This is the second of a two-part review of global public-private partnerships (GPPPs) for health development. Part I was published in the April issue of the Bulletin (Vol. 78, No. 4). The recent emergence of GPPPs is rapidly reconfiguring the international health landscape. While most multilateral and bilateral agencies are currently grappling with how to proceed, there is little information in the public domain concerning how individual partnerships work and to date very little consideration of the many implications of this trend. This paper differentiates between product-based, product development-based and issues/systems-based GPPPs and describes a number of examples of each type in the health sector. The benefits of these initiatives, not least the major resources which they harness for specific health problems, are identified. The final section of the paper explores the implications and dilemmas posed by GPPPs. It discusses whether or not shared goals can transcend conflicting values and mandates and how governance of partnership arrangements may transform and undermine certain attributes of multilateral organizations. The paper concludes that the current climate of goodwill between public and private sectors offers an opportunity that should not be missed: it can be used not only to foster new partnership but to ensure that partnership is truly in the interests of international public health.
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For nonlinear programming problems which are factorable, a computable procedure for obtaining tight underestimating convex programs is presented. This is used to exclude from consideration regions where the global minimizer cannot exist.
The report plays a vital role in helping member states hone their responses to human trafficking. It also aims to play a crucial part in shaping the discourse around and direction of global anti-trafficking efforts, so it is curious that there appear to be certain things that are missing in its message.
These resolutions, coupled with the increased attention given to trafficking in conflict zones (partly as a result of the activities of Islamic State and Boko Haram), lie behind the motivation for this focus. Human trafficking in conflict contexts has been extensively covered by various stakeholders, such as NGOs, academia, states and intergovernmental organizations (e.g. the Institute for Security & Development Policy 2010, Caritas 2015, United Nations University 2016, the Freedom Fund 2016, US Department of State 2016).
Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.
Critics challenge international courts for their interference with domestic democratic processes and alleged violations of rule of law standards: they claim that these guardians of the rule of law are not well guarded themselves. These concerns should not be dismissed too quickly as mere disgruntled venting by populist politicians. This article focuses on regional human rights courts and argues that the same interests and values that justify rule of law standards of impartiality, independence and accountability domestically also justify similar standards for international courts. Focusing on the European Court of Human Rights and its doctrine of the margin of appreciation, the article demonstrates how this doctrine may contribute to fulfilling the rule of law but at the same time may also endanger it. This requires changes to the doctrine to ensure that the core rule of law standards of predictability and protection against arbitrary discretion are respected.
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When designing projects and lessons at Crellin Elementary, teachers regularly look at school and community needs with the idea of using those needs as real-world catalysts for learning, instead of inventing problems for the kids to solve. Learning is made more tangible and real this way, and students are also empowered by discovering that they are able to enact change in the world around them. They become more engaged and passionate about learning because they can see the direct results.
Crellin teachers are always looking for real-world problems -- either in the school or the surrounding community -- from which students can learn. When they first began using local problems as fodder for learning, teachers had to do more of the seeking themselves, but now, several years into this practice, McCauley says they no longer have to search as hard.
"We find 'problems' by keeping active and being aware of what is happening in both the Crellin and greater community," she says, adding that they find interesting opportunities by reading newspapers or talking with members of the community. She even notes that, by this point, people will actually bring problems for the school to solve.
"Everything's a learning opportunity, right?" observes McCauley, a statement that holds true for all Crellin teachers. So once a problem has been identified, teachers begin looking for ways to use that problem or issue as a catalyst for learning: What standards can they tie in? How can they broaden the issue to hit more learning objectives?
Sometimes teachers might not be sure where to search for a local problem, or might have multiple real-world problems or issues to choose from. This is when Crellin teachers often turn to their students for input on what they find the most interesting.
"If I ever had to choose which project," says McCauley, "I think I would look at the kids and let them help." She describes a scenario of giving them the option of two projects or problems and then inviting a discussion steered by questions like:
This way, not only do students feel a sense of ownership, but the teachers also know in advance that there's some interest in the issue. Even if the teacher decides to take the project in a different direction -- possibly for safety reasons, or feasibility -- at least students have had a chance to voice their opinion. "I think allowing kids to be part of that conversation is important," says McCauley. "That way, they can understand why some decisions are being made."
Once students are able to be actively involved in solving problems that have tangible outcomes, they become more invested in solving other problems. This takes them deeper into the learning that they need for finding those solutions.
"Because you're teaching kids to be critical thinkers, you're teaching them to be reflective, and you're teaching them to be creative," says McCauley. "It doesn't matter what problem you give them after that because they'll be able to figure it out. They'll have the skills they need to think something through logically."
"When you can help kids see the impact they can have to solve a problem in their own little corner of the world," observes McCauley, "it's an opportunity to learn something. It's an opportunity to make something good happen. That gives them that sense of belonging and a sense of being a part of something bigger. . . 'Here's an issue, here's a problem, and I'm going to lend my part to that. Even I, as a ten-year-old, have something to add to that.'"
Reds and oranges highlight lands around the Mediterranean that experienced significantly drier winters during 1971-2010 than the comparison period of 1902-2010. Limiting warming to 1.5 degrees Celsius is expected to significantly reduce the probability of drought and risks related to water availability in some regions, particularly in the Mediterranean (including Southern Europe, Northern Africa and the Near-East), and in Southern Africa, South America and Australia. Credit: NOAA/Earth System Research Laboratory be457b7860
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