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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students' vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.

Remote learning has rapidly emerged as one of the most fundamental approaches in facilitating self-directed learning in Higher Learning Institutions. The purpose of this paper was to conduct a bibliometric study on the global trends in research about remote learning during 1961 to 2021 period. A bibliometric analysis of 719 research articles from the Dimensions database was carried out. The VOSviewer1.6.16 software was used to carry out visual analysis of the publications to establish the network and overlay visualization maps. The results indicate that there has been a steady growth of research articles on remote learning during COVID-19 pandemic of which „Polytechnic Institute of Porto? was the leading organization in terms of publications. Countries which are most productive include the United States, Russia and the United Kingdom while "Corter" and "Kreijns" were the most cited authors and "Lima? and "Viegas" were the authors with highest links in terms of collaboration. Regarding the cooccurrence of key words, it was found that keywords such as "experience", "COVID?, "internet" "poverty" "interaction", "inequality", "social emotions" and "online interactions" had strong association with remote learning. The findings suggest the need for developing countries to allocate adequate funds on remote learning.

This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)

For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009-2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery. This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

Preschool education is an education process that prepares children for primary education, provides the training and upbringing conditions in the home and also aims to remove the inequalities in terms of language and society in the early period. The audit is to evaluate learning and all the factors that affect learning and also prepare the environment and conditions for effective learning. The purpose of this research was to develop a comprehensive point of view for preschool education audit in the world and our country. Document analysis that is one of the qualitative research methods were utilized in this paper as the method. The documents related to the systems in France, Netherlands, Germany, Belgium, Luxembourg, Denmark, Greece, Spain, Italy, Portugal, Ireland, Italy, Sweden, Sweden, Norway, Iceland, Switzerland, Russia, China, Israel, America, Saudi Arabia, Japan, India Jordan, Albania, Bulgaria, Macedonia, Romania, Bosnia and Herzegovina, Poland, Kosovo and Turkey were researched out within the scope of this study.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.

The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.

Since 2000, the number of students trained abroad has increased 100%. This statistic shows how not only many students but also how future employers value this training. It gives students an additional skill, which can be called "internationality". Accordingly a large number of countries intend to rapidly increase the number of students studying abroad. This trend leads to a model of international student mobility that would be perfect if, first, all students could benefit from it; second, if this model did not create some inequalities; and finally, if it did not cause some distortions in the world that may be economic or academic in nature. This paper shows that this is not the case. It is therefore important to analyse these phenomena in order to find solutions to improve the current model of international student mobility.

The main threats to world order are terrorist and extremist activities. On the world stage, countries unite into a coalition with the aim to increase the efficiency of the fight against terrorism. At the local level, the terrorist threat is fought by the security services. In order to prevent global human victims, which may arise as a result of terrorist attacks, the government is taking a number of normative legal acts, which prevent the activities of militants. The main problem that arises in the preparation of the law is the lack of a clear understanding of what the "terrorism" and "extremism" are. Therefore, in this paper, a complete analysis of these terms will be made on the basis of normative legal acts of some countries such as the USA, Russia, Kazakhstan, and scientists specialized in the subject. Research of the terms "extremism" and "terrorism" has shown that these concepts are different, but at the same time interconnected. This relationship is expressed in the fact that terrorism is a continuation of extremism, its next step. The disengagement of these concepts will allow the legislator to create more specific laws, that will cover the entire field of criminal activities.

This article focuses on such a highly relevant subject as the prevention and correction of deviant behavior in the adolescent environment. The study revealed the main vectors for the development of the modern science of deviant behavior, identified the main causes of deviations and carried out a comparative analysis of the work on the prevention of deviant behavior in the CIS countries and abroad. This paper proved that the key factor in the prevention and correction of deviant behavior should be, firstly, the family as the primary and the most important institution of identity formation, and secondly, the pedagogically controlled environment of educational institutions serving as a condition for socialization and personal development for children and adolescents.

This paper is focused on virtual campuses, i.e. virtual worlds representing real educational institutions that are based on the metaphor of a university and provide users with different learning tools. More specifically, the idea of integrating a virtual campus into the context of a virtual city is suggested. Such a virtual city, where students live and work, can extend the possibilities of a virtual campus in supporting learning and socializing. This paper provides a description and analysis of an empirical case study that was performed to test and develop these ideas. Based on the results of the study, a set of guidelines for designing a virtual campus in a city context is presented. (Contains 15 figures.)

This paper reviews a body of research on the author's Silver Drawing Test (SDT) and Draw A Story (DAS) art-based assessments, which span 40 years of development. The original impetus for the assessment is described and studies are reviewed that examined relationships between depression, abuse, and aggression; cognitive skills; interrater and retest reliability; normative data; and treatment outcomes in the United States, Thailand, and Russia. Findings from these studies suggest that drawing responses that are strongly negative (receiving of a score of 1 out of a total possible 5 points) on both the Emotional Content and the Self-Image scales can provide early identification of children and adolescents who may be at risk for depression. (Contains 1 figure.)

Historically, the cold war was a watershed that separated two epochs: the time of abnormal, although compelled, partnership of two political systems and the period of peaceful coexistence with barely hidden hostility. The peacefulness of the latter, however elusive and vulnerable it was from time to time, has to be credited to the cold war, a relatively short period of time in world history, when humankind, and most importantly its leaders, realized how close our world was to self-destruction. The purpose of this article is to trace educators' rationale or motivation for teaching about the Soviet Union in the second half of the 1940s through the1950s, and how their motivation changed during that period. It is argued that although there existed a general tendency and interest among social studies teachers to teach about the Soviet Union these motivations and interests were conditioned by different circumstances and, consequently, pursued different goals. People who are in political power in the United States and Russia now belong to the post-World War II generation. They learned about the Soviet Union/Russia and the United States from their parents, from the media, and in school. The analysis of teachers' motivations in this controversial period of the cold war points out a general attitude toward the Soviet Union among many educators. This attitude can be expressed by the following triad: hopeful curiosity; confrontational hostility; and confrontation and interest.

The paper presents the challenges of cross-country and cross-cultural research on the motivation to become a mathematics teacher based on data from the "Teacher Education and Development Study in Mathematics" ("TEDS-M"). Referring to studies from cross-cultural psychology, measurement invariance (MI) of constructs representing different motivations to become a teacher was examined in confirmatory factor analysis (CFA) across the countries that participated in TEDS-M. The data supported metric invariance which means that comparing relationships between motivation and other constructs across countries is permitted, with the exception of extrinsic motivation in Taiwan. Scalar invariance was not supported by the data across countries but across cultures: Scale means can be compared between Germany, Switzerland and (with regard to intrinsic motivation) Norway and Poland as well as between Singapore and Taiwan (with regard to the intrinsic motivation) and Malaysia, Philippines and Thailand (again regarding intrinsic motivation).

Over the past decade, industry relevance and connectedness have evolved into a key requirement for students and their parents, who increasingly perceive employability upon graduation as a critical factor in the degree selection process. Simultaneously, professional bodies emphasise the need for high levels of industry engagement as a condition for accreditation, which in turn further impacts on the "marketability" of a specific degree. However, many of the skills emphasised by potential employers and industry reference groups are more closely aligned with generic graduate attributes, rather than discipline specific knowledge and skills. This increasingly includes an emphasis on cultural awareness, excellent communication skills and the ability to work in dispersed, often even virtual teams. This observation is arguably particularly relevant within the business (degree) context, where workforces become increasingly multicultural, as traditional borders and limitations make way for transnational opportunities. This paper discusses the benefits and challenges associated with a third year student project that set out to combine the need for discipline specific knowledge, with the acquisition of versatile, culturally sensitive business skills. Students participating in the aptly titled "communications challenge" competed against their peers as part of multicultural teams, representing twelve countries, across five continents. The authors conclude that experiential learning opportunities like this global, real life client project may not necessarily be popular amongst the wider student cohort. Furthermore, the acquisition of discipline specific knowledge may be limited when compared to "traditional" teaching deliveries. However, projects like this provide a number of benefits, in particular in the context of capstone units that set out to prepare students for a diverse career in an increasingly global, multicultural and complex environment.

Two years and seven months after the initiation of the U.S. satellite program, Soviet Russia launched a rocket north of the Caspian Sea carrying the now famous "Sputnik I" satellite. U.S. scientists were aware that Soviet Russia was planning on putting an artificial satellite into orbit; however, secrecy surrounding the timing and the location of the launch of the satellite served to intensify the Cold War and America's deepening distrust of Soviet Russia. The launching of Sputnik was a trumpet call to the U.S. educational system. Even if the public did not know much about rocketry, satellites, or space, they did understand a perceived blow to national pride. In celebration of the recent golden anniversary of the launching of the Soviet satellite, Sputnik I, this paper takes an historical perspectives approach to examine the social, political, and educational climate in the United States leading up to the launch. Ramifications to science education are discussed, and implications are made for the relevance of this event to science education today.

The article provides an analysis of Russia's role and place in President Biden's U.S. foreign policy aims. Particularly, this paper explores clashing world order visions, issues pertaining to national sovereignty, post-Soviet space development, sanction policies, climate change issues, and global security. The following research reveals that the rivalry between the United States and Russia influences the system of international relations, because both parties promote substantially different concepts of the future world order. The Biden administration was unwilling to make the necessary concessions to accommodate Russia because 1) there is a huge gulf between the two country's world views that even makes negotiations between the two almost impossible, and 2) because it does not take Russia seriously and views it as a declining power. As a result, the two sides were unable to come to some kind of negotiated agreement that would have addressed Russia's concerns including the Ukraine issue. Instead, deterring Russia has become a priority for U.S. foreign policy in critical areas such as national sovereignty, the democratic development of post-Soviet countries, Russian-related human rights issues, and U.S. sanction policies against Russia. Comparing Trump's presidency to the Biden administration's first year in office, Biden has championed a more pragmatic narrative towards Russia. Most evidently, this is manifested in problems concerning universal global challenges such as strategic stability, cyber-security, and even aspects of climate change. Nevertheless, the possibility of concluding any serious negotiations between the parties on new world order parameters seems less realistic today than ever before. [ABSTRACT FROM AUTHOR]

As countries scramble for cleaner energy production and to meet carbon reduction targets, natural gas seems to become an increasingly attractive option with liquified natural gas (LNG) as a popular transportation choice. In this paper, we first conduct a literature review and discuss the various factors affecting the global natural gas market, its recent history, current state, and future. Then we look at the possibility of East Asia becoming an alternative market to Europe for Russian LNG. We also bring in the US both as a political force that employs economic sanctions and as a potential LNG supplier. As a case study, we define a 3-player game between Russia, The United States, and Japan which results in relative market stability. In the case of sanctions against Russia, we conclude that it will lose its foothold in the Japanese market in the long term. Finally, we discuss the potential of LNG trading as the first step for East Asia's energy transition to a low-carbon economy. [ABSTRACT FROM AUTHOR]

British historian Max Beloff's "An Historian in the 20th Century: Chapters in Intellectual Autobiography" is discussed and his many interests examined, including his scholarly preoccupation with Great Britain, Russia, and the United States; his approach to the study of history; and his establishment of a university in Britain, funded without public subsidy. (MSE)

Copyright of Carta Internacional is the property of Associacao Brasileira de Relacoes Internacionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the wrap-up of the S-400 deal with Russia in December 2017, critics argue that Turkey is caught between a rock and a hard place due to the adamant opposition of its NATO allies, the United States in particular, which has threatened Ankara with imposing severe sanctions. Would this be the correct representation of the situation at hand? Does it make any sense for Turkey to engage Russia, an archrival nation, to enhance the security of the country? Is the S-400 deal worth the risk of alienating the allied nations whose projected sanctions may have wide-ranging political, economic and military repercussions? With these questions in mind, this paper will try to shed light on the specifics of the S-400 deal that make one think that it may indeed make sense for Turkey to bear the brunt of engaging Russia. In the same vein, the paper will assess the impact of the S-400 deal on Turkey's defense industries. The paper will also present the author's conception of the current "international political non-order" as an underlying factor behind the deal. Finally, the paper will suggest that the S-400 deal must be approached from a wider perspective so as to grasp the extent of the service it has done in bolstering Turkey's military-industrial complex. [ABSTRACT FROM AUTHOR]

Copyright of Review of International Affairs (04866096) is the property of Institute of International Politics & Economics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ostensibly, Joe Biden's victory over Donald Trump in the 2020 presidential elections should have placed United States international policy back on a familiar path. However, despite the prevalence of a highly traditional vision of US foreign policy, the Biden administration has maintained significant continuities with the previous administration, as reflected in the policy towards China and the withdrawal from Afghanistan. In part, this is due to the constraints produced by the deep divisions that exist at domestic level. This paper aims to unravel the fundamental elements of Biden's foreign policy, focusing on possible ideological and doctrinal elements, strategic priorities, and any continuities and changes relative to his predecessor. [ABSTRACT FROM AUTHOR]

Ukraine is existential to Russia, but peripheral to American interests. The "escalation dominance" advantage is with Moscow, and no amount of military aid or economic coercion, short of an actual war, will deter Moscow, given the asymmetry of interests and differing threat perceptions. American public opinion remains firmly opposed to risking a potential great power war. That said, a Ukraine—if it exists as a state after the war—at peace with its neighbours is in everyone's interest, as is a decreased risk of a great power conflict. This policy brief identifies some confidence-building measures that might, in a similar situation in the future, result in a more realist grand bargain. A potential war might be a short punitive campaign by Russia, in which case the central thesis of this policy brief, a neutral zone in Ukraine, will remain intact. It might also be a war of occupation and conquest, in which case this paper might be considered a study in a counterfactual history of what could have been. [ABSTRACT FROM AUTHOR]

This article critically examines the formation of the BRICS alliance, comprising Brazil, Russia, India, China, and South Africa, with a specific focus on the pivotal role played by the United States in shaping this strategic partnership. It explores the extent of US influence and the accompanying responsibilities it assumes within the alliance. The article highlights the proactive efforts of Brazil, Russia, and China to expand their global influence while concurrently aiming to reduce US interference. Brazil, in particular, seeks partnerships with Russia and China as a means to attain autonomy and foster development. Simultaneously, Russia and China strive to challenge US global dominance and solidify their own spheres of influence. The article concludes by emphasising the importance of critically evaluating Europe's military support to Ukraine, suggesting that such support may primarily serve US interests. Additionally, it underscores Europe's potential to promote peace and stability by pursuing independent and principled foreign policies. [ABSTRACT FROM AUTHOR]

This study explores the relationship between Croatia and the U.S., Russia, and China, providing a comparative qualitative analysis of trade and investment flows between these countries. Using a Mixed Methods approach combined with a literature review, evaluation of a range of data sources, analysis of bilateral trade data and foreign direct investment flows, and other economic indicators, the study analyzes the drivers and implications for economic ties between Croatia and these countries. The study also examines the impact of economic sanctions on Croatia's relationship with Russia. The research finds that the U.S. is Croatia's largest trading partner, while Russia and China are important sources of foreign direct investment. Finally, the study provides recommendations for future research, highlighting the need for a greater focus on trade in services, investment flows, and comparative analysis with other countries in the Balkans region. Overall, the study contributes to understanding the complex economic relationship between Croatia and the U.S., Russia, and China and offers recommendations for greater diversification of Croatia's trade and investment partners and the importance of monitoring the political and economic risks in economic cooperation. [ABSTRACT FROM AUTHOR]

This article reviews Western approaches to the regulation of Arabian horse breeding as it shifted west and globalized, focusing on the period between 1880 and 2020. The move to “preserve” the Arabian horse within a Western framework is central to this history, but different approaches have been adopted over time. I consider examples from nineteenth century Poland, England, and Russia as contexts for understanding how debates about and approaches to producing “purity” unfolded in the Arabian horse industry in the twentieth-century United States and continue today in the global context of Arabian breeding framed by the Word Arabian Horse Organization (WAHO). [ABSTRACT FROM AUTHOR]

Hybrid warfare is the most common term used by commentators to describe the complexity and multifaceted character of contemporary warfare. Hybrid warfare refers to coercive methods of strategic competition that take place below the threshold of conventional military conflict and is usually applied to the blend of military and non-military methods of warfare employed by the West's principal adversaries, Russia and China. The term hybrid warfare has evolved from an essentially military concept to one that potentially embraces all the instruments of state power. Hybrid warfare remains an ill-defined and contested term, and there are many other buzzwords, such as irregular warfare, hybrid threats, and gray zone aggression, that are used to describe the same phenomenon. This article examines the evolution of thinking on hybrid warfare and these related concepts. It highlights the challenges that scholars and practitioners have faced in trying to define and apply these terms in the policy environment in a manner that promotes common understanding and strategic coherence. [ABSTRACT FROM AUTHOR]

This article concentrates on the transformative potential of the Millennial generation within the framework of the political landscapes of the United States, several European countries and Russia. Generational experiences frame the context for the comparative examination of the democratic order and the perspectives for democratic transition. In Western countries, the group is a potentially powerful political force, yet its members do not pursue traditional forms of civic engagement – they are sceptical about institutional forms of participation and have little trust in public authority. Embedded in a youth-marginalization discourse, the public identities of the Millennials are seen rather as a manifestation of the failures of democratic representation, rather than as forms of agency seeking new ways of political expression. The orientations of this distinct group also present a puzzle when the future of authoritarian regimes is discussed: Millennials' openness to political change is often questioned, despite the prominent role they play in the rise of the opposition forces that gained influence during Vladimir Putin's third term. Nevertheless, in both contexts, the ongoing generational shift has become an increasingly important area for social-scientific investigation and it is being directly related to broader arguments about the nature of political change. [ABSTRACT FROM AUTHOR]

This article takes a strategic narrative approach to explaining the current and likely future contestation between Russia and the West. We argue that Russia projects a strategic narrative that seeks to reinforce Russia's global prestige and authority, whilst promoting multilateral legal and institutional constraints on the other more powerful actors, as a means to ensure Russia stays among the top ranking great powers. To illustrate this we analyze Russia's identity narratives, international system narratives and issue narratives present in policy documents and speeches by key players since 2000. This enables the identification of remarkably consistency in Russia's narratives and potential points of convergence with Western powers around commitment to international law and systemic shifts to an increasingly multipolar order. However, we explain why the different meanings attributed to these phenomena generate contestation rather than alignment about past, present and future global power relations. We argue that Russia's historical-facing narratives and weakened material circumstances have the potential to hamper its adaptation to rapid systemic change, and to make attempts to forge closer cooperation with third parties challenging. [ABSTRACT FROM AUTHOR]

Twenty-five years ago Russia was a mess. Yet, even shorn of nearly one-fourth of the Soviet Union's post-1945 territory, Russia is back now: a bully to former Soviet Republics and allies, and a challenge to the United States and its European partner. As Russians visibly long for their imperial past, the vexing question is how to impress upon their government the limits of a self-image which the Russian state can no longer sustain and which the West need not tolerate any more. In Georgia first, and in Crimea and Eastern Ukraine next, Putin started something, but what? "Patience, patience," advised George Kennan after the breakup of the Soviet Union: but for how long and how far? Strategic patience, too, faces a critical point beyond which it breaks. Is there a need to tell now, and if so how? In short, Russia is not a European country like any other. It is too big, too close, and too nuclear to be provoked; but it is also too demanding, too resentful, and too threatening to be indulged. [ABSTRACT FROM AUTHOR]