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We are uploading this draft now both as a time stamp and so we can reference it in shorter articles summarizing our work."],"college_tesim":["Education, Criminal Justice, and Human Services"],"department_tesim":["Educational Studies"],"creator_tesim":["Huang, Russell","Turner, Grant"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Defense","Internet of Things","6G","Sharp Power","Complex Systems","Economics","5G","Law","International Relations","Computer Science","Action Research","Competition","Hard Power","Intelligence Studies","Cyber Security","5 Eyes","Technology","Huawei","Diplomacy","Five Eyes","Soft Power","Security Studies","Political Science","International Affairs","Supply Chain Risk Management","Globalization"],"language_tesim":["English"],"description_tesim":["The current debates revolving around 5G, Huawei, and how they are resolved, are highly visible indicators of the technology based shifts in the global order which are setting the tone for the 21st century. Currently, it seems that many in the US and the PRC are using Cold War and Thucydides Trap paradigms, with a zero-sum mentality. At least in the case of 5G technology, the UK seems to have taken a more nuanced approach. \r\n\r\nThis article comes as the UK prepares its new National Cyber Security Strategy, reviewing the 5G and cyber security debates surrounding Huawei in a highly interdisciplinary manner, and directing readers to a rich variety of resources. In addition to its analysis of issues and solutions often absent from the discourse, this article’s feature contribution is the argument that the UK can be more than an example of a middle way. Specifically, if the UK scales up and internationalizes its Huawei Cyber Security Evaluation Center, perhaps by creating an International Cyber Security Evaluation Center, it can lead its allies and the world in 5G, 6G, cybersecurity, and international relations, filling a vital leadership vacuum.\r\n"],"license_tesim":["http://creativecommons.org/licenses/by-sa/4.0/"],"date_created_tesim":["June 30, 2020"],"thumbnail_path_ss":"/downloads/3484zj368?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["3484zj368"],"member_of_collections_ssim":["International Relations - China"],"member_of_collection_ids_ssim":["vx021g49h"],"file_set_ids_ssim":["3484zj368"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"WORKING DRAFT 5G AND INTERNATIONAL SECURITY HOW THE UK CAN LEAD THE WAY","human_readable_type_tesim":["Document"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["turnergw@mail.uc.edu"],"nesting_collection__ancestors_ssim":["vx021g49h"],"nesting_collection__parent_ids_ssim":["vx021g49h"],"nesting_collection__pathnames_ssim":["vx021g49h/9306t085s"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697121837722370048,"timestamp":"2021-04-15T15:45:08.448Z","score":0.00049999997},{"system_create_dtsi":"2020-06-18T18:36:36Z","system_modified_dtsi":"2020-06-18T19:03:54Z","has_model_ssim":["StudentWork"],"id":"vm40xs89b","accessControl_ssim":["b911bde5-6f22-43e0-b49c-ef1395c557aa"],"hasRelatedMediaFragment_ssim":["5138jg05p"],"hasRelatedImage_ssim":["5138jg05p"],"depositor_ssim":["turnergw@mail.uc.edu"],"depositor_tesim":["turnergw@mail.uc.edu"],"title_tesim":["Establishing a comprehensive census of undergraduate economics curricula: Foundational and special requirements for major programs in the U.S."],"date_uploaded_dtsi":"2020-06-18T18:36:36Z","date_modified_dtsi":"2020-06-18T18:49:04Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/dt05-2064"],"alternate_title_tesim":["Census of Economic Core Requirements"],"geo_subject_tesim":["United States"],"advisor_tesim":["Moore, Thomas","Erhardt, Erwin","Stitzlein, Sarah","Johnson, Marcus"],"degree_tesim":["MA in Human Resources - Educational Studies (Concentration in Foundations of Education and Social Change)"],"college_tesim":["Education, Criminal Justice, and Human Services"],"department_tesim":["Educational Studies"],"genre_tesim":["Document"],"time_period_tesim":["21st Century","20th Century"],"creator_tesim":["Turner, Grant"],"publisher_tesim":["Grant W. 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Ideally, the completion of this study’s overall objective yields practical insights and tools that empower faculty and departments, in economics and eventually in general, to better understand and design their own curriculum.\r\n\r\n      This immediate study fills gaps in and updates data on the curriculum of undergraduate economics majors in U.S. institutions, while also establishing a baseline data set for future studies to build on. A qualitative census methodology is adapted and employed to explore how various institutional and program factors relate to certain types of major program requirements. Descriptive statistics are used for analysis, primarily to allow for comparisons to previous studies. 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