Relevant bibliographies by topics / English International Relations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'English International Relations'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "English International Relations"

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Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.

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In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
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Devlen, Balkan, Patrick James, and Ozgur Ozdamar. "The English School, International Relations, and Progress1." International Studies Review 7, no. 2 (June 2005): 171–97. http://dx.doi.org/10.1111/j.1468-2486.2005.00480.x.

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Savchak, I. V. "Teaching international relations experts english dialogue communication." Прикарпатський вісник НТШ. Слово, no. 3 (55) (2019): 221–30.

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Zala, Benjamin. "Book Review: International Relations: An Introduction to the English School of International Relations." Political Studies Review 13, no. 4 (October 9, 2015): 575–76. http://dx.doi.org/10.1111/1478-9302.12101_25.

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Mironov, Viktor. "F.S. Northedge and English School of International Relations." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 22, no. 4 (October 2017): 151–61. http://dx.doi.org/10.15688/jvolsu4.2017.4.14.

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Williams, Michael C. "Hobbes and international relations: a reconsideration." International Organization 50, no. 2 (1996): 213–36. http://dx.doi.org/10.1017/s002081830002854x.

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Hobbes has long been a central figure in the theory of international relations. He has also been a badly misunderstood one. While often invoked to support contemporary theories of international politics, Hobbes's thinking actually challenges rational-choice theories, the structural realism of Kenneth Waltz, and the “rationalist” approach of the English school. Indeed, the skeptical foundations of his political vision place him closer to contemporary postpositivist positions, though here, too, his views raise difficult and important questions for such a stance. In general, Hobbes's theory of international relations focuses not upon the determinations of anarchy in any conventional sense but upon issues of knowledge, ideology, and legitimacy in the construction of political orders both domestically and internationally.
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Grant, TD. "International Arbitration and English Courts." International and Comparative Law Quarterly 56, no. 4 (October 2007): 871–84. http://dx.doi.org/10.1093/iclq/lei204.

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The Court of Appeal, Civil Division, Longmore LJ, on 24 January 2007 handed down a decision in Fiona Trust v Privalov which clarifies the relation between sections 9 and 72 of the Arbitration Act 1996; affirms, again, in strong terms the separability (or severability) of an arbitration clause from the contract in which it is included; and, apparently for the first time in English courts, establishes that allegations of bribery may be subject to the jurisdiction of an arbitrator. The decision therefore holds interest in relation to the enforcement in the United Kingdom of agreements to arbitrate and, more generally, supports the position that arbitration has a role to play in international efforts to combat corruption.
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Markova, Zarina, and Dessislava Yaneva. "The Motivation of University Students of International Relations to Learn English." English Studies at NBU 6, no. 1 (June 30, 2020): 5–28. http://dx.doi.org/10.33919/esnbu.20.1.1.

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This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.
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Mironov, Victor V. "Barry Buzan and the English School of International Relations." Vestnik Tomskogo gosudarstvennogo universiteta, no. 438 (January 1, 2019): 143–50. http://dx.doi.org/10.17223/15617793/438/19.

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Grader, Sheila. "The English school of international relations: evidence and evaluation." Review of International Studies 14, no. 1 (January 1988): 29–44. http://dx.doi.org/10.1017/s0260210500113439.

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In January 1981, an article by Professor Roy E. Jones, entitled The English school of international relations: a case for closure', appeared in this Review.1 Immediately after its publications the late Professor Northedge asked a seminar of research students at the London School of Economics for their views on the article. To his. obvious chagrin, no one, including myself, responded. On several occasions during the next years Professor Northedge drew attention to the challenge laid down by Professor Jones. Did this persistent questioning indicate a concern that Professor Jones should be answered—and, in which case, why did he not take this task upon himself? If he had, and if, as has been suggested, Professor Northedge believed that there was an ‘English school’, but that he was not part of it, then he would have had to show both that the gap between himself and the rest of the ‘school’ was greater than the differences between other members, and, at the same time, that all the scholars under review, himself included, belonged to a common discipline. This analysis would go beyond description; it would require not only a clear demarcation of the several different ways in which his colleagues had understood international politics, but also an attempt to distinguish between ‘school’ and ‘discipline’ and their relationship to the field of International Relations. Such an exercise would be philosophical in nature, and Professor Northedge's well-known empiricism would not, I submit, have been helpful. To demonstrate, as this paper attempts to do, that the scholars in question can be characterized by their differing philosophical approaches would refute Professor Jones' major thesis that there is an English school of international relations. It also seriously undermines his substantive criticisms, for obviously the non-existence of the ‘English school’ makes the question of its wrong-headedness irrelevant.
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Dissertations / Theses on the topic "English International Relations"

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Friedner, Parrat Charlotta. "Change, Institutions, and International Organisations : Essays on the English School of International Relations." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-327970.

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The overall topic of this thesis is the English School understanding of international order, which I approach specifically by analysing the English School idea of international institutions and their change. The purpose is to develop the theory in a meta-theoretically conscious and coherent way. The three essays in this volume are independent in relation to each other, yet in some ways cumulative. Essays I and II aim to address primarily the question of how to conceptualise the current international order of multilateralism and international organisations. Essay I uses the empirical issue of UN reform to formulate one English School conceptualisation of international order, building specifically on the School’s central theme of international institutions. Essay II theoretically develops the tools of the English School for capturing how international institutions, according to English School theory the fundaments of international order, might change. Essay III approaches the meta-theoretical question of how change itself is understood in the English School, and how different theoretical readings of what we might mean by change give rise to different approaches to the normative question of what might be improvement in the international order. I argue that an internally coherent understanding of change in international society should emphasise change in institutions, made intelligible by ex-post narratives which contribute to establishing the discursive connection between practices and their normative legitimation, and guided by a sustained normative debate on the nature of improvement. This understanding of change signifies a much-needed addition to the English School toolbox, and brings a promise of a meta-theoretical grounding of the theory. In addition, it opens for similar theoretical inquiries into other IR theories.
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SOUZA, EMERSON MAIONE DE. "THE CONTRIBUTION AND DEVELOPMENT OF THE ENGLISH SCHOOL OF INTERNATIONAL RELATIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo da dissertação é avaliar a contribuição e o desenvolvimento da Escola Inglesa de Relações Internacionais. Para tanto, opta-se pela análise histórica, priorizando-se uma abordagem cronológica. Nesse sentido, analisa-se, inicialmente, a contribuição de dois de seus principais teóricos: Martin Wight e Hedley Bull, que estabeleceram os eixos teóricos e conceituais constitutivos da Escola. Na segunda parte, considera-se o debate sobre a identidade e a validade da contribuição da Escola nos anos 1980. Na última parte, apresenta-se uma avaliação da Escola Inglesa nos anos 1990. Introduz-se, então, a bifurcação entre uma vertente crítica e outra clássica e a inovação trazida por uma nova geração de teóricos. Por fim, procura- se apresentar, de forma crítica, o debate travado dentro da Escola sobre o conflito do Kosovo.
The aim of this dissertation is to evaluate the contribution and the development of the English School of International Relations. In order to achieve this, the analytical axis will be historic, emphasising a chronological approach. In this sense, it was accessed the contribution of two of its leading theorists: Martin Wight and Hedley Bull, that together established the mains theoretical and conceptual axis constitutive of the school. In the second part, the debate about the identity and the validity of the contribution of the school in the 1980s was analysed. In the last part, it is offered an evaluation of the English School in the 1990s. Its bifurcation into two approaches, a critical and a classical one; and the theoretical innovation brought by a new generation of theorists, will be introduced. Latter on, it will be offered an critical analysis of the debate that took place in the English School after the conflict at Kosovo.
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Sinopoli, Anthony F. "Cyberwar and International Law: An English School Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4404.

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Cyberwar challenges future endeavors of state security. As technological capability has improved, and access to information has become more widespread the importance of the issue in today's ever-globalizing world grows each day. A primary objective is to evaluate the place of cyber-warfare against nation-states and any repercussions under an international law paradigm. Utilizing an English School perspective, emphasis will be applied to the argument that disruptive circumstances could come to fruition if international conventions are not created to bring consensus and order among nation-states on this subject. This study hypothesizes that a future application could be an agreement under international law, beyond current regional cooperative initiatives. Since cyber-related attack is a relatively new development, the issue lacks adequate historical context. In addition, since state behavior is a major contributor to the interpretation of international law, the matter is in need of a clear delineation of the norms that define the phenomena and what acceptable responses might entail. Case study analysis will highlight recent examples of state behavior and cyber-related attacks and sabotages.
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Ruacan, Ipek Zeynep. "International and world society : toward an English School theory of legitimate supranational systems." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5288/.

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This dissertation seeks to contribute an English School theory of legitimate supranational systems to the literature. It places the legitimacy question of such systems around the School’s key concepts of international and world society, and examines the three different interrelationships of these concepts as proposed by the School within the context of the European Union. In the empirical section, a critical moment in the history of European integration, the drafting of the Constitutional Treaty (2002-3), is analyzed with a view to determining which particular interrelationship best fits our theoretical frameworks. It concludes by suggesting that while the moralistic perspective within the English School is superior to the culturalist and communitarian alternatives; even this does not offer a full scheme to understand the process of building legitimate supranational systems. The main problem, the study contends, is the omission of the state in the School’s theoretical framework, and, to that end, Neo-Weberian approaches into the nature of the state need to be injected into the English School account for a thorough picture of how and why a supranational system becomes legitimate to its members. Through this Neo-Weberian link, the thesis achieves its purpose of formulating a more coherent English School approach to legitimate supranational systems.
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Doan, Duong Van, and n/a. "Teaching advanced reading in the Institute of International Relations in Hanoi." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060705.101658.

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This study deals with reading problems faced by the advanced level students in the Institute of International Relations (I.I.R.) in Hanoi. It seeks to identify ways in which the teachers there can help their students to read authentic texts in English with a high level of comprehension. The study begins with a description of the training of the young diplomats and researchers. It considers the problems faced by the teachers and students, and looks into the role of English in general and English reading comprehension in particular in the I.I.R. Bearing in mind the objectives of the training, the study discusses the goals for teaching reading comprehension at an advanced level and lays emphasis on the importance of using appropriate techniques for teaching reading skills at this level. The writer of the study also looks at the relevant issues in theories of reading comprehension which are discussed in current literature. These theoretical issues are then related to the reality of teaching in the I.I.R. Finally, to illustrate all the techniques and skills for teaching reading comprehension which have been dealt with earlier in the study, the writer presents a sample reading lesson. It is his hope that the presentation, and indeed the whole study, will be of value to his colleagues at the I.I.R., and to others who teach reading in similar situations.
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Papagaryfallou, Ioannis. "The history/theory dialectic in the thought of Herbert Butterfield, Martin Wight and E.H. Carr : a reconceptualisation of the English School of International Relations." Thesis, London School of Economics and Political Science (University of London), 2016. http://etheses.lse.ac.uk/3465/.

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The aim of my thesis is to reconceptualise the English School of International Relations according to what I describe as the history/theory dialectic. The origins of this dialectic are sought in the thought of E. H. Carr, Herbert Butterfield, and Martin Wight, who drew attention to the interpenetration of history and theory. In their capacity as historians, the writers examined in my thesis struggled with problems normally associated with theoretical work in International Relations and elsewhere and tried to combine personal and impersonal accounts of history. They also emphasised the role of the historian which is no different from that of the theorist in attributing meaning to a series of apparently unrelated events. As international theorists, Butterfield, Wight and Carr underlined the historicity of international theory, and offered a historicist conceptualisation of international change that assigned priority to European interests and values. Their belief in the co-constitution of history and theory, has important consequences for contemporary English School debates concerning the proper definition of the relationship between order and justice, international society and world society, pluralism and solidarism. What lies at the end of the history/theory dialectic is not an unproblematic combination of opposites but the recognition of the need to be cautious towards the categories we use in order to capture and analyse a multidimensional reality which is subject to change.
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Villegas, Paul Norman Aragon. "Toward a world society?: An assessment of Barry Buzan's reconceptualization of the English School of International Relations." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27929.

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The current international system has been in place since the Treaty of Westphalia. However, states are no longer the only actors in International Relations. Non-governmental organizations, multinational corporations and individuals also take the stage in international relations. This thesis will make use of the English School of International Relations and the reconceptualization of the School introduced by Barry Buzan in From International to World Society? because it offers richer explanatory possibilities for the interaction and role of both state and non-state actors. Using the United Nations Environment Program (UNEP) and the United Nations HIV/AIDS Program (UNAIDS), this thesis will assess Buzan's new model and answer the question that the title of his book asks: Is International Society moving toward a World Society?
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Acheme, Doris. "THE EVALUATION OF NON-STANDARD ACCENTED ENGLISH: ANINTERGROUP PERSPECTIVE ON LANGUAGE ATTITUDES." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529591883681638.

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Russell, Elizabeth Anne. "Seeing the refugee: a vantage point from the middle ground." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33847.

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The vast number of refugees in the world represents a very real, quantifiable, and troublesome "problem" for mainstream scholars of International Relations (IR). Mainstream IR is not able to address the problem of the refugee because of its emphasis on the state as a central actor and its inattention to justice in an international system. This thesis argues that the approaches of the English School and normative theory might come together to create a "via media" or middle ground which better addresses the problem of the refugee in international relations than mainstream IR has to date. While both approaches have limitations, the concept of international society and order versus justice debate of the English School compliments the attention given by normative theory to state responsibility and justice concerns of normative theory. The English School and normative theory can work in tandem to provide a middle ground which can directly address the problem of the refugee. The two approaches together provide a better way to start the conversation concerning the refugee.
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Zheng, Shan Shan. "European Union's humanitarian intervention : an English school perspective." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2555554.

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Books on the topic "English International Relations"

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Sudhimant, Nuan. Damnâkdaṃnaṅ qantarajāti =: International relations. Bhnaṃ Beñ: Rājpanḍitsbhā Kambujā, 2006.

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Hidemi, Suganami, ed. The English school of international relations: A contemporary reassessment. New York: Cambridge University Press, 2006.

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Ḥabīb, Kamīl. A dictionary of diplomatic terminology and international relations: English-English-Arabic. Tripoli, Lebanon: Modern Institution of the Book, 2005.

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International medical communication in English. Edinburgh: Edinburgh University Press, 1990.

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Maher, John Christopher. International medical communication in English. Ann Arbor: University of Michigan Press, 1992.

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Quayle, Linda. Southeast Asia and the English School of International Relations. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137026859.

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Inventing international society: A history of the English school. New York: St. Martin's Press in association with St. Antony's College, Oxford, 1998.

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Dunne, Timothy. Inventing international society: A history of the English school. [s.l.]: Palgrave in association with St. Antony's College, Oxford, 1998.

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Toropin, I︠U︡ V. Language of multilateral diplomacy: English-Russian explanatory dictionary. Bloomington, IN: AuthorHouse, 2012.

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Foreign affairs in English courts. Oxford: Clarendon, 1986.

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Book chapters on the topic "English International Relations"

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Linklater, Andrew. "The English School." In Theories of International Relations, 88–112. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-31136-8_4.

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Hall, Ian. "The English School’s Histories and International Relations." In Historiographical Investigations in International Relations, 171–201. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78036-8_8.

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Navari, Cornelia, and Daniel M. Green. "The English School and Historical International Relations." In Routledge Handbook of Historical International Relations, 27–36. Abingdon, Oxon ; New York, N.Y. : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781351168960-3.

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Burchill, Scott. "Progressive Perspectives: the English School." In The National Interest in International Relations Theory, 152–84. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230005778_6.

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Chou, Chih-P’ing. "Is There a Substitute for Force in International Relations?" In English Writings of Hu Shih, 9–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33164-0_3.

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Friedmann, Viktor. "Responsibility and the English School." In The Routledge Handbook on Responsibility in International Relations, 125–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429266317-9.

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Suzuki, Shogo. "English and the Legacy of Linguistic Domination in IR." In The Politics of Translation in International Relations, 175–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56886-3_9.

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Paras, Andrea. "Religious obligation, the Huguenots and the emergence of English sovereignty." In Moral Obligations and Sovereignty in International Relations, 47–66. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge global institutions series: Routledge, 2018. http://dx.doi.org/10.4324/9780203711958-3.

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Quayle, Linda. "Learning from Southeast Asia about International Societies." In Southeast Asia and the English School of International Relations, 78–101. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137026859_4.

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Quayle, Linda. "Regional International Society Meets Its Civil Counterpart." In Southeast Asia and the English School of International Relations, 125–52. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137026859_6.

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Conference papers on the topic "English International Relations"

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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.

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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely, the field of international relations theory is enriched by a systematic study of language effects observed in the respective discourse. The interdisciplinarity of this enterprise benefits students with different academic and cultural backgrounds.
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Xu, Yuqing. "Analysis on Semantic Relations of English Nominal Anaphora." In Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icedem-19.2019.4.

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Melnikova, Nadezhda. "INTERNATIONAL ENGLISH LANGUAGE TESTS IN TERMS OF BA STUDENTS LANGUAGE TRAINING IN THE “INTERNATIONAL RELATIONS” MAJOR." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-651-655.

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Maximova, Olga, and Galina O. Lukyanova. "TEACHING ENGLISH AS A SECOND FOREIGN LANGUAGE TO STUDENTS OF INTERNATIONAL RELATIONS: LEXICAL SKILLS DEVELOPMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0911.

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Rudolph, Rachael M. "TO LECTURE OR DISCUSS? TEACHING NON-NATIVE ENGLISH SPEAKERS STUDYING INTERNATIONAL RELATIONS AT WEBSTER UNIVERSITY, THAILAND." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2018. http://dx.doi.org/10.17501/icedu.2018.4113.

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Le, Guobin. "Interpretation of the Paradoxical Relations in Teaching of Business English Writing." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.134.

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Wijaya, Atika. "Local Partnerships for more Sustainable Agriculture The Study of Motramed (in English: Mediated Partnership Model) in Indonesia." In Annual International Conference on Political Science, Sociology and International Relations (PSSIR 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-2403_pssir16.56.

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Malakhova, Victoria. "ON FORMATION OF ENGLISH DISCOURSE FUNCTIONAL RELATIONS THROUGH THE EXAMPLE OF POSSESSIVE NOMINATIONS." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/2.1/s10.032.

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Dugalich, Natalia, Natalia Alontseva, and Yury Ermoshin. "METHODOLOGICAL BASES OF TRAINING SPECIALISTS IN THE FIELD OF INTERNATIONAL RELATIONS TO DELIVER AN OFFICIAL PUBLIC SPEECH IN ENGLISH." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1105.

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