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Traditional knowledge (TK) is under debate in the contemporary world for its inherent value and need for protection from 'biopiracy'. International consensus is proving difficult on defining its scope and ambit of protection. Traditional health knowledge (THK) is a promising domain of TK which, due to its immense economic and commercial value, is prone to misappropriation. International provisions exist for protection and definitions of TK and related resources at various fora such as the Convention on Biological Diversity. Proposals to protection of TK under Intellectual Property Right regimes are being addressed by the World Intellectual Property Organisation (WIPO). The text of a proposed treaty is being debated at WIPO's Intergovernmental Committee on Genetic Resources, Traditional Knowledge and Folklore (IGC-GRTKF). This article spells out the issues being negotiated at the WIPO-IGC-GRTKF. With THK characterised in a tiered manner based on its secret or diffused public availability, consideration of customary law is an imperative. India proposed that the national governments be given status of knowledge holders for THK in the public domain and fiduciary rights in case of closely held/associated THK. The article finds that a comprehensive national policy instrument and sui generis law for the protection of THK have become especially urgent in the light of international debates. It also proposes that, rather than Intellectual property (IP), the framework of a 'knowledge commons' for just sharing of TK and its innovations may be a better option.

There are great concerns about the sustainability of welfare systems and the supply of labour in many European member states due to increasingly aging populations. In the past decade, urged by the European Commission, national governments have tried to motivate more workers to remain in employment beyond their retirement age through various incentives and initiatives that included a more widespread provision of continuous education and training programmes. However, older workers face many challenges to attend classroom-based courses because of their employment, social and family commitments. They want courses that offer more accessibility and flexibility. Online courses can, in part, answer this demand. The transition from face-to-face education to online learning however presents many challenges. This paper attempts to identify these challenges and barriers by exploring the findings of a grounded theory investigation of an online course by the University of Malta. It reports on the students' experiences and perceptions of their transition from local face-to-face education characterised by schooling practices that are dominated by the transmission of knowledge teaching model, to an online course that uses methodologies inspired by constructivist learning theories. The findings indicate that this shift from brick-and-mortar to online courses may be problematic for non-traditional students who grew up, were educated and worked in a society where banking education practices are pervasive if this shift is not well-planned, gradual and involves a process of scaffolding. In this process, the instructor must play a central and determining role. Through his or her presence, the instructor must create activities, in which dialogue is a key element. These activities must create adequate social and cognitive presences in order to sustain an active and democratic community of enquiry. It is also essential that each student's motivation is maintained through constant communication and formative assessment tasks, and, above all, the students are treated as adults and their prior knowledge and experiences are built into the course. ; peer-reviewed

Purpose/Objectives- This study disentangles an important knot in the bullying literature by examining how and through what psychological processes workplace bullying triggers counterproductive work behaviors (CWBs) in its victims. Using the theory of triggered displaced aggression and stressor-emotion model of CWB we hypothesize that workplace bullying as a stressor leads to the development of negative perceptions of coworker support which prompt its targets to strike back by displaying CWBs both towards the source of abuse and redirect it towards others such as co-workers as well as organization. Methodology- By collecting two source field data (N= 334; Self-peer dyads) from employees working in the Education, Banking and Telecom sector of Pakistan, we tested our direct as well as mediation hypothesis using Structural Equation Modeling (SEM) technique. Findings- The results of SEM analysis support all the direct as well as indirect paths clearly suggesting that victims of bullying develop lower perceptions of coworker support which causes them to vent out their frustration creating higher levels of individually as well as organizationally directed CWBs. Practical Implications- Our study extends the mistreatment literature and is beneficial for managers as it examines and tests a unique mechanism of perceived coworker support in the through which a stressful condition of bullying ignites CWBs in its targets towards others and organization.

As part of IFPRI's support to CAADP, the Regional Strategic Analysis and Knowledge Support System (ReSAKSS) was established in 2006 to provide policy-relevant analysis, data, and tools necessary to support the formulation and implementation of evidence-based agricultural-sector policies and strategies, as well as to facilitate CAADP policy dialogue, peer review, benchmarking, and mutual learning processes. ReSAKSS is facilitated by IFPRI in partnership with Africa-based CGIAR centers, the African Union Commission (AUC), the NEPAD Planning and Coordinating Agency (NPCA), and leading regional economic communities. ; Non-PR ; IFPRI1; ReSAKSS; AGRODEP; C Improving markets and trade; D Transforming Agriculture; F Strengthening institutions and governance; Capacity Strengthening ; WCAO; ESAO