A CRITIQUE OF VETO POWER SYSTEM IN THE UNITED NATIONS SECURITY COUNCIL

This paper examines the veto power system in the United Nations Security Council (UNSC), with the argument that it has not been favorable to the developing countries and the international system since inception in 1945. Consequently, this paper is of the view that the system has been a major force resisting the full actualization of global peace and security, and renders the global system chaotic and anarchic. Based on that, the paper is also of the view that the system is undemocratic, lacks morality and transparency. However, the main objectives of this paper are to evaluate the consequences of veto system in the global system; access the trend of veto cast between 1946 -2016 by the five world powers; and stress the urgent need for its reforms or modifications. In caring out this research, secondary sources were used, and data analyzed using descriptive method. In conjunction to that, the result findings, demonstrate that the close-door consensus and consultations of veto power system, have made it undemocratic and inconsistent with the initial aims of the existence of the United Nations; and its exclusive nature unfavorable to the developing countries and counterproductive to the global system. Consequently, this paper proposes a complete reversal of the system and perhaps alternated with a system that would unconditionally induct the developing countries into the global decision making process

ILR School Masters Theses

Compiled by Susan LaCette.ILRSchoolMasters.pdf: 2406 downloads, before Oct. 1, 2020

I Hear You Now, I See You Then

In the research driven project I Hear You Now, I See You Then, I refer to the contemporary and historical erasure of the labor of African American women using research gathered from the southern plantation economy to create an art installation. The objects in this installation are primarily made with artificial hair integrations and utilizing labor intensive methods that are similar to those used to install the hair on the Black body. The objects I make reference the luxury items in the domestic spaces of historic plantation sites that have been re-branded to be used in the wedding /tourism industry. The re-branding of these sites is a sanitation and erasure of the forced slave labor that occurred on these plantations. It is through the making of objects that I perform and mirror the skilled labor of Black women, and in the act of creating, re-inscribe the erased labor back into the larger social/ political narrative

Learnings from the Impact of Online Learning on Elementary Students\u27 Mental and Social-emotional Well-being Amid the COVID-19 Pandemic

This research examined practices that might foster students’ mental and emotional well-being, quality relationships among students and staff and safe and inclusive school climates through online platforms, especially during times of crisis such as during the COVID 19 pandemic. In order to achieve that goal, this study sought to identify the kinds of protective and risk factors that help or hinder students’ ability to cope and thrive, through a scholarly framework of Critical Race Theory (Yosso, 2005), Online Learning (Hughes, 2004) and Social-emotional Learning (Durlak et al., 2011). The researcher conducted personal interviews with a variety of educators serving at largely low-income public primary schools and mostly bilingual and non-native English-speaking parents in Marin County. The findings of these interviews highlighted that students don’t equate to academic selves, that the level of expected responsiveness was surprisingly high while online, and that new connections and social and emotional support systems emerged. These findings have important implications for understanding how teachers and educational professionals iterate their practices of online learning going forward

Creating Counternarratives on Trauma Informed Care Through Student Podcasting

This research explored how participatory action research (PAR) specifically youth participatory action research (YPAR) could be utilized to help inform and bring change to an alternative high school’s trauma-informed care. The study was informed by critical race theory (Yosso, 2005), trauma-informed care (Day et al, 2017), and youth participatory action research (Halliday, 2019; Goessling, 2020). The YPAR project was conducted at an urban/suburban alternative education high school in Marin county California with nine 11th and 12th graders who engaged in a series of subject-themed forums and then created a podcast informed by an interview they conducted with a community member. Students held a symposium in which they shared the podcasts with administration and other adult leaders and successfully petitioned the school administration to add after school programs. The research found that YPAR is a culturally responsive way to cultivate student agency around school policy and support meaningful exploratory dialogue that informs engaged practices in the delivery of trauma-informed care. These findings have important implications for how teachers can provide the space for students to create change in their school environments, support one another in navigating life challenges and create connections to mentors in the larger community

The Relationship of Social-Emotional Learning and Self-Advocacy for Students with Disabilities

The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four individuals within the field of education and two parents of students with disabilities. Interviews with participants revealed the importance of building intrinsic motivation to do well, that the quality of relationship between teacher and student leads students with disabilities to be more likely to take academic risks, and how the behavioral aptitude available through SEL creates the conditions for students with disabilities to feel like they are “fitting in.” The findings of this research have implications for teachers’ practice in developing meaningful connections with their students to increase self-confidence, student participation, and intrinsic strengths

Relationships and Belonging in Elementary Schools with High Teacher Turnover

For many years, the teacher shortage has been a topic in educational news. This shortage is caused in part by high rates of teacher turnover, and most greatly impacts urban and rural schools serving low income students of color. This turnover leaves students with long term substitutes, uncredentialed teachers, or first year teachers and leads to lowered social and academic outcomes for impacted students. Operating on a theory that a sense of belonging would improve teacher retention rates, and thus student outcomes, this research used a qualitative approach to examine relationships and a sense of belonging in traditionally high turnover elementary schools. Culturally Responsive Teaching emerged as a central focus of this project due to the heavy emphasis on relationships in this style of instruction. Teacher and student participants were interviewed to find out what barriers exist to creating meaningful relationships and community in these settings. The findings from this research indicate that a shift in school values to prioritize relationships, belonging and collaboration can significantly improve job satisfaction and teacher desire to remain connected to school communities. By implementing these key changes, schools and districts can improve teacher retention rates, and ultimately lower the effects of the opportunity gap

Impacts on Elementary School Students Related to COVID-19 and the Role of Social-Emotional Learning in Children’s Mental Health

Research has shown that schools provide an ideal universal location for preventing behavioral issues and supporting students’ mental health (Ball et al., 2016; Daunic, et al., 2021; Maras et al., 2015). A large body of research has also connected students’ social-emotional skills and their attainment of academic success (Cook et al., 2018; Durlak et al., 2011). With this research and the gaining popularity of SEL, more SEL programs are being created, implemented, and evaluated. The purpose of this study was to understand some of the effects of the COVID-19 pandemic on young students\u27 mental health and how teachers have responded using SEL programs and strategies. Five teacher participants were interviewed from two elementary schools within the same Bay Area school district. The interviews were designed to gain an understanding of how teachers perceive the impact of the COVID-19 pandemic on their students. The findings from this research indicate that many students have adversely been affected socially and emotionally by changes related to the pandemic. Teacher participants have responded by prioritizing the development of their student’s social-emotional skills. By focusing on promoting social-emotional skills and recognizing their students’ mental health, teachers may assist in nurturing as well as educating children, and ultimately increase students’ academic achievement and emotional well-being