The purpose of this paper is twofold: the main purpose is to provide an analytical and critical commentary on the provisions of the TA and on certain provisions of the Convention referred to in the TA. In approaching this task, the writer has found it necessary to study to some extent the established rules of international law, both customary and conventional, regulating transit in surface and air transportation prior and subsequent to the Chicago Conference; it has also been necessary to study the transactions of the Chicago Conference relating to the drafting of the TA.

A restless world, not yet recovered from the last World War and still plagued with the realities of "limited warfare," is confronted with the problem of restraining the brutality and massive destruction inherent in possible future large scale hostilities. Recent tests of thermonuclear devices have occasioned new and vigorous demands for legal restraints on weapons and methods of warfare.

No description available.

Global education is founded upon numerous theoretical frameworks. In this thesis, following a review of relevant literature, I will carefully consider Pike and Selby's (1995) four-dimensional model of global education. Although I regard theirs as the most promising of recent conceptualizations, it doesn't seem to provide a clear articulation of the specifics of their four dimensions, as well as the way in which these can be fostered in learners. In an attempt to address this incompleteness, I will turn to global communications pioneer Marshall McLuhan whose discussion of the global village contains key concepts and definitions that may provide more specific language for the individual's relationship to the local and the global. Moreover, his ideas regarding the intersection of culture, technology, and the arts within the global village, illuminated by the work of artist Char Davies, can help situate the arts within a newly conceptualized theoretical foundation for global education.

This thesis argues for the need to answer the question how can we use critical theory to rethink the meta-theoretical foundations of facilitated conflict resolution. It draws on Jurgen Habermas' discourse ethics-based framework and a methodology of communicative rationality to articulate the foundations of a Critical Theory of Peace Practice. An illustrative example of the Oslo Channel, which led to the Declaration of Principles and Letters of Mutual Recognition between Israel and the PLO with the third- party facilitative assistance of Norwegians in 1993, sets the stage for exploring the extent to which facilitated conflict resolution approaches can contribute to peace practices. John Burton's ideas are critically and carefully examined as he has most extensively articulated the philosophical and theoretical underpinnings of such an approach. It is contended that although he identifies practices that differ from traditional mediation approaches, theoretically he remains committed to a behavioural-oriented human needs theory and is reliant on instrumental rationality in which success in the problem-solving setting is prioritised. Other scholars and practitioners who have attempted to expand and refine the Burtonian perspective are studied. It is argued that although each offers modifications to either the theory or the practice, all fail to fundamentally move beyond instrumental rationality and human needs theory. A communicative rationality methodology and a meta-theoretical foundation of Habermas' discourse ethics is proposed for grounding a theory of peace practice. By shifting the emphasis from needs to communication, this suggested framework is intended not only to impact the facilitation process, but the broader public sphere in which the legitimacy of any reached agreements must be accepted for establishing and sustaining peace. The most promising intimations of the praxeological dimensions of such an approach can be found in the realm of conflict transformation and peace-building with their associated desire to effect changes in socio-political arrangements.

Globalization brings greater movement of people, goods, capital and ideas. One of the advantages of globalization is sharing of not only products and services, but also knowledge and culture between people and countries. International research projects, such as the case study in this paper, -ISSC, are a good example of communication and cooperation between researchers from different culture backgrounds. The purpose of this study is to find out how cultural differences influenced the management of the international ISSC research project, which consists of five different partners. The partners include FPX (a Swedish organization), KI (a Swedish medical institute), Fudan and Huazhong Universities (Chinese Universities), and Heidelberg University (German University). Qualitative methods, such as questionnaires, phone conversation and face-to-face interviews have been used in this research study. PDI and IDV have had a relatively higher impact on such projects, on both team work and decision making, than other cultural dimensions such as UAI, LTO and MAS. Based on the study, suggestions are provided for future cooperation within ISSC-type projects.

When South Africa emerged from the era of isolation in 1994, it was faced with the fact that many of its laws relevant in the field of international trade and investment were outdated and inadequate. An obvious example is in the field of international arbitration. The problem is a serious one. Even thought South Africa is a developing country (one of the richest countries in Africa) and provides everything an investor wants: mainly, a reliable political and juridical system and some great opportunities of business, the same investor is also interested in how a dispute arisen between parties is settled. In this matter / one can be surprised not to see any references to international arbitration in the South African regulations.<br /> <br /> South African passed the Arbitration Act 42 of 1965 that was based mostly on the English Arbitration Act of 1950. Unfortunately, this law was designed for domestic arbitration and has no provision at all dealing with international arbitrations. This Act is perceived by those involved in international arbitration as being totally inadequate for this purpose.<br /> <br /> Given the fact that countries like Nigeria, Kenya or Zimbabwe have regulations on international arbitration prove the interests of States to give the best conditions for investors (e.g. predictability of where and how a dispute will be settled if one occurs).<br /> Focus will be on private arbitration (two private entities such as persons or corporations) and investor/state arbitration and will therefore not be on the Dispute Settlement Body of the WTO which settles disputes between states. Besides, the domestic arbitration regime will be put aside to concentrate on International Arbitration.

Bibliography: leaves 286-299. / x, 299 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis demonstrates how it is possible to think of colonial discourse and the literature of international relations as productive of the dilemmas faced by western culture in coming to terms with contemporary forms of imperialism. As such it is a fusion of cultural studies and critical international relations. (preface) / Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 2000

This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: / 1. in Australia and Canada the IB is as important for the ‘symbolic imposition’ it bestows on holders of the IB as it is for the stated intentions of educating the whole person. / 2. the IB functions as an agent of ‘reproduction’ rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the ‘global field’.

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.