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Relevant bibliographies by topics / Foreign academics

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Academic literature on the topic 'Foreign academics'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Foreign academics"

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Libaers, Dirk, and Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, no. 3 (2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.

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Mushelenga, Peya. "The Role of the Academia in Foreign Policymaking: International Practices and Perspectives as Lessons for Namibia." India Quarterly: A Journal of International Affairs 74, no. 2 (2018): 215–33. http://dx.doi.org/10.1177/0974928418766734.

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Academics for international relations (IR) studies as an academic discipline have over the years contributed to the process of foreign policymaking. Their contribution has been made through research and publications and providing advisory services to policymakers. Other platforms existing for academics are platforms for debates on foreign policy and providing training to foreign policymakers. The article discusses international experiences and perspectives, from all geographic regions, covering large states of the UN Security Council, Brazil, Russia, India, China and South Africa (BRICS) and at least one small state from each geographic region. The lecture analyses the gaps existing between academics and foreign policymakers and explores methods that can be adopted to close the gaps and create a working relationship between the two stakeholders, with a view to make positive contributions to the making of foreign policy. It highlights the challenges facing academics in making an impact on foreign policy and the approach of foreign policymakers to the contribution by academics. The article propounds that, generally, academics are more influential in large states’ foreign policy-making process, compared to small states where the process of foreign policymaking includes a few stakeholders. Further, the appointment of policymakers from the academia background impacts on inclination to the role of the academia in foreign policymaking. There are no many platforms where debates on Namibia’s foreign policy are held and a limited number of Namibian academics play a role on foreign policymaking. The article provides a framework of best practices as lessons for Namibian academics and foreign policymakers.

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Köse, Gül Durmuşoğlu, İlknur Yüksel, Yusuf Öztürk, and Musa Tömen. "Turkish Academics’ Foreign Language Academic Literacy: A Needs Analysis Study." International Journal of Instruction 12, no. 1 (2019): 717–36. http://dx.doi.org/10.29333/iji.2019.12146a.

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Millar, T. B. "Academics and practitioners in foreign affairs." Round Table 80, no. 319 (1991): 275–83. http://dx.doi.org/10.1080/00358539108454049.

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Millar, T. B. "Academics and practitioners in foreign affairs." Paradigms 2, no. 2 (1988): 92–101. http://dx.doi.org/10.1080/13600828808442966.

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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.

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Bykhtina, N. V. "Building academics’ foreign-language communicative competence in scientific areas." Professional Discourse & Communication 2, no. 3 (2020): 100–117. http://dx.doi.org/10.24833/2687-0126-2020-2-3-100-117.

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The paper raises the problem of building the communicative competence of academics. Analysis of the theoretical material of the research helps further investigate the process of learning a foreign language by postgraduates within departmental educational milieu and define the foreign-language communicative competence of a research academician. In accordance with the logic of the presented research, the author uses a complex of complementary methods. They are theoretical research (systematic and theoretical analysis, studying the references in Pedagogy and Methodology of teaching a foreign language, comparative analysis of the Russian and foreign experience, considers the peculiarities of the content of research academicians training in a foreign language), pedagogical research (discussion, supervision, interview). The author stresses the necessity to improve the substantive component of foreign language training of the researcher, taking into account the professional orientation, the use of professional terminology by those who are engaged in research activities. That makes them capable of doing interpretation, précis-writing and abstracting scientific papers in English, thus building their foreign-language communicative competence. The author concludes that in the educational process it is advisable to use a manual, an interactive dictionary and a thesaurus for the successful organization of the process of building the foreign-language communicative competence of the research academician. The content of the materials mentioned above should be aimed at forming postgraduates’ readiness to participate in Russian and international research teams and use modern scientific terminology in a foreign language in various international scientific and representative conferences.

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Skyba, Yurii, and Hanna Lebedynets. "Theoretical bases for academics’ potential development: foreign and domestic experience." Problems of Education, no. 1(94) (July 9, 2021): 5–19. http://dx.doi.org/10.52256/2710-3986.1-94.2021.01.

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Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

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Kim, Terri. "Internationalisation of Higher Education in South Korea: Reality, Rhetoric, and Disparity in Academic Culture and Identities." Australian Journal of Education 49, no. 1 (2005): 89–103. http://dx.doi.org/10.1177/000494410504900105.

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The central theme of this paper is contradictions: the ways in which official agendas of internationalisation in higher education are disturbed by the principles of inclusion and exclusion in the local context of university academic culture. The case of South Korea shows how the national policies for the inter-nationalisation of higher education are translated into local cultural practice inside academe: What are the ‘positions’ of foreign and female academics in the specific national university context? How are they constructed by official policies of inter-nationalisation? How are they experienced by individuals to form new reflexive identities? The paper offers an illustrative analysis of the positioned and positional identities of foreign and female academics and the boundaries of inclusion and exclusion drawn around their identities. This exploratory study is aimed at future research agendas for a larger theoretical study on internationally mobile academics in different social contexts.

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Jonasson, Charlotte, Jakob Lauring, Jan Selmer, and Jodie-Lee Trembath. "Job resources and demands for expatriate academics." Journal of Global Mobility: The Home of Expatriate Management Research 5, no. 1 (2017): 5–21. http://dx.doi.org/10.1108/jgm-05-2016-0015.

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Purpose While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues. Design/methodology/approach The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees. Findings The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust. Originality/value This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

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Dissertations / Theses on the topic "Foreign academics"

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Doan, Dung Hue. "Foreign-trained academics and the development of Vietnamese higher education since doi moi." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312202.

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Pustelnikovaite, Toma. "The working lives of migrant professionals : exploring the case of migrant academics." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14129.

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This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.

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Kalulanga, Morine, and Christina Petrescu. "Talet om Korta vägen : -En diskursanalys av hur deltagare och anställda talar om projektet." Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192374.

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Denna studie har genomförts med hjälp av kvalitativa intervjuer med syftet att utföra en diskursanalys på hur deltagare och anställda talar om projektet Korta vägen i Uppsala. Korta vägen är ett arbetsmarknadspolitiskt projekt som syftar till att få ut utländska akademiker i arbetslivet.Våra informanter bestod av anställda inom projektet samt deltagare som nyligen fullgjort sin utbildning i Korta vägen. Frågeställningarna har varit hur deltagare och anställda talar om projektet och vilka diskurser som används och reproduceras via talet. I vårt resultat redogör vi för åtta olika diskurser som vi har kunnat urskilja utifrån vårt empiriska material. Diskurserna berör kultur, språk, nätverk, pedagogik, samhällsekonomi, praktik samt terapeutiska relationer. Resultatet visar även hur majoriteten av diskurserna går att koppla till svenskhet samt vilken betydelse svenskhet har för människors möjligheter på den svenska arbetsmarknaden. Slutligen problematiserar vi hur en exkludering på den svenska arbetsmarknaden finns inbäddad i vår samhällsstruktur, och hur vi omedvetet upprätthåller och reproducerar denna. Problematiseringen har gjorts med diskursanalytiska teorier av Foucault, Derrida och Berger och Luckmann.<br>This study was conducted using qualitative interviews and had the aim to conduct a discourse analysis of how students and employees talk about the project Korta vägen (the short path) in Uppsala. Korta vägen is a labor market project that aims to get foreign graduates into the labor market. Our interview subjects were employees working with the project and participants who had recently completed their training in Korta vägen. The questions have been how particapants and employees talk about the project and how discourses through speech can be distinguished. In our result we present eight different discourses that we have been able to extract from our empirical material. The discourses deals with the subjects culture, language, networking, pedagogy, socioeconomics, practice and therapeutical relations. The results also show how the majority of the discourses have been able to be connected to swedishness and also what significance swedishness has on people's opportunities on the swedish labor market. Finally we problematized how exclusion in the Swedish labor market is embedded in our social structure and how we unawarely sustain and reproduce this exclusion. This has been done with the help of discourse analysis-theories by Foucault, Derrida, Berger and Luckmann.

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Fekovic, Refadija. "“Utmaningar i mötet med det nya landet” : En kvalitativ studie om utländska kvinnor som har en högskoleexamen eller universitetsexamen från sina hemländer och deras väg till en lyckad etablering på den svenska arbetsmarknaden." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101113.

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The aim of this study is to gain an understanding for the factors behind the successful establishment in the Swedish labor market for foreign-born women who have a college or university degree from their home countries. This has been achieved by applying a qualitative method, whereas semi-structured interviews with five foreign-born women have been conducted. The theory used in the analysis are the theories of "social and cultural capital" and "empowerment". The findings of the study show that level of education, work experience, language skills affect foreign-born opportunities to enter the labor market. Moreover, the findings show that the interviewees perceived several obstructions to their inclusion in the Swedish labour market. These include language barriers and lack of social networks. The interviews also show that people who have an academic education from their home countries need to adapt their education to the Swedish labor market to find a qualified job. The results of the study also show that new arrivals need to apply for income support during the first period in Sweden, due to the fact that they lack their own income and assets.

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Kadic, Amar. "Du vet mitt namn men inte min historia : en studie om utländska akademiker och deras möte med den svenska arbetsmarknaden." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9821.

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Studiens syfte var att undersöka utländska akademikers upplevelser av mötet med, och inträdet på, den svenska arbetsmarknaden. Studiens frågeställningar: Vilka hinder kan försvåra etableringen på arbetsmarknaden för utländska akademiker? Vilka faktorer kan främja etableringen på arbetsmarknaden för utländska akademiker? Den teoretiska utgångspunkten för studien är hämtad utifrån socialkonstruktivism samt begreppet etnicitet som social konstruktion. Studien är genomförd med kvalitativ forskningsmetod, vilken utfördes med hjälp av semistrukturerade livsvärldsintervjuer. Analysmetoden för studien var IPA (Interpretative Phenomenological Analysis), där gemensamma teman lyftes fram och diskuterades utifrån de teoretiska utgångspunkterna. I resultatavsnittet har studiens frågeställningar besvarats enligt följande: Hinder som kan försvåra etableringen av utländska akademiker på arbetsmarknaden är samhällets föreställningar, sociala kategoriseringar, etnisk diskriminering, strukturella förändringar på arbetsmarknaden samt arbetsgivarnas inflytande. Sammanfattningsvis skildrade studiens resultat hur viktigt det är att belysa att de föreställningar som finns i samhället gällande personer med utländsk bakgrund påverkar synen på individen. Dessa faktorer var de mest centrala elementen och kärnan i det empiriska materialet kopplat till denna frågeställning. De främjande faktorerna till etableringen av utländska akademiker enligt studiens resultat är: Delaktighet, personligt ansvarstagande och betydelsen av utbildning. I enhet med respondenternas upplevelser framgår vikten av att samma anställningskriterier ska gälla för alla oberoende av ens bakgrund eller tillhörighet. Även personligt ansvarstagande visade sig vara betydelsefullt, exempelvis individens egen motivation, styrka och inre resurser. Vidare betonas att det finns tendenser till att samhällets syn på utländska personers resurser är i förändring. Detta på grund av det växande behovet av mångkulturell arbetskraft med flerspråkighet, kulturell kompetens samt akademisk utbildning, med anledning av den stora flyktinginvandring som pågår just nu. Studiens resultat har både gått i linje med tidigare forskning samt gått emot eller visat nya infallsvinklar på tidigare forskningsresultat.<br>The purpose of this study was to investigate foreign academics' experiences of meeting with, and entry to the Swedish labor market. Study questions: What obstacles could hamper the establishment of the labour market for foreign graduates? What factors can promote the formation of the labour market for foreign graduates? The theoretical starting point for the study is taken on the basis of social constructivism and the concept of race as a social construction. The study was conducted with qualitative research, which was conducted using semi-structured interviews, life-world. The analytical method for the study was the IPA (Interpretative Phenomenological Analysis), where common themes were highlighted and discussed from the theoretical points. In the results section, the study questions were answered as follows: Obstacles that can hinder the establishment of foreign graduates in the labour market is society's beliefs, social categorizations, ethnic discrimination, structural changes in the labour market and employers' influence. In summary, the study's results depicted how important it is to highlight that the perceptions that exist in society concerning people with foreign backgrounds affect the perception of the individual. These factors were the key elements and the core of the empirical material related to this issue. The promotion factors to the establishment of foreign graduates according to the study's results are: Involvement, personal responsibility and the importance of education. The unit with the respondents' experience illustrates the importance of the recruitment criteria should apply to all, regardless of one's background or affiliation. Although personal responsibility proved to be important, such as the individual's own motivation, strength and inner resources. They also stress that there are tendencies that society's view of foreigner's resources is changing. This is because of the growing need for multicultural workforce with multilingualism, cultural competence and academic training, due to the large influx of refugees that is going on right now. The study results have both been in line with previous research, and gone against or demonstrated new angles on previous research.

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Foot, Jeffery Richard Messner Phillip Eugene Piveral Joyce. "Exploring international student academic engagement using the NSSE framework." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6186.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.

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Bang, Eun-Jun Anderson Kim. "The effects of gender, academic concerns, and social support on stress for international students." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6133.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 11, 2010). Vita. The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Kim Anderson. Includes bibliographical references.

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Citron, Albert. "Russian foreign policy in the post-Soviet ERA." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1383.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Political Science

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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.

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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.

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Derewiany, Andrew. "U.S. foreign policy toward North Korea 1945 to present." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/369.

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The foreign policy of the United States of America toward the Democratic People's Republic of Korea (DPRK), commonly known as North Korea, has an important role in maintaining the peace, stability, and security of Eastern Asia. From the partition of the Korean peninsula following World War II to the country's development of nuclear weapons, the foreign policy of the U.S. had to evolve based on the circumstances in North Korea. The United States, along with China, Japan, Russia, and South Korea, have key roles surrounding the discussions with North Korea. The thesis focuses solely on the presidential administrations of Harry S. Truman, Dwight D. Eisenhower, Lyndon B. Johnson, Richard Nixon, Bill Clinton, George W. Bush, and Barack Obama; these men had the greatest impact on U.S. foreign policy with North Korea. The thesis takes a qualitative approach of research by using primarily government documents, historical records from presidential administrations, articles from foreign policy journals, and books by foreign policy experts. Throughout the research, two common themes of U.S. relations toward North Korea emerge, uncertainty and defiance. North Korea's secretive regime makes it difficult for U.S. presidential administrations to determine the intentions of North Korea's actions. Furthermore, the uncertainty often leads to defiant and aggressive actions by North Korea. From the USS Pueblo crisis to the bombing of Yeonpyeong Island, presidential administrations had to walk a fine line of responding with aggression, negotiations, or appeasement. The thesis examines not only the options and implementations of each presidential administration, but also looks toward possible solutions for maintaining peace and stability in Eastern Asia by improving relations with North Korea.<br>B.A.<br>Bachelors<br>Sciences<br>Political Science

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Books on the topic "Foreign academics"

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Gisela, Ernst-Slavit, ed. Access to academics: Planning instruction for k-12 classrooms with ELLs. Allyn & Bacon, 2010.

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Egbert, Joy. Access to academics: Planning instruction for k-12 classrooms with ELLs. Allyn & Bacon, 2010.

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Zagreb, Croatia) Jean Monnet Conference on Intercultural Dialogue for Greater Europe (2008. Intercultural dialogue for greater Europe: The European Union and the Balkans : visions of leading policy makers and academics = Le dialogue interculturel pour la grande Europe : l'Union européenne et les Balkans : la vision des leaders politiques et académiques. Office for Official Publications of the European Communities, 2009.

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Olsen, Amy E. Academic vocabulary: Academic words. 5th ed. Pearson, 2013.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. Longman, 2010.

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Olsen, Amy E. Academic vocabulary: Academic words. 4th ed. Longman, 2010.

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Academic vocabulary: Academic words. Pearson Longman, 2004.

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Academic vocabulary: Academic words. 4th ed. Longman, 2010.

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Academic vocabulary: Academic words. 3rd ed. Pearson Longman, 2007.

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Smart, William H. Manual for academic advisors of sponsored foreign students. Office of International Education, Oregon State University, 1992.

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Book chapters on the topic "Foreign academics"

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Chen, Shuangye. "Nonforeign Foreign Academics in Hong Kong: Realities and Strategies." In The Changing Academy – The Changing Academic Profession in International Comparative Perspective. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4980-3_3.

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Tian, Huisheng, and Zhichang Sun. "Assessment Systems of Foreign Countries." In Academic Achievement Assessment. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_4.

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Tao, Xingzhi. "Seeking Financial Aid from Foreign Friends for Yu Tsai School." In China Academic Library. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_17.

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Misiaszek, Lauren Ila. "China with ‘Foreign Talent’ Characteristics: A ‘Guerrilla’ Autoethnography of Performing ‘Foreign Talentness’ in a Chinese University." In Feeling Academic in the Neoliberal University. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64224-6_5.

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Sousa, Ana, Helena Nobre, and Minoo Farhangmehr. "How Do Others Think About Us? The Effect of Country Perceptions on the Behavioural Intentions of Foreign Students." In Academic Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_7.

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Yue, Daiyun. "Linking Up with the Perspicacity of Foreign Climes: André Gide and His Chinese Doctoral Student, Zhang Ruoming." In China Academic Library. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1116-0_12.

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Yue, Daiyun. "Connecting China, Russia, and the West; Synthesizing Literature, History, and Philosophy: Preface to Foreign Writers and Chinese Culture." In China Academic Library. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1116-0_10.

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Coxhead, Averil. "Phraseology and English for academic purposes: Challenges and opportunities." In Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.12cox.

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Weber, Wilhelm K. "Politics of interpreter education in academia." In Translator and Interpreter Training and Foreign Language Pedagogy. John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.02web.

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Sánchez-Naranjo, Jeannette. "Reconsidering second language education through academic service-learning." In Effects of Service-Learning in Foreign and Second Language Courses. Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-3.

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Conference papers on the topic "Foreign academics"

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Küçüktopuzlu, Kadir Faik, and Musa Çakır. "Analysis of Factors Affecting the Development of Tourism in Kazakhstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00540.

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As in many countries of the world rapidly developing and modernizing the importance of tourism is growing in Kazakhstan. On the one hand each year a greater number of kazak citizens going to abroad and the other hand, many foreign visitors coming every year in to the Kazakhstan. Scope of this article is what components are effective for the development of tourism in Kazakhstan and how to change the direction in which these elements should. Espically Turkey's experience in the tourism sector has made planned and rapid growth, required to be shared with academics from Kazakhstan.

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Mulatu, Abay Mulatu. "ENVIRONMENTAL POLICY AND FOREIGN DIRECT INVESTMENT." In 35th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.935.033.

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Dolzhich, Elena. "FOREIGN LANGUAGE INCLUSIONS IN SPANISH ACADEMIC DISCOURSE." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.024.

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Kolomiets, S. V. "PEDAGOGICAL SUPPORT OF FOREIGN STUDENTS` ACADEMIC ADAPTATION IN FOREIGN LANGUAGE LESSONS (KEMSU EXPERIENCE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.168-174.

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The article presents the major aspects of the foreign students` academic adaptation in Russian universities. The necessity to elaborate pedagogical support for foreign students in the process of adaptation to the study in the Russian universities is stressed. The article describes the methods of pedagogical support of foreign students` learning employed by teachers of the Department of Foreign Languages of Kemerovo State University.

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Völgyi, Katalin. "FOREIGN DIRECT INVESTMENTS OF ASIAN EMERGING ECONOMIES IN V4 COUNTRIES." In 55th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.055.014.

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Kozłowska, Magdalena. "THE ORGANIZATION ACQUIRING FOREIGN DIRECT INVESTMENT BY POLAND." In 25th International Academic Conference, OECD Headquarters, Paris. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.025.037.

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Azaryad Shechter, Deborah. "WHY COURSE LAYOUT MATTERS: A MODEL FOR BEGINNERS' LEVEL FOREIGN LANGUAGES." In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.008.

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Zhang, Huaiping. "A Neo-realist American China Foreign Policy." In International Academic Workshop on Social Science (IAW-SC-13). Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.111.

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Praneetham, Chuleewan, Kongsak Thathong, and Nongnapas Thiengkamol. "TRAVEL BEHAVIORS OF THAI AND FOREIGN TOURISTS TRAVELING TO SURAT THANI PROVINCE." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.077.

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Bobenič Hintošová, Aneta. "DOES INWARD FOREIGN DIRECT INVESTMENT INFLUENCE MACROECONOMIC PERFORMANCE? A CASE OF SLOVAKIA." In 49th International Academic Conference, Dubrovnik. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.049.007.

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Reports on the topic "Foreign academics"

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Borjas, George. Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates. National Bureau of Economic Research, 2000. http://dx.doi.org/10.3386/w7635.

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Yunus, Raudah Mohd, Pauline Oosterhoff, Charity Jensen, Nicola Pocock, and Francis Somerwell. Modern Slavery Prevention and Responses in Myanmar: An Evidence Map. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/clarissa.2020.002.

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This Emerging Evidence Report describes the availability of evidence on modern slavery interventions in Myanmar presented in the programme's interactive Evidence Map. This report on Myanmar uses the same methodology and complements the evidence map on interventions to tackle trafficking, child and forced labour in South Asia for Nepal, India, Pakistan, and Bangladesh. The Evidence Map provides an outline of where evidence is concentrated and where it is missing by mapping out existing and ongoing impact evaluations and observational studies exploring different types of modern slavery interventions and outcomes for specific target populations (survivors, employers, landlords, service providers, criminal justice officials) and at different levels (individual, community, state). It also identifies key ‘gaps’ in evidence. Both the Evidence Map and this report foremost target the UK Foreign, Commonwealth & Development Office (FCDO) and its partners in the CLARISSA research programme to support evidence-informed policymaking on innovations to reduce the worst forms of child labour. We hope that it is also useful to academics and practitioners working to address modern slavery, or in the intervention areas and locations described.

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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.30. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.028.

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This fortnightly Covid-19 (C19), Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on C19, to inform and support their responses. Based on the feedback given in a recent survey, and analysis by the Xcept project, this summary is now focussing more on C19 policy responses. This summary features resources on: how youth empowerment programmes have reduced violence against girls during C19 (in Bolivia); why we need to embrace incertitude in disease preparedness responses; and how Latin American countries have been addressing widening gender inequality during C19. It also includes papers on other important themes: the role of female leadership during C19; and understanding policy responses in Africa to C19 The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work, and is thus indicative but not comprehensive of all issues or publications.

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Herbert, Siân. Covid-19, Conflict, and Governance Evidence Summary No.28. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.008.

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The fortnightly Covid-19, Conflict, and Governance Evidence Summary aim to signpost the UK Foreign, Commonwealth, and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. This summary features resources on C19’s unequal impacts and policy responses; responses to build long-term resilience to both conflict and pandemics; responses to support forcibly displaced people in Africa and the Middle East; and the implications of C19 for international development cooperation in 2021. Many of the core C19 themes continue to be covered this week, including C19 increasing gender-based violence; whether regime type shapes effective C19 responses; and whether and how C19 is shaping conflict contexts. The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.

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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.29. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.020.

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This fortnightly Covid-19, Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. Based on feedback from the recent survey, and analysis by the Xcept project, this edition, as a trial, focusses less on the challenges that C19 poses, and more on more on the policy responses to these challenges. The below summary features resources on legislative leadership during the C19 crisis; and the heightening of risks emanating from C19’s indirect impacts – including non-C19 healthcare, economy and food security, and women and girls and unrest and instability. Many of the core C19 themes continue to be covered this week, including anti-corruption approaches; and whether and how C19 is shaping conflict dynamics (this time with articles focussing on Northwestern Nigeria, Myanmar’s Rakhine State, and the Middle East). The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.

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