One question arising in the context of universities as corporate entities is the reason why being an ‘entity’ is important. One relevant consideration is whether it is necessary or sensible...

On 29 July 2017, an international colloquium entitled ‘Re-Imagining Curricula for a Just University in a Vibrant Democracy – Carrying the Conversation Forward’ was held at the Faculty of Theology, University of Pretoria, Pretoria, South Africa. A wide range of scholars from African and non-African countries provided variegated perspectives on how tertiary theological and religious education could contribute positively to the development of contemporary societies – African and non-African. This article focuses on the colloquium’s African contributors by means of (...) the concept of ecodomy, envisaged as a constructive process. Whilst the attending academics came from Europe, the USA, South Africa and Ghana, this article takes into consideration only the contributions provided by African scholars. The purpose of this selection is to identify ecodomic or constructive ways to argue in favour of university education in the fields of theology and religion which share the potential to be applied across the whole African continent. Bearing in mind that Africa has been dealing with decolonisation awhile, these African contributions investigate issues such as contextualisation, science, practice, illumination and holism from the governing principle of decolonisation, which is also the overarching societal umbrella for academic development in Africa. This study concludes with an assessment and a proposal written from an exclusively South African vantage point which demonstrates the viability of tertiary theological and religious education for the ongoing ecodomic development of African societies. (shrink)

BackgroundInstitutions of higher learning are persistently struggling with issues of academic dishonesty such as plagiarism, despite the availability of university policies and guidelines for upholding academic integrity.MethodologyThis was a descriptive qualitative study conducted on 37 students of a Healthcare Ethics course at an Australian tertiary institution from February 2016 to October 2018. The purpose of the study was to explore the reasons for plagiarism detected the TurnitinR plagiarism checking software and extensive review of manuscripts. The interviews were conducted in (...) private rooms and in strict confidence. Thematic analysis was manually done.ResultsFour major themes namely, lack of interest; pressure of time with competing priorities; lack of understanding of the policy on academic honesty, and “the determined students” were identified. Sub themes under lack of interest were lack of preparation and effort, low self-efficacy, poor studying techniques, and convenience of internet sources. Under pressure of time, the subthemes were, misplaced priorities, procrastination, high workloads, poor planning, competing interests, and the perception of availability of time at the start of the semester. Regarding lack of understanding of the policy on academic honesty, the subthemes identified were, lake of awareness of plagiarism, lack of awareness of acceptable similarity, conflicting messages from tutors and confusion with high school learning. The determined students were those that either made all effort to reduce plagiarism but still remained high, used the another language at home other than English, had poor paraphrasing techniques or lacked resources for English language editing.ConclusionThere are varied and diverse reasons for plagiarism. There is a need to systematically reinforce and educate students on issues pertaining to academic dishonesty and their associated implications. (shrink)

This study investigated assessment of e-learning resources utilization by students of tertiary institutions in Katsina State. The descriptive survey design was adopted for this study. Three hundred and eighty-one students of tertiary institutions in Katsina State were randomly selected for the study. A researchers’ designed questionnaire titled “Utilization of E-learning Resources Questionnaire” with a Cronbach’s Alpha reliability coefficient of 0.85 was used to collect data. frequency, percentage, mean, t-test and ANOVA statistics were used to analyse the (...) data collected. Findings revealed that there is no significant difference in the e-learning utilization by students of tertiary institutions in Katsina State based on gender and agebut there is significant difference based on class levels and institutions. It was recommended that Nigerian tertiary institutions general studies curriculum should be re-designed to include e-learning utilization training to help the students understand how they can utilize e-learning resources. (shrink)

The process of obtaining informed consent in a teaching hospital in a developing country (e.g. Nigeria) is shaped by factors which, to the Western world, may be seen to be anti‐autonomomous: autonomy being one of the pillars of an ideal informed consent. However, the mix of cultural bioethics and local moral obligation in the face of communal tradition ensures a mutually acceptable informed consent process. Paternalism is indeed encouraged by the patients who prefer to see the doctor as all‐powerful and (...) all‐knowing, and this is buttressed by the cultural practice of customary obedience to those ‘above you’: either in age or social rank. The local moral obligation reassures the patients that those in authority will always look after others placed in their care without recourse to lengthy discussions or signed documentation, while the communal traditions ensure that the designated head of a family unit has the honor and sole responsibility of assenting and consenting to an operation to be carried out on a younger, or female, member of the family. Indeed it is to only a few educated patients that the informed consent process is deemed a shield against litigation by the doctors. This paper later addresses the need for physicians to update their knowledge on the process of informed consent through the attendance of biomedical ethics courses, which should highlight socio‐cultural practices that may make this process different from the Western concept, but perfectly acceptable in this setting. (shrink)

The process of obtaining informed consent in a teaching hospital in a developing country (e.g. Nigeria) is shaped by factors which, to the Western world, may be seen to be anti-autonomomous: autonomy being one of the pillars of an ideal informed consent. However, the mix of cultural bioethics and local moral obligation in the face of communal tradition ensures a mutually acceptable informed consent process. Paternalism is indeed encouraged by the patients who prefer to see the doctor as all-powerful and (...) all-knowing, and this is buttressed by the cultural practice of customary obedience to those ‘above you’: either in age or social rank. The local moral obligation reassures the patients that those in authority will always look after others placed in their care without recourse to lengthy discussions or signed documentation, while the communal traditions ensure that the designated head of a family unit has the honor and sole responsibility of assenting and consenting to an operation to be carried out on a younger, or female, member of the family. Indeed it is to only a few educated patients that the informed consent process is deemed a shield against litigation by the doctors. This paper later addresses the need for physicians to update their knowledge on the process of informed consent through the attendance of biomedical ethics courses, which should highlight socio-cultural practices that may make this process different from the Western concept, but perfectly acceptable in this setting. (shrink)

In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ?difference? is significant in at least two senses. First, work on the politics of difference allows us to consider the question ?For whom does the intellectual speak?? in a fresh light. Second, we can ask: ?To what extent, and in what ways, might our activities as intellectuals make a difference?? Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...) questions. This paper sketches some of the key ideas of these thinkers and assesses their relevance for an understanding of intellectual life in contemporary tertiary education institutions. (shrink)

In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ‘difference’ is significant in at least two senses. First, work on the politics of difference allows us to consider the question ‘For whom does the intellectual speak?’ in a fresh light. Second, we can ask: ‘To what extent, and in what ways, might our activities as intellectuals make a difference?’ Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...) questions. This paper sketches some of the key ideas of these thinkers and assesses their relevance for an understanding of intellectual life in contemporary tertiary education institutions. (shrink)

The purpose of this research was to investigate, for the first time, tertiary education students’ ethical judgements in the Republic of Cyprus academic environment. The authors developed and administered a quantitative questionnaire to a sample of 1,000 individuals currently pursuing accredited degrees at two tertiary institutions. Statistical analysis revealed four factors, named violation of school regulations, selfishness, cheating, and computer ethics that describe students’ ethical judgements in the academic environment. The results indicate that students exhibit the lowest (...) tolerance with ethical issues relevant with selfishness and highest with issues relevant with computer ethics. In addition, a number of differences were revealed when the authors investigated the relationship between the four retained factors and variables such as gender, year of study, type of academic discipline, and religion. Finally, reflecting on the research findings, a number of practical recommendations are made mainly to educational institutions that wish to redefine their policies and procedures regarding ethics within their academic environment. (shrink)

The higher education sector was affected by this pandemic, managing enduring challenges since early 2020. Institutions of higher learning are prepared to address unsurmountable challenges to ensure that students are not deceived and are being given the proper nurture, coupled with adherence to syllabuses. Simultaneously, the COVID-19 pandemic has caused unscrupulous pressure on students of these institutions. The psychological waves are creating mammoth consequences, affecting the beneficiaries of the higher education system and their families. In recent years, with (...) limited studies on psychological impact among tertiary students on a cross-country basis, general self-efficacy, and the degree of coping strategies, we were motivated to investigate the degree of depression, anxiety, and stress, among this cohort of students encompassing the pre-university/Diploma, 1st–4th-year undergraduate, and postgraduate students from private universities in Malaysia, Indonesia, India, Southern Africa, and China, representing the emerging economies. A cross-sectional survey was conducted, followed by quantitative analysis. The objective of this study was to recognize whether there is a relationship between the psychological impact of DAS and the coping strategies adopted by the undergraduate students responding during the lockdown. The findings of this study revealed that with a sample size of 397, DAS lacked any severe impact on students across gender, country, household income, and level of education. DAS was established to be well managed with a coping strategy and self-efficacy established. This study resulted in a deeper understanding of DAS among undergraduates in emerging economies and their degree of coping behavior, providing a glimpse of the approach of millennials to handle DAS during the pandemic. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological Analysis, the findings of (...) this study were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

Technological advances in veterinary medicine have produced considerable progress in the diagnosis and treatment of numerous diseases in animals. At the same time, veterinarians, veterinary technicians, and owners of animals face increasingly complex situations that raise questions about goals of care and correct or reasonable courses of action. These dilemmas are frequently controversial and can generate conflicts between clients and health care providers. In many ways they resemble the ethical challenges confronted by human medicine and that spawned the creation of (...) clinical ethics committees as a mechanism to analyze, discuss, and resolve disagreements. The staff of the North Carolina State University Veterinary Hospital, a specialty academic teaching institution, wanted to investigate whether similar success could be achieved in the tertiary care veterinary setting. We discuss the background and rationale for this method, as well as the approach that was taken to create a clinical ethics committee. (shrink)

Confucian education is best captured by the programme described in the Great Learning. Education is presented first as the process of self-cultivation for the sake of developing virtuous character. Self-cultivation then allows for virtue to be cultivated in the familial, social and international dimensions. My central thesis is that Confucianism can serve as a universal framework of educating people for the common good in its promotion of personal cultivation for the sake of human progress. On this account the common good (...) specifically refers to the social order accomplished by the virtuous behaviour found in the members of society. In this paper I argue that the Confucian notion of “lesser learning” sheds light on the concept of general education and the notion of “greater learning” improves our understanding of liberal education. Under this analysis the necessity of general education is assured although its importance should not be overly exaggerated. Furthermore, the objectives of liberal education deserve greater emphasis due to their historical importance and enduring relevance to promoting the common good of universal humanity. (shrink)

Senior physicians of modern medicine in India play a key role in shaping policies and public opinion and institutional management. This paper explores their perceptions of medical tourism (MT) within India which is a complex process involving international demands and policy shifts from service to commercialisation of health care for trade, gross domestic profit, and foreign exchange. Through interviews of 91 physicians in tertiary care hospitals in three cities of India, this paper explores four areas of concern: their understanding (...) of MT, their views of the hospitals they work in, perceptions of the value and place of MT in their hospital and their views on the implications of MT for medical care in the country. An overwhelming majority (90%) of physicians in the private tertiary sector and 74.3 percent in the public tertiary sector see huge scope for MT in the private tertiary sector in India. The private tertiary sector physicians were concerned about their patients alone and felt that health of the poor was the responsibility of the state. The public tertiary sector physicians’ however, were sensitive to the problems of the common man and felt responsible. Even though the glamour of hi-tech associated with MT dazzled them, only 35.8 percent wanted MT in their hospitals and a total of 56 percent of them said MT cannot be a public sector priority. 10 percent in the private sector expressed reservations towards MT while the rest demanded state subsidies for MT. The disconnect between their concern for the common man and professionals views on MT was due to the lack of appreciation of the continuum between commercialisation, the denial of resources to public hospitals and shift of subsidies to the private sector. The paper highlights the differences and similarities in the perceptions and context of the two sets of physicians, presents evidence, that questions the support for MT and finally analyzes some key implications of MT on Indian health services, ethical issues emerging out of that and the need for understanding the linkages between public and private sectors for a more effective intervention for an equitable medical care policy. (shrink)

In light of recent criticisms of the concept of human dignity, this contribution offers a proposal for the continued relevance of the concept for tertiary chaplaincy. It is important to consider the concept of human dignity in tertiary chaplaincy because: many higher education institutions continue to identify human dignity as a key value; the kinds of ethical issues that tertiary students face will often involve appeals to human dignity; and the religious connotations that have come to (...) be associated with the concept fall within the scope of chaplains. Nevertheless, there have been recent calls for the concept of human dignity to be dismissed from ethical discourse as unhelpful. In ethical debate, dignity can be unhelpful when it leads to ‘dignity talk’, when there is disagreement about whether it is something human beings always already have or something that is realised through human activity, or when it conceals what people think is really at stake. In response to these criticisms, this contribution proposes a model for understanding human dignity that affirms the value of the human person as a multi-dimensional, historically-situated being in relationship to all that is, a being who is faced with difficult moral choices through which he or she makes meaning in his or her life. This model has both descriptive value in helping us to understand why people do what they do, and normative value in helping us evaluate what should be done. (shrink)

The expansion of ethics review, beyond its origins in medical research, is the subject of growing critical analysis internationally, especially from social science researchers. Our study builds on this analysis by considering ethics review specifically within tertiary-based educational research. As a foundation for a larger study, we explore the reporting of ethics review within articles from a snapshot of education journals. A cross-sectional review considered 125 articles from 24 journals spanning medical and nurse education, the Scholarship of Teaching and (...) Learning, and educational technology. Among similar types of research our findings highlight variation in institutional ethical review processes and outcomes. Despite most journals providing guidelines for reporting ethics review, adherence to these guidelines by authors or editors was not always evident, but more likely in health-related education journals. We argue that identified areas of variation may reflect the differing influence and proximity of biomedical values. This influence has been under examined in tertiary-based educational research but may contribute to inequitable learning, researching and publishing experiences, potentially adding to negative sentiment about ethics review. (shrink)

BackgroundEthics consult services are well established, but often remain underutilized. Our aim was to identify the barriers and perceptions of the Ethics consult service for physicians, advance practice providers (APPs), and nurses at our urban academic medical center which might contribute to underutilization.MethodsThis was a cross-sectional single-health system, anonymous written online survey, which was developed by the UCSD Health Clinical Ethics Committee and distributed by Survey Monkey. We compare responses between physicians, APPs, and nurses using standard parametric and non-parametric statistical (...) methods. Satisfaction with ethics consult and likelihood of calling Ethics service again were assessed using a 0–100 scale using a 5-likert response structured (0 being “not helpful at all” to 100 being “extremely helpful”) and results presented using box plots and interquartile ranges (IQR).ResultsFrom January to July 2019, approximately 3800 surveys were sent to all physicians, APPs and nurses with a return rate of 5.5—10%. Although the majority of respondents had encountered an ethical dilemma (85–92.1%) only approximately half had ever requested an Ethics consult. The primary reason for physicians never having requested a consult was that they never felt the need for help (41%). For APPs the primary reasons were not knowing an Ethics consult service was available (33.3%) or not knowing how to contact Ethics (27.8%). For nurses, it was not knowing how to contact the Ethics consult service (30.8%) or not feeling the need for help (26.2%). The median satisfaction score (IQR) for Ethics consult services rated on a 0–100 scale, from physicians was 76 (29), for AAPs 89 (49), and nurses 70 (40) (p = 0.62). The median (IQR) of likelihood of consulting Ethics in the future also on a 0–100 scale was 71 (47) for physicians, 69 (45) for APPs, and 61 (45) for nurses (p = 0.79). APP’s and nurses were significantly more likely than physicians to believe that the team did not act on the Ethics consult’s recommendations.ConclusionsBased on the results presented, we were able to identify actionable steps to better engage healthcare providers—and in particular APPs and nurses—and scale up institutional educational efforts to increase awareness of the role of the Ethics consult service at our institution. Actionable steps included implementing a system of ongoing feedback that is critical for the sustainability of the Ethics service role. We hope this project can serve as a blueprint for other hospital-based Ethics consult services to improve the quality of their programs. (shrink)

An important challenge that many South African organisations face, is to find a way of dealing with difference that allows for unity amidst diversity. To make this possible, institutional frameworks should function as guiding and unifying forces without becoming repressing, totalising structures. Part of this process entails recognising that difference and dissensus need not result in fragmentation and a loss of organisational identity. In fact, when harnessed effectively, difference and dissensus can be come valuable resources for renewal and realignment within (...) organisations. When one looks at the contemporary tertiary environment, these insights can prove valuable in creating an intellectual environment within which the full potential of the intellectuals working there can be realized, and within which the intellectual activities that should be pursued there can flourish. This paper develops a framework for dealing with diversity that connects intellectuals and the University as an organisation while respecting individual value-configurations and input. Institutional guidelines should neither become totalising structures that repress difference, nor oppositional differences that exclude commonality and ongoing connectedness between individual members and organisational structures. S. Afr. J. Philos. Vol.21(2) 2002: 113-121. (shrink)

Objective To evaluate the questions asked during the informed consent process by adult and adolescent participants as well as their parents in five interventional regulatory studies conducted at our center from 2018 to 2019. Methods The study protocol was approved by Institutional Ethics Committee [EC/OA-116/2019]. Consent narratives in the source documents for the studies were evaluated. Questions asked were classified as per Indian Council of Medical Research’s guidelines. We evaluated total number of questions, nature of questions and whether there was (...) an association between education, gender, phase of trials, physician taking consent and number questions being asked. Results A total of five studies that had N = 297 consent narratives were evaluated. Narratives of n = 284 adult participants/Guardians and of n = 13 children were analysed. A total of 374 questions were asked of which children asked only 10 questions. A total of 131/284 of the participants did not ask any question. Among the participants who asked questions, the majority132/171 participants asked about risks related to investigational products followed by questions related to study procedures 83/171. Participants/guardians with higher education and those who consented for Phase III studies asked significantly more questions. Conclusion A majority of the queries were related to the risks associated with the investigational products. Educational status and the Phase of the trial were found to be significantly associated with the number of questions being asked. (shrink)

There is an inextricable link between cultural and clinical safety. In Australia high‐profile Aboriginal deaths in custody, publicised institutional racism in health services and the international Black Lives Matter movement have cemented momentum to ensure culturally safe care. However, racism within health professionals and health professional students remains a barrier to increasing the number of Aboriginal and Torres Strait Islander Health professionals. The Australian Health Practitioner Regulation Agency's Aboriginal and Torres Strait Islander Health Strategy's objective to ‘eliminate racism from the (...) health system’, and the recent adoption of the Aboriginal and Torres Strait Islander peoples led cultural safety definition, has instigated systems level reflections on decolonising practice. This article explores cultural safety as the conceptual antithesis to racism, examining its origins, and contemporary evolution led by Aboriginal and Torres Strait Islander peoples in Australia, including its development in curriculum innovation. The application of cultural safety is explored using in‐depth reflection, and the crucial development of integrating critical consciousness theory, as a precursor to culturally safe practice, is discussed. Novel approaches to university curriculum development are needed to facilitate culturally safe and decolonised learning and working environments, including the key considerations of non‐Indigenous allyship and collaborative curriculum innovations and initiatives. (shrink)

A growing body of research has demonstrated significant heterogeneity of hospital ethics committee (HEC) size, membership and training requirements, length of appointment, institutional support, clinical and policy roles, and predictors of self identified success. Because these studies have focused on HECs at a single point in time, however, little is known about how the composition of HECs changes over time and what impact these changes have on committee utilization. The current study presents 20 years of data on the evolution of (...) the Massachusetts General Hospital HEC. Between 1993 and 2012, the average number of committee members per year was 38 ± 3 and the average length of membership was 4.8 ± 0.4 years. During that time, the committee performed 934 consults, averaging 47 ± 3 per year. Attendance rates fell from 61.5 to 23.8 % over the study period and were inversely correlated with the total number of members. Between 1993 and 2012, the committee saw substantial growth in the diversity of the professional backgrounds of its members. Multivariate analysis, however, suggests that substantial changes in committee composition did not impact its utilization and that other factors are more likely to explain fluctuations in consultation volume. (shrink)

Being at Home stimulates careful conversation about some of the most pressing issues facing higher education institutions in South Africa today - race, transformation, and institutional culture. While there are many reasons to be despondent about the current state of affairs in the South African tertiary sector, this book is an invitation for the reader to see these problems as opportunities for rethinking the very idea of what it is to be a university in contemporary South Africa. It (...) is also, more generally, an invitation to think about what it is that the intellectual project should ultimately be about, and to question certain prevalent trends that affect - or, perhaps, infect - the current global academic system. The volume will be of interest to all those who are concerned about the state of the contemporary university, both in South Africa and beyond. [Subject: African Studies, Higher Education]. (shrink)

Governments of Australia have, at least since the 1960s, desired the control of tertiary education. From the mid-1960s to 1988 Australia had a binary system of higher education comprised of universities and colleges of advanced education. The latter were subject to much stricter government regulation. One of the main intentions was to have a system of tertiary education which was more attuned to the economic needs of the nation and less expensive than traditional universities. Colleges of advanced education (...) were supposed to be ‘equal but different’. Historians of education have been criticised for concentrating on facts and acts and for ignoring the human and social dimensions of institutional history. This paper redresses some of these shortcomings. The paper focuses on the individual working lives of a group of academic staff in one of Australia's oldest colleges of advanced education. It examines the influence of government regulations at the individual level. The paper investigates how system-wide restraints were reflected in the institutions they were supposed to influence. The issues covered include academic recruitment, induction programmes, institutional history, the use of sanctions and rewards and controls on teaching. (shrink)

The expression ‘a university without research is a dignified high school’ is becoming a both local and global concern in the academia. The purpose of this paper is to assess the extent to which collaborative research methodologies can enhance integration of faculties of arts and humanities in the universities in Malawi for knowledge development and transfer. It has been argued over and over that universities are spotlighted by their outstanding work in research, developing and sharing ideas, new inventions and creativity (...) within the spectrum of partnership development. While striving for partnership through collaborative research approaches, research activities still remain an area of concern in institutions that offer diverse tertiary education in Malawi. The question of how can these institutions or faculties engage each other in collaborative research methodologies in the quest of knowledge development and transfer remains crucial and relevant The study analyzed strengths, weaknesses, threats and opportunities of the existing research methods in Arts and Humanities and how the two disciplines can create a space for amalgamation so that research findings can benefit both disciplines. The study reveals that collaboration in various disciplines is a challenge owing to variations of conceptual analyses and the deficiency of technical no-how of both teaching staff and students as well as tools for data collection and analysis as may be emphasized in each of the areas of study; Arts and Humanities. Furthermore, while other institutions of higher learning have research ethics committees for checks and balances as a collaborative tool, some institutions do not know that this committee plays a crucial role in the field of research. Within this backdrop, there is need to develop research collaborations within an institution or with other institutions of higher learning that have a well-defined research profile for mutual benefits as far as collaborative research methodologies are concerned. (shrink)

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions (...) present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches. (shrink)

World politics, international relations, representative government. Author's works in demand.