scholarly journals Entrevista com João Pontes Nogueira

2019 ◽  
Vol 8 (15) ◽  
pp. 22-41
Author(s):  
João Nackle Urt ◽  
Lara Martim Rodrigues Selis ◽  
Victor Coutinho Lage
Keyword(s):  
Rio De Janeiro ◽  
Political Sociology ◽  
International Studies ◽  
University Of Denver

João Pontes Nogueira possui graduação em Economia pela Universidade Federal do Rio de Janeiro (1984), mestrado em Relações Internacionais pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio, 1994) e doutorado em Relações Internacionais pela University of Denver (1998). Desenvolveu sua pesquisa de Pós-Doutorado na Universidade de Victoria (UVIC), Canadá, onde atou com professor visitante. É professor adjunto do Instituto de Relações Internacionais (IRI) da PUC-Rio desde 2000. Foi secretário executivo e diretor da Associação Brasileira de Relações Internacionais (ABRI, 2005-2009), da qual foi um dos fundadores. Atua, principalmente, nos seguintes temas: teoria das relações internacionais, sociologia política internacional, desigualdade na política mundial, humanitarismo, e o lugar das cidades na política mundial. Foi diretor do IRI/PUC-Rio entre 2008 e 2012 e supervisor-geral do Centro de Estudos dos Países BRICS (BRICS Policy Center) durante o mesmo período. Foi editor-chefe, com Jef Huysmans, da revista International Political Sociology (IPS), da International Studies Association (ISA), de 2012 a 2016, e é membro do conselho editorial de diversas revistas nacionais e internacionais. 

Report on Regional Conference in Denver, April 21, 1967

1968 ◽  
Vol 62 (1) ◽  
pp. 142-143
Author(s):  
Ved P. Nanda
Keyword(s):  
International Law ◽  
The United States ◽  
United States Department ◽  
International Studies ◽  
University Of Denver ◽  
Regional Conference ◽  
College Of Law ◽  
Bar Association ◽  
American Society ◽  
The University

On April 21, 1967, a Western Regional Conference on "Science, Law and Industry in Transnational Business Transactions" was held at the University of Denver Law Center under the co-sponsorship of the American Society of International Law, the University of Denver College of Law, the University of Colorado School of Law, the Committee on World Peace Through Law of the Colorado Bar Association, the Inter-American Bar Association, the University of Denver Graduate School of International Studies, the United States Department of Commerce, and the International Law Society of the University of Denver.

African Studies in Colorado

1969 ◽  
Vol 7 (3) ◽  
pp. 516-517
Author(s):  
Ragaei El Mallakh
Keyword(s):  
Middle Eastern ◽  
The State ◽  
African Studies ◽  
International Studies ◽  
Colorado State University ◽  
University Of Denver ◽  
Equal Importance ◽  
Bachelor Of Arts ◽  
High Level ◽  
The University

In the past two years there has been an upsurge in interest in African studies in the State, particularly through the activities of the faculties of the Universities of Colorado and Denver, and Colorado State University. Beginning in the 1967–68 academic year, the University of Colorado offered a Bachelor of Arts degree in African and Middle Eastern Studies, and is expanding its graduate courses with a multi-disciplinary approach. In the spring of 1969 the Center on International Race Relations at the Graduate School of International Studies of the University of Denver began operation with primary emphasis on Africa and Asia. Of equal importance, however, is the high level of co-operation in African studies among the institutions of higher learning throughout the State. This effort involves the maximisation of Africanist talent via the exchange of staff and students, and regional meetings and conferences.

scholarly journals FROM JOURNALISM TO CULTURAL SOCIOLOGY (AND BACK VIA PARSONS). AN INTERVIEW WITH JEFFREY ALEXANDER

2019 ◽  
Vol 9 (1) ◽  
pp. 15-40
Author(s):  
Frédéric Vandenberghe
Keyword(s):  
Civil Society ◽  
Social Theory ◽  
Rio De Janeiro ◽  
Political Sociology ◽  
Cultural Sociology ◽  
The Political ◽  
General Introduction ◽  
Civil Sphere

Abstract Along with a general introduction to Jeffrey Alexander’s sociology, in which I comment on some of the main lines taken by his sociological output over the years (social theory and metatheory, neofunctionalism, cultural sociology and the political sociology of civil society), I present here an unpublished interview with the author, conducted in October 2014 in Rio de Janeiro. During this interview, we talked about various aspects of his personal and intellectual trajectory, highlighting especially continuities and discontinuities over his theoretical journey, from the revisions of the classics of sociology to his more recent formulations on the civil sphere, passing through the place of the Parsonian legacy in his work.

Book Reviews

2011 ◽  
Vol 49 (3) ◽  
pp. 724-725
Keyword(s):  
International Studies ◽  
Ethical Challenges ◽  
Economic Ethics ◽  
Ethical Thought ◽  
University Of Denver ◽  
Economic Practice ◽  
The Interest Rate ◽  
Learning From Others ◽  
The University

Sharon Oster of Yale School of Management reviews “The Economist's Oath: On the Need for and Content of Professional Economic Ethics” by George F. DeMartino. The EconLit Abstract of the reviewed work begins “Presents a case for professional economic ethics and why it is necessary. Discusses the need for professional economic ethics; economic practice--what economists do; ethical challenges confronting the applied economist; historical perspective--don't predict the interest rate; interpreting the silence--the economics case against professional economic ethics; breaking the silence--a rebuttal of the economic case against professional economic ethics; the positive case for professional economic ethics; learning from others--ethical thought across the professions; economists as social engineers--ethical evaluation of market liberalization in the South and transition economies; the global economic crisis and the crisis in economics; on sleeping too well--in search of professional economic ethics; training the “ethical economist”; and the economist's oath. DeMartino is Professor of Economics in the Josef Korbel School of International Studies at the University of Denver. Index.”

scholarly journals Preferências de aquisição de livros pelos professores da rede municipal do Rio de Janeiro

2017 ◽  
Vol 25 ◽  
pp. 43
Author(s):  
Kaizo Iwakami Beltrao ◽  
Milena Piraccini Duchiade
Keyword(s):  
Rio De Janeiro ◽  
Role Model ◽  
Adolescent Literature ◽  
Department Of Education ◽  
International Studies ◽  
Reading Habits ◽  
Scientific Technical ◽  
Professional Self ◽  
Cultural Indicator ◽  
State Programs

Teacher quality is an important factor in education enhancement, and it is strongly related to student achievement. Reading is a good cultural indicator of a population and a tool for one´s self-improvement. International studies concluded that teachers, the would-be role model for students, are seldom avid readers. Recently, many Brazilian state programs have been implemented aiming at encouraging reading habits, but they are seldom evaluated. Since 2001, Rio de Janeiro City Department of Education (RJCDE) distributes annually to elementary and secondary teachers a voucher exchangeable for any book of their choice. We analyzed books chosen by almost 26,000 teachers in 2012. The tally of the books showed a large variety of titles. Literature was the most prominent group, followed by Children’s and Adolescent Literature, which indicates a possible acquisition for family members. Almost one-fifth of the titles were scientific, technical or professional books, which shows a desire for personal and/or professional self-improvement. Teachers from the primary grades presented a distinct set of preferences from secondary grade teachers. The reading habit, as aesthetic pleasure, entertainment, self-improvement, or family reading, requires freedom of choice. The RJCDE program treats teachers as independent adults, responsible for their own choices.  

Global Education for the Secondary and College Student

1989 ◽  
Vol 2 (1) ◽  
pp. 21-23
Author(s):  
Steven Hughes ◽  
George Otero
Keyword(s):  
High School ◽  
High School Students ◽  
Global Education ◽  
School Teacher ◽  
Summer Program ◽  
International Studies ◽  
School Students ◽  
Student Centered ◽  
Secondary Educators ◽  
University Of Denver

What's worth teaching and how to teach it are two questions we constantly pose to ourselves. As we ponder these, we inevitably run into two other questions: how to engage those who are less than fully motivated and how to involve students in learning about a world which is so incredibly complex and where virtually all issues are so globally interdependent. Because of the conditions of complexity and interdependence, we label ourselves global educators and what we do as global education.George initially became concerned with these problems as a middle school teacher in Colorado. Later, as director of the Center for Teaching International Relations (CTIR) at the University of Denver, he was involved in developing strategies for student centered, interactive learning.Steve has taught political science at a state university in California. Several years ago, he became convinced that the input, lecture based mode of learning he employed was terribly inadequate. So the search began for alternatives which eventually led to meeting George and to our subsequent collaboration.The purpose of this article is to share some of the activities we have found to be successful in addressing our concerns. These activities have been used in a variety of settings: residential programs for approximately 35 high school students from all over the country, held at Las Palomas de Taos; the Tennessee Governor's School for International Studies, which is a four week, summer program for 150 high school students; workshops for elementary and secondary educators; and a variety of college courses including Global Politics American Government, and Public Policy Making.

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