The Didactic Case in Teaching International Law

1970 ◽  
Vol 18 ◽  
Author(s):  
Michelle Ratton Sanchez Badin ◽  
Douglas Castro ◽  
Arthur Roberto Capella Giannattasio
Keyword(s):  
International Relations ◽  
International Law ◽  
Learning Process ◽  
Real World ◽  
Active Participation ◽  
The Real ◽  
Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?

1998 ◽  
Vol 91 (7) ◽  
pp. 606-609
Author(s):  
Kay A. Wohlhuter ◽  
Penelope H. Dunham
Keyword(s):  
Learning Process ◽  
Real World ◽  
Inductive Reasoning ◽  
Active Participation ◽  
Curriculum Standards ◽  
The Real ◽  
Mathematics Classrooms ◽  
Teaching Geometry ◽  
Clear Vision

In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

Responsibility and obligation in the ‘Responsibility to Protect’

2010 ◽  
Vol 36 (S1) ◽  
pp. 25-46 ◽  
Author(s):  
WILLIAM BAIN
Keyword(s):  
International Law ◽  
Real World ◽  
The Other ◽  
Responsibility To Protect ◽  
Men And Women ◽  
The Real

AbstractThis article takes up Louise Arbour's claim that the doctrine of the ‘Responsibility to Protect’ is grounded in existing obligations of international law, specifically those pertaining to the prevention and punishment of genocide. In doing so, it argues that the aspirations of the R2P project cannot be sustained by the idea of ‘responsibility’ alone. The article proceeds in arguing that the coherence of R2P depends on an unacknowledged and unarticulated theory of obligation that connects notions of culpability, blame, and accountability with the kind of preventive, punitive, and restorative action that Arbour and others advocate. Two theories of obligation are then offered, one natural the other conventional, which make this connection explicit. But the ensuing clarity comes at a cost: the naturalist account escapes the ‘real’ world to redeem the intrinsic dignity of all men and women, while the conventionalist account remains firmly tethered to the ‘real’ world in redeeming whatever dignity can be had by way of an agreement. The article concludes by arguing that the advocate of the responsibility to protect can have one or the other, but not both.

SOME QUESTIONS OF THE THEORY OF SOVEREIGNTY STATES

2020 ◽  
Vol 20 (2) ◽  
pp. 185-197
Author(s):  
Kadyrbek Umetov ◽  
Keyword(s):  
International Law ◽  
Political System ◽  
Active Participation ◽  
The State ◽  
The Political ◽  
Kyrgyz Republic ◽  
The Real ◽  
Legal Science ◽  
Legal Nature ◽  
Former Soviet Republics

The article reveals the concept of sovereignty as one of the key categories of political and legal science and international law, which has the character of a fundamental norm; various theories that have taken diametrically opposed positions on the issue of determining the legal nature of sovereignty, ranging from its origins to its modern understanding, are considered. The author studied the processes of creating preconditions and historical conditions that ensure the Kyrgyz Republic's active participation in the sovereignization of the former Soviet republics. He defined the specific directions, course and degree of transformation of the Political System of Kyrgyzstan on the basis of declarations of sovereignty and independence, as well as the Constitution of the Kyrgyz Republic. Sovereignty is a property inherent in each subject in itself, and cannot be derived from the sovereignty of another entity, in which it sees the embodiment of the real sovereignty of the State.

Why Do Lessons Learned Often Fail?

2021 ◽  
pp. 176-193
Author(s):  
Ian Fry
Keyword(s):  
Learning Process ◽  
Real World ◽  
Lessons Learned ◽  
The Real ◽  
Drill Down

Organisations know they should do lessons learned. Standards like ISO9001 and ISO30401 say they should. Many try; few succeed. Traditionally, the first answer to the question is “lessons were observed, but not learned,” which reflects meaningful action was not taken as a result of the reported lesson. A lesson may have been identified, but nothing changed. As a result, learning did not happen. So why is this so? It is important to identify the ways in which the process towards effective lesson learning is becoming lost within the stages and how knowledge practitioners and those responsible for lessons learned can best help. This chapter will attempt to drill down on this answer, concentrating on the processes deployed and the real-world issues around the lesson-learning process.

scholarly journals The Role of Written Feedback in Numeracy in the Primary School Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 52 ◽  
Author(s):  
Miedzo Mutendi ◽  
Chipo Makamure
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Real World ◽  
Learning Goals ◽  
Written Feedback ◽  
Classroom Performance ◽  
The Real ◽  
School Classroom ◽  
The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

scholarly journals PEMBERDAYAAN MASYARAKAT BERBASIS TAUHID

2018 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Amir Mahruddin ◽  
Resti Yektyastuti ◽  
Nurmalasari Nurmalasari
Keyword(s):  
Sustainable Development ◽  
Community Service ◽  
Learning Process ◽  
Real World ◽  
Creative Economy ◽  
Social Field ◽  
The Real ◽  
Village Community ◽  
Science Technology ◽  
Agent Of Change

Pengabdian masyarakat merupakan proses pembelajaran bagi mahasiswa yang dikembangkan melalui kegiatan pengabdian kepada masyarakat dalam memberikan pengalaman ilmu, teknologi, seni dan agama yang dilakukan dalam waktu kurang lebih 40 hari. Pengabdian masyarakat dapat meningkatkan kemampuan mahasiswa dalam berinteraksi dengan dunia luar kampus secara nyata yakni bisa berhadapan langsung dengan masyarakat. Mahasiswa sebagai Agent Of Change atau agen perubahan juga dapat mengembangkan pengetahuan dan wawasannya dalam menghadapi berbagai permasalahan yang ada di masyarakat Desa Sukagalih untuk melakukan pembangunan berkelanjutan yang diperlukan dalam meningkatkan peran dan pemberdayaan masyarakat dengan tujuan mencerdaskan dan mewujudkan kesejahteraan masyarakat Desa Sukagalih yang sesuai dengan lingkungan tauhid melalui berbagai bidang antara lain bidang pendidikan, bidang keagamaan, bidang kesehatan & lingkungan, bidang ekonomi kreatif, dan bidang sosial. Kata kunci: pengabdian masyarakat.  COMMUNITY EMPOWERMENTD BASED ON TAWHEEABSTRACTCommunity Service is learning process for student developed through community service activities in providing experience science, technology, art and religion, conducted within approximately 40 days. Community service can improve the ability of students in interacting with the real world outside the campus that is able to deal directly with the community. Student as an Agent Of Change can also develop their knowledge and insight in facing various problems that exist in Sukagalih Village community to do sustainable development that is needed in improving role and empowerment of society with aim to educate and realize prosperity of society of Sukagalih Village which is suitable with tauhid environment through various fields such as education, field of religion, health & environment, creative economy, and social field.

scholarly journals Linking academia and the ‘real world’ in International Relations

2019 ◽  
Author(s):  
Andrew Cottey ◽  
Keyword(s):  
International Relations ◽  
Real World ◽  
International Organisations ◽  
Policy Makers ◽  
Skill Sets ◽  
The Real ◽  
Work Placement ◽  
The World ◽  
The One ◽  
The Right

This talk will reflect on the challenges of linking academic programmes and teaching, on the one hand, with the policy-makers and practitioners, on the other, with particular reference to the discipline of international relations (which focuses on relations between states, international organisations and global political and socio-economic dynamics). The talk will draw on experience from University College Cork’s Department of Government and Politics, which has an extensive, market-leading work placement programme, and from UCC’s MSc International Public Policy and Diplomacy, which is a new model of international relations masters seeking to bridge academia and the world of policy. Our experience shows that it is possible to link academia and the world of policy and practitioners, but that it is not easy, even in an apparently very policy-oriented discipline, and that it involves significant challenges. The talk will highlight a number of challenges involved in linking the academic study of international relations with the ‘real world’ of international politics: bridging academia and policy/practitioners is not easy in the disciplines of political science and international relations – the two have different needs and, often, different languages; the development and maintenance of work placements and other elements of engagement with policymakers and practitioners involves very significant workload and needs to be properly supported in terms of staffing and infrastructure; and in politics and international relations, the skill sets which policy-makers and practitioners need often differ from those that universities normally provide. Finding the ‘right’ balance between academic disciplinary requirements/standards and the needs of employers is a difficult task.

scholarly journals Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

2021 ◽  
Vol 13 (1) ◽  
pp. 403
Author(s):  
Bach Q. Ho
Keyword(s):  
Sustainable Development ◽  
Knowledge Acquisition ◽  
Implicit Learning ◽  
Learning Process ◽  
Real World ◽  
Self Efficacy ◽  
Education For Sustainable Development ◽  
Equation Modeling ◽  
The Real ◽  
Citizenship Development

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.

scholarly journals Efektifitas Pembelajaran Kontekstual Untuk Meningkatkan Prestasi Belajar Materi Luas Bangun Datar Kelas Vi Di Min Malang I

MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Suroto ..
Keyword(s):  
Learning Process ◽  
Real World ◽  
Structure Learning ◽  
Contextual Learning ◽  
Concept Acquisition ◽  
Learning Models ◽  
It Use ◽  
Learning Achievement ◽  
The Real ◽  
New Concepts

<span><em>One of the causes of those unsuccessfull students is the monotonous learning </em><span><em>model. The learning process of the concept, it cannot well associate the </em><span><em>abstract ideas to the real world. One of the learning models that can solve </em><span><em>this problem is the contextual learning. The procedures of the contextual </em><span><em>learning done in this research involve the process of : (1) exploring and </em><span><em>using the students’ concept which have been achieved by the students in the </em><span><em>opening learning; (2) creating a study society in mastering new concepts;</em><br /><span><em>(3) utilization of learning medias in learning process; (4) reflction of the </em><span><em>concepts which have been studied; and (5) testing the concept acquisition by </em><span><em>personal student. From this results, if it use the contextual learning model,</em><br /><span><em>the students’ achievement will increase.</em><br /><span><strong>Keywords: </strong><span><em>Contextual Learning, song of flt structure, various table of </em><span><em>flt structure, Learning Achievement</em></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

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