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there are several important international treaties relevant to the protection of intellectual property rights. Of course, one of the most important treaties is the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), which all WTO members are required to sign. This agreement provides a set of agreed standards for the minimum protection of intellectual property rights around the world, . Along with TRIPS, there are many other international treaties that are relevant to intellectual property protection standards, such as the Paris Convention, the Berne Convention, and the WIPO Copyright Treaty.

The article "Importance of studying international law in the preparation of high-qualified lawyers in Uzbekistan". The article considers the issues of the reform in higher education at the present stage, as well as the role and significance of the international law and European law in training highly qualified lawyers for the government, law enforcement and the private sector in Uzbekistan.

'Partnership' is a buzzword for agents delivering policy solutions, funding and implementation strategies for effective international development. We call such an ensemble of policies and practices the 'partnership discourse'. We explore the value of the term 'partnership' in international development with an empirical focus on the African context and issues of equality in relations between international and national non-governmental organizations (NGOs) that are routinely characterized as partnerships. The results of our research in Uganda indicate that a hiatus exists between the rhetoric and reality of such partnerships. Partnerships on the ground reproduce relations of inequality characterized by subordination and oppression. The retroductive explanation we offer for such an emergent picture is to recast partnerships not as neutral management tools, but as political processes actualized in a terrain that is contested and uneven. Our theoretical contribution is to develop a political theorization of inter-organizational relations that allows us to explore the social consequences, specifically on inequality, associated with the partnership discourse. Our substantive contribution is to elaborate the value of the term 'partnership' in the international development domain. Its value is to smooth over antagonism and co-opt dissent by proposing a solution to effective development that is both ethically and managerially good.

The International Bureau for Epilepsy (IBE) Executive Committee for the term 2013–2017 began in June 2013 during the 30th International Epilepsy Congress in Montreal. From the beginning, our primary goals were to fulfil the mission of our organisation and address problems such as awareness, education, and social issues, while promoting and protecting the human rights of persons with epilepsy (PWE) and improving trans-regional equity in access to health care services, improved prevention, diagnosis and treatment and as a consequence, a reduction in the treatment gap and alleviation of stigma worldwide. By so doing, the quality of life of PWE and those who care of them will be significantly improved. In order to achieve these aims, the IBE joined forces with the International League Against Epilepsy (ILAE) and also the World Health Organisation (WHO), regional and national IBE organisations and other stakeholders. In addition, the participation of the IBE President in many national epilepsy events worldwide has helped to promote care and human rights of PWE nationally. A major awareness event accomplished during our term in office was the launch of the International Epilepsy Day in 2015. An IBE-ILAE event celebrated the 2nd Monday in February each year at the European Parliament with the participation of many stakeholders, PWE and advocates for epilepsy MEPs. In 2014 in order to improve access to care, treatment, appropriate treatment for PWE worldwide, particularly in developing countries, we developed our strategy plan becoming IBE's roadmap up to 2019 and with strategic priorities to establish epilepsy as a health priority worldwide. In June 2014, in Troina, Italy, WHO, ILAE, IBE and the Global Outreach Research Task Force organised a workshop to discuss how to improve access to antiepileptic medicines in low- and middle-income countries and, as a consequence, to produce a white paper. A unique historical achievement during our term in office was the approval from WHO and subsequently from World Health Assembly ...

Theories on the role of norms in international relations generally neglect the possibility that after their adoption a new battle over their precise meaning ensues, especially when a norm remains vague and illusive. Norm implementation is not only a matter of internalization and compliance, but also of redefinition. Building on insights from rationalist and constructivist approaches, this article advances the idea of recurrent battles for and over norms in international politics. It argues that the analytical tools of international regime theory are instrumental in tracking such battles. This framework is applied to the history and role of subsidiarity as a norm in the competence regime of the European Union between 1991 and 2005. Its main finding is that the issue of subsidiarity was not a matter of norm internalization, but concerned a recurrent battle between old and newly empowered actors over its precise meaning, eventually favouring the member states' prerogative.

Menschenrechtsbildung hat sich in den letzten Jahren nach und nach zu einem eigenen Tätigkeitsfeld internationaler Organisationen, der Staaten und NGOs entwickelt. In dieser Arbeit wird analysiert, inwieweit internationale Regelungen wie Verträge und Deklarationen als auch diverse Programme in diesem Bereich umgesetzt worden sind. Es wird demnach der Frage nachgegangen, ob und in welchem Umfang völkerrechtliche Vorgaben im Bereich der Menschenrechtsbildung durch die Staaten verwirklicht worden sind bzw. gerade verwirklicht werden. Zuerst wird versucht, den Begriff ?Menschenrechtsbildung? selbst zu definieren. Auch der Unterschied zwischen den Begriffen Menschenrechtsbildung und Menschenrechtslernen soll geklärt werden.Danach ist die Frage der Existenz eines Rechts auf Menschenrechtsbildung zu klären und zu überlegen, auf welche rechtlichen Grundlagen auf internationaler Ebene sie sich stützen könnte. Den Schwerpunkt dieser Arbeit bildet der zweite Teil. In ihm werden die wichtigsten UN-Programme im Bereich der Menschenrechtsbildung, namentlich die UN-Dekade für Menschenrechtsbildung und ihr Nachfolger, das UN-Weltprogramm für Menschenrechtsbildung, beschrieben. Neben Inhaltsfragen und Zielvorstellungen wird im Rahmen der Problemstellung vor allem auf die fragliche Verwirklichung der Dekade eingegangen und insbesondere eine Evaluierung der mit 2009 beendeten ersten Phase des Weltprogramms für Menschenrechtsbildung versucht. Auf Basis von Fragebogenbeantwortungen über die Effektivität der ersten Phase soll geklärt werden, inwieweit dieses Programm eingehalten bzw. umgesetzt worden ist. Beendet wird die Arbeit mit einem Ausblick auf zukünftige Vorhaben im Bereich der Menschenrechtsbildung. Hier werden die zweite Phase des Weltprogramms und ihre Schwerpunkte in der Umsetzung beschrieben und abschließend wird ; In recent years Human Rights Education has been developed gradually to a separate area of activity of international organizations, nations and NGOs. This paper analyzes the extent to which international legal frameworks such as treaties and declarations as well as various programs have been implemented in this area. It will therefore examine the question whether and to which extent international legal standards in the field of human rights education have been realized by the states. At the beginning "human rights education" itself should be defined which happens in the first chapter of the first part of this work. At the same time there should be drawn a distinction between human rights education and citizenship education. The difference between the notions ?human rights education? and ?human rights learning? should be clarified as well.Thereupon the question of the existence of a right to human rights education has to be clarified and there is to be answered on which legal basis at international level it could rely on. These legal frameworks form the basis for the consecutive implementation of human rights education programs.The focus of this paper is on the second part. In it, the most important UN-programs on human rights education, particularly the UN-Decade for Human Rights Education and its successor, the UN -World Programme for Human Rights Education, are described. Apart from questions concerning their content and goals the author mainly tries to evaluate the 2009 ended first phase of the World Programme for Human Rights Education. Based on questionnaire responses about the effectiveness of the first phase there should be analyzed whether this program has been met or implemented. Finally there is given an outlook on future projects in the field of human rights education. In this context the second phase of the World Programme and its priorities as well as the "UN Declaration of Human Rights Education and Training" are described in more detail. ; vorgelegt von Lisa Maria Meyer ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Graz, Univ., Dipl.-Arb., 2011 ; (VLID)213352