Business and cyber peace: We need you!

Complex and often contradictory interactions among Turkey, Russia, and Iran are shaping regional dynamics in the Middle East, Caucasus, and Central Asia. The nexus of the three pairs of relations a...

Autism, inflammatory bowel disease, and MMR vaccine

Click to increase image sizeClick to decrease image size Notes 1 UK National Audit Office (NAO), Report by the Comptroller and Auditor General HC 537 Session 2001–2002, 7 Feb. 2002, Ministry of Defence: The Joint Services Command and Staff College (London: TSO 2002) p.7. 2 Broadly 110 British Army, 75 RAF, 55 RN, 90 International and the rest made up of students from other UK government departments, including the MOD and the Foreign and Commonwealth Office. 3 UK Ministry of Defence (MOD), British Military Doctrine 0‐01 (London: TSO 2001); Joint Doctrine and Concepts Centre, Joint Doctrine Publication 01: Joint Operations (JDP 01) (Shrivenham, UK: JDDC 2004) p. 2‐1, para. 202. 4 This academic–military relationship to accredit the UK staff course predates the establishment of the JSCSC and began in 1992 at the RAF Staff College, Bracknell and it was extended in 1993 to the Army Staff College at Camberley and the Royal Naval College at Greenwich with a supplementary MA package. 5 MOD, Strategic Defence Review, Cm3999 (London: TSO 1998) p.10, para. 16. 6 MOD, Modernising Defence Training: Report of the Defence Training Review (London: Ministry of Defence 2001) p.3. 7 Ibid. pp. 3, 7 and 8. 8 Ibid. p.19. 9 Ibid. p.20. 10 Ibid. p.16. 11 Lt. Gen. Sir John Kiszley, 'Defence and the Universities in the Twenty‐first Century', Royal United Services Institute for Defence and Security Journal 149/3 (June 2004) p.37. 12 MOD, Report of the Defence Training Review (note 6) p.19. 13 For example, 'The nation that will insist upon drawing a broad line of demarcation between the fighting man and the thinking man is liable to find its fighting done by fools and its thinking by cowards', British Lt. Gen. Sir William Francis Butler (1838–1910), quoted in Volker Franke, Preparing for Peace: Military Identity, Value Orientations, and Professional Military Education (London: Praeger 1999) p.39. 14 MOD, Modernising Defence Training: Report of the Defence Training Review, Vol. 2 Supporting Essays, Supporting Essay Seven: Education for Defence (London: MOD 2001) p.36 quoting Professor Ian Angell of London School of Economics at the Chartered Institute of Personnel and Development Conference, 26 Oct. 2000. 15 Air Vice‐Marshal Brian Burridge, 'Post‐Modern Military Education: Are We Meeting the Challenge?', Defence Studies 1/1 (Spring 2001) pp.xi–xii. 16 Leonard D. Holder and Williamson Murray, 'Prospects for Military Education', Joint Force Quarterly (Spring 1998) p.90. This kind of measurement of success was also found in the DTR report that 'Recent operational success has shown our training is of a very high standard', MOD, Report of the Defence Training Review (note 6) p.13. 17 In the UK, defence differentiates between training and education in the following way. Education is defined as 'Development of intellectual capacity, acquisition of supporting knowledge and inculcation of attitudes that underpin performance and engender understanding, commitment and ethos'; whereas training is defined as: 'Activity that aims to impart the specific knowledge and skills and/or inculcate appropriate attitudes required by an individual in order to perform adequately a task or job.', MOD, Director General Training and Education, Defence Systems Approach to Training (DSAT) Quality Standard (QS) 002:2003 (London: TSO 2003) pp.3 and 5. 18 Jeffrey D. McCausland and Gregg F. Martin, 'Transforming Strategic Leader Education for the 21st‐Century Army', Parameters 31/3 (Autumn 2001) p.27. 19 Center for Strategic and International Studies, Washington, DC, Chair Dick Cheney, Project Director and Editor Bill Taylor, Professional Military Education: An Asset for Peace and Progress (Washington, DC: CSIS, March 1997) p.18. 20 Howard Gardner, Five Minds for the Future (Boston, MA: Harvard Business School Press 2006) pp.18–19. The Five Minds are the disciplined mind, the synthesising mind, the creative mind, the respectful mind and the ethical mind. 21 Kiszley (note 11) p.35. 22 Gregory C. Kennedy and Keith Neilson (eds.), Military Education: Past, Present and Future (London: Praeger 2002) p.x. 23 Thomas A. Keaney, 'The War Colleges and Joint Education in the United States', in Kennedy and Neilson (note 22) p.150. 24 Kiszley (note 11) p.36. 25 Burridge (note 15) p.xv. 26 Kiszley (note 11) p. 36. 27 Richard Chilcoat, 'The Revolution in Military Education', Joint Force Quarterly (Summer 1999) p.60. 28 Kiszley (note 11) p.34. Drivers for change in education and training: 'SDR'; 'Shifting Social Trends' – Sandhurst entry 90 per cent graduates and 20 years ago was less than 40 per cent; RN 80 per cent; RM (Royal Marines) 95 per cent; and RAF 60 per cent, MOD, Report of the Defence Training Review (note 6) p.6. 29 MOD, Modernising Defence Training Vol. 2 (note 14) p.36. 30 At the JSCSC defence has made the investment of having a resident department of King's College London so that all students on the ACSC can apply to study for the parallel degree while studying for their staff course, thus obviating the need for officers selected onto the ACSC to take a year out to study for a postgraduate qualification at a university. 31 Eighty per cent of ACSC10 students had operational experience and 42 per cent combat experience. The average age of UK students has increased from 36 to 40. British Army students are now of Major and Lieutenant Colonel ranks, thus mirroring closer the age profile of RN and RAF than previous courses. Other government departments (OGD) are represented on the ACSC, but historically it has proved difficult to achieve representation of non‐Service or Civil Servants. OGD representation tends to be from the MOD and the Royal Fleet Auxiliary. 32 International students are fully integrated into the ACSC. In view of the increasing demand of the course the International English Language Testing System entry standard was lifted to 7 for ACSC10. 33 A number of British Army officers who had attended ACSCs1–9 were invited to do the new course. 34 Historically between 250 and 290 students out of a student total of 320 apply to and are admitted on to the MA in Defence Studies. Even if students do not study for the parallel MA programme, all benefit from postgraduate education. 35 The review and subsequent rationalisation in the HLTOs was made possible by the removal of the Single Service Phases of ACSCs 1–9. The need to meet Single Service requirements and objectives was thus transferred to intermediate officer education and training. 36 The educational aims that focus the ACSC at the postgraduate (Masters) level are as follows: 'To develop the learner's knowledge and understanding of defence in the modern world. To demand critical engagement with current research and advanced scholarship on defence and its relationship with the fields of international relations, security studies, military history, war studies and operational experience. To encourage a systematic and reflective understanding of contemporary conflict and the issues that surrounds them. To promote initiative, originality, creativity and independence of thought in identifying, researching, judging and solving fundamental intellectual problems in this area of study. To develop relevant transferable skills, especially communication, use of information technology and organisation and management of the learning process.' The Operational Level professional focus of the ACSC has the following learning outcomes related to the examination of the implications and issues related to achieving success at the operational level. These include understanding the purpose, planning and conduct of operations, and the management of defence to provide and maintain capability for operations. The investment made through the course provides the opportunity to enhance the student's judgement and therefore the value of that individual's contribution to decisions that shape and support operations in all types of subsequent appointments. The educational aims that focus the ACSC at the operational level are as follows: 'To develop the learner's ability to evaluate the implications and issues for the operational level that arise from the strategic context and tactical realities. To develop the learner's ability to define the critical decisions required for success at the operational level. To encourage systematic and refctive understanding of the challenges and issues confronting commanders and leaders working at the operational level in order to promote personal and team Command & Leadership qualities. To enable analysis of operational level problems and the development of appropriate organisational, methodological and resource‐based solutions.' 37 For students to achieve pass staff course (joint) they are required to pass three tiers of assessment. There are five assessments for Tier 1: a 4,000‐word essay on Strategy and Policy, a 6,000‐word essay on Componency, a 15,000‐word Defence Research Paper, a Campaigning formal Exercise and a Defence Policy and Strategic Planning Formal Exercise. The criteria that are assessed for Tier 1 are knowledge and understanding; intellectual skills of analysis synthesis and evaluation; transferable skills: application and use of skills, autonomy and self‐evaluation and problem solving and practical skills: management of information, technical expertise and communications. Tier 2 assessments are formal oral presentations and are assessed against the following criteria: intellectual competence: Knowledge: analysis and effective intelligence and professional competence: understanding of doctrine, policy and strategies; quality of work, delivery style and performance in cross‐examination; communications skills; time management. Tier 3 assessment is a through course assessment of broader qualities of leadership, management and inter‐personal qualities: management and organisation; leadership and ability to act as a team member; decision making; motivation and dynamism; courage and values; social engagement and inter‐personal skills. 38 On ACSC10 all students visited the USA, Portugal, Belgium, Germany and France. 39 Partnering institutions include: Bolton Institute, De Montfort University, Coventry University, Durham Business School, University of Greenwich Business School, Kingston University, Liverpool Hope University, Liverpool John Moores University, the Open University, Huddersfield University, University of Westminster and London South Bank University. 40 Center for Strategic and International Studies (CSIS), Professional Military Education: An Asset for Peace and Progress, A Report for the CSIS Study Group on Professional Military Education (note 19) pp.19–20.

‘If you say “Handsworth”’, the novelist Salman Rushdie remarked in 1986, ‘what do you see? Most people would see fire, riots, looted shops … and helmeted cops … a front page story.’ In the 1980s, ‘front page’ images of violence and disorder had come to define areas of black settlement such as Handsworth. However, for both Stuart Hall and Paul Gilroy, photography has the potential of unearthing alternative histories of black people in Britain. Connell explores how this might work in practice by taking Handsworth, an inner-city area of Birmingham, as its case study. Following the Handsworth riots in 1985, a photograph of the ‘black bomber’ appeared on the front page of every national tabloid newspaper, and Handsworth became conceptualized by the media as ‘Frontline Britain’. At the same time, there are numerous examples of photographs from within Handsworth that attempt to present a different view of the community: images taken at high-street portraiture studios, community photography projects and the documentary work of the professional photographers Vanley Burke and Pogus Caesar. What such images offer the historian, it will be shown, is not clear cut. Photographs from within Handsworth are suggestive of possible themes in any alternative history of race in Britain, particularly in their emphasis on everyday life. However, Connell shows that it is also necessary to understand what is often the unacknowledged politics behind these images, something that makes them—in differing ways—as problematic as the stereotypical narratives presented on the front pages of tabloid newspapers.

The conceptual debate around the term cyber warfare has dominated the cybersecurity discipline over the last two decades. Much less attention has been given during this period to an equally important question: what constitutes cyber peace? This article draws on the literatures in peace and conflict studies and on desecuritization in critical security studies, to suggest how we might begin to rearticulate the cybersecurity narrative and shift the debate away from securitization and cyberwar to a more academically grounded focus on desecuritization and cyber peace. It is argued that such a move away from a vicious circle where states frame cybersecurity predominantly within a national security narrative and where they seek to perpetually prepare for cyberwar, to a virtual cycle of positive cyber peace, is not only a desirable, but a necessary outcome going forward. We assert that this is particularly important if we are to avoid (continuing) to construct the very vulnerabilities and insecurities that lead to the prioritization of offence and destruction in cyberspace, rather than transformative, human-centred development in information and communications technology innovation.

PDF HTML阅读 XML下载 导出引用 引用提醒 基于文献计量分析的珊瑚礁研究现状与热点 DOI: 10.5846/stxb201803270611 作者: 作者单位: 辽宁师范大学城市与环境学院,辽宁师范大学城市与环境学院 作者简介: 通讯作者: 中图分类号: 基金项目: 中国科学院战略性先导科技专项（A类） XDA13020401；教育部共建人文社会科学重点研究基地项目（15JJD790039） Status quo and hotspots of coral reef research based on bibliometric analysis Author: Affiliation: Center for Studies of Maine Economy and Sustainable Development of Liaoning Normal University, Fund Project: strategic pilot science and technology of Chinese Acdamy sciences 摘要 | 图/表 | 访问统计 | 参考文献 | 相似文献 | 引证文献 | 资源附件 | 文章评论 摘要:珊瑚礁生态系统在全球海洋生态中扮演着重要角色，它为热带海洋动物提供栖息地，为人类提供食物药物资源，是全球生产力最高的生态系统之一。为了解当前国内外珊瑚相关研究的现状与热点，利用文献计量的方法统计分析了珊瑚的相关研究。文章分别以WEB OF SCIENCE数据库和中国期刊全文数据库（CNKI）中期刊论文为国际和国内的数据源，从文献计量的角度出发，利用Excel按年份统计论文的发文数量，通过Bibexcel得出高频词共词矩阵，并用Ucinet和Netdraw得出共词网络可视化图谱。利用SPSS进行聚类分析，分别将国内外相关研究分为四大类，分析珊瑚相关研究趋势与热点。研究表明：①国际与国内的珊瑚研究除个别年份有所回落，均基本成逐年上升趋势，大致于20世纪90年代开始进入成熟阶段，但国内的研究略迟于国际；②国际上对珊瑚的研究更倾向于探究珊瑚礁退化的原因，而国内则以提高珊瑚礁的造礁能力为研究热点；③通过共词分析得出，国际研究高频词中的coral reefs，corals，climate change，sedimentation，一定程度上也可视为研究热点；④通过聚类分析，国内外的珊瑚研究有一定的相似性，主要集中在珊瑚礁生态系统、影响珊瑚的环境因子、气候因子等几个方面，但国内外研究又各有侧重。总结得出，有关珊瑚、珊瑚礁研究在国内外均以珊瑚礁为重点，近年来和未来珊瑚礁研究注重于珊瑚礁修复或帮助珊瑚礁生态系统自行恢复。 Abstract:Coral reef ecosystems play an important role in the global marine ecosystem by providing habitats for tropical marine animals, providing food and drug resources to mankind, and protecting coasts from the beating of waves. The coral reef ecosystem is one of the most productive ecosystems in the world. In order to understand the status quo and hotspots of coral-related research in our country and the whole world, this study used the method of bibliometrics to statistically analyze the studies that are related to coral reefs. Bibliometrics is a method of mathematical statistics that is used to analyze and excavate information from many papers. In this study, the WEB OF SCIENCE database and the Chinese national infrastructure (CNKI) were the international and domestic data sources respectively. For the bibliometrics, this study used Excel to calculate the number of publications according to the year, Bibexcel to create a high-frequency co-word matrix, and Ucinet and Netdraw to draw a co-word network visualization map. Then, SPSS was used to analyze coral research trends and hotspots by dividing related international and domestic studies into four clusters each. This research showed: ① According to the number of papers, the progress of international research had two periods, and the progress of domestic research can be separated into four parts: tentative exploration, embryonic development, fluctuating growth, and steady increase. The number of international and domestic studies on corals both had a roughly increasing tendency, although some years showed a decline. International and domestic studies came into maturity in the 1990s, but domestic studies were slightly later than international. ② The highest-frequency words in international studies were coral, coral reefs, coral bleaching, and climate change, while in domestic studies they were coral reef, Scleractinian corals, Scleractinia, and Weizhou Island. International coral studies were more inclined to explore the causes of coral reef degradation, while domestic research was focused on improving the reef-building ability of coral reefs. ③ According to the co-word analysis, the high-frequency key words from international studies coral reefs, corals, climate change, and sedimentation can be viewed as study hotspots to some extent. ④ According to cluster analysis, there was similarity between international and domestic studies. They both mainly focused on the aspects of the coral reef ecosystem and environmental and climatic factors that are affecting corals, but both international and domestic studies have their own inclinations. In a summary, because the current state of coral reef degeneration is serious, international and domestic studies have both focused on coral reefs. In recent years and in the future, studies about corals and coral reefs may pay more attention to the topic of restoring coral reefs or helping coral reef ecosystems recover on their own. 参考文献 相似文献 引证文献

This exploratory study finds that editors generally agree about the attributes that front page stories should possess, but not all editors agree with the story selections produced by budget meetings. The editors who disagree most, supervise their own sections and shield their best stories from being picked for the front page.

International studies have shown that patients want their spiritual needs attended to at the end of life. The present authors developed a project to investigate people's understanding of spirituality and spiritual care practices in New Zealand (NZ) hospices. A mixed-methods approach included 52 semistructured interviews and a survey of 642 patients, family members, and staff from 25 (78%) of NZ's hospices. We employed a generic qualitative design and analysis to capture the experiences and understandings of participants' spirituality and spiritual care, while a cross-sectional survey yielded population level information. Our findings suggest that spirituality is broadly understood and considered important for all three of the populations studied. The patient and family populations had high spiritual needs that included a search for (1) meaning, (2) peace of mind, and (3) a degree of certainty in an uncertain world. The healthcare professionals in the hospices surveyed seldom explicitly met the needs of patients and families. Staff had spiritual needs, but organizational support was sometimes lacking in attending to these needs. As a result of our study, which was the first nationwide study in NZ to examine spirituality in hospice care, Hospice New Zealand has developed a spirituality professional development program. Given that spirituality was found to be important to the majority of our participants, it is hoped that the adoption of such an approach will impact on spiritual care for patients and families in NZ hospices.

Journal Article Robert F. Byrnes, editor. After Brezhnev: Sources of Soviet Conduct in the 1980s. (CSIS Publication Series on the Soviet Union in the 1980s.) Bloomington: Indiana University Press, in association with the Center for Strategic and International Studies, Washington, D.C. 1983. Pp. xviii, 457. Cloth $25.00, paper $12.50 Get access Byrnes Robert F., editor. After Brezhnev: Sources of Soviet Conduct in the 1980s. (CSIS Publication Series on the Soviet Union in the 1980s.) Bloomington: Indiana University Press, in association with the Center for Strategic and International Studies, Washington, D.C. 1983. Pp. xviii, 457. Cloth $25.00, paper $12.50. Alexander Dallin Alexander Dallin Stanford University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 89, Issue 2, April 1984, Pages 496–497, https://doi.org/10.1086/ahr/89.2.496 Published: 01 April 1984

ASEAN-Institutes for Strategic and International Studies (AI) evolved organically as the fruit of personal relationships between individuals from several Association of Southeast Asian Nations (ASEAN) countries. Many of these individuals were leaders of national think tanks and it was “only normal that they formed the core of this emerging ASEAN network of scholars on security issues and international relations” (Soesastro et al. 2006: 4). The nascent structures of AI originated in 1974, when the Centre for Strategic and International Studies (CSIS) in Indonesia hosted a regional conference focusing on the development of ASEAN. Numerous other meetings followed, and during a series of ASEAN-US conferences, the idea of an ASEAN-focused network of policy researchers was introduced. Jusuf Wanandi from CSIS took up this idea and organised the first official meeting in 1984; AI was formally established in 1988 (Wanandi 2006).

Unlike scientists, politicians and the public rarely remain sharply focused on any domestic issue for very long. Without a front page story, a chief executive at the bully pulpit, or an outraged minority, public attitudes and behaviors about most key domestic problems are short-lived. Anthony Downs has suggested that public policies follow an issue-attention cycle. Our research on the ups and downs of the stem cell debate confirms that public attention wanes when the issue moves off the front page. Public opinion surveys linked with content analysis of national newspapers over a 10 year period confirm that while the scientific community continues to look for a cure, the public no longer expects an instant fix. As public interest in the issue has declined, media coverage is now more about science and less about controversy.

Se presenta un análisis de las noticias incluidas en portada por los tres medios más leídos en España (El país, El mundo y La vanguardia) durante el estado de alarma y la situación de confinamiento por la Covid-19 en los meses de marzo y abril de 2020. El principal objetivo del estudio es analizar si los citados medios han trasladado los hechos noticiosos a través de mensajes de alarma o de tranquilidad aparentemente injustificados. En la introducción se analiza el papel de los medios de comunicación convencionales, los medios digitales y las redes sociales en períodos de pandemia, así como los posibles marcos de interpretación (framing) en la cobertura de la crisis. Se han revisado 1.154 noticias de portada e identificado para el análisis 419 elementos, pertenecientes a 162 hechos noticiosos comunes, publicados al menos en dos de los tres diarios analizados que conforman la muestra de este estudio. El instrumento de análisis está basado en herramientas de medición de framing ya validadas y empleadas en numerosos artículos de referencia. Los resultados muestran que el tratamiento de la información en clave de alarma y tranquilidad no obedece tanto a la objetividad de los hechos noticiosos relatados ni a razones sanitarias, como a intereses políticos a favor o en contra del Gobierno u otros intereses. Se concluye que, dada la importancia de los medios de comunicación durante las pandemias, tanto en la creación de la realidad percibida como en la valoración de su gravedad, sus responsables deben ser conscientes de la responsabilidad social y función educativa de la comunicación. Para conseguir una información veraz y de servicio público se plantean como necesarias la independencia económica de los medios y la formación en educación mediática de sus profesionales.

Types (Disinformation)

Cyber Insurance As Cyber Diplomacy

Maintaining dignity and respect is among patients’ most fundamental rights. The importance of patient dignity, the status quo, patients’ needs, and a shortage of survey studies in this area were the underlying incentives for conducting this study.This was a cross-sectional descriptive study in which data were collected through Patient Dignity Inventory (PDI). The questionnaire was completed by 280 inpatients in 2012 to determine their perspectives on their personal state of human dignity.In this study, the mean score of patients’ dignity was 1.89 out of 5 (SD = 0.81). Results indicated a significant relationship between type of hospital and the distress caused by disease symptoms, peace of mind, and social support (P < 0.05). There were also relationship between type of ward and dependency (P < 0.05), type of disease and dependency (P < 0.05), gender and social support (P < 0.05), household size and peace of mind (P < 0.05). The person’s satisfaction with household income showed significant relationship with symptom distress, dependency and existential distress (P < 0.05). Results showed a significant inverse correlation between age and patient dignity (P = 0.005, r = - 0.166). However, the relationship between employment status, health insurance, education level and the above factors were insignificant. Studies indicate that there is a relationship between patients’ dignity and mental distress, and therefore policy makers and health services officials should establish and implement plans to maintain and enhance patients’ dignity in hospitals. Educating the health team, particularly the nurses can be very effective in maintaining patients’ dignity and respect.