Relevant bibliographies by topics / INTERNATIONAL YEARS

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'INTERNATIONAL YEARS'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "INTERNATIONAL YEARS"

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Jupp, Michael. "The International Year of the Child: Ten Years Later." Proceedings of the Academy of Political Science 37, no. 2 (1989): 31. http://dx.doi.org/10.2307/1173949.

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Bronfenbrenner, M. "Forty Years in International Economics." International Economy 1987, no. 38 (1987): 189–96. http://dx.doi.org/10.5652/kokusaikeizai.1987.189.

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Spector, Bertram I. "Twenty Years of International Negotiation." International Negotiation 20, no. 1 (March 17, 2015): 1–6. http://dx.doi.org/10.1163/15718069-12341293.

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In this 20th anniversary issue of International Negotiation, we reflect back on past accomplishments and look forward to new areas of inquiry. The journal has focused on promoting four goals: concentrating research attention on challenging topics through thematic issues, supporting researcher-practitioner dialogue, stimulating interdisciplinary discussion, and providing a platform for new research frameworks and approaches. The articles in this anniversary issue consider the state of the field over the past two decades, highlight critical areas that demand further attention, and offer research agendas to fill those gaps.
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Pendergast, William R. "Ten Years of International Programs." Journal of Teaching in International Business 3, no. 2 (February 28, 1992): 75–81. http://dx.doi.org/10.1300/j066v03n02_07.

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Holtzmann, Howard. "100 Years of International Arbitration." International Law FORUM du droit international 6, no. 3-4 (2004): 174–79. http://dx.doi.org/10.1163/1571804042341884.

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McLaren, Anne. "International rapprochement, 50 years ago." Transplantation 76, no. 10 (November 2003): 1425. http://dx.doi.org/10.1097/01.tp.0000101473.07999.d9.

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Berdal, Mats. "Ten Years of International Peacekeeping." International Peacekeeping 10, no. 4 (December 2003): 5–11. http://dx.doi.org/10.1080/13533310308559344.

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Pecina, Marko, and Anthony Hall. "Special years for International Orthopaedics." International Orthopaedics 34, no. 1 (December 4, 2009): 1–2. http://dx.doi.org/10.1007/s00264-009-0927-6.

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Cowley, Sue. "Ofsted international early years report." Early Years Educator 24, no. 2 (September 2, 2023): 13–15. http://dx.doi.org/10.12968/eyed.2023.24.2.13.

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Ofsted recently published a report into international perspectives on early years. The inspectorate carried out a review of international early years research in Autumn 2022. They also surveyed academics and others from around the world, inviting delegates to a roundtable discussion. Sue Cowley explains more.
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Yao, Masahiro. "New year's greetings: International Journal of Urology celebrates 25 years." International Journal of Urology 25, no. 1 (January 2018): 5. http://dx.doi.org/10.1111/iju.13502.

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Dissertations / Theses on the topic "INTERNATIONAL YEARS"

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Dickson, Anisah. "International Baccalaureate’s Middle Years Programme: Liberation or suffocation?" Thesis, Dickson, Anisah ORCID: 0000-0003-4063-4457 (2019) International Baccalaureate’s Middle Years Programme: Liberation or suffocation? Professional Doctorate thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55765/.

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While an increasing number of schools worldwide are offering the International Baccalaureate’s Middle Years Programme (MYP), at least 10% of Australian schools that offer the MYP have recently chosen to discontinue it. The reasons why schools terminate the program are not well understood, however. To address this research gap, I examined the benefits, opportunities, challenges and limitations of teaching and learning the MYP at three public and private Australian schools that have discontinued this programme. Using a qualitative case study design, I interviewed 17 participants: four principals and/or deputies, three former MYP Coordinators (one from each school) and 10 teachers. While the small sample is not generalizable, the findings provide unique insight that can guide schools on whether to adopt and sustain the MYP. Analysis identified the following benefits of teaching the MYP: more opportunities for international professional development and interdisciplinary teaching; and more accountability and standardisation within the curriculum and assessments. Teaching challenges included: organisational complications with aligning the MYP with the Australian national curriculum; reduced teaching time; limited leadership support; difficulties with promoting inquiry-based teaching; and assessing with two varying grading formats. Benefits of learning the MYP were: increased inquiry-based learning opportunities; exposure to holistic learning through the development of students’ academic and social skills; and a healthier balance between core and elective learning areas. The challenges for students learning mostly stemmed from operational, systems-level limitations, and confusing MYP jargon and grading styles. While participants identified many benefits and opportunities of the MYP for teaching and learning, the participating schools chose to discontinue the MYP because the organizational challenges that they faced greatly outweighed the positives. Recommendations for action on the part of the IB and school leaders are suggested.
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Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.

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The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.

While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.

International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.

Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.

This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).

The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

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Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.

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The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.
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(IEASA), International Education Association of South Africa, and Nico Jooste. "10 Years of IEASA history." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65356.

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[Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.
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Scagliarini, Richard. "Reforming the middle years curriculum in an international school: a naturalistic inquiry." University of Southern Queensland, Faculty of Education, 2008. http://eprints.usq.edu.au/archive/00006610/.

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This dissertation reports on the experiences of a small group of teachers and administrators as they endeavoured to reform the middle years curriculum of an international school in Japan. This single case study is based primarily upon the observations of the researcher, a middle school teacher at the school and a key participant in the reform process. This study is positioned in the naturalistic paradigm which allows for the accumulation of sufficient knowledge to lead to a holistic understanding of middle years curriculum reform within this context.Reforming the middle years of schooling has received renewed attention in recent years. A new paradigm is emerging about the nature of schooling in this significant stage of life that is now recognised as crucial to the formation of attitudes, values, and habits of mind that shape the individual‘s identity and development as an adult. Despite the growth and status of international schools, very little is known about the nature and processes of middle years curriculum reform in this context. The central aim of this study was to provide a detailed and authentic account of the process of curriculum reform that can validate, guide and extend the current body of knowledge on middle years curriculum reform and is meaningful and useful to educators in the international school context.Three dimensions of reform emerged in this study: the process of reform, identified as a multidimensional and interconnected process that ventured through six identifiable phases; the product of the reform, the Humankind Curriculum, was found to have its core features grounded in shared understandings of effective middle schooling; and the dynamics of change, which revealed a professional learning community as the catalyst for change, with the interplay of relational trust, leadership, interpersonal relationships and collaboration as empowering the capacity for reculturing the middle school. While the findings contribute to the current body of knowledge on middle school reform in the international school context, they also provide direction for further discussion, exploration and research.
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Fahy, Tamara Elizabeth. "The value and impact of the International Baccalaureate Primary Years Programme in Two Australian Schools: Perceptions of students, teachers, administrators and parents." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18392.

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The International Baccalaureate® (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. It consists of four programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP). IB programmes have an increasing presence in the field of education worldwide. This case study examines the perceptions of students, parents, teachers and administrators (including school principals) of the value and impact of the PYP for Australian students’ education. Two schools were selected for this research: one independent/fee-paying private school and one independent public school. The value and impact of the PYP for the students was examined in relation to the understanding of the key principles of the International Baccalaureate that are embedded within the framework of the PYP. This research explores both the effectiveness of delivery of the IB PYP and the extent to which Bourdieu’s concept of cultural and social capital influenced its implementation and selection in the two schools. A qualitative case study research methodology was adopted to examine the perceptions of students, teachers, administrators and parents of the value and impact of the PYP in the two schools selected. Qualitative data was gathered through a series of in- depth interviews, focus groups and observations. Key features of the PYP that contributed to the perceived value and impact of the programme for the students included the philosophy, pedagogy, and curriculum of the programme. Leadership and management, the roles of teachers and parents, and the participation of students in the two schools studied were also significant in creating value from the PYP framework. The study concluded that the perceived value and impact of the PYP was determined by the extent to which key features of the PYP and the IB were embraced and enabled by the school environment, and that the PYP was providing an opportunity to produce cultural and social capital. The study highlighted the IB principles and contributing factors that play a vital role in effective implementation of the PYP and in creating value for students. Possible areas for future research include: the long- term impact of the PYP on students in continuing their education, the development of values through the demonstration of key components of the learner profile, and the impact on student outcomes.
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.

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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Arnold, Bradley A. "The Characteristic Mobile Learning Engagement Strategies of International School Middle-Years Students." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745617.

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The purpose of this qualitative case study was to develop descriptions of how teenage students remain engaged in learning while using mobile technology. Developments in technology have expanded learning contexts and provided learners with improved capacities to connect with others to exchange, gain, and construct knowledge. Developments in technology have also created challenges for instructional designers to create learning activities that promote engaged learning and complex thinking skills in students. The ability to access, share, and create knowledge through connected networks has thus presented opportunities to reevaluate how learners motivate themselves to engage in learning. The study was guided by the following research question and subquestions: RQ1: What strategies do students in international school middle-years programs use to remain engaged in learning while utilizing mobile technology? RQ1a: What learning activities do these students engage in while utilizing mobile technologies? RQ1b: What actions do these students take to remain connected to their learning environment? Narratives of student actions were framed and analyzed through the lens of reciprocal determinism, which states that learning is determined by the relationships between behaviors, thinking processes, and situational factors. Information was gathered to show how students used their technology tools to interact within their environment, access and analyze information, and adapt to changing situations. A nonprobability sampling of ten international school students aged 13–14 and a purposeful sampling of seven of these students’ teachers was used to select the study participants. Information was gathered through student focus group discussions, student interviews, teacher interviews, teacher observation logs, and network data logs. Transcripts were coded through an inductive approach and information analysis occurred through the constant comparative method to help identify evolving themes and patterns. The narratives that developed provided examples of how students maintain connections to networks and how their learning actions, thinking processes, and learning situations can be influenced by the use of mobile technology tools. The findings suggest that students can identify knowledge gaps and then use technology to devise learning strategies to fill these gaps and develop advanced thinking skills. Further research should look at different demographics, attitudes, and school settings to better understand how students adapt their engagement strategies while using mobile technology to remain connected to the learning environment.

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Robertson, John Eric. "An analysis of the role of International Baccalaureate Middle Years Programme Coordinator." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555746.

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International Baccalaureate (IB) programmes are increasingly prevalent, yet lack systematic study of their implementation and leadership. This enquiry analyses the role of IB Middle Years Programme (MYP) coordinator in implementing the MYP in a variety of school settings. Empirical research involved interviews with experienced coordinators and case studies of an international private, a national private, and a national public school. It focussed on school setting and its impact on coordination, curriculum implementation, key functions of coordinators, and approaches to accountability and professional development. The research found, first, that a primary aim of MYP coordination, facilitating links between subjects and between middle and high schools, was viewed by coordinators as compelling though ambitious. Second, schools' pre-existing organizational, resource, and external accountability settings often presented coordinators, particularly in national public schools, with difficulties, primarily logistical. Third, the subject-based structure of respondents' high schools provided avenues for disciplinary implementation but also presented structural and cultural barriers to collaborative interdisciplinary planning. Fourth, coordinators typically had much responsibility with little formal authority. They sought therefore to overcome above barriers through key functions, termed 'guide alongside', 'facilitator', and 'professional developer'. These functions were effective in developing trust and credibility with teachers, fostering constructive discourse, and enlisting the authority and structural support of senior managers. Fifth, MYP's approaches to accountability and professional development were viewed as complementary and constructive. The MYP emphasized collaborative partnership with participating schools in the evolutionary development of its curriculum framework. Accordingly, coordinators demonstrated 'creative professionalism' with this nascent programme, taking leadership opportunities within their schools and for lB. This approach differs from many depictions in middle management literature, in which subject leaders struggle with conflicting, externally-imposed, responsibilities for collaborative school improvement and teacher evaluation. Significant implications of this study include: for middle management research, the importance of school setting for understanding structural and cultural barriers to curriculum implementation; for education policy, greater consideration of 'collaborative partnership' as a means for school improvement; and for practice, the value of 'creative professional' development opportunities.
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Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.
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Books on the topic "INTERNATIONAL YEARS"

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Bumpus, Bernard. Seventy years of international broadcasting. Paris: Unesco, 1985.

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Wendel, C. H. 150 years of International Harvester. Osceola, WI: Motorbooks International, 1993.

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Food and Agriculture Organization of the United Nations., ed. FAO, the first 40 years. Rome: Food and Agriculture Organization of the United Nations, 1985.

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Willan, Anne. Real food: Fifty years of good eating. London: Papermac, 1989.

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D, Miller Charles, ed. Avery International: Fifty years of progress. New York: Newcomen Society of the United States, 1985.

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China International Economic Cooperation Association. Writing Group, ed. China's international economic development 30 years. Singapore: Xinhua Cultural Enterprises (S) Pter Ltd., 2011.

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Mamdouh, Shahin, and Zhou Y, eds. 25 years international course for hydrologists. Delft: International Institute for Hydraulic and Environmental Engineering, 1992.

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Food and Agriculture Organization of the United Nations., ed. FAO, the first 40 years. Rome: Food and Agriculture Organization of the United Nations, 1985.

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K, Helleiner Gerald, Culpeper Roy 1947-, Berry R. Albert, and Stewart Frances, eds. Global development fifty years after Bretton Woods: Essays in honour of Gerald K. Helleiner. New York: St. Martin's Press, 1997.

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Skaaren, Lorna. Albany International, the first one hundred years =: Albany International, 100 anniversary. Edited by Gurda John and Albany International Corp. Albany, NY: Albany International Corporation, 1995.

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Book chapters on the topic "INTERNATIONAL YEARS"

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Evans, Ben. "The International Space Years." In Partnership in Space, 201–374. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3278-4_3.

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Alderson, Kai, and Andrew Hurrell. "The Twenty Years’ Crisis Thirty Years On (1969)." In Hedley Bull on International Society, 125–38. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62666-3_6.

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Stamatopoulou, Elsa. "The Formative Years." In Indigenous Peoples in the International Arena, 33–74. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003464099-2.

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Saunders, Chris. "Twenty Years of the African Union (AU)." In International Organizations, 166–76. Belgrade ; Skopje: Institute of International Politics ; Economics ; Faculty of Philosophy of the University of St. Cyril ; Methodius, 2022. http://dx.doi.org/10.18485/iipe_ioscw.2022.2.ch10.

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Carr, E. H. "Power in International Politics." In The Twenty Years' Crisis, 1919-1939, 97–134. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-95076-8_8.

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Carr, E. H. "Morality in International Politics." In The Twenty Years' Crisis, 1919-1939, 135–55. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-95076-8_9.

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Jones, Liz. "Early years education." In Routledge International Handbook of Schools and Schooling in Asia, 435–40. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-39.

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Benoit, Brian Andrew. "Five years after." In The Routledge International Handbook of Autoethnography in Educational Research, 23–33. London: Routledge, 2022. http://dx.doi.org/10.4324/b23046-4.

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Paavilainen, Eija, and Tanja Koivula. "The middle years." In The Routledge International Handbook of Domestic Violence and Abuse, 171–83. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331053-16.

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Hofmann, David J. "International Balloon Measurements for Ozone Research." In Twenty Years of Ozone Decline, 157–72. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2469-5_11.

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Conference papers on the topic "INTERNATIONAL YEARS"

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Evans, J. V. "Twenty years of international satellite communication." In International Conference on 100 Years of Radio. IEE, 1995. http://dx.doi.org/10.1049/cp:19950822.

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Hookk, D. Yu. "VIRTUAL ARCHAEOLOGY: 10 YEARS IN VIRTUAL SPACE." In VIRTUAL ARCHAEOLOGY. SIBERIAN FEDERAL UNIVERSITY, 2021. http://dx.doi.org/10.17516/sibvirarch-013.

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According to the system development life cycle framework (ISO/IEC/IEEE 15288), any technical project usually passes six stages: requirement analysis, design, development and testing, implementation, documentation, and evaluation. The international “Virtual archaeology” project is no exception. It was born thanks to the ideas of the ISAP London meeting in 2011 and contacts with the newly established Ludwig Bolzmann Institute for Archaeological Prospection and Virtual Archaeology. The concept of virtual archaeology was first proposed by Paul Reilly in 1990 who introduced the use of 3D computer models based on virtual reality for the visualisation of archaeological data (Reilly 1990). Since then, virtual archaeology has developed into a broad field of research and applications using the internationally recognised principles for the use of computer-based visualisation (London Charter Initiative 2009), while still missing its fundamental definition. That was the problem to discuss by the specialists interested in the topic. The sequence of all the activities based on the previous results has got the title International “Virtual archaeology” project with periodical conferences taking place.
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Kirby, R. C. "History and trends in international radio regulation." In International Conference on 100 Years of Radio. IEE, 1995. http://dx.doi.org/10.1049/cp:19950804.

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Besliu-Ionescu, D., A. C. Donea, G. Maris, M. Mierla, E. Moise, and M. D. Popescu. "Outstanding results of Romanian solar physics research in the frame of international cooperation and PhD grants abroad." In FIFTY YEARS OF ROMANIAN ASTROPHYSICS. AIP, 2007. http://dx.doi.org/10.1063/1.2720400.

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Krastev, Dragomir. "INTERNATIONAL RESPONSIBILITY FOR CYBERCRIMES." In 15 YEARS OF ADMINISTRATIVE JUSTICE IN BULGARIA - PROBLEMS AND PERSPECTIVES. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/ppdd2022.61.

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The manuscript examines the specific problems related to the realization of international legal responsibility in the commission of cybercrime. The emphasis is on the responsibility of individuals and legal entities, as well as that of the state as a special legal entity in the investigation of cybercrime.
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Overfield, N., and J. McKay. "International Naval Safety Association - The First 10 Years." In 14th International Naval Engineering Conference and Exhibition. IMarEST, 2018. http://dx.doi.org/10.24868/issn.2515-818x.2018.022.

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Over the last 10 years and in response to a request from NATO's Ship Design Capability Group the International Navy Safety Association (INSA) - a team of international Navies and Classification Societies - has been developing and has now published a safety code for warships, known as the Naval Ship Code and published as ANEP 77. The Code is now used by navies to inform procurement plans and by Classification Societies to benchmark their naval ship rules and Classification Services. This paper will celebrate and discuss the Code's development, discuss its use on a number of recent warship projects to examine both technical and practical application aspects, and the future plans for the Code. It will also present the other activities of INSA and invite participation from conference attendees in the work programme of INSA.
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Cottrell, R. L. A., and R. S. Xu. "The First Permanent International Computer Network Connection Between China and the USA." In Symposium on 30 Years of BES Physics. WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811217739_0008.

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Campo-Ruiz, Ingrid. "Experimenting with prototypes: architectural research in Sweden after Le Corbusier’s projects." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.893.

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Abstract: Le Corbusier’s architectural production throughout the twentieth century served as a reference for subsequent developments in architecture and urban planning in Sweden. Some of the buildings and urban plans subsequently developed in Sweden and influenced by Le Corbusier’s ideas and projects also impacted on the international architectural scene. This research analyses how the study of Le Corbusier’s works affected projects in Sweden from the 1920s to the 1970s and how they also became an international standard. Le Corbusier’s works provided a kind of prototype, with which Swedish architects experimented in alternative ways. During the 1920s, Le Corbusier’s Pavilion de l’Esprit Nouveau and the Stuttgart Weissenhofsiedlung impressed influential Swedish architect, including Uno Åhrén, Gunnar Asplund and Sven Markelius, who later became proponents of modernism in Sweden. The 1930 Stockholm Exhibition marked a breakthrough for functionalism in Sweden. After 1930, urban plans for Stockholm and its suburbs reflected some of Le Corbusier’s ideas, such as the urban plan by Sven Markelius, and Vällingby’s town centre by Leif Reinius and Sven Backström. After 1950, Léonie Geisendorf , Ralph Erskine, Sigurd Lewerentz and Peter Celsing placed considerable emphasis on rough texture in poured concrete. Lewerentz, who admired the works of Le Corbusier, designed the churches of Markuskyrkan in 1956 and St Peter’s in Klippan in 1966, with a wider international impact. Reyner Banham included several works by Le Corbusier and also Markuskyrkan Church by Lewerentz in his book The New Brutalism: Ethic or Aesthetic? in 1966. Keywords: Sweden, twentieth-century architecture, urban planning, prototype, architectural experiment, functionalism. DOI: http://dx.doi.org/10.4995/LC2015.2015.893
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Melton, Tina. "International Cooperation in Payload Operations of the International Space Station." In AIAA International Air and Space Symposium and Exposition: The Next 100 Years. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-2908.

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Moulis, Antony. "Architecture in Translation: Le Corbusier’s influence in Australia." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.752.

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Abstract: While there is an abundance of commentary and criticism on Le Corbusier’s effect upon architecture and planning globally – in Europe, Northern Africa, the Americas and the Indian sub-continent – there is very little dealing with other contexts such as Australia. The paper will offer a first appraisal of Le Corbusier’s relationship with Australia, providing example of the significant international reach of his ideas to places he was never to set foot. It draws attention to Le Corbusier's contacts with architects who practiced in Australia and little known instances of his connections - his drawing of the City of Adelaide plan (1950) and his commission for art at Jorn Utzon's Sydney Opera House (1958). The paper also considers the ways that Le Corbusier’s work underwent translation into Australian architecture and urbanism in the mid to late 20th century through the influence his work exerted on others, identifying further possibilities for research on the topic. Keywords: Le Corbusier; post-war architecture; international modernism; Australian architecture, 20th century architecture. DOI: http://dx.doi.org/10.4995/LC2015.2015.752
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Reports on the topic "INTERNATIONAL YEARS"

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Reinhart, Carmen, and Christoph Trebesch. The International Monetary Fund: 70 Years of Reinvention. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21805.

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McBride, Paul P. The International Criminal Court's First Years: Stumbling Toward Justice. Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada561404.

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Kaminsky, Graciela. The Center and the Periphery: Two Hundred Years of International Borrowing Cycles. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23975.

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Kapteyn, Arie, James Smith, Arthur van Soest, and James Banks. Labor Market Status and Transitions during the Pre-Retirement Years: Learning from International Differences. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13536.

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Bordo, Michael, and Angela Redish. Seventy Years of Central Banking: The Bank of Canada in International Context, 1935-2005. Cambridge, MA: National Bureau of Economic Research, August 2005. http://dx.doi.org/10.3386/w11586.

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Lewis, Dustin, ed. International Counterterrorism Efforts: An Initial Mapping. Harvard Law School Program on International Law and Armed Conflict, February 2015. http://dx.doi.org/10.54813/ktkl6017.

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The number, range, and scope of intergovernmental entities and initiatives with a counterterrorism component have grown significantly in recent years. Today, a web of counterterrorism laws, policies, and enforcement approaches is developed and overseen by over 70 international institutions, bodies, and networks around the world. These efforts focus on everything from promulgating international legal rules to developing global policy standards, from drafting model criminal laws to promoting intelligence- and information-sharing. To date, the full scope of these efforts has not, to our knowledge, been captured in one place. We set out to identify and summarize these efforts in a single online resource.
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Wezeman, Siemon T. International Transfers of Combat Aircraft, 2005–2009. Stockholm International Peace Research Institute, November 2010. http://dx.doi.org/10.55163/urrc9996.

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Stories like the United State's planned sale of combat aircraft to Saudi Arabia, Israel's and Canada's selection of the US Joint Strike Fighter, and ongoing competition for large orders from India and Brazil are making headlines in the media. This SIPRI Fact Sheet shows that combat aircraft together with related weapons and components accounted for one-third of worldwide arms transfers in the past five years and highlights concerns about the economic and security consequences of these transfers.
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Benzarti, Youssef, and Alisa Tazhitdinova. Do Value-Added Taxes Affect International Trade Flows? Evidence from 30 Years of Tax Reforms. Cambridge, MA: National Bureau of Economic Research, August 2019. http://dx.doi.org/10.3386/w26195.

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Chinn, Menzie, and Jeffrey Frankel. The Euro May Over the Next 15 Years Surpass the Dollar as Leading International Currency. Cambridge, MA: National Bureau of Economic Research, April 2008. http://dx.doi.org/10.3386/w13909.

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Zereyesus, Yacob Abrehe. International Food Security Assessment, 2023-2033. Washington, DC: Economic Research Service, U.S. Department of Agriculture, August 2023. http://dx.doi.org/10.32747/2023.8139141.ers.

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Food security is estimated to improve in 2023 in the 83 low- and middle-income countries examined by USDA's Economic Research Service in the International Food Security Assessment. Due to growth in per capita income and the easing of international and domestic food commodity prices, 228.9 million fewer people will face food insecurity relative to 2022. However, estimated food insecurity remains elevated due to the lingering effects of the Coronavirus (COVID-19) pandemic, high food commodity prices, and risks associated with the ongoing Russian military invasion of Ukraine. Despite challenges in the near-term outlook, food security is projected to improve in the next 10 years. By 2033, the number of food insecure people in the 83 IFSA countries is projected to be 385.9 million, 66.1 percent less than the number of people than in 2023.
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