Austen Chamberlain Locarno Treaty
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
HEBEELE, Gerald Clarence, 1932- the PREDICAMENT of the BRITISH UNIONIST PARTY, 1906-1914
This dissertation has been microfilmed exactly as received 68-3000 HEBEELE, Gerald Clarence, 1932- THE PREDICAMENT OF THE BRITISH UNIONIST PARTY, 1906-1914. The Ohio State University, Ph.D., 1967 History, modem University Microfilms, Inc., Ann Arbor, Michigan © Copyright by Gerald Clarence Heberle 1968 THE PREDICAMENT OF THE BRITISH UNIONIST PARTY, 1906-1914 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Gerald c / Heberle, B.A., M.A, ******* The Ohio State University 1967 Approved by B k f y f ’ P c M k ^ . f Adviser Department of History ACKNOWLEDGMENTS I wish to express my deepest gratitude to Professor Philip P. Poirier of the Department of History, The Ohio State University, Dr. Poirier*s invaluable advice, his unfailing patience, and his timely encouragement were of immense assistance to me in the production of this dissertation, I must acknowledge the splendid service of the staff of the British Museum Manuscripts Room, The Librarian and staff of the University of Birmingham Library made the Chamberlain Papers available to me and were most friendly and helpful. His Lordship, Viscount Chilston, and Dr, Felix Hull, Kent County Archivist, very kindly permitted me to see the Chilston Papers, I received permission to see the Asquith Papers from Mr, Mark Bonham Carter, and the Papers were made available to me by the staff of the Bodleian Library, Oxford University, To all of these people I am indebted, I am especially grateful to Mr, Geoffrey D,M, Block and to Miss Anne Allason of the Conservative Research Department Library, Their cooperation made possible my work in the Conservative Party's publications, and their extreme kindness made it most enjoyable. -
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. -
David Lloyd George and Temperance Reform Philip A
University of Richmond UR Scholarship Repository Honors Theses Student Research 1980 The ac use of sobriety : David Lloyd George and temperance reform Philip A. Krinsky Follow this and additional works at: http://scholarship.richmond.edu/honors-theses Recommended Citation Krinsky, Philip A., "The cause of sobriety : David Lloyd George and temperance reform" (1980). Honors Theses. Paper 594. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Honors Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. UNIVERSITY OF RICHMOND LIBRARIES llllllllllllllllllllllllllllllllllllllllllllllllllllllllll/11111 3 3082 01 028 9899 - The Cause of Sobriety: David Lloyd George and Temperance Reform Philip A. Krinsky Contents I. Introduction: 1890 l II. Attack on Misery: 1890-1905 6 III. Effective Legislation: 1906-1918 16 IV. The Aftermath: 1918 to Present 34 Notes 40 Bibliographical Essay 47 Temperance was a major British issue until after World War I. Excessive drunkenness, not alcoholism per se, was the primary concern of the two parliamentary parties. When Lloyd George entered Parliament the two major parties were the Liberals and the Conservatives. Temperance was neither a problem that Parliament sought to~;;lv~~ nor the single issue of Lloyd George's public career. Rather, temperance remained within a flux of political squabbling between the two parties and even among the respective blocs within each Party. Inevitably, compromises had to be made between the dissenting factions. The major temperance controversy in Parliament was the issue of compensation. Both Parties agreed that the problem of excessive drunkenness was rooted in the excessive number of public houses throughout Britain. -
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. -
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. -
Xerox University Microfilms 300 North Zoab Road Ann Arbor, Michigan 46106 7619623
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) dr section, they are spliced into the film along with adjacent pages, This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Localism in Joseph Chamberlain's Social Politics, 1869-1895. Everett Ap Rker Hall University of Massachusetts Amherst
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1977 Localism in Joseph Chamberlain's Social Politics, 1869-1895. Everett aP rker Hall University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Hall, Everett aP rker, "Localism in Joseph Chamberlain's Social Politics, 1869-1895." (1977). Doctoral Dissertations 1896 - February 2014. 1352. https://scholarworks.umass.edu/dissertations_1/1352 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. LOCALISM IN JOSEPH CHAMBERLAIN'S SOCIAL POLITICS, 1869-189? A Dissertation Presented by EVERETT PARKER PIALL, JR. Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY February 1977 History (c) EVERETT PARKER HALL, JR. 1977 ALL RIGHTS RESERVED LOCALISM IN JOSEPH CHAMBERLAIN'S SOCIAL POLITICS, 1869-1895 A Dissertation Presented By EVERETT PARKER HALL, JR. Approved as to style and content by Marvin Swai^tz, Cha3.rperson of Committee n /// /, / C 1-!/ ^ /it ^ 'ranklin B. ';/ickv/ire Member Michael Wolff, Member GeraldJerald McFarland, Chairman History Department ABSTRACT OF TIIE DISSERTATION Localism in Joseph Chamberlain's Social Politics, 1869-1895 Everett Parker Hall, Jr. Ph.D., University of Massachusetts, 1977 Directed by: Marvin Swartz This dissertation analyzes the Radical career of Joseph Chamberlain in terras of the social and political context in which he operated. -
Papers of Sir Austen Chamberlain
http://gdc.gale.com/archivesunbound/ PAPERS OF SIR AUSTEN CHAMBERLAIN Sir Austen Chamberlain (1863-1937) was the ablest Foreign Secretary of the interwar period, earning the Nobel Peace Prize for the signing of the Locarno Treaties in 1925. As a career politician, he held a variety of government offices, and The Papers of Sir Austen Chamberlain contains political papers that variously document his policies as Chancellor of the Exchequer, Secretary of State for Foreign Affairs and Leader of the House of Commons. These provide insight into the intentions behind his policies, the development of foreign affairs for both the First and Second World Wars, and his role in the wartime coalition government. The papers also include personal correspondence with his family, including his sister and wife, and highlight his close friendship with his stepmother, Mary Endicott. Date Range: 1863-1937 Content: 110,747 images Source Library: University of Birmingham Library Detailed Description: Austen Chamberlain held ministerial office for 23 years between 1895 and 1931, serving much longer in government than both his father and brother. He served at the Admiralty at the beginning and end of that period; as Chancellor of the Exchequer before and after the First World War; as Secretary of India during the War; in the War Cabinet towards its end; and as Foreign Secretary in the 1920s. He also held office as leader of the Conservative Party in the House of Commons from 1921 to 1922, when the Conservatives formed the largest component in the coalition led by Lloyd George. The significance of these papers is heightened by the preparation Austen was given for the world of a statesman: Joseph and Neville were both trained for careers in business; Austen was the only one groomed for government. -
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.