Suchergebnisse

Contemporary agricultural reforms in sub-Saharan Africa -- Theorizing governance in post-genocide Rwanda -- An overview of the political economy of agricultural reform in Rwanda -- Rwanda's engagement with international aid and foreign direct investment -- Systems of govermentality and discipline in Rwanda -- Agricultural cooperatives in Musanze District -- Pyrethrum production in Northern Province -- Maize production and 'fugitive farmers' in Kirehe District.

AbstractThe involvement of subnational actors in EU politics has become an increasingly recognized facet of European integration. However, this highlights an interesting puzzle: subnational authorities in unitary and centralized polities usually lack the formal competence and have limited resources to engage beyond their territorial limits. Why, then, do they engage at the European level? This article addresses this question by exploring their motivations for participation in European transnational networking. These motivations are assessed against a Europeanization framework, exploring whether subnational authorities adopt the 'logic of consequentialism' or the 'logic of appropriateness' when engaging in transnational networking. The article argues that subnational authorities are rational actors, maximizing the opportunities presented by the EU without subscribing to its normative aims. In a context marked by financial pressures and Brexit, these findings provide a useful foundation for analyzing the on‐going EU–local relationship, and for explaining changes to subnational authorities' approaches to European engagement.

Brexit presents English local authorities with significant uncertainties. This is particularly the case with EU regional policy, which, in a context of political centralization and budgetary pressures, has become an important means for local authorities to undertake projects in their local areas. While local authorities were relatively quiet during the referendum campaign, there is now concern about the long-term future and availability of regional policy support. This article offers an initial survey of local authorities' role during the campaign and their attempts to influence post-Brexit regional policy. It shows that local authorities' attempts to engage in these debates, both before and after the referendum campaign, have been hampered by inherent centralization in the English political system.Received: 11 January 2018Accepted: 16 February 2018Published online: 28 March 2018

"Why do we teach EU politics? What should EU politics students learn? What are the practical approaches and techniques to teaching EU politics? In response to these questions, Teaching European Union Politics analyses the interdisciplinary nature of teaching this broad subject and reflects on a wide range of educational approaches. It both advances the pedagogy and practice of teaching EU politics, and provides practical support for those looking to adopt innovative and learner-oriented techniques. Bringing together contributions from a number of leading experts from across Europe, this book's comprehensive chapters focus on topics including comparative politics, international relations, history, law, policy and economics. In assessing diverse teaching techniques, such as problem-based learning, games, simulations, and study visits, it invites teachers to rise to the challenge of bringing critical perspectives into the classroom. The book asks teachers to consider how they should (re)shape their teaching practice to better equip students with a range of skills and knowledge for today's turbulent world. Providing detailed support for course development, this progressive book will prove essential for teachers and academics in European politics and policy, European studies, public policy, and international relations"--

Climate change, sometimes thought of as a problem for the future, is already impacting people's lives around the world: families are losing their homes, lands and livelihoods as a result of sea level rise, increased frequency and intensity of storms, drought and other phenomena. Following several years of preparatory work across the globe, legal scholars, judges, UN officials and climate change experts from 11 countries came together to finalise a new normative framework aiming to strengthen the right of climate-displaced persons, households and communities. This resulted in the approval of th.

"Housing, land and property (HLP) rights, as rights, are widely recognized throughout international human rights and humanitarian law and provide a clear and consistent legal normative framework for developing better approaches to the HLP challenges faced by the UN and others seeking to build long-term peace. This book analyses the ubiquitous HLP challenges present in all conflict and post-conflict settings. It will bridge the worlds of the practitioner and the theorist by combining an overview of the international legal and policy frameworks on HLP rights with dozens of detailed case studies demonstrating country experiences from around the world. The book will be of particular interest to professors and students of international relations, law, human rights, and peace and conflict studies but will have a wider readership among practitioners working for international institutions such as the United Nations and the World Bank, non-governmental organizations, and national agencies in the developing world"--Provided by publisher

Views on how social media contributes to European democracy are mixed. On the one hand social media platforms are seen to offer a new way to democratise political debate and communicate politics to a wide range of people. On the other hand, questions have been raised around the quality of democratic debate and political communication fostered by social media, especially in the context of fake news, disinformation and how social media can be manipulated. In this video interview we talk to Jon Worth, a blogger and active social media commentator on EU affairs, about what democracy means in the context of European Union politics, and what role social media plays in contributing to European democracy.

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents an exploratory analysis of whether lecturing or TBL was better for teaching content; developing skills, such as critical thinking; and creating an enjoyable learning environment in a sociology course. Results showed few differences in these outcomes between groups taught with the two different methods, although TBL students thought they improved their oral communication and creative thinking skills more than the lecture students, and they reported getting to know their professor and classmates more than did the lecture students.