Aristide and the Briand, Gustav Stresemann Unity of Europe
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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. -
Fonds Gabriel Deville (Xviie-Xxe Siècles)
Fonds Gabriel Deville (XVIIe-XXe siècles) Répertoire numérique détaillé de la sous-série 51 AP (51AP/1-51AP/9) (auteur inconnu), révisé par Ariane Ducrot et par Stéphane Le Flohic en 1997 - 2008 Archives nationales (France) Pierrefitte-sur-Seine 1955 - 2008 1 https://www.siv.archives-nationales.culture.gouv.fr/siv/IR/FRAN_IR_001830 Cet instrument de recherche a été encodé en 2012 par l'entreprise Numen dans le cadre du chantier de dématérialisation des instruments de recherche des Archives Nationales sur la base d'une DTD conforme à la DTD EAD (encoded archival description) et créée par le service de dématérialisation des instruments de recherche des Archives Nationales 2 Archives nationales (France) INTRODUCTION Référence 51AP/1-51AP/9 Niveau de description fonds Intitulé Fonds Gabriel Deville Date(s) extrême(s) XVIIe-XXe siècles Nom du producteur • Deville, Gabriel (1854-1940) • Doumergue, Gaston (1863-1937) Importance matérielle et support 9 cartons (51 AP 1-9) ; 1,20 mètre linéaire. Localisation physique Pierrefitte Conditions d'accès Consultation libre, sous réserve du règlement de la salle de lecture des Archives nationales. DESCRIPTION Type de classement 51AP/1-6. Collection d'autographes classée suivant la qualité du signataire : chefs d'État, gouvernants français depuis la Restauration, hommes politiques français et étrangers, écrivains, diplomates, officiers, savants, médecins, artistes, femmes. XVIIIe-XXe siècles. 51AP/7-8. Documents divers sur Puydarieux et le département des Haute-Pyrénées. XVIIe-XXe siècles. 51AP/8 (suite). Documentation sur la Première Guerre mondiale. 1914-1919. 51AP/9. Papiers privés ; notes de travail ; rapports sur les archives de la Marine et les bibliothèques publiques ; écrits et documentation sur les départements français de la Révolution (Mont-Tonnerre, Rhin-et-Moselle, Roer et Sarre) ; manuscrit d'une « Chronologie générale avant notre ère ». -
Europe Europe
torbiorn.cov 8/9/03 2:42 pm Page 1 DESTINATION DESTINATION via free access interprets and interrelates DESTINATION EUROPE Kjell M. Torbiörn - 9781526137319 EUROPEthe major political, economic and security developments in Europe – including transatlantic relations – from the end of the Second The political and World War up until the present time, and looks ahead to how the continent may evolve in the future. economic growth The book fills a definite lacuna in the current literature on Europe, as most studies cover only specific aspects, such as the European of a continent Downloaded from manchesterhive.com at 09/27/2021 06:53:03AM Union. Destination Europe by contrast weaves all the different strands of European events together into a single overall and up-to-date picture and gives the reader a deeper understanding KJELL M.TORBIÖRN of the continent and its current and future challenges. The first chapters trace European reconstruction and political, EUROPE economic and security developments – both in the East and in the West – leading up to the dissolution of the Soviet Union in 1991. Later chapters examine the European Union’s reform efforts, enlargement, movement to a single currency and emerging security role; the political and economic changes in central and eastern Europe, including Russia; the break-up of Yugoslavia and the wars that ensued; NATO’s enlargement and search for a new mission; and the current intricate political relations between European powers, and between Europe and the US. Final chapters deal with forces affecting Europe’s future such as terrorism, nationalism, religion, demographic trends and globalisation. -
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. -
“Non”: Creditor-Debtor Politics and the German Financial Crises of 1930 and 1931
Why the French said “non”: Creditor-debtor politics and the German financial crises of 1930 and 1931 Simon Banholzer, University of Zurich Tobias Straumann, University of Zurich1 December, 2015 Abstract Why did France delay the Hoover moratorium in the summer of 1931, thus escalating the German financial crisis? In most accounts the announcement of an Austro-German customs union issued in March 1931 is cited as the crucial event that made the French reluctant to continue their cooperation with Germany. We suggest a more comprehensive explanation. While acknowledging the negative impact of the customs union, we think that the collapse of mutual trust came much earlier, namely with the evacuation of the Rhineland in the summer of 1930. It explains why as early as the autumn of 1930 France declined to help Germany mitigate a financial crisis. We use the prisoner’s dilemma to illustrate our argument. 1 Corresponding author: Tobias Straumann, Department of Economics (Economic History), Zürichbergstrasse 14, CH–8032 Zürich, Switzerland, [email protected] 1 1. Introduction The German crisis of 1931 is one the crucial moments in the history of the world economic slump of the 1930s. It led to a global liquidity crisis, bringing down the British pound and a number of other currencies and causing a banking crisis in the United States. The economic turmoil also had negative political consequences. The legitimacy of the Weimar Republic further eroded, Chancellor Heinrich Brüning became even more unpopular. The British historian Arnold Toynbee had good reasons to call the year 1931 “annus terribilis”. The crisis might have been contained, if the French authorities had immediately supported the debt and reparations moratorium suggested by US President Herbert Hoover on June 20, 1931. -
Nordic Foreign and Security Policy 2020
Proposals / Nordic Foreign and Security Policy 2020 NORDIC FOREIGN AND SECURITY POLICY 2020 Climate Change, Hybrid & Cyber Threats and Challenges to the Multilateral, Rules-Based World Order Proposals, July 2020 Björn Bjarnason 1 Nordic Foreign and Security Policy 2020 / Proposals INTRODUCTION On 2 December 2019, the Icelandic Minister for US outlook on the Nordic foreign and security Foreign Affairs, on behalf of the Nordic Foreign situation. We met with Nordic politicians, Ministers, tasked me to write a report on Nordic diplomats, experts, and academics in the fields Foreign and Security Policy in the same spirit of international relations, politics, climate as the one Thorvald Stoltenberg delivered in change as well as both civil and military security. February 2009. My work took into account the In short, in all our discussions, in over 80 establishment of Nordic Defence Cooperation meetings, we sensed great and sincere interest (NORDEFCO) in November 2009. in strengthening Nordic cooperation in the field of foreign and security policy. The mandate stipulated three tasks: • addressing global climate change It was of special value to visit research institutes • addressing hybrid threats and cyber issues in the Nordic capitals. These included the • strengthening and reforming multilateralism Norwegian Institute of International Affairs and the rules-based international order. (NUPI) and the Peace Research Institute in Oslo (PRIO), the Swedish Defence Research An Addendum to the report includes the Agency (FOI), the Stockholm International -
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. -
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. -
English Summaries
Kansantaloudellinen aikakauskirja - 89. vsk. -1/1993 English Summaries VISA HEINONEN: How Did It Happen - NORDEK posed a many-faceted co-operation which was 1968-70: A Memory from the Past or a Real Alter supposed to cover economic policy, scientific native? and energy policy, capital movements, trade Co-operation between the Nordic countries has and customs policy, industrial policy and even a long history. In the 19th century Scandi agricultural policy and fishing. The Nordic navism was an intelIectual and political move countries aimed at fulI employment, efficient ment that stressed the common history and cul production and a stable extemal balance, and tural heritage of the Scandinavian countries. In growth of the standard of living without infla the latter decades of the century there was tion. peaceful co-operation, in the form of, for in In the winter of 1970 the fate of the NOR stance, a postal and monetary union between DEK pIan was about to be resolved. The course the Nordic countries. At that time Finland was of the general European integration develop stilI a Grand Duchy of the Russian empire. Af ment had changed when President Charles de ter W orld War I there was an unfulfilIed pIan Gaulle resigned. Soon after this especialIy for a defence union. Denmark became interested in membership in In the 1950's the Nordic co-operation pIan the EEC. In Finland the situation in the inter became topical and proceeded: the N ordic naI policy was confused because a parliamen Council was founded in 1952, the ministers of tary election was approaching.