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The State Duty to Protect against Human Rights Violations through Transnational Business Activities
Get PDFTransnational corporations are currently not formally bound by international human rights obligations. Instead, states have a duty to protect individuals against human rights abuses by third parties, including corporations. While it is undisputed that this obligation extends to all individuals living on the territory of the respective state, the extraterritorial scope of the duty to protect remains contested. This is especially the case for human rights violations through transnational business activities. The state on whose territory the violation occurs has a duty to protect human rights by adopting and implementing labour and environmental laws applicable in that state. However, it is less clear if and to what extent the state of the main seat of the mother company or the global ordering company — the ‘home state’ — also has a human rights duty to regulate transnational business activity. This article argues that such a duty can be based on existing human rights doctrine and standards of general international law such as the ‘no harm’ rule and the due diligence principle. It argues that states have a duty to regulate transnational business activities of corporations over which they exercise jurisdiction if human rights violations caused by such activities are predictable and preventable. In its final part, the article assesses various approaches in state practice which could be seen as instruments in the fulfilment of the duty to regulate transnational business activities
Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills
Get PDFIn tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers
RESEARCH ON REFLECTIVE PRACTICE IN TESOL
Get PDFRESEARCH ON REFLECTIVE PRACTICE IN TESOLThomas S.C. FarrellNew York, USA: Routledge. 201
STRAY WRITING: NAVIGATING THE GREAT DERANGEMENT
Get PDFMany theorists have lamented the lack of serious literary fiction addressing the shifting realities of climate change, or ecological collapse. While the reasons for this lack are diverse, most hinge on the temporal dimensions of the Anthropocene. This paper—via a study of work emerging in the environmental humanities—is an attempt to fragment the totalising rhetoric of geological shift by illustrating that the Anthropocene affects humans and non-humans on narrative timescales that are neither apocalyptic nor gradual. In conclusion, drawing upon Barbara Creed’s formulation of the stray (2017), I advocate for the stray novel and provide a series of provocations for further research
Dzud Disaster and the Pastoralist Dropout
Get PDFOn January 9, 2017, Mayor of Ulaanbaatar issued a decree on Restriction of Movement in order to limit rural to urban migration. The decree states that rural residents, excluding those who require long-term medical care, those who already own an apartment, and those who have a mortgage loan, will be restricted from taking up residence in Ulaanbaatar. One of the main factor to the increasing rural to urban migration is a periodic weather phenomenon known locally as a dzud, a cyclical, slow-onset disaster unique to Mongolia. It consists of a summer drought followed by heavy winter snow (10-350cm) and extremely cold temperatures (down to -40°C), which creates significant challenges for not only the livestock but also social basic services such as transportation, health and education, and lead to the collapse of livelihoods in vulnerable herder communities. As Mongolian herder families had faced a severe winter for the second year in a row, the humanitarian agencies have responded to the disaster. In this paper, dzud disaster and dzud consequences to pastoralist dropout and its effects will be discussed briefly
Building employability skills for higher education students: An Australian example
Get PDF Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits
LANGUAGE ACROSS THE CURRICULUM & CLIL IN ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) CONTEXTS
Get PDFLanguage Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts Lin, A. M. Y.Singapore: Springer, 201
REFUGEE BACKGROUND STUDENTS TRANSITIONING INTO HIGHER EDUCATION: NAVIGATING COMPLEX SPACES
Get PDFREFUGEE BACKGROUND STUDENTS TRANSITIONING INTO HIGHER EDUCATION: NAVIGATING COMPLEX SPACESLoshini Naidoo, Jane Wilkinson, Misty Adoniou, and Kiprono LangatSingapore: Springer, 201
TEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKING
Get PDFTEACHING ENGLISH TO SECOND LANGUAGE LEARNERS IN ACADEMIC CONTEXTS- READING, WRITING, LISTENING AND SPEAKING
Jonathan M. Newton, Dana R. Ferris, Christine C.M. Goh, William Grabe, Fredricka L. Stoller, and Larry Vandergrift
New York: Routledge, 201
Editorial: Ethics in TESOL
Get PDFThis special issue of TESOL in Context focuses on the topic of “Ethics in TESOL”. In it a number of issues are explored including accountability of ESOL teachers to their students and communities, the development of ethical responsibility for professional life and how research can inform and transform practice. Broader questions are raised about where does the notion of ethics take us as a profession in relation to research, practice and advocacy