The Ambassador, Between Light and Shade : The Emergence of Secrecy as the Norm of International Negotiation

The aim of this research paper is to analyse to what extent secrecy emerged as the uncontested norm for international negotiations after the Renaissance. The first section (1) introduces six key negotiation practitioners in 17th century Europe, including some of the earliest writers on negotiation: Hotman, Mazarini, Wicquefort, Rousseau de Chamoy, Callières, and Pecquet. Through an analysis of their original writings – most of which are no longer available in print – the following sections demonstrate that if an ambassador had to appear in the bright light of royal Court (2), his constant preoccupation was secrecy (3). How to protect his own secrets from third-parties (4) and uncover others’ secrets (5) were central focal points, establishing secrecy as the paradigm for modern international negotiation.Ambassador; Callières; Hotman; International Relations; Mazarini; Negotiation (history of); Pecquet; Rousseau de Chamoy; Secrecy; Wicquefort

Teaching Peace – The Need for Teacher Training in Poland to Promote Peace

The aim of the paper is to stimulate the discussion on peace education and the need of teacher training for peace and multicultural understanding. This paper is organized in two sections: the first section presents the importance of peace education for Europe in the Twenty-first century. This section discusses peace as a spiritual and moral values, European achievements for peace in the field of philosophy as well as educational reports focused on peace education. The second section seeks the importance of teacher training for peace education, the possibilities of including of peace topic into in-service teacher educatio

Towards humanising creativity?

Within the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way

Liberty University\u27s Lawyering Skills Program: Integrating Legal Theory in a Practice-Oriented Curriculum

Law schools are not preparing lawyers for the practice of law. While modern legal education may teach analytical reasoning, skills training continues to suffer. The lawyering skills program developed by the Liberty University School of Law addresses the need to train lawyers in the practice of law. When seeking to build a top quality law school, Liberty University took seriously the challenge to address the void in legal education, particularly with respect to lawyering skills. The foundational principles of law are infused into the legal curriculum and lawyering skills program. The required substantive law courses are structured to have a relationship with lawyering skills so that they mutually reinforce each other

「内気」の実態

It is a common held belief among many English foreign language (EFL) teachers that Japanese students\u27 reluctance to fully engage in the language learning process constitutes a major hurdle to their language development . What it does not recognize is that for many Japanese students they are simply unprepared for a lesson style that fundamentally differs from their education experience . Their expectations and learning experience differ from those of EFL teachers, as a result, students need to be taught what is expected of them, and more importantly, the skills that are required in order to improve their communicative competence. Only when equipped with the tools will students be able to make linguistic progress

Internationalizing education: evaluating the growth of intercultural communication and competency in students through an international negotiation project using an online law office

Graduates will need to be able to recognize and appreciate culture in a way that minimizes conflict, promote understanding and to establish a relationship of trust and confidence. The need for competency in intercultural communication and an awareness of ethical challenges sets out a challenge for academics. This study examines the types of learning and characteristics developed by students when working on a ten‐week international negotiation project. It questions whether the study was an effective learning tool to raise consciousness of cultural diversity and effectively address the ‘stumbling blocks’ identified in intercultural communication. Using the findings from this, the study will consider the factors academics should consider when designing high quality, equitable and global study programmes in order for students to develop cross‐cultural capacities and aptitudes in order to be able to perform, professionally and socially, in a multicultural environment

Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

Against Professional Development

This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs

Librarian and Faculty Collaborative Instruction: A Phenomenological Self-Study

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors’ interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.Ye

The formation of professional identity in medical students: considerations for educators

<b>Context</b> Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity – ways of being and relating in professional contexts.<p></p> <b>Objectives</b> This article conceptualises the processes underlying the formation and maintenance of medical students’ professional identity drawing on concepts from social psychology.<p></p> <b>Implications</b> A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed.<p></p> <b>Conclusions</b> Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education