This paper outlines the current state of environmental legislation and administration in Botswana, identifying the various problems with that system. Those problems include fragmented and overlapping administration and out-dated legislation that is not in keeping with modem, holistic approaches to environmental management, ineffective and unreliable enforcement, compounded by rampant non-compliance. The paper then considers some the developments that are being made to improve this situation, including: the conversion of the environmental agency into a department and the introduction of an over-reaching environmental Act, preparation of a wetlands conservation strategy, the introduction of environmental impact assessment legislation. The paper concludes by querying the effectiveness of those developments when unsustainable attitudes continue to predominate in the country / Law / LL.M.

本論文是在研究西藏自一九五○到二○○八年三月間發生過的反共抗暴所引發並受國際與國際人權組織所觀著之西藏人權問題。文中討論美國、歐盟與國際非政府組織(如，人權觀察(Human Rights Watch)和國際特赦組織 (Amnesty International))如何提出相對的策略來抵制中共對西藏的人權政策，並研究中共在即將舉辨奧運的同時如何面對來自各方的抵制與強大壓力，這些問題也隨著奧運的接近而更加顯著。 也許西方文化與中國文化有所不同而在人權的定義也有著些許的差異，但是這並不構成一個適當的理由來否認聯合國所定義用來參考的世界人權宣言（Universal Declaration of Human Rights）。同時本論文的研究範圍也涵蓋到因西藏宗教、政治、經濟與教育上的不自由而今年三月所引發之抗議示威遊行 ，並討論因中共近年來之掘起而美國與歐盟在此次事件上對中共的影響力與態度，這也許與中共的貿易關係不同而產生的影響力與表達的態度會有所不同。 / 中共雖然受到西方政治與國際非政府組織之強大壓力，可是西藏之人權問題仍然未得到改善，也許中共擔心若給予藏民太多的由自而可能造成更多的混亂，但西方政府與國際非政府組織持續在些問題上觀著，並積極保護西藏之宗教、語言與文化，因而讓中共當局在西藏問題上受到極大之挑戰，也必須注入更多的資源來因應。 / This research project focuses on the Human Rights situation in Tibet under the occupation of the Peoples Republic of China (PRC) since the 1950s right up to the present times when popular protests against China in Tibetan areas since March 10 this year has put the issue Tibet right back on the international arena. China’s policy stand on human rights and how it refutes accusations by International NGOs of human rights violations in China and Tibet are examined through case studies of the works and reports of Amnesty International, Human Rights Watch and the current international attention on human rights in the run up to the Olympic Games in Beijing in August, 2008. Contrasting definition of ‘Human Rights’ between China and the west is also examined to suggest that arguments about cultural distinctiveness are no excuse for the denial of the rights enshrined in the Universal Declaration of Human Rights. Case studies of lack of religious freedom and the general discrimination suffered by Tibetans in political, economic and educational spheres suggest why the recent popular Tibetan uprisings have erupted. An examination of the influence of International NGOs on the human rights policies of western governments like the US, France, UK, Germany as well as the EU that constitute China’s largest trading partners, show considerable influence and impact through their reports and monitoring of violations of human rights by China. / By adopting a judicious mix of the two approaches of ‘silent constructive engagement’ as well as direct, confrontational ‘naming and shaming’ of individual instances of human rights abuses and violations, the International NGOs and western trading partners of China have achieved incremental success in forcing China to make changes to its human rights policies. Despite the enormous international pressure from International NGOs and western Governments, the leadership of the Communist Party that effectively runs China, is found to be extremely uncooperative in terms of improving human rights in China or Tibet where the current spate of protests have reaffirmed their abiding fear that allowing more freedom and rights to the people could risk a challenge to the supremacy of the Party in continuing to run the PRC and leading it into the 21st century as the undisputed global power. This makes it obvious that International NGOs campaigning for human rights in China and Tibet in particular will continue especially in light of China’s policy of assimilation of minority nationalities like the Tibetans and the Uighurs and the destruction of their distinct national, cultural and religious identity.

Two- thirds of Pakistan's primary aged children are enrolled in school and less than one-third complete fifth grade. Decades after the inception of the goal of primary education for all of its children, the state is unable to fulfill its promise of providing access to universal primary education. The failure of the government to provide for a system that ensures equitable opportunities for all of its children has resulted in individuals, for-profit organizations, and non-governmental organizations (NGOs) intervening to fill the void. In particular, international donor agencies (IDAs) have come forward to provide financial aid and personnel support for primary education. There is currently a dearth of research on the work of NGO schools in Pakistan, which leaves many unanswered questions about the role of NGO schools. Therefore, in this study, I examine the efficacy of not-for-profit, private schools managed by non-governmental organizations (NGOs) in providing quality education to primary school children in Pakistan. This study examined schools formed and supported by two NGOs in Pakistan and their impact on providing primary education. A dual case study approach involving a concentrated enquiry into two cases (a rural and an urban school) was used. The study focused on the following research question: How does an NGO school provide education to primary aged school children? Results corroborate previous key-findings that the NGO is the parent body which oversees management, provides training, mobilizes the community and generates the primary funds to run the schools. The study goes further to suggest that NGO leaders provide leverage and establish connections that are important for fund raising and creating opportunities for the schools to expand and work cost-efficiently. The rural NGO had created its own methodology for literacy instruction, which produced adult literate women who were then hired as primary teachers. In addition, it showed that the two schools use: (1) an eclectic approach to teaching which ranged from using public school's curriculum to local, contextually based materials to foreign British-based curriculum; (2) the shift in instructional strategies suggested movement from a behaviorist approach toward integrating constructivist methods of teaching; and (3) the flexibility in curriculum choices poses challenges as well as opportunities for growth for the teachers. These results help to frame future research by linking NGO school's instructional practices to those used in private and public school systems in Pakistan.

This thesis is the product of the author’s personal experience as a gay person working in the humanitarian sector who has experience of the challenges faced in countries of conflict and in countries where the rights of LGBTQ people are not assured. LGBTQ people have specific needs that are documented through research, highlighting the risks they face while working in high risk locations. With such limitations in the way that LGBTQ people are supported in the field, or in their home nations, with particular relevance to religiously supported heteronormativity which is relevent especially given the particular needs and concerns that LGBTQ people face in everyday life, these issues are exacerbated in conflict or hazardous settings. To establish the experiences of LGBTQ people, semi structured qualitative interviews have been used to illicit nuanced details from differing LGBTQ perspectives to provide some supportive insight into the conditions that individuals work in. These interviews were triangulated against the current data that exists, and an online quantitative and qualitative survey which investigated in more specificity the experiences of LGBTQ people and what support mechanisms would benefit them. Motivations, experience, health implications and support to LGBT staff are discussed from the point of view of LGBTQ staff, represented as much as possible by individuals of varying gender, sexual orientation, and race. The findings are used to provide recommendations for what agencies can do to provide a level of support to their own LGBTQ staff, a concept for which there are still significant gaps in literature, data, and practice.

Annotation: The dissertation "The successful team - how to well compiling and effectively lead the NGO team" is related to the personal management of NGO. The main goal of dissertation is to provide "the manual" to the team leader, how to well compile and lead effectively his or her team in the NGO. In the theoretical part of dissertation I firstly deal with the importance of NGOs in the society and their specifics. I'm interested consecutively in the phenomenas related to the personal management of NGOs. The second part of the work is written as an interrogatory survey. Due to this survey I'm focusing on providing the rewarding informations as - what are the important factors for the members of team and how to lead the team more effectively?

This thesis introduces media representations of civil society organizations (CSOs) through quantitative content analysis of four dailies (HN, LN, MFD and Právo). The aim is to analyze and describe CSOs media representations in relation to media elements that characterize these representations, as well as through space and priority, organizations and actors that are associated with. The selected method allows the comparison of media representations for particular newspapers. The study builds on a social-constructivist paradigm, focusing on the agenda-setting theory, gatekeeping and news values. Thesis also discusses specifics of the CSOs and non-profit logic in relation to media and journalistic logic and their influence on the final CSOs media representations, including potential nonprofit dilemmas. The media representations are strongly determined by regionality and relationship with other sectors. CSOs are presented through positive and uncontroversial theme of good deeds. Regionality is together with social themes the most frequent topics associated with CSOs.

L'économie des organisations étudie l'ensemble des arrangements institutionnels permettant la mise en oeuvre de la production et l'échange de biens et de services. Dans cette thèse, nous analysons le comportement activiste des organisations non gouvernementales spécifiques au Liban. Il apparaît que le mode de gouvernance des ONG libanaises est fondé sur un concept de solidarité intra-communautaire. Comment expliquer le recours des Libanais aux services offerts par les ONG ? Ainsi, nous avons démontré que ces ONG locales sont conduites de manière à atteindre des objectifs de nature politique. La théorie de l’entrepreneuriat politique est parfaitement adaptable à ce cadre d’analyse. Un nouvel équilibre politique dans la société libanaise est trouvé. Afin de mettre en évidence l’activisme des ONG libanaises, nous avons proposé une méthodologie empirique, qui se base à la fois sur une démarche quantitative et qualitative. Le modèle proposé a pour objectif principal de montrer l’existence d’une relation entre la perception des bénéficiaires des services rendus par les ONG et leur appartenance communautaire. Ainsi nous avons démontré qu’au Liban, la plupart des bénéficiaires appartenant à une communauté particulière connaît et identifie les ONG qui leur sont favorables en matière de redistribution. Il s’agit d’une explication de la persistance du communautarisme. Les ONG libanaises comme les groupes de pression jouent un rôle intermédiaire sur le marché politique. Cette intermédiation de la démocratie représentative permet de penser les jeux et les stratégies des groupes de pression mais surtout de sortir de l’idéal normatif de la démocratie représentative égalitaire. / The economy of organizations examines the institutional mechanisms that lead to the production and exchange of goods and services. This thesis analyzes the mode of operation of NGOs which are specific to the Lebanese Society. It raises the following question: how can one explain the appeal of NGOs to the Lebanese people and the lure to use and benefit from its services? This thesis has demonstrated that these NGOs operate to achieve certain goals of political nature. The theory of political entrepreneurship applies to this concept and is considered as the theoretical framework of this dissertation. Accordingly, this thesis posits that a new political balance is achieved in the Lebanese society. In order to highlight the effectiveness of Lebanese NGOs, this thesis proposes an empirical methodology based on both quantitative and qualitative approach. The main objective of the proposed model is to underscore the existence of a relation between the perception of individuals benefiting form services rendered by NGOs and their sectarian affiliations. This dissertation reveals that the majority of people benefiting of NGOs services in Lebanon belong to a certain sect that favors people pertaining to its denomination in terms of redistribution. This signifies that the effects of sectarianism are still rampart in the Lebanese society. Lebanese NGOs can be considered as pressure groups that play an intermediary role on the Lebanese political scene. This intermediation of representative democracy allows a reconsideration of political strategies of pressure groups especially as to go beyond the norms of egalitarian representative democracy used in the Lebanese model of governance.

O desenvolvimento da tecnologia da informação e das comunicações em todo o mundo propicia condições para que a comunidade internacional possa vir a se relacionar sem enfrentar os obstáculos oferecidos pelas barreiras geográficas ou temporais, bem como possa vir a atuar diretamente na defesa de seus interesses, acrescentando novas formas de disciplina do seu comportamento além dos tradicionais mecanismos normativos oferecidos pelo Estado. O direito fundamental de livre acesso à informação por intermédio da tecnologia digital deve ser garantido em igualdade de condições a todos os indivíduos, na qualidade de participantes da sociedade global, em obediência aos princípios e disposições contidos na Declaração Universal dos Direitos Humanos, bem como da Declaração do Direito do Desenvolvimento e sua atualização na Declaração do Milênio. Ocorre, que, os países em desenvolvimento não participam dos beneficios da evolução tecnológica e por não estarem conectados à rede mundial, estão alijados do processo e excluídos do acesso à informação transmitida por via digital. Os Estados, que originalmente foram considerados os únicos sujeitos de direito na ordem internacional, não se mostram mais aptos a gerir, com eficácia, os interesses da sociedade, tornando-se incapazes de oferecer as condições necessárias para o exercício pleno da cidadania. O presente estudo visa ampliar os limites da discussão acadêmica a respeito dos efeitos produzidos pelo avanço tecnológico e pela globalização transpondo o debate para a ordem jurídica internacional. O exame dos documentos produzidos pela Cúpula Mundial da Sociedade da Informação, organizada pela UIT, por intermédio da ONU, demonstra que os representantes dos países membros, juntamente com a iniciativa privada e a sociedade civil foram capazes de produzir Declarações de Princípios e Planos de Ação contendo regras de utilização da tecnologia da informação e das telecomunicações de forma a eliminar as desigualdades, e criando a possibilidade de que a humanidade possa, finalmente, vir exercer seu direito ao desenvolvimento. Ademais, criação do Fórum de Governança da Internet, como decorrência da Cúpula Mundial da Sociedade da Informação, evidencia que as regras para a utilização da rede mundial dos computadores permanecem sob a responsabilidade da comunidade internacional, restando, portanto, demonstrado que atuação da sociedade civil, através de mecanismos próprios para proteger seus interesses, repercute diretamente na esfera internacional e merece ser levada em consideração no estudo das fontes de Direito Internacional. / The development of information technology and communications all over the world created the ideal conditions for the international community to the improvement of relationship without any of the obstacles caused by geographical or chronological barriers, and turned possible to civil society to act directly in the defense of its own interests, adding new forms of ruling its behaviors besides the traditional legal mechanisms offered by the State. The free and direct access to information in digital format must be guaranteed in equal conditions as a fundamental right to all individuals, in their condition of members of global society, in accordance with the principles and provisions established by the Universal Human Rights Declaration, as well as of the Declaration of the Right to Development, dully amended by the Millennium Declaration. Nevertheless, the developing countries cannot benefit from technological revolution and since they cannot not connect to the Internet they are maintained apart from this process and therefore are prevented to exercise their right of access to information transmitted in digital format. On the other hand, the States that originally were considered the sole subjects of rights in the international order are not capable anymore to efficiently manage the interests of civil society and therefore cannot offer the necessary conditions to the plain exercise of citizenship. This paper intends to wide the limits of the academic discussion already in place analyzing the effects of the technological revolution and globalization enlarging the debate to the level of the international legal order. The exam of the documents produced by World Summit of Information Society, organized by ITU, dully authorized by UN, demonstrates that the representatives of the member States, jointly with the private sector and the civil society, were able to prepare the Declaration of Principles, Plan of Action and other related documents disciplining the use of information technology and communications in order to eliminate the differences and conduct the human beings to the plain exercise to of their right to development. Furthermore, the establishment of the Internet Governance Forum as a consequence of the World Summit of Information Society provides strong evidences that the rules for Internet access shall remain in the hands of Non Governmental Organizations and moreover demonstrates that the utilization by civil society of specific legal mechanisms in order to protect its own interests, may generate important consequences for the international legal order and therefore deserves to be examined as a phenomenon affecting the sources of International Law.

Made available in DSpace on 2016-04-25T20:23:10Z (GMT). No. of bitstreams: 1 Roseli Machado Lopes do Nascimento.pdf: 2371292 bytes, checksum: 5e6b031f2e460c6f4da858ab54f3fdbb (MD5) Previous issue date: 2010-06-08 / Fundação Ford / In the course of recent decades, the Supplementary Education or Non-Formal Education took important space in NGOs (Non Governental Organization) and in socio-educational works developed directly by the public power, with particular emphasis in the practices of Art-education, including many artistic languages aimed to occupy the opening intercalated public fundamental school activities. Such works happen, mainly, in the outskirts of urban centers, or even in the regions of slums in the center of the town. Most of this area is inhabited by a predominantly black population, migrant or a descendant of Northeast immigrants living in what Souza Martins would call contexts of perverse inclusion . It is in this scenario where Art-education takes place: a complex area of knowledge with many specificities, precisely because of its target audience and the geographical area where it develops. Art-education developed in the outskirt of urban area, what does it want? How does it act concerning issues dealing with perverse inclusion of this population, such as, racism, discrimination and the prejudice found in such places? In which way the art-educator deals with the issues related to cultural universe of this people (religious options, musical tastes and food, values, etc.) ? We´ve found, by observing the everyday spaces, where art-educational activities occur, as well as by the development of courses and workshops we offer about the theme, where a number of questions are involved in this actions and have impact on the performance of professionals in their daily. However, which critical benchmarks guide his action day to day? We must not forget that is in the Art that the human is recognized as a builder of self and that, despite the life and its hardships, the Art teaches to understand and develop alternatives for survival and the transformation of his reality / No decorrer das últimas décadas, a Educação Complementar ou Educação Não Formal assumiu importante espaço nas ONGs (Organizações Não Governamentais) e nos trabalhos sócio-educativos desenvolvidos diretamente pelo poder público, com particular ênfase nas práticas de Arte-educação, englobando inúmeras linguagens artísticas destinadas a ocupar os horários intercalados a atividades da escola pública fundamental. Tais trabalhos acontecem, predominantemente, nas periferias dos centros urbanos, ou ainda nas regiões de cortiços do Centro da cidade. A maior parte dessas áreas é habitada por uma população predominantemente negra, migrante ou descendente de migrantes nordestinos, vivendo naquilo que José de Souza Martins chamaria de contextos de inclusão perversa . É nesse cenário que acontece a Arte-educação: uma área de conhecimento complexa e com muitas especificidades, exatamente por conta de seu público-alvo e do espaço geográfico onde se desenvolve . O que pretende a Arte-educação desenvolvida nas periferias urbanas? Como ela atua no tocante a temas que abordam a inclusão perversa dessas populações, como, por exemplo, o racismo, a discriminação e o preconceito presentes em tais localidades? De que forma o arteeducador lida com as questões referentes ao universo cultural dessas populações (opções religiosas, gostos musicais e alimentares, valores, etc.)? Constatamos, pela observação do cotidiano dos espaços onde ocorrem as atividades arte-educativas, bem como pelo desenvolvimento de cursos e workshops que oferecemos sobre o tema, que inúmeras questões estão imbricadadas nestas ações e marcam a atuação do profissional em seu cotidiano. Entretanto, que referenciais críticos orientam sua atuação no dia a dia? É preciso não esquecer que é na Arte que o humano se reconhece como construtor de si e que, apesar da vida e de suas agruras, a Arte ensina a compreender e a desenvolver alternativas para a vivência e a transformação de sua realidade

Made available in DSpace on 2016-04-26T14:58:10Z (GMT). No. of bitstreams: 1 Roseli Machado Lopes do Nascimento.pdf: 2371292 bytes, checksum: 5e6b031f2e460c6f4da858ab54f3fdbb (MD5) Previous issue date: 2010-06-08 / Fundação Ford / In the course of recent decades, the Supplementary Education or Non-Formal Education took important space in NGOs (Non Governental Organization) and in socio-educational works developed directly by the public power, with particular emphasis in the practices of Art-education, including many artistic languages aimed to occupy the opening intercalated public fundamental school activities. Such works happen, mainly, in the outskirts of urban centers, or even in the regions of slums in the center of the town. Most of this area is inhabited by a predominantly black population, migrant or a descendant of Northeast immigrants living in what Souza Martins would call contexts of perverse inclusion . It is in this scenario where Art-education takes place: a complex area of knowledge with many specificities, precisely because of its target audience and the geographical area where it develops. Art-education developed in the outskirt of urban area, what does it want? How does it act concerning issues dealing with perverse inclusion of this population, such as, racism, discrimination and the prejudice found in such places? In which way the art-educator deals with the issues related to cultural universe of this people (religious options, musical tastes and food, values, etc.) ? We´ve found, by observing the everyday spaces, where art-educational activities occur, as well as by the development of courses and workshops we offer about the theme, where a number of questions are involved in this actions and have impact on the performance of professionals in their daily. However, which critical benchmarks guide his action day to day? We must not forget that is in the Art that the human is recognized as a builder of self and that, despite the life and its hardships, the Art teaches to understand and develop alternatives for survival and the transformation of his reality / No decorrer das últimas décadas, a Educação Complementar ou Educação Não Formal assumiu importante espaço nas ONGs (Organizações Não Governamentais) e nos trabalhos sócio-educativos desenvolvidos diretamente pelo poder público, com particular ênfase nas práticas de Arte-educação, englobando inúmeras linguagens artísticas destinadas a ocupar os horários intercalados a atividades da escola pública fundamental. Tais trabalhos acontecem, predominantemente, nas periferias dos centros urbanos, ou ainda nas regiões de cortiços do Centro da cidade. A maior parte dessas áreas é habitada por uma população predominantemente negra, migrante ou descendente de migrantes nordestinos, vivendo naquilo que José de Souza Martins chamaria de contextos de inclusão perversa . É nesse cenário que acontece a Arte-educação: uma área de conhecimento complexa e com muitas especificidades, exatamente por conta de seu público-alvo e do espaço geográfico onde se desenvolve . O que pretende a Arte-educação desenvolvida nas periferias urbanas? Como ela atua no tocante a temas que abordam a inclusão perversa dessas populações, como, por exemplo, o racismo, a discriminação e o preconceito presentes em tais localidades? De que forma o arteeducador lida com as questões referentes ao universo cultural dessas populações (opções religiosas, gostos musicais e alimentares, valores, etc.)? Constatamos, pela observação do cotidiano dos espaços onde ocorrem as atividades arte-educativas, bem como pelo desenvolvimento de cursos e workshops que oferecemos sobre o tema, que inúmeras questões estão imbricadadas nestas ações e marcam a atuação do profissional em seu cotidiano. Entretanto, que referenciais críticos orientam sua atuação no dia a dia? É preciso não esquecer que é na Arte que o humano se reconhece como construtor de si e que, apesar da vida e de suas agruras, a Arte ensina a compreender e a desenvolver alternativas para a vivência e a transformação de sua realidade