The English School and postcolonial state agency: social roles and order management in Southeast Asia and the Asia-Pacific

2020 ◽  
pp. 1-29
Author(s):  
Robert Yates
Keyword(s):  
Social Roles ◽  
Social Role ◽  
International Order ◽  
Great Powers ◽  
State Agency ◽  
Asia Pacific ◽  
English School ◽  
System Perspective ◽  
Role Negotiation ◽  
Postcolonial State

Abstract This paper contributes to recent revisions to the English School (ES) which have sought to redress its Eurocentrism. It argues that, despite providing necessary accounts of non-Western international societies and the agency of non-European polities in the expansion of global international society, there remains a gap in capturing the agency of postcolonial states in contributing to order negotiation and management in contemporary international order. It proposes a social role negotiation framework to address the gap, which it situates within a holistic conceptual framework that supplements an ES understanding of international order between states with a world-system perspective on how states are embedded within global capitalism, and a neo-Gramscian focus on social forces as the key agents contesting and shaping states' foreign policy orientation. It highlights two major types of postcolonial state agency within international order: contesting and limiting great powers' legitimate exercise of power; and establishing responsibilities towards building and managing order vis-a-vis great powers. The paper illustrates the utility of the social roles framework with the example of ASEAN in Southeast Asian and Asia-Pacific order.

scholarly journals بنەمای پەیوەندییەکانی هەرێمی کوردستان و وڵاتە یەکگرتووەکانی ئەمریکا

Twejer ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 337-378
Author(s):  
Zubir Rasool Ahmed ◽  
Keyword(s):  
Persian Gulf ◽  
Structural Realism ◽  
International Order ◽  
Great Powers ◽  
English School ◽  
Main Question ◽  
Realistic Approach ◽  
Offensive Realism ◽  
The One ◽  
The U.S

The relation between the U.S and Kurds has always been problematic. The main question of this study is to address what type of relations are between KRG and U.S? Is there a specific U.S policy towards KRG? To answer these questions, we have depended on the theory of Structural Realism, especially the concept of Offensive Realism which has been developed by John Mearsheimer on the one hand, and the English school on the other hand. Offensive realism can be helpful to understand the behaviour of great powers, such as the U.S., and English school to understand international community and international order. It has been concluded that, so far there is no direct U.S policy or strategy towards the KRG. The U.S interaction with the KRG has always been identified by specific interested and indirect (third) issue. Therefore, it is important to know that the U.S- KRG relation throughout its history has always been linked to another issue, especially the domestic changes in Iraq and regional developments in the Levan and Persian Gulf. The U.S has always followed its realistic approach in its relations with KRG, in particular in protecting the regional state system and international order.

Institutional actors: Children’s emerging beliefs about the causal structure of social roles

2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham
Keyword(s):  
Soccer Player ◽  
Social Roles ◽  
Social Role ◽  
Causal Structure ◽  
Executive Orders ◽  
The Social ◽  
The World ◽  
Children's Beliefs ◽  
Institutional Actors ◽  
The U.S

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.

scholarly journals Rising Powers, Responsibility, and International Society

2017 ◽  
Vol 31 (3) ◽  
pp. 287-311 ◽  
Author(s):  
Jamie Gaskarth
Keyword(s):  
International Society ◽  
Creative Thinking ◽  
World Politics ◽  
Great Powers ◽  
English School ◽  
Rising Powers ◽  
China And India ◽  
Societal Values ◽  
Un Security Council ◽  
Responsible Action

Responsibility is a key theme of recent debates over the ethics of international society. In particular, rising powers such as Brazil, China, and India regularly reject the idea that coercion should be a feature of world politics, and they portray military intervention as irresponsible. But this raises the problem of how a society's norms can be upheld without coercive measures. Critics have accused them of “free riding” on existing great powers and failing to address the dilemma of how to deal with actors undermining societal values. This article examines writing on responsibility and international society, with particular reference to the English School, to identify why the willingness and capacity to use force—as well as creative thinking in this regard—are seen as important aspects of responsibility internationally. It then explores statements made by Brazil, China, and India in UN Security Council meetings between 2011 and 2016 to identify which actors they see as responsible and how they define responsible action. In doing so, it pinpoints areas of concurrence as well as disagreements in their understandings of the concept of responsibility, and concludes that Brazil and India have a more coherent and practical understanding of the concept than China, which risks incurring the label “great irresponsible.”

scholarly journals Social Role of the Librarians of the Federal Institute of Education, Science and Technology

2021 ◽  
Author(s):  
Caroline da Rosa Ferreira Becker
Keyword(s):  
Cognitive Skills ◽  
Social Roles ◽  
Social Role ◽  
Science And Technology ◽  
Everyday Practices ◽  
Federal Institute ◽  
Educational Institute ◽  
The Social ◽  
Education Science

The study was carried out through the theoretical foundation about the conceptions and objectives of the Federal Institute of Education, Science and Technology, and also on the social role of the librarians of this educational institute. These Federal Institutes were created in Brazil in 2009 and they offer basic and higher education. This study aims at investigating, analyzing, and understanding if the librarians of the Federal Institutes of Education, Science, and Technology recognize their social roles as professionals that can contribute to the development of cognitive skills with regards to the information in the library’s users. A case study was carried out with all the librarians of the Federal Institutes and questionnaires were the method used for collecting data. It should be noted in the librarians’ answers that they recognize their social roles, and they act according to what they recognize. In their everyday practices, these librarians try to minimize the difficulties that the library’s users face in relation to the search, location, use, assessment, dissemination, and understanding of information.

scholarly journals SOCIO-CULTURAL FEATURES OF SPEAKERS’ COMMUNICATIVE BEHAVIOR IN DIFFERENT SOCIAL ROLES AND THEIR TRANSLATION INTO UKRAINIAN

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Myroslava Lohvynenko ◽  
Keyword(s):  
Social Roles ◽  
Social Role ◽  
Communicative Behavior ◽  
Communication Situations ◽  
The Social ◽  
The Individual ◽  
Cultural Features ◽  
Linguistic Means

The article is a study of the features of the individual’s communicative behavior, when implementing different social roles. By analyzing the concept of the social role and status, author puts forward the classification of the most frequent social roles represented by an individual in formal and informal communication situations (that of a father, lecturer, friend, colleague, employer, employee, consultant). The work is based on the number of studied and investigated dialogical fragments, where one character appears in different social roles and uses various language means. Having considered typical communicative situations, the author also singles out linguistic and extra-linguistic means which mark the changes of speaker’s social roles, namely: elevated, sarcastic, polite, sad, ironic, joyful, neutral, strict, humorous, angry, contemptuous, intrusive, friendly, confident and other tones as well as smile, frown and raised eyebrows, laugh, direct eye contact, pointing finger, pointing the hand etc. At the next stage of the analysis the author reveals the language means that mark the changes of the speaker's social roles as well as outlines the difficulties, connected with their translation into Ukrainian. Translation of the dialogical fragments was studied in order to find out types of rendition of the means that indicate realization of different social roles by the speaker. Non-verbal communication was also researched, aiming to find out correlation between the social role of the speaker and the means, used by the speaker, according to his social role. As a result, the paper presents the analysis of such means of translation as transliteration, transcription, antonymous, descriptive, and contextual tracing, literal types of translation as well as their dependence on the social role of the speaker. So the components of intercourse let communicative behavior of the individual to be comprehensively considered. Thereby, the results of the study, their representation in per cents, as well as examples of the communicative situations and their analysis, are represented in the following article.

scholarly journals Substance use changes and social role transitions: Proximal developmental effects on ongoing trajectories from late adolescence through early adulthood

2010 ◽  
Vol 22 (4) ◽  
pp. 917-932 ◽  
Author(s):  
Jeremy Staff ◽  
John E. Schulenberg ◽  
Julie Maslowsky ◽  
Jerald G. Bachman ◽  
Patrick M. O'Malley ◽  
...  
Keyword(s):  
Substance Use ◽  
Transition To Adulthood ◽  
Social Roles ◽  
Social Role ◽  
Early Adulthood ◽  
Late Adolescence ◽  
Work And Family ◽  
Family Roles ◽  
Role Transitions ◽  
Role Changes

AbstractSubstance use changes rapidly during late adolescence and early adulthood. This time in the life course is also dense with social role changes, as role changes provide dynamic context for individual developmental change. Using nationally representative, multiwave longitudinal data from age 18 to 28, we examine proximal links between changes in social roles and changes in substance use during the transition to adulthood. We find that changes in family roles, such as marriage, divorce, and parenthood, have clear and consistent associations with changes in substance use. With some notable exceptions, changes in school and work roles have weaker effects on changes in substance use compared to family roles. Changes in socializing (i.e., nights out for fun and recreation) and in religiosity were found to mediate the relationship of social role transitions to substance use. Two time-invariant covariates, socioeconomic background and heavy adolescent substance use, predicted social role status, but did not moderate associations, as within-person links between social roles and substance use were largely equivalent across groups. This paper adds to the cascading effects literature by considering how, within individuals, more proximal variations in school, work, and family roles relate to variations in substance use, and which roles appear to be most influential in precipitating changes in substance use during the transition to adulthood.

The North Atlantic anchor: Canada and the Pacific Century

2018 ◽  
Vol 73 (3) ◽  
pp. 364-378 ◽  
Author(s):  
Kim Richard Nossal
Keyword(s):  
North Atlantic ◽  
Policy Making ◽  
International Order ◽  
Asia Pacific ◽  
The North ◽  
The Pacific ◽  
Defence Policy ◽  
Key Driver ◽  
The North Atlantic ◽  
Strategic Perspective

This paper surveys Canada’s ambivalence towards the Asia Pacific, and seeks to put that ambivalence into the broader context of the dominant strategic perspective in Canada that has privileged, and continues to privilege, a North Atlantic focus for Canadian foreign and defence policy. It argues that Canada’s laggardly approach to Asia Pacific diplomacy can be best explained by the widespread perception among Canadians—and their government—that the North Atlantic alliance should remain the key driver of Canadian foreign and defence policy. Indeed, this geostrategic outlook has actually intensified with the election of Donald J. Trump and his unorthodox approach to the transatlantic alliance and the liberal international order. I argue that this North Atlantic outlook, so dominant for so much of Canada’s history, will continue to anchor Canadian foreign and defence policy, making Canada’s engagement in the Asia Pacific more problematic.

scholarly journals Hubungan Antara Regulasi Diri dan Perencanaan Karir pada Remaja Putri Bali

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni Luh Arick Istriyanti ◽  
Nicholas Simarmata
Keyword(s):  
Positive Relationship ◽  
Career Planning ◽  
Social Roles ◽  
Social Role ◽  
Self Regulation ◽  
Cultural Activity ◽  
Analysis Method ◽  
Teenage Girls ◽  
Quantitative Correlation ◽  
The Right

  Adolescences have many developmental tasks. Some of them are getting involved into social role and capable of doing a proper career planning. When adolescences are faced by the strict culture, like Balinese Teenage Girls who involved into sekaa teruna organization, they have to actively participate in every cultural activity as a part of social role, and also doing career planning for their future’s preparation. In doing career planning, adolescences need the ability to manage their potential and retrieved information without ignoring their social roles. Therefore, Balinese Teenage Girls need to find the right way to do career planning and fulfill their social roles that are have a good self-regulation. Because of that researcher assumed that there is a positive relationship between self-regulation and career planning of Balinese Teenage Girls.   This research method is quantitative-correlation, using 135 subjects that are Balinese Teenage Girls who joined sekaa teruna organization in Badung and their age ranges from 15-20 years old. Method used for collecting the data is questionnaire which is self-regulation scale and career planning scale. The reliability of self-regulation variable is 0.916 and for the career planning variable is 0.911. The normality of self-regulation variable is 0.098 and for the career planning variable is 0.269. The linearity between self-regulation variable and career planning variable is 0.000. The determination coefficient is 0.354. The analysis method is Pearson product moment correlation techniques. The correlation coefficient is 0.595 with 0.000 probabilities. It is proved there is a positive relationship between self-regulation and career planning of Balinese Teenage Girls.   Keywords: Self-Regulation, Career Planning, Balinese Teenage Girls  

I Eat, Therefore I Am

2018 ◽  
Author(s):  
Dan Kelly ◽  
Nicolae Morar
Keyword(s):  
Social Norms ◽  
Social Interactions ◽  
Moral Psychology ◽  
Social Roles ◽  
Social Role ◽  
Eating Habits ◽  
Empirical Work ◽  
Current Work ◽  
Ethical Implications ◽  
Run Up

This chapter examines the set of relations that hold between food and cuisine, eating and dining, and norms, social roles, and identities, in a way that continues to be informed by current work in empirical moral psychology. It unpacks the notion of a social role in terms of social norms, the often unwritten rules that regulate behavior and social interactions, and describes recent empirical work that illuminates the power and psychological underpinning of norm-based cognition, with an emphasis on how disgust animates many food norms. Finally, it discusses the ethical implications of this perspective for assessing food norms and considers how attempts to alter a person’s eating habits can run up against deep and distinctive forms of psychological resistance when they are also attempts to change who she is.

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