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John F. Morrison Phd Thesis
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by St Andrews Research Repository 'THE AFFIRMATION OF BEHAN?' AN UNDERSTANDING OF THE POLITICISATION PROCESS OF THE PROVISIONAL IRISH REPUBLICAN MOVEMENT THROUGH AN ORGANISATIONAL ANALYSIS OF SPLITS FROM 1969 TO 1997 John F. Morrison A Thesis Submitted for the Degree of PhD at the University of St Andrews 2010 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/3158 This item is protected by original copyright ‘The Affirmation of Behan?’ An Understanding of the Politicisation Process of the Provisional Irish Republican Movement Through an Organisational Analysis of Splits from 1969 to 1997. John F. Morrison School of International Relations Ph.D. 2010 SUBMISSION OF PHD AND MPHIL THESES REQUIRED DECLARATIONS 1. Candidate’s declarations: I, John F. Morrison, hereby certify that this thesis, which is approximately 82,000 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. I was admitted as a research student in September 2005 and as a candidate for the degree of Ph.D. in May, 2007; the higher study for which this is a record was carried out in the University of St Andrews between 2005 and 2010. Date 25-Aug-10 Signature of candidate 2. Supervisor’s declaration: I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of Ph.D. -
College Board's AP® Computer Science Female Diversity Award
College Board’s AP® Computer Science Female Diversity Award College Board’s AP Computer Science Female Diversity Award recognizes schools that are closing the gender gap and engaging more female students in computer science coursework in AP Computer Science Principles (AP CSP) and AP Computer Science A (AP CSA). Specifically, College Board is honoring schools who reached 50% or higher female representation in either of the two AP computer science courses in 2018, or whose percentage of the female examinees met or exceeded that of the school's female population in 2018. Out of more than 18,000 secondary schools worldwide that offer AP courses, only 685 have achieved this important result. College Board's AP Computer Science Female Diversity Award Award in 2018 School State AP CSA Academy for Software Engineering NY AP CSA Academy of Innovative Technology High School NY AP CSA Academy of Notre Dame MA AP CSA Academy of the Holy Angels NJ AP CSA Ann Richards School for Young Women Leaders TX AP CSA Apple Valley High School CA AP CSA Archbishop Edward A. McCarthy High School FL AP CSA Ardsley High School NY AP CSA Arlington Heights High School TX AP CSA Bais Yaakov of Passaic High School NJ AP CSA Bais Yaakov School for Girls MD AP CSA Benjamin N. Cardozo High School NY AP CSA Bishop Guertin High School NH AP CSA Brooklyn Amity School NY AP CSA Bryn Mawr School MD AP CSA Calvin Christian High School CA AP CSA Campbell Hall CA AP CSA Chapin School NY AP CSA Convent of Sacred Heart High School CA AP CSA Convent of the Sacred Heart NY AP CSA Cuthbertson High NC AP CSA Dana Hall School MA AP CSA Daniel Hand High School CT AP CSA Darlington Middle Upper School GA AP CSA Digital Harbor High School 416 MD AP CSA Divine Savior-Holy Angels High School WI AP CSA Dubiski Career High School TX AP CSA DuVal High School MD AP CSA Eastwood Academy TX AP CSA Edsel Ford High School MI AP CSA El Camino High School CA AP CSA F. -
2017 Community Action Plan for Coney Island Creek & Parklands
Making Waves 2017 community action plan Coney Island Creek & Parklands Coney Island Creek & Parklands Cover photo: Coney island Creek. Credit: Charles Denson. Inside cover: City Parks Foundation Coastal Classroom students working together in Kaiser Park. All photos in this plan by the Partnerships for Parks Catalyst Program, unless otherwise noted. Table of Contents Working In Partnership Community leadership in restoring the Creek Coney Island Creek: History & Challenges Reversing a century of neglect Water Quality Restoring and protecting the Creek Public Engagement and Education Community building for a lifetime relationship with our environment Access and On-Water Programming A community that connects with its water cares for its water Resiliency and Flood Protection Protecting our community and enhancing natural assets Blueways and Greenways Connecting Coney Island to New York City: ferry service, paddling, and biking Connecting community to Coney Island Creek. Members of Coney Island Explorers and Coney Island Girl Scouts on a NYC Parks guided trip to discover and monitor Creating Community in our Parks and Open Spaces horseshoe crabs. Citizen science projects are part of the community plan to gauge the Sustaining thriving parks and public spaces for generations health of the Creek estuary. Photo: Eddie Mark Coney Island Creek & Parklands Making Waves Community Action Plan Page 3 WORKING IN PARTNERSHIP Community leadership in restoring the Creek CONEY ISLAND BEAUTIFICATION PROJECT is an environmental THE CONEY ISLAND HISTORY PROJECT, founded in 2004, is a 501(c)(3) not- organization that came into existence to help our community respond to the huge for-profit organization that aims to increase awareness of Coney Island's legendary impacts of Superstorm Sandy. -
A Comparative Study of Extremism Within Nationalist Movements
A COMPARATIVE STUDY OF EXTREMISM WITHIN NATIONALIST MOVEMENTS IN THE UNITED KINGDOM AND SPAIN by Ashton Croft Submitted in partial fulfillment of the requirements for Departmental Honors in the Department of History Texas Christian University Fort Worth, Texas 22 April 2019 Croft 1 A COMPARATIVE STUDY OF EXTREMISM WITHIN NATIONALIST MOVEMENTS IN THE UNITED KINGDOM AND SPAIN Project Approved: Supervising Professor: William Meier, Ph.D. Department of History Jodi Campbell, Ph.D. Department of History Eric Cox, Ph.D. Department of Political Science Croft 2 ABSTRACT Nationalism in nations without statehood is common throughout history, although what nationalism leads to differs. In the cases of the United Kingdom and Spain, these effects ranged in various forms from extremism to cultural movements. In this paper, I will examine the effects of extremists within the nationalism movement and their overall effects on societies and the imagined communities within the respective states. I will also compare the actions of extremist factions, such as the Irish Republican Army (IRA), the Basque Euskadi Ta Askatasuna (ETA), and the Scottish National Liberation Army (SNLA), and examine what strategies worked for the various nationalist movements at what points, as well as how the movements connected their motives and actions to historical memory. Many of the groups appealed to a wider “imagined community” based on constructing a shared history of nationhood. For example, violence was most effective when it directly targeted oppressors, but it did not work when civilians were harmed. Additionally, organizations that tied rhetoric and acts back to actual histories of oppression or of autonomy tended to garner more widespread support than others. -
John Dewey High School “One School Six Academies”
John Dewey High School “One School Six Academies” Connie Hamilton, Principal 50 Avenue X•Brooklyn NY•11223 Principal Connie Hamilton Assistant Principals Heather Adelle Joseph Antonucci Nicholette Apap Danielle Balsamo Justine Bretagna Barbie Frias Jamie Getreu Jamila Henry Jon Messinger Larry Orsini Jeff Simon Meet our Administration Team Administration our Meet How to Apply to John Dewey High School • Complete Open House Interest Survey on our Website!!!! • We will use this information to stay in touch with you about our upcoming Virtual Open House. • You can also visit our website to learn more about our school • www.johndeweyhighschool.org • When filling out the High School Application: • You are able to apply to as many of our programs as you are interested in, so John Dewey Can take up to 6 spots on your high school application • S.T.E.M Academy - K56J • Pre-Med and Health Academy - K56L • Academy of Law and Justice - K56M • Academy for Business and Culinary Arts - K56A • The Fine and Performing Arts Academy- K56T Applying to John Dewey High School High Dewey John to Applying • The Academy for Teaching and Learning-K56C • Question and Concerns email Kristine Gattuso our Parent Coordinator • Email [email protected] Family Engagement Parents/guardians will be encouraged to: • Join SLT & P.T.A. • Help plan and attend school celebrations • Actively engage in conversations about your childs academics and High School Experience Academy Benefits/ Small Learning Communities Benefits of a Large Comprehensive HS Every academy has its own: Assistant Principal, Administrative Assistant, School PSAL and Afterschool Clubs Counselor and Dean Academic Intervention Services & Tutoring 4 year sequence of Academy Themed Electives C.U.N.Y. -
Aequitas 13 (2019)
[TÍTULO DEL DOCUMENTO] Manuela F [NOMBRE DE LA EMPRESA] [Dirección de la compañía] REVISTA AEQUITAS ESTUDIOS SOBRE HISTORIA, DERECHO E INSTITUCIONES CONSEJO DE DIRECCIÓN Director: Enrique San Miguel Pérez (Universidad Rey Juan Carlos). Secretaria: Erika Prado Rubio (Universidad Rey Juan Carlos). Vicesecretarios: Francesca de Rosa (Univ. Degli Studi Federico II de Nápoles) ; Stefano Vinci (Univ. Aldo Moro, de Bari). Vocales: Leandro Martínez Peñas (Universidad Rey Juan Carlos); Rocío Velasco de Castro (Universidad de Extremadura) ; Yolanda Blasco Gil (Universidad de Valencia). COMITÉ CIENTÍFICO Dolores Álamo Martell (Universidad de Las Palmas de Gran Canaria); Ileana del Bagno (Universidad de Salerno, Italia); Dario Luongo (Universidad de Napoli Parthenope, Italia); Aniceto Masferrer (Universidad de Valencia); Francesco Mastroberti (Universidad de Bari Aldo Moro, Italia); Isabelle Poutrin (Universidad de ParísEst Créteil, Francia); Nicole Reinhardt (Universidad de Durham, Reino Unido); Dolores Mar Sánchez González (Universidad Nacional de Educación a Distancia); Fernando Suárez Bilbao (Universidad Rey Juan Carlos); Jesús Francisco de la Teja (Texas State University, Estados Unidos); PANEL DE REVISORES Beatriz Badorrey (UNED) Judit Beke Martos (Ruhr University of Bochum, Alemania) Elena Díaz Galán (Universidad Rey Juan Carlos) Juan Carlos Domínguez (Universidad San Pablo- CEU) Armando De Martino (Universidad degli Studi Federico II de Nápoles, Italia) Manuela Fernández Rodríguez (Universidad Rey Juan Carlos) Óscar Flores (Universidad de -
Award Winner Award Winner
AwardAward Volume XXIV, No. 3 • New York City • JAN/FEB 2019 www.EDUCATIONUPDATE.com Winner CUTTING EDGE NEWS FOR ALL THE PEOPLE SHAEL POLAKOW- SURANSKY PRESIDENT, BANK STREET COLLEGE 2 EDUCATION UPDATE ■ FOR PARENTS, EDUCATORS & STUDENTS ■ JAN/FEB 2019 GUEST EDITORIAL EDUCATION UPDATE MAILING ADDRESS: 695 Park Avenue, Ste. E1509, NY, NY 10065 Investing in the First 1,000 Days of Life Email: [email protected] Children ages six to 17 the child’s exploration, signifying that Web: www.EducationUpdate.com Tel: 212-650-3552 Fax: 212-410-0591 who have had two or more what she does is important and modeling PUBLISHERS: ACEs are twice as likely to language that is connected to the child’s Pola Rosen, Ed.D., Adam Sugerman, M.A. be disengaged from school. interests. ADVISORY COUNCIL: Most of the achievement To achieve this level of care, we need April Bedford, Ph.D., Dean of Education, gap between rich and poor to develop a strong public infrastructure Brooklyn College; Dominic Brewer, Ph.D., children is already evident for child care. At Bank Street, we’re Dean of Education, New York University Steinhardt; Mark Cannizzaro, Pres., CSA; before children start kin- working with cities across the country— Christine Cea, Ph.D., NYS Board of Regents; dergarten and it stubbornly including New York, Newark, and New Mary Driscoll, Ph.D., Dean, CCNY; Shelia persists as children enter Haven—to help strengthen the systems Evans-Tranumn, Chair, Board of Trustees, and complete secondary of care and education for the youngest Casey Family Programs Foundation; Scott Evenbeck, Ph.D., President, Guttman school. -
Audit Report: John Dewey High School Make-Up/Credit Recovery Programs
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 EXECUTIVE DEPUTY COMMISSIONER (518) 473-8381 E-mail: [email protected] March 23, 2018 Mr. Phil Weinberg Deputy Chancellor Division of Teaching and Learning 52 Chambers Street Room 320 New York, NY 10007 Dear Mr. Weinberg Enclosed is the State Education Department’s Final Audit Report of John Dewey High School. As you are aware, the audit assessed whether make-up and targeted recovery credit courses administered at John Dewey High School were in compliance with New York State Education Department regulations and New York City Department of Education requirements. The audit findings are troubling. Far too many students received course credit they shouldn’t have and that is unacceptable. NYCDOE must be accountable for ensuring make-up and credit recovery programs in all its schools are properly administered and provide the education students need to succeed in life. Anything short of that is a disservice to students. Staff training and responsible oversight of credit recovery programs are imperative to the programs’ success in providing students a second chance to earn the diplomas they deserve. Your response to our audit indicates that NYCDOE does not recognize or appreciate the seriousness of the audit findings. NYCDOE must address the findings of this audit and immediately start work on implementing its recommendations so no more students are cheated out of the education they deserve. As always, I am available to discuss the audit with you further. Sincerely, Elizabeth R. Berlin Executive Deputy Commissioner Enclosure c: Chancellor Betty A. -
Capital Funding Awards (In Alphabetical Order)
Office of the Brooklyn Borough President Eric Adams Fiscal Year 2018 (FY18) Capital Funding Awards (in Alphabetical Order) ZIP Code Community Council Capital Funding Organization/School Name of Project: of Board of District of Allocated (in Name: Project: Project: Project: thousands) Academy for 37-Rafael L. Environmental Reso A Science LaB 11237 4 1000 Espinal Jr. Leadership ACORN Community High 35-Laurie A. Mac Computer LaB 11238 8 45 School Cumbo American Red Cross in Passenger Vehicle-1 33-Stephen 10019 1 38 Greater New York Passenger Vehicle T. Levin One Brooklyn Engineering 45-Farah N. Andries Hudde JHS 11210 14 150 Pipeline Louis Aspirations Diploma Plus School-Wide Technology 37-Rafael L. 11233 16 250 High School Upgrade Espinal Jr. 36-Robert Bedford Academy High Bedford Academy High 11216 3 E. Cornegy, 150 School School Jr. 36-Robert Bedford Academy High Bedford Academy High 11216 3 E. Cornegy, 150 School School Jr. 36-Robert Bedford Stuyvesant Phase Ii Bht Renovations 11216 3 E. Cornegy, 500 Restoration Corp. Jr. Beginning With Children Beginning with Children 33-Stephen Charter School 2 Lower 11206 1 100 Charter School 2 K037 T. Levin School Stem Initiative Benjamin Banneker Brooklyn Steam Initiative A+ 35-Laurie A. 11205 3 205 Academy Steam Labs Cumbo Benjamin Banneker Brooklyn Steam Initiative A+ 35-Laurie A. 11205 3 75 Academy Steam Labs Cumbo Benjamin Banneker 35-Laurie A. Academy for Community LiBrary 11205 2 250 Cumbo Development 41-Alicka Brevoort Resident Coliseum Repairs And 11233 3 Ampry- 500 Association Security Cameras Samuel Bric Arts | Media House – BRIC Arts | Media | 35-Laurie A. -
Irlandssaken I Norsk Solidaritetsarbeid
Irlandssaken i norsk solidaritetsarbeid Harald Strandbakken Institutt for arkeologi, konservering og historie UNIVERSITETET I OSLO Høst 2018 1 ©Forfatter 2018 Tittel: Irlandssaken i norsk solidaritetsarbeid Forfatter: Harald Strandbakken http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo 2 Sammendrag På 1970-tallet var venstresiden fremgangsrik, både internasjonalt og i Norge, og det det ble drevet med store mengder politisk aktivisme. En av formene for politisk aktivisme man drev med var solidaritetsarbeid for mennesker og organisasjoner i andre land. Dette arbeidet var organisert i komiteer og fronter. Det ble jobbet mest mot land i den tredje verden, for eksempel Vietnam, men man drev også solidaritetsbevegelser for europeiske land, blant annet Portugal. Samtidig med denne fremgangsrike perioden for venstresiden var Nord-Irland rammet av en etno-nasjonal konflikt kjent som The Troubles. En av de mest ukjente solidaritetsbevegelsene i Norge var den som jobbet med solidaritet for Irland. Det eksisterte to organisasjoner som jobbet med dette, Irlandsfronten og Irlandskomiteen. Denne masteroppgaven handler om disse gruppene sin historie, hvordan de vokste frem og hva slags typer aktivisme de drev med. 3 Innhold: Forside s. 1 Tittelblad s. 2 Sammendrag s. 3 Kapittel 1 Innledning: Problemstillinger s. 6 IRA, ml-bevegelsen og norske solidaritetsorganisasjoner s. 7 Andre norske aktører s. 7 Tidligere forskning s. 8 Avgrensing s. 9 Kapittel 2 Irland, The Troubles og ml-bevegelsen: Anglo-irsk historie og tidlig irsk motstand s. 11 Religiøse grupper i Irland s. 13 1922-1969 s. 13 The Troubles s. 14 IRA og Sinn Fein s. 17 Den Offisielle Bevegelsen og IRSP s. 18 Oransjeordenen s. -
Dissertation
DISSERTATION Titel der Dissertation „Der irische Republikanismus: Problematik der Spaltungen der irisch republikanischen Bewegung“ Verfasserin Mag. Christina Griessler Angestrebter akademischer Grad Doktorin (Dr. phil.) Wien, 2009 Studienkennzahl lt. Studienblatt: A092 300 Dissertationsgebiet lt. Studienblatt: Politikwissenschaft Betreuer: Univ.-Doz. Dr. iur. Gernot Stimmer 0 Danksagung An erster Stelle möchte ich meinem Betreuer Univ. Doz. Dr. Gernot Stimmer danken. Seine wissenschaftlichen Hilfestellungen im theoretischen Bereich und seine weiteren Anmerkungen waren sehr hilfreich und haben stets zur Verbesserung dieser Arbeit beigetragen. Seine Betreuung zeichnete sich insbesondere darin aus, dass er neben all der wissenschaftlichen Unterstützung mich immer motivierte weiterzumachen. Da es sich bei der Entstehung meiner Dissertation um einen langwierigen Prozess handelte, möchte ich mich hiermit für seine Ausdauer und seine unermüdlichen Bemühungen bedanken, die es ermöglichte, diese Arbeit zu Ende zu bringen. Weiters bedanke ich mich bei Ao. Univ.-Prof. Dr. Otmar Höll, der sich kurzfristig bereit erklärte meine Arbeit als Zweitbetreuer zu begutachten und wichtige Anmerkungen und Verbesserungsvorschläge machte. Ich möchte mich bei all jenen bedanken, die direkt oder indirekt zur Entstehung dieser Dissertation in fachlicher oder anderweitiger Unterstützung beigetragen haben. Dank gebührt dabei meinen Arbeitskollegen, Vorgesetzten und Freunden am University College Dublin, die mich nicht nur durch fachliches Wissen unterstützten, sondern -
Empty Promises 6-15-09
mpty ROMISES A Case Study of Restructuring and the Exclusion of English Language Learners in Two Brooklyn High Schools JUNE 2009 Advocates for Children of New York Table of Contents Executive Summary & Recommendations 4 Introduction 6 Methodology 7 The Impact of Restructuring Lafayette and Tilden on ELLs 8 I. The Closure of Lafayette and Tilden High Schools 8 A. H ISTORY OF LAFAYETTE AND TILDEN 8 B. ELL P ROGRAMS 9 C. C LOSURES 10 D. C OMMUNITY ADVOCACY AROUND THE CLOSURES 11 II. The Fate of ELLs in the Restructuring of Lafayette and Tilden 13 A. L IMITED ACCESS TO SMALL SCHOOLS ON LAFAYETTE AND TILDEN CAMPUSES 13 B. P OOR SERVICES FOR ELL S IN SMALL SCHOOLS 15 C. S EGREGATION OF ELL S INTO LARGE SCHOOLS AND ELL-FOCUSED SMALL SCHOOLS 22 D. ELL S LEFT BEHIND : S ERVICE CUTS AND PUSH OUTS 26 Conclusion and Recommendations 28 Endnotes 30 EMPTY PROMISES R ESTRUCTURING & E XCLUSION OF ELL S IN TWO BROOKLYN HIGH SCHOOLS Acknowledgments dvocates for Children of New York (AFC) and Asian American Legal Defense and Education Fund (AALDEF) are grateful for the generous support to write this report provided by the Donors’ Education Collaborative, the Durst Family Foundation and the Ford Foundation. We would like to thank the many students, parents, school staff, community organizations and researchers who kindly gave their time and shared their stories, experiences and data with us. We would like to thank staff at Flanbwayan Haitian Literacy Project, the Haitian American Bilingual Education Technical Assistance Center, and the United Chinese Association of Brooklyn for sharing information about the schools we studied and for connecting us with parents and students.