Ecuador: The Continuing Challenge of Democratic Consolidation and Civil-Military Relations; Strategic Insights, v. 5, issue 2 (February 2006)

This article appeared in Strategic Insights, v.5, issue 2 (February 2006)Approved for public release; distribution is unlimited

The Center for Civil-Military Relations / Spanish Case Study

The Center for Civil-Military Relations at the Naval Post-Graduate School (CCMR, Monterey, CA) is an implementing organization of the U.S. Department of Defense's Expanded-International Military Education and Training Program and has amassed both scholarly and practical expertise educating civilian and military defense professionals from more than 40 countries. CCMR was established in 1994 and is sponsored by the Defense Security Cooperation Agency (DSCA). CCMR conducts civil-military relations programs designed primarily for military officers, civilian officials, legislators, and non-government personnel. These programs include courses designed to be taught both in residence at NPS and in a Mobile Education Team (MET) format, depending upon requirements. Three programs offered by CCMR include the MET, the Masters Degree in International Security and Civil-Military Relations, and the Executive Program in Civil-Military Relations.The U.S. Agency for International Development (USAID) sponsored the research in this report under agreement AEP-A-00-98-00014-00, which established the Partnership for Democratic Governance and Society. The Partnership for Democratic Governance and Society (PDGS) conducts programs to strengthen the capacity of civilians to provide leadership in defense management, policymaking and analysis. The PDGS conducts its programs in cooperation with local legislatures, political parties, civic organizations, academic institutions, media and the civilian elements of the defense establishment.Approved for public release; distribution is unlimited

Portugal: Problems and Prospects in the Creation of a New Regime

If the overwhelming majority of foreign observers were surprised but encouraged by the coup of 25 April 1974 which signaled an end to the Salazar· Caetano regime, the responses to developments since that time have been mixed. In part this ambivalence can be attributed to the developments them• selves which are both difficult to comprehend and almost impossible to place in a fixed context. Indeed, there is no fixed context

Time, change, and sociocultural communication: A chronemic perspective

The temporal orientations of any sociocultural grouping are major factors comprising its central identity. The manner in which the past (memories), the present (perception), and the future (anticipation/expectation) are commonly articulated also concern cultural identity. The identity of a cultural group is altered by developmental changes in time keeping and related objective, scientific temporalities. Three modes of temporality, objective, narrative, and transcendental, congruent with different kinds of brain processes, are common throughout our planet. Objective temporality tends to alter and replace traditional narrative and transcendental (spiritual) time, timing, and tempos. Objective temporality is concerned with what is transitory, modern and “progressive”. Objective time is not a traditional form of cultural time; it is a derived Westernized scientific imposition, rather than any cultural formation. This essay develops a new conception of how semiosis occurs. All information is essentially rhythmic, transduced through sensory systems as signals in a space-time domain, but deposited for use into a spectral thermodynamic domain in the human cortex. A “chronemic” perspective, (temporality as it is based in semiotic processes related to human communication) is assumed throughout. Such a perspective appears to be somewhat novel in both communication and semiotic studies

Inquiry-based mathematics, history of mathematics and new communication tools: an exciting challenge!

International audienceFollowing a European project on the relationships between inquiry based science teaching (IBST), internet and communication tools (ICT) and a third topic, history of science, this article deals with some of the new questions raised by the recent introduction of epistemology, history of science and technology (EHST) in the school curricula. The de nition of the inquiry and the role that can be played by epistemological thinking in science education are especially analysed in this text. Based on the analysis of historical examples and many on-line resources, as a result, a new framework for the elaboration of new resources in IBST, ICT and EHST is given and some opening questions have been pointed out

A political transition in Chile, problems and prospects on the long road to democracy

http://archive.org/details/politicaltransit00brunN

INQUIRY-BASED MATHEMATICS TEACHING, HISTORY OF MATHEMATICS AND NEW COMMUNICATION TOOLS : AN EXCITING CHALLENGE !

International audienceFollowing a European project on the relationships between inquiry based science teaching (IBST), internet and communication tools (ICT) and a third topic, history of science, this article deals with some of the new questions raised by the recent introduction of epistemology, history of science and technology (EHST) in the school curricula. The definition of the inquiry and the role that can be played by epistemological thinking in science education are especially analysed in this text. Based on the analysis of historical examples and many on-line resources, as a first result, a new framework for the elaboration of new resources in IBST, ICT and EHST is given and some opening questions have been pointed out

Inquiry-based mathematics, history of mathematics and new communication tools: an exciting challenge!

International audienceFollowing a European project on the relationships between inquiry based science teaching (IBST), internet and communication tools (ICT) and a third topic, history of science, this article deals with some of the new questions raised by the recent introduction of epistemology, history of science and technology (EHST) in the school curricula. The de nition of the inquiry and the role that can be played by epistemological thinking in science education are especially analysed in this text. Based on the analysis of historical examples and many on-line resources, as a result, a new framework for the elaboration of new resources in IBST, ICT and EHST is given and some opening questions have been pointed out