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Dissertations / Theses on the topic 'English International Relations'
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1
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.
2
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 SUPERIORO 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.
3
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.
4
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.
5
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.
6
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.
7
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?
8
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.
10
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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Mathews, Julie. "Mediating academic literacy practices in a second language : portraits of Turkish scholars of international relations." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84530.
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This longitudinal inquiry into the academic literacy practices of ten Turkish scholars of International Relations (IR) attempts to answer three broad questions: what factors have affected the participants' acquisition and maintenance of academic reading and writing skills; what patterns of similarities and differences can be found among their literacy practices; and what relationships might be discovered between the various factors and the scholars' literacy practices. Data for the study were collected through observations, autobiographical accounts of the participants' literacy practices via interviews, and textual analysis of the participants' published works.The theoretical framework for the study draws on neo-Vygotskian Activity Theory and Bakhtinian Dialogic Theory, to create a model for uncovering and understanding the contextual factors mediating scholars' academic literacy practices. The model begins with the assumption that scholars operate within multiple "activity systems" (Engstrom, 1990), in this case: (1) the core American IR discipline; (2) the local Turkish IR discipline/particular Turkish IR departments; and (3) Turkish society. The model reconceptualizes the idea of activity systems as "filters," which mediate individuals' production and reception of texts, i.e. their literacy practices. Conflicts may arise according to the "thickness" of a filter and depending on the "operational means" acceptable within it.
By contributing to a deeper understanding of how people acquire and maintain academic literacy skills in a second language the study ultimately aims to aid in the construction of pedagogical models and approaches that reflect the complex nature of these multi-lingual literacy practices.
12
Manning, Chelsea Alizabeth. "Conceptualizing Regional International Societies: Examining the Post-Soviet Space." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/86171.
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This thesis contributes to the English school's growing literature on regional level international societies. Thus far English school scholars have demonstrated the existence of a post-Soviet regional international society. However, what is lacking is a clear defining of the members and institutions of this society. This paper gives particular attention to three questions: who are the actors, what are the primary and secondary institutions, and what role do these institutions play within the post-Soviet regional international society? Doing so contributes to the growing literature on the post-Soviet sub-global international society. In addition, it may be the case that Russian dominion is reflected through the network of secondary institutions in the post-Soviet international society. This thesis further investigates how the creation of this diplomatic structure allows Russia to contest the global diplomatic structure and project its great power status.Master of Arts
13
Friedman, Jeffrey. "'Very excellent'| An historical approach to problems of state sponsored English education in Japan." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599870.
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This research traces the historical development and foreign policy objectives of English language instruction in Japan as a state sponsored initiative. The primary objective of this work is to examine the role of English foreign language education over the past one hundred and forty years by comparing Meiji policy formation with post World War II occupation reforms in relation to the social, political, and intellectual objectives of changing Japanese approaches to internationalization. The widely held conceit among EFL scholars and historians that classroom methodology (and the entrance exam system it subsumes) is at fault for the poor state of Japanese communicative English, ignores the internationalization objectives historically central to national language education policy in Japan. Universal English education for widespread international communication was never an objective of education policy, but was the fabricated assumption of a chauvinistic West, perpetuated by conservative elements in the Japanese government to improve Japan's international standing. The anti-democratic Japanese Ministry of Education embraced the 'western methods with eastern philosophy' approach to internationalization established during the nineteenth century, rejecting English education policy for widespread oral fluency. The liberal-democratic perspectives attendant to the culture of English speaking peoples threatened the Confucian hierarchical structure of Japanese society. In order to resist western homogenizing forces, but still advance domestic interests in an interdependent world, it was necessary to sustain English-speaking elites to negotiate foreign pressures. As a consequence English education has served as the gatekeeper of a strictly meritocratic national education system designed to proliferate a minority of talent for modernization, administering the organs of government, and preserving Japanese identity against foreign cultural contamination.
14
Ahmed, Michaux Bellaire François. "Les ruptures intellectuelles et scientifiques de la sociologie des relations internationales : enquête sur l’absence d’une conversation française en RI." Thesis, Bordeaux, 2017. http://www.theses.fr/2017BORD0570/document.
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Cette thèse propose une étude disciplinaire des Relations internationales en France. Dans ce domaine très peu exploré, elle discute un ensemble de conventions historiographiques qui incitent à justifier la situation déficiente dans laquelle se trouvent aujourd’hui les RI françaises. En discernant à la place un ensemble de croyances partagées, la thèse entend renouveler la façon dont il faudrait appréhender la position actuelle des RI françaises.Les résultats de l’étude mettent en cause le label franco-français « sociologie des relations internationales » comme n’étant pas parvenu à représenter une école de pensée française et à instaurer une conversation scientifique telle qu’a pu l’accomplir avec succès l’Ecole anglaise.La figure de Raymond Aron, précurseur de la sociologie des relations internationales, apparaît à ce titre en pleine lumière. Incarnant une étude autonome des RI qui s’est déployée un temps avec vigueur en France, son rejet actuel symbolise les difficultés d’ordre avant tout scientifique dont souffre la sociologie des relations internationales contemporaine.Sont principalement mis en question les rapports de cette dernière à la théorie, à la distinction entre objets internes, étrangers et internationaux et à la conception pluridisciplinaire de l’étude des relations internationalesThis thesis is a disciplinary study of French IR. It challenges a set of historiographic conventions that rationalize the marginal status in which French IR is stuck at present. By relegating these conventions as shared beliefs, this study intends to renew the way the current situation of French IR should be understood.The results of the investigation implicate the purely French label « Sociology of international relations » since it has been unable to represent a French school of thought and to establish a scientific conversation as successfully as the English school did.It sheds a critical light on the role of the precursor of the French Sociology of international relations Raymond Aron. Given the facts that he embodied an autonomous study of IR which has well spread in France for some time and the rejection he is subjected to nowadays, R. Aron symbolizes the very scientific issues that are at stake when considering the contemporary French Sociology of international relations.Thus, the main controversial points emphasize the latter’s intellectual premises regarding theory, the distinction between internal, foreign and international objects, and the multidisciplinary conception of the study of IR
15
Goldberg-Poch, Mira. "Waldensianism and English Protestants: The Construction of Identity and Continuity." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23525.
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In 1655 and again in 1686-1689, the Waldensians of Piedmont were massacred by the Duke of Savoy after he issued edicts forbidding the practice of their religion. The Waldensians were later followers of the medieval religious movement of the Poor of Lyons, declared heretical in 1215. The Waldensians associated with the Reformation in 1532, and thus formed a link with diverse groups of Protestants across Europe. In the periods immediately surrounding both massacres, an outpouring of publications dedicated to their plight, their history, and their religious identity appeared, a large number of which emerged in London. On both occasions, the propaganda gave rise to international sympathy and encouraged international intervention, eventually provoking the Duke to rescind the edicts that had instigated the massacres.
While most contemporary scholars consider the Waldensians to have been fully absorbed into Protestantism after 1532, it is clear from the writings of both the Waldensians and their sympathizers that they considered themselves a separate entity: the inheritors of a long tradition of dissent from the Catholic Church based on their own belief in the purity of the Gospel.
The Waldensian identity was based on a history of exclusion and persecution, and also on a belief that they had transmitted the true embodiment of Christianity through the centuries. The documents that were published surrounding the massacres address the legitimacy of the Waldensian identity based on centuries of practice. English and continental Protestants identified with the Waldensians, who provided ancient ties and legitimacy to their ‘new’ religion, and the Waldensians adopted that identity proudly, all the while claiming continuity. Protestants also used the Waldensians in propagandist documents, most often to justify political or religious actions and ideologies.
The continuity of Waldensianism through the Reformation became crucially important for the wider umbrella of Protestantism as a legitimizing factor for the movement. This thesis investigates the claims of continuity and finds that while the Waldensians underwent a dramatic change in religious doctrine to conform to the Reformation, their belief in the continuity of their religious identity can be validated by examining religion from a socio-cultural perspective that takes aspects other than theology into consideration.
16
Thao, Nguyen Dinh, and n/a. "News broadcasts and problems for EFL learners." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061109.125724.
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English is the language studied by the majority of students at the
Institute of International Relations in Vietnam. News broadcasts
are used as teaching material since, for instance, graduates will
need to monitor news broadcasts as part of their work. Students
constantly encounter difficulties in listening to the news
broadcasts on English-speaking radio. The purpose of this Study is
therefore to identify factors which may cause problems for
Vietnamese listeners to English news broadcasts. This Study
presents the findings from questionnaires related to radio
listening and the findings from an analysis of news extracts in
English and Vietnamese. In the conclusion to the study
implications for the teaching of radio broadcast listening in
Vietnam are discussed.
17
Panos, Nicholas Christopher. "The Political Impact of the Rising Salafi-Wahhabi Influence in Bosnia-Herzegovina." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52346.
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This thesis examines the political impact of Salafi-Wahhabism in contemporary Bosnia-Herzegovina (BiH) since the El Mujahed Brigade of mujahedeen introduced this puritanical Saudi form of Islam during the 1992-1995 War that broke apart the Socialist Federal Republic of Yugoslavia (SFROY). This study employs tenets of the English School of International Relations and utilizes a historical analytic approach to identify durable features of Bosnian Muslim religious economic activity, Bosnian education, and Bosnian political processes to answer the research question: what kind of influence has Salafi-Wahhabism had on BiH society and government since the end of the 1992-1995 Balkan War? Emergent evidence captured by these variables suggests a momentum of Salafi-Wahhabism influence is developing that may undercut the sovereignty of BiH and possibly impede its European Union membership bid. As a result of this rising Wahhabi influence in several facets of Bosnian society, the aggregate level of Islamism in the country is also likely increasing.Master of Arts
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Birkby, Stuart J. "English-Language Introduction to Contemporary Taiwan: A Historicolinguistic Perspective." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337952671.
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Mirzoyants, Anastasia. "The Role of Trust between International Students and Their American Instructors at Intensive English-Language Programs at American Universities." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333642160.
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Wickersham, William. "An Investigation of the Cultural Content in English Instructional Materials Used in Sweden’s Secondary Education." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34646.
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This thesis is a two-pronged analysis of the cultural content in two instructional materials series presently meant for use in the English language instruction in Swedish secondary education, and it integrates an examination of surface and deep cultural content with an ideology analysis focused on the representation of nations and the international world. The driving impetus of this thesis is an interest in the representation of culture meeting the students in their instruction. A theoretical framework has been used with perspectives on surface and deep culture, intercultural communicative competence, and theories of nationalism as an ideology. The study shows that the Swedish materials promote the development of communication skills across cultural boundaries to a greater extent than some international research would suggest, but confirms results from other related studies. The majority of the cultural content was found to be surface-level and is best understood as objective or static topics of culture which do little to prepare the readers to be critical, intercultural citizens. The materials were found to be strongly structured around the nation-state, and the argument is made that the materials feature international content with a national-perspective. The materials were also found to reproduce ethno- national sentiment when representing specifically the United States and Britain, where a great deal of the content is focused. This study shows that a combination of these two approaches provides a more complete consideration of the materials and produces important results, not only for the scholarly community, but for teachers and instructional material design.
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Kerton-Johnson, Nicholas. "Justifications for, and the practice of, war : continuity or change in US military intervention 1990-2003? : an English School analysis of the use of force in international relations." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/f89b01e0-84b3-4e90-8ed1-8eff30fd4bc8.
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The aim of this thesis is to critically analyse US military intervention through an exploration of the justifications for and practice of intervention by the US. It does this by analysing two cases prior to, and two cases post, September 11, 2001 (9/11) in order to shed light on continuity or change in the justifications for, and practice of, military intervention across 9/11. This analysis is located within an English School (ES) frame of reference, through which it will evaluate the solidarist and pluralist contentions regarding the nature of international society and its relationship to international system and world society. It will consider the utilisation of norms in the justificatory discourses for intervention and the positioning of legitimacy built on these norms.
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Gaber, Alexander. "Evidence of the Benevolent State? : The Case of the R2P." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-57048.
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Master thesis in Political Science by Alexander Gaber, 2015, ‘Evidence of the BenevolentState?- The Case of the R2P’ The study sets out to analyze the validity of the soldiarist prescriptive hypothesis that a shared understanding amongst the society of states can induce a circumstance where states will act selflessly by willingly subordinating their rights and sovereign prerogatives for the sake of individual rights. For this purpose the R2P legal doctrine is analyzed genealogically to generate an inference on if the dominant consensus within the society of states on the doctrine has generated this circumstance. The analysis concludes that the R2P doctrine has neither in customary - or codified international law enabled the individual’s right to protection to hold precedence over the right and sovereignty of the state. The case study, conclusively does not serve to validate the hypothesis, but neither does it invalidate it as the R2P constitutes a representative case. The intermarriage of the genealogical method with the English School framework is deemed fruitful and new insights into, specifically, the concept of sovereignty is generated which serves to evolve and reinforce the theoretical framework of English School Solidarism.
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Ingram, Darren. "Exploratory investigation into the practice of communicating to publics using English as a Lingua Franca (ELF) by Finnish companies." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21650.
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This thesis examines public relations (PR) communications that use English as a Lingua Franca (ELF) from leading Finnish companies. It analyses a corpus of 90 press releases from 15 export-active companies for linguistic usage, drawing on elements of linguistic theory. In addition, a limited narrative is based on personal interviews to determine typical procedures that are involved in PR content creation. It should have relevance to all who use ELF in a business context, but be of special interest to those involved with PR and marketing. It may also have some relevance to internal international business communications and linguistics.The study was motivated by three factors: how English is a dominant global language that is being used by companies in other countries as an intermediary language, prior research of how Finnish companies use PR and communications within their export activities, and extensive observation obtained whilst working as a journalist, dealing with companies from all around the world.It is believed that many companies may not be communicating efficiently and effectively when using ELF. Even when they do communicate and content may appear to be grammatically correct, its efficacy may be muted, inhibiting audience comprehension and other consequential actions. The research noted that certain linguistic elements were over-represented, which could potentially inhibit communication and comprehension. The resolution is not necessarily drastic and could only deliver wider benefits where implemented.Recommendations include closer attention is made concerning linguistic construction, broader additional research is conducted into the global phenomena and the possible creation of an operational framework to assist deployment of ELF-friendly textual communications, especially within the PR/marketing field.
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Mills, Bonnie K. "Intercultural and academic transitions: A study of the gap between Chinese secondary schools and western universities." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/254.
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China is the top sending country of international students to Western universities. Chinese students can benefit a country's economy and aid in internationalizing campuses, providing opportunities for students to develop global competencies. However, as the number of Chinese students is increasing, so is the awareness of their difficulties in acculturating to the Western system of higher education. The literature attributes some of these difficulties to cultural, academic, and social factors. Filling a gap in the research, this cross-level study compares the preparation programs of four different types of secondary institutions. Results of surveys and interviews were correlated between faculty and alumni evaluating satisfaction and effectiveness of university preparation. The students generally were satisfied with their preparation training as compared to the faculty at the secondary schools. Results of this study will help bridge the gap of eradicating the difficulties Chinese students face in the Western higher education system.
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Virk, Kudrat. "Developing countries and humanitarian intervention in international society after the Cold War." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:60fbdfeb-341c-430c-91c7-5071397a0e47.
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This thesis examines the policies, positions, and perspectives of developing countries on the emerging norm of humanitarian intervention after the Cold War, focusing on the period between 1991 and 2001. In doing so, it questions the role of opposition that conventional wisdom has allotted to them as parochial defenders of sovereignty. Instead, the thesis reveals variation and complexity, which militates against defining the South, or the issues that humanitarian intervention raises, in simplistic either-or terms. Part I draws on insights about ‘sovereignty as what states make of it’ to break the classic pluralism-solidarism impasse that has otherwise stymied the conversation on humanitarian intervention and confined the South as a whole to a ‘black box’ labelled rejectionism. It reconstructs the empirical record of developing countries at large on six cases of military intervention (northern Iraq, Somalia, Haiti, Sierra Leone, Kosovo, and East Timor), revealing variation that defies easy categorization. It also charts a cumulative and dynamic trend within the South towards a grey area between pluralism and solidarism that shows how these were not diametrically opposed positions. Following from that, Part II looks in-depth at India and Argentina. Whereas Argentina accepted the idea of humanitarian intervention, India remained reluctant to countenance it and persistently objected to the development of a new rule in its favour. Part II argues that the level of congruence between the emerging norm and the two countries’ prevailing values, aspirations, and historically constructed ways of thinking played a key role in determining the different levels of acceptance that the idea found with them. Part III delves deeper into the substance of their views. It shows how neither country constructed mutually exclusive choices between pluralism and solidarism, sovereignty and human rights, and intervention and non-intervention. Rather, both exhibited an acute awareness of the dilemmas of protecting human rights in a society of states, and a wariness of yes-no answers. Cumulatively, this thesis thus points away from thinking about the South itself as a given category with clear, shared or pre-determined ideas, and towards a more nuanced and inclusive conversation on humanitarian intervention.
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Saeed, Tania. "Education, Islamophobia, and security : narrative accounts of Pakistani and British Pakistani women in English universities." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a16609c7-7f06-4926-afc8-ce2c8e9fc347.
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This thesis explores the experiences, encounters, responses and reactions to Islamophobia through a narrative study of forty female Pakistani and British students with a Pakistani heritage in universities across England. In exploring Islamophobia as a ‘racialised’ phenomenon, the participant narratives locate the experiences and encounters of Islamophobia within their ‘intersubjective’ realities, across various ‘communities’ of ‘discourse.’ These realities are informed by the wider socio-political milieu of a war against Al Qa’ida and its affiliates that ‘securitizes’ the Muslim and Pakistani identity(s) particularly in Britain. The university is also implicated in the counter terrorism agenda of the state, depicted as a ‘vulnerable’ space for radicalizing students. However, females in this discussion are predominantly absent within the academic and public narratives. Therefore, this research will explore the experience of Islamophobia, the way it is perceived by the British/Pakistani/Muslim/female student, and the way students respond and react to it within the university. The research employs a narrative method of inquiry. The narrative analysis is informed by a Bakhtinian notion of ‘dialogics’ to explore the multiplicity of ‘meanings’ that emerge through individual accounts of Islamophobia located within their public and private realms. In exploring these narratives the thesis illustrates how ‘degrees of religiosity’ influences encounters and experiences of Islamophobia, and highlights responses and reactions of students to such experiences, that include individual and group activism to challenge Islamophobia and the insecure meta-narrative about Muslims and terrorism. The research further focuses on both the religious identity of the Muslim student, and their problematic ethnic identity, Pakistani demonstrating how in a securitized socio-political milieu Muslim students are further vulnerable to experiences of Islamophobia, in the form of Pakophobia, where both their religious and ethnic identities are held suspect. These narratives have implications for the emerging understanding of Islamophobia as a ‘racialised’ phenomenon. They further have implications for universities that are encouraged to participate in the government’s counter-terrorism agenda. The narratives by locating the research within the particularities of a wider socio-political milieu that ‘racialises’ and ‘securitizes’ Muslims raises critical questions about the nature of discrimination in a post 9/11, 7/7 era that may have repercussions for other Muslim minority groups.
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Lucrecio, Lorraine M. "An ocean of difference: An exploration of cultural differences in learning styles." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/240.
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An interdisciplinary approach to learning styles and teaching styles among Native Hawaiian and Pacific Islander students (NHPI) and Western teachers, this thesis suggests specific learning components necessary for academic success for Oceanic learners. This was accomplished by examining academic literature in the fields of anthropology, history, intercultural communication, linguistics, Teaching English to Speakers of Other Languages (TESOL), and Hawaiian studies. The thesis blends the current literature with qualitative research findings from questionnaire results of university students from the Pacific Islands and questionnaire results from Western university faculty. The results of this research provide insight to addressing tactile learning, natural environments, spirit/core wisdom, and awareness of the differences in communication styles for NHPI students in a U.S. university. The results also provide insight on two major themes that inhibit learning: first, that NHPI students face fear and a lack of confidence on a daily basis in the general class environment, and second, that their teachers also have a low regard of the NHPI student because of unmet expectations that are culturally relevant to Western education systems, but that are in direct contrast of Oceanic values. This thesis suggests that both teachers and students often miscommunicate by unknowing conflicting value systems.
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Kwon, Kyounghye. "Local Performances, Global Stages: Postcolonial and Indigenous Drama and Performance in Glocal Circuits." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259760023.
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Gomari-Luksch, Laleh. "Realism, rationalism and revolutionism in Iran's foreign policy : the West, the state and Islam." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/13719.
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Iran's foreign policy is consistent and is fundamentally realist with a revolutionist vision while the means are rationalist is the central argument of this dissertation. I make use of the English Schools three traditions of realism, rationalism and revolutionism in analyzing the speeches of Iranian statesmen to identify the ways in which the dynamics of the three traditions have evolved since 1997 and what it means for interpreting the developments of Iran's foreign policy ventures. I utilize both quantitative and qualitative methods of analysis in examining the speeches of the supreme leader, Ayatollah Khamenei, the presidents since 1997. The quantitative method employs a customized software generating figures that represent the recurrence of realist, rationalist and revolutionist terminologies in all the documents downloaded from the official websites of the Iranian statesmen as well as the United Nations and select news agencies and affiliates. The quantitative phase of the analysis, meanwhile, carefully examined selected statements of the supreme leader and the presidents uncovering the foreign policy argumentations and justifications, which were studied alongside foreign policy actions and classified under the three traditions. The findings suggest that Iran's foreign policy is the same as in the other states of international society – it is consistent and dynamic. It is simultaneously realist, rationalist and revolutionist with each tradition serving a specific purpose, which cannot be disentangled from the other two.
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Wales, Ida. "" Out of the box": A study on a school's international exchanges and the role of English in relation to them." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32831.
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This paper has two main focuses. It aims to investigate the role of English in relation to short term international exchanges in a secondary school in the south of Sweden and also discusses the reflections of the outcomes of a number of participating students and teachers. The data were collected through qualitative semi-structured interviews. The results indicate that the role of English is fundamental to the internationalization process and as the language of communication and the common language on the exchanges. Furthermore, English is seen as key in the implementation of internationalization in the education at the school. Both the interviewed staff and students reflected on communication problems when away and how they dealt with them through language strategies. Moreover, the data revealed that the reflections from the outcomes of the exchanges were centered round two aspects: the student’s development of their communicative English and the social aspect. The interviewed teachers and students discussed the fact that the short term exchanges provided new learning opportunities through the out-of school context. In addition, a possibility for further research within the area is proposed as a result of the data collection and based on the gap in the research concerning compulsory schools’ internationalization process.
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Hagenfors, Rafail Linnea. "Spoken Lingua Franca English in an International Church in Sweden : An investigation of communicative effectiveness and attitudes in relation to deviation from Standard English in SOS Church." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77287.
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This study is an investigation of communicative effectiveness and attitudes in relation to deviation from Standard English in an international church in Stockholm. This church is an English as a Lingua Franca (ELF) setting as the congregation consists almost entirely of people who use English as a means of communication with people who do not share their own first language. The study is based on empirical data from both qualitative and quantitative methods. The spoken language was investigated by analyzing one transcribed sermon and through interviewing two speakers of American English. Also a survey was done with 26 members of the church, obtaining quantitative data as well as several comments from the respondents on their view of the usage of English in the sermons and in the church in general. The results from the study showed as expected that there were a number of deviations from Standard English when ELF was used in the sermon. However, these caused little irritation and were judged not to cause much misunderstanding. The deviations that did cause some irritation among the respondents from the church were when the wrong word was used as well as when a word was pronounced incorrectly. The results indicated that there was little disturbance regarding the communicativeness and attitudes in connection to the spoken English in this ELF setting.
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Simapungula, Wakefield Chivwindi M. B. "The law relating to bankers commercial documentary letters of credit under English Law : a study in international business financing." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295089.
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Daradkeh, Lafi Mohammad Mousa. "Recognition and enforcement of foreign commercial arbitral awards relating to international commercial disputes : comparative study (English and Jordanian law)." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/494/.
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Two historical frameworks dominate European discourse about Muslim identity. First, the Enlightenment notion that religion is a private matter to be disassociated from public life, particularly from the scientific enterprise. Secondly, the Orientalist tradition of portraying Islam as inferior to Western culture and Muslims as people to be feared and controlled. These discursive practices have consequences for the everyday lives of Pakistani Muslims in the UK and for their healthcare and health. This thesis aims to assess the influence of Muslim identity on healthcare and health through a multifaceted methodology, which takes account of context and of other aspects of identity such as social class, ethnicity, gender and age. Findings show that dominant conceptualisations of Islam and Muslims corrupt the communication process between Pakistani people and health practitioners and expose Pakistani people to stereotypical ideas about their beliefs and practices. Furthermore, discussion of religious influences on selfcare is avoided by patients and practitioners alike. Consequently, Pakistani people receive inadequate support in decision-making about chronic illness management and are more likely to develop complications. This disadvantage is exacerbated by ethnicity and gender. These dynamics of healthcare reflect discrimination that is mirrored in almost all contexts in the wider UK society, affecting education, employment and civic participation. These areas affect health status, as does self-perception of social position and social relations. The disadvantage to which Muslim identity appears to expose individuals and groups suggests a possible explanation for higher levels of mortality and morbidity within this community compared to other minority ethnic communities. This thesis explores the implications of these findings for practice, policy, research and activism. It concludes that developing shared understanding and common ground needs to be a focus for policy and practice development. Policy support for Muslims to organise on the basis of faith identity is also needed if health inequalities within the Pakistani Muslim community arc to be effectively addressed.
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Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.
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Akl, Amira. "Multimodal Expressions of Young Arab Muslim American Women." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404692026.
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Frieß, Daniel. "Desertec und der arabisch-frankophone Maghreb am Fallbeispiel: Marokko." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-116931.
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Die Staatsexamensarbeit befasst sich sowohl mit den Potentialen, als auch mit den möglichen Problemen des Desertec Projekts im französischsprachigen Norden Afrikas. Der Autor beleuchtet im ersten Teil die Potentiale des Projekts für von einem kultur-, politik-, sozialwissenschaftlichen Standpunkt. Im zweiten Teil der Arbeit setzt sich der Autor intensiv mit der Frage nach der Kritik der neokolonialistischen Bestrebungen der Projektinitiatoren auseinander. Darüber hinaus beleuchtet er die Kommunikationsstrategie der Desertec Foundation näher und legt das interkulturelle Potential dieses Unterfangens dar. Daran schließt sich ein Überblick über die französischen, marokkansichen und deutschen Pressestimmen im Zeitraum von 2009 - 2012 zum Desertec Projekt an. Den Abschluss bildet eine Standortanalyse mit dem Fokus auf den von der AQIM ausgehenden Terrorismus und der Korruption vor OrtThe author of the exam thesis „Das Desertec Projekt und der Arabisch-Frankophone Maghreb am Beispiel Marokko“ discusses various important cultural aspects of the implementation of the mega-project Desertec in the francophone area of North Africa. In this thesis, the author puts the advantages presented by the Desertec Foundation into perspective and discusses possible impediments from a cultural point of view. The first part of the paper covers the topics of solar powered drinking water abstraction as a possibility to meet local needs and Desertec as a promoter of social stability and economic development in the MENA region. The second part is concerned with a discussion of alleged neo-colonial intentions of the companies supporting the Desertec project as well as its management. Moreover, the author discusses the communication strategy of the project and the influence of intercultural aspects on the success of the Desertec vision. Furthermore, the thesis contains a review on press reactions on the topic in the period of 2009 – 2012 and a brief location study discussing the topic of terrorism and corruption in the Maghreb region. The author comes to the conclusion that a mega-project like Desertec cannot solely rely on economic facts and engineering ingenuity, but has to take all cultural points into account and make use of the synergetic effect in order to lead this project to success
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Frieß, Daniel. "Desertec und der arabisch-frankophone Maghreb am Fallbeispiel: Marokko." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-220510.
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Die Staatsexamensarbeit befasst sich sowohl mit den Potentialen, als auch mit den möglichen Problemen des Desertec Projekts im französischsprachigen Norden Afrikas. Der Autor beleuchtet im ersten Teil die Potentiale des Projekts für von einem kultur-, politik-, sozialwissenschaftlichen Standpunkt. Im zweiten Teil der Arbeit setzt sich der Autor intensiv mit der Frage nach der Kritik der neokolonialistischen Bestrebungen der Projektinitiatoren auseinander. Darüber hinaus beleuchtet er die Kommunikationsstrategie der Desertec Foundation näher und legt das interkulturelle Potential dieses Unterfangens dar. Daran schließt sich ein Überblick über die französischen, marokkansichen und deutschen Pressestimmen im Zeitraum von 2009 - 2012 zum Desertec Projekt an. Den Abschluss bildet eine Standortanalyse mit dem Fokus auf den von der AQIM ausgehenden Terrorismus und der Korruption vor OrtThe author of the exam thesis „Das Desertec Projekt und der Arabisch-Frankophone Maghreb am Beispiel Marokko“ discusses various important cultural aspects of the implementation of the mega-project Desertec in the francophone area of North Africa. In this thesis, the author puts the advantages presented by the Desertec Foundation into perspective and discusses possible impediments from a cultural point of view. The first part of the paper covers the topics of solar powered drinking water abstraction as a possibility to meet local needs and Desertec as a promoter of social stability and economic development in the MENA region. The second part is concerned with a discussion of alleged neo-colonial intentions of the companies supporting the Desertec project as well as its management. Moreover, the author discusses the communication strategy of the project and the influence of intercultural aspects on the success of the Desertec vision. Furthermore, the thesis contains a review on press reactions on the topic in the period of 2009 – 2012 and a brief location study discussing the topic of terrorism and corruption in the Maghreb region. The author comes to the conclusion that a mega-project like Desertec cannot solely rely on economic facts and engineering ingenuity, but has to take all cultural points into account and make use of the synergetic effect in order to lead this project to success
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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
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Lee, Juo-Tau, and 李卓濤. "English School- The Neglected International Relations Theory." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/22599539789625788276.
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碩士國立政治大學
外交研究所
93
Social relations encompasses international relations so that the inquiry for international relations must embark on the historical, social, cultural context that states involved in. Otherwise we can’t envisage a comprehensive image of international relations. Under the dominance of positivism led by American international relations, English School, whose intellectual focus is International Society, has been neglected for a long period of time and immerged in the linear history. For the sake of exploring English School, the thesis sets out three schemes. First, it retrospects the history, leading figures and label of English School. Second, it elucidates the arguments of English School, including the three ontologies- International System, International Society and World Society as well as three traditions, namely Realism, Rationalism and Revolutionism. Third, beginning with the discuss of Positivism and Interpretivism, the author argues Positivism has its limitation in societal international relations. Consequently, it is English School, which tilts toward an open and diverse inclination, that can tell a better story. The author concludes that English School that stresses on holism, society and social norms can take on the upcoming global issues, such as environmental issue, globalization and humanitarian intervention. If we square up to the fact that international relations is a part of social relations, English School can be a more adequate international relations theory.
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Yang, Li-Yen, and 楊立彥. "A Research on the English School in International Relations." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17595296363249140996.
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碩士國立臺灣大學
政治學研究所
93
This disquisition focuses on the English School in international relations. First, it defines the placement of English School in IR theory, and the relations between English School and other theories. Second, for fully understanding the concept called international society, which is created by English School, it discusses English School’s assertion and academic effort from theory, history, norm, and culture perspective. Finally, it outlines the English School’s development history by two axes: English School’s position on norm and culture.
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Lee, Donna, E. Foster, and H. Snaith. "Responding to the employability agenda: developments in the politics and international relations curriculum in English universities." 2013. http://hdl.handle.net/10454/7197.
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yesWith some of the lowest levels of graduate employability across university campuses, and the non-vocational nature of most Politics/International Relations (IR) undergraduate degree programmes, the discipline faces a huge challenge in responding to the increasingly prevalent employability agenda in higher education. Indeed, as Politics/IR students feel the burden of the £9000 annual student fee now charged by most universities,5 and an ever-more contracting and competitive jobs market, a review of existing employability training and learning in the Politics/IR curriculum in universities has never been so essential. As such, this paper – based on a Higher Education Agency (HEA) funded project, Employability Learning and the Politics/IR Curriculum – explores the employability learning provision in a cross-section of English higher education institutions (HEIs) with a view to identifying examples of good practice in order to generate reflection on how best the discipline can respond to the employability agenda. The original project maps how employability is ingrained in various Politics/IR departments’6 curriculum. Here we present some of our preliminary findings. The bulk of this paper is formed by a discussion of the results we have gathered to date. Before proceeding to the data, however, we begin this paper by setting out the background to the employability agenda. In particular, we seek to highlight the ways in which the employability agenda has developed and been framed in higher education, as well as detailing the statistics on graduate employability in Politics/IR in order to provide some quantitative context. In so doing we aim to lay out the scale of the practical and pedagogic challenges we face as a discipline. We then go on to discuss the methodology of the project, before finally presenting and analysing our findings.
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Lin, Liang-cheng, and 林良正. "The Study of Barry Buzan''s International Society: Construct the Dialogue between the English School and American International Relations Theory." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/42715560666904380746.
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kovalchuk, alexander (sasha). "Civis Sacer: peacekeeper abuse and international order." Thesis, 2016. http://hdl.handle.net/1828/7577.
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Although United Nations Peacekeeping Operations (UNPKO) are said to protect humanitarian rights, peacekeepers are found to commit sexual assault, war crimes, and gross negligence. International legal immunities exempt peacekeepers and the UN from criminal liability and civil litigation. Whereas the literature on peacekeeper abuses conceptualizes the problem to be one of implementation of immunities, this thesis contends that such views are uncritical towards peacekeeping, immunity itself, and international society that organizes UNPKO. I theorize that the legal structures permitting such abuses (e.g. the UN Charter) render individuals expendable and hence objectified for the sake of international order. The argument presents a case study of the Srebrenica Massacre and ensuing legal cases to illustrate how immunities objectify individuals. Drawing on Agamben's theory of homo sacer, I introduce the term civis sacer to describe individuals excluded from international law with UNPKO immunities that objectifies them for the sake of maintaining international order.Graduate
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Gharji, Elham. "Power, Social Institutions, and Identity in International Society: Theorizing Regional Order in the Post-Soviet Space." Doctoral thesis, 2021. http://hdl.handle.net/10316/95431.
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Tese no âmbito do Programa de Doutoramento em Relações Internacionais – Política Internacional e Resolução de Conflitos, apresentada à Faculdade de Economia da Universidade de Coimbra.Esta tese aborda o problema da relativa estabilidade autoritária da ordem regional pós-soviética e a primazia da Rússia neste espaço, desde o fim da União Soviética. A queda da União Soviética, em dezembro de 1991, inspirou argumentos como o do “fim da História”, antecipando que seria inevitável uma transformação democrática liberal no antigo espaço regional Soviético totalitário. Essa transformação poderia ter redefinido a ordem regional e as dinâmicas de poder no espaço pós-Soviético, integrando-o na sociedade internacional liberal ocidental. O colapso económico da Rússia e a derrota ideológica do comunismo no início da década de 1990 poderia, em teoria, permitir uma mudança das dinâmicas de poder regionais em benefício de novos atores globais e regionais. Contudo, quase três décadas após o colapso da União Soviética, uma transformação profunda parece não ter tido lugar na região, quer em termos de desenvolvimentos democráticos fundamentais, quer em termos de dinâmicas de poder, incluindo a primazia da Rússia na região. Ao invés, com algumas exceções como a Geórgia, a Moldova e a Ucrânia, a região reapareceu como uma fronteira ideológica entre a democracia e o autoritarismo, em que a Rússia assume a liderança regional. Porque é que, após o colapso da União Soviética, não mudaram, nem a ordem regional pós-Soviética autoritária, nem a primazia da Rússia nela? Esta tese aborda este problema com o objetivo de desenvolver uma nova explicação teórica para a primazia da Rússia e a relativa estabilidade autoritária da região, num contexto de fracasso da expansão da sociedade internacional liberal europeia para o espaço pós-Soviético, após o colapso da União Soviética. Com base na bibliografia teórica da Escola Inglesa das Relações Internacionais e, em particular, no conceito de sociedades internacionais regionais de Flockhart (2016), o estudo analisa a ordem regional pós-Soviética como uma sociedade internacional regional, identificando as normas constitutivas e os valores que definem a região, facilitam o reconhecimento social da Rússia enquanto potência e moldam a identidade da região vis-à-vis os elementos fundamentais da sociedade internacional global.
This thesis addresses a puzzle concerning the relative authoritarian stability of the post-Soviet regional order and Russia’s primacy in it after the dissolution of the Soviet Union. The fall of the Soviet Union in December 1991 inspired arguments such as the ‘End of History’, anticipating that a liberal democratic transformation in the former totalitarian Soviet regional space would become inevitable. Such a transformation could have redefined the regional order and the power dynamics in the former Soviet space by integrating it into the Western liberal international society. Russia’s economic collapse and the ideological defeat of communism in the early 1990s could in theory enable a shift in the region’s power dynamics in favour of new global and regional actors. However, almost three decades after the collapse of the Soviet Union, no profound transformation seems to have taken place in the region neither in terms of fundamental democratic developments nor in terms of power dynamics, namely Russia’s primacy in the region. Instead, with a few exceptions like Georgia, Moldova, and Ukraine, the region has re-appeared as an ideological frontline between democracy and authoritarianism, in which Russia assumes regional leadership. Why did the post-Soviet authoritarian regional order and Russia’s primacy in it not change after the collapse of the Soviet Union? This thesis tackles this puzzle by aiming to offer a new theoretical explanation for Russia’s primacy and the region’s relative authoritarian stability against the backdrop of the failure of expansion of the liberal European international society into the post-Soviet space following the collapse of the Soviet Union. Building on the literature from the English School theory of International Relations on the concept of regional international societies, specially Flockhart (2016), the study investigates the post-Soviet regional order in terms of a regional international society, identifying the constitutive norms and values that define the region, facilitate social recognition of Russia as a power, and shape the region’s identity vis-à-vis the global core international society.
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Landry, Rémi. "Turbulences et changements institutionnels au sein de la Société internationale : une perspective historique." Thèse, 2010. http://hdl.handle.net/1866/4415.
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Turbulences et changements institutionnels au sein de la Société internationale :
une perspective historique
Cette recherche puise ses origines du constat que la présente société internationale apparaît plus que jamais mal outillée et en perte de légitimité pour gérer les nouveaux déséquilibres qui ébranlent sa sécurité. Nous voulons vérifier si les présentes difficultés à gérer l’ordre interétatique sont des signes précurseurs d’une période de turbulences systémiques qui ébranleraient ses fondations.
Nous avançons comme principale hypothèse de recherche qu’une perte de légitimité dans les mécanismes d’ordre d’une société westphalienne engendre une période plus ou moins longue de turbulences systémiques, provoquant un retour à l’antihégémonie caractérisée par l’établissement d’un nouvel ordre sociétal.
Pour vérifier cette hypothèse, nous nous associons au cadre théorique de l’École anglaise qui analyse les relations interétatiques en qualifiant le caractère de l’ordre qui les gouverne. Ses adeptes y parviennent en étudiant les forces qui engendrent le maintien d’un environnement international antihégémonique, ainsi que la nature des réciprocités interétatiques qui s’en dégage. Ainsi, en observant les diverses institutions créées pour gérer l’ordre, ils sont en mesure de mieux comprendre l’évolution, la diffusion et la pérennisation de l’établissement d’une société des États. Cette approche nous a permis de construire un modèle explicatif pour notre dynamique sociétale.
Par la suite, afin de répondre à notre questionnement initial, nous proposons d’analyser le statut de diverses sociétés internationales lors d’époques caractérisées par une période systémique de grands chaos, suivie du retour d’un régime sociétal. Nous cherchons à établir si des analogies peuvent être faites sur leur processus de transformation pour, par la suite, vérifier si elles peuvent s’appliquer à la nature du changement qui s’opère dans la présente société internationale. L’analyse historique comparative s’avère un instrument tout désigné pour ce type de recherche. Les époques sélectionnées pour notre recherche couvrent la Guerre de Trente Ans, les Guerres napoléoniennes et la Première Guerre mondiale.
La nature antihégémonique d’une société des États, en plus de maintenir un environnement anarchique, crée un climat de rivalités qui entraîne un processus de transformations dans la dynamique de l’ordre. Ce facteur de changement fut introduit sous le concept de progrès sociétal, lequel engendre une désuétude institutionnelle dans les mécanismes de l’ordre sociétal, pouvant entraîner une période de turbulences systémiques. Ainsi, pour mieux observer ce phénomène, nous avons adopté les institutions comme outils d’analyse. Elles nous permettent d’être plus critiques des phénomènes observés, tout en nous autorisant à les comparer entre elles, en raison de leur longévité.
Nos recherches révèlent la pérennité d’une dynamique de transformation au sein des sociétés westphaliennes, dont la nature entraîne des déséquilibres sociétaux qui varient selon son intensité. Nous observons aussi que, malgré l’égalité légale que confère la souveraineté aux États, les Grandes puissances sont les principaux artisans d’un système international. Leur aptitude à l’unilatéralisme fut souvent associée à l’émergence de turbulences systémiques. Nos recherches montrent que l’interdépendance et la coopération interétatique sont aussi alimentées par la diffusion et le partage d’une économie libérale. C’est aussi cette même interdépendance qui, progressivement, rend la guerre entre Grandes puissances désuète. Plus l’interdépendance et le multilatéralisme s’intensifient dans un environnement sociétal, plus le progrès sociétal a tendance à se manifester sous les aspects d’une transformation systémique progressive (non violente) plutôt que révolutionnaire (période de turbulences systémiques).
La présente société internationale est sous l’influence du progrès sociétal depuis son avènement. Sa stabilité est directement liée à la capacité de ses mécanismes d’ordre à contrer les déséquilibres que le progrès engendre, ainsi qu’à l’aptitude de ses Grandes puissances à limiter leur propension à l’unilatéralisme. Donc, ces mécanismes doivent pouvoir intégrer le progrès pour maintenir leur légitimité et éviter d’engendrer une période de turbulences systémiques.Turbulence and institutional changes within the international Society: an historical perspective Our inquiry has its origins in the acknowledgement that the current international society appears, more than ever, deficient and lacking legitimacy in its management of emerging threats which affect its security. This dissertation aims to verify whether the present difficulties to manage the interstate order are precursors of a period of systemic turbulences. We propose as our principal research hypothesis that a loss of legitimacy within the law and order mechanisms of a Westphalian society will generate a rather long period of systemic turbulences, creating a return to an antihegemonic system characterized by the establishment of a new a new system of societal law and order. To test this hypothesis, we have joined the theoretical framework of the English School which observes the interstate relations by assessing the character of the order that governs them. Its followers succeed in studying the forces that create the maintenance of an antihegemonic international environment, and the nature of the interstate reciprocities that emerge from it. Then, by observing the institutions created to manage the law and order, they are in a position to better understand the evolution, the diffusion and the perpetuation of a society of States. This approach allows us to construct an explanatory model of our societal dynamic. In order to answer our initial query, we propose to analyse the status of various international societies from different epochs, each one containing a period of systemic turbulences followed by the return of societal regime. We intend to establish if any analogies can be drawn between their transformative processes, and thus determine whether these processes can be applied to the transformations taking place within the current international society. An historical comparative analysis proves to be an appropriate tool for our type of research. The periods selected for this research are the Thirty Years' War, the Napoleonic Wars, and the First World War including the ‘inter-war’ period. The antihegemonic nature of a society of States, in addition to maintaining an anarchic environment, creates a climate of rivalries which generate transformation within the law and order dynamic. This transformative factor was introduced under the concept of societal progress, which generates, within the societal law and order mechanisms, institutional obsolescence that can create a period of systemic turbulences. To observe this phenomenon, we have adopted institutions as analytical tools. Institutions will allow us to be more critical, and will facilitate comparisons between them, considering their longevity. Our findings indicate the existence of a lasting dynamic of transformation within Westphalian societies, generating levels of societal turbulences, which vary according to their intensity. We also observed that despite the legal equality that sovereignty provides in a society of States, the Great powers remain the principal architects of their society. Their innate aptitude toward unilateralism was often associated with the emergence of systemic turbulence. Our research shows that interstate interdependence and cooperation were also fuelled by the expansion of a liberal economy. In a societal environment, as interdependence and multilateralism intensify, the propensity for societal progress is more inclined to take the aspect of a progressive type of systemic transformation than of a period of violent revolutionary systemic turbulence. Our international society of States has always been under the influence of societal progress since its inception. Stability of its future is tied to its ability to counter external threats and that of the Great powers’ capacity to limit their propensity to unilateralism. Law and order mechanisms must then be able to integrate societal progress to allow the maintenance of legitimacy and the avoidance of a revolutionary systemic transformation period.
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Dutton, Laura A. "Evaluating the criteria for successful elections in post-conflict countries : a case study including Iraq, Sierra Leone, and Bosnia and Herzegovina." Thesis, 2014. http://hdl.handle.net/1805/5281.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Previous research on post-conflict elections has found several criteria important in determining if an area is ready to hold elections and whether or not it is likely to succeed. Although rarely ranked in any determination of importance, several concepts are present in most post-conflict election research. Additionally, there is not an agreed set of standard criteria upon which success can be assumed. When researching the post-conflict election literature two questions arise: (1) is there a set of criteria established to determine if an area is ready to conduct post-conflict elections, and (2) do all criteria need to be present in order to ensure successful post-conflict elections? Most research agrees on common criteria but highlights or researches one dominant criterion, to which is then often attributed to the success of an election. This is found in Krishna Kumar’s focus on international assistance (Kumar, 1998), Staffan Lindberg’s attribution of success to repetition of the election process (Lindberg, 2006), Paul Collier’s focus on per capita income (Collier, 2009), and Marie-Soleil Frere’s research on post-conflict elections and the media (Frere, 2011). When reviewing multiple research sources, it is likely several factors at various times and in various elections will be credited with being the single source criterion for success. This kind of past research is well supported and conclusively argued, but still fails to provide a scope of understanding outside of a single event. In other words, it is case specific and not comparatively applicable across cases. Although this thesis does not intend to “McDonaldize” (Ritzer, 2009) the process of democratization, it does propose to define a common set of criteria necessary, even if in varying degrees, to conduct successful elections in post-conflict environments.
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Hollows, Emma. "Kofifi/Covfefe: How the Costumes of "Sophiatown" Bring 1950s South Africa to Western Massachusetts in 2020." 2020. https://scholarworks.umass.edu/masters_theses_2/933.
Full textAbstract:
This thesis paper reflects upon the costume design process taken by Emma Hollows to produce a realist production of the Junction Avenue Theatre Company’s musical Sophiatown at the Augusta Savage Gallery at the University of Massachusetts in May 2020. Sophiatown follows a household forcibly removed from their homes by the Native Resettlement Act of 1954 amid apartheid in South Africa. The paper discusses her attempts as a costume designer to strike a balance between replicating history and making artistic changes for theatre, while always striving to create believable characters.
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Frieß, Daniel. "Desertec und der arabisch-frankophone Maghreb am Fallbeispiel: Marokko." Master's thesis, 2016. https://tud.qucosa.de/id/qucosa%3A30200.
Full textAbstract:
Die Staatsexamensarbeit befasst sich sowohl mit den Potentialen, als auch mit den möglichen Problemen des Desertec Projekts im französischsprachigen Norden Afrikas. Der Autor beleuchtet im ersten Teil die Potentiale des Projekts für von einem kultur-, politik-, sozialwissenschaftlichen Standpunkt. Im zweiten Teil der Arbeit setzt sich der Autor intensiv mit der Frage nach der Kritik der neokolonialistischen Bestrebungen der Projektinitiatoren auseinander. Darüber hinaus beleuchtet er die Kommunikationsstrategie der Desertec Foundation näher und legt das interkulturelle Potential dieses Unterfangens dar. Daran schließt sich ein Überblick über die französischen, marokkansichen und deutschen Pressestimmen im Zeitraum von 2009 - 2012 zum Desertec Projekt an. Den Abschluss bildet eine Standortanalyse mit dem Fokus auf den von der AQIM ausgehenden Terrorismus und der Korruption vor Ort.:Inhaltsverzeichnis 1
1. Einleitung 2
2. Forschungsstand 5
3. Das Desertec-Projekt 6
3.1 Einführung 6
3.2 Technische Umsetzung 9
3.3 Vorteile des Desertec-Konzepts aus der Sicht des Konsortiums 11
3.3.1 Trinkwassergewinnung durch solarenergiebetriebene Meerwasser- entsalzungsanlagen 12
3.3.2 Vom Shatterbelt zum Gateway – Stabilisierung der MENA-Region 14
3.3.3 Entwicklungspolitische Perspektiven 16
4. Kulturtheoretische Betrachtungen des Desertec-Projekts18
4.1 Beutet Europa Afrika wieder aus? – Neokolonialismus 18
4.2 Desertec als barmherziger Samariter? – Kommunikationsanalyse 25
4.3 Interkulturelle Komponenten 33
5. Pressereaktionen Deutschland-Frankreich-Marokko von 2009-2012 39
6. Der Standort Marokko 47
6.1 Terrorismus 48
6.2 Korruption 52
7. Fazit 56
8. Bibliographie 60
Abkürzungsverzeichnis 73
Selbstständigkeitserklärung 74The author of the exam thesis „Das Desertec Projekt und der Arabisch-Frankophone Maghreb am Beispiel Marokko“ discusses various important cultural aspects of the implementation of the mega-project Desertec in the francophone area of North Africa. In this thesis, the author puts the advantages presented by the Desertec Foundation into perspective and discusses possible impediments from a cultural point of view. The first part of the paper covers the topics of solar powered drinking water abstraction as a possibility to meet local needs and Desertec as a promoter of social stability and economic development in the MENA region. The second part is concerned with a discussion of alleged neo-colonial intentions of the companies supporting the Desertec project as well as its management. Moreover, the author discusses the communication strategy of the project and the influence of intercultural aspects on the success of the Desertec vision. Furthermore, the thesis contains a review on press reactions on the topic in the period of 2009 – 2012 and a brief location study discussing the topic of terrorism and corruption in the Maghreb region. The author comes to the conclusion that a mega-project like Desertec cannot solely rely on economic facts and engineering ingenuity, but has to take all cultural points into account and make use of the synergetic effect in order to lead this project to success.:Inhaltsverzeichnis 1 1. Einleitung 2 2. Forschungsstand 5 3. Das Desertec-Projekt 6 3.1 Einführung 6 3.2 Technische Umsetzung 9 3.3 Vorteile des Desertec-Konzepts aus der Sicht des Konsortiums 11 3.3.1 Trinkwassergewinnung durch solarenergiebetriebene Meerwasser- entsalzungsanlagen 12 3.3.2 Vom Shatterbelt zum Gateway – Stabilisierung der MENA-Region 14 3.3.3 Entwicklungspolitische Perspektiven 16 4. Kulturtheoretische Betrachtungen des Desertec-Projekts18 4.1 Beutet Europa Afrika wieder aus? – Neokolonialismus 18 4.2 Desertec als barmherziger Samariter? – Kommunikationsanalyse 25 4.3 Interkulturelle Komponenten 33 5. Pressereaktionen Deutschland-Frankreich-Marokko von 2009-2012 39 6. Der Standort Marokko 47 6.1 Terrorismus 48 6.2 Korruption 52 7. Fazit 56 8. Bibliographie 60 Abkürzungsverzeichnis 73 Selbstständigkeitserklärung 74