The English school of International Relations ibrahimkoncak
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This presentation is about the English School of International Relations Theory, presented in class as lecture to the BA students of International Relations.
This Presentation is about the introduction of International Relation, the subject matter of IR, It's historical and institutional evolution and nature of IR.
The English school of International Relations ibrahimkoncak
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This presentation is about the English School of International Relations Theory, presented in class as lecture to the BA students of International Relations.
This Presentation is about the introduction of International Relation, the subject matter of IR, It's historical and institutional evolution and nature of IR.
Non-Governmental Organisations (NGOs) and citizen-authority engagement: apply...steelss
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A presentation given at the IGU Commission on Geography of Governance Conference, Lisbon, Portugal in 2012.
This presentation discusses the transferability of Non-Governmental Organisation (NGO) skills/roles working in developing countries and what lessons can be learnt from them to create citizen engagement in European local government policy making.
The Contemporary World: The Globalization of World PoliticsRommel Regala
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This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the interconnectedness of peoples and places around the globe. To this end, the course provides an overview of the various debates in global governance, development, and sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and goal ethical responsibility.
The Contemporary World: Globalization of World PoliticsRommel Regala
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This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. Using the various disciplines of the social sciences, it examines the economic, social, political, technological, and other transformations that have created an increasing awareness of the interconnectedness of peoples and places around the globe. To this end, the course provides an overview of the various debates in global governance, development, and sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of global citizenship and goal ethical responsibility.
Behind the Brands: stop land grabs â the story so farAlOxfam
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What have the worldâs biggest food companies got to do with land grabs? More than you might think.
Companies like Coca-Cola, PepsiCo and Associated British Foods (ABF) buy and produce huge amounts of sugar around the world. And as demand for sugar increases, so does the rush for land to grow it on.
Here's how more than 150,000 Oxfam supporters told Coke, Pepsi, ABF and the rest to make sure their sugar doesnât lead to land grabs.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. What is an NGO?
⢠âAny group of people relating to
each other regularly in some
formal manner and engaging in
collective action, provided that the
activities are non-commercial and
non-violent, and are not on behalf
of a governmentâ.
⢠Baylis, Glossary definition
3. States and NGOs
⢠Realists think that non-state actors,
such as NGOs and civil society,
are not important
⢠Realists and diplomats tend to talk
about âhighâ and âlowâ politics:
⢠High politics are seen as
transactions between states and
other powerful actors over (mainly)
military, economic and diplomatic
matters
⢠Low politics is seen as matters
such as human rights which involve
transaction between âlesserâ actors
such as NGOs
4. Questions
⢠Is this distinction accurate or meaningful?
⢠Is the world still dominated by states?
⢠Are states powerful in some areas and not others?
⢠Is globalisation changing the way that politics is
structured?
⢠Is the world becoming one âcommunityâ rather than
a collection of states giving NGOs more
influence?
⢠Is public or global opinion something NGOs can
utilise?
5. Case Study: Greenpeace and the
French aircraft carrier Clemenceau
⢠2006: President Chirac announced that the
asbestos-laden warship Clemenceau
would return to France
⢠France was seeking to dump toxic waste
from France in India
⢠Greenpeace claimed that their actions and
an embarrassing international scandal left
France with little choice but to abandon the
attempt to dump waste in India
⢠Back in December 2005, Greenpeace
highlighted France's attempts to dump an
old warship leaden with toxics like deadly
asbestos on India
⢠France didn't want to deal with its own toxic
mess and Greenpeace blocked the
departure of the Clemenceau from the
French port of Toulon
6. Greenpeace versus the French
Republic
⢠Greenpeace claimed it was wrong for
France to dump a 27,000-tonne warship
full of asbestos, PCBs, lead, mercury,
and other toxic chemicals in India to be
broken up by hand in a scrapyard where
impoverished workers are injured and die
every day
⢠France insisted it was right and sent the
ship to India
⢠In January 2006, Greenpeace boarded
the warship in the Mediterranean and
called on Egypt to block the passage of
the ship
⢠The French government intervened at the
highest level to ensure the ship could
continue to India
7. Media interest in India
⢠Meanwhile in India there was
a growing media and public
scandal surrounding the
Indian government permitting
France to dump a ship full of
hazardous waste in India
⢠Indian courts ordered the
warship to stay out of Indian
waters pending a final ruling.
However, France kept the
asbestos ship steaming
towards India
8. ⢠Media interest intensified and
levels of public anger in India and
France increased with every day
the ship continued to steam
towards India
⢠Chirac was due to visit India in
February 2006, but gave in to
pressure and called the ship back
to France
⢠Greenpeace claimed that âthe case
of the Clemenceau has become a
symbol of the moral injustice of rich
countries dumping their toxic waste
on poorer countries. Having tried
and failed to offload the ship to
other countries to avoid
responsibility for the toxic mess of
its own making, France has finally
been forced to clean up its own actâ
Round One to Greenpeace
9. ⢠Greenpeace claim that every
year ships containing toxic
substances â asbestos, PCBs
and heavy metals â end up in
shipbreaking yards in
Bangladesh, India, China and
Pakistan, where they are cut
up in the crudest of fashions,
taking a huge toll on human
health and the local
environment
⢠Shipbreaking is one of the
most visible forms of the
trade in toxic waste that ends
up dumped in developing
countries
⢠So: was everyone
complaining because it was
an ex-aircraft carrier?
Yet more dead ships
10. ⢠Greenpeace believes that rich governments
should look at the precedent of the
Clemenceau case and take action to stop the
dumping of toxic waste in poor countries
⢠It claims that only effective action will prevent
another Clemenceau-style scandal
⢠Two other elements need to be added to this:
⢠a) there was considerable anger about
Franceâs nuclear testing in the Pacific in the
late 1990s
⢠b) the Clemenceau wasnât broken up in
France but in Britain by Able UK, at their yard
in Graythorp; thus Greenpeace only won part
of what it wanted
Collective protest
16. NGOs in Russia
⢠Most of the 230,000 NGOs in Russia
are concerned with local issues
⢠A small number are active in monitoring
human rights and exposing corruption:
⢠GOLOS: monitors the fairness of
elections
⢠Moscow Helsinki Group: the countryâs
oldest human rights organisation
⢠Russian branches of groups like
Transparency International and
Amnesty International
17. The âForeign Agentsâ amendment
⢠In June 2012, the ruling United Russia party
proposed changing the law on NGOs.
⢠Under the changes, all NGOs receiving funding from
abroad â whether state or private â would be
classified as âforeign agentsâ if they became
involved in political activities.
⢠United Russia said the bill would not obstruct the
work of NGOs, but added they would have to
âdisclose the true essence of their activitiesâ.
⢠Sponsors of the bill said similar legislation already
existed in the United States and elsewhere.
18. Opposition to the legislation
⢠One campaigner said the rules aimed: âto discredit and
effectively ruin major civic organisations independent of
the authorities in our countryâ.
⢠Others pointed out that even the Russian Orthodox
Church would be affected by the changes.
⢠The Moscow Helsinki Group noted the American laws
apply only to official lobbyists working on behalf of
foreign governments or firms.
⢠âWe protect our citizens when their rights are breached.
We do not work for foreign states.â
Âť Moscow Helsinki Group
19. Action against Russian NGOs
⢠In April 2013 the first
Russian NGO â the
election monitoring group
Golos â was fined under
the countryâs new âForeign
Agentsâ law
⢠Putinâs government was
particularly hostile to
Golos for its uncovering of
election fraud in Russia