Fostering an EU strategy for security sector reform in the Mediterranean: learning from Turkish and Palestinian police reform experiences

In the absence of an overarching strategy, Turkey and the Palestinian territories depict how the EU has adopted different approaches to security sector reform (SSR) which have not facilitated the consolidation of a common EU foreign policy, though the situation might soon change given respective SSR-related documents from the Council and Commission. This report contributes to the security sector debate by stressing that in conflict and post-conflict scenarios endurable SSR requires fomenting synergies between the police and judicial sectors and the inclusion of DDR, in tandem with the institutional implementation of transparent, accountable and democratic oversight mechanisms. There is an adamant need for constructive consistency when applying this central facet of EU foreign policy in the Mediterranean basin and beyond. SSR is an emerging phenomenon in conflict, post-conflict and development scenarios that has acquired a prominent role within the policy agendas of key international actors. As a prelude to the two case studies, and in order to better understand the EU’s end goal, a brief analysis of the two pivotal European SSR documents is provided with particular emphasis on their contribution to develop a more coherent and effective EU presence in this field. More specific consideration is then given to the role played by SSR-related matters within the framework of two EU foreign policy mechanisms towards the Mediterranean: the Euro-Mediterranean Partnership (EMP), also known as the Barcelona Process, and the European Neighbourhood Policy (ENP). The two case studies - Turkey and the Palestinian territories - are exceptional due to the nature of their geopolitical position in regional and international politics. Both demonstrate different levels of state development and different degrees of monopoly over the legitimate use of force, which have contributed to the development of different EU approaches to SSR, tailored to the specific needs of the local context in which the Union is operating. Both cases also demonstrate how the EU emphasizes democracy or security depending on the respective circumstantial differences. Turkey exemplifies by and large the EU accession process of fulfilling democratic reform in return for EU membership. The Palestinian case illustrates how security demands precede democratic apertures. Together, both highlight the lack of a consistent and comprehensive EU SSR strategy, the lack of which continues to impede the emergence of a common EU foreign policy. This study makes a set of recommendations for the two case studies, and concludes with more general ones applicable to the broader Euro-Mediterranean area. These are mainly addressed to the European Commission, Council of the EU (and thus, Member States) and European Parliament. Moreover, the conclusions and recommendations included in this report could inspire the work of various advocacy groups in the fields of SSR, conflict resolution and democracy and human rights promotion given that, based on the “human security” logic, this report departs from the assumption that police reform encapsulates both modernising and democratising processes

Aliénation, travail et culture technique chez Simondon

L’article cherche à problématiser l’articulation du travail, de l’aliénation et de la culture technique dans la philosophie de Gilbert Simondon et ce à partir de l’enjeu contemporain du machine learning et à travers une confrontation avec Marx

Germany's contribution to Lebanese sovereignty: the Maritime Task Force, Coastal Radar System and Border Pilot Project

"Seit dem Ende des Israel-Libanon-Krieges im Sommer 2006 leistet Deutschland nicht nur als Führungsnation des maritimen Einsatzverbandes der UNIFIL-II-Schutztruppe der Vereinten Nationen einen wichtigen Beitrag zur Konsolidierung des Libanon. Im Rahmen der bilateralen Entwicklungszusammenarbeit baut die Bundesrepublik auch das Küstenradar der libanesischen Marine wieder auf, im Norden des Landes entlang der Grenze zu Syrien werden libanesische Soldaten, Polizisten, Zoll- und Grenzbeamte in einem Pilotprojekt an Verfahren des integrierten Grenzmanagements herangeführt und ausgebildet. Auch wenn – oder gerade weil – diese Aktivitäten weniger im öffentlichen Rampenlicht zu stehen scheinen, sind sie umso mehr geeignet, den Libanesen die Souveränität über ihr eigenes Land und dessen Grenzen zurückzugeben, und sollten daher in bewährter, zurückhaltender Weise fortgeführt werden. Die in Brüssel diskutierte Überführung erfolgreicher Pilotprojekte in eine EU-Mission könnte dagegen kontraproduktiv wirken." (Autorenreferat

Men at risk The Physical, Mental and Social Health of Men in Massachusetts

In 2009, Clark University was accepted as the university to represent Massachusetts in the National Policy Institute for Family Impact Seminars at the University of Wisconsin – Madison (http://familyimpactseminars.org). Family Impact Seminars are a series of annual seminars, briefing reports, and discussion sessions that provide up-to-date, solution-oriented research on current issues for state legislators, their aides, and legislative support bureau personnel. The seminars provide objective, nonpartisan research on current issues and do not lobby for particular policies. Seminar participants discuss policy options and identify common ground where it exists

Formative research on sequencing instruction with the elaboration theory

The elaboration theory of instruction offers guidelines for several patterns of simple-tocomple

The impact of a digitally enhanced peer learning program on peer teacher students’ academic performance: a study developed under Educational Design Research

21st century educational systems are expected to provide effective solutions to ever-lasting Education challenges, such as how to facilitate the way learners learn as well as to current issues of an ever-changing world permeated both by technological development and an urge of human attributes stemming from affective and social skills. Under the principles of social constructivism, peer learning seems to be a flexible solution for educational challenges, for encouraging learners’ autonomy, engagement and collaboration skills as well as for welcoming the incorporation of innovating strategies and digital technologies. According to literature review, extensive benefits of peer learning have been found under the affective, social, and cognitive dimensions, although more scientific evidence is needed to assess its impact on learners’ academic performance. This PhD project tries to provide a valid contribution to the scientific and educational communities, based on finding that the recognized potential of peer learning can be more systematically explored within the realm of teaching and learning practice in basic and secondary education. Under the methodological framework of Educational Design Research, this study aims to develop a digitally enhanced prototype of a peer learning program in the scope of English as a Foreign Language curricula for basic and secondary education and assess the impact of peer teacher students’ (PTS) voluntary participation under the cognitive (as for metacognitive skills), affective (regarding motivation), and social dimensions (considering collaborative and communicative skills). Results are expected to find evidence of peer learning positive impact on PTSs’ academic performance and facilitate its dissemination.publishe

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness