The Prague Declaration of 2008 and Its Repercussions in Lithuania - Violeta Davoliute 20/10/13 18:05
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What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
Importance of European Remembrance for the Future of Europe
European Parliament 2019-2024 TEXTS ADOPTED P9_TA(2019)0021 Importance of European remembrance for the future of Europe European Parliament resolution of 19 September 2019 on the importance of European remembrance for the future of Europe (2019/2819(RSP)) The European Parliament, – having regard to the universal principles of human rights and the fundamental principles of the European Union as a community based on common values, – having regard to the statement issued on 22 August 2019 by First Vice-President Timmermans and Commissioner Jourová ahead of the Europe-Wide Day of Remembrance for the victims of all totalitarian and authoritarian regimes, – having regard to the United Nations Universal Declaration of Human Rights adopted on 10 December 1948, – having regard to its resolution of 12 May 2005 on the 60th anniversary of the end of the Second World War in Europe on 8 May 19451, – having regard to Resolution 1481 of the Parliamentary Assembly of the Council of Europe of 26 January 2006 on the need for international condemnation of crimes of totalitarian Communist regimes, – having regard to Council Framework Decision 2008/913/JHA of 28 November 2008 on combating certain forms and expressions of racism and xenophobia by means of criminal law2, – having regard to the Prague Declaration on European Conscience and Communism adopted on 3 June 2008, – having regard to its declaration on the proclamation of 23 August as European Day of Remembrance for the Victims of Stalinism and Nazism adopted on 23 September 20083, 1 OJ C 92 E, 20.4.2006, p. 392. 2 OJ L 328, 6.12.2008, p. -
The Prague Summit and Nato's Transformation
THE PRAGUE SUMMIT AND NATO’S TRANSFORMATION NATO PUBLIC DIPLOMACY DIVISION 1110 Brussels - Belgium Web site: www.nato.int E-mail: [email protected] A READER’S GUIDE THE PRAGUE SUMMIT AND NATO’S TRANSFORMATION SUMMIT AND NATO’S THE PRAGUE PRARGENG0403 A READER’S GUIDE TABLE OF CONTENTS PREFACE 3 I THE SUMMIT DECISIONS 9 II KEY ISSUES 19 New members: Expanding the zone of security 20 New capabilities: Adapting to modern challenges 26 New relationships: Practical cooperation and dialogue 34 After Prague: The road ahead 67 © NATO 2003 NATO INVITEES Country* Capital Population GDP Defence Active Troop *Data based on (million) (billion expenditures Strength national sources Euros) (million Euros) Bulgaria (25) Sofia 7.8 16.9 494 (2.9% GDP) 52 630 Estonia (27) Tallin 1.4 6.8 130 (1.9% GDP) 4 783 Latvia (33) Riga 2.3 8.8 156 (1.8% GDP) 9 526 Lithuania (34) Vilnius 3.5 14.5 290 (2.0% GDP) 17 474 Romania (36) Bucharest 22.3 47.9 1117 (2.3% GDP) 99 674 Slovakia (38) Bratislava 5.4 24.9 493 (2.0% GDP) 29 071 ★ Slovenia (39) Ljubljana 2.0 22.4 344 (1.5% GDP) 7 927 III DOCUMENTATION 71 Prague Summit Declaration – 21 November 2002 72 Prague Summit Statement on Iraq – 21 November 2002 78 Announcement on Enlargement – 21 November 2002 79 Report on the Comprehensive Review of the Euro-Atlantic Partnership Council and Partnership for Peace - 21 November 2002 80 Partnership Action Plan Against Terrorism - 21 November 2002 87 Chairman’s Summary of the Meeting of the Euro-Atlantic Partnership Council at Summit Level – 22 November 2002 94 Statement by NATO -
Educational Websites on the Holodomor
TOP PICKS - Resources for Teaching the Holodomor Selected by Valentina Kuryliw and Lana Babij The listings below are examples of resources in a given category suitable for classroom instruction. Educational Websites on the Holodomor 1. Holodomor Research and Education Consortium A project of the Canadian Institute of Ukrainian Studies, University of Alberta www.education.holodomor.ca/ and www.holodomor.ca This website contains research-based, reliable content and curricular materials on the Holodomor for grades 6-12. Educational materials found here include background information for teachers and students, memoirs of survivors, primary documents, newspaper articles, excerpts from literature, as well as a variety of suggested lesson plans and assignments. Emphasis is placed on developing historical and critical thinking skills using a variety of strategies that complement curricula expectations in a number of provinces. The site has an excellent list of resources and links. 2. Nadiya – Hope; Holodomor Supplemental Resource for Teachers Edmonton Catholic Schools, Alberta www.education.holodomor.ca/supplemental-resource-for-teachers-nadiya-hope/ www.ecsd.net/AboutUs/Overview/Holodomor/Pages/default.aspx Developed by educators throughout Canada for use in K-12 and for school events, this site draws together dozens of lesson plans, PowerPoint presentations, and background materials on the Holodomor and is grouped by grade level. Although some of the materials are designed for use in Catholic schools, all the resources can be adapted as needed. 3. Manitoba. Diversity Education: Holodomor Education and Awareness Manitoba Education and Training www.edu.gov.mb.ca/k12/cur/multic/holodomor.html www.edu.gov.mb.ca/k12/diversity/educators/index.html The official site of the Manitoba Ministry of Education describes how the Holodomor has been incorporated into the Manitoba curriculum, provides teaching resources, and offers links to sites on the Holodomor and other genocides. -
Conflicting Perspectives on Timothy Snyder's Black Earth
FORUM Conflicting Perspectives on Timothy Snyder’s Black Earth ✣ Reviews by Michael Berenbaum and Jeffrey Herf Timothy Snyder, Black Earth: The Holocaust as History and Warning.New York: Tim Duggan Books, 2015. 462 pp. $35.00. Reviewed by Michael Berenbaum, American Jewish University Timothy Snyder’s much-acclaimed book Bloodlands: Europe between Hitler and Stalin, published by Basic Books in 2010, aroused serious concern among many Holocaust historians. They feared that his emphasis on dou- ble genocide—German and Soviet—was a backdoor attempt to diminish the uniqueness and singularity of the Holocaust. In Black Earth Snyder’s emphasis on the Holocaust and its lessons should assuage these critics. Early in the book he writes: “The History of the Holocaust is not over. Its precedent is eternal and its lessons have not yet been learned. The Holocaust is not only history but warning.” He makes good on this promise, perhaps too good. He treats the Holocaust as the axial event of modern history, thus giving testimony to its centrality. Jews are central to the history he narrates. He begins the same way many histories of the Holocaust must begin—with Adolf Hitler (no Hitler, no Holo- caust) and what he considers to be the two defining elements of Hitler’s world- view. Hitler’s quest for Lebensraum, defined not only as living space but as space to live well, makes the Ukraine a natural German target, for it is the breadbasket of Europe. For Hitler, the Volga was Germany’s Mississippi, and he admired the U.S. doctrine of Manifest Destiny. -
Migration and the Ukraine Crisis a Two-Country Perspective This E-Book Is Provided Without Charge Via Free Download by E-International Relations (
EDITED BY AGNIESZKA PIKULICKA-WILCZEWSKA & GRETA UEHLING Migration and the Ukraine Crisis A Two-Country Perspective This e-book is provided without charge via free download by E-International Relations (www.E-IR.info). It is not permitted to be sold in electronic format under any circumstances. If you enjoy our free e-books, please consider leaving a small donation to allow us to continue investing in open access publications: http://www.e-ir.info/about/donate/ i Migration and the Ukraine Crisis A Two-Country Perspective EDITED BY AGNIESZKA PIKULICKA-WILCZEWSKA & GRETA UEHLING ii E-International Relations www.E-IR.info Bristol, England 2017 ISBN 978-1-910814-27-7 (paperback) ISBN 978-1-910814-28-4 (e-book) This book is published under a Creative Commons CC BY-NC 4.0 license. You are free to: • Share – copy and redistribute the material in any medium or format • Adapt – remix, transform, and build upon the material Under the following terms: • Attribution – You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • Non-Commercial – You may not use the material for commercial purposes. Any of the above conditions can be waived if you get permission. Please contact [email protected] for any such enquiries, including for licensing and translation requests. Other than the terms noted above, there are no restrictions placed on the use and dissemination of this book for student learning materials / scholarly use. -
Prague Process Targeted Initiative: Thematic Areas
Prague Process Targeted Initiative: thematic areas Information paper 2013 February 2014 Introduction Prague Process The Prague Process is a political initiative that emerged out of the “Building Migration Partnerships” (BMP) Ministerial Conference, which took place in Prague on 28 April 2009. At this conference, the participating states1 adopted the Joint Declaration on principles and initiatives for promoting close migration partnerships. Moreover, the participating states agreed to do so through a comprehensive, balanced and pragmatic approach that respects the human rights of migrants and their family members, as well as of refugees. The text of the BMP Joint Declaration was prepared by participating states with the active participation of several EU bodies and international organisations. Specifically, the Joint Declaration established the following five areas as a basis for cooperation and the last, sixth area was added after the endorsement of the Prague Process Action Plan 2012–2016 in Poznan in November 2011: preventing and fighting illegal migration; integration of legally residing migrants; readmission, voluntary return and sustainable reintegration; migration, mobility and development; legal migration with a special emphasis on labour migration; asylum and international protection. The main aim of the Prague Process has been to promote migration partnerships between states of the European Union/Schengen area, Western Balkans, Eastern Partnership, Central Asia, Russia and Turkey, in line with the Global Approach to Migration -
International Conference Crimes of the Communist Regimes, Prague, 24–25 February 2010
International conference Crimes of the Communist Regimes an assessment by historians and legal experts proceedings Th e conference took place at the Main Hall of the Senate of the Parliament of the Czech Republic (24–25 February 2010), and at the Offi ce of the Government of the Czech Republic (26 February 2010) Th e publication of this book was kindly supported by the European Commission Representation in the Czech Republic. Th e European Commission Representation in the Czech Republic bears no responsibility for the content of the publication. © Institute for the Study of Totalitarian Regimes, 2011 ISBN 978-80-87211-51-9 Th e conference was hosted by Jiří Liška, Vice-chairman of the Senate, Parliament of the Czech Republic and the Offi ce of the Government of the Czech Republic and organized by the Institute for the Study of Totalitarian Regimes together with partner institutions from the working group on the Platform of European Memory and Conscience under the kind patronage of Jan Fischer Prime minister of the Czech Republic Miroslava Němcová First deputy chairwoman of the Chamber of Deputies, Parliament of the Czech Republic Heidi Hautala (Finland) Chairwoman of the Human Rights Subcommittee of the European Parliament Göran Lindblad (Sweden) President of the Political Aff airs Committee of the Parliamentary Assembly of the Council of Europe and chairman of the Swedish delegation to PACE Sandra Kalniete (Latvia) former dissident, Member of the European Parliament Tunne Kelam (Estonia) former dissident, Member of the European Parliament -
Trio Presidency Austria, Bulgaria, Czech Republic 18-Month Work Programme 1 January 2011 – 30 June 2012
Trio Presidency Austria, Bulgaria, Czech Republic 18-month work programme 1 January 2011 – 30 June 2012 Mission Statement Given the need for and possibilities of enhanced cooperation within the Salzburg Forum, a professional framework for cooperation must be created in the coming decade. The Salzburg Forum remains an informal Central European security partnership. Its central functions should be: firstly, cooperation and lobbying within the EU; secondly, regional cooperation; and thirdly, contributing as effectively as possible to a coherent and credible EU external strategy vis-à-vis relevant countries and regions in the security-relevant neighbourhood of the Salzburg Forum. Thus, defining a common EU policy and making a common contribution aimed at strengthening the area of freedom, security and justice will become the pivotal points of cooperation for the Salzburg Forum. Cooperation of the Salzburg Forum will be determined by the shared interests of all or several partners as well as the principle of solidarity. Other partners can be involved as well. In view of the above, the structures of cooperation should be adjusted to those of the European Union. This implies, above all, the introduction of trio presidencies in the Salzburg Forum, the drafting and implementation of 18-month work programmes and related action plans, as well as the introduction of consistent, professional coordination based on the structures within the EU. 1 1. European Union 1.1. Key challenges 2011 – 2012 1. Implementation of the Stockholm Programme o 1.a. Internal Security Strategy and COSI o 1.b. Asylum system 1.c. Schengen Evaluation 1.d. Accession of Bulgaria and Romania into the Schengen area 2. -
HADIFOGSÁG, MÁLENKIJ ROBOT, GULÁG Kárpát-Medencei Magyarok És Németek Elhurcolása a Szovjetunió Hadifogoly- És Kényszermunkatáboraiba (1944–1953)
HADIFOGSÁG, MÁLENKIJ ROBOT, GULÁG Kárpát-medencei magyarok és németek elhurcolása a Szovjetunió hadifogoly- és kényszermunkatáboraiba (1944–1953) Nemzetközi tudományos konferencia Beregszász, 2016. november 17–20. A II. Rákóczi Ferenc Kárpátaljai Magyar Főiskola Lehoczky Tivadar Társadalomtudományi Kutatóközpontjának kiadványa Beregszász–Ungvár 2017 HADIFOGSÁG, MÁLENKIJ ROBOT, GULÁG Kárpát-medencei magyarok és németek elhurcolása a Szovjetunió hadifogoly- és kényszermunkatáboraiba (1944–1953) Nemzetközi tudományos konferencia Beregszász, 2016. november 17–20. A II. Rákóczi Ferenc Kárpátaljai Magyar Főiskola Lehoczky Tivadar Társadalomtudományi Kutatóközpontjának kiadványa Szerkesztette: Molnár D. Erzsébet – Molnár D. István „RIK-U” Kiadó Beregszász–Ungvár 2017 ББК: 63.3 (2POC)-8 УДК: 323.282 (061.3) Т-12 A kötet a 2016. november 17–20-án Beregszászon megtartott a Lehoczky Tivadar Társadalomtudományi Kutatóközpont által rendezett „HADIFOGSÁG, MÁLENKIJ ROBOT, GULÁG. Kárpát-medencei magyarok és németek elhurcolása a Szovjetunió hadifogoly- és kényszermunkatáboraiba (1944–1953)” c. nemzetközi konferencia anyagait tartalmazza. Készült a II. Rákóczi Ferenc Kárpátaljai Magyar Főiskola Lehoczky Tivadar Társadalomtudományi Kutatóközpont műhelyében az Emberi Erőforrások Minisztériuma támogatásával. Szerkesztette: Molnár D. Erzsébet – Molnár D. István A kiadásért felel: Orosz Ildikó Tördelés: Molnár D. István Borító: Molnár D. István Korrektúra: Hnatik-Riskó Márta A közölt tanulmányok tartalmáért a szerzők a felelősek. A kiadvány megjelenését Magyarország -
Genocide, Memory and History
AFTERMATH GENOCIDE, MEMORY AND HISTORY EDITED BY KAREN AUERBACH AFTERMATH AFTERMATH GENOCIDE, MEMORY AND HISTORY EDITED BY KAREN AUERBACH Aftermath: Genocide, Memory and History © Copyright 2015 Copyright of the individual chapters is held by the chapter’s author/s. Copyright of this edited collection is held by Karen Auerbach. All rights reserved. Apart from any uses permitted by Australia’s Copyright Act 1968, no part of this book may be reproduced by any process without prior written permission from the copyright owners. Inquiries should be directed to the publisher. Monash University Publishing Matheson Library and Information Services Building 40 Exhibition Walk Monash University Clayton, Victoria, 3800, Australia www.publishing.monash.edu Monash University Publishing brings to the world publications which advance the best traditions of humane and enlightened thought. Monash University Publishing titles pass through a rigorous process of independent peer review. www.publishing.monash.edu/books/agmh-9781922235633.html Design: Les Thomas ISBN: 978-1-922235-63-3 (paperback) ISBN: 978-1-922235-64-0 (PDF) ISBN: 978-1-876924-84-3 (epub) National Library of Australia Cataloguing-in-Publication entry: Title: Aftermath : genocide, memory and history / editor Karen Auerbach ISBN 9781922235633 (paperback) Series: History Subjects: Genocide. Genocide--Political aspects. Collective memory--Political aspects. Memorialization--Political aspects. Other Creators/Contributors: Auerbach, Karen, editor. Dewey Number: 304.663 CONTENTS Introduction ............................................... -
The Memory of Auschwitz and the Oblivion of Bloodlands
The Memory of Auschwitz and the Oblivion of Bloodlands Robert Jan van Pelt “Lech, Lecha.”—“Go for yourself.” The words God spoke to Abra(ha)m when he instructed him to leave his native Ur and realize his destiny flashed through my brain during a rude intervention in the middle of a major commemorative lecture on Auschwitz, given at the Radboud University in Nijmegen, the Netherlands, on January 26, 2010. In my lecture, I had raised the question why Auschwitz had become, for better or worse, a major symbol of the Holocaust. I felt I was qualified to both ask and answer that question, as I had researched the history of Auschwitz for more than a quarter century. Whilst talking, I noticed an increasingly agitated gentleman in the back of the room. At one moment he couldn’t control himself, stood up, and began to profess, with a loud voice, that Auschwitz was largely irrelevant for our understanding of the Holocaust and that my own work on the camp had been a waste of my time; he said that the only truly relevant work on the Holocaust had been undertaken by the French cleric Father Patrick Desbois, who, beginning in 2003, had been identifying and digging up mass graves in the Ukraine and collecting testimonies of witnesses, and who had published his findings in his best-selling and award-winning The Holocaust by Bullets: A Priest's Journey to Uncover the Truth Behind the Murder of 1.5 Million Jews (2008). “Why weren’t you like Father Desbois?” the man asked me.