DOCSLIB.ORG

Social Studies TG for ECLPE, Year 2.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Studies TG for ECLPE, Year 2.Pdf SOCIAL STUDIES FOR TTC TUTOR’S GUIDE YEAR 2 OPTION: Ealy Childhood and Lower Primary Education (ECLPE) © 2020 Rwanda Education Board All rights reserved. This book is property of the Government of Rwanda. Credit should be given to REB when the content is quoted FOREWORD The Rwanda Education Board is honoured to avail the Social Studies student book for teacher training Colleges (TTCs) in Social Studies for Early Childhood and learning of Social Studies. and Lower Primary Education (ECLPE) and it serves as official guide to teaching The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in terms of relevant knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit employment opportunities. The ambition to develop a knowledge-based society and the growth of regional and global competition in the job market has necessitated the shift to a competence-based curriculum. After a successful shift from knowledge to a competence-based curriculum in general education, TTC curriculum also was revised to align it to the CBC in general education to prepare teachers primary education. The rationale of the changes is to ensure that TTC leavers who are competent and confident to implement CBC in pre-primary and different programs under education career advancement. are qualified for job opportunities and further studies in higher education in I wish to sincerely express my appreciation to the people who contributed towards the development of this document, particularly, Consultants, REB staff, UR-CE lecturers, TTC Tutors, Teachers from general education and experts from Local and international Organizations for their technical support. Special appreciation goes to the Development Partners such as UNICEF, IEE, USAID/ SomaI take thisUmenye, opportunity Save the to Children call upon and all educationalRight To Play stakeholders for their financial to bring support. in their contribution for successful implementation of this syllabus. Dr. NDAYAMBAJE Irenée Director General REB. iii ACKNOWLEDGEMENT I wish to sincerely express my special appreciation to the people who played a major role in development of Social Studies textbook for Early Childhood and Lower Primary Education (ECLPE). It would not have been successful without leadership of UR-CE who started the review of the TTC curriculum in 2015. the support from different education stakeholders. My thanks first go to the I wish also to thank Rwanda Education Board (REB) leadership who took over and supervised the curriculum review process. I wish to extend my appreciation to Consultants, REB staff, Lecturers from UR-CE, TTC Principals, TTC Directors of Studies, Deputy Principals, Tutors and Teachers from General Education for their outstanding efforts during this process. MURUNGI Joan, Head of Curriculum Teaching and Learning Resources Department/REB iviv TABLE OF CONTENT FOREWORD ................................................................................................................. iii ACKNOWLEDGEMENT .............................................................................................iv PRESENTATION OF THE TUTOR`S GUIDE ............................................................1 Sample lesson plan on African nationalism and the acquisition of inde- pendence ....................................................................................................2 UNIT 1: INTERNAL LANDFORM PROCESSES .......................................................7 1.1 Key Unit competences ....................................................................................................7 1.2. Prerequisite (knowledge, skills, attitudes and values) ...................................7 1.3. Cross-cutting issues to be addressed .....................................................................7 1.4. Guidance on introductory activity ...........................................................................8 1.5. List of lessons/sub-heading .....................................................................................8 1.6. Guidance on different lessons outlined above ....................................................9 1.7. Skills lab Vulcanicity ..................................................................................................14 1.8. End Unit Assessment: Unit one ............................................................................18 1.9. Unit Summary ...............................................................................................................19 1. 10. Additional information to the tutor ..................................................................19 UNIT 2: INTERNAL LANDFORM PROCESSES .................................................... 21 2.1 Key Unit competences .................................................................................................21 2.2. Prerequisite (knowledge, skills, attitudes and values) ................................21 2.3 Cross-cutting issues to be addressed ...................................................................21 2.4. Guidance on introductory activity ........................................................................22 2.5. List of lessons/sub-heading ...................................................................................22 2.6. Guidance on different lessons ...............................................................................23 2.7. Skills lab Types of Mass Wasting ...........................................................................28 2.8. End Unit Assessment: Unit 2 ..................................................................................30 2.9. Unit Summary ................................................................................................................32 2.10. Additional information to the tutor ...................................................................33 UNIT 3: ROCKS .......................................................................................................... 35 v 3.1. Key Unit competences ................................................................................................35 3.2. Prerequisite (knowledge, skills, attitudes and values) ................................35 3.3 Cross-cutting issues to be addressed ...................................................................35 3.4. Guidance on introductory activity ........................................................................36 3.5. List of lessons/sub-heading ...................................................................................36 3.6. Guidance on different lessons ................................................................................36 .....................................40 3.8. End of Unit Assessment: Unit 3 ..............................................................................42 3.7. Skills lab Classification and characteristics of rocks 3.9. Unit summary ................................................................................................................43 3.10. Additional information to the teacher ..............................................................43 UNIT 4: SOILS ............................................................................................................ 45 4.1. Key Unit competence .................................................................................................45 4.2. Prerequisite (knowledge, skills, attitudes and values) ................................45 4.3. Cross-cutting issues to be addressed .................................................................45 4.4 Guidance on the introductory activity .................................................................46 4.5. List of lessons ...............................................................................................................47 4.6. Guidance on different lessons ................................................................................48 4.7. Skills lab Soils ................................................................................................................52 4.8. End Unit Assessment: Unit four ............................................................................55 4.9. Summary of the unit ...................................................................................................55 4.10 Additional information for tutor .........................................................................56 UNIT 5: WEATHER AND CLIMATE IN THE WORLD ....................................... 59 5.1. Key Unit competence ..................................................................................................59 5.2. Prerequisite of this unit .............................................................................................59 5.3. Cross cutting issues to be addressed ...................................................................59 5.4. Guidance on the introductory activity ...............................................................60 5.5 List of lessons .................................................................................................................60 5.6. Guidance on different lessons ................................................................................61 5.7. Skills Lab: Types of the climate and characteristics .....................................70 5.8 End unit assessment: Unit 5 ....................................................................................72
Load more

Recommended publications
  • Brett J. Kyle Dissertation
    RECYCLING DICTATORS: EX-AUTHORITARIANS IN NEW DEMOCRACIES by Brett J. Kyle A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Political Science) at the UNIVERSITY OF WISCONSIN-MADISON 2013 Date of final oral examination: 08/26/13 The dissertation is approved by the following members of the Final Oral Committee: Christina Ewig, Associate Professor, Political Science Scott Straus, Professor, Political Science David Canon, Professor, Political Science Noam Lupu, Assistant Professor, Political Science Henry Dietz, Professor, Government © Copyright by Brett J. Kyle 2013 All Rights Reserved i To my parents, Linda Davis Kyle and J. Richard Kyle ii ACKNOWLEDGMENTS This dissertation would not have been possible without the support of my family, friends, and colleagues. In particular, I would like to thank my co-chairs, Christina Ewig and Scott Straus, for their guidance, feedback, and questions in the development and writing process; and my committee members—David Canon, Noam Lupu, and Henry Dietz—for their insights and attention to the project. I would also like to thank Leigh Payne for her direction and consistent interest in the dissertation. In addition, Andy Reiter has been a crucial guide throughout the process. The research for this project received financial support from the UW-Madison Latin American Caribbean and Iberian Studies Tinker/Nave Grant, the Vilas Travel Grant, and the Department of Political Science’s Summer Research Initiative. Finally, I would like to thank my parents, Linda Davis Kyle and Richard Kyle, and my brother, Brock Kyle, for always being there for me and for always seeing the value of my efforts.
    [Show full text]
  • Arab-Israeli Peace Agreements Eli E
    Arab-Israeli Peace Agreements Eli E. Hertz Between 1993 and 2001, the Palestine Liberation Organization (PLO) and the Palestinian Authority (PA) signed six agreements with Israel and conducted countless meetings and summits to bring about a lasting peace between them. Each Israeli concession was met with Palestinian non-compliance and escalating violence. Six times, Palestinians failed to honor their commitments and increased their anti-Israeli aggressions. Finally, they broke every promise they made and began an all- out guerrilla war against Israel and its citizens. The failure of the Palestinian leadership to be earnest and trustworthy stands in stark contrast to the statesmanship exhibited by Israel’s peace partners in the region: the late Egyptian President Anwar Sadat and the late Jordanian King Hussein, both of whom honored their agreements. Although Israel succeeded in reaching historic peace agreements with Egypt and Jordan, when the time came to negotiate with the Palestinians in the territories, the Israelis discovered the Palestinian Arabs were unable or unwilling to choose peace or honor their given word. Despite numerous agreements, the pattern has always been the same: The Palestinians violate the conditions and commitments of virtually every agreement they sign. The Camp David Accords The 1979 Camp David Accords brought peace between Israel and Egypt. Because of Egypt’s key leadership role in the Arab world and the clauses in the peace treaty relating to Palestinian autonomy, the Camp David Accords were a breakthrough which offered a framework for a comprehensive settlement. The Palestinians, however, failed to respond positively to this window of opportunity. On March 26, 1979, Israel and Egypt took the first step toward a peace agreement between the Arab world and Israel when they signed the historic Camp David Accords on the White House lawn.
    [Show full text]
  • A Secure Israel Security: a Condition for Peace
    A Secure Israel Security: A Condition for Peace Eli E. Hertz "If you have a country that's a sliver and you can see three sides of it from a high hotel building, you've got to be careful what you give away and to whom you give it." U.S. Secretary of Defense Donald H. Rumsfeld Town Hall Meeting, Pentagon, August 6, 2002. 1 A strong Israel is a vital asset to the free world and America. To be a strong and dependable friend in a ‘rough neighborhood,’ Israel must have defensible borders and military prowess capable of addressing multiple challenges which can materialize suddenly in this unstable region. The conflict between the Palestinians and Israelis is not the only adversary Israel faces. Historically, anti-Zionism has been the glue behind Arab nationalism. It has provided a convenient scapegoat for deflecting Arab states’ frustration over unsolved domestic problems, but it also stems from a deep innate intolerance that exists throughout the Muslim world to any non-Muslim presence. Israel has no alternative but to remain strong enough to fend off the combined capabilities of all Arab states2 – a reality that leaves little room for risk-taking or margin for error. Scope of the threat: Regional – not local There are observers who point to Israel’s sophisticated armed forces and strong economy and cast Israel in the role of Goliath against a Palestinian David. This portrayal is sometimes motivated by the desire to demonize Israel; at other times it is adopted by well-meaning supporters of Israel who believe Israel can be more generous and can afford to take more risks with its security in hammering out an accord with the Palestinians.
    [Show full text]
  • Antisemitism
    Poisonous Antisemitism Eli E. Hertz Antisemitism means discrimination and hatred against Jews and Israel. Requiring of Israel a behavior not expected or demanded of any other free and democratic state - is antisemitism. 1 Antisemitism means discrimination and hatred against Jews and Israel. Requiring of Israel a behavior not expected or demanded of any other free and democratic state - is antisemitism. Israel is not immune to scrutiny or criticism, nor should it be. However, disturbing and increasing signs of a new and virulent strain of antisemitism have surfaced which seeks to blame Israel alone for the plight of the Palestinians. In its extreme form, this new antisemitism, also known as “Israel bashing” is a deliberate strategy for policide – the destruction of the Jewish polity and peoplehood via propaganda, the incitement of hate and violence against Jews everywhere. In addition to the resurgence of European antisemitism, the Middle East, the chief consumer of classic “antisemitic texts, demonizes and attacks Jewish peoplehood and Israel. Classic antisemitism assigns Jews, Jewish communities and world Jewry contrived traits and sinister objectives. They range from negative to demonic in character. Since Israel‟s birth, however, and particularly in the past three decades, the focus of antisemitism has shifted from defaming the Jewish faith – its character and social organizations, to attacking Jewish peoplehood itself. This shift reflects the fact that antisemites have always focused on whatever constituted the core of Jewish existence – that is, the content that at any given time is the wellspring of Jewish vitality and unity. Until two generations ago, Jewish life‟s core was Jewish religious beliefs and cohesion as a religious community, and therefore „heretic‟ doctrine and rituals and „clannishness‟ were the prime charges in the antisemite‟s arsenal.
    [Show full text]
  • Herzliya Conference
    HERZLIYA CONFERENCE The Institute for Policy and Strategy Lauder School of Government, Diplomacy and Strategy Interdisciplinary Center Herzliya TTHEHE IINSTITUTENSTITUTE fforor PPOLICYOLICY aandnd SSTRATEGYTRATEGY TheThe PremierPremier ConvenerConvener ofof IsraeliIsraeli LeadershipLeadership inin NationalNational SecuritySecurity PolicyPolicy T aking Charge of Our Destiny Twenty-first century decision making in national security matters is exceedingly complex. Israel’s dilemmas are particularly acute and often involve many conflicting and contrary considerations. Accordingly, the country’s national leadership must be exposed to ongoing debate of the challenges ahead and the policy options available, in an integrative, interdisciplinary and bipartisan fashion. The Institute for Policy and Strategy (IPS) was founded to serve as a premier convener of Israeli leadership for such debate, focusing on strategic issues that require long-term planning, over- the-horizon thinking and a multi-disciplinary perspective. In pursuit of this end, IPS capitalizes on its smooth, unparalleled access to Israel’s upper echelons to commission task forces, convene conferences, and host executive roundtables involving senior policy makers and seasoned specialists in Israeli and international business, economics and industry, politics and government, academia, military, intelligence, law enforcement, and other vital and relevant sectors. The cutting-edge research and state-of-the- “The Institute for Policy and Strategy art thinking provided by IPS to Israel’s leaders has had concrete impact. and its annual conference on national security have proved Foremost among IPS activities is the Edmond Benjamin de Rothschild Herzliya Conference themselves to be central players in Series on the Balance of Israel’s National Security. This annual gathering, attended by Israel’s the development of Israeli policy policy-making elite and international guests, has become a key event on the national calendar, across a range of fields, from defense monitored closely by Israel’s friends and foes alike.
    [Show full text]
  • Dissertation Final Draft
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Political Thought and Political Action: Michael Walzer's Engagement with American Radicalism Permalink https://escholarship.org/uc/item/4x10110b Author Reiner, Jason Toby David Publication Date 2011 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Political Thought and Political Action: Michael Walzer’s Engagement with American Radicalism By Jason Toby David Reiner A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Political Science in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Mark Bevir, Chair Professor Shannon Stimson Professor Sarah Song Professor David Hollinger Spring 2011 Abstract Political Thought and Political Action: Michael Walzer’s Engagement with American Radicalism by Jason Toby David Reiner Doctor of Philosophy in Political Science University of California, Berkeley Professor Mark Bevir, Chair This dissertation provides an account of the historical development of the political thought of Michael Walzer from the 1950s to the present day. It situates Walzer within an American tradition of social democratic thought and argues that only when he is so situated can his thought be understood fully. Walzer’s engagement with that tradition, most notably through his work on Dissent magazine, has structured how he has responded to many of the major developments in political life over the course of his career, including the decline of movement politics, the rise of neoliberalism, the recent waves of immigration to the USA, and the increased salience of civil society following the demise of the Soviet Union.
    [Show full text]
  • Canberra Times (Australia)
    Palestine Commemorates 67 Years of Ongoing Nakba Dr. Mosheer Amer On 15 May every year, the Palestinian people all over the world commemorate the anniversary of the Nakba, or "Catastrophe". The Palestinians mourn and remember the massive expulsion and forcible displacement from their homes, villages and towns by Zionist militias in a systematic drive to create an exclusively Jewish state in Palestine. In the fourth and final phase of a Zionist programme of ethnic cleansing, known as "Plan D," almost 457 Palestinian villages and towns were destroyed and about 750,000 people - nearly three-quarters of the population - were evicted or fled for their lives. The immediate consequence of this systematic Zionist military campaign was the disintegration of the Palestinian social, political, economic and cultural fabric, on whose ruins a new entity was planted, alien from its environs culturally, historically, politically and linguistically. Now the world's largest and oldest refugee population, Palestinian refugees, numbering more than seven million - a third of them still languish in dozens of refugee camps across the Middle East - remember with pain and bitterness 67 years of dispossession, suffering and the loss of their homeland. According to UN records, about four million of them live under direct Israeli military occupation in the West Bank, the Gaza Strip and East Jerusalem. In 1986, my parents took my siblings and me on a Nakba journey tracing their first exodus from our original village Beit Daras, which is 32 km northeast of Gaza. As we arrived at the ruined village, my father tearfully recounted the happy story of a place once full of life and love.
    [Show full text]
  • Preparing for the War on Terrorism Hearing Committee on Government Reform House of Representatives
    PREPARING FOR THE WAR ON TERRORISM HEARING BEFORE THE COMMITTEE ON GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED SEVENTH CONGRESS FIRST SESSION SEPTEMBER 20, 2001 Serial No. 107–37 Printed for the use of the Committee on Government Reform ( Available via the World Wide Web: http://www.gpo.gov/congress/house http://www.house.gov/reform U.S. GOVERNMENT PRINTING OFFICE 77–229 PDF WASHINGTON : 2002 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 VerDate 11-MAY-2000 09:55 Mar 20, 2002 Jkt 000000 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 C:\DOCS\77229.TXT HGOVREF1 PsN: HGOVREF1 COMMITTEE ON GOVERNMENT REFORM DAN BURTON, Indiana, Chairman BENJAMIN A. GILMAN, New York HENRY A. WAXMAN, California CONSTANCE A. MORELLA, Maryland TOM LANTOS, California CHRISTOPHER SHAYS, Connecticut MAJOR R. OWENS, New York ILEANA ROS-LEHTINEN, Florida EDOLPHUS TOWNS, New York JOHN M. MCHUGH, New York PAUL E. KANJORSKI, Pennsylvania STEPHEN HORN, California PATSY T. MINK, Hawaii JOHN L. MICA, Florida CAROLYN B. MALONEY, New York THOMAS M. DAVIS, Virginia ELEANOR HOLMES NORTON, Washington, MARK E. SOUDER, Indiana DC STEVEN C. LATOURETTE, Ohio ELIJAH E. CUMMINGS, Maryland BOB BARR, Georgia DENNIS J. KUCINICH, Ohio DAN MILLER, Florida ROD R. BLAGOJEVICH, Illinois DOUG OSE, California DANNY K. DAVIS, Illinois RON LEWIS, Kentucky JOHN F. TIERNEY, Massachusetts JO ANN DAVIS, Virginia JIM TURNER, Texas TODD RUSSELL PLATTS, Pennsylvania THOMAS H. ALLEN, Maine DAVE WELDON, Florida JANICE D.
    [Show full text]
  • Regime-Induced Displacement and the Dilemmas of Civilian Protection: the Case of Darfur
    CENTRE OF INTERNATIONAL RELATIONS SDF Working Paper No. 4 January 2009 UN Photo by Tim McKULKA Regime-Induced Displacement and the Dilemmas of Civilian Protection: The Case of Darfur Phil Orchard SDF Working Paper No. 4 i Abstract Fragile states today are responsible for the vast majority of global refugee and internally displaced person (IDP) flows. A new dataset shows that there is increasing evidence that regimes in fragile states may undertake deliberate policies which target specific population groups causing them to flee either to lessen support for guerrilla movements or to consolidate the regime’s authority. As of yet, however, the intentions of these regimes have not been examined, nor has there been work examining forced displacement in these states in a holistic manner, including both refugees and IDPs. This is critical, as regime-induced displacement creates a different set of concerns for refugee and IDP protection than flows caused by situations of generalized violence or by non-state actors. Yet western governments have reduced their engagement with the displaced, relying instead on actors such as the UNHCR who lack the capability to provide an effective response. Except for problematic humanitarian interventions in countries such as Iraq (1991) and Kosovo, the international response to regime-induced displacement has been one of containment rather than resolution. These dilemmas are clearly illustrated in the current situation in Darfur. ii ii Regime-Induced Displacement and the Dilemmas of Civilian About the Author Phil Orchard is a Lecturer in International Relations and Peace and Conflict Studies at the School of Political Science and International Studies, University of Queensland and was a Department of National Defence Security and Defence Forum Post-Doctoral Fellow at the Centre of International Studies, University of British Columbia, from June 2008 to April 2009.
    [Show full text]
  • An Israeli Perspective Hearing
    CONFLICT WITH IRAQ: AN ISRAELI PERSPECTIVE HEARING BEFORE THE COMMITTEE ON GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HUNDRED SEVENTH CONGRESS SECOND SESSION SEPTEMBER 12, 2002 Serial No. 107–139 Printed for the use of the Committee on Government Reform ( Available via the World Wide Web: http://www.gpo.gov/congress/house http://www.house.gov/reform U.S. GOVERNMENT PRINTING OFFICE 83–514 PDF WASHINGTON : 2003 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2250 Mail: Stop SSOP, Washington, DC 20402–0001 VerDate 11-MAY-2000 10:26 Jan 16, 2003 Jkt 000000 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 C:\DOCS\83514.TXT HGOVREF1 PsN: HGOVREF1 COMMITTEE ON GOVERNMENT REFORM DAN BURTON, Indiana, Chairman BENJAMIN A. GILMAN, New York HENRY A. WAXMAN, California CONSTANCE A. MORELLA, Maryland TOM LANTOS, California CHRISTOPHER SHAYS, Connecticut MAJOR R. OWENS, New York ILEANA ROS-LEHTINEN, Florida EDOLPHUS TOWNS, New York JOHN M. MCHUGH, New York PAUL E. KANJORSKI, Pennsylvania STEPHEN HORN, California PATSY T. MINK, Hawaii JOHN L. MICA, Florida CAROLYN B. MALONEY, New York THOMAS M. DAVIS, Virginia ELEANOR HOLMES NORTON, Washington, MARK E. SOUDER, Indiana DC STEVEN C. LATOURETTE, Ohio ELIJAH E. CUMMINGS, Maryland BOB BARR, Georgia DENNIS J. KUCINICH, Ohio DAN MILLER, Florida ROD R. BLAGOJEVICH, Illinois DOUG OSE, California DANNY K. DAVIS, Illinois RON LEWIS, Kentucky JOHN F. TIERNEY, Massachusetts JO ANN DAVIS, Virginia JIM TURNER, Texas TODD RUSSELL PLATTS, Pennsylvania THOMAS H. ALLEN, Maine DAVE WELDON, Florida JANICE D.
    [Show full text]
  • A Case Study of the Pro-Biafra Secessionist Social Movements
    Transforming Genocidal Relations Through Strategic Nonviolent Resistance: A Case Study of the Pro-Biafra Secessionist Social Movements By Uchenna Chester Azubuike A Thesis Submitted to the Faculty of Graduate Studies of The University of Manitoba, Canada In Partial Fulfilment of the Requirements of the Degree of DOCTOR OF PHILOSOPHY Peace and Conflict Studies Winnipeg Copyright © 2018 Uchenna C. Azubuike All rights are reserved. No part of these pages, either text or image may be used for any purpose other than personal use with the author’s acknowledgment. Reproduction, modification, storage in any retrieval or transmission system and in any form or means (electronic, mechanical, or otherwise) is strictly prohibited without prior written permission. i ACKNOWLEDGEMENTS My Doctor of Philosophy programme at the Arthur V. Mauro Centre for Peace and Justice at the St. Paul’s College of the University of Manitoba, Canada, is indebted to, and appreciative of, many persons and institutions. Firstly, my greatest vote of thanks is unto Almighty God for His grace and favour in seeing me through this Ph.D. programme. Also, I am highly thankful and will never lose sight of St. Paul’s College and the Mauro Centre for great opportunities given to me during my scholarship. This include three sessions of Graduate Assistantship and the Peace and Conflict Studies Academic Awards. I equally appreciative of the several bursary awards and grants by St. Paul’s College and its donors, the Faculty of Graduate Studies, and the Graduate Students Association of the University of Manitoba. Lastly on this note, I remain grateful for being honoured with the John Magrega Memorial Scholarship in the “Teaching the Ukrainian Famine Genocide (Holodomor) and the Ukrainian Canadian Internment”, University of Manitoba.
    [Show full text]
  • Preparing for the War on Terrorism Hearing
    PREPARING FOR THE WAR ON TERRORISM HEARING BEFORE THE COMMITTEE ON GOVERNMENT REFORM HOUSE OF REPRESENTATIVES ONE HU.rNDRED SEVENTH CONGRESS FIRST SESSION SEPTEMBER 20, 2001 Serial No. 107-37 Printed for the use of the Committee on Government Reform Available via the World Wide Web: http//www.gpo.gov/congrese/house http'//www.house.gov/reform U.S. GOVERNMENT PRINTING OFFICE 77-229 PDF WASHINGTON :2002 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet bookstoregpo.gov Phone: toll free (866) 512-1800; DC area (202) 612-1800 Fax: (202) 512-2250 Mail: Stop SSOP, Waahingtn, DC 20402-0001 COMMITTEE ON GOVERNMENT REFORM DAN BURTON, Indiana, Chairman BENJAMIN A. GILMAN, New York HENRY A.- WAXMAN, California CONSTANCE A. MORELLA, Maryland TOM LANTOS, California CHRISTOPHER SHAYS, Connecticut MAJOR R. OWENS, New York ILEANA ROS-LEHTINEN, Florida EDOLPHUS TOWNS, New York JOHN M. McHUGH, New York PAUL E. KANJORSKI, Pennsylvania STEPHEN HORN, California PATSY T. MINK, Hawaii JOHN L. MICA, Florida - CAROLYN B. MALONEY, New York THOMAS M. DAVIS, Virginia ELEANOR HOLMES NORTON, Washington, MARK E. SOUDER, Indiana DC STEVEN C. LATOURE ITE, Ohio ELIJAH E. CUMMINGS, Maryland --- BOB BARR, Georgia DENNIS J. KUCINICH, Ohio DAN MILLER, Florida ROD R. BLAGOJEVICH, Illinois DOUG OSE, California DANNY K. DAVIS, Illinois RON LEWIS, Kentucky JOHN F. TIERNEY, Massachusetts JO ANN DAVIS, Virginia JIM TURNER, Texas TODD RUSSELL PLANTS, Pennsylvania THOMAS H. ALLEN, Maine DAVE WELDON, Florida JANICE D. SCHAKOWSKY, Illinois CHRIS CANNON, Utah WM. LACY CLAY, Missouri ADAM H. PUTNAM, Florida DIANE E. WATSON, California C.L. "BUTCH" OTTER, Idaho EDWARD L.
    [Show full text]