Internet emergence multiplied the number of voices involved in international policy

This empirical study investigates the financial integration linkages among the sample stock markets of Canada, Mexico,United States (for both New York Stock Exchange, i.e. NYSE and NASDAQ), Panama, Brazil, Chile, Peru, Venezuela,Jamaica, Trinidad, and Tobago during the period from January 2001 to April 2019. This research study also examinesthe impact of selected stock market dynamics on the textile sector. International portfolio diversification has been animportant subject of research in financial fraternity since the emergence of Modern Portfolio Theory in 1952. This studyexamines the portfolio diversification opportunities in the 11 stock markets of Americas.International diversificationamong stock market indices has proven to be fruitful in the past. Certain tests have been used to determine opportunitiesfor diversification are correlation test, pairwise co-integration test, multiple co-integration test and granger causality test.The empirical results show that stock market indices share low correlation among other and they are not highlyco-integrated whereas results of Granger causality test exhibit an unidirectional relationship among few stock marketsin short run.

Background Graduate education in modern diplomacy poses several challenges, as it requires several competencies to be developed before diplomatic service is joined. Incorporation of simulation games can have a positive impact on the design of international relations and diplomacy learning process. We have designed a novel role play game (MAEDRI) to simulate part of the activities of a typical Ministry of Foreign Affairs. Objective This study aims to evaluate the effectiveness of MAEDRI in transferring knowledge in international relations education programs at the National University of Political Studies and Public Administration, Bucharest, Romania, across a 4-year period. Methods The game enrolled master’s level graduate students. The data were collected through a voluntary and anonymous questionnaire between 2017 and 2020. At the end of each of the 4 editions we organized debriefing sessions that gave students the opportunity to provide feedback on their experience with this exercise, level of collaboration within the team, lessons learned, and to make suggestions for improvements. Using an online questionnaire, we measured the participants’ perception regarding the level of effectiveness in increasing knowledge transfer, motivation, and engagement. Questionnaire data were consolidated in percentages for each item. Results A total of 49 participants completed the study. A total of 24 skills (13 professional and 11 social skills) were assessed. We identified a strong positive correlation between stress management and conflict management ( r =.86; P <.001) as well as significantly positive correlations between building relations within the team and the ability to dialog and be persuasive ( r =.7; P <.001), between procedure compliance and planning and organizing the work ( r =.69; P <.001), and between analysis capacity and decision based on data received ( r =.68; P <.001). Among social skills, self-control, confidence, and flexibility were the most substantially improved. Conclusions We describe several benefits of a novel game, used as an education tool to enhance a series of competencies necessary in international relations studies. Our results demonstrate a significant level of student engagement and motivation while playing MAEDRI, improvement of several essential skills, and enhanced knowledge transfer to real-life situations. While the data are encouraging, further research is needed to evaluate the full impact of role play as an effective experiential learning method.

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UNSTRUCTURED The paper contributes to understanding how innovations in International Relations role play learning are critical for building competencies to students. Modern diplomacy challenges require a bunch of competencies that have to be developed even before joining the diplomatic service. The research explores the interactions between real policy, diplomacy and international relations and students’ capabilities. The paper proposes a role play game developed by the author to simulate a part of the activities of a typical Ministry of Foreign Affairs. Is transferable the knowledge through role play simulations in terms of competencies enhancement? The data was collected between 2016 and 2020, using a voluntary, anonymous questionnaire and focus groups discussions. Data shows that the experiential learning is able to form or to enhance a series of competencies in International Relations and Diplomacy field. Implications are discussed for enhancing the learning process in International Relations and Diplomacy master programs.