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Fictional Games and Utopia: the Case of Azad
Fictional Games and Utopia: The Case of Azad This is a pre-print version of: Gualeni, S. (2021), “Fictional Games and Utopia: The Case of Azad”, Science Fiction Film & Television, 14 (2): 187-207. Abstract ‘Fictional games’ are playful activities and ludic artefacts that were conceptualised to be part of fictional worlds. These games cannot – or at least were not originally meant to – be actually played. This interdisciplinary article discusses fictional games, focusing on those appearing in works of sf. Its objective is that of exploring how fictional games can function as utopian devices. Drawing on game studies, utopian studies, and sf studies, the first half of the article introduces the notion of fictional games and provides an initial articulation of their utopian potential. The second half focuses, instead, on the analysis of one (science-)fictional game in particular: the game of Azad, described in Iain M. Banks’s 1988 sf novel The Player of Games. This analysis is instrumental in clarifying the utopian qualities that are inherent in the activity of play such as its being uncertain and contingent. By presenting relationships of power through a game (and, finally, as a game), utopian fictional games such as Azad serve as a reminder that every socio-political situation – even the most dystopian ones – is ultimately indeterminate, and retains the possibility of change. Introduction Broadly speaking, sf can be described as a genre of fiction whose worlds, when compared with the world the authors actually inhabit, have undergone considerable scientific and technological advancements. Within their great variety of themes and media forms, the only trait that can perhaps be recognised as common to all works of sf is their aspiration to stimulate their recipients to imagine hypothetical scenarios and alternative possibilities of being (see Williams 198; Bould and Miéville 245; Suvin xviii). -
Jewish Dimensions of a Free Church Ecclesiology: a Community of Contrast
Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A research proposal by drs. Daniël Drost, April 2012 Supervised by Prof. Fernando Enns (promoter). Professor of Mennonite (Peace-) Theology and Ethics, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Director of the Institute for Peace Church Theology, Hamburg University. Dr. Henk Bakker. Universitair docent Theologie en Geschiedenis van het Baptisme, Faculteit der Godgeleerdheid, Vrije Universiteit Amsterdam. Prof. Peter Tomson (extern). Professor of New Testament, Jewish Studies, and Patristics, Faculteit voor Protestantse Godgeleerdheid Brussel. The provisional title (and subtitle) of the dissertation Jewish Dimensions of a Free Church Ecclesiology: A Community of Contrast A brief description of the issue which the research project will investigate The research will start by investigating John Howard Yoder’s perspective on what he provocatively calls the ‘Jewishness of the Free Church Vision.’ Strongly recommended by Stanley Hauerwas (Duke University), Michael Cartwright (Dean of Ecumenical and Interfaith Programs at the University of Indianapoils) and Peter Ochs (Modern Judaistic Studies at the University of Virginia) posthumously edited and commented on Yoder’s lectures, which he had presented at the Roman- Catholic University of Notre Dame (The Jewish Christian Schism Revisited, 2003). Mennonite theologian Yoder does a firm attempt to relate an Anabaptist (Free Church) ecclesiology to Judaism. Within the tradition of the free churches (independence from government, congregational structure, voluntary membership, emphasis on individual commitment etc.) we can identify characteristics of a self-understanding and an aspired relation to the larger society, which can also be traced in the story of the People of Israel, the Hebrew Bible, Second Temple and rabbinic Diaspora Judaism – Yoder claims. -
Educating for Peace and Justice: Religious Dimensions, Grades 7-12
DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are -
Jewish-Christian Dialogue Under the Shadow of the Israeli-Palestinian Conflict Gregory Baum
Document generated on 10/02/2021 6:07 p.m. Théologiques Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict Gregory Baum Juifs et chrétiens. L’à-venir du dialogue. Volume 11, Number 1-2, Fall 2003 URI: https://id.erudit.org/iderudit/009532ar DOI: https://doi.org/10.7202/009532ar See table of contents Publisher(s) Faculté de théologie de l'Université de Montréal ISSN 1188-7109 (print) 1492-1413 (digital) Explore this journal Cite this article Baum, G. (2003). Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict. Théologiques, 11(1-2), 205–221. https://doi.org/10.7202/009532ar Tous droits réservés © Faculté de théologie de l'Université de Montréal, 2003 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Théologiques 11/1-2 (2003) p. 205-221 Jewish-Christian Dialogue under the Shadow of the Israeli-Palestinian Conflict Gregory Baum Religious Studies McGill University Prior to World War II, Jewish religious thinkers who moved beyond the tradition of Orthodoxy were in dialogue with modern culture, including dialogue with Christian thinkers who were also searching new religious responses to the challenge of modernity. -
War in the Age of Intelligent Machines
Introduction The image of the ''killer robot" once belonged uniquely to the world of science fiction. This is still so, of course, but only if one thinks of human like mechanical contraptions scheming to conquer the planet. The latest weapons systems planned by the Pentagon, however, offer a less anthropo morphic example of what machines with "predatory capabilities" might be like: pilotless aircraft and unmanned tanks "intelligent" enough to be able to select and destroy their own targets. Although the existing prototypes of robotic weapons, like the PROWLER or the BRAVE 3000, are not yet truly autonomous, these new weapons do demonstrate that even if Artificial Intel ligence is not at present sufficiently sophisticated to create true "killer robots,'' when synthetic intelligence does make its appearance on the planet, there will already be a predatory role awaiting it. The PROWLER, for example, is a small terrestrial armed vehicle, equipped with a primitive form of "machine vision" (the capability to ana lyze the contents of a video frame) that allows it to maneuver around a battlefield and distinguish friends from enemies. Or at least this is the aim of the robot's designers. In reality, the PROWLER still has difficulty negoti ating sharp turns or maneuvering over rough terrain, and it also has poor friend/foe recognition capabilities. For these reasons it has been deployed only for very simple tasks, such as patrolling a military installation along a predefined path. We do not know whether the PROWLER has ever opened fire on an intruder without human supervision, but it is doubtful that as currently designed this robot has been authorized to kill humans on its own. -
Maternal Activism
1 Biography as Philosophy The Power of Personal Example for Transformative Theory As I have written this book, my kids have always been present in some way. Sometimes, they are literally present because they are beside me playing, asking questions, wanting my attention. Other times, they are present in the background of my consciousness because I’m thinking about the world they live in and the kind of world I want them to live in. Our life together is probably familiar to many U.S. middle-class women: I work full-time, the kids go to school full time, and our evenings and weekends are filled with a range of activities with which we are each involved. We stay busy with our individual activities, but we also come together for dinner most nights, we go on family outings, and we enjoy our time together. As much time as I do spend with my kids, I constantly feel guilty for not doing enough with them since I also spend significant time preparing for classes, grading, researching, and writing while I’m with them. Along with many other women, I feel the pressure of trying and failing to balance mothering and a career. Although I feel as though I could be a better mother and a bet- ter academic, I also have to concede that I lead a privileged life as a woman and mother. Mothers around the world would love to have the luxury of providing for their children’s physical and mental well-being. In the Ivory Coast and Ghana, children are used as slave labor to harvest cocoa beans for chocolate (Bitter Truth; “FLA Highlights”; Hawksley; The Food Empowerment Project). -
FOR a FUTURE of Peketjiktice
WDMENS ENCAMPMENT FOR A FUTURE OF PEKEtJIKTICE SUMMER 1983'SENECA ARM/ DEPOTS 1590 WOMEN OF THE H0TINONSIONNE IROaiMS CONFEDERACY GATHER AT SENECA TO DEMAND AN END TO MMR AMONG THE NATIONS X 1800s A&0LITI0NIST5 M4KE SENECA COUNTY A MAJOR STOP ON THE UNDERGROUND RAILROAD HITO HARRIET TUBMAW HOUSE NEAR THE PRESENT DAI ARMV DEPOTS EARL/ FEMINISTS HOLD FIRST WDMENS RIQHTS CONVENTION AT SENEGA FALLS ID CALL FOR SUFFRAGE & EQUAL MPTICJMTION IN ALL OTHEP AREAS OF LIFE ' TOD/W URBAN & RURA. WOMEN JOIN TOGETHER IN SENECA G0UNI7 TO CHALLENGE "ME NUCLEAR THREAT TO UFE ITSELF^ WE FOCUS ON THE WEAPONS AT 1UE SENECA ARMY DEPOT TO PREVENT DEPU)yMENT OF NATO MISSILES IN SOUDARITY WITH THE EUPOPE/W PEACE MO^MENT^ RESOURCE HANDBOOK Introduction The idea of a Women's Peace Camp in this country in solidarity with the Peace Camp movement in Europe and the Greenham Common Women's Peace Camp, in particular, was born at a Conference on Global Feminism and Disarmament on June 11, 1982. The organizing process began with discussions between Women's International League for Peace and Freedom and women in the Upstate Feminist Peace Alliance (NY), to consider siting the camp at the Seneca Army Depot in Romulus, NY. The planning meetings for the Encampment have since grown to include women from Toronto, Ottawa, Rochester, Oswego, Syracuse, Geneva, Ithaca, Albany, New York City, Boston, Philadelphia, and some of the smaller towns in between. Some of the tasks have been organized regionally and others have been done locally. Our planning meetings are open, and we are committed to consensus as our decision making process. -
Ch 4, Launching the Peace Movement, and Skim Through Ch
-----------------~-----~------- ---- TkE u. s. CENT'R.A.L A.MERIC.A. PE.A.CE MOVEMENT' CHRISTIAN SMITH The University of Chicago Press Chicago and London List of Tables and Figures ix Acknowledgments xi Acronyms xiii Introduction xv portone Setting the Context 1. THE SOURCES OF CENTRAL AMERICAN UNREST 3 :Z. UNITED STATES INTERVENTION 18 J. Low-INTENSITY WARFARE 33 porttwo The Movement Emerges -'. LAUNCHING THE PEACE MOVEMENT 5 9 5. GRASPING THE BIG PICTURE 87 '. THE SOCIAL STRUCTURE OF MORAL OUTRAGE 13 3 '1'. THE INDIVIDUAL ACTIVISTS 169 porlthreeMaintaining the Struggle 8, NEGOTIATING STRATEGIES AND COLLECTIVE IDENTITY 211 1'. FIGHTING BATTLES OF PUBLIC DISCOURSE 231 1 O. FACING HARASSMENT AND REPRESSION 280 11. PROBLEMS FOR PROTESTERS CLOSER TO HOME 325 1%. THE MOVEMENT'S DEMISE 348 portfour Assessing the Movement 1J. WHAT DID THE MOVEMENT ACHIEVE? 365 1-'. LESSONS FOR SOCIAL-MOVEMENT THEORY 378 ii CONTENTS Appendix: The Distribution and Activities of Central America Peace Movement Organizations 387 Notes 393 Bibliography 419 ,igures Index 453 Illustrations follow page 208. lobles 1.1 Per Capita Basic Food Cropland (Hectares) 10 1.2 Malnutrition in Central America 10 7.1 Comparison of Central America Peace Activists and All Adult Ameri cans, 1985 171 7.2 Occupational Ratio of Central America Peace Movement Activist to All Americans, 1985 173 7.3 Prior Social Movement Involvement by Central American Peace Activists (%) 175 7.4 Central America Peace Activists' Prior Protest Experience (%) 175 7.5 Personal and Organizational vs. Impersonal -
Copyrighted Material
Index Abhidharma, 143 atonement theory/soteriology (how Jesus’ Abraham, 13, 85 death saved humanity), 54 Abu Talib, 10 Augustine, 57–8, 69, 81 Acts of the Apostles, 47 aum (om) shanti (silence, tranquility of Afghanistan, 21, 35, 219 mind, listening to inner voice, etc.), 180 ‘afw (forgiveness), 41 Ayoub, Mahmoud M., 11, 18–19 ahimsa (nonviolence), 180–2 Aztecs, 110 Ali, Abdullah Yusuf, 17 Alvarado, Pedro, 59 ba (hegemony), 126 American Indian veterans of the US war Babylonian Talmud, 83–4, 89, 93–4 against Vietnam, 212 baoli (violence), 123 American Israel Public Affairs Committee, 100 Bar Kosiba, Simon, 93, 105 American Jewish Committee, 101 Beatitudes, 51, 69 Anabaptists, 61 Bell, Daniel, 124 Analects, 112–14, 124 Bhagavad Gita (Gita), 14, 178, 181–2, 203 Anandavan, 190–91 bhakti (personal devotion), 180 anthropocentrism, 215–17 Bhave, Vinoba, 174, 194 Anti-Defamation League, 99 Bible, 2, 14–15, 84, 87, 90–1, 143, 149, 188, anti-semitism, 63 194, 217 Arab nationalism, 45 Bodhisattva, 143, 147–50, 153 Arab Spring, 21 Bonney, Richard, 15, 23 Arab-Israeli Wars, 96–7 Brahman (ultimate reality), 4, 154, 179, 198 Ariaratne, A. T., 158, 174 Brahmins, 173, 179, 184 Arjuna, 179, 181–3, 200 Buber, Martin, 89 Art of Living Foundation, 191 Buddha, 78, 80, 135–6, 143, 145, 147–8, Ashrams: communities practicing yoga 154–5, 157, 173–4, 185, 188, and serviceCOPYRIGHTED to others, 190 Buddhism MATERIAL forms: Asita, 135 Theravada, 142–4, 148, 152, 156 Athavale, Pandurang Shastri, 194 Mahayana, 76, 142, 136, 143–4, 147–8, atman (soul), 179, 198, 203–4 150, 152, 157, 160–3, 168 Peacemaking and the Challenge of Violence in World Religions, First Edition. -
The War Divides America
hsus_te_ch16_s03_s.fm Page 656 Friday, January 16, 2009 8:33 PM ᮤ A Vietnam veteran protests the war in 1970. WITNESS HISTORY AUDIO Step-by-Step The “Living-Room War” SECTION Instruction Walter Cronkite, the anchor of the CBS Evening News, 3 was the most respected television journalist of the 1960s. His many reports on the Vietnam War were SECTION 3 models of balanced journalism and inspired the Objectives confidence of viewers across the United States. But during the Tet Offensive, Cronkite was shocked by the As you teach this section, keep students disconnect between Johnson’s optimistic statements focused on the following objectives to help and the gritty reality of the fighting. After visiting them answer the Section Focus Question and Vietnam in February of 1968, he told his viewers: master core content. “We have been too often disappointed by the • Describe the divisions within American optimism of the American leaders, both in Vietnam society over the Vietnam War. and Washington, to have faith any longer in the silverlinings they find in the darkest clouds.... [I]t • Analyze the Tet Offensive and the seems now more certain than ever that the bloody American reaction to it. experience of Vietnam is to end in stalemate.” • Summarize the factors that influenced the —Walter Cronkite, 1968 outcome of the 1968 presidential election. ᮡ Walter Cronkite The War Divides America Prepare to Read Objectives Why It Matters President Johnson sent more American troops • Describe the divisions within American society to Vietnam in order to win the war. But with each passing year, over the Vietnam War. -
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Mf-$0.65 Bc$3.29
DOCUMENT RESUME ED 063 194 SO 002 791 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies: Peace In the TwentiethCentury. INSTITUTION DadeCounty Public Schools, Miami,Fla. PUB DATE 71 NOTE 62p. BDPS PRICE MF-$0.65 BC$3.29 DESCRIPTORS Activity Units; Behavioral Objectives;*Conflict Resolution; Curriculum Guides; *ForeignRelations; Grade 7; Grade 8; Grade 9; HumanRelations; *International Education; Junior HighSchools; Modern History; Nationalism; Organizations(Groups); *Peace; Resource Guides; *Social StudiesUnits; Violence; War; World Affairs; World Problems IDENTIFIERS Florida; *Quinmester Programs ABSTRACT This study of the effort and failuresto maintain world peace in this century is intended as anelective, quinmester course for grades 7 through9. It encompasses the concept of nationalism and the role it plays inthe decisions that lead to war, and organizations that havetried and are trying topreserveor bring about peace. Among other goals for the course areforthestudent to: 1) assess his own attitudes andbeliefs concerning peace and generalize about the nature of war; 2)examine the social, political, and economic reasons for war; 3)analyze breakdowns in world peacein this century and the resultant humanproblems; 4) investigate and suggest alternatives toWar as a means of settling conflict; and, 5) describe ways and means an individual canwork for peace. The guide itself is divided into a broad goalssection, a content outline, objectives and learning activities,and teacher/student materials. Learning activities are highlyvaried and are closely tied with course objectives.Materials include basic texts,pamphlets,records, and filmstrips. Relateddocuments are: SO 002 708 through SO 002718, SO 002 76.8 through SO002 792, and SO 002 947 through SO002 970.