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Arrangements for regional economic integration, under the WTO system, have unexpectedly dominated globalization. In fact, countries that have realized economic arrangements, such as the EU 's monetary union, are further expanding their efforts to achieve political integration. Regional economic integration is now considered an exigency of national affairs. North East Asian countries are also affected by this global predicament, but the issue involves greater structural complexities in this region. The emergence of China has forced Japan and Korea to contemplate difficult structural adjustments. For example, while the Korean government recognizes the importance of stronger intra-regional economic cooperation, by pursuing these arrangements it simultaneously faces the dilemma of maintaining traditional partnerships, such as those with the USA and Japan. If Korea actively supports regional economic arrangements, this action would be perceived as a bias toward China, consequently damaging ties with the US. Thus, rather than depending on public initiatives to establish economic ties in North East Asia, China, Japan and Korea should rely on market friendly projects initiated by the private sector that endorse gradual integration through non-political activities and exchanges among the citizens of the respective countries. This paper first proposes the founding of a North East Asian United University Community composed of students, professors and campuses of the three countries in the initial stages. Secondly, it proposes the development of unique Asian commodities, a concept similar to that of 'Airbus. ' Finally, it proposes utilization of retired Japanese, Korean and Chinese engineers and technicians to speed up the overall level of technology, which is critical to overcoming backwardness in this region.

The COVID-19 pandemic has disrupted the ‘real’ world and substantially impacted the virtual world and thus the Internet ecosystem. It has caused a significant exogenous shock that offers a wealth of natural experiments and produced new data about broadband, clouds, and the Internet in times of crisis. In this chapter, we characterise and evaluate the evolving impact of the global COVID-19 crisis on traffic patterns and loads and the impact of those on Internet performance from multiple perspectives. While we place a particular focus on deriving insights into how we can better respond to crises and better plan for the post-COVID-19 ‘new normal’, we analyse the impact on and the responses by different actors of the Internet ecosystem across different jurisdictions. With a focus on the USA and Europe, we examine the responses of both public and private actors, with the latter including content and cloud providers, content delivery networks, and Internet service providers (ISPs). This chapter makes two contributions: first, we derive lessons learned for a future post-COVID-19 world to inform non-networking spheres and policy-making; second, the insights gained assist the networking community in better planning for the future.

Humans remain unsuccessful in their attempts to achieve environmental sustainability, despite decades of scientific awareness and political efforts toward that end. This paper suggests a fresh conceptualization, one that focuses on education, offers a fuller explanation for our lack of success and calls attention to alternatives.

The authors first critically review mainstream approaches that have been used to achieve environmental sustainability, then introduce an alternative that the authors call the cultural approach. The authors finally discuss how educational research should be re-articulated based on the cultural approach.

The authors identified three mainstream approaches – the technological, cognitive approach and behaviorist – all of which function to reproduce modern mainstream culture. In contrast, the cultural approach assumes modern mainstream culture as the root cause of environmental unsustainability and aims to rearticulate it. To elaborate a cultural approach, the authors recommend education scholars to (1) bring attention to the role of culture in sustainability and (2) identify education practices that are potentially useful for enacting a cultural shift, primarily developing richer synergies between qualitative and quantitative research.

Unlike many previous studies in the field of education, the authors’ account highlights how current mainstream approaches used for current global education policymaking often merely reproduces modern mainstream culture and accelerates the environmental crisis. It thus proposes to redirect educational research for a cultural shift, one that allows human society to move beyond the comforting rhetoric of sustainability and face the survivability imperative.

This study aims to determine how sustainable development (SD) demands (according to the United Nations Economic Commission for Europe’s (UNECE) SD themes from 2005) are connected to the contents of education, research, development and innovation (RDI) in higher education institutions (HEI). Education and the RDI nexus may affect HEI’s capability to handle SD-related wicked problems and enhance their societal impact.

This paper examined SD-oriented curricula contents of two universities (Brazil and Finland) and counted the number of SD-related research outcomes. In addition, conceptual modelling was used to analyse the mechanisms that may be directing HEIs’ SD work in local innovation.

The data showed a convergence deviation in the RDI of SD-related subjects between the two HEIs. There was no correlation between SD-oriented education and RDI-work in either HEI. Education and RDI processes have different UNECE SD themes at the focal point, and the education-research nexus is lacking. This difference indicates that new SD-related knowledge produced through RDI was not effectively used in education. Modelling revealed that the convergence in RDI outcomes arose from the same kind of local business, industry and societal challenges, implementing effective stakeholder pressures into HEIs. The results may indicate that stakeholder SD needs were not directly transferred into the competence qualification of the curriculum.

To the best of the authors’ knowledge, this is the first quantitative study to reveal the independence of universities’ SD-related RDI subjects on educational curricula.

The main purpose of this paper is to introduce the concept of global carbon budget (GCB) as a key concept that should be introduced as a reference when countries formulate their mitigation contributions in the context of the Paris Agreement and in all the monitoring, reporting and verification processes that must be implemented according to the decisions of the Paris Summit.

A method based on carbon budget accounting is used to analyze the intended nationally determined contributions (INDCs) submitted by the 15 countries that currently head the ranking of global emissions. Moreover, these INDCs are analyzed and compared with each other. Sometimes, inadequate methodologies and a diverse level of ambition in the formulated targets are observed.

It is found that the INDCs of those 15 countries alone imply the release into the atmosphere of 84 per cent of the GCB for the period 2011-2030, and 40 per cent of the GCB available until the end of the century.

This is the first time the INDCs of the top 15 emitters are analyzed. It is also the first analysis made using the GCB approach. This paper suggests methodological changes in the way that the future NDCs might be formulated.