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2008/2009 ; The study of international relations derives from the history of diplomacy and international law. Today the subject is as interdisciplinary as it deals with time elements( history)‐events, space dimensions ( geography)‐ place, power (political sciences)‐state/actor, economic state( economic sciences)‐market, social behavior( sociology)‐social system, culture(anthropology)‐cultural system, personality of actors( psychology)‐individuality.1 One of the challenges of the 21st century will be maintaining the security of liberal democratic states. Freedom from physical attack or coercion, from internal subversion and from erosion of the political, economic and social values essential to people's way of life will be under threat. Problems will arise from great power ambitions, regional disputes, the collapse of states and ecological disasters. But widely accessible new technologies, the spread of weapons of mass effect, and a high degree of global mobility have increased the vulnerabilities of democratic states to adversaries with trans‐national ideologies willing to use violence to achieve their aims. The paper seeks to bring its contribution to enhancing the understanding states managerial styles, their vision, resources, commitments interests, agreements, their international relation, the power they have, they lack, the interdependence between them, world system of analysis and its evolution, the impact of the financial crisis, which countries are more successful than others in raising income levels and opportunities for their respective populations. And in this global perspective there were set two important actors: European Union and United States of America, that have been investigated from their political, social, economical point of view, relating them to global competitiveness, as a preset challenge of the international system. ; XXII Ciclo

"The Communist International was the first organized attempt to bring about worldwide revolution and left a lasting mark on twentieth-century history. Acclaimed historian Brigitte Studer offers a new and fascinating account of this transnational organization founded in 1919 by Lenin and Trotsky and dissolved by Stalin in 1943, telling the story through the eyes of the activists who became its 'professional revolutionaries'"--

The introduction of the euro and closer coordination of economic policies in the European Union are fuelling a debate on Europe's representation in the international financial institutions. A single EU representation at the International Monetary Fund (IMF) would affect the balance of power in the institution through a fundamental reallocation of quotas and executive directors among its membership. A reduction in the number of European executive directors, and in the total voting power of Europe and in its contribution to the Fund's general resources, could go hand in hand with an increase in the Union's impact on IMF decision-making. Such a change would also weaken the cooperative nature of the Fund through a reduction in the number and impact of mixed constituencies.

There are great concerns about the sustainability of welfare systems and the supply of labour in many European member states due to increasingly aging populations. In the past decade, urged by the European Commission, national governments have tried to motivate more workers to remain in employment beyond their retirement age through various incentives and initiatives that included a more widespread provision of continuous education and training programmes. However, older workers face many challenges to attend classroom-based courses because of their employment, social and family commitments. They want courses that offer more accessibility and flexibility. Online courses can, in part, answer this demand. The transition from face-to-face education to online learning however presents many challenges. This paper attempts to identify these challenges and barriers by exploring the findings of a grounded theory investigation of an online course by the University of Malta. It reports on the students' experiences and perceptions of their transition from local face-to-face education characterised by schooling practices that are dominated by the transmission of knowledge teaching model, to an online course that uses methodologies inspired by constructivist learning theories. The findings indicate that this shift from brick-and-mortar to online courses may be problematic for non-traditional students who grew up, were educated and worked in a society where banking education practices are pervasive if this shift is not well-planned, gradual and involves a process of scaffolding. In this process, the instructor must play a central and determining role. Through his or her presence, the instructor must create activities, in which dialogue is a key element. These activities must create adequate social and cognitive presences in order to sustain an active and democratic community of enquiry. It is also essential that each student's motivation is maintained through constant communication and formative assessment tasks, and, above all, the students are treated as adults and their prior knowledge and experiences are built into the course. ; peer-reviewed

Purpose/Objectives- This study disentangles an important knot in the bullying literature by examining how and through what psychological processes workplace bullying triggers counterproductive work behaviors (CWBs) in its victims. Using the theory of triggered displaced aggression and stressor-emotion model of CWB we hypothesize that workplace bullying as a stressor leads to the development of negative perceptions of coworker support which prompt its targets to strike back by displaying CWBs both towards the source of abuse and redirect it towards others such as co-workers as well as organization. Methodology- By collecting two source field data (N= 334; Self-peer dyads) from employees working in the Education, Banking and Telecom sector of Pakistan, we tested our direct as well as mediation hypothesis using Structural Equation Modeling (SEM) technique. Findings- The results of SEM analysis support all the direct as well as indirect paths clearly suggesting that victims of bullying develop lower perceptions of coworker support which causes them to vent out their frustration creating higher levels of individually as well as organizationally directed CWBs. Practical Implications- Our study extends the mistreatment literature and is beneficial for managers as it examines and tests a unique mechanism of perceived coworker support in the through which a stressful condition of bullying ignites CWBs in its targets towards others and organization.

As part of IFPRI's support to CAADP, the Regional Strategic Analysis and Knowledge Support System (ReSAKSS) was established in 2006 to provide policy-relevant analysis, data, and tools necessary to support the formulation and implementation of evidence-based agricultural-sector policies and strategies, as well as to facilitate CAADP policy dialogue, peer review, benchmarking, and mutual learning processes. ReSAKSS is facilitated by IFPRI in partnership with Africa-based CGIAR centers, the African Union Commission (AUC), the NEPAD Planning and Coordinating Agency (NPCA), and leading regional economic communities. ; Non-PR ; IFPRI1; ReSAKSS; AGRODEP; C Improving markets and trade; D Transforming Agriculture; F Strengthening institutions and governance; Capacity Strengthening ; WCAO; ESAO