Landmines have inflicted an insurmountable amount of physical and psychological harm, inhibiting social and economic development far after the conflict has ended. In an effort to create a world free of the weapon, a campaign to ban landmines was launched by non-governmental organizations. The Mine Ban Convention entered into force in 1999, requiring nation-states to immediately ban the use, production and transfer of anti-personnel landmines (APLs), destroy stockpiles within four years and remove landmines already planted within ten years. This study examines the level of legal compliance with the Mine Ban Convention. An empirical analysis is conducted using a data base constructed from reports published by the Landmine Monitor. This study finds that the treaty is a successful work in progress with a majority of Parties in compliance; 44 million stockpiled APLs have been destroyed and eleven states have completed mine clearance. 170 million stockpiled APLs and countless emplaced mines remain, indicating the world is still far from the goal of a mine-free world. / by Jacqueline C. Perez. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Parte-se do princípio de que o Governo Brasileiro - diante das pesadas críticas à centralização do planejamento nas mãos de Técnicos Especialistas nas décadas de 1960/70 e, principalmente em função dos princípios da Administração Gerencial - tem procurado apoio do Banco Mundial para desenvolver programas que visam à instalação do Planejamento Estratégico nos órgãos dos mais diferentes níveis de Gestão Educacional. Frente ao fortalecimento da idéia e da prática do Planejamento na década de 1990, e sua ampliação para dentro das escolas, elegeu-se como objeto de estudo dois projetos desenvolvidos pelo Governo Brasileiro em convênio com o Banco Mundial: o Projeto de Ensino Básico para as Regiões Norte e Centro-Oeste - Monhangara (1984 - 1992) e o Programa Fundo de Desenvolvimento da Escola - Fundescola (1998 - 2010). Teve-se como objetivo identificar a trajetória percorrida pelo Banco Mundial na implantação da lógica de Planejamento nas Escolas Públicas Brasileiras, buscando verificar como se configura o Planejamento em ambos os Programas, analisar a concepção de Planejamento presente nos mesmos e como esta foi operacionalizada pelos atores locais e ainda, identificar as principais mudanças acarretadas nas Secretarias de Educação e na Escola pesquisada. O campo empírico de pesquisa foi o Estado de Mato Grosso do Sul e, neste, uma Escola da Rede Municipal de Ensino de Dourados. A análise foi baseada na metodologia de avaliação de impacto, a qual procura identificar os efeitos de determinado programa sobre a população alvo. Para tanto, utilizou-se de pesquisa bibliográfica, documental e empírica. A pesquisa apontou que no decorrer desses vinte e dois anos de Cooperação Internacional houve mudanças no que se refere ao lócus do Planejamento, que passa das Secretarias Estaduais de Educação para as Secretarias Municipais, estendendo-se até a escola, permanecendo, todavia, o foco gerencialista, técnico e altamente objetivo, que não permite a apreensão da diversidade presente no cenário da escola e dos Sistemas Educacionais. A concepção de Planejamento explicitada por esses programas é a de Planejamento Estratégico, que consiste na transferência da lógica privada para os serviços públicos, visando instaurar uma nova lógica de gestão, baseada na participação dos atores escolares como executores de uma política de resultados, cujas decisões referem-se a aspectos periféricos de âmbito local. Percebe-se que, apesar do rigor dos instrumentos de planejamento propostos pelos Programas, os atores locais possuem uma leitura própria que permite a inserção de objetivos e necessidades locais nos projetos elaborados, o que depende, contudo, da clareza que o grupo possua a respeito da proposta pedagógica de sua escola. Verifica-se que a centralização do Planejamento na Secretaria de Educação não permitiu sua institucionalização como política de Estado, contudo, sua transferência para a esteira da escola tem proporcionado algumas mudanças no que se refere ao Planejamento e Gestão da Escola e das Secretarias de Educação, no entanto, ainda não se revela como uma prática sistemática desses órgãos, constituindo-se em ações executadas a parte, para atender às necessidades dos Programas. / This study begins with the fact that, confronted by heavy criticism of the centralization of Planning in the hands of Technical Specialists in the 1960\'s and 1970\'s, especially in the area of Management, the Brazilian Government sought the support of the World Bank to develop programs that hoped to install Planning Strategies at different levels of Educational Administration. With the strengthening of this idea and the practice of Strategic Planning in the 1990\'s, and the growth of Planning within Schools, the objects of this study became two projects developed by the Brazilian Government in conjunction with the World Bank: the Project for Elementary Education for the Northern and Central-Western Regions (Monhangara, 1984-1992) and the Fund for the Development of Schools Project (Fundescola, 1998-2010). The objective was to identify the trajectory traced by the World Bank in the implementation of the logic of Planning in Brazilian Public Schools, hoping to verify how Planning was configured in both programs, to analyze the concept of Planning present in the programs and how this was put into practice by the personnel, and further, to identify the principal changes that occurred in the Secretaries of Education and in the researched School. The field chosen for the research was the State of Mato Grosso do Sul, and within this State, a Municipal Public School in Dourados. The analysis was based on the methodology of evaluation of impact, which attempts to identify the effects of a certain program on the target population. Therefore, the tools used were a bibliographic, documentary and empirical investigation. The results of the investigation pointed out that during the twenty-two years of International Cooperation, there were changes in the \"locus\" of Planning, that passed from the State Secretary of Education to the Municipal Secretary of Education, and extended to the School. There remains, however, an administrative, technical and highly objective focus, which does not permit a comprehension of the diversity present in the School scene and the System of Education. The concept of Planning suggested for these Programs is that of Strategic Planning that consists of a transfer of logic from the private sector to the public, hoping to instal a new logic of management based on the participation of the personnel of the Schools as executors of a policy of results, which decisions refer to aspects of little importance to the local setting. It was perceived that, in spite of the strictness of the planning instruments proposed by the program, the local personnel possessed their own reading of the rules, that permitted the insertion of objectives and local necessities into the projects prepared, which depended, nevertheless, on the clarity the group possessed of the pedagogical proposal of the school. It was further verified that the centralization of Planning in the Secretary of Education did not permit its adoption as a state policy, however, its transfer to the level of the School has brought about some changes in Planning and Management of the School and the Secretary of Education. However, this does not reveal itself as a systematic practice of these organs, but rather in actions done on the side to attend to the Program necessities.

Transnational security threats are among the most pressing and complicated problems facing both governmental and non-governmental actors in today's world. Human trafficking is one example of contemporary transnational security threat that is relatively less studied compared to other transnational security threats. Because transnational security threats such as human trafficking exist above and outside the boundaries of state control, it may be supposed that a greater degree of supranationalism in the policy responses to them would yield better results in combatting these modern-day ills. Anti-trafficking efforts from the Association of Southeast Asian Nations and the European Union are examined to assess the impact of degree of supranationalism present in the respective policy responses to determine if any advantage is gained from aligning supranational policies to transnational problems. This question is not answered conclusively due to a lack of supranationalism present in key areas of EU governance responsible for law enforcement efforts.

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This article deals with the growing importance of Non-Governmental Organisations in the South as partners for international development cooperation. It focuses on the innovation potential of NGOs in tackling poverty and in promoting social, economic, and political development in cooperation with donor agencies. It is argued that NGOs face critical challenges when opting for increased professionalism and expansion in size. Many NGOs run the risk of loosing their valuable potentials and advantages in the name of professionalism by transforming themselves into government-like bureaucracies or profit oriented enterprises. Drawing from significant experience in developing countries and with donor agencies, the author offers an ambitious theoretical analysis of NGOs in the south which goes beyond typical approaches of looking at the performance of individuals or merely specific types of NGOs.

In the current globalized market, multinational corporations are experiencing heightened external social and environmental pressures to operate more responsibly. Transnational activist groups and advocacy NGOs are successfully framing normative expectations on corporate social responsibility and using tactics to name and shame socially and environmentally controversial corporations to pressure them to change their practices. An international norm of corporate social responsibility is increasingly shared by states, intergovernmental organizations and the private sector itself, and visibly emerging in the market place. Corporations engage with NGOs to demonstrate their conformance to the norm. The study explains why corporations engage with NGOs in different ways. It argues that corporations weigh the material incentives associated with the social and environmental consequences of their activities, and conform to the norm accordingly. They thus use the norm to further their material interests. Given that corporations are exposed to different levels of normative external pressures, there are different engagement strategies. In order to explain the terms under which corporations are likely to choose a particular kind of engagement strategy, a three-level concept of vulnerability is introduced. The more a corporation is vulnerable to the external normative pressures, the deeper it is willing to work with NGO/NGOs to ease that pressure. Hence, in NGO-business engagements, actors collaborate in order to gain the anticipated positive rewards of cooperation. They perceive those advantages greater than if they had pursued their goals separately.

Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 368-404).

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 283-316).

Since Hong Kong's reunification with China, there has been more cooperation between Hong Kong and the Mainland in tertiary education, with Hong Kong-Shenzhen partnership being particularly active. This dissertation examines cooperation in tertiary education between Hong Kong and Shenzhen from the perspective of collaborative governance. It is found that the initiation of the collaboration is driven by leadership of the HKSAR Government, the Shenzhen Municipal Government and the Central People’s Government, interdependence between the cities in educational resources, productivity and information as well as consequential incentives for the Hong Kong institutions. To look into how the cooperation may advance to the next level, the plan for the University of Hong Kong (HKU) and the Chinese University of Hong Kong (CUHK) to establish campuses in Shenzhen are analyzed in details, taking into account their early stage of development. Recommendations on how similar setups can be done in the future have been come up, and they include putting formal memorandum of understanding and agreements in place, having long-term commitment to the project, identifying shared objectives with the counterparts, retaining a large share of discretion, adopting suitable approaches to managing the policy networks and managing risks. It is considered that such recommendations may be taken as reference for other means of cooperation in tertiary education between the two cities as well as that between Hong Kong and other mainland cities. / published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

In this dissertation, I present three essays which examine questions in the field of public economics using a game theoretic approach, and I derive hopeful results and helpful rules for international negotiation. In my first chapter, I examine minimum participation constraints. In the presence of heterogeneity, a minimum participation (MP) clause in a public goods arrangement can serve as a device to create a more homogeneous group. When coalitions are restricted in what they can bargain over, exclusion of some agents from the bargaining process can be Pareto improving. This paper gives a general set of sufficient conditions for such an exclusion result to hold, and presents examples of when exclusion does, and does not, improve upon unanimity. In the second chapter, I discuss the problem of determining which externality situations merit international cooperation. I create a general framework of linearized parameters to examine a general externality problem, and then I provide the sufficient conditions for a parameter to move non-cooperative and cooperative solutions in opposite directions under certain circumstances. I argue that situations which behave in this manner and which have a higher parameter value have more benefit to cooperation through the increased range in actions to bargain over. The third chapter extends upon the second chapter and applies the framework developed to an externality problem. I present a particular story of correlation in fish growth and a corresponding model which gives an example of an increasing action gap. I describe the method of use of the framework, and using the linearized parameters developed in the second chapter, I attempt to show the divergence of non-cooperative and cooperative actions in this setting, demonstrating the need for negotiation among sovereign entities. / text