In memory of Professor Francis Jaubert

Education for information management, directions for the future: Record of a conference co-sponsored by the Information Institute, International Academy at Santa Barbara and the Association of American Library Schools: E.H. Boehm and M.K. Buckland (Eds.). The International Academy, Santa Barbara, Calif., (1983) 125 pp., $18.38 (Pb), ISBN 0-9610590-0-1.

“Conflicting Imaginaries in the International Academy” explores the dynamics of conflicting imaginaries and affects in institutions of higher education. Against the backdrop of trends towards internationalisation and heightened commitments from universities to equity and diversity, this chapter identifies tensions between competing, materially embedded imaginaries in the space of the university, and traces how these tensions play out affectively between actors who are unequally situated in terms of their power and privilege. On the view presented here, a focus on conflicting imaginaries and affect in academia is valuable for its capacity to deepen an understanding of why standardised, transnational reforms may not deliver on their promise of a more diverse and equitable academy. Furthermore, this chapter argues that positioning the imaginary as a site of reform efforts can assist to open up new lines of inquiry and paths of intervention vis-à-vis the creation of more just and inclusive academic communities.

This essay examines how the Beat movement developed differently outside of the US, with specific focus on how Beat reception in Europe and Japan was conditioned by the influence of institutions of higher education. How did teachers and students first react to Beat authorship? How did Beat poetry and fiction fit into higher-educational systems that had, by the 1960s, only recently begun focusing on specialized education in American Literature? Beat writing initially came to Europe and Asia through a variety of filters, the academy to be sure but also through journals, visiting performance and festivals. Especially important, though, were writers like Eric Mottram and Jeff Nuttall. Also important in the Japanese context is the issue of who translated the Beats, as well as their international book launchings and distribution, along with the notable emergence of non-American Beat authorship. The overall aim of this chapter is to locate the concept of “Beat” precisely within this international academy and its different circumferences in order to provide a better understanding of the role of the academy in the Beats’ UK and Japanese reception.

SummaryThe advancement of science and evidence-based solutions for planetary health increasingly require interdisciplinary and international learning and sharing. Yet aviation travel to academic conferences is carbon-intensive and expensive, thus perpetuating planetary health and equity challenges. Using data from five annual international Agriculture, Nutrition and Health Academy Week conferences from 2016 to 2020, we explore whether moving to virtual conferencing produced co-benefits for climate, participation, attendee interaction, and satisfaction. We report on: absolute number of attendees, proportion of attendees from countries of different income levels, number of participants at social events, aviation CO2 emissions, and overall ratings of the event by participants. Transitioning online resulted in large reductions in travel-related aviation CO2 emissions, alongside increased attendance—including among attendees from low-income and middle-income countries. This was achieved without a major change in the participant rating of the event. However, the online format resulted in lower participation in conference social events. The urgency of reducing CO2 emissions in pursuit of planetary health and improving equity in scientific exchange requires new modalities of academic conferencing. This study indicates that co-benefits can be achieved when transitioning online. Challenges exist for virtual events, such as emulating the intangible facets of in-person interactions, overcoming time-zone limitations, and digital divides.

In the Minds of Men: A Theory of Compliance with the Laws of War

This Article examines international from the perspective of compliance. Using insights from international relations theory, the Article adopts a theory in which compliance comes about in a model of rational, self-interested states. Specifically, states are concerned about both reputational and direct sanctions for their conduct. The model allows us to consider international in a new light. Most strikingly, one is forced to reconsider two of the most fundamental doctrinal points in the field - the definitions of customary international (CIL) and of international itself. A reputational model of compliance makes it clear that CIL affects the behavior of a state because other states believe that the first state has a commitment that it must honor. A failure to honor that commitment hurts a state's reputation because it signals that it is prepared to breach its obligations. This implies a definition that turns on the existence of an obligation in the eyes of other states rather than the conventional requirements of state practice and a sense of legal obligation felt by the breaching state. Classical definitions of international look to two primary sources of - treaties and CIL. A reputational theory, however, would label as international any commitment that materially alters state incentives. This includes agreements that fall short of the traditional definition, including what is often referred to as The Article points out that there is no way to categorize treaties and CIL as law without also including soft law. Agreements such as ministerial accords or memoranda of understanding represent commitments by a state which, if breached, will have a reputational impact. For this reason, these soft agreements should be included in the definition of international law. The Article also calls for a refocusing of international scholarship. Because international works through reputational and direct sanctions, we must recognize that these sanctions have limited force. As a result, international is more likely to have an impact on events when the stakes are relatively modest. The implication is that many of the topics that receive the most attention in international - the laws of war, territorial limits, arms agreements, and so on - are unlikely to be affected by international law. On the other hand, issues such as international economic matters, environmental issues, and so on, can more easily be affected by international law. This suggests that the international academy should focus greater attention on the latter subjects and less on the former.

This article considers the law of mistake in England, its impact on the law in the Channel Islands and possible developments in the British dependencies. Summary of material This article concerns those areas of the law of mistake that are likely to be of practical relevance to the members of the International Academy. It is primarily about the law of England, but, since the law of England in this area has long had an impact on the law in the Channel Islands and in the British dependencies, I will also endeavour to consider the picture in the Channel Islands and possible developments in the dependencies. The article concerns the law of ‘spontaneous mistake’, as opposed to induced mistake. I will not deal with cases where the mistake of the claimant (or the person through whom the clamant claims) has been induced by the defendant or beneficiary of the mistake, for example by the defendant’s misrepresentation, actionable non-disclosure, breach of a fiduciary duty and so on. The law of mistake may arise in a wide range of cases: (i) in cases of contract; (ii) in other commercial transactions; (iii) in relation to dispositions of property for consideration; (iv) in the context of gifts of property and other voluntary transactions; (v) in connection with the provision of a necessary consent to another transaction; (vi) in the exercise of personal powers or fiduciary powers; and (vii) in wills. I will concentrate on the latter areas (iv) to (vii) and only discuss briefly (i) to (iii). The law of mistake operates quite distinctly in these different areas. In the case of a mistake in a contract, it is rare under the law of England that a contract will be treated as void or voidable for mistake. In general, there has to be a common mistake so fundamental that it makes the contractual transaction impossible or essentially different to what the parties contemplated. Since the 19th century the English courts have stressed the importance of certainty of performance in the contractual sphere. In the 21st century in the Great Peace case the English court has reaffirmed this policy in the law of contract, because it has rejected as heresy the attempts of Lord Denning in 1950 in Solle v Butcher to establish a more generous equitable jurisdiction to set aside a contract. 1

Resumo Este artigo analisa as diferenças de gênero no processo decisório por meio de uma abordagem metodológica ainda pouco utilizada no Brasil, embora reconhecida pela academia internacional: o experimento econômico, mais especificamente o Jogo do Ultimato, que pertence ao escopo da Teoria dos Jogos. A condução desse experimento envolveu 320 participantes divididos em 5 subgrupos moderados pelo gênero. Os resultados mostraram que, no processo de interação entre indivíduos, a função utilidade deve ser compreendida não apenas com base na premissa da maximização dos resultados econômicos, mas levar em conta as preferências sociais do indivíduo. Assim, um dos principais achados foi identificar maior propensão masculina à rejeição de propostas advindas de mulheres, não obstante serem essas propostas comparativamente mais generosas. Além disso, foi observado que as mulheres tendem a ser mais generosas em suas ofertas em comparação aos homens. Tais achados são inéditos para o Brasil e podem ser um indicador da influência do gênero sobre o processo decisório, com importantes repercussões para o ambiente organizacional.

Международная академия как источник непрерывного образования современного ученого

: This letter is to bring to your attention the concerns of the Special Inspector General for Iraq Reconstruction (SIGIR) about Iraqi government support for a U.S. Forces-Iraq (USF-I) project to develop an executive-level educational facility for the Iraqi Security Forces and other branches of the Government of Iraq (GOI). When completed, the facility will also serve as a regional center of excellence for officials from other countries. The project, known as the Iraqi International Academy (IIA), is a $26 million project funded by the Iraq Security Forces Fund (ISFF), and managed by that part of USF-I's Iraqi Training and Advisory Mission assigned to assist the Iraqi Ministry of Defense (ITAM-MOD). SIGIR is concerned about the lack of GOI commitment to maintain and sustain the academy upon completion and believes that further efforts to furnish and equip the IIA should be reconsidered. The Iraqi government has sufficient resources to furnish and equip the facility, and its commitment to the project is best shown by giving them this responsibility. The $12 million in funding the U.S. has set aside for furnishings and equipment is better spent elsewhere.

How to design nutritional intervention trials to slow cognitive decline in apparently healthy populations and apply for efficacy claims: a statement from the International Academy on Nutrition and Aging Task Force.

Uncertainty in the status of Russian sociology and its further development continues to raise questions. Contemporary Russian sociology faces numerous challenges in improving its status in the international academy and wider Russian society. Internationally, regardless of their attempts to become an integral part of global sociology, Russian sociologists still discuss whether they need to construct their own sociology outlining specific topics and institutional patterns, similar to indigenous or Southern theory, or whether they should rather follow the way of mainstream Western theory. Long-lasting political fragmentation, dependence on the state funding for research and education contribute negatively to the further development of Russian sociology.

The author using research by McRae (1991) advocates the implementation of ‘representational’ materials when teaching reading skills to L2 learners. The paper puts forward the relevant research in this area and how it can be applied to L2 learning environments. It should be noted that this style of teaching is sometimes referred to as ‘creative reading’. Next, the paper provides guidance on text selection and the benefits of using representational materials in an L2 pedagogical setting. Finally, the author will detail how he implemented representational task-based activities with a class of nine-year-old L2 learners at an international academy in Seoul, South Korea using two literary texts. The author also notes his observations of student behaviour during the lessons.

Recently arriving to US schools, 405 immigrant adolescents in a large, urban high school shared backgrounds and perspectives on what variables and sociocultural factors contributed to their sense of belonging in their new school. This study occurred in 2019-2020 and examined belonging during a xenophobic socio-political climate. This study examines what predictors and experiences, if any, contributed to belonging for a large population of multilingual, newcomer youth. This research extends the body of literature to include a large, linguistically and culturally diverse, adolescent newcomer population to test hypotheses that gender, GPA, grade level, employment status, relationships, and family factors impact belonging. In this descriptive, single-site case study of newcomers enrolled in an International Academy (IA), semi-structured online interviews (N = 14) and a survey (N = 391) were utilized. Anchored with Goodenow's belonging definition and scale, quantitative data analysis included regression analysis to reveal three demographic belonging predictors. Qualitative data analysis leveraged emergent coding of newcomer comments to surface five belonging contributing factors. Results indicated that females had higher sense of belonging scores, while students of smaller language groups and students paying rent had statistically significantly lower scores. Additionally, five sociocultural school factors emerged that contributed to belonging: support networks, language, participation opportunities, safety, and recognition. Conclusions resulted for improving secondary school structures, practices, and climate to cultivate belonging for newcomers. Directly from students, this study presents educators with opportunities to ensure newcomers feel included, accepted, and valued through peer support networks, post-secondary preparation, and linguistic, emotional, and physical safety.

Basque violence in the international academy 1