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Founding Documents of the Peace Corps. the Constitution Community: Postwar United States (1945 to Early 1970S)
DOCUMENT RESUME ED 462 356 SO 033 607 AUTHOR Schur, Joan Brodsky TITLE Founding Documents of the Peace Corps. The Constitution Community: Postwar United States (1945 to Early 1970s). INSTITUTION National Archives and Records Administration, Washington, DC. PUB DATE 2000-00-00 NOTE 16p.; Photographic images may not reproduce clearly. AVAILABLE FROM National Archives and Records Administration, 700 Pennsylvania Avenue, N.W., Washington, DC 20408. Tel: 866-325-7208 (Toll Free); e-mail: [email protected]. For full text: http://www.nara.gov/education/cc/main.html. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Citizen Participation; *Presidents of the United States; *Primary Sources; Secondary Education; Social Studies; Teacher Developed Materials; *United States History; *Volunteers IDENTIFIERS Congress; *Kennedy (John F); National Civics and Government Standards; National History Standards; *Peace Corps ABSTRACT The origins of the idea for the Peace Corps are numerous and occurred well before the Kennedy era, but the founding of the Peace Corps is one of President John Kennedy's most enduring legacies. Since the Peace Corps founding in 1961 more than 150,000 citizens of all ages and backgrounds have worked in more than 130 countries throughout the world as volunteers in such fields as health, teaching, agriculture, urban planning, skilled trades, forestry, sanitation, and technology. To allay fears that the Peace Corps would harbor secret agendas or become a tool of the CIA, volunteers are sent only -
The President's Desk: a Resource Guide for Teachers, Grades 4
The President’s Desk A Resource Guide for Teachers: Grades 4-12 Department of Education and Public Programs With generous support from: Edward J. Hoff and Kathleen O’Connell, Shari E. Redstone John F. Kennedy Presidential Library and Museum Table of Contents Overview of The President’s Desk Interactive Exhibit.... 2 Lesson Plans and Activities................................................................ 40 History of the HMS Resolute Desk............................................... 4 List of Lessons and Activities available on the Library’s Website... 41 The Road to the White House...................................................................... 44 .......................... 8 The President’s Desk Website Organization The President at Work.................................................................................... 53 The President’s Desk The President’s Desk Primary Sources.................................... 10 Sail the Victura Activity Sheet....................................................................... 58 A Resource Guide for Teachers: Grades 4-12 Telephone.................................................................................................... 11 Integrating Ole Miss....................................................................................... 60 White House Diary.................................................................................. 12 The 1960 Campaign: John F. Kennedy, Martin Luther King, Jr., and the Scrimshaw.................................................................................................. -
42 / Arkadaşlar—Friends of Turkey a Flag to Burn My “Preservatif ” Bread
Sandra Lee Diekmann Brown Fred J Bueche 1760 Beretania St Apt 8D 45 Oakland Hills Pl Honolulu, HI 96826-1131 Rotondo West, FL 33947-2234 808-456-3269 ♦ T-03 941-697-8696 ♦ T-04 [email protected] Janet E Bullock Barbara C Bryan 12900 Woolman Ln 179 Stanton St Apt 3R Nevada City, CA 95959 New York, NY 10002-1883 530-477-8021 ♦ T-03 212-228-6065 ♦ T-13 [email protected] Shirley A Burkey 769 Fir Linda Jean Harris Budan Pocatello, ID 83202 19759 NE Calkins Lane 208-232-1510 ♦ T-12 Newberg, OR 97132-6567 503-537-0371 ♦ T-13 [email protected] A Flag to Burn flag to burn.” Needless to say, I was most concerned about this “gift”—perhaps even alarmed. Abruptly, I A tiny, peaceful village in a remote location kept me put the flag back into the presenter’s hands. from ever worrying about my safety. I rarely locked With firm conviction, I looked at them and said, my door. Why should I have? Locked or not, every- “I love the American flag, and I don’t believe anyone one was respectful. All visitors knocked and waited for should burn it. I also love the Turkish flag, and I their invitation to enter. This night was no different, don’t believe anyone should burn it, either. I am very except for that the knock came at 2:00 a.m. touched by your feelings, and your thoughts are very I struggled to untangle myself from my mosquito kind. But please, take your flag back. -
The Competition of Slave and Free Labor in Artisanal Production: Buenos Aires, 1770-1815
The Competition of Slave and Free Labor in Artisanal Production: Buenos Aires, 1770-1815 LYMAN L. JOHNSON Summary: Between 1770 and 1815 the population of Buenos Aires nearly doubled. Despite this impressive growth, the city and its hinterland suffered from a chronic labor shortage. Efforts to expand artisanal production were undermined by the resultant high wage levels. Similar problems affected the countryside where slaves and the forced labor of Indians and convicts failed to meet harvest needs. This paper examines the competition among these forms of labor. Economic, social and cultural factors that helped determine the allocation of labor types are also analyzed. Finally, since scores of slaves and Indian laborers gained freedom and entered the labor market each year, the economic and cultural factors that facilitated this movement are examined. Little attention has been paid to wage labor in the history of colonial Spanish America. Yet, across the empire, wage labor was increasingly important in urban manufacturing and service sectors and in mining from the mid seventeenth century. By the late eighteenth century, the skilled trades of the empire's largest cities and towns relied primarily on wage laborers. Both transportation and construction were also largely dependent on wage labor. Although some urban economies retained their early dependence on the coerced labor of Indians and slaves, the most dynamic urban economies of Spanish America were moving dramatically in the direction of wage labor by the end of the colonial period. Nevertheless, the coerced components of both rural and urban production have received much greater attention from historians and other social scientists. -
Hrmd-494/2020
HUMAN RESOURCE MANAGEMENT DIVISION CORPORATE OFFICE, PLOT NO-4, SECTOR-10 DWARKA, NEW DELHI-110 075 HO:HRMD:IG:19-20 26th March, 2020 TO ALL OFFICES HUMAN RESOURCE MANAGEMENT DIVISION CIRCULAR NO. 494/2020 MASTER CIRCULAR ON IR MATTERS RELATED TO WORKMEN STAFF The policy on IR matters, duly approved by the Board effective from 01/04/2020 for workmen staff after amalgamation of OBC & UBI into PNB is enclosed herewith. All concerned are advised to note the contents of this circular for meticulous compliance. 74070 (DINESH SAXENA) GENERAL MANAGER Encl: As above 27/03/2020 08:36 INDEX S.No. Subject Page No. 1 Posting of Daftary 01 2 Posting of Drivers 02 3 Fitment on promotion from Clerical Cadre to Officer 03-06 Cadre 4 Fitment on promotion from Subordinate Cadre to 07-09 Clerical Cadre 5 Posting of Head Cashier-II and related matters 10-11 6 Posting of Head Peons 12 7 Conduct of Industrial Relations Machinery Meetings 13-15 8 Payment of Officiating Allowance 16-18 9 Overtime to Workmen Staff 19-20 10 Posting & fixation of wages of Part Time Employees 21-23 (Sweepers). 11 Policy & Procedure concerning promotion of Clerks & 24-30 Special Assistants as Officers and direct recruitment of officers and related matters 12 Policy & Procedure in respect74070 of promotion from 31-34 subordinate cadre to clerical cadre and related matters. 13 Recruitment of Subordinate Staff 35-46 14 Posting of Single Window Operator-B and related 47-48 matters 15 Policy & procedure concerning27/03/2020 posting of Clerks 08:36 as 49-64 Special Assistants and related matters 16 Transfer Guidelines of workmen staff 65-71 17 Recruitment of Clerical staff 72 18 Disciplinary Action against Workmen staff and 73-75 procedure thereof 19 Fixation of inter-se seniority in the Subordinate Cadre 76 in the case of equality in the length of service CONFIDENTIAL (Strictly for internal circulation only) POSTING OF DAFTARY 1. -
United States Cold War Policy, the Peace Corps and Its Volunteers in Colombia in the 1960S
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2008 United States Cold War Policy, The Peace Corps And Its Volunteers In Colombia In The 1960s. John James University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation James, John, "United States Cold War Policy, The Peace Corps And Its Volunteers In Colombia In The 1960s." (2008). Electronic Theses and Dissertations, 2004-2019. 3630. https://stars.library.ucf.edu/etd/3630 UNITED STATES COLD WAR POLICY, THE PEACE CORPS AND ITS VOLUNTEERS IN COLOMBIA IN THE 1960s by J. BRYAN JAMES B.A. Florida State University, 1994 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2008 ABSTRACT John F. Kennedy initiated the Peace Corps in 1961 at the height of the Cold War to provide needed manpower and promote understanding with the underdeveloped world. This study examines Peace Corps work in Colombia during the 1960s within the framework of U.S. Cold War policy. It explores the experiences of volunteers in Colombia and contrasts their accounts with Peace Corps reports and presentations to Congress. -
Rfk #2, 7/10/1969
Eunice Kennedy Shriver Oral History Interview – JFK#1, 5/7/1968 Administrative Information Creator: Eunice Kennedy Shriver Interviewer: John Stewart Date of Interview: May 7, 1968 Place of Interview: Washington, D.C. Length: 30 pp. Biographical Note Eunice Shriver was the sister of President Kennedy, wife of Peace Corps director Sargent Shriver and executive vice president of the Joseph P. Kennedy, Jr. Foundation. In this interview Shriver discusses her lobbying efforts for the cause of mental retardation, the development of the task force on health and social welfare and the National Institute of Child Health and the 1963 White House Conference on Mental Retardation, among other issues. Access Restrictions No restrictions. Usage Restrictions According to the deed of gift signed April 14, 1980, copyright of these materials have been retained by Eunice Kennedy Shriver until her death, thereafter passing to the United States Government. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. -
Great Depression and the Arts
THE GREAT DEPRESSION AND THE ARTS A UNIT OF STUDY FOR GRADES 8-12 ROBERT GABRICK BARBARA MARKHAM JAMES CURTIS ORGANIZATION OF AMERICAN HISTORIANS AND THE NATIONAL CENTER FOR HISTORY IN THE SCHOOLS UNIVERSITY OF CALIFORNIA, LOS ANGELES This is an excerpt from an OAH-NCHS teaching unit entitled The Great Depression and the Arts: A Unit of Study for Grades 8-12 by Robert Gabrick, Barbara Markham and James Curtis. The complete teaching unit may be purchased online from the Organization of American Historians: http://www.indiana.edu/~oah/tunits/ or by calling (812) 855-7311. ACKNOWLEDGMENTS This publication is the result of a collaborative effort between the National Center for History in the Schools (NCHS) at the University of California Los Angeles and the Organization of American Historians (OAH) to develop teaching units based on primary documetns for United States History eduaion at the pre-collegiate level. Damon Freeman, of OAH and Indiana University, provided a careful reading of the text. AUTHORS ROBERT GABRICK teaches American and World History at White Bear Lake Schools in White Bear Lake, Minnesota, and is also an adjunct professor at the University of Minnesota. A teacher since 1962, he has been the recipient of grants and fellow- ships from the National Endowment for the Humanities, the Minnesota Humani- ties Commission, the National Trust for Historic Preservation, the Minnesota His- torical Society, the Council for Basic Education, among others. He holds a B.S. in Education from the University of Minnesota and a Master’s Degree in American Studies from Macalester College. BARBARA NICCOLO MARKHAM is Chairperson of the Social Studies Department at Padua Academy in Wilmington Delaware. -
Building Capacity, Building P Eace
“Real, meaningful change in communities doesn’t happen from the top down, it happens from the ground up. It happens when you build on the strengths that already exist in those communities. It happens when you empower the leaders that are already there, and then they go on to empower others.” - First Lady Michelle Obama, at a Peace Corps training event, in Siem Reap, Cambodia, March 21, 2015 “The& relationships of trust that Volunteers build with their communities are the driving force behind Peace Corps’ impact. Their presence among the people they serve is what gives our Volunteers the understanding of the local context and the credibility to become catalysts of community-led change. We help our communities recognize the potential within themselves and build upon it for a brighter future.” Director Carrie Hessler-Radelet The Peace Corps Under the Obama Administration, 2009–2017 Under the Obama Administration, Corps Peace The Building Capacity, Building Peace: Building Capacity, Peace Corps under the Obama Administration: 55 Years and Beyond The Peace Corps’ approach to development is unique. impact our efforts have on the life of this nation.... The agency sends trained, skilled Americans abroad We need your service right now, at this moment in on behalf of the United States to work side by side history. I’m not going to tell you what your role should with host communities to tackle some of the most be; that’s for you to discover. But I’m asking you to pressing challenges of our time: girls’ education; stand up and play your part. -
Kindle Kennedy's Words, Fire Thousands 117
Thousands kindle Kennedy's Words, Fire 117, Like Thompson, who flew here from Key Dutton placed 46 roses at Kennedy's grave, By Mary Jordan 411,.Iiiox1150 l'orvi Writcr West, Fla., for ceremonies marking the 25th one for each year the president lived. anniversary of Kennedy's assassination in Dal- John Kelly brought flowers too, a continual They began arriving in the predawn dark- las, thousands of others took time yesterday to stream of floral arrangements his Arlington ness, more than three hours before the cem- relive, if only for a few moments, the early florist shop was asked to deliver to the cem- etery gates opened, drawn to the flame of a 1960s when a young president with bold ideas etery. "Some of them are from famous people, man and a time now 25 years past. lit the flame of idealism not just in this country and some are from people who just loved him," By yesterday evening, more than 20,000 but around the world. Kelly said. had made the pilgrimage to Arlington National "He is a symbol of the last time the country As thousands filed past the grave—some Cemetery to stand silently at John F. Ken- felt young, buoyant," said Frederick G. Dutton, praying, others reading or reciting aloud his nedy's grave and watch the orange flames of a Kennedy aide and former assistant secretary most famous phrases-1,500 people showed the eternal torch reach upward. of state. The Kennedy years, he said, "were up for a 1 p.m. commemorative service at St. -
The Peace Corps' Contributions to the Global Smallpox Eradication Program
The Peace Corps’ Contributions to the Global Smallpox Eradication Program About the Office of Strategic Information, Research, and Planning (OSIRP) It is the mission of OSIRP to advance evidence-based management at the Peace Corps by guiding agency strategic planning; monitoring and evaluating agency-level performance and programs; conducting research to generate new insights in the fields of international development, cultural exchange, and Volunteer service; enhancing the stewardship and governance of agency data; and helping to shape agency engagement on high-level, governmentwide initiatives. Front Cover: Peace Corps Volunteers Robert Steinglass and Doug Arbuckle administering the smallpox vaccine in Mille, Ethiopia, in 1974. Photo: Steinglass, personal collection. ii Dedication This report is dedicated to the memory of Dr. Donald Ainslie “D. A.” Henderson (September 7, 1928—August 19, 2016), a seminal figure in the field of smallpox eradication. The Peace Corps is deeply appreciative of having had the opportunity to correspond with Dr. Henderson about the contributions of Peace Corps Volunteers and returned Volunteers within the context of the global eradication program. His charismatic leadership, tireless energy, and unflagging devotion to this program inspired countless public health workers around the world, including many of the returned Peace Corps Volunteers interviewed for this report. iii Acknowledgments In 1806, approximately 10 years after Dr. Edward Jenner conducted the first documented experiment with smallpox vaccination, laying the foundations of modern medicine, President Thomas Jefferson wrote to the English physician and scientist. Jefferson acknowledged the importance of this discovery, extending “a portion of the tribute of gratitude due to you from the whole human family. -
The Slavery of Emancipation
University at Buffalo School of Law Digital Commons @ University at Buffalo School of Law Journal Articles Faculty Scholarship 1996 The Slavery of Emancipation Guyora Binder University at Buffalo School of Law Follow this and additional works at: https://digitalcommons.law.buffalo.edu/journal_articles Part of the Constitutional Law Commons, and the Legal History Commons Recommended Citation Guyora Binder, The Slavery of Emancipation, 17 Cardozo L. Rev. 2063 (1996). Available at: https://digitalcommons.law.buffalo.edu/journal_articles/301 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Journal Articles by an authorized administrator of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. THE SLAVERY OF EMANCIPATION Guyora Binder* I. THE CLAIM: MANUMISSION IS NOT ABOLITION The Thirteenth Amendment of the U.S. Constitution com- mands that "neither slavery nor involuntary servitude shall exist."' What has been the effect of this command? It will serve my present purpose to offer the following too- simple answer to this complex question: the Thirteenth Amend- ment secured little more than the manumission of slaves already practically freed by the friction of war. It guaranteed, in Confeder- ate General Robert Richardson's now well-known phrase, "noth- 2 ing but freedom." Supposing this answer to be true, a further question presents itself: Did the Thirteenth Amendment's effect fulfill its command? Did universal manumission abolish slavery? A full answer to this question would require a rich historical account of the evolving institution of American slavery, the fea- tures of that institution that survived the Reconstruction era, and how those features evolved in the ensuing century and a quarter.