Suchergebnisse

This study explores the lived experience of military-to-civilian transition and post-Service life among non-UK veterans (i.e., former members of the UK Armed Forces with non-UK nationalities).

AbstractThe term 'resilience' has increasingly featured in foreign and security policy discourse, appearing in the 2016 European Union Global Strategy, the 2017 US National Security Strategy, and most recently in the UK's 2021 Integrated Review. These strategies note the importance of preparing for, responding to, and recovering from crises that could affect civilian society. While these strategies agree on the importance of building resilience, they do not specify the concrete policies that would be required to do so. Through a comparison of three democratic countries that refer to resilience in their national security documents, Sweden, Israel, and Australia, this article will identify measures that contribute to resilience in democracies. It will also discuss how policymakers in democratic countries should anticipate emerging trends and future threats to enhance their resilience in an increasingly complex and dangerous security environment.

Previous research has considered fluctuations in students' foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher's frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.