DOCSLIB.ORG

17Th SESSION of the GENERAL ASSEMBLY of IUCN and 17Th TECHNICAL MEETING

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
17Th SESSION of the GENERAL ASSEMBLY of IUCN and 17Th TECHNICAL MEETING International Union for Conservation of Nature and Natural Resources 17th SESSION OF THE GENERAL ASSEMBLY OF IUCN AND 17th TECHNICAL MEETING San José, Costa Rica 1-10 February 1988 PROCEEDINGS 17th SESSION OF THE GENERAL ASSEMBLY OF IUCN and 17th IUCN TECHNICAL MEETING San José, Costa Rica 1-10 February 1988 PROCEEDINGS International Union for Conservation of Nature and Natural Resources 1988 International Union for Conservation of Nature and Natural Resources 1988 ISBN 2-88032-980-9 FOREWORD The General Assembly, comprising delegates of the members of IUCN, is the policy-forming organ of the Union and meets in ordinary session every three years to perform the functions conferred on it by the Statutes. Since the inaugural meeting at Fontainebleau, France in 1948, the General Assembly has met in Brussels, Belgium (1950), Caracas, Venezuela (1952); Copenhagen, Denmark (1954); Edinburgh, Scotland, United Kingdom (1956); Athens, Greece (1958); Warsaw, Poland (1960); Nairobi, Kenya (1963); Lucerne, Switzerland (1966); New Delhi, India (1969); Banff, Canada (1972); Kinshasa, Zaire (1975); Ashkhabad, USSR (1978); Christchurch, New Zealand (1981) and Madrid, Spain (1984). It met in extraordinary session in Geneva, Switzerland, in April 1977. The 17th Session of the General Assembly, was held from 1-10 February 1988 in San José, Costa Rica at the kind invitation of President Oscar Arias and the Government of the Republic of Costa Rica and had as its theme: CONSERVATION FOR SUSTAINABLE DEVELOPMENT A SHARED RESPONSIBILITY This sense of shared concern for the future of the earth's environment and its natural resources was reflected in the attendance of some 1000 participants representing 95 nations. The official documentation was prepared in English, French and Spanish and interpretation in these three languages was provided for the Plenary Sessions of the General Assembly. The 17th Technical Meeting, held in conjunction with the 17th General Assembly, addressed the scientific aspects of IUCN's Programme in greater detail and provided IUCN members with the opportunity to contribute directly to the planning of the Union's activities for the forthcoming triennium and. the long-term future. Special thanks are expressed on behalf of the Union to the First Lady of Costa Rica, Dona Margarita Penón de Arias, Honorary President of the National Organizing Committee for the General Assembly; to Dr Alvaro Umaña, Minister of Natural Resources Energy and Mines, the Committee's Chairman and to the Committee members for their tremendous efforts to ensure the success of this important event. (A French version of these proceedings is also available.) ACKNOWLEDGEMENTS IUCN wishes to express its grateful appreciation to the following institutions which supported the participation of numerous delegates from developing countries: American Committee for International Conservation (ACIC), USA Canadian International Development Agency (CIDA) Danish International Development Agency (DANIDA) Directorate of Development Cooperation and Humanitarian Aid, Switzerland Instituto de Cooperación Iberoamericana (ICI), Spain Ministry for Development Cooperation, The Netherlands National Wildlife Federation, USA Overseas Development Administration (ODA), United Kingdom .... Royal Norwegian Ministry for Development Cooperation Swedish Society for Conservation of Nature (SNF), with the assistance of the Swedish International Development Authority (SIDA) United Nations Educational, Scientific and Cultural Organization (Unesco) United Nations Environment Programme (UNEP) United States International Development Agency (USAID) World Wildlife Fund-US (WWF-US) to the Institute Nacional para la Conservación de la Naturaleza (ICONA), Spain, for providing Spanish interpretation and translation services for the General Assembly to KLM Royal Dutch Airlines for providing travel facilities to the IUCN Secretariat for the General Assembly to Marlin Travel, Canada for its assistance in arranging the transportation of participants sponsored by IUCN to WANG Computers of Costa Rica for providing equipment and technical services for the production of the General Assembly documentation and to the following persons, institutions and companies from Costa Rica, or based in Costa Rica, for their support in the preparation of the Assembly: Asbana International Business Machines (IBM) Asociación de Scouts de Costa Rica Kativo Comercial S.A. Audiovise Lachner & Sáenz (Canon representative) Banco Central Liceo Franco Costarricense Banco Cooperative Costarricense Líneas Aéreas Costarricenses S.A. (LACSA) Banco Nacional de Costa Rica Minerva Nacional S.A. (MINASA) Banco Popular Ministerio de Agricultura y Ganadería (MAG) Colegio de Ingenieros Agrónomos Ministerio de Cultura, Juventud y Deportes Colegio de Médicos Ministerio de Educación Pública Conapa S.A. Ministerio de Gobernación Consejo Nacional de Investigaciones Ministerio de Hacienda (Dirección de Científicas y Tecnológicas (CONICIT) Aduanas) CORTEL. Ministerio de Obras Públicas y Transportcs Ms Deirdre Hyde (MOPT) Dirección de Parques Naciónales Ministerio de Seguridad Pública Dirección General Forestal Museo Nacional Embassy of the Federal Republic of Germany Oficina del Café (OfiCafé) Expotur (mercado turístico de Costa Rica) Organization for Tropical. Studies (OTS) Fundación Neotrópica PIPASA Horizontes Travel Agency Plywood Costarricense S.A. Hotel Cariari Refinadora Costarricense de Petróleo, S.A. Hotel Sheraton Herradura (RECOPE) Institute Costarricense de Electricidad (ICE) Royal Dutch Embassy Institute Costarricense de Turismo (ICT) Servicio Nacional de Parques Instituto Interamericano de Cooperación para Spanish Embassy la Agricultura (IICA) Swiss Embassy Instituto Latioarnericano de las Naciones Tropical Agricultural Research and Unidas para la Prevención de Delito y Training Center (CATIE) el Tratamiento del Delincuente Tropical Science Center Instituto IMacioanl de Seguros (INS) Universidad de Costa Rica Instituto Nacional de Aprendizaje (INA) Universidad Estatal a Distancia Instituto Tecnológico Universidad Maciona1 Universidad para la Paz 5 CONTENTS Page FOREWORD 3 CONTENTS 5 MINUTES OF THE 17TH SESSION OF THE GENERAL ASSEMBLY 7 Procedural items 9 Opening addresses 14 Report of the Director General on the work of IUCN 15 since the 16th Session of the General Assembly Accounts and Auditors' Reports for 1984-1986 17 IUCN Programme 1988-1990 18 Estimates of income and expenditure 1988-1990 26 Proposed new membership dues structure 29 Terms of Reference for Commissions 33 Membership 34 Election of Commission Chairmen 35 Appointment of Auditors 35 Resolutions and Recommendations 35 Election of President 40 Election of Regional Councillors 40 Conferral of Honorary Membership 41 Feasibility of establishing Spanish and other 41 languages as "official" or "working" languages of the Union Presentation of awards 42 Location of the next ordinary session of the General 44 Assembly of IUCN Closing addresses 44 RESOLUTIONS AND RECOMMENDATIONS 47 MINUTES OF THE 17TH TECHNICAL MEETING 155 World Conservation Strategy companion volume 157 Report of the World Commission on Environment 159 and Development and the UN "Environmental Perspective to the Year 2000 and Beyond" International development financing 160 Conservation and sustainable development in 161 Central America Workshops 163 ANNEXES 165 1. Agenda adopted by the 17th Session of the 167 General Assembly of IUCN 2. List of Agenda papers 172 3. Resolution amending Rules 12(1) and 13(2) of the 174 Rules of Procedure, and adopting the Rules of Procedure 6 4. Opening address by the President of IUCN, 175 Dr M.S. Swaminathan 5. Opening address by the Executive Director of the 182 United Nations Environment Programme, Dr Mostafa K. Tolba 6. Opening address by the President of the 187 World Wide Fund for Nature, HRH The Prince Philip, Duke of Edinburgh 7. Opening address by the President of the Republic 191 of Costa Rica, HE Dr Oscar Arias Sanchez 8. Greetings from Heads of State and Heads of 196 Government 9. Statement by the representative of the Food and 201 Agriculture Organization of the United Nations, Dr Osvaldo S. Babini Herrera 10. Statement by the representative of the United Nations 204 Educational Scientific and Cultural Organization, Dr Bernd von Droste 11. Statement by the Executive Director of the 207 International Waterfowl and Wetlands Research Bureau, Professor Geoffrey Matthews 12. Statement by the Chairman of the Standing Committee 208 of the Ramsar Convention, Dr Abdul Latif Rao 13. Statement on population and environment by the 210 Executive Director of the United Nations Population Fund, Dr Nafis Sadik 14. Statement by the Director General Designate of IUCN, 216 Dr Martin W. Holdgate 15. Report of the Finance and Audit Committee 221 16. Report of the Programme Committee 225 17. Statement by the President of IUCN on the location 234 of IUCN Headquarters 18. Resolution on membership dues 236 19. Terms of Reference for IUCN Commissions 237 20. Citations for Honorary Membership of IUCN 245 21. Citation for the John C. Phillips Memorial Medal 247 for Distinguished Service in International Conservation awarded to Dr Michel Batisse 22. Speech by Dr Michel Batisse on accepting the 248 John C. Phillips Medal 23. Citations for awards by the Species Survival 250 Commission 24. Citations for awards by the Commission on National 256 Parks and Protected Areas 25. Invitation by the Delegation of the Republic of 259 Indonesia to hold the 18th Session of the General Assembly of IUCN in Indonesia
Load more

Recommended publications
  • Cultural Practices of Literacy: a Case of Costa Rica Final Report for the Spencer Foundation1
    Cultural Practices of Literacy: A Case of Costa Rica Final Report for the Spencer Foundation1 Victoria Purcell-Gates, Ph.D. Canada Research Chair – Early Childhood Literacy University of British Columbia Focus of Study In cooperation with officials from the Costa Rican Ministry of Public Education, I conducted a six-month ethnography in Costa Rica, from January 1, 2006 – June 30, 2006. One focus of the research was to explore factors that may account for many of the difficulties that are experienced by poor and marginalized children in the Costa Rican Schools, particularly those of Nicaraguan immigrants. This focus reflects the primary interest of education officials in Costa Rica. The second focus of the study was to come to deeper understandings of the relationships of young children’s community-based literacy practices and their ways of learning from early literacy instruction in school, one of the central goals of my larger project, Cultural Practices of Literacy Study (CPLS) (Purcell-Gates, in press). This latter I view as key to much –needed theorizing of social and cultural marginality as it relates to academic achievement. I focused exclusively on the early literacy learning of the children primarily because high rates of first-grade retention is considered to be a problem in the Costa Rican schools and because the success in first stages of learning to read and write determines the level of success at learning in other subjects and in the later grades. Theoretical Frame & Related Research This study of literacy in community reflects a theoretical frame of literacy as social and cultural practice (Street, 1984) that is patterned by social institutions, historical settings, values, beliefs, and power relationships (Au, 2002; Barton & Hamilton, 1998; Brandt, 2001; Fishman, 1988; Moje, 2000; Purcell-Gates, 1995, 1996; Scribner & Cole, 1981; Street 1995).
    [Show full text]
  • Education in Costa Rica
    Education in Costa Rica HIGHLIGHTS 2017 Costa Rica WHAT ARE REVIEWS OF NATIONAL POLICIES FOR a strong focus on improving learning outcomes; equity in EDUCATION? educational opportunity; the ability to collect and use data to inform policy; the effective use of funding to steer reform; OECD Education Policy Reviews provide tailored advice and the extent of multistakeholder engagement in policy to governments to develop policies that improve the skills design and implementation. of all members of society, and ensure that those skills are used effectively, to promote inclusive growth for better jobs Based on these tough benchmarks, the review both underlines and better lives. The OECD works with countries to identify the many strengths of Costa Rica’s education system and and understand the factors behind successful reform and provides recommendations on how to improve policies and provide direct support to them in designing, adopting and practices so that the country can advance towards OECD implementing reforms in education and skills policies. standards of education attainment and outcomes. These highlights summarise the main findings of the Review: WHY A REVIEW OF EDUCATION IN COSTA RICA? l Early childhood education: Higher priority should be given higher priority in public spending and policy, given the In 2015, the OECD opened discussions for the accession of vital role it can play in tackling disadvantage and poverty. Costa Rica to the OECD Convention. As part of this process, Costa Rica has undergone in-depth reviews in all the relevant l Basic education: The quality and equity of learning areas of the Organisation’s work including a comprehensive outcomes should become the centre point of policy and review of the education system, from early childhood practice.
    [Show full text]
  • Otilio Ulate and the Traditional Response to Contemporary Political Change in Costa Rica
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1977 Otilio Ulate and the Traditional Response to Contemporary Political Change in Costa Rica. Judy Oliver Milner Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Milner, Judy Oliver, "Otilio Ulate and the Traditional Response to Contemporary Political Change in Costa Rica." (1977). LSU Historical Dissertations and Theses. 3127. https://digitalcommons.lsu.edu/gradschool_disstheses/3127 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • Costa Rica Is the Most Politically Stable Country with the Greatest Possibilities for Institutional Strengthening in Central America
    Proposal for a venue for the next ILGA World Conference Who presents it Mulabi/ Latin American Space for Sexualities and Rights Political context Costa Rica is the most politically stable country with the greatest possibilities for institutional strengthening in Central America. Although the fiscal deficit is considerable, its biodiversity and geography make it an attractive place for foreign investment and for migration from other neighboring countries with greater economic and political challenges. Costa Rica has a solid normative framework in matters of fundamental rights enshrined in its Political Constitution and in its adherence to international human rights treaties and conventions. Derived from these constitutional obligations, the state has developed public policies in sectors such as health and education and works to eliminate discrimination in the public sector and guarantee access to justice and decent work for the LGBTI population. Some of these examples are the latest decrees and guidelines signed by the President of the Republic that benefit the BGLT population, both national and migrant. The current president of Costa Rica, Carlos Alvarado, delves into his policy of inclusion of diversity. Last December, he recognized gender identity in residence cards and granted immigration status to binational couples. In addition, it facilitated access to housing bonds for same-sex couples. Last week, in a decree against homophobia published in the official gazette La Gaceta, the president proposed to extend the celebration of May 17 to include bisexual people as victims of biphobia, which were previously not contemplated. As of 2018, the governing government created the figure of the LGBTI Commissioner, an advisor belonging to the Executive Power and who will receive the reports of each Institution, as well as work on the pending issues in Human Rights of the LGBTI population in Costa Rica.
    [Show full text]
  • World Bank Document
    PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: AB169 CR EQUITY AND EFFICIENCY OF EDUCATION Project Name Public Disclosure Authorized Region LATIN AMERICA AND CARIBBEAN Sector General education sector (100%) Project ID P057857 Borrower(s) Government of Costa Rica Implementing Agency Ministry of Public Education Environment Category [ ] A [X] B [ ] C [ ] FI [ ] TBD (to be determined) Safeguard Classification [ ] S1 [X] S2 [ ] S3 [ ] SF [ ] TBD (to be determined) Date PID Prepared December 30, 2003 Date of Appraisal February 4, 2004 Authorization Date of Board Approval May 4, 2004 Public Disclosure Authorized 1. Country and Sector Background Key elements of Costa Rica Education Sector Strategy and Implementation Instruments. Costa Rica seeks to improve the quality, equity and efficiency of education at all levels. Specific sector goals include: (i) increasing early childhood care and education (ECCE) for ages 0-5; (ii) universalizing at least one year of preschool (for 6 year-old children); (iii) universalizing primary education completion with quality of learning; and (iii) expanding nationwide secondary education (both academic and vocational) with quality. These specific goals will be achieved with keen focus on equity—by targeting education services to traditionally underserved populations (including rural communities and ethnic minorities)—and with increased institutional efficiency and cost-effectiveness. While some goals are nationwide (ECCE and Public Disclosure Authorized Secondary Education), others focus on closing the gaps between regions and across income groups (preschool and finalization of quality primary education). The overarching policies of the Consejo Superior de Educación (CSE), the national body that defines education policies, orient these national educational aims: • Generating educational initiatives that increase equal access to pertinent, high quality opportunities for education and training, including universal access to preschool, increasing enrollment in secondary education, and improving quality at all levels.
    [Show full text]
  • Morality, Equality and National Identity in Carmen Lyra's Cuentos De Mi Tía Panchita
    MORALITY, EQUALITY AND NATIONAL IDENTITY IN CARMEN LYRA'S CUENTOS DE MI TÍA PANCHITA by CATHERINE ELIZABETH BROOKS A thesis submitted to the University of Birmingham for the degree of MA by Research Department of Modern Languages, College of Arts and Law University of Birmingham February 2017 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This study argues that Lyra used Cuentos de mi tía Panchita as a vehicle to promote her socio-educational vision, whilst also endorsing a distinctive national identity and strong moral messages. Stories are examined for themes including Costa Rican national identity and the author's political ideology with particular reference to morality, and gender and class equality. Subversion of moral and patriarchal values is also explored. Moral contradictions are identified and discussed, leading to the conclusion that Lyra's work includes examples of both positive and negative behaviour. It is suggested that Lyra does not differentiate character traits or domestic situations based on gender stereotypes; her characters are equals. Furthermore, although some stories include various socio-economic groups, they also feature characters that transcend the different social classes.
    [Show full text]
  • 14 FLORIDA GATORS Vs. #2 VANDERBILT COMMODORES
    UNIVERSITY OF FLORIDA BASEBALL NEWS & NOTES EMAIL [email protected] / PHONE 352-318-6680 @GATORSBB #14 FLORIDA GATORS vs. #2 VANDERBILT COMMODORES FRIDAY, APRIL 30 - 7 PM ET | SATURDAY, MAY 1 - 6:30 PM ET | SUNDAY, MAY 2 - 3 PM ET .285 BA .300 FLORIDA BALLPARK (GAINESVILLE, FLA.) 1382 AB 1301 TV/STREAM ESPNU (FRIDAY); SEC NETWORK+ (SATURDAY); ESPN2 (SUNDAY) RADIO ESPN 98.1FM/850AM WRUF (GNV) & 1010XL (JAX) 273 R 281 OVERALL / SEC 28-12 / 11-7 OVERALL / SEC 31-7 / 13-5 394 H 390 H / A / N 23-5 / 5-7 / 0-0 H / A / N 21-5 / 10-2 / 0-0 75 2B 80 D1BASEBALL RANK 14 D1BASEBALL RANK 2 11 3B 17 Kevin O’Sullivan / 575-268 (14th season) HEAD COACH Tim Corbin / 784-366-1 (19th season) HEAD COACH 49 HR 51 PROB. STARTER Friday: So.* RHP Franco Aleman (1-1, 3.50) PROB. STARTER Friday: Jr. RHP Kumar Rocker (9-1, 1.55) 253 RBI 267 Saturday: Jr.* RHP Tommy Mace (4-0, 4.00) Saturday: Jr. RHP Jack Leiter (7-1, 1.49) Sunday: Fr.* LHP Hunter Barco (6-2, 4.73) Sunday: TBA .462 SLG% .505 177 BB 187 SERIES HISTORY OVERALL 140-75-1 IN GAINESVILLE 79-23 AWAY 56-47-1 NEUTRAL 5-5 325 SO 357 NOTABLE The last two series between Florida and Vanderbilt have been swept by the home team (Florida in 2018; Vanderbilt in 2019). .374 OB% .397 FLORIDA HOSTS VANDERBILT: No. 14 Florida GATORS GET IT ROLLING: The Gators saves and four games started this season.
    [Show full text]
  • Division Ii Men's Baseball Records
    DIVISION II MEN’S BASEBALL RECORDS Individual Records 2 Individual Leaders 5 Annual Individual Champions 21 Team Records 32 Team Leaders 34 Annual Team Champions 45 All-Time Winningest Teams 52 Final Polls 55 INDIVIDUAL RECORDS Official NCAA Division II baseball records began with the 1963 season and are based on informa- HITTING STREAKS HOME RUN tion submitted to the NCAA statistics service by Consecutive Hits 9—Chase Larsson, Cameron, March 18-April institutions participating in the statistics rankings. 13—Josh Gilstrap, Fort Hays St., Feb. 17-March 1, 2011 Career records of players include only those years 5, 2002 in which they competed in Division II. Annual team Consecutive Games GRAND SLAMS champions in home runs, triples, doubles, stolen 54—Kevin Pillar, Cal St. Dom. Hills, Feb. 8-May Inning bases, slugging percentage and double plays 8, 2010 2—Dan Kozloski, Regis (CO) vs. Colorado were added in 1990. Annual individual champions Consecutive Times On Base Mines, April 8, 2005; Scott Blecha, Regis in saves, runs, bases on balls and toughest to 15—Douglas Hargett, North Ala. (eight hits, six (CO) vs. Colorado Col., April 13, 1986; Cliff strike out were added in 1990. Individual hit by walks, one hit by pitch), April 18-23, 2002 Champion, Saint Leo vs. Eckerd, March 30, 1985; Phil Ross, Saint Leo vs. Florida A&M, pitch and sacrifice hits were added in 2004. In Consecutive Games Reaching Base March 18, 1985 statistical rankings, the rounding of percentages 88—Craige Lyerly, Catawba, March 18, 2009- and/or averages may indicate ties where none Feb.
    [Show full text]
  • 10 FLORIDA GATORS Vs. KENTUCKY WILDCATS
    UNIVERSITY OF FLORIDA BASEBALL NEWS & NOTES EMAIL [email protected] / PHONE 352-318-6680 @GATORSBB #10 FLORIDA GATORS vs. KENTUCKY WILDCATS THURSDAY, MAY 6 - 7 PM ET | FRIDAY, MAY 7 - 6:30 PM ET | SATURDAY, MAY 8 - 2 PM ET .287 BA .285 KENTUCKY PROUD PARK (LEXINGTON, KY.) 1521 AB 1359 TV/STREAM SEC NETWORK (THURSDAY) & SEC NETWORK+ (FRIDAY & SATURDAY) RADIO ESPN 98.1FM/850AM WRUF (GNV) & 1010XL (JAX) 305 R 254 OVERALL / SEC 31-13 / 13-8 OVERALL / SEC 26-15 / 10-11 436 H 387 H / A / N 26-6 / 5-7 / 0-0 H / A / N 20-8 / 6-7 / 0-0 84 2B 70 D1BASEBALL RANK 10 D1BASEBALL RANK NR 11 3B 9 Kevin O’Sullivan / 578-269 (14th season) HEAD COACH Nick Mingione / 140-95 (5th season) HEAD COACH 56 HR 53 PROB. STARTER RHP Franco Aleman (1-2, 5.05 ERA) PROB. STARTER RHP Cole Stupp (4-4, 4.03 ERA) 282 RBI 230 RHP Tommy Mace (5-0, 4.35 ERA) RHP Sean Harney (3-0, 3.45 ERA) LHP Hunter Barco (7-2, 4.76 ERA) RHP Zack Lee (4-4, 4.47 ERA) .467 SLG% .467 206 BB 148 SERIES HISTORY OVERALL 142-69-1 IN GAINESVILLE 77-29 AWAY 60-37-1 NEUTRAL 5-3 363 SO 347 NOTABLE Florida has won six of their last eight games against Kentucky and is 4-1 on the road over their last five contests outside of Gainesville. .378 OB% .369 FLORIDA VISITS KENTUCKY: No. 10 Florida GOING STREAKING: In addition to C Nathan UNIQUE HITTING STREAK: Sophomore Jacob 25-38 SB-ATT 57-61 (31-13, 13-8 SEC) visits Kentucky (26-15, 10-11) Hickey's 21-game on-base streak, INF Kirby Young broke Tim Olson’s 21-year-old record 4.24 ERA 4.40 for a three-game series, marking the first McMullen has hit safely in 11 straight games.
    [Show full text]
  • Country Brief Costa Rica
    INSTITUTE COUNTRY BRIEF COSTA RICA Frida Andersson, Valeriya Mechkova and Staan I. Lindberg February 2016 Country Briefs THE VARIETIES OF DEMOCRACY INSTITUTE Please address comments and/or queries for information to: V-Dem Institute Department of Political Science University of Gothenburg Sprängkullsgatan 19, PO Box 711 SE 40530 Gothenburg Sweden E-mail: [email protected] V-Dem Working Papers are available in electronic format at www.v-dem.net. Copyright © 2016 University of Gothenburg, V-Dem Institute. All rights reserved. Country Brief Costa Rica About V-Dem Varieties of Democracy (V-Dem) is a new approach to conceptualizing and measuring democracy. V-Dem’s multidimensional and disaggregated approach acknowledges the complexity of the concept of democracy. The V-Dem project distinguishes among five high-level principles of democracy: electoral, liberal, participatory, deliberative, and egalitarian, which are disaggregated into lower-level components and specific indicators. Key features of V-Dem: Provides reliable data on five high-level principles and 22 lower-level components of democracy such as regular elections, judicial independence, direct democracy, and gender equality, consisting of more than 400 distinct and precise indicators; Covers all countries and dependent territories from 1900 to the present and provides an estimate of measurement reliability for each rating; Makes all ratings public, free of charge, through a user-friendly interface. With four Principal Investigators, two Project Coordinators, fifteen Project Managers, more than thirty Regional Managers, almost 200 Country Coordinators, several Assistant Researchers, and approximately 2,600 Country Experts, the V-Dem project is one of the largest-ever social science data collection projects with a database of over 15 million data points.
    [Show full text]
  • Our Common Future
    Report of the World Commission on Environment and Development: Our Common Future Table of Contents Acronyms and Note on Terminology Chairman's Foreword From One Earth to One World Part I. Common Concerns 1. A Threatened Future I. Symptoms and Causes II. New Approaches to Environment and Development 2. Towards Sustainable Development I. The Concept of Sustainable Development II. Equity and the Common Interest III. Strategic Imperatives IV. Conclusion 3. The Role of the International Economy I. The International Economy, the Environment, and Development II. Decline in the 1980s III. Enabling Sustainable Development IV. A Sustainable World Economy Part II. Common Challenges 4. Population and Human Resources I. The Links with Environment and Development II. The Population Perspective III. A Policy Framework 5. Food Security: Sustaining the Potential I. Achievements II. Signs of Crisis III. The Challenge IV. Strategies for Sustainable Food Security V. Food for the Future 6. Species and Ecosystems: Resources for Development I. The Problem: Character and Extent II. Extinction Patterns and Trends III. Some Causes of Extinction IV. Economic Values at Stake V. New Approach: Anticipate and Prevent VI. International Action for National Species VII. Scope for National Action VIII. The Need for Action 7. Energy: Choices for Environment and Development I. Energy, Economy, and Environment II. Fossil Fuels: The Continuing Dilemma III. Nuclear Energy: Unsolved Problems IV. Wood Fuels: The Vanishing Resource V. Renewable Energy: The Untapped Potential VI. Energy Efficiency: Maintaining the Momentum VII. Energy Conservation Measures VIII. Conclusion 8. Industry: Producing More With Less I. Industrial Growth and its Impact II. Sustainable Industrial Development in a Global Context III.
    [Show full text]
  • Is a 501(C)3 Non-Profit Organization Committed to Providing International Learning Opportunities for US-Based Social Work Students
    SWAP PARTICIPANT MANUAL GENERAL INFORMATION FOR PROGRAM PARTICIPANTS Social Work Abroad Program (SWAP) is a 501(c)3 non-profit organization committed to providing international learning opportunities for US-based social work students. www.socialworkabroad.org Table of Contents: About SWAP Page 2 Mission Statement Page 2 Organization and Structure of SWAP Placement/Service Learning Page 2 Selection Process Page 2 SWAP’s Professional Conduct and Performance Expectations Page 3 Participant Roles and Responsibilities Page 4 Knots and Bolts Page 6 What to Pack Page 9 Living with a Family Page 12 Costa Rica Projects Page 15 Background Information on Costa Rica Page 17 SWAP Re-entry Support Page 20 1 ABOUT SWAP Social Work Abroad Program SWAP is a 501 c 3 non-profit organization, is the vision of social workers who are committed to providing international learning opportunities for US-based social work students. Participants are able to practice and exchange ideas in an international setting which promotes compassion, cultural sensitivity, effective practice and competency. MISSION STATEMENT SWAP’s mission is to provide enriched, supported, intercultural internships for US social work students who transform both personally and professionally, through meaningful exchange. SWAP further seeks to enhance US social workers knowledge of international social work in order to foster global citizenship. Vision: Transforming social workers into global citizens. ORGANIZATION AND STRUCTURE OF SWAP PLACEMENT/SERVICE LEARNING The field placement/service learning is the heart of SWAP. The experience offered by SWAP is an opportunity for participants to integrate and apply theoretical knowledge and social work practice and intervention skills in an international setting under the supervision of SWAP Facilitators.
    [Show full text]