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6 results

  • Bringing EU law back down to Earth

  • Charlotte O'Brien
  • Journal:
    International Journal of Law in Context / Volume 18 / Issue 4 / December 2022
    Published online by Cambridge University Press:
    22 November 2022, pp. 450-460
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  • Traditional approaches to teaching EU law can seem almost deliberately alienating; there is a lot of incomprehensible stodge that students are told they ‘just have to get through’ before they can really begin. So courses start with memorising technical terminology, institutional facts and then some principles that, without context, can just seem like more jargon. By the time they move on to case-law and legislation, the idea that these things are useful domestic tools has long since vanished. Instead, a contextual approach mitigates a trio of risks that have beset traditional EU law teaching – the risks of excessive positivism, excessive abstraction and excessive black-letter lawyering. Context requires critical engagement with, rather than simple absorption of, law; it makes the law accessible and applicable; and it involves socio-legal and interdisciplinary methods and materials. It is, of course, risky in different ways – but we should have a greater appetite for risks related not to cognitive stagnation, but to intellectual challenge.

  • 47 - Introduction

  • from Part IV - International Perspective
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 441-442

  • Summary

    Undergraduate research differs by country, being embedded in distinct national systems of higher education. These systems differ structurally and, culturally, are lived differently. Part IV is devoted to the implementation of undergraduate research around the world, providing summaries from 27 countries. The structure of Part IV is aligned with geographic regions: The Americas; Africa & the Middle East; Asia & Oceania; and Europe. One trend we see worldwide is that the development of undergraduate research is being linked to the federation and establishment of excellent research at universities.

  • 31 - Conclusion

  • from Part IV - Conclusion
  • Edited by Caroline S. Clauss-Ehlers, Rutgers University, New Jersey, Aradhana Bela Sood, Virginia Commonwealth University, Mark D. Weist, University of South Carolina
  • Book:
    Social Justice for Children and Young People
    Published online:
    18 September 2020
    Print publication:
    27 August 2020, pp 479-490

  • Summary

    This concluding chapter ties together key themes presented throughout this volume, the first book on social justice for children and youth that takes an international perspective. The primary conclusion for this work is that there are significant problems with social injustice for children and youth all around the world, in less-developed and developed nations. This is a foundational human rights issue that should be prioritized in all communities; yet in reality progress has been very limited. While there is some emerging literature, important guiding policy documents, and a number of networks trying to deepen this work, there is a relative dearth of coordinated efforts taking this challenge head on, to assure that policies and practices build a linked agenda that promotes wellness for children and youth, while assuring social justice for them.

Higher Education Admissions Practices
  • An International Perspective
  • Edited by María Elena Oliveri, Cathy Wendler
  • Published online:
    09 January 2020
    Print publication:
    30 January 2020
  • This book provides a path for resolving challenges related to access, diversity, equity, and other issues facing higher education admissions. It illuminates current higher education admissions practices in a global context, highlighting common obstacles. The chapters outline decision-making models used in college admissions, details those assessments commonly employed in admissions, and provides innovative perspectives on the future of admissions. The book's multidisciplinary approach defines much-needed changes in admissions brought about by shifts in the makeup of student populations and in higher education itself. Rationales for moving away from traditional assessments used in admissions and expanding the criteria used to ensure a student's academic success are discussed. Readers will come away with an understanding of the current issues, philosophies, and historical circumstances facing higher education admissions across the globe and will be equipped to contemplate and react to future possibilities and opportunities.

  • A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

  • Terence Bowles, Shane Jimerson, Aaron Haddock, Julene Nolan, Slawomir Jablonski, Magdalena Czub, Vítor Coelho
  • Journal:
    Journal of Relationships Research / Volume 8 / 2017
    Published online by Cambridge University Press:
    04 September 2017, e16
    Print publication:
    2017
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  • The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

  • 4 - International Perspectives on Disaster Management

  • from PART I - CONCEPTUAL FRAMEWORK AND STRATEGIC OVERVIEW
  • Edited by Kristi L. Koenig, University of California, Irvine, Carl H. Schultz, University of California, Irvine
  • Book:
    Koenig and Schultz's Disaster Medicine
    Published online:
    05 August 2011
    Print publication:
    30 September 2009, pp 51-61

  • Summary

    This chapter presents an international perspective that focuses on the evolution of the approach health specialists have used to reduce the health consequences linked to disasters. It highlights some of the main aspects of humanitarian disaster response training and disaster risk reduction. The chapter explores how disaster management has evolved to its present status. Both governmental and regional institutions have significantly improved their disaster management efforts over the last 30 years. The agency within the ministry of health is the designated entity for protecting health from the consequences of disasters. The rate at which disasters occur has a substantial impact on institutional development of these agencies. The humanitarian reform movement has generated the concept of dividing humanitarian assistance into several topic specific groups called clusters. Finally, the chapter explores avenues for future growth, and discusses examples of developments in emergency medicine education and research.