| Srl | Item |
| 1 |
ID:
191111
|
|
|
|
|
| Summary/Abstract |
Climate change education (CCE) can be an important tool to increase local community resilience. In 2017, the Pacific Community ratified the Framework for Resilient Development in the Pacific (FRDP) aiming to equip local communities with skills needed to become more climate change resilient. In 2018, Fiji implemented the Climate Change Resilience Programme (CCRP) at the University of the South Pacific (USP), the first of its kind in the South Pacific. This paper evaluates (i) the orientation and aim of the programme and (ii) how different stakeholders influenced the curriculum development process. Tribe's concept of curriculum space is used to highlight the overall aim of the CCRP. Freeman's stakeholder theory allows to identify key stakeholders and their influence on the curriculum. Results indicate that the programme seems to foster climate resilience in the workplace rather than the local community. Unfortunately, current and future community leaders, the notional targets of this course, were almost completely unrepresented in the process to accredit the course, with the body responsible for accreditation being dominated by industry representatives. This study helps to inform the current review of the Regional Certificate Programme to realign it with its initially envisioned community focus.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
083734
|
|
|
|
|
| Publication |
2008.
|
| Summary/Abstract |
Sociology and the Sociology Program at the United States Military Academy at West Point, New York, are described. Grounded in the academy's mission of educating and inspiring future leaders of character, this article focuses on the history of the Sociology Program, alignment with American Sociological Association standards, sociodemographics of cadet sociology majors, recent graduates, the curriculum, extracurricular activities, and the sociology faculty and their productivity. The Sociology Program has made significant progress in multiple areas while concomitantly being handicapped in other areas. The conclusion addresses the significance of social science in military officer education
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 3 |
ID:
170410
|
|
|
|
|
| Summary/Abstract |
The United States-centric nature of the Foreign Policy Analysis (FPA) subfield poses a range of pedagogical challenges, especially when the subject is taught outside North America. The preponderance of FPA literature written by US scholars and examining US cases can frustrate non-US students, who often wish to study decisions they consider more directly relevant to their own region and experience. I this piece, I reflect on how I have grappled with this tension in teaching a postgraduate FPA course at the Australian National University. I discuss my choice to prioritise cultivating an ‘FPA disposition’ among students and how, as a means of doing so, I chose to design a curriculum based on a semester-long case study examining the US decision to invade Iraq in 2003. While this pedagogical approach may initially seem contradictory to my long-term aim of contributing to the expansion of FPA beyond North America, it reflects my conviction that instilling an ‘FPA disposition’ in the next generation of graduate students is essential to growing and enriching the subfield in the long term.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|