Suchergebnisse

The intersection of knowledge and practice in climate finance, peace, and women's empowerment remains understudied even though the aspirations of climate and peacebuilding finance on gender mainstreaming and women's empowerment are actually well aligned. They have in common, an emphasis on the undervalued role of women, the importance of women assuming leadership roles, the elevated agency that finance would afford in, respectively, climate action and sustaining peace, and the full participation of women. At a fundamental level, there is a strong inherent understanding of women's role in natural resource governance and stewardship that cuts across both the normative framings of climate and peacebuilding finance. Climate financing mechanisms such as the "vertical funds" have over the years introduced sophisticated performance metrics for gender and women's empowerment, but none to address conflict or fragility. The key gap as highlighted by UNDP is the understanding of the peace co-benefits of climate finance, which means that women in conflict settings may be left behind. This article examines progress on gender and climate finance; the gaps in access by conflict and fragility-affected regions; the benchmarking of climate finance and peace mainstreaming; and a comparative approach for greater cross-fertilization.

This article focuses on the fluid nature of risk problems and the challenges it presents to establishing acceptability in risk governance. It introduces an actor-network theory (ANT) perspective as a way to deal with the mutable nature of risk controversies and the configu- ration of stakeholders. To translate this into a practicable framework, the article proposes a hybrid risk governance framework that combines ANT with integrative risk governance, deliberative democracy, and responsive regulation. This addresses a number of the limita- tions in existing risk governance models, including: (1) the lack of more substantive public participation throughout the lifecycle of a project; (2) hijacking of deliberative forums by particular groups; and (3) the treatment of risk problems and their associated stakeholders as immutable entities. The framework constitutes a five-stage process of co-selection, co- design, co-planning, and co-regulation to facilitate the co-production of collective interests and knowledge, build capacities, and strengthen accountability in the process. The aims of this article are twofold: conceptually, it introduces a framework of risk governance that ac- counts for the mutable nature of risk problems and configuration of stakeholders. In practice, this article offers risk managers and practitioners of risk governance a set of procedures with which to operationalize this conceptual approach to risk and stakeholder engagement.

La nouvelle loi sur la protection des majeurs, votée en mars 2007, permet-elle de mieux protéger les majeurs vulnérables que la loi de 1968 et si oui comment ? Offre-t-elle des garanties pour le respect de la volonté de la personne protégée, évite-t-elle les spoliations d'argent par des tuteurs ou des curateurs peu scrupuleux ? Le mandat de protection future, qui est la grande nouveauté de cette loi, participe-t-il concrètement à cette volonté de rendre de la liberté au majeur vulnérable ? C'est à ces questions que nous tentons de répondre, après quelques mois de mise en application de la nouvelle loi qui est entrée en vigueur le 1 er janvier 2009. Ces réflexions sont le fruit de notre pratique de médecin spécialiste inscrit sur la liste établie par le procureur de la république de Paris et de médecin psychiatre au service de patients âgés et souvent désorientés.

This Evidence-Based Practice Paper describes implementation and assessment of an exercise bringing international perspectives, liberal arts, and the United Nations Sustainable Development Goals into a first-year engineering program - challenging the arbitrary boundary between engineering and the liberal arts. First-year engineering students (Civil, Mechanical, and Electrical) participated in a role-playing game recreating the 2009 United Nations Climate Talks in Copenhagen, Denmark. The exercise is part of a series of published games called Reacting to the Past (RTTP), with the purpose of engaging students to enhance their understanding of a given event or topic, while improving their research and communication skills. In this case, the further goal was for students to broaden their understanding of the technical aspects of climate change, as well as the political and social reasons that technological solutions are not always implemented, despite the best intentions and technical knowledge. Students practiced researching a topic, selecting and evaluating resources, proper citation of works used, written and oral communication, and advancing a position in a professional manner. These skills, while crucial for practicing engineers, are often relatively weak in incoming students. Our initial success integrating international perspectives and traditional liberal arts concepts into a first-year engineering course was supported by several classroom innovations, including a classroom-embedded librarian and gamification. Benefits of this activity in the first-year classroom include: - Getting students to interact with each other in a substantive way, strengthening the cohort, and supporting retention. - Providing structure for learning library, writing, and presentation skills, etc. - Introducing how professionals handle concepts of politics, tact, and negotiating across boundaries. - Providing an experiential learning environment to understand how politics, both personal and professional, can interact with technical solutions, leading to improvement or disruption in the lives of all. - Starting a discussion about United Nations Sustainable Development Goals early in the careers of engineering students. Certainly, students will see these concepts again; there are multiple group projects and research projects in their time at our school, as well as courses on ethics and professionalism. However, introducing these concepts in their first semester prepares students for future courses, and helps them understand that engineering is not just problem sets and robotics.

This Evidence-Based Practice Paper describes implementation and assessment of an exercise bringing international perspectives, liberal arts, and the United Nations Sustainable Development Goals into a first-year engineering program - challenging the arbitrary boundary between engineering and the liberal arts. First-year engineering students (Civil, Mechanical, and Electrical) participated in a role-playing game recreating the 2009 United Nations Climate Talks in Copenhagen, Denmark. The exercise is part of a series of published games called Reacting to the Past (RTTP), with the purpose of engaging students to enhance their understanding of a given event or topic, while improving their research and communication skills. In this case, the further goal was for students to broaden their understanding of the technical aspects of climate change, as well as the political and social reasons that technological solutions are not always implemented, despite the best intentions and technical knowledge. Students practiced researching a topic, selecting and evaluating resources, proper citation of works used, written and oral communication, and advancing a position in a professional manner. These skills, while crucial for practicing engineers, are often relatively weak in incoming students. Our initial success integrating international perspectives and traditional liberal arts concepts into a first-year engineering course was supported by several classroom innovations, including a classroom-embedded librarian and gamification. Benefits of this activity in the first-year classroom include: - Getting students to interact with each other in a substantive way, strengthening the cohort, and supporting retention. - Providing structure for learning library, writing, and presentation skills, etc. - Introducing how professionals handle concepts of politics, tact, and negotiating across boundaries. - Providing an experiential learning environment to understand how politics, both personal and professional, can interact with technical solutions, leading to improvement or disruption in the lives of all. - Starting a discussion about United Nations Sustainable Development Goals early in the careers of engineering students. Certainly, students will see these concepts again; there are multiple group projects and research projects in their time at our school, as well as courses on ethics and professionalism. However, introducing these concepts in their first semester prepares students for future courses, and helps them understand that engineering is not just problem sets and robotics.

This article focuses on the fluid nature of risk problems and the challenges it presents to establishing acceptability in risk governance. It introduces an actor‐network theory (ANT) perspective as a way to deal with the mutable nature of risk controversies and the configuration of stakeholders. To translate this into a practicable framework, the article proposes a hybrid risk governance framework that combines ANT with integrative risk governance, deliberative democracy, and responsive regulation. This addresses a number of the limitations in existing risk governance models, including: (1) the lack of more substantive public participation throughout the lifecycle of a project; (2) hijacking of deliberative forums by particular groups; and (3) the treatment of risk problems and their associated stakeholders as immutable entities. The framework constitutes a five‐stage process of co‐selection, co‐design, co‐planning, and co‐regulation to facilitate the co‐production of collective interests and knowledge, build capacities, and strengthen accountability in the process. The aims of this article are twofold: conceptually, it introduces a framework of risk governance that accounts for the mutable nature of risk problems and configuration of stakeholders. In practice, this article offers risk managers and practitioners of risk governance a set of procedures with which to operationalize this conceptual approach to risk and stakeholder engagement.

Intro -- Diasporas: Revisiting and Discovering -- Table of Contents -- Preface -- Section I: Diasporic Feelings and Belonging -- Introduction -- Migrants' Hearts: This Land is Not My Home -- Sites of Belonging: Caribbean and African Diasporas in Ethiopia -- Un/Settling Malaysia: Diaspora and National Desire -- Afro-French Subjectives and French Postcolonial Nationalisms -- Home to Hong Kong: The Linguistic Desplacement and Imaginary Diaspora in Anglophone Hong Kong Literature -- The Jewish Diasporas from France to Montreal: Situational Identity and Multi-Centred Diasporas -- The Narrative of Cultural Identity: An Opening for Collective Action among the Sri Lankan Tamil Diasporas In Toronto -- Shopping Around for Diasporic Indentities: Brand Names, The Cultural Industry and the Politics of Consumption in the Work of Wayson Choy and Gautam Malkani -- Section II: Engagment with Homeland -- Introduction -- Breaking up a Diasporic Homeland: Xinyi as a Qioxiang in Post 1978 China -- Beyond the Sea: Geographies of Mobility and Memory in Quy Nhon, Vietnam -- Understanding Motivations for Trans-National Engagement: Diaspora Supported Development - The Jamaican Case -- Section III: Us and Them -- Introduction -- Immigrants in their Own Country: Negotiations on Dimensions of Finnishness in the Aland Islands -- Pre-Immigration Profiles of Potential Ethnic Migrants from Finnish Diaspora in Russia - A Social Psychological Study -- Who do They Think They Are? Online Narratives among Romanian Diaspora in Ireland -- Taiwan: Republic of China or Republic of Confusion -- Local Identification and Authenticity Among the Irish Diaspora in England -- Romany Roots: Gypsies and Travellers in Britain Sustaining Belonging and Identity over 600 Years of Nomadising -- The Inclusion of Global Migrants: A Model and Suggestions For Research and Policy.