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1.
Cheldelin Sandra Greenberg Melanie Honeyman Christopher Volpe Maria R. 《Negotiation Journal》2003,19(1):65-67
Negotiation Journal - 相似文献
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Sandra Lavenex 《Swiss Political Science Review》2004,10(3):179-209
A comparison of Japan's and Switzerland's immigration policies disclaims both globalist and public choice explanations that would predict a similar increase in immigrant numbers and an expansion of immigrant rights in liberal democracies. Although both countries have traditionally espoused a rather exclusionary approach towards immigration, Japan is unique in having hitherto succeeded in preempting large numbers of immigrants from entering the country and in having avoided the legal and societal integration of those migrants already present in its territory. In seeking to explain the different trajectories followed by immigration politics in Japan and Switzerland, despite their similar internal and external economic constellations, this article highlights the role of domestic institutions and norms in filtering economic pressure for immigration. Whereas these internal determinants explain to a large degree why Switzerland has become a country of immigration while Japan has not, the central factor explaining the recent expansion of foreign residents’ rights in Switzerland lies not so much in internal determinants but in the country‘s progressing approximation to the European Union and its single market. Notwithstanding these differences, the article concludes that Japan‘s greater resistance to change might now have reached a critical juncture, where demographic pressure and economic demand will make an opening up to increased labor migration unavoidable. 相似文献
8.
Sandra L. Sirota 《Journal of Human Rights》2019,18(3):325-338
AbstractDespite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018). 相似文献
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Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth
of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large,
multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation
in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging
at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression
models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in
11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported
a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic
engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at
school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade.
This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and
greater academic performance. School policy implications and recommendations are discussed. 相似文献
10.
Jean Hartley Alessandro Sancino Mark Bennister Sandra L. Resodihardjo 《Public administration》2019,97(2):239-249
Both leadership and public value are increasingly seen as concepts highly relevant to public administration, not only because of complex societal challenges but also as ways to address pluralistic interests in society. This article explores in detail the varied conceptualizations of public value and of public leadership. Furthermore, we argue that political astuteness provides an important conceptual linkage between leadership and public value, enabling actors to read, understand and foster coalitions around diverse and sometimes competing interests. In this introduction to the symposium, we analyse the different conceptualizations of public value, of leadership, and also show how the six articles explicitly or implicitly draw on the linking concept of political astuteness. The article assesses how the six articles of the symposium contribute to each of these three concepts. 相似文献