Kenneth Michael Butigan, Ph.D. Education 2000 Ph.D., Historical
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Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference by Fletcher Schoen and Christopher J
STRATEGIC PERSPECTIVES 11 Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference by Fletcher Schoen and Christopher J. Lamb Center for Strategic Research Institute for National Strategic Studies National Defense University Institute for National Strategic Studies National Defense University The Institute for National Strategic Studies (INSS) is National Defense University’s (NDU’s) dedicated research arm. INSS includes the Center for Strategic Research, Center for Complex Operations, Center for the Study of Chinese Military Affairs, Center for Technology and National Security Policy, Center for Transatlantic Security Studies, and Conflict Records Research Center. The military and civilian analysts and staff who comprise INSS and its subcomponents execute their mission by conducting research and analysis, publishing, and participating in conferences, policy support, and outreach. The mission of INSS is to conduct strategic studies for the Secretary of Defense, Chairman of the Joint Chiefs of Staff, and the Unified Combatant Commands in support of the academic programs at NDU and to perform outreach to other U.S. Government agencies and the broader national security community. Cover: Kathleen Bailey presents evidence of forgeries to the press corps. Credit: The Washington Times Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference By Fletcher Schoen and Christopher J. Lamb Institute for National Strategic Studies Strategic Perspectives, No. 11 Series Editor: Nicholas Rostow National Defense University Press Washington, D.C. June 2012 Opinions, conclusions, and recommendations expressed or implied within are solely those of the contributors and do not necessarily represent the views of the Defense Department or any other agency of the Federal Government. -
Educating for Peace and Justice: Religious Dimensions, Grades 7-12
DOCUMENT RESUME ED 392 723 SO 026 048 AUTHOR McGinnis, James TITLE Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. INSTITUTION Institute for Peace and Justice, St. Louis, MO. PUB DATE 93 NOTE 198p. AVAILABLE FROM Institute for Peace and Justice, 4144 Lindell Boulevard, Suite 124, St. Louis, MO 63108. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Conflict Resolution; Critical Thinking; Cross Cultural Studies; *Global Education; International Cooperation; *Justice; *Multicultural Education; *Peace; *Religion; Religion Studies; Religious Education; Secondary Education; Social Discrimination; Social Problems; Social Studies; World Problems ABSTRACT This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units:(1) "Of Dreams and Vision";(2) "The Prophets: Bearers of the Vision";(3) "Faith and Culture Contrasts";(4) "Making the Connections: Social Analysis, Social Sin, and Social Change";(5) "Reconciliation: Turning Enemies and Strangers into Friends";(6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation";(8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH) * Reproductions supplied by EDRS are -
Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources
Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources Ken Butigan, Mary Litell, O.S.F., and Louis Vitale, O.F.M. Pace e Bene Nonviolence Service Sponsored by The O.F.M. Justice, Peace and Integrity of Creation International Council and The Interfranciscan JPIC Commission 2 Franciscan Nonviolence Stories, Reflections, Principles, Practices, and Resources Ken Butigan, Mary Litell, O.S.F., and Louis Vitale, O.F.M. Pace e Bene Nonviolence Service 3 2003. Pace e Bene Nonviolence Service. For information, please contact: Pace e Bene, 1420 W. Bartlett Ave., Las Vegas, NV 89106, USA. (702) 648-2281, www.paceebene.org. Sponsored by The OFM Justice, Peace and Integrity of Creation International Council and the Interfranciscan JPIC Commission Grateful acknowledgement is made to the following for permission to reprint excerpts from copyrighted material from Anthonian Magazine written by Herman Schaluck, O.F.M. © 1995 by St. Anthony’s Guild. Reprinted by permission. Excerpts from Clare of Assisi: Early Documents by Regis J. Armstrong, O.F.M. Cap., copyright © 1988 by Paulist Press and reprinted by permission. Excerpts from Francis of Assisi: Early Documents, Vol. 1, The Saint edited by Regis Armstrong, O.F.M. Cap., J. A. Wayne Hellman, O.F.M. Conv., and William Short, O.F.M., copyright © 1999 by New City Press. Reprinted by permission. Excerpts from Francis of Assisi: Early Documents, Vol. II, The Founder edited by Regis Armstrong, O.F.M. Cap., J. A. Wayne Hellman, O.F.M. Conv., and William Short, O.F.M., copyright © 2000 by New City Press. Reprinted by permission. -
The Big Three at the Paris Peace Conference: Questions and Answers
The Big Three at the Paris Peace Conference – Questions and Answers These questions and answers are taken from the Big Three at the Paris Peace Conference podcast at www.mrallsophistory.com. Scan the QR code or visit https://goo.gl/0L9Gjp to listen. You might find it useful to cover the answers and then write them in as you listen to the podcast. Where did the Big Three meet to discuss the fate of The Palace of Versailles outside Germany? Paris Who was the British Prime Minister? David Lloyd George Who was the President of the USA? Woodrow Wilson Who was the Prime Minister of France? Georges Clemenceau What is the name of the treaty that Germany signed Treaty of Brest-Litovsk with Russia? The British public pressured David Lloyd George to Lemon ‘squeeze Germany like a…’ what? What were Lloyd George’s two key priorities at Peace and trade Versailles? Take some of Germany’s overseas What did Lloyd George hope to do Germany’s Empire? colonies and add them to the British Empire Downloaded from www.mrallsophistory.com In which previous war had France been invaded by - Franco-Prussian War (1870-71) and lost land to - Germany? Roughly what fraction of French soldiers who had served in the French army had been killed or injured in Over two-thirds the war? Make France safe from any possible What was Georges Clemenceau’s primary aim at German attack in the future - to Versailles? weaken Germany as much as possible What kinds of peace did Woodrow Wilson hope for? A just and lasting peace What did he fear might happen if Germany was treated In the -
Special Appeal from Joanna Macy, Anne Symens-Bucher and Daniel Ellsberg
Nevada Desert Experience 1420 West Bartlett Avenue Las Vegas, NV 89106 702.646.4814 www.NevadaDesertExperience.org Interfaith Resistance to Nuclear Weapons and War Coordinating Committee 1 December 2009 Ming San Lai, Chair Sacramento, CA Dear Friends, Johnnie L. Bobb and Dr. Bonnie Bobb It is high time we close the Nevada Test Site. Austin, NV If we are going to work for a world without nuclear weapons, as President Obama has Alan Edmonson declared we must, closing the Nevada Test Site would be a concrete, confidence-building Pleasant Hill, CA sign to the world that the US will not enlarge or re-shape its nuclear stockpile, and is National Council sincere in working for nuclear disarmament. Janet Chisolm Since 1982, Nevada Desert Experience (NDE) has been leading the call to close the Bangor, PA Nevada Test Site, address the problems of radioactive contamination, and honor the Treaty Chelsea Collonge of Ruby Valley (1863), which acknowledges that this land belongs to the Western Albuquerque, NM Shoshone Nation. JoAnn Yoon Fukumoto Pearl City, HI We write to invite you to join us in helping NDE to achieve its mission “to stop nuclear Bishop Thomas Gumbleton weapons testing and development through a campaign of prayer, education, dialogue, and Detroit, MI nonviolent direct action.” Joe Kennedy It is high time we close the Nevada Test Site, and NDE can help make it happen. Dyer, NV Marcus Page New weapon systems are still being developed, and the special status of the Nevada Test Albuquerque, NM Site keeps it active and on alert — even without full-scale nuclear bomb tests. -
FICE Code List for Colleges and Universities (X0011)
FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST -
DASHED HOPES the Criminalization of Peaceful Expression in Myanmar WATCH
HUMAN RIGHTS DASHED HOPES The Criminalization of Peaceful Expression in Myanmar WATCH Dashed Hopes The Criminalization of Peaceful Expression in Myanmar Copyright © 2019 Human Rights Watch All rights reserved. Printed in the United States of America ISBN: 978-1-6231-36970 Cover design by Rafael Jimenez Human Rights Watch defends the rights of people worldwide. We scrupulously investigate abuses, expose the facts widely, and pressure those with power to respect rights and secure justice. Human Rights Watch is an independent, international organization that works as part of a vibrant movement to uphold human dignity and advance the cause of human rights for all. Human Rights Watch is an international organization with staff in more than 40 countries, and offices in Amsterdam, Beirut, Berlin, Brussels, Chicago, Geneva, Goma, Johannesburg, London, Los Angeles, Moscow, Nairobi, New York, Paris, San Francisco, Sydney, Tokyo, Toronto, Tunis, Washington DC, and Zurich. For more information, please visit our website: http://www.hrw.org FEBRUARY 2019 ISBN: 978-1-6231-36970 Dashed Hopes The Criminalization of Peaceful Expression in Myanmar Summary ........................................................................................................................... 1 Methodology ...................................................................................................................... 5 I. Background ..................................................................................................................... 6 II. Section 66(d) -
Read the Article “Armistice and the League of Nations” ---- If You Have Access to Google Classroom - Go to Classroom to Complete This Assignment
Tuesday, May 26, 2020 Read the article “Armistice and the League of Nations” ---- If you have access to Google Classroom - go to Classroom to complete this assignment ---- Read the following article. Think about the relationship between European countries and the fighting and events of World War 1. How Allies felt about the Germans and other Central Power countries. After reading the article, then answer the questions that follow on a separate sheet of paper . Take a picture of your answers and email the picture to your teacher. ( [email protected] , [email protected] , [email protected] , [email protected] ) Armistice and the League of Nations What did the Paris Peace Conference accomplish? Even though Russia left the war, the Allied forces increased their pressure on Germany. The Western Front ’s long standoff was broken in 1918. The Allies advanced to the German border. The Central Powers began to crumble. The Ottoman Empire surrendered at the end of October. Austria-Hungary surrendered on November 3. Germany followed, signing an armistice, or an agreement to stop the war, on November 11. This date became known as Armistice Day. The name was later changed to Veterans Day to honor the veterans of all foreign wars. In January 1919, representatives from the Allied nations gathered to discuss terms of peace. They met in the palace of Versailles outside Paris. The conference became known as the Paris Peace Conference. The treaty the Allies wrote with Germany was called the Treaty of Versailles. The United Kingdom, France, Italy, and the United States made up the “Big Four.” Their representatives were the key players in writing the treaty. -
Emeritus Faculty and Administrators 1 JOAN M
TRUDY H. BERS EMERITUS FACULTY AND Administrator and Professor of Political Science, Emerita A.B. University of Illinois ADMINISTRATORS A.M. Columbia University M.B.A. Northwestern University Oakton Community College is proud to award emeritus status to retired Ph.D. University of Illinois members of the administration and full-time faculty who were employed at Oakton for 15 or more years. AMY J. BLUMENTHAL Distinguished Professor Emerita of English BONNIE A. AGNEW B.A. University of Michigan Professor Emerita of Student Development M.A. Northeastern Illinois University B.S. Missouri Valley College M.Ed. University of Illinois LORENZ G. BOEHM Advanced Certificate, University of Illinois Professor Emeritus of English B.A. Heidelberg College KATHLEEN AHERN-GRAY M.A. Indiana University Professor Emerita of Basic Nurse Assistant Training B.A. Mundelein College PAUL BOISVERT M.S.N. Rush University College of Nursing Professor Emeritus of Mathematics B.S. University of Michigan DEBORAH L. ALBANO M.S. University of Illinois Urbana-Champaign Professor Emerita of English B.A. University of Illinois JOYCE BREMER M.A. University of Arizona Professor Emerita of Economics B.S. Northern Illinois University MARILYN APPELSON M.A. Northern Illinois University Administrator Emerita B.A. Brooklyn College ANNA MARIE L. BRUMMETT M.A. College of New Jersey Professor Emerita of Office Systems Technology B.S. DePaul University MAURICE ARCHER M.Ed. DePaul University Administrator Emeritus Ed.D. Nova University B.S. Brooklyn College C.P.S. Professional Secretaries International M.B.A. New York Institute of Technology ROBERT R. BURTON GREGORY R. BALDAUF Professor Emeritus of Television Services Professor Emeritus of Student Development and Psychology B.A. -
The International Peace Movement 1815-1914: an Outline
The international peace movement 1815-1914: an outline Script of an online lecture given by Guido Grünewald on 9 June 2020* I will try to give an outline of the emergence and development of an international peace movement during its first 100 years. Since English is not my mother tongue and I haven’t spoken it for a longer time I will follow a written guideline in order to finish the job in the short time I have. The first peace organisations emerged in America and in Britain. This was no coincidence; while on the European continent after the end of the Napoleonic Wars restoration took over there were evolving democracies in the anglo-Saxon countries and a kind of peace tradition as for example carried by the quakers who renounced any kind of war. For those early societies the question if a war could be defensive and therefore justified was from the beginning a thorny issue. The New York Peace Sciety founded by merchant David Low Dodge followed a fundamental pacifism rejecting all kind of wars while the Massachussets Peace Society (its founder was unitarian minister Noah Worcester) gathered both fundamental pacifists and those who accepted strictly defensive wars. With about 50 other groups both organisations merged to become the American Peace Society in 1828. The London Peace Society had an interesting top-tier approach: its leadership had to pursue a fundamental pacifist course while ordinary members were allowed to have different ideas about defensive wars. On the European continent some short-lived peace organisations emerged only later. The formation of those first societies occured under the influence of Quakers (one of the 3 historic peace churches which renounced violence) and of Christians who were convinced that war was murderous and incompatible with Christian values. -
Yukako Otori, to Be a Modern Instrument of Peace
YUKAKO OTORI ‘TO BE A MODERN INSTRUMENT OF PEACE: AMERICAN QUAKER PACIFISM IN THE FIRST WORLD WAR’ (University of Tokyo: unpublished B.A. thesis, 2009) This thesis explores the profound impact of World War One on modern pacifism and the propulsion of modern Quaker peace testimony. The violence of mechanised, technological trench warfare shocked Progressivist-era America. The traditional isolationism of the United States was challenged by two diametrically-opposed viewpoints: militarism and pacifism. From the nineteenth-century weakening of US Quakerism (through sectarianism, industrialisation and the expansion West), the gradual consolidation of Meetings and the influence of Liberalism paved the way for the strengthening unity brought by anti-violence for the Society of Friends. The tentative path of modern, muscular and secularised US peace testimony is traced from 1914 to the 1917 American entrance to the European War under President Woodrow Wilson. The watershed was 1915, when social feminism met with Quaker faith in action (personified by Jane Addams and Lucy Biddle Lewis). Female activism resulted in the Woman’s Peace Party, a body that privileged maternal rhetoric over suffrage to protest for peace which received international attention through their 1915 participation at the Women’s Peace Congress at The Hague. From such associations, those at the 1915 Quaker Winona Lake Peace Conference and through the consequent Friends’ National Peace Committee, figures like Henry Joel Cadbury, Rufus M. Jones, Hannah Clothier Hull and Lewis -
2004 Data Book Illinois Student Assistance Commission TABLE of CONTENTS
2004 Data Book Illinois Student Assistance Commission TABLE OF CONTENTS Page INTRODUCTION ......................................................................................................................................................................................................................... v PART ONE - ISAC APPROPRIATION HISTORY .................................................................................................................................................................. 1 Table 1.0 Appropriation History, FY1980-FY2004 ........................................................................................................................................................ 3 Table 1.1 Summary of FY2004 Program Expenditures, Recipients, and Loan Guarantees ............................................................................................ 5 PART TWO - MONETARY AWARD PROGRAM .................................................................................................................................................................. 7 Table 2.0a Historical Awards (total applications, announced eligible, enrolled) and Payout Summary, FY1990-FY2004 ............................................ 9 Table 2.0b FY2004 Monetary Award Program Formula ............................................................................................................................................... 10 Sector Statistics Table 2.1 Historical Enrolled Awards and Payout Summary by Sector, FY1980-FY2004 ...........................................................................................