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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. -
Maar De Hoop Domineert
Maar de Hoop Domineert Een transnationale studie naar de Nederlandse vredes- en antikernwapenbeweging, 1955-1965 Eline Groenewegen van der Weiden 11895896 MA Geschiedenis van de Internationale Betrekkingen Universiteit van Amsterdam, Faculteit der Geesteswetenschappen Begeleider: Dr. P.H. van Dam Tweede lezer: Dr. R. van Dijk 18 ECTS Aantal woorden: 17.973 Ingeleverd op: 29 juni 2018 INHOUDSOPGAVE Lijst van afkortingen 4 Inleiding 5 Hoofdstuk 1 22 Internationale organisaties en conferenties Hoofdstuk 2 39 Nationale protestacties Hoofdstuk 3 60 Internationale protestacties Conclusie 74 Bibliografie 78 Verantwoording afbeeldingen 82 2 “Demonstreren wij uit wanhoop? Demonstreren wij uit hoop? Ik antwoord: uit beiden. Maar de hoop domineert.” - Krijn Strijd (1963)1 1 Krijn Strijd, ‘De Vredesmars in Amsterdam’, Militia Christi 18:4 (1963) 32. 3 LIJST VAN AFKORTINGEN AAA Anti Atoombom Actie ANJV Algemeen Nederlands Jeugd Verbond ANVA Algemene Nederlandse Vredesactie ASA Atomic Scientists’ Association BB Bescherming Burgerbevolking CND Campaign for Nuclear Disarmament CNVA Committee of Non-violent Action CPN Communistische Partij Nederland DAC Direct Action Committee EFNA European Federation against Nuclear Arms FAS Federation of American Scientists ICDP International Confederation for Disarmament and Peace IFOR International Fellowship of Reconciliation IISG Internationaal Instituut voor Sociale Geschiedenis ILCOP International Liaison Committee of Organisations of Peace IBP International Peace Bureau IPRA International Peace Research Association -
Albert Schweitzer: a Man Between Two Cultures
, .' UNIVERSITY OF HAWAI'I LIBRARY ALBERT SCHWEITZER: A MAN BETWEEN TWO CULTURES A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI'I IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LANGUAGES AND LITERATURES OF • EUROPE AND THE AMERICAS (GERMAN) MAY 2007 By Marie-Therese, Lawen Thesis Committee: Niklaus Schweizer Maryann Overstreet David Stampe We certify that we have read this thesis and that, in our opinion, it is satisfactory in scope and quality as a thesis for the degree of Master of Arts in Languages and Literatures of Europe and the Americas (German). THESIS COMMITIEE --~ \ Ii \ n\.llm~~~il\I~lmll:i~~~10 004226205 ~. , L U::;~F H~' _'\ CB5 .H3 II no. 3Y 35 -- ,. Copyright 2007 by Marie-Therese Lawen 1II "..-. ACKNOWLEDGMENTS T I would like to express my deepest gratitude to a great number of people, without whose assistance, advice, and friendship this thesis w0l!'d not have been completed: Prof. Niklaus Schweizer has been an invaluable mentor and his constant support have contributed to the completion of this work; Prof. Maryann Overstreet made important suggestions about the form of the text and gave constructive criticism; Prof. David Stampe read the manuscript at different stages of its development and provided corrective feedback. 'My sincere gratitude to Prof. Jean-Paul Sorg for the the most interesting • conversations and the warmest welcome each time I visited him in Strasbourg. His advice and encouragement were highly appreciated. Further, I am deeply grateful for the help and advice of all who were of assistance along the way: Miriam Rappolt lent her editorial talents to finalize the text; Lynne Johnson made helpful suggestions about the chapter on Bach; John Holzman suggested beneficial clarifications. -
Edward Lewis and Radioactive Fallout the Impact Of
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Caltech Theses and Dissertations EDWARD LEWIS AND RADIOACTIVE FALLOUT THE IMPACT OF CALTECH BIOLOGISTS ON THE DEBATE OVER NUCLEAR WEAPONS TESTING IN THE 1950s AND 60s Thesis by Jennifer Caron In Partial Fulfillment of the Requirements for the degree of Bachelor of Science Science, Ethics, and Society Option CALIFORNIA INSTITUTE OF TECHNOLOGY Pasadena, California 2003 (Presented January 8, 2003) ii © 2003 Jennifer Caron All Rights Reserved iii ACKNOWLEDGEMENTS Professor Ed Lewis, I am deeply grateful to you for sharing your story and spending hours talking to me. Professor Ray Owen, thank you for your support and historical documents I would not have found on my own. Professor Morgan Kousser, I am grateful for your advice and criticism, especially when this project was most overwhelming. Chris Waters, Steve Youra and Nathan Wozny, thank you for helping me get the writing going. Jim Summers and Winnee Sunshine, thank you for providing me with a quiet place to write. Professors Charles Barnes, Robert Christy, and John D. Roberts, thank you for sharing your memories and understandings of these events. Peter Westwick, thank you for the reading suggestions that proved crucial to my historical understanding. Kaisa Taipale, thank you for your help editing. Professor John Woodard, thank you for helping me to better understand the roots of ethics. Professor Diana Kormos-Buchwald, thank you for being my advisor and for your patience. And Scott Fraser, thank you for telling me about Lewis’s contribution to the fallout debate and encouraging me to talk to him. -
M15224211I* SESSIONE AUTUNNALE Livello Superiore
Codice del candidato: Državni izpitni center *M15224211I* SESSIONE AUTUNNALE Livello superiore Prova d'esame 1 A) Comprensione di testi scritti B) Conoscenza e uso della lingua Mercoledì, 26 agosto 2015 / 60 minuti (35 + 25) Materiali e sussidi consentiti: Al candidato è consentito l'uso della penna stilografica o della penna a sfera. Al candidato viene consegnata una scheda di valutazione. MATURITÀ GENERALE INDICAZIONI PER IL CANDIDATO Leggete con attenzione le seguenti indicazioni. Non aprite la prova d'esame e non iniziate a svolgerla prima del via dell'insegnante preposto. Incollate o scrivete il vostro numero di codice negli spazi appositi su questa pagina in alto a destra e sulla scheda di valutazione. La prova d'esame si compone di due parti, denominate A e B. Il tempo a disposizione per l'esecuzione dell'intera prova è di 60 minuti: vi consigliamo di dedicare 35 minuti alla risoluzione della parte A, e 25 minuti a quella della parte B. La prova d'esame contiene 2 esercizi per la parte A e 2 esercizi per la parte B. Potete conseguire fino a un massimo di 20 punti nella parte A e 27 punti nella parte B, per un totale di 47 punti. È prevista l'assegnazione di 1 punto per ciascuna risposta esatta. Scrivete le vostre risposte negli spazi appositamente previsti all'interno della prova utilizzando la penna stilografica o la penna a sfera. Scrivete in modo leggibile e ortograficamente corretto. In caso di errore, tracciate un segno sulla risposta scorretta e scrivete accanto ad essa quella corretta. Alle risposte e alle correzioni scritte in modo illeggibile verranno assegnati 0 punti. -
Nobel Peace Prize - True Or False?
Nobel Peace Prize - True or False? ___ 1 T he Nobel Peace Prize is ___ 7 The Nobel Peace Prize given every two years. ceremony is held each year in December. ___ 2 T he Nobel Peace Prize is n amed after a scientist. ___ 8 The Nobel Peace Prize winner is chosen by a ___ 3 A lfred Nobel was from c ommittee from Sweden. G ermany. ___ 9 T he prize can only be given ___ 4 N obel became very rich from t o one person each time. his invention – a new gasoline engine. ___ 10 T he Nobel Peace Prize consists of a medal, a ___ 5 There are six dierent Nobel diploma and some money. Prizes. ___ 6 The rst Peace Prize was awarded in 1946 . Nobel Peace Prize - True or False? ___F 1 T he Nobel Peace Prize is ___T 7 The Nobel Peace Prize given every two years. Every year ceremony is held each year in December. ___T 2 T he Nobel Peace Prize is n amed after a scientist. ___F 8 The Nobel Peace Prize winner is chosen by a Norway ___F 3 A lfred Nobel was from c ommittee from Sweden. G ermany. Sweden ___F 9 T he prize can only be given ___F 4 N obel became very rich from t o one person each time. Two or his invention – a new more gasoline engine. He got rich from ___T 10 T he Nobel Peace Prize dynamite T consists of a medal, a ___ 5 There are six dierent Nobel diploma and some money. -
Press Release 72 Nobel Laureates Appeal for Climate Protection.Pdf
PRESS RELEASE Kommunikation | Communications Christian Schumacher (Leiter | Head) Phone: +49 (0)8382 / 27731-15 Lindau/Paris, 7 December 2015 [email protected] Gero von der Stein 72 Nobel Laureates Appeal for Climate Protection (Projektmanager| Project Manager) Phone: +49 (0)8382 / 27731-26 [email protected] 72 recipients of the Nobel Prize urgently warn of the consequences of climate change. They support a declaration that was handed over to the Vincenzo Hiemer Phone: +49 (0)8382 / 27731-20 President of the Republic of France, François Hollande, at the Élysée [email protected] Palace in Paris today by the French Nobel Laureates in Physics Serge Geschäftsstellen | Offices Haroche and Claude Cohen-Tannoudji, together with Hans Joachim Lennart-Bernadotte-Haus Alfred-Nobel-Platz 1 Schellnhuber, Director of the Potsdam Institute for Climate Impact 88131 Lindau Research (PIK), Germany. The “Mainau Declaration 2015 on Climate Deutschland | Germany Change” states “that the nations of the world must take the Phone: +49 (0)8382 / 27731-0 Fax: +49 (0)8382 / 27731-13 opportunity at the United Nations Climate Change Conference in Paris [email protected] to take decisive action to limit future global emissions.” The declaration th www.lindau-nobel.org was first presented on the occasion of the 65 Lindau Nobel Laureate Meeting on Mainau Island in Lake Constance, Germany, on Friday, 3 July 2015. Back then it was signed by 36 Nobel Laureates. Since, 36 additional laureates joined the group of supporters. “If left unchecked, our ever-increasing demand for food, water, and energy will eventually overwhelm the Earth’s ability to satisfy humanity’s needs, and will lead to wholesale human tragedy,” the declaration reads. -
Dag Hammarskjöld´S Approach to the United Nations and International Law
1 Dag Hammarskjöld´s approach to the United Nations and international law By Ove Bring Professor emeritus of Stockholm University and the Swedish National Defense College Dag Hammarskjöld, the second Secretary‐General of the United Nations, had a flexible approach to international law. On the one hand, he strongly relied on the principles of the UN Charter and general international law, on the other, he used a flexible and balanced ad hoc technique, taking into account values and policy factors whenever possible, to resolve concrete problems. Hammarskjöld had a tendency to express basic principles in terms of opposing tendencies, to apply a discourse of polarity or dualism, stressing for example that the observance of human rights was balanced by the concept of non‐intervention, or the concept of intervention by national sovereignty, and recognizing that principles and precepts could not provide automatic answers in concrete cases. Rather, such norms would serve “as criteria which had to be weighed and balanced in order to achieve a rational solution of the particular problem”.1 Very often it worked. Dag Hammarskjöld has gone to history as an inspiring international personality, injecting a dose of moral leadership and personal integrity into a world of power politics. He succeeded Trygve Lie as Secretary‐General in April 1953, in the midst of the Cold War, and in addition to East‐West rivalry he was confronted with Third World problems and the agonizing birth of the new Republic of Congo, a tumultuous crisis through which he lost his life in the Ndola air crash in September 1961. -
Nominating Article 9 for the 2015 Nobel Peace Prize 憲法9条、 2015年ノーベル平和賞推薦のために
Volume 13 | Issue 3 | Number 5 | Article ID 4815 | Jan 19, 2015 The Asia-Pacific Journal | Japan Focus Nominating Article 9 for the 2015 Nobel Peace Prize 憲法9条、 2015年ノーベル平和賞推薦のために Alexis Dudden to recall the many ways in which the principle has been, and continues to be challenged in Last April, the Nobel Peace Prize Committee Japan: selected for contention Japanese citizens working to conserve Article 9, Japan's long- ARTICLE 9. Aspiring sincerely to an standing constitutional prohibition against international peace based on justice and order, waging war. the Japanese people forever renounce war as a sovereign right of the nation and the threat or use of force as means of settling international disputes. To accomplish the aim of the Although trite, at certain moments original preceding paragraph, land, sea, and air forces, definitions are helpful. In his final will, dated as well as other war potential, will never be November 27, 1895, the Swedish chemist maintained. The right of belligerency of the Alfred Nobel stipulated that the bulk of his state will not be recognized. wealth should be used for five prizes - and, without explanation, one for "peace." Award of the prize since to individuals such as Theodore Roosevelt and Henry Kissinger, whom many Article 9's support groups did not win last equate with war, has raised eyebrows about its year's prize, yet the nomination has become the virtue. Notwithstanding, Nobel's initial terms subject of domestic and international support that the award go to someone who has "done and debate and even boasts its own Wikipedia the most or the best work for the fraternity page. -
The Problem of Peace
6 Network Review Winter 2015 The Problem of Peace Nobel Lecture November 4, 1954 Dr Albert Schweitzer articles In his native Kaysersberg in Alsace there is a statue of Albert Schweitzer with the simple inscription: Prix Nobel de la Paix, summing up the humanitarian ideals by which he lived his life and that are reflected in his lecture below, delivered sixty years ago. In the light of recent events, his ethical message is as relevant as ever, as is his contention of the continuing inhumanity of war with even more sophisticated weapons than he mentions. It is also worth noting that Schweitzer was speaking before the creation of the EU, itself conceived as a means of bringing Europe together. Next year is the 5oth anniversary of Schweitzer’s death and we are planning a one-day conference on his life and work. As I write this I am listening to his 1950 recording of Bach’s organ fugue in A minor. For the subject of my lecture, a redoubtable honour imposed In the East and Southeast, on the other hand, the evolution by the award of the Nobel Peace Prize, I have chosen the did not reach this stage; it stopped with the coexistence problem of peace as it is today. In so doing, I believe that of nationalities which failed to merge. Each could lay some I have acted in the spirit of the founder of this prize who claim to rightful ownership of the land. One might claim devoted himself to the study of the problem as it existed territorial rights by virtue of longer possession or superiority in his own day and age, and who expected his Foundation of numbers, while another might point to its contribution to encourage consideration of ways to serve the cause in developing the land. -
Teaching and Learning About Child Rights: a Study of Implementation in 26 Countries
QUB & UNICEF MARCH 2015 CHILD RIGHTS EDUCATION STUDY 1 © LEE JEROME Teaching and learning about child rights: A study of implementation in 26 countries Lee Jerome, Lesley Emerson, Laura Lundy and Karen Orr unite for children CHILD RIGHTS EDUCATION QUB & UNICEF MARCH 2015 2 STUDY This research was commissioned and funded by the Advocacy and Child Rights Education Unit at the UNICEF Private Fundraising and Partnerships Division, Geneva. This baseline research undertaken by the Centre for Children’s Rights in Queens’ University Belfast contributes to the global debate on child rights education. The statements expressed are those of the authors and do not necessarily reflect the policies or the views of UNICEF. They are published in order to stimulate further dialogue on issues affecting children. For further information about this project contact: Lee Jerome Centre for Children’s Rights School of Education Queen’s University Belfast [email protected] Marie Wernham Advocacy and Child Rights Education Unit UNICEF Private Fundraising and Partnerships Division Geneva [email protected] Cover translation: ‘Children have the right to protection from exploitation and abuse’, Albert-Schweitzer-Schule, Germany QUB & UNICEF MARCH 2015 CHILD RIGHTS EDUCATION STUDY 3 CHILD RIGHTS EDUCATION QUB & UNICEF MARCH 2015 4 STUDY CONTENTS Introduction ...................................................................................................................................... 7 Executive summary ........................................................................................................................ -
Lindau and the Zeitgeist the Annual Lindau Nobel Laureate Meetings Have Evolved Over the Years, Reflecting Changes in Both Science and Society
OUTLOOK SCIENCE MASTERCLASS s E g MA I /GETTY /GETTY s IFE PICTURE IFE L IME T // s WALTER SANDER WALTER Count Lennart Bernadotte (C) addresses physicists Werner Heisenberg (L), Edward Purcell (3L), Isidor I. Rabi (6R), Emilio Segre (5R), Paul Dirac (2R) and Gustav Hertz (R) at a meeting on Lindau (1962). timEliNE Lindau and the zeitgeist The annual Lindau Nobel Laureate Meetings have evolved over the years, reflecting changes in both science and society. BY JOHN GALBRAITH SIMMONS prize “a pain in the neck” and molecular biolo- physicians Franz Karl Hein and Gustav Parade gist Max Delbrück considered rejecting it for decided to organize a meeting in Lindau, a tiny THE ROAD FROM StOCKHOLM... being a pointless distraction. But most accept picturesque island-city on Lake Constance, The Nobel Laureate Meetings at Lindau owe the invasive downside of celebrity as a price nestled in the southern state of Bavaria. They their cachet first and foremost to the prestige worth paying. had two aims: to inform doctors of the latest of the Nobel prize. This prestige, in turn, has The upsides to receiving a Nobel prize are medical developments, and to promote Ger- much to do with the revolutionary advances many and diverse. At one end of the spec- many’s reintegration into the wider scientific in science that were afoot when the prize was trum, some recipients are happy to simply community. first awarded in 1901. Quantum concepts were take advantage of the enhanced opportunities Hein and Parade believed that the key to about to dethrone classical physics.