How do small states approach their security problems? What types of strategic instruments exist for small states, and when and why are certain strategies chosen rather than others? The security of `weak' states is problematic, demanding trade-offs in the decisions made. Using 19th century Swedish security policy as an example, it is argued here that small states, in their pursuit of security and autonomy, face a dilemma between abandonment and entrapment, leading to a choice between balancing between great powers or making an approach to one of them. This hard choice confronts both non-aligned and allied states. It is also argued that a focus on the images of decision makers is required as a complement to traditional realist theory in order to gain an in-depth understanding of small state security decisions. This book is special in its focus on small, non-aligned states. Most studies on balance-of-power behaviour limit their analysis to alignment decisions. The study also expands the domain of image constructs by introducing perceived regime characteristics into the analysis, besides images of power and intentions. Audience: Scholars and students interested in foreign policy analysis, particularly small-state behaviour. The book points to the importance of beliefs and ideas in security policy.

This work aims to encourage teachers to identify and develop their students' capacity for becoming autonomous learners. It outlines procedures for diagnosing language learners' ability as self-sufficient learners and gives guidelines for using tasks and classroom contexts to encourage such learning.

Seminar paper from the year 2014 in the subject English Language and Literature Studies - Other, grade: 2.0, University of Duisburg-Essen (Anglophone Studies), course: Learner Autonomy in Practice, language: English, abstract: This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question “how to teach” (Brown 1994: 51) in a classroom has to be considered. First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term ‘learner autonomy’ will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above. After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher’s role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called “Great Books to Read”, methods and strategies as well ...

A revolutionary handbook to radical theory and history as well as an organizing model for how we get free."How can we get free? How can we free ourselves, our communities, our environments, our society? Our present is infused with incredible possibilities for realizing a free association of social individuals, sustainably regulating our relations within nature. Yet the material possibilities for the realization of this freedom remain trapped within a present that summons all available weapons of repression to contain and suppress it"The question of freedom is central to all revolutionary movements. It is at the root of everyday struggles to resist and overcome oppression. Often, the realities we face constrain how we understand this question, so we ask it in pieces. How do we provide for each other? How do we protect, nurture, care, love, create? These questions of survival and perseverance ask how we liberate ourselves from the hardships of enclosure, exploitation, and dependency that are imposed on our minds, bodies, communities, and environments."By laying bare the mechanisms of capitalism, imperialism, settler colonialism, climate catastrophe, heteropatriarchy, white supremacy, exploitation and dispossesion, and a range of other oppressive structures and countering them with a historical account of revolutionary movements from around the world, Organizing for Autonomynbsp; offers a brazen and determined articulation of a world that centers community, love, and justice.With an unparalleled breadth and by synthesizing innumerable sources of revolutionary thought and history, CounterPower presents the result of years of inquiry, struggle, and resistance. Bold, fearless, and radically original, Organizing for Autonomynbsp; imagines a decolonized, communist, alternative world order that is free from oppressive structures, state violence, and racial capitalism and helps us to get there.nbsp;nbsp;

This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.

This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education.