Conflicts of National Security Interests in East Asia and the Pacific: At the Turn of the Twenty-First Century

Introduction. With Korea, Vietnam and the Gull War as bloody memories of the past, East Asia and the Pacific enters a new era of international relations with the turn to the 21st Century. The entire region, and the rest of the world, breathes more freely because the cold war in its passing has taken with it the imminent danger of a nuclear holocaust. Never has the time been more propitious for a reexamination of conflicts of national security interests in East Asia, with special attention to the role of the United States. It is the purpose of this study to analyze successively the strategic situation in Northeast Asia, China, Southeast Asia and the Southwest Pacific with a view to finding more effective policies and strategies for peace, stability and prosperity

Student Success in Writing Conference Program

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Student politics, teaching politics, black politics: an interview with Ansel Wong

Ansel Wong is the quiet man of British black politics, rarely in the limelight and never seeking political office. And yet his ‘career’ here – from Black Power firebrand to managing a multimillion budget as head of the Greater London Council’s Ethnic Minority Unit in the 1980s – spells out some of the most important developments in black educational and cultural projects. In this interview, he discusses his identification with Pan-Africanism, his involvement in student politics, his role in the establishment of youth projects and supplementary schools in the late 1960s and 1970s, and his involvement in black radical politics in London in the same period, all of which took place against the background of revolutionary ferment in the Third World and the world of ideas, and were not without their own internal class and ethnic conflicts

Getting Started in Teach Law: How to Build Your Career

https://larc.cardozo.yu.edu/flyers-2021-2022/1020/thumbnail.jp

Plotting the motivation of student volunteers in sports-based outreach work in the North East of England

This paper examines the evolution of student volunteers’ motivation during their participation in a sports-based outreach project and how their experiences during the programme serve to influence their commitment and retention to it. The Sport Universities North East England (SUNEE) project is a university-led community outreach initiative that provides the region's student volunteers with vast opportunities to gain both experience and qualifications as sports coaches, mentors and leaders by working with a range of hard-to-reach groups. This work draws on qualitative data generated from semi-structured interviews (n = 40) and describes a sequence of motivational transitions undergone by student volunteers over the course of their involvement in the project. In order to illustrate this, the paper applies the socio-psychological framework of Self-Determination Theory (SDT) to not only index the type of motivations that compel students to volunteer on the SUNEE project, but to also track motivational adaptation and reveal the features occurring within the project, which serve to either facilitate volunteer motivation or retention (Deci & Ryan, 1985, 2000). By using the example of the SUNEE project, this research demonstrates how students’ motivation to volunteer changes from the extrinsic (i.e., instrumental reasons such as enhancing one's employability profile) to the intrinsic (i.e., enjoying the experience) motivations the longer the person has taken part in the project. The findings demonstrate the utility of the SDT as a framework with which to understand student motivation to volunteer within a university-led sports-based community outreach setting. The theoretical contributions of the study to the literature on student volunteering are outlined, and implications are drawn for practice and future research

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding

Fireside Chat: Challenging the Status Quo as Minorities in the Tech Space

https://larc.cardozo.yu.edu/flyers-2023-2024/1115/thumbnail.jp

Widening participation in nurse education; an integrative literature review

Background: Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its’ workforce is as diverse as possible in order to best address the health needs of diverse populations. Objectives: To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK Design: A six step integrative review methodology was utilised, reviewing papers 2013-2016; published in English. Data sources: Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Scource Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Review methods: Both empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools Results: 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Conclusions: Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual widening participation groups rather than a wider strategic focus across the student lifecycle