Arab images of the United States and the Soviet Union before and after the June War of 1967
The images of America as held by foreigners have been of great interest to social scientists in the last two decades (Buchanan, 1954; Beals, 1954; Washington, 1956; Bell, 1960). Such interest bearing on the cold war and global rivalries needs no elaboration. Of particular importance are images held by elites in developing nations. Their views are crucial in determining the nature and extent of commitments that their countries will make to the Eastern or the Western centers of power. In this article the images of the United States and the Soviet Union as held by Arab students will be analyzed before and after the June War of 1967. The students in question were studying in this country, and over half of them are in graduate schools. The group as a whole has been ideologically oriented and politically active. Like their counterpart in Europe the Arab students in the United States not only have a powerful organization (the OAS with 10,000 members in 130 chapters) but also have been vocal and influential in affecting decision-making in their homelands. Scores of the alumni of the Organization of Arab Students in recent years have occupied strategic positions in their countries ranging from heads of states to cabinet members, from members of revolutionary councils to ambassadors, and from opposition leaders to high bureaucrats.
Types of Nationalism
Nationalism, or the social movements of nationalities striving to acquire, maintain, and enhance their status in a world where they are confronted by opposition or conflict, has a vast historical literature to its credit. The scientific study of nationalism must build upon but go beyond the particularistic knowledge of specific cases, on the one hand, and avoid lumping together all instances of nationalism, on the other hand. This paper suggests a tentative typology of European nationalisms which, it is hoped, may find wider applicability. The typology is based upon the characteristic form that conflict and opposition take and the corresponding self-and group-consciousness which it generates. The four types of nationalism here presented are hegemony nationalism, particularistic nationalism, marginal nationalism, and the nationalism of minorities.
School Principals and Education Law: What do they know, what do they need to know?
Principals now work in complex and challenging environments where uncertainty and change are the hallmarks of their roles and responsibilities. As such, the knowledge and capability demands on principals have expanded, including those related to education law. While these matters attracted some research interest a number of years ago, there has been little recent work in the area of principals and education law. This article reports on an exploratory study into aspects of the legal knowledge held by Tasmanian government school principals, particularly concerning non-sexual physical contact between teachers and students. The research was undertaken using a small-scale, mixed-methods research design, which required principals to respond to various legal scenarios. Three key findings emerged from the study. First, principals used two different levels of working knowledge about education law  one related to legal problems, and the other to legally-related routine activities. Second, on the particular topic of physical contact, some knowledge held by principals was not legally accurate. Third, for major legal issues, participants indicated that they acquired access to information from legal experts. The situation for routine legal matters was less clear, although in-service training and practical experience were identified as potential sources of knowledge. Participants recognised the importance of a sound knowledge of education law, especially for dealing with security and safety issues and preferred to access further information through in-service training. Notably, the findings of the study are broadly consistent with those from earlier Australian and international research, suggesting that much remains to be done in the area of principals’ education law knowledge.