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Unlike in Western academia, Japanese studies in Korea have not receded, but rather have rather vigorously refocused on Japan during the last two decades. This paper examines the rapid development and governing dynamics of the Japanese politics studies (JPS), with a particular focus on Japanese international relations studies (JIRS). It answers the following four questions. How does JIRS perceive, measure, and interpret Japan? What are the outstanding features of JIRS? What are the internal dynamics in the JPS community? How does the JPS community interact with the real political world? The study results emphasize the policy-oriented research style, prevailing realistic nationalism, and vigorous interaction between academia and politics in JPS/JIRS behind the refocusing on Japan. Adapted from the source document.

In the growth of regional identities worldwide, the Mediterranean Basin is emerging as an entity in its own right. This book, a unique collaboration among social scientists around the entire Mediterranean littoral, covers Southern Europe, Turkey, the Balkans, North Africa, and the Near East. Leading economists, sociologists and social policy experts document with new and up-to-date empirical material the changing profiles of poverty and social deprivation. The result is a thought-provoking comparison of the extent, severity and structural causes of poverty and social inequality, and the huge diversity of public responses to the challenges they pose

Die Diskussionen in der bildungspolitischen Auseinandersetzung um die Qualifikationen der staatlich anerkannten Erzieher*innen werden kontrovers geführt. Veränderungen in globalisierten Zusammenhängen und der daraufhin entwickelte Deutsche Qualifikationsrahmen (DQR) (Bundesministerium für Bildung und Forschung, 2013) führen dazu, dass auf Deutschlands bildungspolitischer Ebene eine neue Lernkultur diskutiert wird, die auf kontinuierliche (Lern-) Prozesse von frühkindlicher Bildung bis zur Aus- und Weiterbildung ausgerichtet ist. Durch die Einstufung der Erzieher*innen-Ausbildung in den DQR auf Niveaustufe 6 ist die Ausbildung mit einem hochschulischen Bachelor als gleichwertig anzusehen. Diese Entwicklungen zeigen, dass Bewegungen in den Professionalisierungsbestrebungen der Erzieher*innen-Ausbildung bestehen. Die hier vorliegende Studie widmet sich der bisher bestehenden Forschungslücke, das Subjekt und das aktive, forschende Lernen in die bisher eher strukturell geführten Diskussionen zu integrieren, um die geforderte professionelle Haltung (vgl. Kompetenzorientiertes Qualifikationsprofil, 2012) entwickelbar zu machen. Im Fokus dieser Arbeit steht das Erkenntnisinteresse, welche Möglichkeiten ein internationales Praktikum für die (Weiter-)Entwicklung eines beruflichen Habitus im Sinne von "Wissen, Können und Tun" (Karsten 2008: 17) von Schüler*innen in der Ausbildung zur staatlich anerkannten Erzieher*in eröffnet. Sie zeigt die komplexen, nie abgeschlossenen und immer strittigen Prozesse auf, in denen die Schüler*innen sich in der Ausbildung bewegen und welche Erkenntnisse und Möglichkeiten die Schüler*innen für sich entdecken und mit ihrem professionellen Verständnis verknüpfen, um ihren beruflichen Habitus (weiter-) zu entwickeln. ; In Germany, the discussion in the field of education policy with regard to the qualifications needed by early years teachers is quite controversial. Modifications in the European education policy and the thereupon developed German Frame of Qualification (DQR) discuss a new learning culture, which implements evolving learning processes from early childhood to vocational and further education. The vocational education of early years teachers is currently rated at level 6 in the DQR which shows that it is on the same level as an academic bachelor. This development indicates that the professionalization process in vocational education of early years teachers is improving. This research focuses on the existing academic void to integrate the individual point of view and the active, explorative way of learning. This indicates a new perspective in the so far rather on structures based discussion. The aim is to advance the required professional attitude. The scientific interest of this research is to evaluate to which extend participating in an international exchange advances the (further) development of a vocational habitus during the vocational education of early years teachers based on "kwowing, mastering and doing". (Karsten 2008: 17). It shows the complex, never-ending and always disputeable process in which the students are put in during their vocational training, which conclusions and opportunities they discover and how they combine this with their professional attitude to (further) develop their vocational habitus.

Dans le cadre cette analyse il a été essentiellement question d'examiner l'état actuel des règles régissant la responsabilité civile en cas en délit complexe en droit international privé congolais. Qu'il se dégage clairement que le cadre juridique en la matière est désuet et ce, au regard de l'évolution de la société et des nouvelles technologies. Faisant une analyse comparée de question, nous suggérons que la loi applicable aux délits complexes en droit international privé soit adaptée aux réalités actuelles et ce, à la lumière de l'article 4 du règlement Rome II qui dispose que : Sauf dispositions contraires du présent règlement, la loi applicable à une obligation non contractuelle résultant d'un fait dommageable est celle du pays où le dommage survient, quel que soit le pays où le fait générateur du dommage se produit et quels que soient le ou les pays dans lesquels des conséquences indirectes de ce fait surviennent. Toutefois, lorsque la personne dont la responsabilité est invoquée et la personne lésée ont leur résidence habituelle dans le même pays au moment de la survenance du dommage, la loi de ce pays s'applique. S'il résulte de l'ensemble des circonstances que le fait dommageable présente des liens manifestement plus étroits avec un pays autre que celui visé aux paragraphes 1 ou 2, la loi de cet autre pays s'applique. Un lien manifestement plus étroit avec un autre pays pourrait se fonder, notamment, sur une relation préexistante entre les parties,

The article encompases the analysis of international legal acts that regulate labor relations of children and adolescents, as well as the problems of their international legal protection. It is proved that child labor is considered as work, the performance of which is harmful and dangerous for the child and is prohibited by international and national law. The differences over the definition of child labor and child labor are emphasized. It is noted that the concept of child labor includes a negative meaning, and child labor involves the legal use of children's labor in compliance with their labor rights and freedoms. The analysis of the main components of the categories of child labor is carried out: the performance of work by a child who has reached the minimum age in accordance with the national legislation of the state and the worst forms of child labor. Emphasis is placed on the importance of the ILO's approach to the problem of establishing a boundary between acceptable and unacceptable work: the performance by children and adolescents of work that affects their health and development that does not interfere with education is recognized as a positive phenomenon. It is noted that the provisions of the ILO International Program on the Abolition of IPEC Child Labor are of great importance for all countries, as they are implemented in close cooperation with the authorities, their main goal is the constant intolerance of all countries to the worst forms of child labor. The causes of child labor and their consequences are determined, the priority directions of child labor eradication are indicated. It is concluded that the involvement of children in work can affect not only the moral indicators, the level of education in the country, but also the economic weakness of states. The task of the world community in the near future is to eradicate all forms of child and adolescent work as soon as possible within the framework of the UN Sustainable Development Goals. States' ratifications of ILO conventions on children should be the basis for national mechanisms to protect the labor rights of children and adolescents.