...GCE History |Contents |Page | | | | |Unit A2 1: Option 1, Anglo–Spanish Relations 1509–1609 |5 | |Unit A2 1: Option 2, Crown and Parliament in England 1600–1702 The Changing Role and |17 | |Status of Parliament | | | |37 | |Unit A2 1: Option 3, Liberalism and Nationalism 1815–1914 | | |Unit A2 1: Option 4, Nationalism and Unionism in Ireland 1800–1900 |51 | |Unit A2 1: Option 5, The Clash of Ideologies in Europe 1900–2000 |67 | Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of work has been designed to support...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...Contents General Models Nation Building and Political Development 1 Nation Building and War-fighting in Historical Perspective 4 Post Cold War Approaches to Nation-building: The Case of the United States: 6 Nation Building and War fighting: A Snapshot of the Record 8 Germany and Japan: misleading historical lessons, specious claims: 9 CONCLUSION 10 BIBLIOGRAPHY 11 ASSESS THE RELATIONSHIP BETWEEN WAR-FIGHTING AND NATION-BUILDING. Nothing is, and will remain in such short supply in the greater majority of the polities of the world’s ‘countryside’, as a sense of political community; and yet no such crucial term as ‘nation building’ has of recent been subjected to so much trivialisation and casual usage. This essay attempts to lay out what it is that nation building entails, as a background to assessing whatever linkage it may have with war fighting, causally or by coincidence. I outline existing schools of thought on nation building and demonstrate that it bore a clear relationship with war fighting especially in the dusk of the extensive empires of Western Europe. I argue that the United States had a much rosier experience by virtue of its geographical isolation, and of being constituted by an immigrant population, and as such, it may the least qualified actor to enforce nation building however construed. The essay points out the prevailing fallacy of conflating short-term post-conflict reconstruction with protracted nation building and state...
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...Searching for Internet Freedom in China_GALLEYED (Do Not Delete) 3/18/2013 9:19 PM SEARCHING FOR INTERNET FREEDOM IN CHINA: A CASE STUDY ON GOOGLE’S CHINA EXPERIENCE JYH-AN LEE,* CHING-YI LIU,** AND WEIPING LI*** ABSTRACT ........................................................................................ 406 INTRODUCTION ................................................................................. 406 I. THE NATURE OF THE INTERNET AND GOOGLE’S BUSINESS ............ 408 A. The Evolving Nature of the Internet................................. 408 B. The Study of Google and its China Experience................ 409 II. GOOGLE.CN AND CHINA’S INTERNET POLICY ............................... 412 A. The Story of Google.cn .................................................... 413 B. China’s Internet Policy in the Case of Google.cn............. 419 1. Technological Control of Search Engines .................. 419 2. Legal Control of Search Engines................................ 421 III. POLICY IMPLICATIONS FROM THE CASE OF GOOGLE.CN .............. 423 A. Global Network, Local Internet........................................ 424 B. Leveraging Commercial Power to Regulate the Internet . 426 IV. THE ACCOUNTABILITY CRISIS IN INTERNET GOVERNANCE ......... 428 A. The Problem of Internet Accountability ........................... 428 B. Solutions to the Digital-Accountability Problem ............. 431 CONCLUSION.......................................................................
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...NAME: ZANNATUL FERDOUS COURSE: G C E APPLIED BUSINESS UNIT TITLE: INTERNATIONAL DIMENSIONS OF BUSINESS UNIT NUMBER: 12 INTERNATIONAL DIMENSIONS OF: COSTA COFFEE COFFEE AROMA * Acknowledgement | 3 | * Summary | 4 | * 12.1- Investigation of two businesses with international and European presence * Name of the organisation * Operating Profit * Main Activities * Legal Format * Type of Business * Target Market * Industry * Business Sector * Product Range * Aims and Objectives * Type of Competition * Similarities and Differences Between the Businesses * Why businesses become international * How businesses meet their aims and objectives by being international | 5 | * 12.2- Research and Analysis of the Factors for Business having an International presence * Strategic Objectives * Theory of Comparative Advantage * Impact on host country when business is setting up and trading * Incentives by host country to business * Impact of business activities on competitors, customers, suppliers and business itself * Effectiveness of international business | 26 | * 12.3- Explore the dynamics of international organizations on one chosen business in a globally competitive environment * How EU and WTO affect the international business * Benefits of membership * Limitations of membership | 30 | * 12.4- Examine and evaluate the growth and influence of multi-national...
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...by war. Either in the trenches or at home can befall a single organ, or it may encompass the entire person” (Simmel, 1918). For Ernst, and millions of other participants, the war had forever changed their world, including the foundation of their country. An armistice was finally signed on November 11, 1918. Allied nations didn’t hesitate to execute their idea of justice for Germany. By January 1919, hundreds of Allied leaders and their staffs assembled in Paris. They formed committees in which every aspect of the war would be examined, evaluated and weighed. The mass gathering of worldwide leadership entered the history books as the Paris Peace Conference, from which, the Treaty of Versailles was created. These meeting were unusual in nature; being the first in which vast collections of world...
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...the main problem which discouraged an early unification of Italy. Moreover, the general political atmosphere in Europe did not allow new concessions to Italian balance when the powers were concerned with maintaining the balance of power and to prevent the setting of French hegemony in Europe again. So a united Italy in 1815 would only mean French domination of Italy, so the powers generally accepted the settlement even though the 1815 settlement ignored the moral principles which first French Revolution and the Romanticism had unleashed in Europe. Even liberal powers like Britain and the mother of Revolution, France did not dare to take the risk of a war which may be caused if Italy was united and this might invite foreign intervention in the young Italy. So foreign aid was generally unavailable in the first generation of the nineteenth century. Moreover, any war against Austria in the 1820's would mean war against Russia and Prussia too because the Holy Alliance acted as international police force resisting the tide of change. So the political, diplomatic and military condition in 1820's and 1830's did not favour the unification of Italy. Moreover, the movement of...
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...Source: CHRYSSIDES, GEORGE D. and KALER, JOHN H. (1993). An Introduction to Business Ethics. London: Chapman and Hall. Pages 79−106, 143‒146. [The text is derived from a publisher’s proof, and may differ slightly from the finished book. If quoting, it is best to cite the relevant WOLF page.] CHAPTER THREE ETHICAL THEORY In the previous chapter we looked at the role of values in business and considered how business ethics was becoming part of the professionalization of business. But what exactly are ethical judgments, and how do we justify them? At first appearance this may seem a needless difficulty. After all, is it not obvious what is happening when we make ethical decisions? Do we not do so almost every day of our lives in fact? It is one thing to engage in an activity, but often quite another to state what exactly is going on when we do it. For example, someone may have a tremendous gift for selling goods to people, but may not necessarily be aware, until he or she is taught, exactly what is going on when a successful marketing strategy is put into operation. One can instinctively put into operation the classical ‘three Ps’ of marketing (attention to Product, Price and Packaging), but yet be unaware, until this is pointed out, that these are the key features of selling. In a similar way, we can make moral judgments, but yet find some difficulty in explaining exactly what is taken place when we do so. In the case of ethical judgments, the situation is...
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...Seventh Edition INTERNATIONALEDITION INTERNATIONAL MANAGEMENT MANAGINGACROSSBORDERS AND CULTURES TEXTANDCASES Helen Deresky Professor Emerita, State University of New York-Plattsburgh Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo PART OUTLINE Chapter 1 Assessing the Environment—Political, Economic, Legal, Technological Chapter 2 Managing Interdependence: Social Responsibility and Ethics Assessing the Environment Political, Economic, Legal, Technological Outline Opening Profile: Economic Crisis Spreads Through Financial Globalization The Global Business Environment Globalization Globality and Emerging Markets Effects of Institutions on Global Trade Effects of Globalization on Corporations Regional Trading Blocs The European Union (EU) Asia Comparative Management in Focus: China's Economy Keeps on Chugging. The Americas Other Regions in the World The Russian Federation The Middle East Developing Economies The African Union The Globalization of Human Capital The Global Manager's Role The Political and Economic Environment Political Risk Political Risk Assessment Managing Political Risk Managing Terrorism Risk Economic Risk The Legal Environment Contract Law Other Regulatory Issues The Technological Environment Global E-Business Conclusion Summary of Key Points...
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...UNIT ONE INTRODUCTION TO CIVIC AND ETHICAL EDUCATION 1. INTRODUCTION 2. MEANINGS OF CIVICS AND ETHICAL EDUCATION The Notion of Civics The subject field of civics originates from the nature of human being itself i.e. from the natural behavior and level of interaction of human beings it self. One basic nature of human beings related with this statement is the fact that “man is a social animal” whose life is closely related to each other. Almost all instincts, demands and progresses of human beings are fulfilled in society. The superiority that human beings try to achieve over nature and other living things is the result of the social bond among human beings. If such bond is a requirement for the survival of human beings, then what should be the pattern of social interaction that exist among human beings is closely related with the subject matter of civics. In this regard civics is considered as a subject field which is mainly concerned with teaching citizens as to how they can live harmonious and peaceful life with other citizens and as to how they can resolve conflicts peacefully among them selves. The other basic nature of human being is the political view of philosophy by Plato that, “Man is a political animal”, which means no human being can escape from the deeds of politics and its dayto-day life is either directly or indirectly affected by it. For this reason human beings have to know the workings of politics, institutions that affect their day to day life, norms, principles...
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...3 COUNTERTERRORISM EVOLVES In chapte r 2, we described the growth of a new kind of terrorism, and a new terrorist organization—especially from 1988 to 1998, when Usama Bin Ladin declared war and organized the bombing of two U.S. embassies. In this chapter, we trace the parallel evolution of government efforts to counter terrorism by Islamic extremists against the United States. We mention many personalities in this report. As in any study of the U.S. government, some of the most important characters are institutions. We will introduce various agencies, and how they adapted to a new kind of terrorism. 3.1 FROM THE OLD TERRORISM TO THE NEW: THE FIRST WORLD TRADE CENTER BOMBING At 18 minutes after noon on February 26, 1993, a huge bomb went off beneath the two towers of the World Trade Center.This was not a suicide attack.The terrorists parked a truck bomb with a timing device on Level B-2 of the underground garage, then departed.The ensuing explosion opened a hole seven stories up. Six people died. More than a thousand were injured. An FBI agent at the scene described the relatively low number of fatalities as a miracle.1 President Bill Clinton ordered his National Security Council to coordinate the response. Government agencies swung into action to find the culprits.The Counterterrorist Center located at the CIA combed its files and queried sources around the world. The National Security Agency (NSA), the huge Defense Department signals collection agency, ramped up its communications...
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...Defeating the Islamic State: Both Short-term and Long-term Counter Strategies for the Proto-State and its Ideologies Christopher J. Minchin Norwich University FIRST DRAFT SOCI 401A Culture and Anthropology February 16, 2016 Tracey Poirier Source: The Institute for the Study of War (ISW) and the Critical Threats Project (CTP).), Jan, 2016. “If you know the enemy and know yourself you need not fear the results of a hundred battles“ –– Sun Tzu, Chinese philosopher and military strategist, around 500 BC. “Our terrorism against America is blessed terrorism.” –– Osama bin Laden (on video) “The acme of this religion is jihad.” — Osama bin Laden (Bergen, 2001, p. 41) Many have asked, “what can we do to defeat the Islamic State of Iraq and al-Sham (ISIS)? ” There have been a variety of suggestions from airstrikes, isolation , establishing a national unity government in Iraq to the feasibility of a counter-offensive using 'local' militia's and only as a last resort U.S. Boots on the ground. These are all worthy ideas; however, it is imperative to get a fundamental understanding of what has caused this problem because ISIS is growing and becoming stronger (even though current air strikes and counter-offensives have been successful). Before a decision can be made a rigorous analysis is necessary, a sociological analysis, so that the United States and the rest of the world can determine what must be done regarding ISIS and why. (Thesis):...
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...Contents Preface to the First Edition Introduction Part 1. Thought Control: The Case of the Middle East Part 2. Middle East Terrorism and the American Ideological System Part 3. Libya in U.S. Demonology Part 4. The U.S. Role in the Middle East Part 5. International Terrorism: Image and Reality Part 6. The World after September 11 Part 7. U.S./Israel-Palestine Notes Preface to the First Edition (1986) St. Augustine tells the story of a pirate captured by Alexander the Great, who asked him "how he dares molest the sea." "How dare you molest the whole world?" the pirate replied: "Because I do it with a little ship only, I am called a thief; you, doing it with a great navy, are called an Emperor." The pirate's answer was "elegant and excellent," St. Augustine relates. It captures with some accuracy the current relations between the United States and various minor actors on the stage of international terrorism: Libya, factions of the PLO, and others. More generally, St. Augustine's tale illuminates the meaning of the concept of international terrorism in contemporary Western usage, and reaches to the heart of the frenzy over selected incidents of terrorism currently being orchestrated, with supreme cynicism, as a cover for Western violence. The term "terrorism" came into use at the end of the eighteenth century, primarily to refer to violent acts of governments designed to ensure popular submission. That concept plainly is of little benefit to the practitioners of state terrorism...
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...GRADUATE DIPLOMA IN INTERNATIONAL RELATIONS AND DIPLOMACY STUDENT GUIDELINE NOTES GLOBAL POLITICAL ECONOMY MODULE Paste the notes here… Political economy originally was the term for studying production, buying and selling, and their relations with law, custom, and government. Political economy originated in moral philosophy (e.g. Adam Smith was Professor of Moral Philosophy at the University of Glasgow), it developed in the 18th century as the study of the economies of states — polities, hence political economy. In late nineteenth century, the term "political economy" was generally replaced by the term economics, used by those seeking to place the study of economy upon mathematical and axiomatic bases, rather than the structural relationships of production and consumption (cf. marginalism, Alfred Marshall). History of the term Originally, political economy meant the study of the conditions under which production was organized in the nation-states. The phrase économie politique (translated in English as political economy) first appeared in France in 1615 with the well known book by Antoyne de Montchrétien: Traicté de l’oeconomie politique. French physiocrats, Adam Smith, David Ricardo and Karl Marx were some of the exponents of political economy. In 1805, Thomas Malthus became England's first professor of political economy, at the East India Company College, Haileybury, Hertfordshire. The world's first professorship in political economy was established...
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