A Model for Study of Soviet Foreign Policy

1958 ◽  
Vol 52 (1) ◽  
pp. 64-83 ◽  
Author(s):  
Jan F. Triska
Keyword(s):  
Foreign Policy ◽  
Subject Matter ◽  
Policy Making ◽  
Frame Of Reference ◽  
Intensive Study ◽  
Soviet State ◽  
Soviet Foreign Policy ◽  
The Subject ◽  
Available Information ◽  
Observed Behavior

Soviet foreign policy has been a subject of extensive and intensive study ever since the painful birth of the Soviet state. All the writings and investigations, except for the purely descriptive, are based in some degree on one or several key premises and assumptions of authors who used them to explain and interpret Soviet foreign policy. This is understandable and probably inevitable in view of the enormous significance of the subject matter, the vastness of observed behavior in time and in space, and the lack of available information on policy making. Consequently, scientific, intuitive, and even merely hopeful thinking has been applied to the evidences of Soviet foreign policy in an effort to find a method of analysis, a frame of reference, a tool of orientation which might permit some systematization of the whole subject.Clearly, a single seemingly well-constructed theory of Soviet foreign policy which purports to offer a key to broad analysis is too attractive for an analyst to ignore. But however plausible it may seem, it cannot possibly offer the whole answer. Some elements of Soviet foreign policy may be isolated, focalized, dissected, and examined, but others cannot be subject to even speculative, crude estimates.

Ten Years of the Botswana Matrimonial Causes Act—Further Proposals for Divorce Reform

1982 ◽  
Vol 26 (2) ◽  
pp. 163-176
Author(s):  
A. J. G. M. Sanders
Keyword(s):  
Property Rights ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Customary Law ◽  
National Assembly ◽  
High Court ◽  
The Subject ◽  
Court Of Appeal

The Matrimonial Causes Act, 1 of 1973 (Cap. 29:07 of the Laws of Botswana) was passed by the National Assembly on 27 October, 1972. It was assented to by the then President of Botswana, the late Sir Seretse Khama, on 2 February, 1973, and entered into force a week later on 9 February, 1973. The Act applies to civil marriages only, i.e. marriages concluded in terms of the Marriage Act (Cap. 29:01); customary law marriages have been excluded from its operation. As its short title indicates, the Act deals with matrimonial causes, that is to say divorce, judicial separation and the annulment of marriages and matters incidental thereto such as the property rights of spouses, custody, guardianship, maintenance and the jurisdiction of the courts.During its first 10 years of existence the Act has been the subject-matter of many a decision of the High Court and provisions of it have been considered also by the Court of Appeal. Most of these decisions deal with divorce. In academic circles, too, the Act received attention, witness the review by Chris Himsworth in theJournal of African Law. This review was written immediately after the Act came into force. An updated account is therefore appropriate. As I intend to approach the Act from a broader historical and jurisprudential angle, I will deal with it afresh rather than use Himsworth's penetrating but positivistic analysis as a frame of reference.

Stalinist Theory and Soviet Foreign Policy

1952 ◽  
Vol 14 (4) ◽  
pp. 468-483 ◽  
Author(s):  
Diplomaticus
Keyword(s):  
Foreign Policy ◽  
Frame Of Reference ◽  
Power Politics ◽  
Soviet Foreign Policy ◽  
Lively Debate ◽  
Russian Program

Arguments about Soviet foreign policy usually include a lively debate about whether the Politburo is made up of Marxists or Machiavellians. The defenders of the Machiavellian interpretation of Soviet behaviour insist that the Communists are just “power politicians” carrying out the historic Russian program of expansion under a new guise. Until recently this view has been by far the most popular with American scholars and laymen. Few people here even now would take the position diat the Soviet Union's actions are a blind fulfillment of Marxist-Leninist-Stalinist theory. Some would, however, insist that an understanding of this theory will facilitate interpretation of Soviet behaviour. Indeed, some Soviet policies and actions make much more sense when placed within a Stalinist frame of reference than as “power politics.”

scholarly journals Implementasi pembelajaran abad 21 dalam kurikulum 2013

2019 ◽  
Vol 12 (1) ◽  
pp. 14-23
Author(s):  
Yusuf Andrian ◽  
Rusman Rusman
Keyword(s):  
High School ◽  
21St Century ◽  
Subject Matter ◽  
Policy Making ◽  
21St Century Learning ◽  
School Development ◽  
Ministry Of Education ◽  
The Real ◽  
Assessment Of Learning ◽  
The Subject

Abstrak: Penelitian ini merupakan penelitian deskripsi yang dilakukan pada 39 SMA Rujukan yang ada di Provinsi DKI Jakarta. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran abad 21 dalam Kurikulum 2013 pada mata pelajaran Fisika di SMA Rujukan Provinsi DKI Jakarta. Fokus penelitian diarahkan pada empat sub variabel yaitu; (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) penilaian pembelajaran; dan (4) pengawasan pembelajaran. Responden yang dilibatkan dalam penelitian adalah guru mata pelajaran Fisika. Pada penelitian ini digunakan angket untuk mengumpulkan data dan menggunakan skala Likert dengan skor 1 sampai 4. Selanjutnya, data tersebut diolah dengan menggunakan teknis analisis deskriptif persentase. Hasil dari penelitian ini diharapkan dapat menjadi masukan bagi Kementerian Pendidikan dan Kebudayaan, khususnya bagi Direktorat Pembinaan SMA, mengenai kondisi riil di lapangan berkaitan dengan implementasi Kurikulum 2013 SMA sehingga dapat dijadikan bahan pertimbangan dalam pengambilan kebijakan selanjutnya. Kata Kunci: Pembelajaran Abad 21, Kurikulum 2013, Fisika, SMA Rujukan Abstract: This research is a description research conducted from 39 SMA Rujukan in Province of DKI Jakarta. This study aims to describe the implementation of 21st century learning in Curriculum 2013 in the subject matter of physics at SMA Rujukanin Province of DKI Jakarta. The focus research is directed to four sub variables namely; (1) planning of learning; (2) implementing of learning; (3) assessment of learning; & (4) monitoring of learning. Respondents in this research are teacher of Physics subject. This study used questionnaires to collect data and use Likert scale with a score of 1 to 4. Furthermore, the data is processed by using technical analysis descriptive percentage. The results of this study are expected to be an input or recommendation for the Ministry of Education and Culture, especially for the Directorate of High School Development, regarding with the real conditions in the school related to the implementation of Curriculum 2013 so it can be taken into consideration for the next policy making. Keywords: 21st Century Learning, Curriculum 2013, Physics, SMA Rujukan

The Soviet state: the domestic roots of Soviet foreign policy

1985 ◽  
Vol 61 (3) ◽  
pp. 471-471
Author(s):  
Robbin Laird
Keyword(s):  
Foreign Policy ◽  
Soviet State ◽  
Soviet Foreign Policy

scholarly journals Thoughts on a Pedagogy OF Complexity

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
David Byrne
Keyword(s):  
Physical Education ◽  
Systems Engineering ◽  
Clinical Education ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Educational Systems ◽  
Extensive Literature ◽  
Educational Levels ◽  
Wide Range ◽  
The Subject

There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?

The Formation of Soviet Foreign Policy: Organizational and Cognitive Perspectives

1982 ◽  
Vol 34 (3) ◽  
pp. 418-436 ◽  
Author(s):  
Robert M. Cutler
Keyword(s):  
Foreign Policy ◽  
Research Strategy ◽  
Policy Formation ◽  
Future Research ◽  
Empirical Examination ◽  
Organizational Issues ◽  
Methods Of Analysis ◽  
Soviet Foreign Policy ◽  
The Subject ◽  
Cognitive Perspectives

Several recent studies of Soviet foreign policy formation have sought to bring oganizational and cognitive considerations to bear on the subject. The article evaluation these perspectives and suggests how future research may, through the use of cognit methods of analysis, distinguish formally between different conceptualizations of viet foreign policy formation, thus permitting a more rigorous empirical examination of the organizational issues involved. A model of inference that accounts for organiational and cognitive links between the Soviet press and Soviet foreign policy formation is also constructed; examples are drawn from the items under review. In conclusion the article outlines a research strategy for cumulating knowledge about how the Sov system works, and specifies what the organizational and cognitive frameworks the study of Soviet foreign policy formation may contribute to such a project.

Foreign Policy-Making: Modern Design

1953 ◽  
Vol 5 (3) ◽  
pp. 377-391
Author(s):  
Bernard C. Cohen
Keyword(s):  
United States ◽  
Foreign Policy ◽  
Policy Making ◽  
The United States ◽  
Policy Formulation ◽  
Modern Design ◽  
The Subject

It is traditional, and frequently beneficial, to express dissatisfaction with the process of foreign policy-making in the United States. If political scientists have attracted a disproportionate share of attention for their indulgence in this national pastime, it may well be due to their command of word and pen rather than to the uniqueness of their concern with the subject. Nearly everyone who thinks about the problem has had a liberal amount of unkind words to distribute among different actors and institutions engaged in policy formulation.

Soviet “New Thinking” and the Central American Crisis

1987 ◽  
Vol 29 (3) ◽  
pp. 87-106
Author(s):  
Voytek Zubek
Keyword(s):  
Foreign Policy ◽  
Policy Reform ◽  
Central American ◽  
The West ◽  
Ongoing Process ◽  
Soviet Foreign Policy ◽  
New Thinking ◽  
Potential Success ◽  
The Subject ◽  
Domestic Policies

A revolution can only be legitimate if it is capable of defending itself(Lenin, Sochinenia).While it is Still too Early to draw decisive conclusions about the ongoing process of reform in the USSR, there are some observations that might safely be made. Glasnost has generally come to be viewed as a profound attempt to re-evaluate a number of time-honored principles of Marxism-Leninism before the actual undertaking of perestroika (policy reform) itself. If the scope and potential success of perestroika are the subject of heated scholarly debate in the West, a consensus holds that, thus far, a process of rethinking, re-evaluating, and transforming approaches to domestic policies in the USSR lie at its core. In light of the importance of the reform for the evolution of the Soviet domestic system, its influence upon the conduct of Soviet foreign policy represents an intriguing area for examination.

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