Peace Movement American Foreign Policy Is Shaped and Constrained By
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The Collapse and Recovery of Subjective Well-Being in Post-Communist Russia
Ronald Inglehart, Roberto Foa, Eduard Ponarin, Christian Welzel UNDERSTANDING THE RUSSIAN MALAISE: THE COLLAPSE AND RECOVERY OF SUBJECTIVE WELL-BEING IN POST-COMMUNIST RUSSIA BASIC RESEARCH PROGRAM WORKING PAPERS SERIES: SOCIOLOGY WP BRP 32/SOC/2013 This Working Paper is an output of a research project implemented at the National Research University Higher School of Economics (HSE). Any opinions or claims contained in this Working Paper do not necessarily reflect the views of HSE. Ronald Inglehart1, Roberto Foa2, Eduard Ponarin3 and Christian Welzel4 UNDERSTANDING THE RUSSIAN MALAISE: THE COLLAPSE AND RECOVERY OF SUBJECTIVE WELL-BEING IN POST-COMMUNIST RUSSIA This article analyzes the decline of subjective well-being and a sense of national self- esteem among the Russian people that was linked with the collapse of the communist economic, political and social systems in the 1990s—and a subsequent recovery of subjective well-being that began more recently. Subjective well-being is closely linked with economic development, democracy and physical health. The people of rich countries tend show higher levels than those of poor countries, but already in 1982, the Russia people ranked lower on happiness and life satisfaction than the people of much poorer countries such as Nigeria or India; external signs of this malaise were rising alcoholism and declining male life expectancy. But after the collapse of the Soviet Union, subjective well-being in Russia fell to levels never seen before, reaching a low point in 1995 when most Russians described themselves as unhappy and dissatisfied with their lives as a whole. Since 2000, this trend has been reversing itself, but in 2011 Russia still ranked slightly lower than its level in 1981. -
Nonviolence and Peace Psychology
Nonviolence and Peace Psychology For other titles published in this series, go to www.springer.com/series/7298 Daniel M. Mayton II Nonviolence and Peace Psychology Intrapersonal, Interpersonal, Societal, and World Peace Daniel M. Mayton II Lewis-Clark State College Lewiston ID USA ISBN 978-0-387-89347-1 e-ISBN 978-0-387-89348-8 DOI 10.1007/978-0-387-89348-8 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009922610 © Springer Science+Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Foreword The UNESCO constitution, written in 1945, states, “Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.” This is an appeal for peace psychology. It is a call to understand the values, philoso- phies, and competencies needed to build and maintain intrapersonal, interpersonal, intergroup, and international peace. -
Isolationism & Appeasement in Australia E. M. Andrews
> Isolationism & Appeasement ü w* in Australia C /3 Reactions to the European Grises, 1935-1939 ‘They tell me things are not too good in Europe, Dave.’ ‘What’s wrong? Drought?’ ‘Unk’ White, Bulletin, 26 July 1939 E. M. Andrews Australian foreign policy in the late 1930s has till now been a neglected topic in historical writing. In this book the author examines Australian reactions to the aggressions which led to World War II — Abyssinia, Spain, Austria, Czecho slovakia, and Poland. He describes the early support in Britain and Australia for the League of Nations, and goes on to discuss the causes of the change to a policy of appeasement, culminating in the Munich crisis of 1938, and Australian reactions to that crisis. Additionally, he compares Australian foreign policy at that time and in the sixties, when Australia again supports a powerful ally, this time in Vietnam. To those who lived through the crises of the thirties and now wish to see those years in perspective, as well as to readers of a younger generation, who seek the causes for the development of present-day attitudes to Australian foreign policy, this book will make absorbing reading. For teachers and students of the history of the period it will provide a welcome insight into the reactions of Australian politicians and people to the European crises and to Britain’s part in them. Price in Australia $6.95 This book was published by ANU Press between 1965–1991. This republication is part of the digitisation project being carried out by Scholarly Information Services/Library and ANU Press. -
English Edition of Mayors for Peace News Flash
January 2021 / No.133 Check our website and follow us on SNS: Mayors for Peace Member Cities Website http://www.mayorsforpeace.org/english/index.html 8,002 cities Facebook in 165 countries and regions https://www.facebook.com/mayorsforpeace Twitter (as of January 1, 2021) https://twitter.com/Mayors4Peace Help us achieve 10,000 member cities! “Like” and share our Facebook and Twitter posts to help spread awareness of our mission. Table of Contents ➢ Mayors for Peace membership passes 8,000! ➢ Release of the 2020 Vision Executive Report ➢ Selection Results: Children’s Art Competition “Peaceful Towns” 2020 ➢ Treaty on the Prohibition of Nuclear Weapons has entered into force ➢ Report by Executive Advisor ➢ Member city recruitment model cases ➢ Regional chapter activities ➢ Mayors for Peace Member Cities - 8,002 cities in 165 countries/regions ➢ Request to promote various measures based on the Mayors for Peace Action Plan ➢ Call for input: examples of initiatives to foster peace-seeking spirit ➢ Peace news from Hiroshima (provided by the Hiroshima Peace Media Center of the CHUGOKU SHIMBUN) ---------------------------------------------------------------------------------------------------------------------- Mayors for Peace membership passes 8,000! ---------------------------------------------------------------------------------------------------------------------- On January 1, we welcomed 28 new member cities, leading us to surpass 8,000 member cities. We truly appreciate our Lead Cities and member cities for their long-term support. The following are our recent initiatives for expanding membership and messages from related organizations and bodies that work with us. Recent initiatives for expanding membership ⚫ Recruitment by the President President Matsui (Mayor of Hiroshima) asks ambassadors and representatives attending the Peace Memorial Ceremony, held annually on August 6 in Hiroshima, to invite municipalities in their countries to join Mayors for Peace. -
Isolationism and the Soviet Public Discourse in the 1920S and Early
NATIONAL COUNCIL FOR SOVIET AND EAST EUROPEAN RESEARCH TITLE: ISOLATIONISM AND SOVIET PUBLIC DISCOURSE, In The 1920s And Early 1930s AUTHOR: Jeffrey Brooks CONTRACTOR: University of Minnesota PRINCIPAL INVESTIGATOR: Jeffrey Brooks COUNCIL CONTRACT NUMBER: 802-11 DATE: May 1990 The work leading to this report was supported by funds provided by the National Council for Soviet and East European Research- The analysis and interpretations contained in the report are those of the author. EXECUTIVE SUMMARY (Contract No. 802-11) ISOLATIONISM AND SOVIET PUBLIC DISCOURSE In the 1920s and early 1930s by Jeffrey Brooks This is a study of the portrayal of public attitudes toward foreigners and foreign states in the Soviet press during the 1920s and early 193 0s, with a special emphasis on America. As Soviet society took shape, a new language of public life arose; existing traditions were jettisoned or amended, and new notions embraced or discarded- Daily life took on new meanings, and a repertoire of frameworks for understanding Soviet experience and its potential unfolded. Within these frameworks, representation of relations with other states and peoples was critical. Isolationism and xenophobia became hallmarks of the Stalinist system, and without them much of what happened would have been impossible, but the long story of Soviet history reveals a counterpoint. The xenophobia of the Stalin years faded quickly after 1953, first into ambivalence and then into a widely felt desire to participate fully in world systems and interact with other peoples. Xenophobia and much else once deemed immutably Soviet have now been marginalized, and yet something of the earlier experience remains. -
Frank Zelko Research Fellow, GHI
“MAKE IT A GREEN PEACE”: THE HISTORY OF AN INTERNATIONAL ENVIRONMENTAL ORGANIZATION Frank Zelko Research Fellow, GHI In the early 1970s, the United States Congress’s House Subcommittee on Fisheries and Wildlife Conservation held a series of hearings on the sub- ject of marine mammal protection. Among those who testified were rep- resentatives of America’s oldest and most established wilderness protec- tion groups, such as the Sierra Club, the Audubon Society, and the National Wildlife Federation. Although it was important to ensure that the world’s populations of whales and seals remained as healthy as pos- sible, these organizations argued, they did not support a policy of abso- lute protection. As long as the survival of the species was ensured, they believed, it was legitimate to use its “surplus” members for the benefit of people. In his testimony before the subcommittee, Thomas Kimball of the National Wildlife Federation employed phrases such as “renewable re- sources,” “stewardship,” and “professional wildlife management.” The “harvesting of surplus wildlife populations,” his organization felt, wasan “important management tool if the continuing long-range well-being of an animal population is the ultimate objective.”1 A few years later, a group of environmental protesters off the coast of California came across a fleet of Soviet whaling boats. Using motorized inflatable dinghies, the activists positioned themselves between a whal- er’s harpoon and a fleeing pod of sperm whales, acting as human shields to protect the defenseless giants. Whaling, these activists insisted, was not merely an issue of wildlife preservation or resource stewardship. Rather, it was an unconscionable act of violence perpetrated against a species whose intelligence and sensitivity put them in the same biological cat- egory as human beings. -
Unit 3 Study Guide Name: Date: 1. in 1900 the United States Declared An
Unit 3 Study Guide Name: Date: 1. In 1900 the United States declared an Open 3. Which of the following is the most accurate Door Policy that reflected which of the following example of President Taft's policy of “dollar beliefs? diplomacy”? A. The Chinese were secretly negotiating trade A. allowing for the nationalization of Latin privileges with European countries. American property owned by U.S. citizens B. Japan might conquer China and cut off all B. exerting economic influence rather than foreign trade. military force in Latin American countries C. All countries should have equal trading rights C. using international trade organizations to in China. stabilize Latin American economies D. American consumers would be hurt by D. maintaining a military force to discourage international trade. European colonization in Latin America 4. How did the United States help the Allies win 2. The United States' policy of acting as an World War I? international police force in the Western Hemisphere can be traced back to the early 1900s and the— A. The United States entered into a secret agreement with the Central Powers. A. Marshall Plan. B. The United States agreed to provide financial assistance to rebuild Germany. B. Roosevelt Corollary. C. The United States refused to fight an offensive C. Open Door Notes. war. D. Dawes Plan. D. The United States provided strong, energized troops. page 1 5. “Remember the Maine” is a memorable slogan 7. This graphic organizer represents U.S. involvement and rallying cry in American history. The slogan in the First World War. symbolizes the onset of which of the following wars? A. -
The Nuclear Freeze Campaign and the Role of Organizers
Week Three Reading Guide: The Nuclear Freeze campaign and the role of organizers The reading by Redekop has been replaced by a book review by Randall Forsberg, and the long rough- cut video interview of Forsberg has been replaced by a shorter, more focused one. We start the first day with a brief discussion of Gusterson’s second article, building on the previous long discussion of the first one. September 23, 2019 Gusterson, H. 1999, “Feminist Militarism,” PoLAR: Political and Legal Anthropology Review 22.2, 17; https://doi.org/10.1525/pol.1999.22.2.17 This article focuses on the feminist themes Gusterson touched on in his earlier one. He begins restating the essentialist position and its opposition by feminists via “social constructedness.” Second-wave feminism started with Simone de Beauvoir’s idea that gender is constructed (“One is not born, but rather becomes, a woman”) and extending to post-structuralist Judith Butler, for whom gender is a performance, potentially fluid, learned and practiced daily based on cultural norms and discourses. Gusterson is intrigued by the idea of feminist militarism as performance. “If we weren’t feminists when we went in [to the military], we were when we came out.” What was meant by this? How does the military culture described in the article reflect gender essentialism? On p. 22, Gusterson argues that the women’s movement and the peace movement “remake their mythic narratives… through the tropes of revitalization.” What does he mean by this? Do you agree or disagree? Why? Is feminist militarism feminist? Does your answer depend on whether you adopt essentialist or constructivist reasoning? Wittner, L. -
Visible Witness: a Testimony for Radical Peace Action
University of Central Florida STARS PRISM: Political & Rights Issues & Social Movements 1-1-1961 Visible witness: A testimony for radical peace action Wilmer J. Young Find similar works at: https://stars.library.ucf.edu/prism University of Central Florida Libraries http://library.ucf.edu This Book is brought to you for free and open access by STARS. It has been accepted for inclusion in PRISM: Political & Rights Issues & Social Movements by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Young, Wilmer J., "Visible witness: A testimony for radical peace action" (1961). PRISM: Political & Rights Issues & Social Movements. 314. https://stars.library.ucf.edu/prism/314 A Tesbony for Radical Peace Action Wilmer J. Young Pamphlet 118 - 35 a!nt!3 VISIBLE WITNESS A Testimony for Radical Peace Action By Wilmer J. Young PENDLE HXU PAMPHLET 118 About the Author / WILMER YOUNG, born in the Comenative Quaker community in Iowa, attended the oId Scattergood Boarding School, Westtown School and Bav- crford College. He was a teacher for 22 years, beginning with four yertrs at Friends Boarding School at Bmesville, Ohio, and ending with twelve years at Wwesttown School in Pennsylvania, where he was Dean of Boys and taught mathematics. In 1936, Wilmer Young, his wife, Mildred Binns Young, and their three children began a stay of nine- teen years in the South, working fmt in Mississippi and then for fifteen years, under the care of the American Friends Service Committee, in South Carolina, Their work in both states was witb white and Negro sharecroppets and tenant farmers. -
John Foster Dulles and the Federal Council Of
JOHN FOSTER DULLES AND THE FEDERAL COUNCIL OF CHURCHES, 1937-1949 DISSERTATION Presented in Partial Fulfillment of the Requirements of the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Albert N. Keim, B.A., M.A. ******* The Ohio State University 1971 Approved by Adviser Department of History ACKNOWLEDGMENTS I am indebted to Dr. Constant H. Jacquet, Jr., Director of the Research Library of the National Council of Churches, for giving me access to the National Council of Churches Archives. I am grateful for the assistance rendered by Mrs. Wanda M. Randall, Assistant to the Curator of Manuscripts, during my research in the Dulles Papers at Princeton University Library. Dr. Georgia Harkness, Dr. Roswell P. Barnes, and Dr. Samuel McCrea Cavert all provided valuable advice at various stages of the project. My adviser, Dr. Robert H. Bremner, gave unfailing counsel at every stage of the work, I owe a special debt to my wife, Leanna, who loyally supported the project from beginning to end. VITA October 31, 1935 Born - Uniontown, Ohio 1963 ........... B.A., Eastern Mennonite College, Harrisonburg, Virginia 1965 M.A., University of Virginia, Charlottesville, Virginia 1965-1969 Instructor, Eastern Mennonite College, Harrisonburg, Virginia 1969-1970 Teaching Associate, Department of History, The Ohio State University, Columbus, Ohio 1970-1971 Dissertation Year Fellow, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: History Social History of the United States Since 1900. Professor Robert H. Bremner Political History of the United States Since 1900. Professor K. Austin Kerr Political and Social History of the United States, 1850-1900. -
Planes Were Leaving the Scene of Their Destruction, a with the Rise of Hitler
BY JAMES A . K E H L ON SUNDAY,DECEMBER 7, 1941, AS THE BOMBS The America First Committee was the last fell at Pearl Harbor, some 2,500 Pittsburghers were gasp of a national isolationist movement that had taking their seats at Soldiers and Sailors Memorial begun after World War I.Disillusioned with fallout Hall in the city's Oakland district, where a rally from treaties signed at Versailles to end WWI, the sponsored by the America First Committee (AFC) was American public demanded that the nation take a scheduled to begin at 3 p.m. Fifteen minutes before hard-line attitude of non-alliance with other i the program, at about the time the last Japanese countries. That posture, which became U.S. policy, planes were leaving the scene of their destruction, a was maintained without significant challenge into journalist informed the rally's organizers that Japan the mid-1930s. had attacked Hawaii and the Philippines. With the rise of Hitler, Mussolini, and Japanese America First organizers, hoping to discourage warlords, however, many Americans and U.S. pol- ' public support for U.S. involvement in the war al- icymakers began to question the wisdom of ready raging in Europe, would later say that they continued isolationism. High officials in the believed the report was a hoax. That's why, or- Roosevelt administration considered a non-inter- ganizers insisted, they elected to proceed with the ventionist stance imprudent. By 1941, the issue was a event. Whatever the truth, those gathered in the hall hot topic, with organizations on both sides of the became an unusual captive audience for the next two debate actively seeking support in Congress and and a half hours: as speaker after speaker demanded among the public. -
Teacher Guide (PDF)
AMERICANS AND THE HOLOCAUST TEACHER GUIDE ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT ushmm.org/americans AMERICANS AND THE HOLOCAUST ISOLATION OR INTERVENTION? A CASE STUDY ON THE LEND-LEASE ACT OVERVIEW In this lesson, students will identify multiple economic, social, and geopolitical factors that influenced Americans’ attitudes about the United States’ role in the world from 1939–1941, when people in the United States were deeply divided about what actions, if any, America should take in defense of countries threatened by German military conquest. Through an examination of primary source documents, students will identify and evaluate arguments that different Americans made for the provision of military materiel to Britain in 1940. Ultimately, students will reflect on questions that this lesson raises about America’s role in the world today. This lesson explores the following question: n How did Americans interpret their role in the world when facing the threat of war? HISTORY KEY QUESTIONS EXPLORED 1. From 1939–1941, what information was available to Americans about German military expansion and the German threat to European countries? 2. What events and conditions had an impact upon Americans’ attitudes about German military expansion and whether the United States should supply military materiel to Great Britain? 3. How did Americans respond to the proposal that the United States provide military aid to Great Britain in defense against German attacks? HISTORY LEARNING OBJECTIVES 1. Students will understand that there were many different issues that the American public perceived as having a critical impact on their livelihoods, security, and core values.