10,339 research outputs found
LâAsie du Sud-Est 2023 : bilan, enjeux et perspectives
Chaque annĂ©e, lâInstitut de recherche sur lâAsie du Sud-Est contemporaine (IRASEC), basĂ© Ă Bangkok, mobilise une vingtaine de chercheurs et dâexperts pour mieux comprendre lâactualitĂ© rĂ©gionale de ce carrefour Ă©conomique, culturel et religieux, au cĆur de lâIndo-Pacifique. Cette collection permet de suivre au fil des ans lâĂ©volution des grands enjeux contemporains de cette rĂ©gion continentale et archipĂ©lagique de plus de 680 millions dâhabitants, et dâen comprendre les dynamiques dâintĂ©gration rĂ©gionale et de connectivitĂ©s avec le reste du monde. LâAsie du Sud-Est 2023 propose une analyse synthĂ©tique et dĂ©taillĂ©e des principaux Ă©vĂ©nements politiques et diplomatiques, ainsi que des Ă©volutions Ă©conomiques, sociales et environnementales de lâannĂ©e 2022 dans chacun des onze pays de la rĂ©gion. Ce dĂ©cryptage est complĂ©tĂ© pour chaque pays par un focus sur deux personnalitĂ©s de lâannĂ©e et une actualitĂ© marquante en image. Lâouvrage propose Ă©galement cinq dossiers thĂ©matiques qui abordent des sujets traitĂ©s Ă lâĂ©chelle rĂ©gionale sud-est asiatique : les ressorts institutionnels de lâapproche de santĂ© intĂ©grĂ©e One Health, le vieillissement de la population et sa prise en compte par les politiques publiques, les cĂąbles sous-marins au cĆur de la connectivitĂ© sud-est asiatique, lâamĂ©nagement du bassin du MĂ©kong et ses multiples acteurs, et les enjeux politiques et linguistiques des langues transnationales. Des outils pratiques sont Ă©galement disponibles : une fiche et une chronologie par pays et un cahier des principaux indicateurs dĂ©mographiques, sociaux, Ă©conomiques et environnementaux
Chinaâs approach to international law and the Belt and Road Initiative - perspectives from international investment law
This dissertation examines Chinaâs approach to international law. In order to do so, it compares the countryâs stance on international dispute resolution in past and present times. After a first historical chapter outlining Chinaâs changeable relationship with international adjudication, the thesis subsequently focuses on contemporary developments. The emphasis here is on international instruments and mechanisms that China uses to protect investments within the Belt and Road Initiative.
This dissertation combines doctrinal analysis with concrete case studies and applies deductive as well as inductive methods. The study of the legal dimension of the initiative leads to the basic assumption that two coexisting regulatory complexes provide investment protection within the initiative. Accordingly, as a first complex, the dissertation analyses Chinaâs design of investment protection treaties and Chinaâs stance in the reform debate on the future of in-vestment arbitration. As an outcome, the analysis claims that even though the first complex does not relate specifically to the Belt and Road Initiative, this complex nevertheless has inextricable links to Chinaâs approach in the initiativeâs context. Soft law documents, which China has concluded with both state and non-state actors, and informal mechanisms of dispute resolution form the second regulatory complex. The study investigates their functions for investment protection in the Belt and Road Initiative.
In an overall view of the two regulatory complexes, this dissertation finds that China uses strictly legal and rather political methods for investment protection. In the synopsis of this result with the findings obtained from the historical part, the study concludes that China follows a realist approach to international law
Curriculum Subcommittee Agenda, April 7, 2022
Approval of 3 March 2022 Minutes Program Proposals Semester Course Approval Reviews https://usu.curriculog.com/ Other Business New Curriculum Subcommittee Chair appointment. Acceptance of membership for 2022-2023 academic year.
Program Proposals Request from the Department of Plants, Soils and Climate in the College of Agriculture and Applied Sciences to offer a new specialization (Bioinformatics and Computational Biology) to the MS and PhD degrees of Plant Science. Request from the Department of Theatre Arts in the Caine College of the Arts to change the name of the Theatre Arts Theatre Education Certification Option BFA to Theatre Arts Education BFA. Request from the Department of Mechanical and Aerospace Engineering in the College of Engineering to create a Center for the Design and Manufacturing of Advanced Materials (CDMAM). Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to create a new post-baccalaureate certificate in Cybersecurity. Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to create a new post-baccalaureate certificate in Data Analytics. Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to create a new post-baccalaureate certificate in Data Engineering. Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to create a new post-baccalaureate certificate in Data Technologies. Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to restructure the existing Master of Management Information Systems program to require completion of two stackable post-baccalaureate certificates (24 credits) along with six credits of information technology strategy or management courses. Request from the Department of Data Analytics and Information Systems in the Jon M. Huntsman School of Business to create a new post-baccalaureate certificate in Web Development
Towards a sociology of conspiracy theories: An investigation into conspiratorial thinking on Dönmes
This thesis investigates the social and political significance of conspiracy theories, which has been an academically neglected topic despite its historical relevance. The academic literature focuses on the methodology, social significance and political impacts of these theories in a secluded manner and lacks empirical analyses. In response, this research provides a comprehensive theoretical framework for conspiracy theories by considering their methodology, political impacts and social significance in the light of empirical data. Theoretically, the thesis uses Adorno's semi-erudition theory along with Girardian approach. It proposes that conspiracy theories are methodologically semi-erudite narratives, i.e. they are biased in favour of a belief and use reason only to prove it. It suggests that conspiracy theories appear in times of power vacuum and provide semi-erudite cognitive maps that relieve alienation and ontological insecurities of people and groups. In so doing, they enforce social control over their audience due to their essentialist, closed-to-interpretation narratives. In order to verify the theory, the study analyses empirically the social and political significance of conspiracy theories about the Dönme community in Turkey. The analysis comprises interviews with conspiracy theorists, conspiracy theory readers and political parties, alongside a frame analysis of the popular conspiracy theory books on Dönmes. These confirm the theoretical framework by showing that the conspiracy theories are fed by the ontological insecurities of Turkish society. Hence, conspiracy theorists, most readers and some political parties respond to their own ontological insecurities and political frustrations through scapegoating Dönmes. Consequently, this work shows that conspiracy theories are important symptoms of society, which, while relieving ontological insecurities, do not provide politically prolific narratives
The Adirondack Chronology
The Adirondack Chronology is intended to be a useful resource for researchers and others interested in the Adirondacks and Adirondack history.https://digitalworks.union.edu/arlpublications/1000/thumbnail.jp
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After Creation: Intergovernmental Organizations and Member State Governments as Co-Participants in an Authority Relationship
This is a re-amalgamation of what started as one manuscript and became two when the length proved to be more than any publisher wanted to consider. The splitting consisted of removing what are now Parts 3, 4, and 5 so that the manuscript focused on the outcome-related shared beliefs holding an authority relationship together. Those parts were last worked on in 2018. The rest were last worked on in late 2021 but also remain incomplete.
The relational approach adopted in this study treats intergovernmental organizations and the governments of member states as co-participants in an authority relationship with the governments of their member states. Authority relationships link two types of actor, defined by their authority-holder or addressee role in the relationship, through a set of shared beliefs about why the relationship exists and how the participants should fulfill their respective roles. The IGO as authority holder has a role that includes a right to instruct other actors about what they should or should not do; the governments of member states as addressees are expected to comply with the instructions. Three sets of shared beliefs provide the conceptual âglueâ holding the relationship together. The first defines the goal of the collective effort, providing both the rationale for having the authority relationship and providing a lode star for assessments of the collective effortâs success or lack of success. The second set defines the shared understanding about allocation of roles and the process of interaction by establishing shared expectations about a) the selection process by which particular actors acquire authority holder roles, b) the definitions identifying one or more categories of addressees expected to follow instructions, and c) the procedures through which the authority holder issues instructions. The third set focus on the outcomes of cooperation through the relationship by defining a) the substantive areas in which the authority holder may issue instructions, b) the bases for assessing the relevance actions mandated in instructions for reaching the goal, and c) the relative efficacy of action paths chosen for reaching the goal as compared to other possible action paths.
Using an authority relationship framework for analyzing cooperation through IGOs highlights the inherently bi-directional nature of IGO-member government activity by viewing their interaction as involving a three-step process in which the IGO as authority holder decides when to issue what instruction, the member state governments as followers react to the instruction with anything from prompt and full compliance through various forms of pushback to outright rejection, and the IGO as authority holder responds to how the followers react with efforts to increase individual compliance with instructions and reinforce continuing acceptance of the authority relationship. Foregrounding the dynamics produced by the interaction of these two streams of perception and action reveals more clearly how far intergovernmental organizations acquire capacity to operate as independent actors, the dynamic ways they maintain that capacity, and how much they influence member governmentsâ beliefs and actions at different times. The approach fosters better understanding of why, when, and for how long governments choose cooperation through an IGO even in periods of rising unilateralism
Conscience and Consciousness: British Theatre and Human Rights.
This research project investigates a paradigm of human rights theatre. Through the lens of performance and theatre-making, this thesis explores how we came to represent, speak about, discuss, and own human rights in Britain. My framework of âhuman rights theatreâ proposes three distinctive features: firstly, such works dramatise real-world issues and highlights the role of the state in endangering its citizens; secondly, ethical ruptures are encountered within and without the drama, and finally, these performances characteristically aspire to produce an activist effect on the collective behaviours of the audience.
This thesis interrogates the strategies theatre-makers use to articulate human rights concerns or to animate human rights intent. The selected case-studies for this investigation are ice&fireâs testimonial project, Actors for Human Rights; Badac Theatre; Jonathan Holmesâ work as director of Jericho House; Cardboard Citizensâ youth participation programme, ACT NOW; and Tony Cealyâs Black Menâs Consortium. Deliberately selecting companies and performance events that have received limited critical attention, my methodology constellates case-studies through original interviews, durational observation of creative working methods and proximate descriptions of practice.
The thesis is interested in the experience of coming to âconsciousnessâ through human rights theatre, an awakening to the impacts of rights infringements and rights claiming. I explore consciousness as a processual, procedural, and durational happening in these performance events. I explore the âĂŠffectâ of activist art and examine the ways in which makers of human rights theatre aim to amplify both affective and effective qualities in their work. My thesis also considers the articulation of activist purpose and the campaigning intent of the selected theatre-makers and explores how their activism is animated in their productions. Through the rich seam of discussion generated by the identification and exploration of the traits of a distinctive human rights theatre, I affirm the generative value of this typological enquiry
On the Education of a Psychiatrist: Notes from the Field
The overarching borrowed question that frames the work of this PhD asks, "What does an education in psychiatry do to a psychiatrist?" Early in my practice of child and adolescent psychiatry, the "know how" in the custodianship of care neither readily nor easily translated into "show how," resulting in a pedagogical conundrum that belatedly registered as uncomfortable emotional symptoms about my education. This nidus of professional confusion and uncertainty creates the context for my inquiry into the complexities and dilemmas of contemporary matters of medical education, specifically as it pertains to my identity as a psychiatrist. To probe these queries, three non-traditional, blended methodologies are relied upon. John Forrester's "thinking in cases" is utilized in reading memoirs and critical histories in psychiatry, such that the thesis can be read as a case of many educational cases. I stay close to the reading of Oliver Sacks' memoir whose work in neurology also grapples with questions of the mind; an idea which becomes a leitmotif in my own autoethnographic reflections for re-constructing my education in psychiatry and its potential beginnings as a trainee and educator in both Canada and Uganda. Weaving in and out of historical observations made by Foucault about psychiatry and linking them to Sacks' recall of numerous medical institutional encounters, I tackle the problem of matricide in an educational arena weary of newness and how this deadly curriculum can be generative in its intent. Through attempts at engaging a decolonizing discourse about my experiences as a clinician educator in Uganda, the concept of an educational void and how it was both ruthlessly encountered as a situational dilemma but underwent a thought transformation to understand it as a survival tactic, is described. Psychoanalytic orientations are heavily leaned upon in my interpretations, highlighting the emotional logic inherent in the transference sites constituting the human work of medical practice and education. Broad themes emerge focusing on history, place, gender, and positioning of the body as educational markers speaking to a different kind of experiential pedagogy predicated on somatic revelations to make the mind intelligible in its relevance to the temporality of education. I arrive at the fault lines of education, difficult knowledge, and the uncertainties, including the frailty of my own self as a resource for the mind, that form educational myths needed to tackle obstacles to learning. Through this process, a personal and professional awakening occurs
A Consideration of Cooperative Learning to Enhance Pre-service Teachersâ Achievement in Tertiary English as a Foreign Language (EFL) Classrooms in Thailand
Cooperative learning has become a popular instructional practice around the world. It requires students working together in small groups to help support each other in maximising their own learning as well as that of others to accomplish a shared goal. A cooperative learning method, especially, Student Teams Achievement Divisions (STAD) developed by Slavin (1982) was implemented in the study. The study investigated the effectiveness of cooperative learning to enhance the English achievement of EFL (English as a foreign language) students in tertiary teacher education in Thailand. It also examined participantsâ attitudes towards cooperative learning.
The study began with a structured review of existing empirical studies to establish whether STAD could be a promising method to use in developing English proficiency in EFL and ESL (English as a second language) contexts. The review also helped identify the challenges and barriers to implementing the method and informed the primary research in terms of achievement tests, instructor training, time allowance for team study and material preparation. The review and synthesis of 28 studies revealed several beneficial suggestions regarding cooperative learning implementation in normal educational settings. However, the credibility of the overall evidence was weak, with most studies involving key methodological flaws.
To examine the effectiveness of the method, a cluster randomised controlled trial (RCT) at the university level was used. The participants were 13 instructors and 614 students from 13 universities (forming 13 clusters). A total of eight universities that agreed to participate in the intervention were randomly assigned to experimental and control groups with four universities in each group. Another five universities agreed to complete the pre-test and post-test and are described in this thesis as an additional comparison group. The participating instructors were 13 Thai university instructors of English language from 13 Rajabhat Universities in Thailand. Their students were first-year pre-service teachers who were majoring in English in the Faculty of Education. The trial was carried out in one term consisting of 16 class sessions. The research instruments consisted of two parallel standardised English achievement tests, two attitude questionnaires (teacher and student) and classroom observations with ad hoc interviews.
The results showed that the use of cooperative learning in tertiary EFL classrooms in Thailand is feasible. In terms of attitudes, both instructors and students were generally positive towards cooperative learning and supported its activities.
Students in the treatment group did slightly better (ES = +0.09) when compared to all comparator groups. However, when considering the randomised experimental and control groups, the control group improved their post-test score (+0.26) while the experimental group declined (-0.20). Overall, cooperative learning showed no clear benefit for studentsâ English language achievement.
The process evaluation revealed the key factors that facilitated the implementation were teacher training and support, preparation and availability of teaching resources and materials, teachersâ positive attitudes and the duration of cooperative learning instruction. Some barriers were also found, including studentsâ negative attitudes, inappropriate classroom settings and facilities, and instructorsâ workload.
Unfortunately, since the study was carried out during the COVID-19 pandemic, none of the universities were able to complete the course of 16 classes as planned. The number of classes students could meet in their normal classroom conditions was approximately 8 to 12. Different modes of lesson delivery (face-to-face, online and hybrid) were also reported. A replication of the study is needed for a more accurate assessment of the STAD method.
Both the structured review and the cluster RCT suggest no strong evidence that the cooperative learning method, namely STAD, led to improved pre-service teachersâ English language achievement in Thailand. However, this does not necessarily mean the method does not work. The lack of impact might be due to the challenges faced in the delivery of the intervention during the pandemic. This was compounded by the lack of complete randomisation used in the study. It is, therefore, difficult to draw more definite conclusions about the effectiveness of STAD. It might be wise to conduct further robust evaluations involving a large number of educational institutions before any considerable investment can be made to introduce this method in higher education institutions in Thailand. In the meantime, there may be other approaches with a more promising evidence base which may enhance studentsâ English language achievement
The Politics of Local Disaster Management in Thailand, A Poststructuralist Discourse Analysis of Earthquake Governance in the Upper Northern Region
Although disaster management has become an effective approach through which the security of society can be secured, it has produced failure and conflict in some circumstances. The academic approach given to this phenomena has often been criticised, namely in relation to how attention is given predominantly to technical and positivist means and thus how social and political dimensions are not adequately considered. Importantly, these neglected factors play a crucial role in determining the success and/or failure of disaster management.
Drawing upon Poststructuralist Discourse Theory, this thesis develops a new conceptual framework to critically explain the politics of disaster management, thus revealing the issues that are embedded in the construction of, and political practices involved in responding to, disaster management. It further analyses the politics of disaster management surrounding the 2014 Chiang Rai Earthquake of Thailand. At the national level, the thesis characterises disaster management via four key logics - security, bureaucracy, managerialism and hybridity - showing how their merging in a hybrid form has caused failure/conflict. The discourses that surfaced in this context are demonstrated to have manifested a political space in which local residents used logics of the community to politicise issues and to challenge the state. Conversely, logics of uncertainty and professionalisation were used as de/re-politicisation mechanisms by provincial agencies to regain authority. This thesis considers such disaster management as contested political terrain where political strategies were implemented through anti- and pro-central disaster management projects.
The thesis contributes to Disaster Management Studies in three ways â by offering an alternative means of conducting research as to disaster management politics, exemplifying the benefits of applying a logics approach in explaining the political practices involved in disaster management and calling for further analysis to be given as to the role of subjective desires and the affective register in this field
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