The Maidan Revolution in Ukraine created an opportunity for change and reforms in a system that had resisted them for 25 years. This report examines Ukraine’s security sector—assessing what different institutions need to do and where gaps exist—and offers recommendations for the reform of Ukraine’s security and defense institutions that meet Ukraine’s security needs and align with Euro-Atlantic standards and approaches.
The Maidan Revolution in Ukraine created an opportunity for change and reforms in a system that had resisted them for 25 years. This report examines Ukraine’s security sector—assessing what different institutions need to do and where gaps exist—and offers recommendations for the reform of Ukraine’s security and defense institutions that meet Ukraine’s security needs and align with Euro-Atlantic standards and approaches.
Offers a detailed and entertaining analysis of the daily interactions between managers and employees in creative knowledge intensive organizations. Based on vivid examples, the book shows how both managers and employees entertain contradictory understandings of their mutual commitment.
This volume examines the relationship between young children's degrees of bilingualism and features of the verbal input which these children receive from their parents. In particular, it seeks to explore the following question: to what extent are families who follow the 'one parent-one language' principle and whose children become active bilinguals this way, different from families who take the same approach but whose children never develop an active command of the minority language? Case studies of six first-born children growing up with German and English were done during the children's third year of life. The input the children received was examined for parents' consistency of language choice, parents' insistence that the children use the appropriate language, parents' sensitivity towards the children's interactional and attentional needs, and parents' orientation towards the teaching of formal aspects of the linguistic system. The findings support the notion that raising one's children bilingually according to the 'one parent-one language' principle involves great efforts on the side of the minority language-speaking parent. Importantly, they indicate that these efforts must be invested in the child's education turn-by-turn.
This book introduces Participatory Design to researchers and students in Human–Computer Interaction (HCI). Grounded in four strong commitments, the book discusses why and how Participatory Design is important today. The book aims to provide readers with a practical resource, introducing them to the central practices of Participatory Design research as well as to key references. This is done from the perspective of Scandinavian Participatory Design. The book is meant for students, researchers, and practitioners who are interested in Participatory Design for research studies, assignments in HCI classes, or as part of an industry project. It is structured around 11 questions arranged in 3 main parts that provide the knowledge needed to get started with practicing Participatory Design. Each chapter responds to a question about defining, conducting, or the results of carrying out Participatory Design. The authors share their extensive experience of Participatory Design processes and thinking by combining historical accounts, cases, how-to process descriptions, and reading lists to guide further readings so as to grasp the many nuances of Participatory Design as it is practiced across sectors, countries, and industries.
Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.
This book is the first attempt to re-define objective risk. It addresses the cost of running out of capital as a generalized cost syndrome and explains how it is possible to describe this cost in such a way as to give it practical, real-life significance for personal finances, company finances and the economy as a whole. The discussion begins by presenting an intuitive and useful definition of risk: the probability of prospective capital shortfall. From this point it establishes a risk theory and expands the work of major thinkers such as Frank Knight and John Maynard Keynes, and adds reserve capital as a new financial risk management tool, with an economic function that is different from savings. This book will be of interest to economists, politicians, and decision makers as well as to the general public.
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