804 resultados para Copenhagen
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This paper analyses the extent of European Union (EU) actorness and effectiveness at the fifteenth United Nations Framework Convention on Climate Change (UNFCCC) Conference of the Parties (COP) meeting in Copenhagen in December 2009. For over a decade the European Union has been characterised as a leader in international climate policy-making and as an important actor in international climate change negotiations. The COP15 meeting in Copenhagen has overall brought about disappointing outcomes, especially from the perspective of the European Union. This casts doubts on EU leadership and begs the question of what has happened to EU actorness and effectiveness in this field. In terms of actorness we take Jupille and Caporaso (1998) as a point of departure and then specify a more parsimonious actorness framework that consists of cohesion and autonomy. Effectiveness (i.e. goal attainment) is seen as conceptually separate from actorness. Effectiveness is conceptualised as the result of actorness conditioned by the ‘opportunity structure’, i.e. the external context (of other actors, events and ideas) that enables or constrains EU actions. We hold that the EU’s actorness has been only moderate, especially given somewhat limited preference cohesion. In terms of the opportunity structure in Copenhagen we argue that the high degree of politicisation constrained the EU’s ability to negotiate and thus to attain its goals. Another external factor that had a substantial adverse impact on the EU’s effectiveness at the Copenhagen negotiations was the strong involvement of other actors with rather different positions, namely the United States (US) and the BASIC countries (Brazil, South Africa, India, and China).
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Item 1017-A, 1017-B (microfiche)
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"July 1986."
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Cover title.
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All but one of the plates from drawings by Ferdinand Bauer.
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Mode of access: Internet.
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The Arnamagnæan Institute, principally in the form of the present writer, has been involved in a number of projects to do with the digitisation, electronic description and text-encoding of medieval manuscripts. Several of these projects were dealt with in a previous article 'The view from the North: Some Scandinavian digitisation projects', NCD review, 4 (2004), pp. 22-30. This paper looks in some depth at two others, MASTER and CHLT. The Arnamagnæan Institute is a teaching and research institute within the Faculty of Humanities at the University of Copenhagen. It is named after the Icelandic scholar and antiquarian Árni Magnússon (1663-1730), secretary of the Royal Danish Archives and Professor of Danish Antiquities at the University of Copenhagen, who in the course of his lifetime built up what is arguably the single most important collection of early Scandinavian manuscripts in the world, some 2,500 manuscript items, the earliest dating from the 12th century. The majority of these are from Iceland, but the collection also contains important Norwegian, Danish and Swedish manuscripts, along with approximately 100 manuscripts of continental provenance. In addition to the manuscripts proper, there are collections of original charters and apographa: 776 Norwegian (including Faroese, Shetlandic and Orcadian) charters and 2895 copies, 1571 Danish charters and 1372 copies, and 1345 Icelandic charters and 5942 copies. When he died in 1730, Árni Magnússon bequeathed his collection to the University of Copenhagen. The original collection has subsequently been augmented through individual purchases and gifts and the acquisition of a number of smaller collections, bringing the total to nearly 3000 manuscript items, which, with the charters and apographa, comprise over half a million pages.
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From 4 to 7 April 2016, 24 researchers from 8 countries and from a variety of academic disciplines gathered in Snekkersten, Denmark, to reach evidence-based consensus about physical activity in children and youth, that is, individuals between 6 and 18 years. Physical activity is an overarching term that consists of many structured and unstructured forms within school and out-of-school-time contexts, including organised sport, physical education, outdoor recreation, motor skill development programmes, recess, and active transportation such as biking and walking. This consensus statement presents the accord on the effects of physical activity on children's and youth's fitness, health, cognitive functioning, engagement, motivation, psychological well-being and social inclusion, as well as presenting educational and physical activity implementation strategies. The consensus was obtained through an iterative process that began with presentation of the state-of-the art in each domain followed by plenary and group discussions. Ultimately, Consensus Conference participants reached agreement on the 21-item consensus statement.