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The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
Explain Why Germans Were So Angry About the Treaty of Versailles [8] Advice
Explain why Germans were so angry about the Treaty of Versailles [8] Advice AO1: Demonstrate knowledge and AO2: Explain why Germans were angry understanding of the period about the Treaty An [8] mark question on the Germany paper wants you to explain the cause of Band 1 (1 Band 2 (2 Band 3 (3 Band 1 (1 Band 2 (2-3 Band 3 (4-5 something – in this case, why ordinary German people were angry at the Treaty mark) marks) marks) mark) marks) marks) of Versailles. To answer this question, you need to know: I include I include I include I give very I partially I give a very very few some of the very little explain why detailed What Germany was like before WW1 details of Treaty and detailed explanation Germans and logical Details of the terms of the Treaty of Versailles the Treaty why information of why were angry explanation What kind of peace treaty Germany expected to get and why Germans about the Germans about the of why Germans were angry Treaty and were angry Treaty Germans Why the Treaty of Versailles was so bad for Germany were angry about it why about the were angry You aim to write at least 2 P.E.E.L. paragraphs (Point, Evidence, Explanation, Link). about it Germans Treaty about the were angry Treaty [8] marks means you should spend about 8 minutes on this question. about it S/A or P/A Teacher Mark and Comment: Use this space to plan your answer: /8 /8 Suggested Improvements: Include some / more details of the terms of the Treaty or how it affected German people Add / give more explanation of why Germans were angry about the Treaty Improve quality of explanation by using P.E.E.L. -
266900Wp0english0inclusive0e
INCLUSIVE EDUCATION: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Public Disclosure Authorized SUSAN J. PETERS, PH.D.* PREPARED FOR THE DISABILITY GROUP THE WORLD BANK April 30, 2003 Public Disclosure Authorized The findings, interpretations and conclusions expressed in this report are entirely those of the author and should not be attributed in any manner to the World Bank, to its affiliated organizations, to members of its Board of Executive Directors, or to the countries they represent. The report has gone through an external peer review process, and the author thanks those individuals for their feedback. Public Disclosure Authorized *Susan J. Peters is an Associate Professor in the College of Education, Michigan State University, East Lansing, Michigan, USA. She has been an educator and disability scholar for the past 20 years and has published in various international journals. She is the co-author and editor of two books: Education and Disability in Cross-Cultural Perspective (NY: Garland Publishing. 1993) and Disability and Special Needs Education in an African Context (Harare: College Press. 2001). She may be contacted at [email protected] Public Disclosure Authorized TABLE OF CONTENTS INCLUSIVE EDUCAITON: ACHIEVING EDUCATION FOR ALL BY INCLUDING THOSE WITH DISABILITIES AND SPECIAL EDUCATION NEEDS Glossary of Terms Executive Summary 1 I. Introduction 9 Background II. Inclusive Education Practice: Lessons from the North 18 Background Best Practice in Canada and the United States Best Practice in Europe and other OECD Countries Special Issues: Accountability Special Issues: Parental Involvement Special Issues: Gender Summary III. Inclusive Education Practice: Lessons from the South 26 Introduction IE: The Experience of “Southern Hemisphere School System Inclusive Education Framework Challenges and Responses to IE in the South Barriers Gaps in the Literature Considerations for Future Study Zambia Honduras Vietnam India Summary IV. -
The Forgotten Fronts the First World War Battlefield Guide: World War Battlefield First the the Forgotten Fronts Forgotten The
Ed 1 Nov 2016 1 Nov Ed The First World War Battlefield Guide: Volume 2 The Forgotten Fronts The First Battlefield War World Guide: The Forgotten Fronts Creative Media Design ADR005472 Edition 1 November 2016 THE FORGOTTEN FRONTS | i The First World War Battlefield Guide: Volume 2 The British Army Campaign Guide to the Forgotten Fronts of the First World War 1st Edition November 2016 Acknowledgement The publisher wishes to acknowledge the assistance of the following organisations in providing text, images, multimedia links and sketch maps for this volume: Defence Geographic Centre, Imperial War Museum, Army Historical Branch, Air Historical Branch, Army Records Society,National Portrait Gallery, Tank Museum, National Army Museum, Royal Green Jackets Museum,Shepard Trust, Royal Australian Navy, Australian Defence, Royal Artillery Historical Trust, National Archive, Canadian War Museum, National Archives of Canada, The Times, RAF Museum, Wikimedia Commons, USAF, US Library of Congress. The Cover Images Front Cover: (1) Wounded soldier of the 10th Battalion, Black Watch being carried out of a communication trench on the ‘Birdcage’ Line near Salonika, February 1916 © IWM; (2) The advance through Palestine and the Battle of Megiddo: A sergeant directs orders whilst standing on one of the wooden saddles of the Camel Transport Corps © IWM (3) Soldiers of the Royal Army Service Corps outside a Field Ambulance Station. © IWM Inside Front Cover: Helles Memorial, Gallipoli © Barbara Taylor Back Cover: ‘Blood Swept Lands and Seas of Red’ at the Tower of London © Julia Gavin ii | THE FORGOTTEN FRONTS THE FORGOTTEN FRONTS | iii ISBN: 978-1-874346-46-3 First published in November 2016 by Creative Media Designs, Army Headquarters, Andover. -
Walther Rathenau, Gustav Stresemann, Konrad Adenauer
Walter Rathenau, Gustav Stresemann, Konrad Adenauer, Willy Brandt Ansprache auf der Botschafterkonferenz anlässlich der Namensgebung der Konferenzräume des Auswärtigen Amtes Berlin, 6. September 2006 Von Gregor Schöllgen Es gilt das gesprochene Wort. Herr Minister, Exzellenzen, meine Damen und Herren: Ich danke für die ehrenvolle Einladung. Und ich danke für das Vertrauen, das Sie in mich setzen: Wenn ich das richtig sehe, trauen Sie mir zu, vier herausragende Vertreter der deut- schen Außenpolitik im 20. Jahrhundert in zwanzig Minuten zu würdigen. Angemessen, versteht sich. Natürlich wissen Sie so gut wie ich, dass wir es hier mit vier Schwergewichten zu tun haben. Sonst hätten Sie sich ja auch nicht für diese Namensgebungen entschieden. Biografische Kurzportraits im vier mal Fünfminuten-Takt scheiden also aus. Stattdessen will ich fragen: Was haben die Vier gemeinsam - was unterscheidet sie? 1 * Um bei letzteren, also bei den Unterschieden, zu beginnen – weniger als man denken mag. Zum Beispiel die Ausbildung. Drei hatten studiert. Walther Rathenau hatte sich für Physik und Chemie entschieden, bezeichnenderweise begleitet von einem Studium der Philosophie; Gustav Stresemann war Nationalökonom, Konrad Adenauer Jurist. Zwei von ihnen, Rathenau und Stresemann, waren zudem promoviert. Der vierte, Willy Brandt, war weder promoviert noch examiniert, hatte nicht einmal studiert: Flucht und Exil ließen das nicht zu. Einiges spricht dafür, dass Willy Brandt diesen weißen Fleck in seiner Biografie mit seiner exessiven schriftstellerischen Tätigkeit kompensiert hat. Gewiss, er war von Hause aus Jour- nalist, und vor allem in späten Jahren kamen handfeste kommerzielle Interessen hinzu. Aber sie allein erklären seine Produktivität nicht: Weit mehr als 3.500 Veröffentlichungen aller Art sind beispiellos, jedenfalls für einen zeitlebens aktiven Politiker. -
The Soviet-German Tank Academy at Kama
The Secret School of War: The Soviet-German Tank Academy at Kama THESIS Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Ian Johnson Graduate Program in History The Ohio State University 2012 Master's Examination Committee: Jennifer Siegel, Advisor Peter Mansoor David Hoffmann Copyright by Ian Ona Johnson 2012 Abstract This paper explores the period of military cooperation between the Weimar Period German Army (the Reichswehr), and the Soviet Union. Between 1922 and 1933, four facilities were built in Russia by the two governments, where a variety of training and technological exercises were conducted. These facilities were particularly focused on advances in chemical and biological weapons, airplanes and tanks. The most influential of the four facilities was the tank testing and training grounds (Panzertruppenschule in the German) built along the Kama River, near Kazan in North- Central Russia. Led by German instructors, the school’s curriculum was based around lectures, war games, and technological testing. Soviet and German students studied and worked side by side; German officers in fact often wore the Soviet uniform while at the school, to show solidarity with their fellow officers. Among the German alumni of the school were many of the most famous practitioners of mobile warfare during the Second World War, such as Guderian, Manstein, Kleist and Model. This system of education proved highly innovative. During seven years of operation, the school produced a number of extremely important technological and tactical innovations. Among the new technologies were a new tank chassis system, superior guns, and - perhaps most importantly- a radio that could function within a tank. -
Tunnelling Companies and Canadian Engineers
Guide to Sources Relating to Units of the Canadian Expeditionary Force Tunnelling Companies and Canadian Engineers Tunnelling Companies and Canadian Engineers Introduction .............................................................................................................................................. 1 No. 1 Tunnelling Company, Canadian Engineers ...................................................................................... 2 No. 2 Tunnelling Company, Canadian Engineers ...................................................................................... 6 No. 3 Tunnelling Company, Canadian Engineers ...................................................................................... 8 No. 4 Tunnelling Company, Canadian Engineers .................................................................................... 16 Guide to Sources Relating to Units of the Canadian Expeditionary Force Tunnelling Companies and Canadian Engineers Introduction Tunnelling companies were engaged chiefly in mining and counter-mining but they were also used in the construction of subways and deep dugouts. 1 Guide to Sources Relating to Units of the Canadian Expeditionary Force No. 1 Tunnelling Company, Canadian Engineers Background Information Organized in September 1915 under the command of Major R. P. Rogers. Authorization published in General Order 151 of 22 December 1915. Mobilized at Pembroke, Ontario. Recruited in mining centres in Ontario, Quebec, Nova Scotia and New Brunswick. Also obtained miners already enlisted in infantry -
The Rarity of Realpolitik the Rarity of Brian Rathbun Realpolitik What Bismarck’S Rationality Reveals About International Politics
The Rarity of Realpolitik The Rarity of Brian Rathbun Realpolitik What Bismarck’s Rationality Reveals about International Politics Realpolitik, the pur- suit of vital state interests in a dangerous world that constrains state behavior, is at the heart of realist theory. All realists assume that states act in such a man- ner or, at the very least, are highly incentivized to do so by the structure of the international system, whether it be its anarchic character or the presence of other similarly self-interested states. Often overlooked, however, is that Real- politik has important psychological preconditions. Classical realists note that Realpolitik presupposes rational thinking, which, they argue, should not be taken for granted. Some leaders act more rationally than others because they think more rationally than others. Hans Morgenthau, perhaps the most fa- mous classical realist of all, goes as far as to suggest that rationality, and there- fore Realpolitik, is the exception rather than the rule.1 Realpolitik is rare, which is why classical realists devote as much attention to prescribing as they do to explaining foreign policy. Is Realpolitik actually rare empirically, and if so, what are the implications for scholars’ and practitioners’ understanding of foreign policy and the nature of international relations more generally? The necessity of a particular psy- chology for Realpolitik, one based on rational thinking, has never been ex- plicitly tested. Realists such as Morgenthau typically rely on sweeping and unveriªed assumptions, and the relative frequency of realist leaders is difªcult to establish empirically. In this article, I show that research in cognitive psychology provides a strong foundation for the classical realist claim that rationality is a demanding cogni- tive standard that few leaders meet. -
Walter Laqueur: the Last Days of Europe Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2007 Walter Laqueur: The Last Days of Europe Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Walter Laqueur: The Last Days of Europe Study Guide" (2007). Faculty Publications and Presentations. 132. https://digitalcommons.liberty.edu/gov_fac_pubs/132 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. WALTER LAQUEUR: THE LAST DAYS OF EUROPE STUDY GUIDE, 2007 Steven Alan Samson INTRODUCTION Study Questions 1. A Very Brief Tour Through the Future of Europe How have the sights, sounds, and smells of London, Paris, and Berlin changed since 1977? How did immigration to those cities differ one hundred years compared with today? What are the typical characteristics of the immigrants of 2006? 2. The Last Days of Old Europe What is “Old Europe?” What is the role of tourism in the European economy? What accounted for the author’s optimism in the 1970s? What were some of the danger signs in the 1970s? What did leading demographers show? What were some of Russia’s problems in the 1980s? How did the new immigrants differ from the guest workers of the 1950s? How did the European vision differ from the American dream? What accounted for the rosy picture painted of Europe by Tony Judt, Mark Leonard, and Charles Kupchan? What was the general consensus of EU’s 2000 meeting in Lisbon? Review danger signs in the 1970s new immigrants resistance to assimilation European vision Tony Judt CHAPTER ONE: EUROPE SHRINKING Study Questions 1. -
Speech by Federal President Joachim Gauck to Introduce a Panel Discussion at the Nobel Institute on 11 June 2014 in Oslo
Translation of advance text The speech on the internet: www.bundespraesident.de Berlin, 11 June 2014 Page 1 of 4 Speech by Federal President Joachim Gauck to introduce a panel discussion at the Nobel Institute on 11 June 2014 in Oslo At the end of 1969 there were rumours going around in Germany that Norway had had quite an unexpected Christmas present that year. On Christmas Eve, large oil and gas deposits had been discovered off the coast of Norway. Since that day, we continental Europeans have got to know, and value, a new side to the Norwegians. Not only did we get to know you as a reliable energy supplier and one of the most affluent countries in the world. We now also began to value Norway for the responsible manner in which it dealt with its newly won wealth. The revenues from the oil industry – the majority at least – were and are saved year after year and invested in the future, a future in which oil reserves one day will no longer be so abundant. Moreover, Norway with its new riches has by no means become self-satisfied, or “self-sufficient”. Isolationism has not become a Norwegian characteristic. The Norwegians have always cast their sights out onto the world. It is remarkable to note how many of the important explorers and pioneers of modern history came from Norway. Their names have a certain ring to them in Germany too: Roald Amundsen, Thor Heyerdahl and Fridtjof Nansen. And the fact that for more than one hundred years now, the most important prize in the world – the Nobel Peace Prize – is awarded here in Oslo is testament to Norway’s keen interest in global affairs. -
Change in Germany Between …? (6)
45 min exam 5 questions 1) Describe the … (5 marks) Germany 2) How far did …change in Germany between …? (6) 3) Arrange the …in order of their significance in … 1919- Germany after the ... Explain your choices. (9) 4) Explain why …different for 1991 … Germans after ... (8) 5) How important was …in Hitler`s …between …? (12) 1 Pages 3- 11 Pages 13- 20 Pages 21- 28 Pages 29- 37 Pages 38- 46 Pages 47- 54 Pages 55- 62 2 KEYWORDS Reparations Money which Germany Key Qu- 1 had to pay the Allies from How successful were the 1921 League of Nations Organisation to keep the Weimar government in peace in the world Weimar constitution The new democratic dealing with Germany’s government of Germany problems between 1919- Spartacist Uprising Communist revolt against 1933? the Weimar government Kapp putsch Right-wing revolt against the Weimar government You need to know about: Freikorps Ex-servicemen from WW1 • Impact of WW1 p4 Gustav Stresemann Chancellor of Germany • Terms of the Treaty of Versailles p4 1923 • The Weimar Republic p5 Foreign minister 1923-29 • Opposition to the Republic p6 Dawes Plan 1924- $800m gold marks • Economic/political/ foreign reform lent to Germany under Stresemann p7-8 Hyperinflation When the prices of goods rise significantly above wages 3 KEY QUESTION 1- How successful were the Weimar government in dealing with Germany’s problems between 1919-1933? Impact of WW1 on Treaty of Versailles (28 June 1919) War Guilt clause 231: Germany accepted blame for ‘causing all the loss Germany and damage’ of the war. • Naval mutiny at Kiel and violent protests over Army: 100,000/no submarines/no aeroplanes/6 battleships/No military Germany led to Kaiser’s abdication. -
A Day in the Salient with Bernard Comyn by Ian Chambers, August 2007
A Day in the Salient with Bernard Comyn by Ian Chambers, August 2007 Bernard is a friend of Harry Canvin, and knowing that I was spending a few days in the Salient, Harry arranged for Gary and me to spend a day with him. Bernard, (pictured here with my son Gary) is, I would guess, in his early seventies and was born in Zillebeke, where he still lives. He is a walking encyclopaedia on the war in the Salient and once you have spent a little time with him it soon becomes clear that he gets great enjoyment from passing that knowledge on. Our first stop was Hill 60, which is on the outskirts of Zillebeke. This mound, 60 metres high, was of great importance bearing in mind the general low lying nature of most of the area. It was held by the Germans until 7 June 1917 when a series of mines was detonated over the Messines Ridge area to signal the start of what became known as the Battle of Messines. The tunnel to Hill 60 was 1,380 feet long and was officially known as The Berlin Sap, just before it reached Hill 60 the tunnel branched off to run under another German position known as The Caterpillar which was a second "hill" formed from the spoil from the railway cutting. In total 123,500 pounds of ammonal and guncotton was placed under the two hills and when both mines exploded as planned, this allowed British troops to storm and capture them and they remained in British hands until the German advance of 1918.