scholarly journals Transprofessional Diplomacy

Author(s):  
Costas M. Constantinou ◽  
Noé Cornago ◽  
Fiona McConnell

Diplomacy is no longer restricted to a single vocation nor implemented exclusively through interaction amongst official representatives. In exploring the challenges that these transformations produce, this work surveys firstly, thegenealogyof diplomacy as a profession, tracing how it changed from a civic duty into a vocation requiring training and the acquisition of specific knowledge and skills. Secondly, using the lens of thesociologyof professions, the development of diplomacy as a distinctive profession is examined, including its importance for the consolidation of the power of modern nation-states. Thirdly, it examines how the landscape of professional diplomacy is being diversified and enriched by a series of non-state actors, with their corresponding professionals, transforming thephenomenologyof contemporary diplomacy. Rather than seeing this pluralization of diplomatic actors in negative terms as thedeprofessionalization of diplomacy, we frame these trends astransprofessionalization, that is, as a productive development that reflects the expanded diplomatic space and the intensified pace of global interconnections and networks, and the new possibilities they unleash for practising diplomacy in different milieus.

Author(s):  
M. Finger

Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.Two parallel evolutions are currently challenging the functioning and the legitimation of the traditional nation-state: globalization and the rapid development of the information and communication technologies (ICTs). Both come together in the new concept of “electronic governance” or “e-governance.” Indeed, globalization in all its forms (i.e., financial, economic, cultural, technological, and ecological globalizations) is increasingly putting pressure upon the nation-state. Collective problems, such as climate change or organized crime, can no longer be solved by nation-states only, let alone by one single nation-state. In fact, such problems require not only the supra-national approaches and institutions, but also the involvement of non-state actors, in particular of civil society and the private sector. Simultaneously, the ICTs are gradually penetrating all realms and all levels of society, and as such increasingly affect both production processes and state-society transactions. If “governance” can be defined as the growing involvement of non-state actors into collective problem-solving at all levels of society (i.e., from the local to the global levels) (e.g., Finger, 2004; Mayntz, 1999), “e-governance” then means the active usage of the ICTs for such collective problem solving. In this article we want to both offer an understanding what e-governance is and could be and outline of the different dimensions and forces which currently lead up to e-governance practices. Consequently, our article is structured as follows: in a first section, we will present and critically discuss the state of the literature on e-governance. In a second section, then, we will show how governance and the ICTs are currently coming together, and subsequently propose a definition of electronic governance.


2011 ◽  
pp. 1552-1556
Author(s):  
Gary McI. Boyd ◽  
Dai Zhang

Entwistle (1981) found it was possible and useful to categorize students in three categories: surface learners who want to acquire and use specific knowledge and skills, deep learners who seek a deeper coherent understanding of a field, and credential seekers who want a good diploma and will do whatever may be necessary to get it. The surface learners do not need formal distance education degree studies; they can more and more readily find just-in-time just-on-topic e-learning for a modest price. So the main clientele for distance education institutions are and will continue to be both those wanting a really deep meaningful education, and those who need really respectable credentials who also lack convenient affordable access to traditional universities. More and more it is becoming incumbent upon us to cater to the credential seekers and help to socialize them into their chosen fields, if possible converting them into people proud to be deep learners. Such socialization is not possible if all one provides is a cafeteria of online courses.


2011 ◽  
Vol 54 (1) ◽  
pp. 125-141 ◽  
Author(s):  
Faruk Ekmekci

The conventional approach in the discipline of International Relations is to treat terrorist organizations as "non-state" actors of international relations. However, this approach is problematic due to the fact that most terrorist organizations are backed or exploited by some states. In this article, I take issue with the non-stateness of terrorist organizations and seek to answer the question of why so many states, at times, support terrorist organizations. I argue that in the face of rising threats to national security in an age of devastating wars, modern nation states tend to provide support to foreign terrorist organizations that work against their present and imminent enemies. I elaborate on my argument studying three cases of state support for terrorism: Iranian support for Hamas, Syrian support for the PKK, and American support for the MEK. The analyses suggest that, for many states, terror is nothing but war by other means.


2012 ◽  
Vol 55 (4) ◽  
pp. 1049-1071 ◽  
Author(s):  
JOYA CHATTERJI

ABSTRACTAfter partition, minorities in South Asia emerged as a distinct legal category of citizens who were not fully protected by the states within which they lived. The power of South Asia's nation-states over their ‘minority-citizens’ far exceeds their sovereignty over ordinary citizens, and the capacity of ‘minority-citizens’ to resist this power was broken, this article will show, by a series of draconian executive actions. But ‘minority citizenship’ was not simply a product of ‘bureaucratic rationality’, as some have suggested, or even of ‘governmentality’. On the contrary, it was produced by complex, often violent, interactions between government and a range of non-state actors, who forced their own ideas of nationality, justice, and entitlement on to the statute books. Citizenship in South Asia thus proves to have a complex parenthood, with ‘civil’ and ‘political’ more entangled, and mutually constituted, than some theorists would have us believe. India and Pakistan continued to be bound together by migrants and migration even as their discursive claims seemed to pull them ever further apart.


2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11002-11002
Author(s):  
Ernesto Gil Deza ◽  
Mariana Abal ◽  
Lourdes Gil Deza ◽  
Carlos Garcia Gerardi ◽  
Gaston Martin Reinas ◽  
...  

11002 Background: Caring for transgender patients requires specific knowledge and skills. Medical schools spend less than 5 hours on average training for treatment of LGBT patients (Obedin-Maliver, JAMA, 306 (9), 971). This paper assesses the knowledge on the topic and skills of postgraduate Oncology students from Universidad del Salvador at the Observational Standard Clinical Examination (OSCE) 2019 (JCO 34 (15), Abstract e18150, 2017). Methods: At one of the stations of OSCE 2019, students had thirty minutes to complete a clinical record of a simulated transman patient with ovarian cancer stage IIIC. Based on the real case of Robert Eads, actors were trained with the documentary on his life “Southern Comfort”. Students were assessed on: A) knowledge of the transman condition, B) use of preferred gender pronoun by the patient, C) discontinuation of testosterone treatment, D) recommendation of genetic study, E) treatment of ovarian cancer according to NCCN guidelines, F) moral discomfort with LGBT patient care. All interviews were filmed or recorded by an observer. All films, recordings and clinical records were reviewed to rate the students' performance. Results: A total of 25 postgraduate Oncology students took the OSCE 2019. Assessment: A) 5/25 (20%) lacked knowledge of the transman condition, B) 3/25 (12%) did not use the patient's preferred gender pronoun, C) 17/25 (68%) discontinued testosterone, D) 23/25 (92%) requested genetic study, E) all students treated ovarian cancer according to NCCN guidelines, F) none expressed moral discomfort with LGBT patient care. Conclusions: 1) It is feasible to assess the knowledge and skills required for treatment of transgender patients in Oncology. 2) We found shortcomings of student's medical training regarding transgender patients: one in five did not understand the patient's condition, three did not use the patient´s preferred gender pronoun during the interview and more than half suspended the necessary hormone therapy for their condition. 3) This emphasizes the need to deepen our medical and communication skills in order to assist the transgender population and should be included in future ASCO-ASH milestones for specialty accreditation.


1989 ◽  
Vol 10 ◽  
pp. 227-240 ◽  
Author(s):  
George Spanos

The 1980s were dynamic years for applied linguistic researchers and practitioners involved in the integration of language and content instruction. In addition to the publication of five stimulating texts devoted to the subject (Mohan 1986, Cantoni-Harvey 1987, Crandall 1987, Enright and McCloskey 1988, and Brinton, Snow, and Wesche 1989), there was increasing attention at all school levels to curriculum development, materials development, teacher training, evaluation, and assessment, Second and foreign language educators as well educators in the fields of mathematics, science, and social science have become cognizant of the relationship between language development and the acquisition of content-specific knowledge and skills.


2017 ◽  
Vol 15 (43) ◽  
pp. 29-44 ◽  
Author(s):  
Wilfred Villalba Montagut ◽  
Laura Patricia Villamizar Carrillo ◽  
Maritza del Pilar Sánchez Delgado

This paper provides a consultation tool for implementation of teleworking in software development organizations. This concept was born for using highly experienced human talent with specific knowledge and skills, in activities that contribute to the development of technological projects within organizations dedicated to development of software, without its physical presence being necessary, as is the case of the Center for Applied Research in Development and Information Technologies [CIADTI] of the Universidad de Pamplona (Colombia). A model that results from the investigation is exposed, which was applied and validated, with an acceptance higher than 79%, so its implementation can be considered in other organizations.


2016 ◽  
Vol 5 (1) ◽  
pp. 29-39
Author(s):  
Merica Slišković ◽  
Helena Ukić ◽  
Eli Marušić

This paper presents the results of a maritime sector labor market research conducted to identify key tasks, specific knowledge and skills required for the development of appropriate occupational standards in the field of maritime management. Data were collected by survey of a sample of potential employers for the professions of “Manager in Marinas and Nautical Tourism“ and “Maritime Personnel Training and Education Coordinator”. Research results indicate both professions are recognized by prospective employers and that appropriate standards need to be developed.


Author(s):  
María Estela Navarro Robles

This lecture explains how through Marton Variation Theory was designed and evaluated a test about rational numbers to identify for each student the specific knowledge and skills about the theme to solve problems and to make operations and thus which concepts theyneed to learn or what skills they need to develop. The variation theory was used in the sense of one problem, multiple changes. The test was answered by 115 students of 7 groups of a private university, who are enrolled in a leveling course. From the answers of the students it was characterized the lived object of learning and this was the start point to classify the conceptual or operational needs of each student. With the detailed results it was possible to design a personalized route of learning. Key words: Rational numbers, variation theory, undergraduate student, personalized course


2021 ◽  
pp. 79-94
Author(s):  
John Bynner ◽  
Walter R. Heinz

This chapter extends the topic of learning more broadly than in previous chapters, focusing initially on the implications of digitalisation for both the content and delivery of education Such functions extend in the digital society to the specific knowledge and skills needed to operate effectively within every part of it, i.e. mastery of the ‘Internet of Everything’. Because of the speed of technological transformation attention is drawn to the challenges digitalisation presents to management of education and the taught curriculum. The chapter also considers the distinctive contributions informal and formal education make to generic skills and lifelong learning, the central aim of which is building in a changing world, capabilities that match economic and life course needs. Amartya Sen’s unifying ideas about freedom to achieve also have a central role.


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