The Pacific ACP Countries
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Mainstreaming Adaptation to Climate Change Sofia Bettencourt, World Bank
Mainstreaming Adaptation to Climate Change in Pacific Island Economies Sofia Bettencourt, World Bank Pacific Islands Vulnerability is Rising... Event Year Country Losses ( US$ million) Cyclone Ofa 1990 Samoa 140 Cyclone Val 1991 Samoa 300 Typhoon Omar 1992 Guam 300 Cyclone Kina 1993 Fiji 140 Cyclone Martin 1997 Cook Islands 7.5 Cyclone Hina 1997 Tonga 14.5 Drought 1997 Regional >175 Cyclone Cora 1998 Tonga 56 Cyclone Dani 1999 Fiji 3.5 Sources: Campbell (1999) and World Bank (2000) The costs of extreme weather events in the 1990s exceeded US$1 billion Support Projects 2003 Adaptation Projects 2002 Donor Commitments are also rising… 2001 $4,000 Risk/Disaster Years $3,500 2000 Manag ement $3,000 $2,500 $2,000 1999 $1,500 $1,000 daptation Consultation, Fiji 2003 $500 $0 Commitments (US$’000) Commitments Source: Second High Level A Emerging Key Principles Merge adaptation and hazard management Treat adaptation as a major economic, social and environmental risk Mainstream adaptation into national economic planning House adaptation in a high-level coordinating Ministry Treat adaptation as a long-term process Involve communities and private sector Disseminate information to high-level decision makers and the public Strengthen regulations affecting vulnerability An Example of Mainstreaming The Kiribati Adaptation Program Kiribati Source: http://www.infoplease.com/atlas/country/kiribati.html Kiribati is one of the Most Vulnerable Countries in the World in its Physical Environment… The 33 atolls of Kiribati are less than 500-1,000 meters -
The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
![Explain Why Germans Were So Angry About the Treaty of Versailles [8] Advice](https://docslib.b-cdn.net/cover/6093/explain-why-germans-were-so-angry-about-the-treaty-of-versailles-8-advice-406093.webp)
Explain Why Germans Were So Angry About the Treaty of Versailles [8] Advice
Explain why Germans were so angry about the Treaty of Versailles [8] Advice AO1: Demonstrate knowledge and AO2: Explain why Germans were angry understanding of the period about the Treaty An [8] mark question on the Germany paper wants you to explain the cause of Band 1 (1 Band 2 (2 Band 3 (3 Band 1 (1 Band 2 (2-3 Band 3 (4-5 something – in this case, why ordinary German people were angry at the Treaty mark) marks) marks) mark) marks) marks) of Versailles. To answer this question, you need to know: I include I include I include I give very I partially I give a very very few some of the very little explain why detailed What Germany was like before WW1 details of Treaty and detailed explanation Germans and logical Details of the terms of the Treaty of Versailles the Treaty why information of why were angry explanation What kind of peace treaty Germany expected to get and why Germans about the Germans about the of why Germans were angry Treaty and were angry Treaty Germans Why the Treaty of Versailles was so bad for Germany were angry about it why about the were angry You aim to write at least 2 P.E.E.L. paragraphs (Point, Evidence, Explanation, Link). about it Germans Treaty about the were angry Treaty [8] marks means you should spend about 8 minutes on this question. about it S/A or P/A Teacher Mark and Comment: Use this space to plan your answer: /8 /8 Suggested Improvements: Include some / more details of the terms of the Treaty or how it affected German people Add / give more explanation of why Germans were angry about the Treaty Improve quality of explanation by using P.E.E.L. -
266900Wp0english0inclusive0e
INCLUSIVE EDUCATION: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Public Disclosure Authorized SUSAN J. PETERS, PH.D.* PREPARED FOR THE DISABILITY GROUP THE WORLD BANK April 30, 2003 Public Disclosure Authorized The findings, interpretations and conclusions expressed in this report are entirely those of the author and should not be attributed in any manner to the World Bank, to its affiliated organizations, to members of its Board of Executive Directors, or to the countries they represent. The report has gone through an external peer review process, and the author thanks those individuals for their feedback. Public Disclosure Authorized *Susan J. Peters is an Associate Professor in the College of Education, Michigan State University, East Lansing, Michigan, USA. She has been an educator and disability scholar for the past 20 years and has published in various international journals. She is the co-author and editor of two books: Education and Disability in Cross-Cultural Perspective (NY: Garland Publishing. 1993) and Disability and Special Needs Education in an African Context (Harare: College Press. 2001). She may be contacted at [email protected] Public Disclosure Authorized TABLE OF CONTENTS INCLUSIVE EDUCAITON: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Glossary of Terms Executive Summary 1 I. Introduction 9 Background II. Inclusive Education Practice: Lessons from the North 18 Background Best Practice in Canada and the United States Best Practice in Europe and other OECD Countries Special Issues: Accountability Special Issues: Parental Involvement Special Issues: Gender Summary III. Inclusive Education Practice: Lessons from the South 26 Introduction IE: The Experience of “Southern Hemisphere School System Inclusive Education Framework Challenges and Responses to IE in the South Barriers Gaps in the Literature Considerations for Future Study Zambia Honduras Vietnam India Summary IV. -
Cook Islands Pops Project Country Plan
SPREP PROE South Pacific Regional Programme régional Environment Programme océanien de l'environnement PO Box 240, APIA, Samoa. Tel.: (685) 21 929, Fax: (685) 20 231 E-mail: [email protected] Website: http://www.sprep.org.ws/ Please use [email protected] if you encounter any problems with [email protected] File: AP 6/3/2 Vanuatu POPs Project Country Plan (Prepared by SPREP, January 2003) 1. Introduction The Australian Agency for International Development (AusAID) several years ago identified the mismanagement of hazardous chemicals in the Pacific Island Countries as a serious environmental concern, and hence the Persistent Organic Pollutants in Pacific Island Countries (POPs in PICs) project was developed as an AusAID funded initiative, to be carried out by SPREP. POPs are a group of twelve particularly hazardous chemicals that have been singled out by the recent Stockholm Convention for urgent action to eliminate them from the world. They include polychlorinated biphenyls (PCBs), which are mainly found in transformers, and several pesticides that are very persistent and toxic to the environment. Phase I of the project involved predominantly an assessment of stockpiles of waste and obsolete chemicals and identification of contaminated sites, for 13 Pacific Island Countries. Other Phase I activities included education and awareness programmes in each country and a review of relevant legislation. Vanuatu was a participant in Phase I of this work. A comprehensive report of this Phase I work was prepared and circulated, and significant quantities of hazardous wastes were identified in the countries visited, including estimated figures of 130 tonnes of PCB liquids and 60 tonnes of pesticides (although only about 3 tonnes of POPs pesticides). -
Republic of Vanuatu Rapid Etrade Readiness Assessment
UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENT Republic of Vanuatu Rapid eTrade Readiness Assessment Printed at United Nations, Geneva – 1820315 (E) – July 2018 – 500 – UNCTAD/DTL/STICT/2018/5 UNITED NATIONS CONFERENCE ON TRADE AND DEVELOPMENT Republic of Vanuatu Rapid eTrade Readiness Assessment New York and Geneva, 2018 ii Vanuatu Rapid eTrade Readiness Assessment © 2018, United Nations This work is available open access by complying with the Creative Commons licence created for intergovernmental organizations, available at http ://creativecommons.org/licenses/by/3.0/igo/. The findings, interpretations and conclusions expressed herein are those of the authors and do not necessarily reflect the views of the United Nations, its officials or Member States. The designation employed and the presentation of material on any map in this work do not imply the expression of any opinion whatsoever on the part of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Photocopies and reproductions of excerpts are allowed with proper credits. This publication has been edited externally. United Nations publication issued by the United Nations Conference on Trade and Development. UNCTAD/DTL/STICT/2018/5 NOTE iii NOTE Within the UNCTAD Division on Technology and Logistics, the ICT Policy Section carries out policy-oriented analytical work on the development implications of information and communication technologies (ICTs) and e-commerce. It is responsible for the preparation of the Information Economy Report (IER) as well as thematic studies on ICT for Development. The ICT Policy Section promotes international dialogue on issues related to ICTs for development and contributes to building developing countries’ capacities to measure the information economy and to design and implement relevant policies and legal frameworks. -
Walther Rathenau, Gustav Stresemann, Konrad Adenauer
Walter Rathenau, Gustav Stresemann, Konrad Adenauer, Willy Brandt Ansprache auf der Botschafterkonferenz anlässlich der Namensgebung der Konferenzräume des Auswärtigen Amtes Berlin, 6. September 2006 Von Gregor Schöllgen Es gilt das gesprochene Wort. Herr Minister, Exzellenzen, meine Damen und Herren: Ich danke für die ehrenvolle Einladung. Und ich danke für das Vertrauen, das Sie in mich setzen: Wenn ich das richtig sehe, trauen Sie mir zu, vier herausragende Vertreter der deut- schen Außenpolitik im 20. Jahrhundert in zwanzig Minuten zu würdigen. Angemessen, versteht sich. Natürlich wissen Sie so gut wie ich, dass wir es hier mit vier Schwergewichten zu tun haben. Sonst hätten Sie sich ja auch nicht für diese Namensgebungen entschieden. Biografische Kurzportraits im vier mal Fünfminuten-Takt scheiden also aus. Stattdessen will ich fragen: Was haben die Vier gemeinsam - was unterscheidet sie? 1 * Um bei letzteren, also bei den Unterschieden, zu beginnen – weniger als man denken mag. Zum Beispiel die Ausbildung. Drei hatten studiert. Walther Rathenau hatte sich für Physik und Chemie entschieden, bezeichnenderweise begleitet von einem Studium der Philosophie; Gustav Stresemann war Nationalökonom, Konrad Adenauer Jurist. Zwei von ihnen, Rathenau und Stresemann, waren zudem promoviert. Der vierte, Willy Brandt, war weder promoviert noch examiniert, hatte nicht einmal studiert: Flucht und Exil ließen das nicht zu. Einiges spricht dafür, dass Willy Brandt diesen weißen Fleck in seiner Biografie mit seiner exessiven schriftstellerischen Tätigkeit kompensiert hat. Gewiss, er war von Hause aus Jour- nalist, und vor allem in späten Jahren kamen handfeste kommerzielle Interessen hinzu. Aber sie allein erklären seine Produktivität nicht: Weit mehr als 3.500 Veröffentlichungen aller Art sind beispiellos, jedenfalls für einen zeitlebens aktiven Politiker. -
The Soviet-German Tank Academy at Kama
The Secret School of War: The Soviet-German Tank Academy at Kama THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Ian Johnson Graduate Program in History The Ohio State University 2012 Master's Examination Committee: Jennifer Siegel, Advisor Peter Mansoor David Hoffmann Copyright by Ian Ona Johnson 2012 Abstract This paper explores the period of military cooperation between the Weimar Period German Army (the Reichswehr), and the Soviet Union. Between 1922 and 1933, four facilities were built in Russia by the two governments, where a variety of training and technological exercises were conducted. These facilities were particularly focused on advances in chemical and biological weapons, airplanes and tanks. The most influential of the four facilities was the tank testing and training grounds (Panzertruppenschule in the German) built along the Kama River, near Kazan in North- Central Russia. Led by German instructors, the school’s curriculum was based around lectures, war games, and technological testing. Soviet and German students studied and worked side by side; German officers in fact often wore the Soviet uniform while at the school, to show solidarity with their fellow officers. Among the German alumni of the school were many of the most famous practitioners of mobile warfare during the Second World War, such as Guderian, Manstein, Kleist and Model. This system of education proved highly innovative. During seven years of operation, the school produced a number of extremely important technological and tactical innovations. Among the new technologies were a new tank chassis system, superior guns, and - perhaps most importantly- a radio that could function within a tank. -
Human Activities and Flood Hazards and Risks in the South West Pacific: a Case Study of the Navua Catchment Area, Fiji Islands
HUMAN ACTIVITIES AND FLOOD HAZARDS AND RISKS IN THE SOUTH WEST PACIFIC: A CASE STUDY OF THE NAVUA CATCHMENT AREA, FIJI ISLANDS Katalaine Duaibe A thesis submitted to Victoria University of Wellington in partial fulfillment of the requirements for the degree of Master in Science in Physical Geography School of Geography, Environment and Earth Science Victoria University of Wellington 2008 Abstract Human activity is increasingly becoming a factor contributing to ‘disasters’ that occur worldwide. As evident in the Asian Tsunami of 2004, the high levels of loss of life and livelihood, and damage to property were largely due to the population density and human development of the physical landscape of the stricken region. The magnitude of natural hazards coupled with the high population density and low levels of development can have disastrous or catastrophic impacts on a nation as a whole, especially in small island states. Furthermore, the lack of governance structures, legislative compliance, and regulatory land use and planning coupled with the perception of risk of the general public, can all contribute to the magnitude of disasters. The flood plains of Navua, a small rural town outside of Fiji’s capital and prone to all types of flooding, are explored to determine the extent to which human activities impact on the magnitude of flooding and flood damage. Human activities such as land degradation, deforestation of catchment areas, increased population density along the Navua riverbanks inadequate land use planning, zoning, and control of flood plain development; and inadequate drainage, and management of discharges are examined when determining the factors that have contributed to the increased incidence of flooding of the past 100 years until 2004. -
The Rarity of Realpolitik the Rarity of Brian Rathbun Realpolitik What Bismarck’S Rationality Reveals About International Politics
The Rarity of Realpolitik The Rarity of Brian Rathbun Realpolitik What Bismarck’s Rationality Reveals about International Politics Realpolitik, the pur- suit of vital state interests in a dangerous world that constrains state behavior, is at the heart of realist theory. All realists assume that states act in such a man- ner or, at the very least, are highly incentivized to do so by the structure of the international system, whether it be its anarchic character or the presence of other similarly self-interested states. Often overlooked, however, is that Real- politik has important psychological preconditions. Classical realists note that Realpolitik presupposes rational thinking, which, they argue, should not be taken for granted. Some leaders act more rationally than others because they think more rationally than others. Hans Morgenthau, perhaps the most fa- mous classical realist of all, goes as far as to suggest that rationality, and there- fore Realpolitik, is the exception rather than the rule.1 Realpolitik is rare, which is why classical realists devote as much attention to prescribing as they do to explaining foreign policy. Is Realpolitik actually rare empirically, and if so, what are the implications for scholars’ and practitioners’ understanding of foreign policy and the nature of international relations more generally? The necessity of a particular psy- chology for Realpolitik, one based on rational thinking, has never been ex- plicitly tested. Realists such as Morgenthau typically rely on sweeping and unveriªed assumptions, and the relative frequency of realist leaders is difªcult to establish empirically. In this article, I show that research in cognitive psychology provides a strong foundation for the classical realist claim that rationality is a demanding cogni- tive standard that few leaders meet. -
3. Quaternary Vertical Tectonics of the Central New Hebrides Island Arc1
Collot, J.-Y., Greene, H. G., Stokking, L. B., et al., 1992 Proceedings of the Ocean Drilling Program, Initial Reports, Vol. 134 3. QUATERNARY VERTICAL TECTONICS OF THE CENTRAL NEW HEBRIDES ISLAND ARC1 Frederick W. Taylor2 ABSTRACT Hundreds of meters of uplift of both the frontal arc and backarc characterize the late Quaternary vertical tectonic history of the central New Hebrides Island Arc. This vertical deformation is directly related to large, shallow earthquakes on the interplate thrust zone postulated on the basis of coral emergence data. This chapter presents evidence from the best documented and illustrated examples of uplifted coral reefs from the central New Hebrides Island Arc for the pattern and rates of vertical deformation caused by subduction of the d'Entrecasteaux Zone and the West Torres Massif over the past few 100 k.y. The pattern of vertical movement based on upper Quaternary coral reef terraces documents that the islands of Espiritu Santo, Malakula, Pentecost, and Maewo have risen hundreds of meters during the late Quaternary. This history suggests that the present pattern and rates of vertical deformation should be extrapolated back to at least 1 Ma, which would indicate that the total amount of structural and morphological modification of the arc during the present phase of deformation is more significant than previously assumed. The morphology of the central New Hebrides Island Arc may have resembled a more typical arc-trench area only 1-2 Ma. If the late Quaternary patterns and rates of vertical deformation have affected the central New Hebrides Island Arc since 1-2 Ma, then virtually all of the anomalous morphology that characterizes the central New Hebrides Island Arc can be attributed to the subduction of the d'Entrecasteaux Zone and the West Torres Massif. -
Walter Laqueur: the Last Days of Europe Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2007 Walter Laqueur: The Last Days of Europe Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Walter Laqueur: The Last Days of Europe Study Guide" (2007). Faculty Publications and Presentations. 132. https://digitalcommons.liberty.edu/gov_fac_pubs/132 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. WALTER LAQUEUR: THE LAST DAYS OF EUROPE STUDY GUIDE, 2007 Steven Alan Samson INTRODUCTION Study Questions 1. A Very Brief Tour Through the Future of Europe How have the sights, sounds, and smells of London, Paris, and Berlin changed since 1977? How did immigration to those cities differ one hundred years compared with today? What are the typical characteristics of the immigrants of 2006? 2. The Last Days of Old Europe What is “Old Europe?” What is the role of tourism in the European economy? What accounted for the author’s optimism in the 1970s? What were some of the danger signs in the 1970s? What did leading demographers show? What were some of Russia’s problems in the 1980s? How did the new immigrants differ from the guest workers of the 1950s? How did the European vision differ from the American dream? What accounted for the rosy picture painted of Europe by Tony Judt, Mark Leonard, and Charles Kupchan? What was the general consensus of EU’s 2000 meeting in Lisbon? Review danger signs in the 1970s new immigrants resistance to assimilation European vision Tony Judt CHAPTER ONE: EUROPE SHRINKING Study Questions 1.