Prominent theories of decision under risk that challenge expected utility theory model risk attitudes at least partly with transformation of probabilities. This paper shows how attributing local risk aversion to attitudes towards probabilities can produce extreme probability distortions that imply paradoxical risk aversion.

The article focuses on the politics of representation in Kosova since the United Nations took over ‘peace management’ in 1999. It uses UN propaganda posters (political pedagogy) and local nationalist political advertising as a way to read the multiple gendered discourses of representation. It shows how gender is used relationally between competing forces – the ‘international community’ and nationalists – as a tool to ensure UN's imposition of Western policies and norms and as a mechanism for local politicians to consolidate (...) their domination of the domestic/private sphere. Moreover, it discusses the price paid to mimic the West: how Kosovar politicians have sought to ‘undo’ national identity in favour of a Western self-representation through a gendered abnegation of Islam. Thus, as an intrinsic part of the discourse of ‘peace-building’, these images represent the site of power production, domination, negotiation, and rejection, involving the collaboration of different actors, institutions, and individuals. Three specific points will be made: first, the article seeks to show that a Western political modernization discourse has, paradoxically, reinforced patriarchal relations of power and traditional gender roles in Kosova through the subjugation of women. Second, it explains the inability to resolve competing Albanian narratives – one relying on the legacy of peaceful resistance and the other on the armed struggle against Serbian domination during the 1990s. Third, through the intermeshing of international peace-keepers and local nationalist patriarchs, it will show how the militarization of culture is perpetuated through, and in relationship to, gender. (shrink)

This paper provides various perspectives of scholars on inclusive education throughout its history and the role of an inclusive teacher in inclusive education schools with specific focus on children with disabilities that attend regular classes with their non-disabled peers. The paper is based on the literature review of various research papers and studies that were published by prominent and specialized scholars, institutions and relevant organizations in the field of inclusive education, with a focus on disabled children and their rights to (...) have equal chances for education in regular schools with their peers. The paper further reflects teachers experience and perception on the inclusive education process and the challenges they face in this regard. Finally, the paper provides various views on what is expected by an inclusive teacher and what type of support and assistance they need to get from other educators and teachers specialized in education of children with disabilities in order to meet children’s needs in the context. The paper also describes the importance of inclusive teacher’s collaboration with the school management, children’s parents and caregivers and other relevant specialists in order to understand the specific background of child’s type of disability with the aim of adapting his teaching methodology, tools and materials as per child’s specific needs for an individualized education planning if needed. (shrink)