This text explores the experiences of tempered radicals. These are people who want to become valued and successful members of their organisations without selling out on who they are and what they believe in.

This document contains the papers presented at the Consultation on Aquaculture for Sustainable Rural Development which was organized jointly by FAO and NACA and held in Chiang Rai, Thailand, from March 29-31,1999 in order to develop the detailed structure of a regional program on aquaculture for sustainable rural development and to propose a strategy for its implementation. The consultation took an overview of the relevant information emerging from the presentations of country reports; lessons learned by specific projects; experiences of regional and international organizations and donor agencies; and findings of expert reviews. More sharply focused examination of critical issues and discussions on specific components of the draft program concept were followed through parallel working group discussions. The outputs of the working groups were further discussed during the concluding plenary. Finally, a detailed Program Framework on Aquaculture for Sustainable Rural Livelihood Development was conceived through consensus to serve as guiding principles for the formation of the program.--Publisher's description.

Selected by Choice magazine as an Outstanding Academic Title Creating Human Rights offers the first systematic study of a pioneering women's refugee movement and its challenge, as an international trigger case, to more conventional paths toward human rights policy development. Lisa S. Alfredson argues that such cases, which unfold in the context of a specific country and have profound impacts on international human rights efforts, have been neglected in research and pose a challenge to recent theorizing on human rights change. In the early 1990s, Canada witnessed the emergence of the world's first comprehensive refugee policy for women who were seeking protection from female-specific forms of violence—rape, domestic abuse, public stoning of adulterers, genital mutilation—while challenging a gender-biased system. Close examination of this novel movement, Alfredson contends, provides crucial insights into why and how states may articulate new human rights that set international precedents. Analyzing original empirical data and sociopolitical historical trends, the book documents the decisive global impacts of the movement while shedding light on the paradox of noncitizen politics and asylum seekers' little recognized political strength. Contrary to expectation, findings suggest transnational networks and pressures are not required for some forms of change. Rather, international trigger cases illuminate a range of other key actors and advocacy strategies leading, subsequently, to a more comprehensive understanding of human rights acceptance. In the case of the women's refugee movement, the convergence of human rights and noncitizen politics points toward a new dimension for human rights scholarship that, in the current age of globalization, is becoming critically important.

While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being.

Educational Reciprocity and Adaptability challenges the common belief that adapting to new educational settings is the responsibility of international students alone. The book argues that reciprocal responses are required by students and stakeholders alike for an efficient and equitable accommodation of international students in educational settings. Considering how international students negotiate academic challenges and social tensions, it presents both theoretical frameworks and practical tools to work around the tension regarding ethical academic practices. Crucially exploring these issues across a range of geographical and institutional contexts, and therefore offering critical insights into significant developments in international education across the world, the much-needed research in this edited collection explores: institutional educational policies regarding international students and stakeholders; institutional practices and how they are received; educational adaptability and responses from different stakeholders; the experiences of international students and institutions in negotiating academic and social tensions. This important contribution to research on the experiences of international students in different geographical and educational contexts is of great interest to academics, researchers and postgraduate students in the fields of international education, comparative education, sociology of education, youth studies, intercultural studies, migration studies and TESOL.