Teaching International Organization

1981 ◽  
Vol 7 (4) ◽  
pp. 237-244
Author(s):  
Catherine Hoskyns ◽  
Roger Tooze
Keyword(s):  
International Relations ◽  
Ad Hoc ◽  
International Organization ◽  
Lively Discussion ◽  
Considerable Uncertainty

It is comparatively rare for academics to get together to discuss problems connected with teaching. A lively discussion however developed out of an ad hoc meeting at the 1978 BISA conference on the teaching of courses which could be loosely subsumed under the title of ‘International Organization’ (IO). The discussion made clear that this area of International Relations teaching is in a state of flux, and that considerable uncertainty exists both about what to teach and how to teach it. Many ideas and suggestions emerged at the meeting and the exchange of views was clearly useful.

scholarly journals THE ROLE OF END CHILD PROSTITUTION, CHILD PORNOGRAPHY AND TRAFFICKING OF CHILDREN FOR SEXUAL PURPOSES (ECPAT) IN ADDRESSING THE CHILD’S COMMERCIAL SEXUAL EXPLOITATION (ESKA) IN INDONESIA (2011 – 2015)

2019 ◽  
Vol 20 (1) ◽  
pp. 1-19
Author(s):  
Yohanes Benedicktus Meninu Nalele
Keyword(s):  
International Relations ◽  
International Organizations ◽  
Child Pornography ◽  
Sexual Exploitation ◽  
International Organization ◽  
Commercial Sexual Exploitation ◽  
Asian Countries ◽  
Role Of Government ◽  
Child Prostitution

Commercial sexual exploitation of children is a social problem that has several categories. This issue is scattered in many countries, especially in Asian countries. Child’s commercial sexual exploitation or eksploitasi seksual komersial anak (ESKA) can ruin the future of the children who are victims, of which they are the successors of the nation. Childhood should be filled by playing and learning but changing with the dark. The role of government as the supreme authority of a country in overcoming the problem of ESKA looks not maximized. The purpose of this research is to find out the role of international organizations in addressing the ESKA problem. International organizations, in this case, are ECPAT or End Child Prostitution, child pornographic grapy, and Trafficking of Children for Sexual Purposes. How are their efforts and roles in overcoming ESKA and its cooperation with the Indonesian government, obstacles, and challenges faced? The benefits of this journal are useful in the development of International Relations, especially those involving the role of international organizations in addressing the problems of ESKA. The method used is descriptive – qualitative, where this method illustrates and analyzes the role of ECPAT as an international organization in addressing the ESKA in Indonesia (2011 – 2015).

The Resolution-Based International Agency

1981 ◽  
Vol 29 (2) ◽  
pp. 217-231 ◽  
Author(s):  
Edward H. Buehrig
Keyword(s):  
International Relations ◽  
International System ◽  
International Organization ◽  
International Agency ◽  
Direct Involvement ◽  
Territorial Jurisdiction ◽  
Governmental Functions

The resolution is a convenient vehicle, alternative to the cumbersome procedure of treaty-making, whereby an already established international organization—itself treaty-based—may create entities which, in turn, are corporate beings. Structurally they very much resemble each other. Functionally they are similar in their direct involvement in international relations, though they establish contact with governments and private parties in different ways. Through research and debate they may seek consensus in a particular area. More typically, they may render tangible benefits: a benefit for the taking, or a conditional benefit, the latter affording leverage on fellow actors in the international system. They may also perform governmental functions, with or without territorial jurisdiction.

The National Libraries of the Countries of the Francophonie: A Comparative Study

2008 ◽  
Vol 20 (3) ◽  
pp. 133-146
Author(s):  
Marcel Lajeunesse
Keyword(s):  
International Relations ◽  
Developed Countries ◽  
International Organization ◽  
Sub Saharan Africa ◽  
National Library ◽  
African Countries ◽  
National Archives ◽  
Sub Saharan ◽  
National Libraries

The International Organization of the Francophonie (Organisation Internationale de la Francophonie, OIF) which developed over the last decades of the twentieth century brings together, as of 2008, 53 State and government full members and 13 observer members, spread out over five continents. The Répertoire des bibliothèques nationales de la Francophonie, which is in its third edition (2008), presents index cards on every national library, or library fulfilling such a role, of each member or observer country. After presenting an overview of the International Organization of the Francophonie, this article looks at the creation of the national library in each country, legal deposit and national bibliography. Then, communication (websites) and international relations (membership of IFLA) are addressed. Of the 63 countries surveyed, only 9 countries do not have a national library, although the majority of these nine countries have another institution – a national documentation centre, public or parliamentary library or national archives – that normally fulfils the functions of a national library. It must be recognized that there is a large disparity between the national libraries of developed countries in Europe and North America and those in developing countries of sub-Saharan Africa, Asia and the Antilles. In some sub-Saharan African countries, the national library has only a nominal existence.

Is There a Discipline of IR? A Heterodox Perspective

2017 ◽  
Author(s):  
Ralph Pettman
Keyword(s):  
International Relations ◽  
International Law ◽  
Academic Discipline ◽  
International Organization ◽  
Military Strategy ◽  
International Governance ◽  
Strategic Issues ◽  
The World ◽  
The Many ◽  
Peace And War

International relations (IR) is widely accepted as an academic discipline in its own right, despite the many subdisciplines which hold it together. These disparate subdisciplines, in fact, have come to define international relations as a whole. Establishing systematic matrices that describe and explain the discipline as a whole can show how the subdisciplines that constitute international relations have sufficient coherence to allow us to say that there is a discipline there. To look at the discipline otherwise would be viewing it as a mere collection of insights taken from other disciplines—in short, international relations could not be defined as a discipline at all. Such an argument forms a more heterodox view of international relations—one which does not attempt to engage with traditional debates about what constitutes the subject’s core as compared with its periphery. The “old” international relations was largely confined to politico-strategic issues to do with military strategy and diplomacy; that is, to discussions of peace and war, international organization, international governance, and international law. It was about states and the state system and little more. By contrast the “new” international relations is an all-inclusive account of how the world works. The underlying coherence of this account makes it possible to provide more comprehensive and more nuanced explanations of international relations.

Trust and International Organization

2014 ◽  
Author(s):  
Kendall W. Stiles
Keyword(s):  
International Relations ◽  
International Organization ◽  
Past Performance ◽  
Future Behavior ◽  
Capacity To Act ◽  
Or Groups ◽  
The Future ◽  
The One

Trust is the expectation that one’s interests be looked after despite the possibility of exploitation by the one being trusted (trustee). Trusting always involves some risk on the part of the one trusting (truster). The truster is vulnerable—either by choice or by circumstance. One can never be absolutely sure that one’s interests are important to the trustee or that their past performance can allow one to predict future behavior. The trustee retains their agency and even has an incentive for betrayal in the future. Much of the research on trust in international relations is aimed at explaining cooperation amid anarchy. In this context, cooperation begins with a leap of faith by actors who trust generally rather than specifically. Such “generalized trusters” do not require evidence that the trustee in question is even trustworthy with respect to a particular issue, since all actors are assumed to be worthy of trust across all topics (assuming they have the capacity to act). This can be considered “credulity,” and it primarily involves having trustful attitudes, affects, emotions, or motivational structures that are not focused on specific people, institutions, or groups. Furthermore, one cannot speak of trust without some reference to affect, particularly since one can never absolutely calculate the odds of betrayal.

Cooperative Learning in International Relations

2010 ◽  
Author(s):  
Steven L. Lamy
Keyword(s):  
Cooperative Learning ◽  
International Relations ◽  
Ad Hoc ◽  
Specific Task ◽  
Learning Group ◽  
Learning Techniques ◽  
The World ◽  
Different Types ◽  
Research Findings ◽  
Research Questions

Cooperative learning is a means of providing opportunities for students to work together in an effort to accomplish an assigned intellectual task. There are different types of cooperative learning. In formal settings, students may stay in a learning group for several sessions in order to achieve a specific task. More informal cooperative learning situations usually are temporary or ad hoc groups that are formed by professors to facilitate some form of discussion and learning. In a cooperative learning class, it is important to clearly explain the pedagogical purposes and the required procedures of the course. Instructors should explain how an active learning course works and the responsibilities students have in this kind of course. An effective cooperative learning course demands the instructor’s active participation, as they must monitor the groups, answer research questions, and generally guide the direction of the course discussions. Though there are disadvantages and criticisms against cooperative learning, the study of international relations in particular can benefit from this method. The study of international relations is defined by problems and challenges that are interdisciplinary. Students thus need to be prepared for research and problem-solving in a variety of issue areas. Cooperative learning techniques that provide for the sharing of expertise and research findings with peers provide students with skills that are critical for success in the world today.

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