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Journal articles on the topic 'Master of International Relations'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Booth, Ken. "Master-Debating in International Relations." Millennium: Journal of International Studies 27, no. 1 (March 1998): 141–44. http://dx.doi.org/10.1177/03058298980270010301.

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2

Schneier, Bruce. "Master card." Bulletin of the Atomic Scientists 63, no. 2 (February 28, 2007): 55–57. http://dx.doi.org/10.2968/063002013.

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3

Chia, Joy. "Intercultural interpretations: making public relations education culturally relevant." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 46–56. http://dx.doi.org/10.53761/1.6.1.5.

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Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.
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4

Matveev, V. A., and A. N. Sisakyan. "Teacher and Master." Herald of the Russian Academy of Sciences 79, no. 4 (August 2009): 384–88. http://dx.doi.org/10.1134/s1019331609040108.

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5

Glebov, S., А. Zakharchenko, Е. Chiriac, О. Kondrashova, О. Konovalenko, V. Loziichuk, Y. Maistrenko, І. Maksymenko, М. Skrypnyk, and D. Poble. "V SCIENTIFIC CONFERENCE “POLITICAL PROBLEMS OF INTERNATIONAL SYSTEMS AND GLOBAL DEVELOPMENT”." International and Political Studies, no. 35 (November 10, 2022): 244–57. http://dx.doi.org/10.18524/2707-5206.2022.35.261530.

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Scientific conference for teachers, PhD students, and Master students who study in the specialty 291 International Relations, Public Communications and Regional Studies, with the participation of the Dean of the Faculty of International Relations, Political Science and Sociology Viktor Glebov, Head of the Department of International Relations Olga Brusylovska, lectors and guests of the University, took place on May 12, 2022 at the FIRPS ONU named after I. I. Mechnikov. Among the issues considered at the conference were: the analysis of the theory of international relations (О. Konovalenko, D. Poble), main problems of international relations (S. Glebov, А. Zakharchenko, Y. Maistrenko, I. Maksymenko), and foreign policy of the states (E. Chiriac, О. Kondrashova, V. Loziichuk, М. Skrypnyk).
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6

Hall, Ian. "History, Christianity and diplomacy: Sir Herbert Butterfield and international relations." Review of International Studies 28, no. 4 (October 2002): 719–36. http://dx.doi.org/10.1017/s0260210502007192.

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Sir Herbert Butterfield, Master of Peterhouse, Cambridge (1955–68), Regius Professor of History (1963–68), and author of The Whig Interpretation of History (1931), was one of the leading historians of the twentieth century. A diplomatic historian and student of modern historiography, Butterfield was deeply concerned too with contemporary international relations, wrote much on the subject and, in 1958, created the ‘British Committee on the Theory of International Politics’. Drawing upon published and unpublished material, this article seeks to sketch an outline of Butterfield's career and thought, to examine his approach to international relations, and to reconsider his reputation in the field.
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7

Pakhota, N. V. "Information Wars in Modern International Relations." Business Inform 1, no. 528 (2022): 53–58. http://dx.doi.org/10.32983/2222-4459-2022-1-53-58.

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The article examines the concept of hybrid warfare as a major factor in shaping the system of modern international relations. Traditionally, this process took place in the military sphere: in the past, the most famous systems of international relations were created as a result of large-scale wars. Today, the main tool for achieving supremacy on the world stage are hybrid wars, the main danger of which is the lack of laws, principles and rules for hostilities. Hybrid wars are dangerous both for a particular region (leading to the loss of cultural and civilizational identity) and for the system of international relations in general (serving as a source of global instability and becoming more frequent). Such a war theoretically allows the attackers to maintain the conflict for a long hour: their financial costs and human losses will be incomparably less than in a normal war. The main features, examples and analytical model of hybrid warfare are considered. The difference between the concepts of hybrid warfare and hybrid threats as an element of the aggressor’s preparation for information warfare is considered. In the process of evolution, human society has become increasingly aware of the value, significance and effectiveness of information, not only as a tool for learning about the world and the basis for building communication, but also as an incredibly effective and powerful «weapon» that sometimes surpasses all known weapons. Current trends in global communication show that the flow of information is so diverse and contradictory that information is beginning to be both creative and destructive. Therefore, choosing relevant and important information is an important task for every Ukrainian. It is important to study and master media literacy, i. e., the the ability to find, navigate and critically evaluate information found in digital environments.
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8

Slaughter, Anne-Marie, Andrew S. Tulumello, and Stepan Wood. "International Law and International Relations Theory: A New Generation of Interdisciplinary Scholarship." American Journal of International Law 92, no. 3 (July 1998): 367–97. http://dx.doi.org/10.2307/2997914.

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Nine years ago, Kenneth Abbott published an article exhorting international lawyers to read and master regime theory, arguing that it had multiple uses for the study of international law. He went as far as to call for a “joint discipline” that would bridge the gap between international relations theory (IR) and international law (IL). Several years later, one of us followed suit with an article mapping the history of the two fields and setting forth an agenda for joint research. Since then, political scientists and international lawyers have been reading and drawing on one another’s work with increasing frequency and for a wide range of purposes. Explicitly interdisciplinary articles have won the Francis Deák Prize, awarded for the best work by a younger scholar in this Journal, for the past two years running; the publication of an interdisciplinary analysis of treaty law in the Harvard International Law Journal prompted a lively exchange on the need to pay attention to legal as well as political details; and the Hague Academy of International Law has scheduled a short course on international law and international relations for its millennial lectures in the year 2000. Further, the American Society of International Law and the Academic Council on the United Nations System sponsor joint summer workshops explicidy designed to bring young IR and IL scholars together to explore the overlap between their disciplines.
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9

Chollet, Derek. "The Master Gardener." Survival 61, no. 1 (January 2, 2019): 179–88. http://dx.doi.org/10.1080/00396338.2019.1568050.

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10

Kyrda-Omelian, Alla, Oleksandr Pashkov, Andrei Pashkov, Oleh Furs, Olena Shcherbyna, Lesia Viktorova, Oleksandr Lahodynskyi, and Ihor Bloshchynskyi. "Foreign Language for Future Diplomats: What Integrated Education Approach Is Better?" World Journal of English Language 12, no. 1 (February 15, 2022): 177. http://dx.doi.org/10.5430/wjel.v12n1p177.

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The current study deals with the Foreign Language Training for university students seeking the Master Degree in International Relations. The research focuses on the efficient organization of Foreign Language for Specific Purposes (FLSP), including ESP, course regarding the professional competence: meeting specific needs of the program stakeholders, designing it for adult learners of intermediate or advanced levels, etc. The aim of the course participants’ training is to apply a foreign language in professional work situations. The learners are expected to get new knowledge and experience through integrated education that includes more than one subject and tends to be more effective. This article offers the theoretical and practical support for FLSP practitioners researching, designing courses and providing materials for learners of the Master programs in International Relations and related professional areas. The support includes problem-based training to develop students’ professional competence. The training focuses on the insights from designing an FLSP course for such students, the analysis of their future job responsibilities, the stakeholders’ needs, as well as the FLSP literature on integrated education approaches review, the Master study programs and Qualification Requirements.
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11

Michaud, Nelson. "Master of persuasion: Brian Mulroney’s global legacy." Canadian Foreign Policy Journal 25, no. 3 (August 16, 2019): 345–48. http://dx.doi.org/10.1080/11926422.2019.1647860.

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12

Wayessa, Gutu Olana. ""The Master Plan is a Master Killer"." Regions and Cohesion 9, no. 2 (June 1, 2019): 31–56. http://dx.doi.org/10.3167/reco.2019.090203.

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English abstract: Land is a key resource and an epicenter of struggle in Ethiopia, as indicated by the incident that sparked a powerful protest in Oromia in 2015. The protest quickly galvanized against the Addis Ababa Master Plan, which government officials represented as a “development plan,” while the protesters counter-framed it as a “Master Killer,” highlighting the immanent risks of land dispossession and displacement of people. This article employs a political-ecological approach to examine environmental, socio-cultural, and political-economic implications of the Master Plan and the resistance against it as a signifier of wider issues of contestation connected to land and displacement. It highlights contemporary grievances of the Oromo people in relation to unresolved historical questions and outlines the responses of the government to the protest.Spanish abstract:La tierra es un recurso clave y un epicentro de lucha en Etiopía. En el 2015 surgió una poderosa protesta en Oromia contra el Plan Maestro de Addis Abeba, presentado por el gobierno como un “plan de desarrollo”, mientras que los manifestantes lo enmarcaron como un “Asesino Maestro”, destacando los inminentes riesgos de la desposesión de tierras y el desplazamiento de personas. Este artículo emplea un enfoque político-ecológico para examinar las implicaciones ambientales, socioculturales y político-económicas del Plan Maestro y la resistencia en su contra como resultado de temas más amplios de disputa relacionados con la tierra y el desplazamiento. Destaca las quejas contemporáneas de la gente de Oromo en relación con preguntas históricas no resueltas y describe las respuestas del gobierno a la protesta.French abstract: La terre est une ressource clef et un motif central de conflit en Éthiopie. Les circonstances actuelles du pays accentuent cette tendance historique. En témoigne la protestation des Oromos contre le Programme Directeur d’Addis-Abeba que les fonctionnaires présentent comme un programme de développement alors que les protestataires le désignent comme “un maître-tueur”, en pointant les risques de dépossession de la terre et de déplacement de populations qui lui sont inhérents. Cet article utilise une approche d’écologie politique pour examiner ses implications dans le sens d’une protestation autour de la terre et du déplacement. Il analyse le programme directeur et la protestation des Oromos dans le cadre des principes idéologiques et structurels du gouvernement, de ses politiques et de ses pratiques.
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13

Avhustiuk, Mariia, Iryna Tymeichuk, Natalia Konopka, Oksana Sakhniuk, and Eduard Balashov. "Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 322–34. http://dx.doi.org/10.15503/jecs2021.1.322.334.

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Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.
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14

Naert, Frederik, and Jan Wouters. "Some Challenges for (Teaching) the Law of International Organizations." International Organizations Law Review 1, no. 1 (2004): 23–29. http://dx.doi.org/10.1163/1572374043242420.

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AbstractAs the title suggests, in this contribution we will devote some reflections to a number of challenges we see for the law of international organizations, and more specifically for the teaching of this discipline. This exercise is part of the introduction of a masters' course on the law of international organizations in the framework of the Bachelor-Master (more popularly: "Bama") reforms at Leuven University. As such, it reflects our personal point of view, but we hope it may be useful for our colleagues – likewise, we would be very grateful for any constructive comments as this is an ongoing process.First, we will address the teaching method, second, the link between research and teaching and third, the study material. We will conclude by briefly outlining our approach to teaching in this field of law, as one possible way this teaching can be done.
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15

Breuning, Marijke, and Anna Pechenina. "Role Dissonance in Foreign Policy: Russia, Power, and Intercountry Adoption." Foreign Policy Analysis 16, no. 1 (March 5, 2019): 21–40. http://dx.doi.org/10.1093/fpa/orz004.

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Abstract States often play multiple roles on the world stage, which need not fit together coherently. Moreover, foreign policy roles may be dissonant with one another: auxiliary roles may detract from the state's master role or status. What prompts decision makers to address role dissonance and role conflict? Building on earlier role theory research, we develop a framework that theorizes when and how role dissonance turns into conflict between a state's master and auxiliary foreign policy roles. We theorize that role conflict may be addressed through modification rather than abandonment of an auxiliary role. The theory is illustrated with a case study that traces Russia's attempt to reconcile dissonance between its major-power role and its auxiliary role as a sending country (in intercountry adoption). We show that the interplay between master and auxiliary roles is complex. States care about status but also address dissonant auxiliary roles and role conflict pragmatically.
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16

Doboš, Bohumil, and Jakub Pražák. "Master spoiler: a strategic value of Kessler Syndrome." Defence Studies 22, no. 1 (October 24, 2021): 123–37. http://dx.doi.org/10.1080/14702436.2021.1997095.

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17

Kasriel, Ken. "Whose voice, who's master?" Index on Censorship 22, no. 2 (February 1993): 20. http://dx.doi.org/10.1080/03064229308535508.

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18

Otchie, Andrew. "Can’t Hurt Me: Master Your Mind and Defy the Odds." RUSI Journal 164, no. 5-6 (September 19, 2019): 155–56. http://dx.doi.org/10.1080/03071847.2019.1694273.

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19

HARUTYUNYAN, ARUSYAK. "DIDACTIC MODEL OF COMPETENCE-BASED TEACHING LEGAL ENGLISH." Main Issues Of Pedagogy And Psychology 13, no. 1 (April 12, 2017): 97–102. http://dx.doi.org/10.24234/miopap.v13i1.237.

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The expansion of international relations and opportunities of an attractive work prospective for a future specialist create favourable conditions for those graduates wo master modern foreign languages. In this contect, the article discusses the increase in the effeciency of teaching English in the higher educational institution and development of a new and effective methodological system for teaching English to future lawyers.
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20

Stoilova, Veronika. "The First World War and the Institutionalization of International Relations as an Academic Discipline." Scientific knowledge - autonomy, dependence, resistance 29, no. 2 (May 30, 2020): 58–64. http://dx.doi.org/10.37708/bf.swu.v29i2.4.

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This paper focuses on the stimulating role of WW1 in the process of separation, establishment and institutionalization of international relations (IR) as an academic discipline in its own right. It is well documented that these processes began immediately after 1919 with the creation of IR departments in European and American universities where training in International relations, International law, International politics, and other specific disciplines in the larger area of IR was provided.Our main thesis is that the atrocities of the first European and world catastrophy led to a better understanding of the decisive role which the relations between national governments, and especially the relations between military alliances, played in the world political arena. This, in its turn, led to the realization that these relations should be the prime target of the investigations of specific disciplines which must have their legitimate share in Bachelor, Master and Doctoral programs.In this paper we also examine the significant role of the US President Woodrow Wilson, himself an outstanding academic authority, in International history and relations, and his efforts to raise awareness and to the establishing of IR departments as legitimate entities of university structures. Special emphasis is put on the hopes of the international community that through separating IR from Diplomatic history, Law, Politology and other kin disciplines, under the auspices of which IR had previously existed, the international political life could be significantly ‘humanized’ since the future diplomats, the international and governmental leaders will be trained in the IR departments in the spirit of humanistic values related to peace, stability and prosperity.
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21

Zarakol, Ayşe. "Sovereign equality as misrecognition." Review of International Studies 44, no. 5 (November 20, 2018): 848–62. http://dx.doi.org/10.1017/s0260210518000359.

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AbstractThis article makes two contributions. First, I argue that contrary to what was often assumed in the recognition literature, social hierarchies (as in the Hegelian master–slave dynamic) are very stable. Though social hierarchies are relationships of misrecognition, they nevertheless allow for the simulation of recognition for ‘the master’, and also trap ‘the slave’ in that role through stigmatisation. Second, I make a historical argument about the state and its role in recognition struggles. The modern state is relatively unique (historically speaking) in being tasked with solving the recognition problems of its citizens. At the same time, the modern state has to derive its own sovereignty from the recognition of those same citizens. There is an inherent tension between these two facts, which forces the modern state to turn increasingly outward for its own recognition. This is why ‘the master–slave dynamic’ was increasingly projected onto the international stage from nineteenth century onwards (along with the diffusion of the modern state model). As a result, international recognition came to play an even larger role in state sovereignty than domestic recognition (in contrast to common historical practice). This also explains how and why social hierarchies came to dominate international politics around the same time as the norm of sovereign equality.
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22

Nossal, Kim Richard. "Master of Persuasion: Brian Mulroney’s Global Legacy by Fen Osler Hampson." International Journal: Canada's Journal of Global Policy Analysis 74, no. 3 (September 2019): 482–84. http://dx.doi.org/10.1177/0020702019876376.

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23

Ibragimov, Gasangusein. "Project- and research-based learning as a technology for developing master students’ methodological culture development." Education & Self Development 16, no. 3 (September 30, 2021): 310–21. http://dx.doi.org/10.26907/esd.16.3.26.

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In accordance with the requirements of the Federal State Educational Standard of Higher Education ++, the graduates of the master’s programme on “Teacher education” must be ready to solve research problems in their professional field. This implies that the students develop an appropriate methodological culture through their involvement in independent project and research activities. However, the analysis of the current state of practice in training master students in the field of education demonstrates that it is still dominated by teaching technologies that focus on performing and reproduction activities of students, contributing to developing the habit of receiving ready-to-use knowledge. As a result, the contradiction between the objective need for the formation of a methodological culture among students on the one hand, and inadequate development in many students in the field of “Teacher education”, on the other, is aggravated. The research aim was to show and substantiate the didactic conditions for project- and researchbased learning as a technology aimed at the efficient development of master students’ methodological culture. Research methods were theoretical (analysis, synthesis, comparison, generalization and etc.), empirical (educational experiment, testing in order to assess the level of research competence formation), and mathematical methods of data processing. Results: The process of master students' methodological culture development is based on a search for information and implementation of didactic activities and conditions that serve as a motivation tool for students to be a part of research activities. The course on “Methodology and methods of educational research” becomes a platform for methodological culture development among master students on the “Teacher education” programme. The efficiency of students’ methodological culture development is increased if: (a) the structure and content of their methodological culture are designed on the basis of convergence of conventional and research-based approaches and (b) the project-and research-based teaching technology is implemented through a short-term (limited by the course duration) projects and a number of variable components (a combination of individual and team forms of independent activities),“inverted” or “blended” learning techniques; interdisciplinary, problematic and interactive training; reflection at the end of each class; exams in the form of a project defense, etc.). Impact: The results will be useful for development of educational and methodological support for research-oriented teaching in the process of theoretical and practical training of future bachelors, masters, graduate students, as well as in the system of additional and vocational education.
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VASIUCHONAK, L. "SOCIAL AND ECONOMIC FACTORS OF THE PARTICIPATION OF THE REPUBLIC OF BELARUS IN THE INTERNATIONAL TECHNOLOGICAL COOPERATION." Экономическая наука сегодня, no. 7 (June 25, 2018): 177–95. http://dx.doi.org/10.21122/2309-6667-2018-7-177-195.

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The Belarusian economic model, state ownership, small and medium business, forms of association of economic organizations in the republic, foreign investments and the presence of TNCs in the Belarusian market, the level of development of information and communication technologies are considered as the main factors of development of cooperation relations in the Republic of Belarus. The article shows the comprehension by all subjects of economic activity and especially by the elite of the country of the effectiveness and value of cooperation relations is an obligatory condition for the participation of the Republic of Belarus in international technological cooperation. It is necessary to master modern mechanisms of extracting significant economic effects from cooperation that can not be obtained in hierarchical and market relations and which today determine the competitiveness of enterprises and countries
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25

Lemke, Tobias, and Michael W. Habegger. "A master institution of world society? Digital communications networks and the changing dynamics of transnational contention." International Relations 32, no. 3 (December 26, 2017): 296–320. http://dx.doi.org/10.1177/0047117817747666.

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In English School theory, the putative change from an international society of states to a world society of individuals is usually associated with the diffusion of a benign form of cosmopolitanism and the normative agenda of solidarism. Consequently, the notion that world society might enable alternative expressions of transnational politics, independent from international society, remains underdeveloped. Drawing on the literature of contentious politics and social movements, this article challenges orthodox accounts and suggests that the global proliferation of digitally mediated linkages between individuals and nonstate actors constitutes a fundamental challenge to traditional dynamics of interstate communication in the form of the diplomatic system. This provides an opportunity to reconceptualize world society as an alternative site of politics distinct from mainstream international society and generative of its own logic of communication, mobilization, and action. The 2011 events in Egypt and the ongoing digital presence of the so-called Islamic State are used to demonstrate how massive increases in global interaction capacity are transforming the pathways for political contention and collective mobilization worldwide.
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26

Dodds, Klaus. "The future of international relations: masters in the making." International Affairs 73, no. 4 (October 1997): 775–76. http://dx.doi.org/10.2307/2624474.

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27

Palmer, Michael, and James F. Pontuso. "The Master Fool: The Conspiracy of Machiavelli'sMondragola." Perspectives on Political Science 25, no. 3 (July 1996): 124–32. http://dx.doi.org/10.1080/10457097.1996.9944534.

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28

HURD, ELIZABETH SHAKMAN. "International politics after secularism." Review of International Studies 38, no. 5 (December 2012): 943–61. http://dx.doi.org/10.1017/s0260210512000411.

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AbstractAt the height of the influence of the secularisation thesis religion was understood to be absent from affairs of state and the law, including international politics and international law. As the critique of secularisation gained momentum this master narrative fell apart, and a new consensus began to take shape. The notion that religion had been ignored and should be ‘brought back in’ to International Relations took centre stage among many academics and practitioners. The assumption is that restoring religion in the right way will help address the problems associated with having ignored religion in IR, paving the way for the marginalisation of violent religion and globalisation of religious freedom. This article undertakes a critical analysis of this restorative narrative and the religious and political world it is creating. It then proposes a different approach to the intersection of religion and world politics after secularism. This approach draws attention to the authority of transnational actors such as the United States, United Nations, and European Union to shape the public administration of religious affairs globally. Channels through which this is accomplished include the promotion of religious freedom, humanitarian intervention, foreign aid, nation building and democratisation, counterterrorism and peace-building efforts, and the pronouncements of supra-national courts.
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Panaqakou, Stamatoula. "Review Article: In the Shadow of the Master." European Journal of Political Theory 7, no. 3 (July 2008): 391–99. http://dx.doi.org/10.1177/1474885108089179.

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30

Badea, Simina. "Designing a Legal English Course for Master of Laws Students." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 2 (June 25, 2017): 233–37. http://dx.doi.org/10.1515/kbo-2017-0119.

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Abstract Over the last years, universities have diversified their educational offer, understanding and emphasizing the role of foreign languages in enhancing both personal and professional growth. Study programmes at undergraduate level have a mandatory foreign language component and there is a tendency to provide master’s programmes in foreign languages especially in the field of law, business, political sciences, international relations, etc. In this framework, the paper attempts to identify and present the steps to be taken in designing a legal English course for students who complete their Master of Laws (LLM) degree in Human Rights. The focus is on the development of such a course as an essential element of a syllabus. The paper discusses the subject content of the course, i.e. the areas within each topic meant to improve and expand the students’ specialist vocabulary which will further enable them to operate effectively in the field of human rights, the language content and the language skills which must be practised, while also analyzing subject-based materials and language materials.
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31

Kopiika, Valerii. "The Diplomatic Pioneer: Provenance, Patrimony, Pertinence Marking the 75th Anniversary of the Institute of International Relations." Diplomatic Ukraine, no. XX (2019): 799–810. http://dx.doi.org/10.37837/2707-7683-2019-55.

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Universities have historically merited a special place in world history as the locus of science, upbringing, humanism, and freedom of expression. However, modernity is routinely putting their tenacity and toughness to test by challenges of social existence, where every individual, government and society alike are transforming faced with globalization, communicative technologies, climate change and the new type of the world economy. The Institute of International Relations is therefore seeking to reiterate the irreplaceable value, virtues and vistas of a classical university in the ever-changing world of today. Since its inception, the IIR has come a long way from a small department to the major educational and methodological centre of Ukraine for training experts in international relations and foreign policy. Nevertheless, the life in the precincts of the Institute is not confined to research in the silence of laboratories or libraries. Thus, under interuniversity agreements, the IIR cooperates with more than 60 higher educational establishments from Belgium, Canada, China, Egypt, France, Germany, Great Britain, Greece, Iran, Japan, Poland, the Republic of Korea, Spain, and the US. Within the framework of international cooperation attention is also attached to the matters of professional ethics: For four consecutive years, the IIR has taken part in the Strengthening Academic Integrity in Ukraine Project (SAIUP) under the aegis of the American Councils for International Education in collaboration with the Ministry of Education and Science of Ukraine backed by the US Embassy in Ukraine. In recent years, the Institute has set up an extensive network of international project activities, as amply demonstrated by the establishment of Ukraine’s sole Centre for Arabic Studies and the Youth Information Centre of the Ukrainian Red Cross Society. Capitalizing on the generated momentum, in 2019, the IIR won an overarching victory in the competition for the establishment of the Jean Monnet Centre of Excellence under the EU’s Erasmus + Programme to become the only such project in Ukraine. The Institute of International Relations is also mindful of employability and future careers of its graduates. Such initiatives as the Career Day, traditionally bringing together the world’s leading employers, the IIR Business School and the Memorandum of Cooperation between the Institute and the Ministry of Foreign Affairs of Ukraine are there to serve this purpose. Our Institute is an opportunity to open up to the world by virtue of new knowledge, academic exchange programs and internship in the best universities. This is the place not only to meet loyal friends and wise teachers, but also to unite the IIR traditions and achievements with the global perspective and break new ground of thinking. Keywords: the Institute of International Relations, the Ministry of Foreign Affairs of Ukraine, joint degree, master classes of practitioners, case studies, language training, English-language master programmes.
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Konoreva, Irina A., and Igor N. Selivanov. "History of Relations between Yugoslavia and the Soviet Union in Documents from Serbian and Russian Archives." Herald of an archivist, no. 2 (2018): 630–39. http://dx.doi.org/10.28995/2073-0101-2018-2-630-639.

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The review characterizes two collections of archival documents published in Belgrade and Moscow. They contain materials on the history of Yugoslavo-Soviet relations in 1964-1980s from the Archive of Yugoslavia and the Russian State Archive of Contemporary History. The reviewed collections continue the series of publications of the Archive of Yugoslavia (‘Documents on Yugoslavia Foreign Policy’) and of the International Fund ‘Democracy’ (‘Russia: The 20th century’). The collections contain over 100 documents, most of which are published for the first time. They address problems of international relations and domestic policy of the two countries. These problems were discussed by the leaders of Yugoslavia and the USSR at their one-on-one meetings. These discussions allow to trace the process of establishment of mutually beneficial relations. There are materials on general problems of international relations, as well as regional issues: estimation of the role of the USA in the international affaires; impact of the Non-Aligned Movement; European problems; political situation in the Near, Middle, and Far East, and in the Southeast Asia; etc. The chronological framework include events of the Second Indo-Chinese War. The 2-volume collection includes I. B. Tito’s and L. I. Brezhnev’s assessments of the operations in Vietnam and their characterization of the American policy in the region. Its name index and glossary of abbreviations simplify working with documents. The materials of these collections may be of interest to professional historians, Master Program students specializing in history and international relations, who may use them as an educational resource, and post-graduate students researching issues of World and East-European history.
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Vovchuk, Liudmyla, Alina Iovcheva, Iryna Habro, Inna Pohorielova, and Roman Oleksenko. "Peculiarities of teaching the students of the specialty international relations, low and history professional disciplines." Linguistics and Culture Review 5, S4 (October 31, 2021): 442–53. http://dx.doi.org/10.21744/lingcure.v5ns4.1642.

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The paper highlights the peculiarities of teaching the students of the specialty International Relations, Law and History professionally oriented disciplines when the attention is paid to the study of professional disciplines. After mastering the core materials of the discipline, the students should know all the components of these disciplines and be able to apply their knowledge in practice. We have confirmed by our research that for the modern student to be able to master all knowledge and skills, modern lecturers at their lectures and seminars should change the teaching methods, tending more to the use of interactive methods, which, compared to the traditional ones, are much more efficient for providing the educational process. Among the modern interactive teaching methods, such methods as Circle of Ideas, Aquarium, Microphone, and Role Play, Imitation deserve special attention, and their use promotes students' cognitive abilities, creative thinking, quick decision making, work in groups, thus stimulating the development of communication skills, and mainly the interest of the student in learning. In the conditions of a pandemic (2020-2021), as the experiment showed, it is also possible for teachers to use interactive methods in teaching professional disciplines for students of the above specialties.
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Milne, Lesley. "Mikhail Bulgakov: private thoughts of the Master." Index on Censorship 20, no. 8 (August 1991): 6–7. http://dx.doi.org/10.1080/03064229108535170.

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35

Kashkin, Sergey Yu, and Paul A. Kalinichenko. "Legal Regulation of Merchant Shipping (Review of the textbook “The Law of the Sea and International Maritime Business”)." Administrative Consulting, no. 2 (May 14, 2021): 154–59. http://dx.doi.org/10.22394/1726-1139-2021-2-154-159.

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The law of the sea is central to the modern international system and has a significant impact on the global economy. Its study is undoubtedly necessary for the education of highly qualified lawyers in the field of international law due to the fact that the safety of sea transport corridors plays a significant role in the development of international trade relations. Freedom of navigation practice in the post-industrial economy depends on the quality of the institutions of public maritime law and the efficiency of the execution of maritime contracts. Authors of the textbook made efforts to master the provisions of public maritime law in their relationship with the practices of merchant shipping, which is certainly interesting and useful due to the importance of maritime trade for achieving the sustainable development goals.
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Hopper, Matthew S. "Imperialism and the Dilemma of Slavery in Eastern Arabia and the Gulf, 1873–1939." Itinerario 30, no. 3 (November 2006): 76–94. http://dx.doi.org/10.1017/s0165115300013383.

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An Ethiopian man named Surūr appeared before the British Consul at Addis Ababa in December 1933 and told a remarkable story. He had just returned to Ethiopia after enduring more than five years of slavery in the Arabian (Persian) Gulf where he had been forced to work as a pearl diver. When he was eleven years old and out tending cattle in the Wallamo region of Ethiopia around 1925, he was seized by kidnappers who took him to Tajura on the Somali coast and shipped him along with fifty other captives to Jedda, where he was sold to a man who took him to Qatar and eventually sold him to a pearl merchant who engaged him as a diver. As Surūr explained to the consul, he tried twice to escape from his master. The first time, he fled to the British Residency Agent, ‘Isa bin ‘Abdullatīf, in Dubai, who promised to protect him, but then returned him to his master, who severely beat him. Shortly after, he fled to the British agency office in Sharjah, only to find that the Residency Agent was the same ‘Isa bin ‘Abdullatīf, who again returned him to his master, who this time beat him until he was unconscious. Surūr finally managed to escape by fleeing to a boat bound for Basra. There, he met some Somali men working as stokers on a British steamer who assisted him in getting to Djibouti by way of Muscat. When he arrived in Djibouti he was interrogated by port officers, and his story was passed on to the British consulat Addis Ababa who interviewed him and forwarded his story to the Political Agent at Muscat.
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Tat Chia, Jack Meng. "Buddhism in Singapore–China Relations: Venerable Hong Choon and His Visits, 1982–1990." China Quarterly 196 (December 2008): 864–83. http://dx.doi.org/10.1017/s0305741008001161.

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AbstractVenerable Hong Choon (1907–90) made eight visits to China between 1982 and 1990. During these visits, the Venerable met national and religious leaders, made pilgrimages to sacred Buddhist sites, helped to restore the monasteries associated with his master Venerable Hui Quan, and officiated at religious ceremonies. This study aims to examine the diplomatic significance of Venerable Hong Choon's visits to China. It positions these religious exchanges within the broader context of Singapore–China relations since the reopening of China in the late 1970s, and argues that Buddhism played a role in fostering international relations between the two countries in the period prior to the official establishment of diplomatic ties. In the absence of formal diplomatic channels between Singapore and China, Venerable Hong Choon's religious visits could thus be seen as a form of informal diplomacy with the aim of confidence building.
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38

Pherson, Randolph. "The Five Habits of the Master Thinker." Journal of Strategic Security 6, no. 3 (October 2013): 54–60. http://dx.doi.org/10.5038/1944-0472.6.3.5.

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39

Andrey M., Ilnitsky. "Russia's Choice: Crossroads, Threats, Opportunities, and Solutions." Eurasia. Expert, no. 2 (2021): 7. http://dx.doi.org/10.18254/s271332140015838-8.

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Sanctions, information and hybrid "wars" are concepts that are used daily when discussing the international situation. However, what is missing is a systemic picture of the latest trends, revealing not the emotional but the "technological" side of current events — around and inside Russia. In a conversation with Vyacheslav Sutyrin, editor-in-chief of Eurasia.Expert, Andrey Ilnitsky, adviser to the Russian defense minister, shared his assessment of the current situation. International confrontation is unfolding today in the form of a "mental war", in order to win which Russia needs to implement the ideology of a "people's empire", master humanitarian technologies of influence, and strengthen allied relations.
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40

JOYNER, CONRAD. "W. M. Hughes and the “Powers” Referendum of 1919: A Master Politician at Work1." Australian Journal of Politics & History 5, no. 1 (April 7, 2008): 15–23. http://dx.doi.org/10.1111/j.1467-8497.1959.tb00487.x.

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41

Samorodova, Ekaterina, Irina Belyaeva, Jana Birova, and Mikhaïl Ogorodov. "Teaching a foreign language for professional purposes: peculiarities of legal terms used in teaching the language of a speciality for international specialists." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 253–61. http://dx.doi.org/10.15503/jecs2021.1.253.261.

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Aim. One of the most important tasks which precedes the setting of goals for teaching a foreign language of a specialty and the selection of methods for achieving them is to identify the competencies that a qualified specialist must master. Therefore, the authors of this article see the need to set the following research tasks: the identification of professional competencies in the professional discourse of international affairs; the allocation of competencies among those that require the knowledge of a foreign language; and determination of the language material necessary for studying the specialty in the language lessons for international affairs. Methods. The empirical methods of our research comprise studying and analysis of the works of Russian and foreign scientists and teachers working in the related fields; and interviewing specialists in the international sphere who have graduated from the faculties and institutes of international relations, international law, world politics and economics in the form of an anonymous questionnaire. Theoretical methods include analysis, synthesis, comparison, generalisation, deduction, and induction. Results. A study based on the analysis of a survey completed by international specialists showed that a large number of professionals in the field of international relations, international law, politics, and economics use legal terminology in their work more often than others. Among the professional skills that are required in their work, the respondents named negotiation, business dialogue, and correspondence. Conclusion. A recent study has shown that disciplines such as international law must be included in the language training program for international specialists as diplomates and lawyers.
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42

Rojo-Ramos, Jorge, Santiago Gómez-Paniagua, Jorge Carlos-Vivas, Sabina Barrios-Fernandez, Alejandro Vega-Muñoz, Carlos Mañanas-Iglesias, Nicolás Contreras-Barraza, and José Carmelo Adsuar. "Associations between Body Image and Self-Perceived Physical Fitness in Future Spanish Teachers." Children 9, no. 6 (May 31, 2022): 811. http://dx.doi.org/10.3390/children9060811.

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Body image is a complex construct related to how each person perceives their own body and how they value it. Physical fitness and physical activity are factors that can influence the perception of a better or worse body image. This study aimed to identify the potential associations between body image and physical fitness self-perception in future Spanish teachers, analysing possible sex-related differences. A total of 278 Spanish university students answered the Multidimensional Body Self Relations Questionnaire and the International Fitness Scale, having an average age of 22 years, of which 40% were men and 60% were women. Nonparametric techniques (Spearman’s Rho test) were used as the data did not fit normality. The findings showed associations between body image and perceived physical fitness, confirming differences between the sexes. Correlations were found between the first three dimensions of the Multidimensional Body Self Relations and the International Fitness Scale, with sex-related differences being more significant in women than in men, and between the physical abilities self-assessed by the International Fitness Scale (except flexibility) and the dimensions of the Multidimensional Body Self Relations (except Dimension 4). Since body image influences well-being and conditions the time spent exercising, public health organisations and universities should design supports to improve master students’ body image through physical activity programmes, education and sex-specific individualised attention.
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43

Truby, Katherine, Meredith L. Weiss, and David L. Rousseau. "Teaching the Unfamiliar to a Crowd." PS: Political Science & Politics 47, no. 01 (December 29, 2013): 189–94. http://dx.doi.org/10.1017/s1049096513001601.

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AbstractThe experience both of being exposed to unfamiliar systems and places and of being an anonymous face in a large class can be not just alienating for undergraduates, but antithetical to effective learning. We propose a number of active learning strategies designed to help students fully master the material presented even in very large classes in comparative politics and international relations, while also improving students' attendance and interest and developing critical thinking, reading, and writing skills, without overburdening the instructor. Among these strategies are Team-Based Learning, interactive approaches such as debates and simulations, and low-stakes assignments such as “minute writing.”
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Thies, Cameron G. "Multiple Identities and Scholarship in International Studies: 2019 ISA Presidential Address." International Studies Quarterly 64, no. 2 (March 2, 2020): 259–65. http://dx.doi.org/10.1093/isq/sqaa016.

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Abstract The International Studies Association (ISA) has gone through a variety of internal changes as a result of growth in our membership. Such growth transformed the association from a regional American enterprise into a global organization, diversified our disciplinary profile away from the dominance of political science, and incorporated individuals represented by a wide array of cultural identities into the membership. These changes have had huge effects on ISA's organizational identity and our attempts to manage it. I describe various options available for organizations to manage identity, including ISA's traditional strategy for identity management, and conclude with a plea for an aggregation strategy that refocuses attention on international studies as our master identity. I argue that such a strategy allows us to embrace and enhance the diversity of the association to pursue the major challenges facing the globe today.
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Abate, Abebe Gizachew. "The Addis Ababa Integrated Master Plan and the Oromo Claims to Finfinnee in Ethiopia." International Journal on Minority and Group Rights 26, no. 4 (August 30, 2019): 620–38. http://dx.doi.org/10.1163/15718115-02604121.

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In the burgeoning literature on land rights, relatively little attention is offered to urban land grabs and indigenous peoples’ territorial claims. Certainly, the current Addis Ababa master plan and the envisaged land grabs represent both continuity in and change from previous historical episodes of territorialisation. The new master plan is not only a niche where ‘civilization mission’ meets ‘wilderness’ or indigenous peoples are also arenas wherein hegemonies and sovereignties of the earlier period have been challenged by new authority and territorialisation. This article investigates the ethnography of indigenous people-state relations animated by notions of cultural and ethnic difference, legal tradition, power, and history. Framing indigenous peoples land rights in the context of a multidimensional understanding of rights, this analysis focuses on the necessity of protecting the territorial rights of indigenous peoples. From this perspective, this article contributes new knowledge of historical narratives, land claims and current debates around minority rights.
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Epstein, Charlotte, Thomas Lindemann, and Ole Jacob Sending. "Frustrated sovereigns: the agency that makes the world go around." Review of International Studies 44, no. 5 (November 20, 2018): 787–804. http://dx.doi.org/10.1017/s0260210518000402.

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AbstractIn this article, the introduction to this Special Issue, we underline the importance of the dynamics of misrecognition for the study of world politics. We make the case for shifting the focus from ‘recognition’, where it has long been cast in social, political and, more recently, International Relations theory, tomisrecognition. We do so by returning to the original theorisation of misrecognition, Hegel’s dialectic of the master and servant. Our point of departure is not only that the desire for recognition is key social dynamic, but that thefailureto obtain this recognition is built into this very desire. It is a crucial factor for understanding how international actors behave, including, but not only, states.Thus understood, the desire for recognition is not simply a desire for social goods, for status or for statehood, but for more agency – more capacity to act. We explore the logic of misrecognition and show how the international system is a symbolic structure that is ordained by an unrealisable ideal of what we call ‘sovereign agency’.
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Baylis, John. "The master of the game: Paul Nitze and the nuclear peace." International Affairs 65, no. 3 (1989): 593–94. http://dx.doi.org/10.2307/2621818.

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48

Treverton, Gregory F., and Strobe Talbott. "The Master of the Game: Paul Nitze and the Nuclear Peace." Foreign Affairs 68, no. 2 (1989): 185. http://dx.doi.org/10.2307/20043917.

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49

Daly, Herman E. "Free‐market environmentalism: Turning a good servant into a bad master." Critical Review 6, no. 2-3 (March 1992): 171–83. http://dx.doi.org/10.1080/08913819208443260.

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Ten, Yulia. "Overcoming of Intercultural Communication As a Way to Achieve Mutual Understanding in the Global Socio-Economic System." Logos et Praxis, no. 4 (May 2022): 66–74. http://dx.doi.org/10.15688/lp.jvolsu.2021.4.8.

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The relevance of the research consists in suggestion that overcoming the cultural barriers is the effective way to achieving the mutual understanding among the subjects of international economic relations in the context of changes in the world under the influence of globalization processes. In the emerging global economy, the most difficult barriers to mutual understanding are cultural differences between peoples. The purpose of the study is to generalize foreign experience in understanding the issues of minimizing barriers between subjects of international communications. The purpose of the study determined the specifics of the choice of the methodology of cognition of the research topic: the author turns to the study of foreign academic literature. The idea is substantiated that the need for communication between subjects of international economic relations appears when the subject of interaction realizes the limitations of his resources and interacts with another communicator in order to fill in the missing resource. Intercultural communication is presented as a type of purposeful and self-organizing communicative interaction, the type-forming feature of which is a shortage of intersubjectively shared resources arising from the fact that communicants belong to different socio-cultural systems. If different subjects of communication can learn to overcome cross-cultural barriers, then this can lead to reaching a new, higher level of cultural development of modern civilization. It is revealed that most of the studies of Western scientists are focused on analyzing the degree of difference between Western and non-Western cultures in order to develop an understanding of how to manage non-Western cultures more effectively in the context of business interactions. Hence, a model of educational intercultural competence is being developed in science, the mastery of which will allow managers to overcome communication barriers more flexibly and effectively. Western scientists propose mainly models for overcoming cross-cultural barriers in international communications, based on the recognition that the cultures of non-Western countries should be transformed under the influence of globalization (in particular, the digitalization of socioeconomic life). Hence, the concept of a "global community" is being formed, whose representatives will gradually master the generally significant system of verbal and nonverbal codes of the global (network, digital) socioeconomic system. The necessity of developing a scientific discussion on the development of a universal model of intercultural communication, which will minimize the barriers that prevent the most effective mutual understanding between the subjects of international economic relations, taking into account their cultural differences, is substantiated.
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