A Review of: “Thomas Hegghammer. Jihad in Saudi Arabia: Violence and Pan-Islamism Since 1979.”

Charles King, Ending Civil Wars, Adelphi Paper 308. Oxford: Oxford University Press, 1997. Pp. 94, notes. ISBN 0–19–829343–7, £14.99. ISSN 0567–932X.

Michael Howard, George J Andreopoulos and Mark R Shulman (eds.), The Laws of War. New Haven: Yale University Press, 1994. Pp. vii + 303, notes, bibliography, index. ISBN 0–300–05899–3 (hb), £22.50; ISBN 0–300–07062–4 (pbk) £11.95.

Martha Crenshaw and John Pimlott (eds.), Encyclopedia of World Terrorism. Armonk: Sharpe Reference, 1997, 3 vols. Pp 768. illustrations, bibliography; general, names and geographical indexes. ISBN 56324–806–9 (hbk) £275.     

Language Teaching and Learning With Technology： Student Use,Teacher Beliefs

Korea was named the world＇s most wired country in 2003 （Wired Magazine）. Although technology is relatively new to Korea, the nation is often quick to adopt. This study examines the extent to which educational technology is being used in the English language classrooms throughout the Republic of Korea at the primary, secondary, and tertiary levels. This is effectuated through a survey of English as a Foreign Language （EFL） teachers teaching at these different educational levels. The survey covers frequency of use of： （1） digital devises such as CD players; （2） offline computer software such as those for English lessons; （3） online computer offerings such as listening materials and writing laboratories; and （4） out-of-class teaching tools for creating materials and for recordkeeping. In addition, teachers are surveyed on technology used in blended learning where the technology is used outside of the classroom to supplement in-class learning, e.g., recording, video, video-making, presentation tools. The survey examines the ease of use of technology in the teacher＇s educational setting and the reasons for using so much or so little technology in teaching. Interviews of high-level and low-level technology users give deeper insight into the reasons for different levels of technology use by different teachers. The survey results have implications for educational institutions on equipment handling and personnel training as well as for curriculum planners of teacher training programs in terms of incorporating instruction in technology use into EFL programs.     

How the World Trade Organization shapes regulatory governance

The World Trade Organization (WTO) arguably shapes regulatory governance in more countries to a greater extent than any other international organization. This article provides a new framework for assessing the broader transnational regulatory implications of the WTO as part of a transnational legal order (TLO) in terms of four dimensions of regulatory change that permeate the state: (i) changes in the boundary between the market and the state (involving concomitantly market liberalization and growth of the administrative state); (ii) changes in the relative authority of institutions within the state (promoting bureaucratized and judicialized governance); (iii) changes in professional expertise engaging with state regulation (such as the role of lawyers); and (iv) changes in normative frames and accountability mechanisms for national regulation (which are trade liberal and transnational in scope). In practice, these four dimensions of change interact and build on each other. The article presents what we know to date and a framework for conducting further study of such transnational legal ordering.