebido em: outubro/2018.
Aprovado em: junho/2019.
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Inoguchi, Takashi, and Edward Newman. "Towards an East Asian IR Community?" Journal of East Asian Studies 2, no. 1 (February 2002): 11–20. http://dx.doi.org/10.1017/s1598240800000643.
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The methodologies and assumptions that guide our acquisition of knowledge and interpretation of data are context and time bound. Academic disciplines, sub-disciplines, methodological approaches and research agendas are to a large degree conditioned by the ‘real world,’ and none more so than International Relations. Accordingly, it is important to consider the possible sociological foundations of different epistemologies and paradigms of International Relations. Surely there is more than one way of looking at the world, unless one is steadfastly married to a positivist universal truth. Yet it is interesting that East Asian scholarship and teaching in IR has seemingly not developed strong ‘indigenous’ regional characteristics, perhaps with the exception of Japan with its large market, long tradition, political freedom and economic affluence. In fact IR has absorbed and closely followed Western and particularly North American social science. This introduction and the articles that follow will explore the fortunes of IR scholarship and regional studies in East Asia in the context of national and regional environments. It will consider how IR is taught and researched in various national settings, and examine the interaction between IR as a social science and national/regional historical experiences, cultural and pedagogical traditions, and politico-ideological values. The underlining problematique concerns the idea of an East Asian ‘IR community’: why has this tended to be comparatively weak? How can we envision the development of a more rigorous East Asian IR community, one that is not exclusively judged according to external — and particularly North American — terms of reference and standards? It goes without saying that we are not attempting to antagonize our American friends and colleagues, but simply to stimulate a ‘sociology of science’ reflection of the discipline in the East Asian regional setting. Two questions serve as the organizing themes of this special issue. The first concerns the primary characteristics of the regional IR community. Many of the papers in this collection point to the dominance of US-originated ideas and theories. The second question arises from the first question: whether these predominant approaches help us to understand the region in a time of change.
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Karolewski, Ireneusz Pawel. "Constitutionalization of the Common Foreign and Security Policy of the European Union: Implications of the Constitutional Treaty." German Law Journal 6, no. 11 (November 1, 2005): 1649–66. http://dx.doi.org/10.1017/s2071832200014589.
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Many scholars of European integration have treated the Common Foreign and Security Policy (CFSP) as a specific area of the EU. This is due to the fact that CFSP, and before it the European Political Cooperation (which was a nucleus of CFSP), have remained primarily an intergovernmental framework, although other EC pillars evolved to a much higher supranational degree over the years. For some theorists of European integration it was a clear sign that foreign and security policy would always remain the realm of national governments, which occasionally were willing to coordinate their national interests. According to the old dictum of Stanley Hoffmann, this area of state activity belongs to so-called “high politics,” meaning that advanced integration in this field, in the sense of a creation of supranational institutions, will never materialize. This train of thought, called neo-realism in the discipline of International Relations, regards foreign policy as a highly controversial area guarded by national governments. This is so because foreign policy is essential to the survival of states and their citizens.
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Jones, Roy E. "Editorial." Review of International Studies 11, no. 4 (October 1, 1985): iii. http://dx.doi.org/10.1017/s0260210500114159.
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It is not simply because an inter-disciplinary journal is such a rarity that a retiring editor of the Review looks back on an unusual experience. In the variety of responses to the challenge of studying international relations two opposing general tendencies constantly assert themselves. One is the tendency to see international problems wholly in terms familiar to long established disciplines; the other is to define international relations so particularly as to exclude contributions from traditional modes of understanding. The existence of the Review suggests that its own correct and humane function is to moderate both these tendencies, without thereby depleting the ambition to create new styles of discourse or the determination to maintain the vigour of the old. Among its more demanding readership the Review may even stimulate efforts to transcend them. Selecting, commissioning and preparing material for publication with such aims in mind certainly tests the categories of the editor's own thinking to an unusual degree. For this experience he ought to be, and in the present case certainly is, duly grateful.
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Tawil Kuri, Marta. "El estudio de Medio Oriente en la disciplina de relaciones internacionales en México." Foro Internacional 56, no. 225 (June 15, 2016): 614. http://dx.doi.org/10.24201/fi.v56i225.2330.
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The present work is mostly based on BA, Masters degree and PhD theses on Middle Eastern issues and countries that have been written by students of international relations since 1980 in four Mexican universities. Predominant topics as well as methodological and theoretical tools are identified, which are then linked to the question of knowing how the growing interest in the Middle East among Mexican internationalists, and their efforts in this field, are effectively reflected in both the publication of articles and books in Mexico, and in the policy relevance and public engagement of scholars. What has been detected so far gives an encouraging and at the same time disconcerting picture, related to research and documentation networks, financial resources, and the priorities set out by Mexico’s national neoliberalist identity and structural positionality.
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Tawil Kuri, Marta. "El estudio de Medio Oriente en la disciplina de relaciones internacionales en México." Foro Internacional 56, no. 3 (July 1, 2016): 614. http://dx.doi.org/10.24201/fi.v56i3.2330.
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The present work is mostly based on BA, Masters degree and PhD theses on Middle Eastern issues and countries that have been written by students of international relations since 1980 in four Mexican universities. Predominant topics as well as methodological and theoretical tools are identified, which are then linked to the question of knowing how the growing interest in the Middle East among Mexican internationalists, and their efforts in this field, are effectively reflected in both the publication of articles and books in Mexico, and in the policy relevance and public engagement of scholars. What has been detected so far gives an encouraging and at the same time disconcerting picture, related to research and documentation networks, financial resources, and the priorities set out by Mexico’s national neoliberalist identity and structural positionality.
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Van Viegen, Saskia, and Bruce Russell. "More than Language—Evaluating a Canadian University EAP Bridging Program." TESL Canada Journal 36, no. 1 (October 1, 2019): 97–120. http://dx.doi.org/10.18806/tesl.v36i1.1304.
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This article highlights findings from evaluation of a bridging program for international students at a large Canadian university. Designed specifically for the postsecondary context, the program moved along the continuum from a general, skills-based approach to English for Academic Purposes (EAP) teaching and learning, in which the focus may be on developing linguistic and communicative strategies common across academic subject areas, toward an approach that emphasizes context-specific, disciplinary uses of language. This shift from general to specific reflects the program’s interest in cultivating a more embedded, discipline-specific model for language teaching and learning in higher education, toward an English for Specific Purposes (ESAP) framework. Understanding this approach from a disciplinary literacy lens, the article describes the program model and examines relations among students’ language proficiency assessments, performance in the program, and subsequent performance in degree programs.
Le présent article illustre les conclusions de l’évaluation d’un programme de transition pour les étudiants internationaux d’une grande université canadienne. Conçu spécifiquement pour le contexte postsecondaire, le programme progressait le long du continuum à partir d’une approche générale fondée sur les compétences de l’enseignement et de l’apprentissage de l’anglais académique (EAP), démarche pouvant mettre l’accent sur le développement de stratégies linguistiques et communicatives communes à toutes les matières académiques, pour passer ensuite à une approche qui met en relief un niveau de langue adapté à certains contextes et certaines disciplines. Ce passage du général au spécifique reflète l’intérêt du programme à cultiver un modèle d’enseignement et d’apprentissage des langues plus intégré et plus spécifique dans l’enseignement supérieur en préparation pour un cadre d’enseignement de l’anglais à des fins spécifiques (ESAP). Interprétant cette approche à la lumière de la littératie disciplinaire, l’article décrit le modèle du programme et examine les relations entre les évaluations de compétences linguistiques des étudiantes et étudiants, leurs résultats dans le cadre du programme et leurs résultats subséquents dans celui des programmes de grade universitaire.
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Saunders, Bernadette J. "Ending the Physical Punishment of Children by Parents in the English-speaking World: The Impact of Language, Tradition and Law." International Journal of Children’s Rights 21, no. 2 (2013): 278–304. http://dx.doi.org/10.1163/15718182-02102001.
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Ending the physical punishment of children remains an enormous challenge. In societies which tolerate even limited physical punishment as discipline or control, it is a response to children that adults may unthinkingly adopt simply because they can. This paper primarily focuses on the language, traditions and law prevailing in English-speaking, common law countries – Australia, Canada, and the United Kingdom – that have ratified the CRC but have not yet fully outlawed physical punishment. New Zealand, the first English-speaking country to ban physical punishment, and the United States which has neither ratified the CRC nor fully outlawed physical punishment, are also discussed. Separately, language, traditional attitudes and practices, and laws impacting children’s lives are considered, with a view to envisioning a status quo where adults and children are accorded equal respect as human beings and any degree of physical violence towards children is regarded as an aberration.
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von Billerbeck, Sarah. "“Mirror, Mirror On the Wall:” Self-Legitimation by International Organizations." International Studies Quarterly 64, no. 1 (December 7, 2019): 207–19. http://dx.doi.org/10.1093/isq/sqz089.
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Abstract Most analyses of legitimacy and legitimation in international organizations (IOs) focus on the perceptions of external audiences. In so doing, they fail to consider self-legitimation, where an IO undertakes legitimation internally, as a way of developing and reinforcing its identity. Moreover, most studies of IO legitimacy neglect the fact that IO identities are rarely uniform and instead are multiple and conflicting. I address these omissions by examining self-legitimation in three IOs—the United Nations (UN), the North Atlantic Treaty Organization (NATO), and the World Bank. These organizations are both operational and normative actors, and both institutions dependent on member states and autonomous bodies with independent expertise and capacities. These identities sometimes dictate contradictory goals and practices, forcing the organizations to violate the principles and activities considered appropriate to one of their identities, thus complicating legitimation. Based on extensive fieldwork and drawing on a range of disciplines, this article proposes a novel theory of IO self-legitimation: I argue that the need for self-legitimation depends on the degree of identity cohesion and identity hierarchy of the organization. I identify two temporal dimensions of self-legitimation, three categories of self-legitimation practices, and three broader repercussions of self-legitimation, ultimately showing that self-legitimation is a necessary and constitutive activity for IOs.
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Struck, Peter T. "Classics: Curriculum & Profession." Daedalus 145, no. 2 (April 2016): 122–26. http://dx.doi.org/10.1162/daed_a_00382.
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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.
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Gari, Gabriel. "Recent Preferential Trade Agreements’ Disciplines for Tackling Regulatory Divergence in Services: How Far beyond GATS?" World Trade Review 19, no. 1 (November 12, 2018): 1–29. http://dx.doi.org/10.1017/s1474745618000368.
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AbstractThe paper reviews the disciplines for tackling regulatory divergence in services included in 23 PTAs entered into by China, the EU, Japan, and the USA. It identifies a remarkable expansion in the number and extent of disciplines on regulatory transparency, regulatory coherence, and regulatory cooperation compared with GATS, which, subject to adequate implementation, will allow these agreements to deliver a degree of market integration well beyond what could be achieved simply by removing market access restrictions and discriminatory measures from the rule book. However, the paper calls for some restraint when estimating the potential impact of these disciplines, mainly because of the soft language used for phrasing some of them and the anticipated high implementation costs, particularly for countries with unsophisticated domestic legal systems.
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Zlatkin-Troitschanskaia, Olga, and Jasmin Schlax. "Entry Assessment of Student Learning Preconditions in Higher Education: Implications for the Transition from Secondary to Tertiary Education in Germany." European Review 28, S1 (May 27, 2020): S67—S84. http://dx.doi.org/10.1017/s1062798720000915.
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The acquisition of domain-specific knowledge and interdisciplinary skills such as critical thinking is increasingly gaining significance as key learning outcomes in higher education that are crucial for all professionals and engaged citizens and that enable lifelong learning. Despite this socio-political consensus, up until the last decade there have only been a few evidence-based insights into the competencies of higher education students. Therefore, the Germany-wide research program Modelling and Measuring Competencies in Higher Education (KoKoHs) was established in 2011 by the Federal Ministry of Education and Research. In the 85 projects, theoretical-conceptual competence models and corresponding assessments were developed for selected large study domains (e.g. economics) to reliably measure the students’ competencies in different phases of higher education (entering, undergraduate, graduate). More than 100 technology-based assessments of both discipline-specific competencies and generic skills were validated across Germany at over 350 universities with over 75,000 students. This article presents findings from the Germany-wide entry diagnostics in the one KoKoHs project (WiWiKom II) with beginning students in business, economic and social sciences that provide evidence-based insights into students’ learning preconditions and their impact on domain-specific knowledge acquisition in bachelor’s degree courses. The results lead to far-reaching practical implications for successful transitions between secondary and tertiary education, including recommendations for the development of mechanisms to support access to tertiary education and to prevent high dropout rates.
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BUKRIEIEVA, Olha. "DEVELOPMENT OF THE SYSTEM OF EUROPEAN EDUCATION IN THE FIELD OF STANDARDIZATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 93–98. http://dx.doi.org/10.31651/2524-2660-2020-2-93-98.
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Introduction. In connection with the recog-nized social and economic influence of standardization, expansion of global trade, regional integration, introduc-tion of information and communication technologies, standards become more and more important for gradu-ates of the technical universities, as well as for specialists from the area of management, economics, social sciences, international relations, entrepreneurship and innovation management. Purpose – to analyze development of the system of education in the field of standardization in the European Union in order to identify the areas of its modernization in Ukraine. Results. Previously education in the field of standardi-zation was understood as learning technical standards, the process of their development and influence, and was organized as short-term course of further education for engineers, specialized course for companies and general course for future engineers. Standardization is not yet a clearly defined well-established discipline in the context of theory or academics. There were many different ap-proaches and characteristics suggested by researchers in various disciplines, experts and practitioners from various countries and organizations. Later CEN, CENELEC and ETSI, having assessed the need of the European commu-nity, developed a policy, a master plan and standard study programs for education in the field of standardiza-tion. UNECE, having constant the importance of studying standardization, has developed a recommendation, in which it called the governments to include it in the pro-grams of educational institutions, as well as suggested its model program. To support these ideas ISO recommended the national standardization bodies to cooperate with higher education institutions, offering the forms and gen-eral action plan. The result was recognition of the fact that the development of competencies standardization of rele-vant specialists was one of the key interests of national standardization bodies and educational institutions. Therefore, ISO published two international standards “Competence of specialists in the field of standardization”. All these documents comprise the normative and organi-zation basis of education in the field of standardization. Originality. The conducted analysis allowed identify-ing that knowledge of standardization is a competitive advantage for graduates of engineering and non-technical study areas; standardization as a discipline must be included in their study plan at the level of bachelor’s and master’s degrees; to develop the general system of educa-tion in the field of standardization, coordinated coopera-tion of all interested parties is needed; the basis for for-mation of competencies necessary for a specialist in the field of standardization at enterprises and in standardiza-tion bodies must be international models of educational programs. Conclusion. Taking into account the European direc-tion of the development, introduction of the considered international recommendations is also needed in Ukraine. To do this, it is necessary to further analyze the system of education in the field of standardization in Ukraine, to highlight provisions requiring modernization, as well as to compose a concept for its development.
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Kitschelt, Herbert. "Four theories of public policy making and fast breeder reactor development." International Organization 40, no. 1 (1986): 65–104. http://dx.doi.org/10.1017/s0020818300004483.
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The recent revival of the discipline of political economy challenges purely economic explanations of economic growth, technological innovation, and sectoral change. This approach recognizes that political actors, institutions, and strategies to organize the economic process together shape the economic development of industrial societies. Whereas economists have emphasized determinants of growth such as savings and investment rates, degrees of domestic and international competition in an industry, or the supply of labor, the new political economists view the political definition of property rights, the nature of state intervention in the economy, the resources of politically mobilized groups, and political actors' belief systems as critical determinants of economic transformations. Both economists and political economists, however, share the assumption that actors are rational; they pursue their interests in a calculated manner within a given system of institutional constraints.
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Berry, Chris. "Hitchcock with a Chinese Face: Cinematic Doubles, Oedipal Triangles, and China's Moral Voice (with DVD). By Jerome Silbergeld. [Seattle: University of Washington Press, 2004. 160 pp. £22.95. ISBN 0-295-98417-1.]." China Quarterly 182 (June 2005): 454–56. http://dx.doi.org/10.1017/s0305741005360267.
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Jerome Silbergeld introduced an art history approach into Chinese film studies with China into Film: Frames of Reference in Contemporary Chinese Cinema in 2000. Hitchcock with a Chinese Face goes further. Like an art historian selecting three seemingly disparate paintings and demonstrating their links, Silbergeld chooses a film each from Hong Kong, Taiwan and mainland China, but argues that they pursue similar aesthetic and political directions. The result is a virtuoso display of intense textual and inter-textual exegesis, informed by an in-depth knowledge of the pre-modern Chinese arts, contemporary Chinese political culture, and globally circulated Western culture (including Hitchcock). It is also a challenge to the discipline of film studies itself.The three films Silbergeld selects for analysis are Lou Ye's 2000 film from mainland China, Suzhou River (Suzhou he); Yim Ho's 1994 Hong Kong film, The Day the Sun Turned Cold (Tianguo nizi); and the final part of Hou Hsiao Hsien's 1995 Taiwan trilogy, Good Men, Good Women (Hao nan, hao nü,). He acknowledges that the project began as a personal indulgence allowing him to explore further some of his favourite films. However, his engagement with the films leads him to argue that each one, in its own way, deconstructs the commonly circulated idea of a unified Chinese culture, engages powerfully with morality, is narratively complex and anti-commercial, mobilizes a cosmopolitan knowledge of world cinema, and displays an unusual degree of interest in individual psychology and oedipality. The latter elements help to ground the comparisons to Hitchcock (as well as to Hamlet, Dostoevsky, Faulkner and others).
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Larcombe, W., A. McCosker, and K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.
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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Chesnokova, Elena V. "DEPARTMENT OF FORENSIC ACTIVITY IS AN EXAMPLE OF THE SYNTHESIS OF SCIENCE AND FORENSIC PRACTICES AND EDUCATION." RUDN Journal of Law 24, no. 1 (December 15, 2020): 193–202. http://dx.doi.org/10.22363/2313-2337-2020-24-1-193-202.
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The features of the joint educational project of RUDN and RFCFS on preparation of masters on the program “Forensic activity in law enforcement” are illustrated. Among them is the direct connection of the teaching staff of the Department “Forensic activity” of the law Institute of the Russian Academy of Sciences, represented by employees of the RFCFS, with practical expert activities. The role of the joint council for the protection of scientific degrees of doctor and candidate of Sciences in the specialty 12.00.12 - criminalistics, forensic activity, operational-search activity created on the basis of the RUDN and RFCFS is considered. It represents the final link in the system of training of higher education personnel in the field of forensic activity. The main forms of international activities of the Department, which include the study and exchange of experience in the framework of relations between the CIS member States, the Shanghai cooperation organization (SCO), the European Union (EU), are considered. Presented the prospects of its development in preparation for placement as a mandatory discipline “the Theory of judicial examination” in the educational process of bachelors and the creation of transferable teaching materials on forensics and criminology that contains integrated knowledge about the history of the development of the modern state of science in Russia and abroad to attract foreign students.
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Knode, Tom. "Technology Focus: Health, Safety, and Environment (August 2021)." Journal of Petroleum Technology 73, no. 08 (August 1, 2021): 55. http://dx.doi.org/10.2118/0821-0055-jpt.
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In some respects, the prospect of returning to some degree of normality is evident on the horizon. However, climate and the future of energy show little sign of a return to prepandemic normalcy. The future of our energy system is being transformed, and oil and gas are crucial for energy stability as well as the transformation. One of the miracles over the past year has been the accumulated knowledge around the human genome and application of this science to the rapid development of efficacious vaccines. As within oil and gas, humans can rise to the challenge to solve complex problems when identified. This is playing out as we see societal drivers around climate change and net-zero carbon emissions. Over the past year, SPE produced 11 events focused on the energy transition and continued the development of the Gaia Sustainability Program initiated by the SPE Health, Safety, Environment, and Sustainability (HSES) discipline. It is now a thriving community of SPE members across all disciplines committed to enabling and empowering all members and other interested parties who wish to engage in the alignment of the future of energy with sustainable development. An on-demand library of Gaia Talks and other resources has been built using the strategic programming framework (www.spe.org/en/gaia). Advances in our understanding and application of technology, and the development of those who can use it to better the world, are highlighted in the selections made for this month’s Technology Focus—genome sequencing of invasive species, technology to identify fatigue, and development of human capital for the industry in Kazakhstan. We must not forget the key element in any strategic improvement of performance: the human being. This starts with developing human capital at the university level. The industry is also working on progressing our understanding and application of human factors and human performance. As mentioned in the October 2020 JPT, the oil and gas industry has formed the Human Performance Oil and Gas (HPOG) alliance modeled after the very successful Dropped Objects Prevention Scheme program. The return to a more-normal life also means that our traditional conference model can reengage membership. Face-to-face meetings accelerate networking and the transfer of knowledge, which is core to the SPE mission. Events focusing on HSES this year include a planned in-person gathering the first week of November: HSES Focus on the Future—Responding to Changes and How the HSES Function Will Grow (3–5 November). This event will primarily cover health, environment, and sustainability with one panel on land transportation safety. It is strategically planned for the same week and at the same hotel in Fort Worth, Texas, where the American Institute of Mining, Metallurgical, and Petroleum Engineers will hold its first Joint Congress on Safety (1–3 November). A key element in building strategies within the SPE HSES discipline is the future of the function. Leading the efforts around this will be the newly formed HSES Executive Advisory Committee (EAC). This EAC, led by Fawaz (Fuzzy) Bitar, senior vice president of HSE and carbon at BP and former chair of the International Association of Oil and Gas Producers, includes HSE leadership from various upstream operators and contractors and will help with guidance and direction for SPE HSES Technical Director Annamaria Petrone. The EAC will hold a meeting and participate in plenary panels during the SPE HSES event in November. Recommended additional reading at OnePetro: www.onepetro.org. SPE 202737 6×6 Occupational Health Hazard Risk Rating Matrix: A Useful Tool in the Determination of Risk Levels of Workplace Health Hazards by Bufford Ang, Abu Dhabi National Oil Company, et al. OTC 30840 Self-Certification and Safety Compliance for Robotics Platforms by Osama Farouk Zaki, Heriot-Watt University, et al. SPE 201312 Long-Term, Periodic Aerial Surveys Cost-Effectively Mitigate Methane Emissions by Sri Sridharan, Pioneer Natural Resources, et al.
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Vasil'ev, V. "New Aspects of Discourse about the Berlin’s Realpolitik." World Economy and International Relations 59, no. 12 (2015): 30–40. http://dx.doi.org/10.20542/0131-2227-2015-59-12-30-40.
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The article investigates approaches taken by major political parties and civil society in the FRG toward the Transatlantic partnership. It reveals the tendencies of the prospective promotion of Berlin’s cooperation with Washington; the article also gives a forecast of further interaction between the EU and the USA, indicates the direction of discourse regarding the future Russia–Germany relations model in the context of the Ukrainian crisis and in reference to the increased transatlantic solidarity. Disputes in German socio-political circles on the issue of the FRG’s policy toward the U.S. are emerging all the time, but they have to be considered within a concrete historical and political context. Being of primary significance for all German chancellors, the Trans-Atlantic factor has been shaping itself in a controversial way as to the nation’s public opinion. This has been confirmed by many opinion polls, including the survey on the signing of the EU–U.S. Agreement on the Trans-Atlantic Trade and Investment Partnership. Chancellor A. Merkel is playing an important role: she is either ascribed full compliancy with Washington, or is being tentatively shown as a consistent government figure in advancing and upholding of Germany's and the EU's interests. A. Merkel has implemented her peace-seeking drive in undoing the Ukrainian tangle by setting up the “Normandy format” involving the leaders of Germany, France, Russia and Ukraine while having cleared it through with the U.S. President B. Obama well in advance. Despite the increasing criticism of Washington’s policy among some part of Germans, for the majority of German voters, the USA remains a country of implementable hopes, the only power in the world possessing a high education level and the most advanced technologies. Americans, for their part, are confident of the important role that Berlin plays in world politics, particularly in what concerns the maintenance of unity within the EU. Berlin aims at further constructive interaction with the USA in the frame of NATO as well as within other Trans-Atlantic formats. Notwithstanding the steady tendency toward increasing of the Washington policy’s critical perception degree in German society, officially Berlin continues as Washington’s true ally, partner and friend. There is every reason to believe that after the 2017 Bundestag elections, the new (the former) Chancellor will have to face a modernized Trans-Atlantic partnership philosophy, with a paradigm also devised in the spirit of the bloc discipline and commitments to allies. The main concern for Berlin is not to lose its sovereign right of decision-making, including the one that deals with problems of European security and relations with Moscow. Regrettably, Germany is not putting forward any innovative ideas on aligning a new architecture of European security with Russia’s participation. Meanwhile, German scholars and experts are trying to work out a tentative algorithm of a gradual return to the West’s full-fledged dialogue with Russia, which, unfortunately, is qualified as an opponent by many politicians. Predictably, the Crimea issue will remain a long-lasting political irritant in relations between Russia and Germany. Although not every aspect of Berlin’s activation in its foreign policy finds support of the German public, and the outburst of anti-American feeling is obvious, experts believe that the government of the FRG is “merely taking stock of these phenomena and ignores them”. Evident is the gap between the government's line and the feeling of the German parties’ basis – the public. It is noteworthy that the FRG has not yet adopted the Law on Holding General Federal Referendums on key issues of the domestic and foreign policy. There is every indication to assume that the real causes of abandoning the nationwide referendums are the reluctance of the German ruling bureaucracy and even its apprehensions of the negative voting returns on sensitive problems, – such as basic documents and decisions of the EU, the export of German arms, relations with the U.S., etc. The harmony between Berlin’s "Realpolitik" and German public opinion is not yet discernible within the system of Trans-Atlantic axes.
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Ben-Naceur, Kamel, and Pam Boschee. "Interview: 2022 SPE President Kamel Ben-Naceur." Journal of Petroleum Technology 73, no. 09 (September 1, 2021): 16–19. http://dx.doi.org/10.2118/0921-0016-jpt.
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2022 SPE President Kamel Ben-Naceur Kamel Ben-Naceur is CEO of Nomadia Energy Consulting, where he advises on sustainable energy policies and global and regional energy economics and outlooks. He has worked as the chief economist for a major oil and gas company and for an oilfield services company. Ben-Naceur has also worked as a director of the International Energy Agency and as the industry, energy, and mines minister for the Tunisian government. He has chaired several SPE global committees, including Business Management and Leadership, the International Forum Series, and CO2 Capture, Utilization, and Storage. He has also taught several SPE courses on global energy and strategic thinking and planning. He was technical director for the Management and Information discipline on the SPE International Board of Directors from 2008 to 2011. Ben-Naceur was also an SPE Distinguished Lecturer during the 2009–2010 season and received an SPE Distinguished Member Award and SPE Distinguished Service Award in 2014, the AIME Charles F. Rand Memorial Gold Award in 2019, and the 2020 Sustainability and Stewardship in the Oil and Gas Industry Award. He has coauthored more than 150 publications and 17 books. Ben-Naceur holds the Agrégation de Mathématiques degree from the École normale supérieure and a master’s degree in engineering from École Polytechnique in Paris. What key issues will you emphasize as 2022 SPE President? Our industry, along with many other economical sectors, has experienced a major impact from the pandemic. The magnitude of the drop in oil demand in 2020, both in absolute and relative terms, is unprecedented. It led also to a major reduction in oilfield investment activity around the world, in the order of 30% compared to pre-COVID-19 levels. The fast-track development of vaccines and their availability, even though progress is still required to ensure that they are distributed fairly around the world, is raising hope that the worst may be behind us. SPE members have also been impacted in their ability to meet at technical conferences and exhibitions and participate in workshops or forums. As 2022 SPE President, the theme I wish to develop is the “sustainable recovery” for our industry and for SPE. The industry has experienced in 2020–2021 a major loss of valuable employees ranging from young professionals to senior members. This has followed a major downcycle in 2014–2015. After a 30% drop in Capex in 2020 compared to 2019, 2021 should see a modest recovery in activity (6–8% increase). The next year should welcome a 10–12% activity surge, providing an increase in employment opportunities for our members in transition, as well as for our student members. Barring new negative developments in the pandemic, the recovery in activity should strengthen to reach pre-COVID levels by 2025, albeit 15–20% below the level that was expected before. The recovery of demand and activity should also be linked to a more sustainable trajectory of energy demand and supply. Sustainability will be my second area of focus, with SPE having already engaged significantly. I had the opportunity to participate in the startup of the SPE GAIA Sustainability Program, which is now developing into many different directions, thanks to the efforts of SPE volunteers. 2019 SPE President Sami Al-Nuaim had put sustainability at the heart of his presidency, and I am pleased to see several of his initiatives materialize. The third area of focus will be a gradual restart of physical meetings, where we will transition with the increase of hybrid (in-person/virtual) events, which is eagerly anticipated by our members. The fourth area of focus is related to the development of the new SPE Strategic Plan. Last but not least, is the proposed merger between SPE and the American Association of Petroleum Geologists (AAPG).
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Krombach, Hayo. "International Relations as an Academic Discipline." Millennium: Journal of International Studies 21, no. 2 (June 1992): 243–58. http://dx.doi.org/10.1177/03058298920210020701.
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Seiling, Jonathan R. "Canadian Contributions to Anabaptist Studies since the 1960s." Renaissance and Reformation 37, no. 4 (April 30, 2015): 19–48. http://dx.doi.org/10.33137/rr.v37i4.22638.
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Anabaptist studies in Canada have been marked by an exceptional degree of productive, inter-confessional (or non-confessional) engagement, most notably between Mennonites, Baptists, and Lutherans. The institutions making the greatest contributions have been at the University of Waterloo (including, but not exclusively, Conrad Grebel University College), Queen’s University, and Acadia Divinity College. The geographic expansion of Anabaptist studies beyond the traditional Germanic centres into eastern Europe and Italy, and the re-orientation of analysis away from primarily theological or intellectual history toward a greater focus on socio-political factors and networking, have been particular areas in which Canadian scholars have impacted Anabaptist studies. The relationship of Spiritualism (and later Pietism) to Anabaptist traditions and the nature of Biblicism within Anabaptism, including the greater attention to biblical hermeneutics with the “Marpeck renaissance,” have also been studied extensively by Canadians. International debates concerning “normative” Anabaptism and its genetic origins have also been driven by the past generations of Canadian scholars (monogenesis, polygenesis, post-polygenesis).
Les études anabaptistes ont été marquées au Canada par un degré exceptionnel de collaboration productive, interconfessionnelle et non-confessionnelle, en particulier entre les mennonites, les baptistes, et les luthériens. Les institutions qui ont le plus contribué à cette collaboration sont les établissements de Waterloo (y compris, entre autres, le Conrad Grebel University College), la Queen’s University et l’Acadia Divinity College. Les études anabaptistes ont déployé leurs intérêts au-delà des centres germaniques traditionnels vers l’Europe de l’Est et l’Italie. Les chercheurs canadiens en études anabaptistes ont contribué de façon importante aux transformations de leur discipline, qui ont amené cette dernière à s’éloigner de l’histoire théologique et intellectuelle fondamentale pour se concentrer davantage sur les facteurs et les réseaux socio-politiques du mouvement anabaptiste. Les chercheurs canadiens ont aussi approfondi les thèmes de la relation du spiritisme (et plus tard, du piétisme) avec les traditions anabaptistes, et du biblicisme propre à l’anabaptisme, incluant l’intérêt croissant pour l’herméneutique biblique dans le cadre de la Renaissance de Marpeck. Des générations de chercheurs canadiens ont également fait leur marque dans les débats internationaux au sujet de l’anabaptiste « normatif » et de sa généalogie (monogenèse, polygenèse, post-polygenèse).
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Kang, Sung-Hack. "Korea’s International Relations as an Autonomous Discipline." Journal of International Politics 15, no. 2 (September 30, 2010): 5. http://dx.doi.org/10.18031/jip.2010.09.15.2.5.
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Strange, Susan. "Review: International Relations Theory: The Dividing Discipline." International Journal: Canada's Journal of Global Policy Analysis 42, no. 2 (June 1987): 398–401. http://dx.doi.org/10.1177/002070208704200209.
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LYSENKO, G. І., M. KOSTIUKOVA, V. GALIASOVSKYI, and O. BALAN. "HIGHER EDUCATION IN FRANCE THROUGH THE EYES OF UKRAINIAN STUDENTS." Ukrainian Journal of Civil Engineering and Architecture, no. 2 (July 9, 2022): 45–54. http://dx.doi.org/10.30838/j.bpsacea.2312.260422.45.850.
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Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.
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Maitra, Sumantra. "Whither Goest Thou, International Relations?" Academic Questions 35, no. 1 (March 18, 2022): 77–81. http://dx.doi.org/10.51845/35.1.12.
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Once a narrowly defined, career-oriented discipline designed to train future diplomats in the classic works of history and statesmanship, International Relations has fallen prey to many of the academic enthusiasms of the day.
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Thomas, Caroline. "On the health of International Relations and the international relations of health." Review of International Studies 15, no. 3 (July 1989): 273–80. http://dx.doi.org/10.1017/s0260210500112884.
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Disease is a transnational phenomenon which pays no heed to territorial state boundaries; yet it rarely features in the discussion of International Relations. It is important that the discipline should address the issue of disease and more broadly, health, not simply to facilitate containment of disease transmission across international borders but also because central notions of justice, equity, efficiency and order are involved.
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James, Patrick. "Systemist International Relations." International Studies Quarterly 63, no. 4 (November 22, 2019): 781–804. http://dx.doi.org/10.1093/isq/sqz086.
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Abstract Systemist international relations (SIR) is put forward as a potential solution to short- and long-term problems faced by the discipline of international relations (IR). SIR responds to the immediate difficulties that stem from an impasse between advocates of analytic eclecticism and skeptics who prefer paradigmatic research. The more sustained challenges posed by the size and complexity of IR also can be met through implementation of SIR, which entails a graphic turn. Along those lines, the Visual International Relations Project (VIRP) is creating an archive of one-page graphic summaries for cause and effect as conveyed in respective publications. The VIRP aims toward an improved state of communication in the field based on such visual representations.
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Beardsworth, Richard. "Political Vision in the Discipline of International Relations." Millennium: Journal of International Studies 40, no. 3 (May 24, 2012): 541–61. http://dx.doi.org/10.1177/0305829812441868.
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Kristensen, Peter M. "Dividing Discipline: Structures of Communication in International Relations." International Studies Review 14, no. 1 (March 2012): 32–50. http://dx.doi.org/10.1111/j.1468-2486.2012.01101.x.
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Pavlova, Olena. "Visual Anthropology: Formation Stages and Basic Elements of Analysis." NaUKMA Research Papers. History and Theory of Culture 5 (September 6, 2022): 47–53. http://dx.doi.org/10.18523/2617-8907.2022.5.47-53.
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The article contributes to the history systematization of the visual anthropology area. The author considers and conceptualizes the stages of this discipline formation not only in accordance with the logic of self-understanding of its representatives, but also taking into account the genesis of optical media. The parameters of video production prove not only the instrumental role of visual anthropology in relation to the field of cultural anthropology, but also allow the latter to be a science in the strict sense of the term; that is, to have not only theoretical generalizations but also a rich empirical base. The inability of textual forms of recording anthropological material to adequately capture the cultural practices of traditional communities has also revealed the preserving and even salvage potential of the video production. However, the dominant of writing as a basic practice of science and its definition as a transparent carrier of scientific discourse did not allow to understand, at the initial stages. the innovative potential of visual anthropology, the specifics of its optics and methodology. The article pays attention both to the specifics of the practice of fixing video products (painting, photography, cinema, and the Internet) and to the forms of the representatives reflection of anthropological thought about their influence on the anthropology subject field. In this article, particular attention is paid to the degree of differentiation of cultural anthropology subject fields and visual anthropology against the background of basic transformations of cultural research. The influence of basic theoretical guidelines, in particular the principle of historical rationalism, participation in the formation of visual anthropology area itself, is also defined. In addition to theoretical principles and procedures of description, as well as comprehension of visual products and guidelines of research communities, the methodological significance of other parameters, formed as basic units of visual anthropology, are analyzed: technical parameters of optical media, the order of signifiers of visual representations, communication between video production and the audience. The author presents the disciplinary and historical context of the genesis of visual anthropology, as well as analyzes the conceptual logic of collective work edited by Paul Hockings “Principles of Visual Anthropology,” which is considered a fundamental work for self-awareness of this research area.