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Open Letter to President-Elect Trump: Negotiate Nuclear Zero
Open Letter to President-elect Trump: Negotiate Nuclear Zero As president of the United States, you will have the grave responsibility of assuring that nuclear weapons are not overtly threatened or used during your term of office. The most certain way to fulfill this responsibility is to negotiate with the other possessors of nuclear weapons for their total elimination. The U.S. is obligated under Article VI of the Nuclear Non-Proliferation Treaty to engage in such negotiations in good faith for an end to the nuclear arms race and for nuclear disarmament. A nuclear war, any nuclear war, would be an act of insanity. Between nuclear weapons states, it would lead to the destruction of the attacking nation as well as the attacked. Between the U.S. and Russia, it would threaten the survival of humanity. There are still more than 15,000 nuclear weapons in the world, of which the United States possesses approximately 7,000. Some 1,000 of these remain on hair-trigger alert. A similar number remain on hair-trigger alert in Russia. This is a catastrophe waiting to happen. Even if nuclear weapons are not used intentionally, they could be used inadvertently by accident or miscalculation. Nuclear weapons and human fallibility are a dangerous mix. Nuclear deterrence presupposes a certain view of human behavior. It depends on the willingness of political leaders to act rationally under all circumstances, even those of extreme stress. It provides no guarantees or physical protection. It could fail spectacularly and tragically. You have suggested that more nations – such as Japan, South Korea and even Saudi Arabia – may need to develop their own nuclear arsenals because the U.S. -
CHURCH, MARJORIE ROSS, Ph.D. Teaching Peace: an Exploration of Identity Development of Peace Educators
CHURCH, MARJORIE ROSS, Ph.D. Teaching Peace: An Exploration of Identity Development of Peace Educators. (2015) Directed by Dr. H. Svi Shapiro. 198 pp. The purpose of this research was to explore the identity of those who can be called “Peace Educators,” and to contextualize the concept of that identity within the field of Peace Education by presenting an historical background of the field and by exploring various models of Peace Education programming. Five professionals whose work encompasses the theories and practices associated with Peace Education were interviewed for this study. Their stories were examined in light of the various convergences and intersections regarding a conceptual framework that included religion and spirituality, sociology, cultural studies, feminism, critical pedagogy, global concerns, economic concerns, environmentalism, and a central concern for social justice. The research indicated that although there are various areas of similarity between the participants as well as others whose work has been seminal in creating the field of Peace Education, there is not an essential set of characteristics or behaviors that can be deemed uniquely associated with an identity called “Peace Educator.” In fact, the research indicates that it is the practice of Peace Education itself that determines such an identity, and it remains fluid and multifaceted despite its clear connections with the various concerns that were examined. TEACHING PEACE: AN EXPLORATION OF IDENTITY DEVELOPMENT OF PEACE EDUCATORS by Marjorie Ross Church A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2015 Approved by Committee Chair © 2015 Marjorie Ross Church To all of my family, friends, extended family, and colleagues—thank you for your support and your encouragement along the way. -
Teaching About International Organization
Table of Contents PREFACE I. THE UNITED NATIONS: INTERNATIONAL ORGANIZATION PERSPECTIVES INTERNATIONAL ORGANIZATIONS ...................................................................................................... 9 Chadwick F. Alger PROSEMINAR IN INTERNATIONAL ORGANIZATION AND INTEGRATION ............................................... 16 Harold K. Jacobson INTERNATIONAL ORGANIZATION ..................................................................................................... 19 W. Andy Knight INTERNATIONAL ORGANIZATIONS .................................................................................................... 23 M.J. Peterson THE UNITED NATIONS AND CHANGING WORLD POLITICS ............................................................... 27 Thomas G. Weiss II. THE UNITED NATIONS: INTERNATIONAL LEGAL PERSPECTIVES CONTEMPORARY ISSUES IN INTERNATIONAL LAW ............................................................................. 33 Jarat Chopra INTERNATIONAL LAW AND ORGANIZATION ..................................................................................... 36 Lawrence S. Finkelstein SELECTED PROBLEMS IN THE WORK OF INTERNATIONAL ORGANIZATIONS: ....................................... 40 PROBLEMS OF MONITORING COMPLIANCE WITH INTERNATIONAL STANDARDS Gregory H. Fox, Thomas M. Franck, and Paul C. Szasz INTERNATIONAL ORGANIZATIONS .................................................................................................... 47 Steven Ratner PUBLIC INTERNATIONAL LAW ......................................................................................................... -
Rape As a Weapon of War: the Ed Mystification of the German Wehrmacht During the Second World War Alisse Baumgarten Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2013 Rape as a Weapon of War: The eD mystification of the German Wehrmacht During the Second World War Alisse Baumgarten Claremont McKenna College Recommended Citation Baumgarten, Alisse, "Rape as a Weapon of War: The eD mystification of the German Wehrmacht During the Second World War" (2013). CMC Senior Theses. Paper 586. http://scholarship.claremont.edu/cmc_theses/586 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT McKENNA COLLEGE RAPE AS A WEAPON OF WAR: THE DEMYSTIFICATION OF THE GERMAN WEHRMACHT DURING THE SECOND WORLD WAR SUBMITTED TO PROFESSOR JONATHAN PETROPOULOS AND DEAN GREGORY HESS BY ALISSE BAUMGARTEN FOR SENIOR THESIS ACADEMIC YEAR 2012-2013 APRIL 29, 2013 2 Contents Introduction ......................................................................................................................... 1 Chapter 1: Sex and the Nazis .............................................................................................. 9 The Rules of the Early Reich .......................................................................................... 9 The Ideal Woman .......................................................................................................... 12 The Advent of War ...................................................................................................... -
The Persian Gulf War and Beyond
St. John's Law Review Volume 66 Number 3 Volume 66, Fall 1992, Number 3 Article 16 The Ethical Analysis of War in a Post-Cold War World: The Persian Gulf War and Beyond Charles J. Reid Jr. Follow this and additional works at: https://scholarship.law.stjohns.edu/lawreview This Book Review is brought to you for free and open access by the Journals at St. John's Law Scholarship Repository. It has been accepted for inclusion in St. John's Law Review by an authorized editor of St. John's Law Scholarship Repository. For more information, please contact [email protected]. BOOK REVIEW THE ETHICAL ANALYSIS OF WAR IN A POST-COLD WAR WORLD: THE PERSIAN GULF WAR AND BEYOND CHARLES J. REID, JR.* INTERPRETATIONS OF CONFLICTS: ETHICS, PACIFISM, AND THE JUST- WAR TRADITION. By Richard B. Miller. Chicago: University of Chi- cago Press, 1991. Pp. 296 $ 17.95 JUST WAR AND THE GULF WAR. By James Turner Johnson and George Weigel. Washington, D.C.: Ethics and Public Policy Center, 1991. Pp. 144 $ 16.95 LINES IN THE SAND: JUSTICE AND THE GULF WAR. By Alan Geyer and Barbara G. Green. Louisville, Kentucky: Westminster/John Knox Press, 1992. Pp. 192 $ 11.99 I. INTRODUCTION: THE COLD WAR IS OVER 1991 may prove to have been one of those turning points in world history, on the order of 1914 or 1789. Two events, of course, are the reason for the possible portentousness of that year. The first is the war in the Persian Gulf. The second is the implosion of the Soviet Union. -
Totalism and Thought Reform in America's Universities Robert S. Griffin 2011 in the Summer of 2011, I Received an E-Mail Message
Totalism and Thought Reform in America's Universities Robert S. Griffin 2011 In the summer of 2011, I received an e-mail message from the president of my university--I'm a professor of education--addressed to all faculty and staff that included the following. We are requiring all first-year students to read The Immortal Life of Henrietta Lacks by Rebecca Skloot over the summer. The book chronicles the life of Henrietta Lacks, a poor African American migrant worker from the tobacco farms of Virginia, whose cells were taken without her knowledge sixty years ago. Henrietta Lacks' cells became one of the most important tools in medicine, including breakthroughs leading to polio vaccine, cloning, gene mapping, and more. Her cells have been bought and sold countless times over while she has remained unknown and neither she nor her family have benefitted in any way. As Rebecca Skloot's website states, "The Immoral Life of Henrietta Lacks tells a riveting story of the collision between ethics, race, and medicine; of scientific discovery and faith healing; and of a daughter consumed with questions about the mother she never knew. It's a story inextricably connected to the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over whether we control the stuff we're made of. The President went on to note that 2,400 students would be reading The Immortal Life of Henrietta Lacks, and that faculty from a variety of academic disciplines would be using the book in their classes. He urged all members of the university community to read the book and explore ways to engage in discussions around it, whether inside or outside the classroom. -
MAT TYPE 001 L578o "Levine, Lawrence W"
CALL #(BIBLIO) AUTHOR TITLE LOCATION UPDATED(ITEM) MAT TYPE 001 L578o "Levine, Lawrence W" "The opening of the American mind : canons, culture, and history / Lawrence W. Levine" b 001.56 B632 "The Body as a medium of expression : essays based on a course of lectures given at the Institute of Contemporary Arts, London / edited by Jonathan Benthall and Ted Polhemus" b 001.9 Sh26e "Shaw, Eva, 1947-" "Eve of destruction : prophecies, theories, and preparations for the end of the world / by Eva Shaw" b 001.942 C841u "Craig, Roy, 1924-" UFOs : an insider's view of the official quest for evidence / by Roy Craig b 001.942 R159p "Randle, Kevin D., 1949-" Project Blue Book exposed / Kevin D. Randle b 001.942 St97u "Sturrock, Peter A. (Peter Andrew)" The UFO enigma : a new review of the physical evidence / Peter A. Sturrock b 001.942 Uf7 The UFO phenomenon / by the editors of Time- Life Books b 001.944 M191m "Mackal, Roy P" The monsters of Loch Ness / Roy P. Mackal b 001.944 M541s "Meredith, Dennis L" Search at Loch Ness : the expedition of the New York times and the Academy of Applied Science / Dennis L. Meredith b 001.96 L891s "Lorie, Peter" Superstitions / Peter Lorie b 004 P587c "Pickover, Clifford A" Computers and the imagination : visual adventures beyond the edge / Clifford A. Pickover b 004.16 R227 2001 Reader's Digest the new beginner's guide to home computing b 004.1675 Ip1b3 2013 "Baig, Edward C" iPad for dummies / by Edward C. Baig and Bob Dr. Mac LeVitus b 004.1675 Ip2i 2012 "iPhone for seniors : quickly start working with the user-friendly -
Class of Nonviolence Colman Mccarthy
THE CLASS OF NONVIOLENCE designed by Colman McCarthy Class of Nonviolence 1 ISBN 1440441480 EAN-13 9781440441486 The Class of Nonviolence was developed by Colman McCarthy of the Center for Teaching Peace 4501 Van Ness Street, NW, Washington, D.C. 20016 202.537.1372 2 Class of Nonviolence Table of Contents Readings for Lesson One If We Listen Well by Edward Guinan . 7 Nonviolent Response to Assault by Gerald Vanderhaar . 11 Human Nature Isn’t Inherently Violent by Alfie Kohn . 15 Axioms of Nonviolence by Lanzo del Vasto . 18 Teaching Reverence for Life by Albert Schweitzer . 23 Students Astutely Aware by Colman McCarthy . 26 Readings for Lesson Two Doctrine of the Sword by Mohandas Gandhi . 30 Gandhi in the ‘Postmodern’ Age by Sanford Krolick and Betty Cannon . 33 Family Satyagraha by Eknath Easwaren . 39 Ahimsa by Eknath Easwaren . 41 My Faith in Nonviolence by Mohandas Gandhi . 43 Love by Mohandas Gandhi . 45 A Pause From Violence by Colman McCarthy . 47 Readings for Lesson Three Love is the Measure by Dorothy Day . 52 Poverty and Precarity by Dorothy Day . 54 Undeclared War to Declared War by Dorothy Day . 56 This Money is Not Ours by Dorothy Day . 58 The Scandal of the Works of Mercy by Dorothy Day . 62 Dorothy Day by Colman McCarthy . 65 Readings for Lesson Four Martin Luther King, Jr. by Charles De Benedetti . 72 Loving Your Enemies by Martin Luther King, Jr. 77 Declaration of Independence from the War in Vietnam by Martin Luther King, Jr. 80 Pilgrimage to Nonviolence by Martin Luther King, Jr. 83 King and Pacifism: The Other Dimension by Colman McCarthy . -
Physicians and Torture: Lessons from the Nazi Doctors Michael Grodin and George Annas* Michael A
Volume 89 Number 867 September 2007 Physicians and torture: lessons from the Nazi doctors Michael Grodin and George Annas* Michael A. Grodin, MD, is Professor, Department of Health Law, Bioethics and Human Rights, Boston University School of Public Health, and Professor, Boston University School of Medicine. He is co-founder of Global Lawyers and Physicians and co-director of the Boston Center for Refugee Health and Human Rights. George J. Annas, JD, MPH, is Edward R. Utley Professor and Chair, Department of Health Law, Bioethics and Human Rights, Boston University School of Public Health, and Professor, Boston University School of Medicine, and School of Law. He is co-founder of Global Lawyers and Physicians and a member of the Committee on Human Rights of the National Academies of Science. Abstract How is it possible? What are the personal, professional and political contexts that allow physicians to use their skills to torture and kill rather than heal? What are the psychological characteristics and the social, cultural and political factors that predispose physicians to participate in human rights abuses? What can be done to recognize at-risk situations and attempt to provide corrective or preventive strategies? This article examines case studies from Nazi Germany in an attempt to answer these questions. Subjects discussed include the psychology of the individual perpetrator, dehumanization, numbing, splitting, omnipotence, medicalization, group dynamics, obedience to authority, diffusion of responsibility, theories of aggression, training, cultural and social contexts, accountability and prevention. Torture is a particularly horrible crime, and any participation of physicians in torture has always been difficult to comprehend. -
Dædalus Issue Is “Witnessing Climate Change
Dædalus Journal of the American Academy of Arts & Sciences Fall 2020 Witnessing Climate Change Nancy L. Rosenblum, guest editor with Robert Jay Lifton · Naomi Oreskes Robert H. Socolow · Dennis F. Thompson Michael B. Gerrard · Mark A. Mitchell Patrick L. Kinney · Rebecca Henderson David W. Titley · Elke U. Weber · Jessica F. Green Rafe Pomerance · Carolyn Kormann Scott Gabriel Knowles · Antonio Oposa Jr. Dædalus Journal of the American Academy of Arts & Sciences “Witnessing Climate Change” Volume 149, Number 4; Fall 2020 Nancy L. Rosenblum, Guest Editor Phyllis S. Bendell, Managing Editor and Director of Publications Peter Walton, Associate Editor Heather M. Struntz, Assistant Editor Committee on Studies and Publications John Mark Hansen, Chair; Rosina Bierbaum, Johanna Drucker, Gerald Early, Carol Gluck, Linda Greenhouse, John Hildebrand, Philip Khoury, Arthur Kleinman, Sara Lawrence-Lightfoot, Alan I. Leshner, Rose McDermott, Michael S. McPherson, Frances McCall Rosenbluth, Scott D. Sagan, Nancy C. Andrews (ex officio), David W. Oxtoby (ex officio), Diane P. Wood (ex officio) Inside front cover: Unknown artist, The Dramatic Birth of a Giant Iceberg, originally printed in The Popular Science Educator, Volume 2, edited by Charles Ray (London: The Amalgamated Press, 1935). Contents 6 Introduction: Paths to Witnessing, Ethics of Speaking Out Nancy L. Rosenblum 25 On Becoming Witnessing Professionals Robert Jay Lifton 33 What Is the Social Responsibility of Climate Scientists? Naomi Oreskes 46 Witnessing for the Middle to Depolarize the Climate Change Conversation Robert H. Socolow 67 The Professional Ethics of Witnessing Professionals Dennis F. Thompson 79 An Environmental Lawyer’s Fraught Quest for Legal Tools to Hold Back the Seas Michael B. -
Download This Lesson As a PDF File
Fourteenth Class University Essays14 What would You Do If? by Joan Baez A Question of Adhesion by Joan Baez That Courage of Conviction by Joan Baez CLASS OF NONVIOLENCE Backstage with Joan Baez by Colman McCarthy Class of Nonviolence: 16-Week Course 1 2 Fourteenth Class What Would You Do if? By Joan Baez Fred: OK. So you’re a pacifist. What would doesn’t work. you do if someone were, say, attacking your Joan: I swerve around to the left of her since grandmother? she’s not going anywhere. Joan: Attacking my poor old grandmother? Fred: No, there’s been a landslide. Fred: Yeah, you’re in a room with your Joan: Oh. Well then, I would try to drive the grandmother and there’s a guy about to attack truck over the cliff and save the little girl. her and you’re standing there. What would Silence you do? Joan: I’d yell, “Three cheers for Grandma!” Fred: Well, say there’s someone else in the and leave the room.” truck with you. Then what? Joan: What’s my decision have to do with my Fred: No, seriously. Say he had a gun and he being a pacifist? was about to shoot her. Would you shoot him Fred: There’s two of you in the truck and first? only one little girl. Joan: Do I have a gun? Joan: Someone once said if you have a choice Fred: Yes between a real evil and a hypothetical evil, Joan: No. I’m a pacifist, I don’t have a gun. -
Fall 2019 Fall 2019 Fall 2019 Fall 2019 Distribution and Sales
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