[pt] A dissertação tem como tema principal a avaliação da proposta da Escola Inglesa, uma das principais tentativas de historicização da teoria de Relações Internacionais. Primeiramente procura-se demonstrar a contradição inerente à proposta inglesa ao partir de uma perspectiva jusnaturalista e projetar uma proposta de historicização da disciplina. Embora as análises recaiam constantemente neste paradoxo, é possível detectar no conceito de sociedade internacional um ponto de partida para tal projeto. A partir deste diagnóstico, a pesquisa volta-se para um estudo da ontologia histórica desenvolvida por Hegel, especialmente sua teoria do reconhecimento. Uma vez esclarecido os principais pontos da perspectiva hegeliana sobre a realidade social, consideram-se algumas questões pertinentes a sua filosofia política. Finalmente, argumenta-se que por meio da teoria do reconhecimento, cujo desdobramento está pautado por uma noção de historicidade própria da filosofia hegeliana, é possível retirar o conteúdo de natureza presente na formulação original do conceito de sociedade internacional e dotá-lo do dinamismo necessário para dar conta das necessidades de temporalização das correntes teóricas da disciplina. / [en] The main theme of this dissertation is to analyse the English School`s project for International Relations, one of the key attempts to historicize IR theory. First of all, the work examines the English project and its contradictory proposal based on natural rights` principles and the attempt to bring history into the discipline. Although the analysis usually repeat this paradox, it is possible to consider the concept of international society as a valuable starting point to unite history and IR theory. The study, then, turns towards the investigation of the historical ontology developed by Hegel, especially his theory of recognition. Once the major points of the Hegelian perspective are made clear, some questions about his political philosophy are examined. Finally, it will be argued that through the Hegelian concept of recognition, which is based on Hegel`s own idea of historicity, it is possible to avoid the usual natural right`s principle associated to the original concept of international society. By adding recognition to the concept of international society, its content is provided with dynamism and therefore, it becomes capable of avoiding the traditional ahistoricism of IR theories.

<p>The issue of humanitarian intervention presents a perennial conundrum and is one of the hottest topics in contemporary international relations. It contains aspects of both idealism and realism and is largely an issue born out of the end of the Cold War. This paper provides a theoretical and empirical evaluation of this normative shift in interstate affairs.</p><p>The vast growing body of human rights law serves as one indication that international law is changing in terms of a shift of focus, away from states, and towards the international community made up of individuals. However, in absence of a formal agreement on how and to what scope international law has changed, conclusions can only be made based on the emerging, limited and fragile body of state and UN practices. If such a shift were to be accompanied by a corresponding empirical transformation, it would undoubtedly represent a huge leap forward towards a more solidarist underpinned world order. The present trends within international relations represent at least an aspiration towards some more clearly envisioned solidarity. As international actors interact, they generate new norms, but one must remember that the actors and their practices are themselves products of older norms. The present structures of international society are not ready to accommodate such change.</p><p>Human rights are important, not only because they become embedded in institutions and create new coalitions between actors, but also because they help states redefine their national interests and identities, as well as help them to choose among conflicting priorities such as sovereignty and humanity. Under the present global system, any discussion of the international protection of human rights and humanitarian intervention implies changes in both norms and practices. The theoretical part of this paper provides a framework for assessing these recent developments by determining first, how and why values are shared, and what these values need to be in order for international society to be categorized as solidarist. The empirical part, then moves on to assess state and UN practice in order to conclude if solidarism is a reality in today’s international society.</p><p>In this paper, I argue that there is an international consensus in terms of a right to humanitarian intervention in cases of threats against international peace and security and where the UN S.C has given its authorization. Furthermore, even though not clearly establishing any such right to intervention, cases like East Timor, northern Iraq and Kosovo points to a normative shift where the redefinition of the concept of sovereignty might become a reality. This new consensus is a product of mainly three recent developments: a more expansive interpretation of the S.C on what constitutes a threat to international peace and security, the revolution of information technology that has heightened awareness of conflict and suffering, and the increased robustness of international human rights norms. While diversity continues to characterize the 21st century, there is a greater degree of consensus on the meaning of sovereignty and human rights today than most pluralists suggest. Nevertheless, the practical behaviour of the international community shows that the commitment to solidarism remains minimal.</p>

This study evaluated Department of Foreign Language Education students&amp / #65533 / perceptions on technology competence in regard to National Educational Technology Standards for Teachers (NETS-T) developed by International Society for Technology in Education (ISTE), in Middle East Technical University, in Ankara, Turkey. The NETS-T&amp / #65533 / s six sub standards -technology operations and concepts / planning and designing learning environments and experiences / teaching, learning, and the curriculum / assessment and evaluation / productivity and professional practice / social, ethical, legal, and human issues- were investigated in the study. 383 students participated in the study. 103 of them were freshmen, 98 of them were sophomores, 96 of them were juniors, and 86 of them were seniors. Besides, 96 of them were males, while 287 of them were females. This study was designed as a cross-sectional survey study. In order to collect the data, a survey, consisted of 44 Likert type, five point scale items, was developed by the researcher. The study results show that except for &amp / #65533 / technology operations and concepts&amp / #65533 / for which male students&amp / #65533 / perceptions were higher than female students&amp / #65533 / perceptions there was no significant difference between male and female students. There was no significant difference in &amp / #65533 / technology operations and concepts&amp / #65533 / across grade levels. There were no significant differences between freshmen&amp / #65533 / s and sophomores&amp / #65533 / perceptions for all of the sub-standards. In general, juniors&amp / #65533 / perceptions on the competence of NETS-T were higher than freshmen&amp / #65533 / s and sophomores&amp / #65533 / perceptions, and seniors&amp / #65533 / perceptions were higher than all of the other grade levels&amp / #65533 / perceptions. As a result, the findings of the study indicated that students&amp / #65533 / perceptions related with their competencies in the NETS_T needs to be increased.

This thesis discusses the recent change in EU’s immigration policy. EU’s restrictive policies may be changed by the two proposals, COM(2007)637 and COM(2007)638, presented in October 2007. These proposals were formed during a process in which representatives from the African Union (AU) were present in discussions about migration. Using official documents from EU and AU, we study this inter-regional interaction process with the English School theories of “international society” and with a Social Constructivist ontological model describing the relationship between agents, structure and institutions/regimes. We find that the proposal changes the trans-regional migration regime, and by extension the structure and the trans-regional world order. This will probably lead to an increase in the number of African labour immigrants in the EU, which may enlarge the trans-regional “world society” and, in turn, the inter-regional “international society”.

The overall topic of this thesis is the English School understanding of international order, which I approach specifically by analysing the English School idea of international institutions and their change. The purpose is to develop the theory in a meta-theoretically conscious and coherent way. The three essays in this volume are independent in relation to each other, yet in some ways cumulative. Essays I and II aim to address primarily the question of how to conceptualise the current international order of multilateralism and international organisations. Essay I uses the empirical issue of UN reform to formulate one English School conceptualisation of international order, building specifically on the School’s central theme of international institutions. Essay II theoretically develops the tools of the English School for capturing how international institutions, according to English School theory the fundaments of international order, might change. Essay III approaches the meta-theoretical question of how change itself is understood in the English School, and how different theoretical readings of what we might mean by change give rise to different approaches to the normative question of what might be improvement in the international order. I argue that an internally coherent understanding of change in international society should emphasise change in institutions, made intelligible by ex-post narratives which contribute to establishing the discursive connection between practices and their normative legitimation, and guided by a sustained normative debate on the nature of improvement. This understanding of change signifies a much-needed addition to the English School toolbox, and brings a promise of a meta-theoretical grounding of the theory. In addition, it opens for similar theoretical inquiries into other IR theories.

Diverse practicing methods are evidence of the importance of applying creativity in our practice regimes. Regardless of a player's technique - traditional or modern - it must be regularly practiced and then applied. One of the most common ways to do that is through practicing technical exercises, which generally means the practice of scales, arpeggios and etudes. These exercises generally function as a warm-up regime for all musicians, but this regime doesn't necessarily provide enough reference for the player in the learning process of a new piece. Adapting exercises to address technical difficulties in a newly learned piece can provide the player with a wide range of practice methods to use, to be creative, to be more aware while practicing, and to build a solid technical foundation for the newly learned piece. Two well-known pedagogues who applied this approach are German bassist Ludwig Streicher and Czech violinist Otakar Ševčik. By implementing analytical studies and composing exercises based on the standard repertoire, Ševčik and Streicher became highly influential teachers in the 20th century. Their work serves as a model in achieving the purposes of this dissertation: the assessment of technical difficulties and compilation of a technique booklet based on six unaccompanied contemporary solo pieces written as required works for the solo competition of the International Society of Bassists' biennial convention since 2007.

One of the most frequent questions in the study of Chinese foreign policy is whether China can be regarded as a responsible member of international society. It is the aim of the presented thesis to look more closely at China's behaviour in the present international society in terms of responsibility. The thesis utilizes the concept of international society developed by the English school of international relations and interconnects it with the concept of responsibility in international relations to determine a set of criteria which an ordinary state or great power must meet in order to be regarded as responsible in the present international society. In order to determine whether China behaves as a responsible ordinary state or great power on the international level, the thesis utilizes the method of the most likely and the least likely case studies. The analysis of China's behaviour in the World Trade Organization and within the nuclear non-proliferation regime can provide sufficient evidence of China's acceptance of primary institutions forming the backbone of the present international society. The findings have serious implications for thinking of contemporary China as a status quo state respecting institutions and rules of the present international society.

The thesis aims to address criticisms of cosmopolitanism that characterise it as an elite discourse, by exploring the role that it might play in Third World resistance movements. In doing so, it complicates the landscape of international normative theory, which has traditionally been mapped as a debate between cosmopolitanism and communitarianism. Part I of the thesis argues that cosmopolitanism and communitarianism can function as languages in which First and Third World states respectively justify exercises of power that impede the self-determination of Third World societies. These discourses of power frame the condition of postcoloniality, which might be understood – borrowing the terminology of International Society theorists – as an entrapment of Third World societies between 'coercive solidarism' and 'authoritarian pluralism'. A normative worldview committed to enhancing the scope for self-determination of such societies must be critical of the production of both external and internal environments that are hostile to the enjoyment of self-determination by Third World peoples. Part II of the thesis explores the political challenges of sustaining such a critique by studying four theorists of resistance who perceive themselves as manoeuvring between hostile external and internal environments. It analyses the political thought of Rabindranath Tagore and Edward Said, who were both leading figures of anti-colonial nationalist movements but also fierce critics of nationalism. It also studies the activism of two leaders in the field of 'anti-globalisation' protest – Subcomandante Marcos of the Zapatistas in Mexico and Professor Nanjundaswamy of the Karnataka State Farmers' Association in India – who struggle against both national elites and global capital. Part II concludes that if resistance in the condition of postcoloniality must grapple simultaneously with both a hostile 'outside' and 'inside', it must speak in mixed registers of universalism and particularity. Cumulatively, the thesis demonstrates that the language of common humanity operates in ways that are both oppressive and emancipatory, just as the language of community is a source of both repression and refuge. Normative theory that does not seek to hold both in tension fails the needs of our non-ideal world.

The thesis called Education in the Hare Krishna movement aims primarily to gather information about the purpose, principles and methods of education in gurukulas of International Society for Krishna Consciousness (ISKCON) abroad and open research problems of education in Czech Hare Krishna movement. At first the text describes the background and theoretical concepts of education in the movement and its comparison with the original method of education vaisnava tradition. Further, the text describes a specific historical development and education form of ISKCON΄s gurukulas, the issue of child abuse and provides available information about the current form of education in the world gurukulas. The last part is focused on the project Gurukula Krishna΄s court in Czech Republic and reconstruction of failed efforts of Czech devotees dedicated to its inclusion in the network of schools and educational institutions of the Ministry of Education, Youth and Sports of the Czech Republic in the period 1995-1997 on the basis of unpublished archival materials. Key words Guru, gurukula, education, ISKCON, Krishna΄s court, Prabhupada, Rochford, The Hare Krishna movement, The International Society for Krishna Consciousness, training

The archives of religious communities is a sparingly treated subject and christian community archives constitute the majority of the archives studied. The main purpose of this thesis is to investigate the relevance of James M. O'Toole's four characteristics of religious archives put forward in his article What’s different about religious archives? Another implicit purpose is to expand the knowledge of religious community archives and include archives from other world religions. The thesis's theoretical starting-point is O'Toole's characteristics which are also used as a basis for the questions that the thesis set out to answer. The main question is to what extent O'Toole's characteristics are relevant for studying archives linked to modern religious communities operating in Sweden. The method used is interviews. A total of seven people were interviewed who had knowledge of seven religious community archives. The archives were linked to the Mission Covenant Church of Sweden, the Catholic Bishopric, the Jewish Community in Stockholm, the International Society for Krishna Consciousness, the Church of Jesus Christ of Latter-day Saints, the Triratna Buddhist Community and the Baptist Union of Sweden. With the exception of interviews, the source material consisted of literature (books and articles), web pages, archive registers and email correspondence. The result is that O'Toole's characteristics are not particularly relevant for studying archives linked to modern religious communities operating in Sweden. Religion does not seem so important for religious archives as O'Toole claims. On a scale of 0–5, the relevance of O'Toole's characteristics is 1–2. For this reason, the characteristics need to be modified. There are good opportunities for future researchers to develop the subject and supplement this study. This is a two years master’s thesis in Archival Science.