Asal and Harwood explore how today's information technology is changing how we educate and are educated. Focusing on the United States, with useful insights from the classroom digital revolution in a few other key places (the United Kingdom, Australia, and India), the authors investigate the impact of today's technologies on education -- how they impact teachers and teaching, children and learning, and the intersection of teaching and learning. For example, they tell us what the educational impact of having over 60% of America online is. The authors explain exactly how new technologies are changing the learning environment in and out of the classroom with a focus on the effects on K-12 education. Chapters include vignettes about children who are integrating information technologies into their lives at school and at home and those children who for a variety of reasons, most notably, socio-economic, have found themselves excluded as full members of the first digital generation. There are also accounts from K-12 teachers who are incorporating technology into their classroom environments. Using closed-circuit cameras, electronic cheating, and distance learning are all also discussed at length.

This new book shows how international crises are dangerous episodes that can be destabilizing not only to the actors directly involved but also to the entire international system. Recognizing the primacy of crises as defining moments in international relations, scholars and policy makers alike are increasingly concerned with identifying mechanisms for crisis prevention, management and resolution. Mediating International Crises is the first comprehensive study into one such mechanism that has been used with increasing frequency in the 20th Century: mediation by a third party. This important research attempts to determine whether third party mediation is an effective means of alleviating or managing the turbulent and violent consequences of crises. The authors examine three approaches to mediation: facilitation communication between parties, formulating possible agreements and manipulating the parties through sanctions or rewards. They explore how these mediation approaches affect crisis outcomes through sanctions or rewards The book begins with a thorough discussion of the theoretical literature on mediation, with particular attention paid to the important distinction between crisis management and conflict resolution. The authors then provide empirical analyses of instances of mediation in 20th century international crises, which is supplemented with data derived from simulated negotiation settings with human subjects.

This new book shows how international crises are dangerous episodes that can be destabilizing not only to the actors directly involved but also to the entire international system. Recognizing the primacy of crises as defining moments in international relations, scholars and policy makers alike are increasingly concerned with identifying mechanisms for crisis prevention, management and resolution. Mediating International Crises is the first comprehensive study into one such mechanism that has been used with increasing frequency in the 20th Century: mediation by a third party. This important research attempts to determine whether third party mediation is an effective means of alleviating or managing the turbulent and violent consequences of crises. The authors examine three approaches to mediation: facilitation communication between parties, formulating possible agreements and manipulating the parties through sanctions or rewards. They explore how these mediation approaches affect crisis outcomes through sanctions or rewards The book begins with a thorough discussion of the theoretical literature on mediation, with particular attention paid to the important distinction between crisis management and conflict resolution. The authors then provide empirical analyses of instances of mediation in 20th century international crises, which is supplemented with data derived from simulated negotiation settings with human subjects.

Insurgent groups consist of individuals willing to organize and commit acts of terror to achieve their goals. By nature, they depend on public support, yet they sometimes target private civilians in addition to military personnel and government officials. This book examines insurgent embeddedness-the extent to which an insurgent group is enmeshed in relationships with the state, other insurgents, and the public-in order to understand why they attack civilians. Using Big Allied and Dangerous (BAAD) as the dataset, this book drills into civilian attacks in specific contexts, including schools, news media, and nonmilitary/nongovernment spaces designed for the general public. This book goes one step further, presenting in-depth analyses of intergroup alliances and rivalries, their changes and determinants over time, and the implications for several types of bloodshed against civilians. Insurgent Terrorism offers a comprehensive, modern approach for academics, students, and policy practitioners who seek to understand interorganizational relationships between insurgent organizations.

Bringing together some of the world's leading family law scholars, as well as bright and emerging minds in the field of global family law, this book explores the differences and commonalities in the conceptualization and legal treatment of families throughout different legal traditions. Each chapter delves into topics integral to family law jurisprudence and serves as a novel examination into a deep slice of family law. Together, the four parts and sixteen chapters create a melodious and intriguing examination of groundbreaking and cutting-edge areas of law in the realm of the family. The four parts primarily focus upon a major family law topic with the authors examining the laws across jurisdictions, cross-nationally, or in some cases intra-jurisdictionally. It is through this comparative lens that we see how family law concepts are woven into the fabric of overall society around the globe. This book is of interest to family law, international law, sociology, and socio-legal scholars.

Insurgent groups consist of individuals willing to organize and commit acts of terror to achieve their goals. By nature, they depend on public support, yet they sometimes target private civilians in addition to military personnel and government officials. This book examines insurgent embeddedness-the extent to which an insurgent group is enmeshed in relationships with the state, other insurgents, and the public-in order to understand why they attack civilians. Using Big Allied and Dangerous (BAAD) as the dataset, this book drills into civilian attacks in specific contexts, including schools, news media, and nonmilitary/nongovernment spaces designed for the general public. This book goes one step further, presenting in-depth analyses of intergroup alliances and rivalries, their changes and determinants over time, and the implications for several types of bloodshed against civilians. Insurgent Terrorism offers a comprehensive, modern approach for academics, students, and policy practitioners who seek to understand interorganizational relationships between insurgent organizations.

Asal and Harwood explore how today's information technology is changing how we educate and are educated. Focusing on the United States, with useful insights from the classroom digital revolution in a few other key places (the United Kingdom, Australia, and India), the authors investigate the impact of today's technologies on education - how they impact teachers and teaching, children and learning, and the intersection of teaching and learning. For example, they tell us what the educational impact of having over 60% of America online is. The authors explain exactly how new technologies are changing the learning environment in and out of the classroom with a focus on the effects on K-12 education. Chapters include vignettes about children who are integrating information technologies into their lives at school and at home and those children who for a variety of reasons, most notably, socio-economic, have found themselves excluded as full members of the first digital generation. There are also accounts from K-12 teachers who are incorporating technology into their classroom environments. Using closed-circuit cameras, electronic cheating, and distance learning are all also discussed at length.