The Life and Works of Raphael Lemkin
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Statement by Denmark on Behalf of Finland, Iceland, Norway, Sweden and Denmark
Statement by Denmark on behalf of Finland, Iceland, Norway, Sweden and Denmark 75th Session of the General Assembly of the United Nations Debate in the General Assembly Agenda item 74: Report of the International Court of Justice Delivered by: Counsellor Rasmus Jensen, Denmark New York 2 November 2020 Check against delivery E-mail: [email protected] http://fnnewyork.um.dk 1 M(r/s) Chair, I have the honour to speak on behalf of Finland, , Iceland, Norway, Sweden - and my own country - Denmark. The Nordic countries would like to thank the President of the International Court of Justice for his report on the Court’s work over the past year (A/75/4) and for his presentation today. The big amount of cases indicate the trust and confidence States place in the Court by referring disputes to it for resolution. The Nordic countries would in particular like to note the case filed by The Gambia against Myanmar regarding application of the Convention on the Prevention and Punishment of the Crime of Genocide, where the Court indicated provisional measures on January 23rd. In addition to being important for the gravity of the issues The Gambia’s application seeks to address, the case is also an opportunity for the Court to develop its jurisprudence regarding obligations erga omnes and erga omnes partes. All States parties share an interest in compliance with the obligations under the Genocide Convention by all States parties. We applaud the Court and its personnel for continuing to discharge its judicial functions as described by the President in his report, despite the difficult circumstances following the outbreak of the COVID-19 pandemic. -
Patterns in the Mindset Behind Organized Mass Killing
Genocide Studies and Prevention: An International Journal Volume 12 Issue 1 Article 8 6-2018 Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Gerard Saucier University of Oregon Laura Akers Oregon Research Institute Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Saucier, Gerard and Akers, Laura (2018) "Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing," Genocide Studies and Prevention: An International Journal: Vol. 12: Iss. 1: 80-97. DOI: https://doi.org/10.5038/1911-9933.12.1.1546 Available at: https://scholarcommons.usf.edu/gsp/vol12/iss1/8 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Acknowledgements Thanks are due to Seraphine Shen-Miller, Ashleigh Landau, and Nina Greene for assistance with various aspects of this research. This article is available in Genocide Studies and Prevention: An International Journal: https://scholarcommons.usf.edu/gsp/vol12/iss1/8 Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Gerard Saucier University of Oregon Eugene, Oregon, USA Laura Akers Oregon Research Institute Eugene, Oregon, USA In such a world of conflict, a world of victims and executioners, it is the job of thinking people, as Albert Camus suggested, not to be on the side of the executioners. –Howard Zinn1 Introduction and Background Sociopolitical violence is a tremendous social problem, given its capacity to spiral into outcomes of moral evil (i.e., intentional severe harm to others). -
A Matter of Comparison: the Holocaust, Genocides and Crimes Against Humanity an Analysis and Overview of Comparative Literature and Programs
O C A U H O L S T L E A C N O N I T A A I N R L E T L N I A R E E M C E M B R A N A Matter Of Comparison: The Holocaust, Genocides and Crimes Against Humanity An Analysis And Overview Of Comparative Literature and Programs Koen Kluessien & Carse Ramos December 2018 International Holocaust Remembrance Alliance A Matter of Comparison About the IHRA The International Holocaust Remembrance Alliance (IHRA) is an intergovernmental body whose purpose is to place political and social leaders’ support behind the need for Holocaust education, remembrance and research both nationally and internationally. The IHRA (formerly the Task Force for International Cooperation on Holocaust Education, Remembrance and Research, or ITF) was initiated in 1998 by former Swedish Prime Minister Göran Persson. Persson decided to establish an international organisation that would expand Holocaust education worldwide, and asked former president Bill Clinton and former British prime minister Tony Blair to join him in this effort. Persson also developed the idea of an international forum of governments interested in discussing Holocaust education, which took place in Stockholm between 27–29 January 2000. The Forum was attended by the representatives of 46 governments including; 23 Heads of State or Prime Ministers and 14 Deputy Prime Ministers or Ministers. The Declaration of the Stockholm International Forum on the Holocaust was the outcome of the Forum’s deliberations and is the foundation of the International Holocaust Remembrance Alliance. The IHRA currently has 31 Member Countries, 10 Observer Countries and seven Permanent International Partners. -
March 8-11, 2014 Los Angeles, California the 44Th Annual Scholars' Conference on the Holocaust and the Churches
Remembering for the Future: Armenia, Auschwitz and Beyond The 44th Annual Scholars’ Conference on the Holocaust and the Churches March 8-11, 2014 Los Angeles, California Sponsored by 1 The Annual Scholars’ Conference gratefully acknowledges the support of the following individuals and organizations that make this work possible.* CONFERENCE SPONSOR & HOST American Jewish University CO-SPONSORS Sigi Ziering Institute — American Jewish University CONTRIBUTORS Jennifer & Stephen Dahnert Evan Sachs Joyce Eisenberg Susan & Jonathan Sachs Rosalie H. Franks Teresa & Robert Sachs Richard Libowitz Gail H. & Douglas S. Stanger Marcia Sachs Littell George T. Steeley, III Set Momjian William Younglove *List Incomplete COLLEGIAL SPONSORS The Azrieli Foundation – Toronto Facing History & Ourselves National Foundation Founded by Franklin H. Littell and Hubert G. Locke in 1970, The Annual Scholars’ Conference on the Holocaust and the Churches provides an invaluable forum for scholars to report the latest findings in Holocaust research, ensuring the lessons of the Holocaust remain relevant for today’s world. As the first Conference bringing together Christian and Jewish scholars to examine the lessons of the Holocaust and its message for contemporary society forty-four years ago, the ASC is the oldest continuing conference of its kind in North America and remains the only one to include discussions of the role and responsibilities of the Churches, the Universities, the large Corporations and the Professions (medicine, law and media). The continuing goal of the ASC is to aspire to the continuum of respecting the past, with a realistic involvement of the present, in order that we preserve a future that retains the dignity and integrity of every human person. -
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
June, 2010 PROSECUTING INTERNATIONAL CRIMES AGAINST CHILDREN: the LEGAL FRAMEWORK IWP 2010-13
UNICEF Innocenti Research Centre Innocenti Working Paper PROSECUTING INTERNATIONAL CRIMES AGAINST CHILDREN: THE LEGAL FRAMEWORK Christine Bakker IWP 2010-13 June, 2010 Innocenti Working Papers UNICEF Innocenti Working Papers are intended to disseminate initial research contributions within the Centre‟s programme of work, addressing social, economic and institutional aspects of the realisation of the human rights of children. The findings, interpretations and conclusions expressed in this paper are entirely those of the authors and do not necessarily reflect the policies or the views of UNICEF. The designations employed in this publication and the presentation of the material do not imply on the part of UNICEF the expression of any opinion whatsoever concerning the legal status of any country or territory, or of its authorities, or the delimitation of its frontiers. Extracts from this publication may be freely reproduced with due acknowledgement. © 2010 United Nations Children‟s Fund (UNICEF) ISSN: 1014-7837 This paper presents an analysis of the evolving international legal norms related to the prosecution of international crimes against children, and addresses some questions on the criminal responsibility of children themselves who, in particular as child soldiers, were forced to participate in the commission of such crimes. This research paper was funded by the Government of France. For readers wishing to cite this document, we suggest the following form Bakker, Christine (2010), „Prosecuting International Crimes against Children: the Legal Framework‟, Innocenti Working Paper No. 2010-13. Florence, UNICEF Innocenti Research Centre. ii The UNICEF Innocenti Research Centre The UNICEF Innocenti Research Centre in Florence, Italy, was established in 1988 to strengthen the research capability of the United Nations Children‟s Fund and to support its advocacy for children worldwide. -
Wertheimer, Editor Imagining the Seth Farber an American Orthodox American Jewish Community Dreamer: Rabbi Joseph B
Imagining the American Jewish Community Brandeis Series in American Jewish History, Culture, and Life Jonathan D. Sarna, Editor Sylvia Barack Fishman, Associate Editor For a complete list of books in the series, visit www.upne.com and www.upne.com/series/BSAJ.html Jack Wertheimer, editor Imagining the Seth Farber An American Orthodox American Jewish Community Dreamer: Rabbi Joseph B. Murray Zimiles Gilded Lions and Soloveitchik and Boston’s Jeweled Horses: The Synagogue to Maimonides School the Carousel Ava F. Kahn and Marc Dollinger, Marianne R. Sanua Be of Good editors California Jews Courage: The American Jewish Amy L. Sales and Leonard Saxe “How Committee, 1945–2006 Goodly Are Thy Tents”: Summer Hollace Ava Weiner and Kenneth D. Camps as Jewish Socializing Roseman, editors Lone Stars of Experiences David: The Jews of Texas Ori Z. Soltes Fixing the World: Jewish Jack Wertheimer, editor Family American Painters in the Twentieth Matters: Jewish Education in an Century Age of Choice Gary P. Zola, editor The Dynamics of American Jewish History: Jacob Edward S. Shapiro Crown Heights: Rader Marcus’s Essays on American Blacks, Jews, and the 1991 Brooklyn Jewry Riot David Zurawik The Jews of Prime Time Kirsten Fermaglich American Dreams and Nazi Nightmares: Ranen Omer-Sherman, 2002 Diaspora Early Holocaust Consciousness and and Zionism in Jewish American Liberal America, 1957–1965 Literature: Lazarus, Syrkin, Reznikoff, and Roth Andrea Greenbaum, editor Jews of Ilana Abramovitch and Seán Galvin, South Florida editors, 2001 Jews of Brooklyn Sylvia Barack Fishman Double or Pamela S. Nadell and Jonathan D. Sarna, Nothing? Jewish Families and Mixed editors Women and American Marriage Judaism: Historical Perspectives George M. -
Å Her Møter Mangt Songs by Johan Kvandal
Å her møter mangt Songs by Johan Kvandal ISA KATHARINA GERICKE — SOPRANO JOACHIM KNOPH — PIANO «Kvandalen mot berømmelse» skrev Helgeland Ar- som en ekstra bestemor for «Bommen», et kallenavn av god kjennskap til den klassiske formverdenen, byg- beiderblad da Johan Kvandals navn ble nevnt for første som senere fulgte Johan resten av livet. ger sangene på en «dåm» av folkemusikk i en stil som gang i et radioprogram i august 1940. Nordlendingene kan minne om folkemusikkarrangementene til Cathari- var fra før av veldig stolte over at David Monrad Jo- I 1928 flyttet familien inn i et hus på Ekeberg i Oslo. Her nus Elling, men med en djervere dissonansbruk. hansen kom fra Vefsn og at han hadde satt kommunen fikk de raskt kontakt med en annen kunstnerkoloni, på kartet med sin musikk. Nå ville lokalpatriotene også miljøet rundt Ingeborg Refling Hagen og hennes svo- De fire første diktene i Syv sanger op. 4 er skrevet av regne den begavede sønnen som en av sine egne, ikke ger, Eivind Groven. Ved gjensidige besøk, der diktlesn- Johans mor. Hun hadde studert språk og skaffet seg minst fordi han hadde valgt Kvandal som etternavn ing, sang og musikk stod på programmet, fikk Johan inngående kjennskap til norsk sagalitteratur og folke- etter en slektsgård i Vefsn. Bakgrunnen for oppslaget opplevelser han ikke kunne glemme. Da familien for en diktning. Diktene er inspirert av en runeinnskrift, nor- var at flere av Kvandals sanger ble fremført i radio- kort periode fikk bo i villaen til maleren Eilif Petersen, røne tekster og av folkevisetradisjonen. De tre øvrige Kvandals sanger programmet «Ungt og nytt». -
Florida State Courts 2016-2017 Annual Report a Preparatory Drawing of One of the Two Eagle Sculptures That Adorn the Rotunda of the Florida Supreme Court
Florida State Courts 2016-2017 Annual Report A preparatory drawing of one of the two eagle sculptures that adorn the rotunda of the Florida Supreme Court. Sculpted by Panama City artist Roland Hockett, the copper eagles, which have graced the rotunda since 1991, represent American patriotism and the ideals of justice that this country strives to achieve. Mr. Hockett donated a drawing of each sculpture to the court in July 2017. The Supreme Court of Florida Florida State Courts Annual Report July 1, 2016 – June 30, 2017 Jorge Labarga Chief Justice Barbara J. Pariente R. Fred Lewis Peggy A. Quince Charles T. Canady Ricky Polston C. Alan Lawson Justices Patricia “PK” Jameson State Courts Administrator The 2016 – 2017 Florida State Courts Annual Report is published by The Office of the State Courts Administrator 500 South Duval Street Tallahassee, FL 32399-1900 Under the direction of Supreme Court Chief Justice Jorge Labarga State Courts Administrator Patricia “PK” Jameson Innovations and Outreach Chief Tina White Written/edited by Beth C. Schwartz, Court Publications Writer © 2018, Office of the State Courts Administrator, Florida. All rights reserved. Table of Contents Message from the Chief Justice .......................................................................................................................... 1 July 1, 2016 – June 30, 2017: The Year in Review ............................................................................................... 7 Long-Range Issue #1: Deliver Justice Effectively, Efficiently, and Fairly -
Les Sénateurs Des États-Unis Et La Mise En Oeuvre De La Résolution Vandenberg (1948- 1949)
"The United States would extend the support which the situation requires": les sénateurs des États-Unis et la mise en oeuvre de la Résolution Vandenberg (1948- 1949) Mémoire Myriam Cyr Maîtrise en histoire - avec mémoire Maître ès arts (M.A.) Québec, Canada © Myriam Cyr, 2020 RÉSUMÉ Ce mémoire se propose d’étudier le processus d’adoption et d’application de la Résolution 239 du Sénat des États-Unis, de 1948 à 1949, une mesure législative pivot dans l’histoire politique américaine. D’une part, nous analysons les raisons pour lesquelles les sénateurs adoptent massivement la résolution proposée par Arthur H. Vandenberg le 11 juin 1948. Il s’agit d’une période névralgique marquée par le début de la guerre froide et la volonté des Américains de se retrouver en position de force à l’échelle internationale vis-à-vis des Soviétiques. C’est aussi la première fois que les États-Unis acceptent de s’allier à des puissances étrangères – européennes de surcroît – dans le but d’assurer une sécurité collective en temps de paix. D’autre part, nous nous penchons sur les échos de la Résolution Vandenberg en examinant les différentes étapes législatives menant à la signature et à la ratification du Traité de l’Atlantique Nord, culminant le 21 juillet 1949. Grâce à l’étude des Hearings et du Congressional Record, journal officiel des débats du Congrès des États-Unis, ce mémoire cherche à identifier quels sont les fondements de la Résolution Vandenberg, les motivations des sénateurs – y compris des dissidents et des abstentionnistes, à analyser le contenu de leur discours et à percevoir l’influence des évènements sur l’évolution de celui-ci. -
UNIT of WORK TOPIC 4 Women´S Roles During and After the War
UNIT OF WORK TOPIC 4 Women´s roles during and after the war INDEX WARMING UP 1. DIALOGUE 2. WOMEN AND WAR SECTION 1 PIONEERS, HISTORY AND FEMINISM 1. SUFFRAGETTES 2. WOMEN ALONG HISTORY 3. SIGNIFICANT CZECH WOMEN 4. SIGNIFICANT FOREING WOMEN 5. NENE HATUN 6. LAS SIN SOMBRERO 7. QUESTIONNAIRE SECTION 2. WOMAN AND WAR 8. MEN AND WOMEN AT CONCENTRATION CAMPS 9. POSTERS WITHOUT HEADINGS 10. MEMORY GAME-PEXESO 11. RESISTANCE WOMEN IN NORWAY 12. RESISTANCE WOMEN CROSSWORD 13. GERMAN ‘WHORES’ 14. WOMEN ARTISTS AND WAR 15. LEBENZBORN 16. THE ROLE OF THE WOMEN IN TIME OF WAR/PEACE 17. WOMEN AT WORK 18. WOMEN DURING WW2 19. WOMEN DURING WW2 II 20. FOOD DURING WW2 21. PUZZLE 22. FINAL KAHOOT SELF-ASSESSMENT TEAM DIDACTIC APPROACH NAME OF UNIT WOMEN AND WAR OBJETIVES To compare the life of a woman from the 20 century and other Woman from the 21 century. Learning about feminism knowing about Pioner Women around the world Learning about suffragettes and their importance for the women’s history Artist women in Europe Learning about the role of the woman during the WWI, WW2 and the Spanish Civil War Women and Men in the Concentration Camps. To know about the role and life of the “German Whores” Lebensborn LANGUAGE English and Spanish LANGUAGE A2-B2 LEVELS NUMBER OF 10-15 LESSONS TOPICS Women and War, Suffragettes, Women Rights, German Whores in Norway, Artist Women TASKS Reading Texts, discussions, filling the gaps, listening to the song and learn vocabu- lary, answering questions, crosswords, puzzle Maching pictures and descriptions… VOCABULARY In each Task LANGUAGE Reading, Listening, Writing, Speaking, Expressions SKILLS CLASS ORGANI- Individual, in pairs, in little groups, the whole group. -
Educational Websites on the Holodomor
TOP PICKS - Resources for Teaching the Holodomor Selected by Valentina Kuryliw and Lana Babij The listings below are examples of resources in a given category suitable for classroom instruction. Educational Websites on the Holodomor 1. Holodomor Research and Education Consortium A project of the Canadian Institute of Ukrainian Studies, University of Alberta www.education.holodomor.ca/ and www.holodomor.ca This website contains research-based, reliable content and curricular materials on the Holodomor for grades 6-12. Educational materials found here include background information for teachers and students, memoirs of survivors, primary documents, newspaper articles, excerpts from literature, as well as a variety of suggested lesson plans and assignments. Emphasis is placed on developing historical and critical thinking skills using a variety of strategies that complement curricula expectations in a number of provinces. The site has an excellent list of resources and links. 2. Nadiya – Hope; Holodomor Supplemental Resource for Teachers Edmonton Catholic Schools, Alberta www.education.holodomor.ca/supplemental-resource-for-teachers-nadiya-hope/ www.ecsd.net/AboutUs/Overview/Holodomor/Pages/default.aspx Developed by educators throughout Canada for use in K-12 and for school events, this site draws together dozens of lesson plans, PowerPoint presentations, and background materials on the Holodomor and is grouped by grade level. Although some of the materials are designed for use in Catholic schools, all the resources can be adapted as needed. 3. Manitoba. Diversity Education: Holodomor Education and Awareness Manitoba Education and Training www.edu.gov.mb.ca/k12/cur/multic/holodomor.html www.edu.gov.mb.ca/k12/diversity/educators/index.html The official site of the Manitoba Ministry of Education describes how the Holodomor has been incorporated into the Manitoba curriculum, provides teaching resources, and offers links to sites on the Holodomor and other genocides.