It's One World Out There: The Global Consensus on Selecting the World Bank's Next President

2007 ◽  
Author(s):  
David Wheeler
Keyword(s):  
Global Consensus ◽  
The World

scholarly journals Prinsip Etika Global untuk Kota Modern Multikultural

2017 ◽  
Vol 2 (1) ◽  
pp. 209
Author(s):  
Togardo Siburian
Keyword(s):  
Fundamental Principle ◽  
Religious Ethics ◽  
Global Ethics ◽  
Global Ethic ◽  
Modern City ◽  
Global Consensus ◽  
World Today ◽  
The World ◽  
The Common ◽  
Religious Factors

ABSTRACT: This article aims to look at the principles of the idea of global ethics at the implementation of the advanced city in the present day or modern city. The concept of global ethics logically can be considered in a certain local as the common foundations of ethical living in this universal city. Using literature method, the author tries to positively see from the idea of a global ethic associated with globalism, pluralism, secularism, postmodernism, ecumenism and humanitarianism that form the concept of global ethics, which are selectively used to add the principle of good livelihood for the civilization of the world today. The author subsequently tries to see a multidimensional pluralistic city today with a conflict on religious factors, which require a more fundamental principle of unity and universal living. Therefore global ethics is not a substitute for existing religious ethics, but additional ethics for people of different religion without discrimination. So the principle can be implemented at a local anywhere, including major cities in Indonesia. KEYWORDS: city, modern, crisis, ethics, global, consensus, religions, for all

TO THE ISSUE OF THE DEVELOPMENT OF INTERNATIONAL LEGAL COOPERATION OF STATES IN THE FIELD OF THE RATIONAL USE AND PROTECTION OF RESOURCES OF THE WORLD OCEAN

2020 ◽  
Vol 16 (1) ◽  
pp. 154-161
Author(s):  
Михаил Елизаров
Keyword(s):  
Climate Change ◽  
World Ocean ◽  
Future Generations ◽  
Global Level ◽  
Legal Basis ◽  
Rational Use ◽  
Global Consensus ◽  
The World ◽  
Acute Challenge

Over the decades, attempts were made to elaborate a legally binding single document on ocean resource management that would be acceptable to all countries. The culmination of this process was the adoption of the 1982 UN Convention on the law of sea. Since its entry into force, the Convention has become an important legal basis for ensuring the rational use of the world's ocean resources and their long-term conservation on behalf of future generations. At the same time, there remains the very acute challenge associated with finding a balance between reaching a global consensus on issues that are common to all and identifying topics that can be addressed and resolved by leaders at the global level. As humankind continues to postpone the adoption of urgent measures to prevent the effects of climate change, the environment deteriorates, while measures to mitigate these effects get more expensive and complex.

International Policies on Inclusion

2020 ◽  
Author(s):  
Bronagh Byrne
Keyword(s):  
Young People ◽  
Critical Role ◽  
National Policy ◽  
People With Disabilities ◽  
Policy And Practice ◽  
Children And Young People ◽  
Global Consensus ◽  
International Policies ◽  
Underlying Principle ◽  
The World

The education of children and young people with disabilities and the appropriate form this should take is an issue with which countries across the world are grappling. This challenge has not been assisted by the diverse interpretations of “inclusion” within and between States. The international community, in the form of the United Nations (UN), its associated treaty bodies, and its related agencies have taken on an increasingly critical role in working with countries to develop some kind of global consensus on how inclusion should be defined, its core features, and what it should look like in practice. The conclusions of discussions on these issues have emerged in the form of declarations, treaties, general comments, and guidelines, which countries across the world are expected to adhere to, to varying extents. Together, these constitute a set of international policies and benchmarks on inclusion in an educational context, informing and shaping contemporary national policy and practice. At its core is the underlying principle that children and young people with disabilities have a fundamental right to education without discrimination. Examination of international discourse on inclusion indicates that its meaning, form, and content has become more refined, with increasing emphasis being placed on the quality of inclusive practice as opposed to merely questioning its merits.

scholarly journals Measuring our investment in the future

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Susan De Witt
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Capital Markets ◽  
Financial Crises ◽  
Sustainable Development Goals ◽  
Global Development ◽  
Global Consensus ◽  
The World ◽  
Key Issues ◽  
Development Goals

Global consensus has been built around a few key issues, and there have been a slew of unifying declarations and commitments as a result. The climate is changing and those countries in the Paris Accord have committed to reducing carbon output in an attempt to slow it down. The world is inequitable and unstable, and those countries signed up to the United Nations Sustainable Development Goals have identified 17 areas in which we need to address global development. It is also becoming clearer to the person on the street that capital markets are not as effective at allocating risk as believed and this is putting everyone in danger. The financial crises over the last few decades are examples of how large miscalculations affect billions of lives, especially those who are most vulnerable to begin with.

The Rise of Investment Treaties and ISDS in the 1990s and Since

2021 ◽  
pp. 96-121
Author(s):  
Nicolás M. Perrone
Keyword(s):  
World Bank ◽  
Global Consensus ◽  
Investment Treaty ◽  
The World Bank ◽  
The World ◽  
Investment Treaties ◽  
The 1950S ◽  
Bar Association ◽  
The 1960S

In the early 1980s, many countries had not signed investment treaties or joined the ICSID Convention. Neither was there any ISDS practice. This situation changed quickly, however, as the views of the norm entrepreneurs of the 1950s and 1960s became part of the global consensus on development thinking. In the 1990s, the World Bank and UNCTAD put themselves at the forefront of efforts to promote investment treaties and ISDS, a task for which they had the support of organizations such as the American Bar Association. The investment treaty network rapidly expanded, most states joined ICSID, and the first ISDS cases emerged. Some arbitrators acted as pioneers of a new legal field, while others wrote in celebration of the fact that the proposals of the 1960s had now become law. Crucially, they also resolved the disputes in the background of the legal imagination.

scholarly journals Håbets Fælde? Fortryllelse og universel skolegang i Uganda og Tanzania

2010 ◽  
Author(s):  
Lotte Meinert ◽  
Mette Kølner
Keyword(s):  
Social Dynamics ◽  
Social Process ◽  
Global Consensus ◽  
Political Discourses ◽  
Proper Form ◽  
The World ◽  
The Future ◽  
Important Argument ◽  
Historical Periods ◽  
Over Time

Lotte Meinert & Mette Kølner: The Trap of Hope? Enchantment and Universal Education in Uganda and Tanzania This article challenges the apparent global consensus, hope and belief in schooling as a primary tool for making the world a better place. Schooling is enchanting as an idea, because it entails a promise of improvement in the future – at political as well as individual levels. Based on missionary accounts and empirical cases of schooling in Uganda and Tanzania, we attempt to identify the enchantment and seduction that lures people into what appears to be moral traps. Despite endless examples of people who go through schooling without being able to materialise the hope that schooling will lead to a way out of poverty, why do parents keep sending children to school and why do children keep insisting on the importance of education? To answer this question we are inspired by Alfred Gell’s thoughts about enchantment (1992) and traps (1996). We point to the problems and social dynamics that are set in motion when the future cannot fulfill the promise of being the “modern and salaried citizens” which children start believing in as the only proper form of personhood during their school years. An important argument in the article is that the enchantment and entrapment of schooling is dynamic. It is not static and totally blinding, but a continuous and contested social process fluctuating between trust and distrust, enchantment and disenchantment. The hope and belief in education varies over time, during changing political discourses, historical periods and in individuals’ and families’ lives depending on experience, possibilities and structural limitations. We attempt to grasp the ambivalence and apparent contradictions that are inherent in schooling locally, by drawing a nuanced picture of the magical as well as the hopeless sides of schooling in East Africa.Keywords: Schooling, enchantment, hope, trap, Uganda, Tanzania. 

Globalization and Education

2016 ◽  
Author(s):  
Liz Jackson
Keyword(s):  
Social Contexts ◽  
Early 21St Century ◽  
Social Actors ◽  
Global Consensus ◽  
Time Period ◽  
The World ◽  
Challenges And Opportunities ◽  
Political Economic ◽  
Relationship Of ◽  
The Relationship

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. There is no global consensus on the exact time period of its occurrence or its most significant shaping processes, from those who focus on its social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived of as mostly good or mostly bad, which have significant implications for debates regarding the relationship between globalization and education. Competing understandings of globalization also undergird diverse methodologies and perspectives in expanding fields of research into the relationship between education and globalization. There are many ways to frame the relationship of globalization and education. Scholars often pursue the topic by examining globalization’s perceived impact on education, as in many cases global convergence around educational policies, practices, and values has been observed in the early 21st century. Yet educational borrowing and transferal remains unstraightforward in practice, as educational and cultural differences across social contexts remain, while ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Clearly, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position, perspective, values, and priorities. Education and educators’ impacts on globalization also remain a worthwhile focus of exploration in research and theorization. Educators do not merely react to globalization and related processes, but purposefully interact with them, as they prepare their students to respond to challenges and opportunities posed by processes associated with globalization. As cultural and political-economic considerations remain crucial in understanding globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local and global intersections of people, ideas, and goods, with unclear impacts in the future.

UN World Summit on the Information Society

2011 ◽  
pp. 1172-1177
Author(s):  
Heike Jensen
Keyword(s):  
Civil Society ◽  
Information Society ◽  
Structural Features ◽  
The Other ◽  
The Political ◽  
World Summit ◽  
International Telecommunication Union ◽  
International Telecommunication ◽  
Global Consensus ◽  
The World

The World Summit on the Information Society (WSIS) is a United Nations (UN) conference led by the International Telecommunication Union (ITU). It has unique structural features. First, WSIS is comprised of two summit events: one in Geneva, Switzerland, December 10 to 12, 2003, and the other in Tunis, Tunisia, November 16 to 18, 2005. Second, WSIS is characterized by the so-called multistakeholder approach (Association for Progressive Communications [APC] & Campaign for Communication Rights in the Information Society [CRIS], 2003; Hemmati, 2002; Raboy, 2004). In this approach, civil society and the private sector have an institutionalized basis in the summit process from which to engage with governments and inform the political deliberations. The goal set for WSIS is to develop a global consensus on the features that are to characterize the information society and on ways to bring this society about.

Standardization of Health Informatics – Results and Challenges

2002 ◽  
Vol 41 (04) ◽  
pp. 261-270 ◽  
Author(s):  
G. O. Klein
Keyword(s):  
Health Informatics ◽  
Medical Knowledge ◽  
Electronic Record ◽  
Concept Representation ◽  
Global Consensus ◽  
National Implementation ◽  
The World ◽  
Group A ◽  
Implementation Guidelines ◽  
Global Work

Summary Objectives: This review article aims to highlight the importance of standards for effective communication and provides an overview of international standardization activities. Methods: This article is based on the experience of the author of European standardization in CEN, which he leads, and the global work of ISO, where he is leading the security working group, and an overview of the work of DICOM, IEEE and HL7, partly using their web presentations. Results: Health communication is highly dependent of the general development of information technology with standards coming from ISO/IEC JTC1, ITU and several other organizations e.g. IETF, the World Wide Web consortium and Open group. A number of standardization initiatives have been in progress for more than ten years with the aim to facilitate different aspects of the exchange of health information. Electronic record architecture, Message structures, Concept representation, Device communication including imaging and Security are the main areas. Conclusions: Important results have been achieved, and in some fields and parts of the world, standards are widely used today. Unfortunately, we are still facing the fact that most healthcare information systems cannot exchange information with all systems for which this would be desired. Either the existing standards are not sufficiently implemented, or the required standards and necessary national implementation guidelines do not yet exist. This causes unacceptable risks to patients, inefficient use of healthcare resources, and sub-optimal development of medical knowledge. Fortunately, the different bodies are now largely co-operating to achieve global consensus.

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