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This paper aims to examine the USA's policy toward Myanmar or Burma, analyzing the bilateral relationship between the two countries from the pre-colonial period to the present day. It highlights the implications of political shifts in the system of government in Myanmar for the bilateral relationship with the USA, particularly after the 1962 coup and the emergence of rising regional powers like China. The paper also shows how the economic role of Myanmar has increased, leading to more equal relations with the United States of America.

This paper employs a qualitative research design, analyzing data from both primary and secondary sources. The methodology includes a literature review and document analysis to gain a comprehensive understanding of the USA–Myanmar bilateral relationship. The research also analyzes political and economic developments in Myanmar and the region, placing the USA policy in a broader context.

The research finds that the USA has been an influential player in Myanmar's politics and economy. However, with Myanmar's integration into the Chinese Belt and Road Initiative and its accession to Association of Southeast Asian Nations (ASEAN), its economic role has become more significant, leading to a more balanced relationship with the USA. The paper also shows that the USA's policy toward Myanmar has undergone significant changes, particularly after the 2011 easing of sanctions by former President Barack Obama.

Although many works have traced the history of USA–Myanmar ties, this study provides a fresh perspective by setting past events against the backdrop of contemporary geopolitical upheavals, therefore highlighting the complex evolution of their bilateral dynamics. The paper contributes to the literature on the USA–Myanmar bilateral relationship by providing a comprehensive analysis of the relationship from a historical perspective. The research also adds to the discussion of the implications of political and economic developments in Myanmar for the bilateral relationship with the USA. The findings of this study have important implications for policymakers and scholars interested in the USA's role in Southeast Asia and its relations with rising regional powers like China.

The purpose of this paper is to provide a historical and current accounting of the state of refugee education in both the USA and Sweden. The growing diaspora of people around the globe implores educators to utilize effective models and strategies to meet the needs of refugees, as well as to advocate policies that aid in this utilization. Sweden has the highest rate of refugee acceptance in Europe, and the USA has the greatest number of immigrants in the west.

A review of the literature formatted to provide the reader with a historical accounting of the states of refugee education in both host nations, as well as the current states. Strategies and promising policies are introduced based on the literature and the author’s own research conducted in Sweden.

The paper addresses the history and present situations of two host nations, Sweden and the USA, who have differing education systems and histories of immigration. Concerns and two possible solutions offered were to increase opportunities for interaction between native and refugee populations; and bolster funding for the education of refugee school-age children and adolescents, and adults so that effective strategies and environment described in the literature can be put into place by effectively trained educators. These solutions could improve the cultural competence among all peoples in both nations, better enabling the two countries to provide economically and socially sustainable environments for all of their inhabitants.

The examination of these two nations’ education of refugees may shed light on the worldwide challenges of refugees and mass immigration.

The solutions offered in the paper could improve the cultural competence among all peoples in both nations, better enabling the two countries to provide economically and socially sustainable environments for all of their inhabitants.

A comparison of US refugee education with that of a high-volume European host nation does not yet appear to have been published.

The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the sustainability of food systems. This paper aims to present the design and delivery of a successfully co-taught, interdisciplinary module on agricultural labor and sustainable food systems as a case study.

The authors designed a co-taught module in which they joined each other’s respective history and science class sessions at the undergraduate business college where they teach. Innovating the cross-disciplinary content of food security, immigration status, labor exploitation and pesticide exposure, they approached sustainability from the disciplinary perspectives of labor history and environmental science to show how these elements had both unique and overlapping impacts across food systems levels. Comparisons between pre- and post-module survey responses, alongside assessments of a co-authored exam question, measured the effectiveness of this module is changing students’ perspectives as food consumers and as citizens.

This module altered students’ understanding and perspectives around issues of food systems sustainability. Assessments indicated that students increased their awareness of agricultural workers at the front end of the food system, during production; students also gained awareness beyond consumption as they came to see the connections between workforce invisibility and ecosystem degradation.

These insights are valuable to educators at all institutional levels who seek to collaborate on sustainability initiatives and teaching, both in the singular, robust modules and in building modules that will lead to the development of entire courses focused on sustainability. The module described here builds on previous demonstrations of the value, significance and effectiveness of cross-disciplinary collaborations; it pioneers the use of the food system as the link between social and environmental sustainability education.

The USA has been suffering from international/transnational terrorism for decades. There is no consensus on whether this situation is a result of the international status of the USA and the principles it upholds or the policies it embraces in its interaction with the outside world.

This study adopts both the “American Primacy” theory and the “anti-Americanism” theory in its effort to reach a conclusion concerning this issue. This study aims to examine previous research that linked international terrorism to the US hegemony and the principles it abides by and showed the relevance of this perception to the “American Primacy” theory. It also examines the research that considered international/transnational terrorism as a result of the American foreign policy in its various aspects (economic, military, assistance or a whole combination of policies).

This literature on the American foreign policy and international/transnational terrorism was extensive and manifested the explanatory power of the “anti-Americanism” theory, especially in its three variants: issue-oriented, ideological and instrumental. While examining the foreign policy terrorism studies, the relevance of the “American Primacy” theory appeared at very few instances.

The study was able to prove that explaining the international/transnational terrorism is related to the foreign policy decisions taken by the American policymakers and cause harm to the outside world. The envy of “American Primacy” is of secondary importance.