...The Cold War (1945-1991) was basically an ideological standoff between the ideas of Communism supported by the Russians and Democracy/Capitalism supported by the Americans. Communism is a political ideology which has the central principle of ¡§communal or communist ownership¡¨ of all property and therefore the abolition of private property. Democracy is a form of government in which the people vote, have a representative government and via these representatives ¡§govern themselves¡¨. During the period between 1961 to 1963, Nikita S. Khrushchev represented Communism and ruled Russia, while John F. Kennedy embodied democracy and lead America. The two leaders differed in their foreign policies as is evident by the Berlin Wall incident and the Cuban missile crisis, but both were somewhat radical in their domestic policies. Nikita Sergeyevich Khrushchev was first secretary of the Soviet Communist party from 1953 to 1964 and effective leader of the USSR from 1956 (premier from 1958) to 1964. He was born on April 17th, 1894, in the village of Kalinovka, Kursk province. As a young boy, Khrushchev worked long hours in the coal mines. Khrushchev seemed to be a revolutionist from a young age as he organized several strikes and in 1918 he joined the Bolshevik party and fought in the Civil War. Afterward, he was sent by the party to a technical institute to learn more about Marxism. Khrushchev rose steadily up the party ladder, always combining his talents as an administrator with his...
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...the Cold War and the fall of the Berlin Wall in 1989. Fukuyama predicted the eventual global triumph of political and economic liberalism. "What we may be witnessing is not just the end of the Cold War, or the passing of a particular period of post-war history, but the end of history as such... That is, the end point of mankind's ideological evolution and the universalization of Western liberal democracy as the final form of human government." According to Fukuyama, since the French Revolution, democracy has repeatedly proven to be a fundamentally better system (ethically, politically, economically) than any of the alternatives. The most basic (and prevalent) error in discussing Fukuyama's work is to confuse 'history' with 'events'. Fukuyama does not claim at any point that events will stop happening in the future. What he is claiming is that all that will happen in the future (even if totalitarianism returns) is that democracy will become more and more prevalent in the long term, although it may have 'temporary' setbacks (which may, of course, last for centuries). He believes that the European Union more accurately reflects what the world will look like at the end of history than the contemporary United States HUNGTINGTON’S FUTURE The Clash of Civilizations In 1993, Professor Huntington provoked great debate "The Clash of Civilizations?",. Its description of post–Cold War geopolitics contrasted with the influential End of History thesis advocated by Francis Fukuyama. Huntington...
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...Analysis: Angela Merkel Introduction Angela Merkel was born on July 17, 1954 to a Lutheran pastor and teacher in Hamburg, in what was then West Germany. When her father received a post at a church in East Germany, the family relocated across the border. Merkel would spend much of her childhood travelling freely between the two separated nations, as a result. School Life & Early Political Inclinations After an education in Templin, Merkel went on to study physics from 1973 to 1978, then studied Chemistry at the Academy of Sciences in Berlin-Ladreshof from 1978-1980. In addition to receiving a doctorate for a thesis on quantum chemistry, she became fluent in Russian and published several chemistry papers. Most East German youth took part in the Free German Youth movement, a socialist-based youth movement that sought to indoctrinate children to East Germany’s political system. She would also represent the FDJ in her secondary years as a member of the group’s district board. Political Life With the fall of the Berlin Wall in 1989, Merkel stepped into a full-time role in politics, becoming the deputy spokesperson for the Lothar de Maiziere pre-unification government. Post-reunification, she herself was elected to the Bundestag as a representative of her East German district, Stralsund-Nordvorpommern-Rugen, which she would represent until her ascendancy to the Chancellorship. From that point, she served in ministerial positions, including Minister for Women...
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...The Cuban Missile Crisis: Reading the Lessons Correctly Author(s): Richard Ned Lebow Source: Political Science Quarterly, Vol. 98, No. 3 (Autumn, 1983), pp. 431-458 Published by: The Academy of Political Science Stable URL: http://www.jstor.org/stable/2150497 Accessed: 10/11/2008 23:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aps. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Academy of Political Science is collaborating with JSTOR to digitize, preserve...
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...The Cuban Missile Crisis: Reading the Lessons Correctly Author(s): Richard Ned Lebow Source: Political Science Quarterly, Vol. 98, No. 3 (Autumn, 1983), pp. 431-458 Published by: The Academy of Political Science Stable URL: http://www.jstor.org/stable/2150497 Accessed: 10/11/2008 23:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aps. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Academy of Political Science is collaborating with JSTOR to...
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...Table of Contents: Item Topic ….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Educational System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Famous Historical Germans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Landshut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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...INSTITUTE OF LANGUAGES NAME: HUSSAIN NIZZAMI SESSION: 2012-2013 SUBMITTED TO: MAM MARIA MALDONADO TOPIC: GERMANY HISTORY & CULTURE UNIVERSITY OF THE PUNJAB Table of Contents: Item Topic Page Geography 3 History 5 Government 10 Economy 12 Industry 15 Educational System 20 Famous Historical Germans 23 Culture ...
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...|Working Thesis Statement: |ORAL PRESENTATION DESCRIPTION | |Nuclear has been the biggest fear in the world when it is used as |Nuclear Threat Nuclear weapon and its physical damage | |weapon and it has insurmountable negative effects on societies in |Nuclear weapon deterioration of health – what kinds of radiation are | |terms of its physical destruction and deterioration on human health. |emitted in a nuclear explosion and what effect do they have on human | |Not a thesis statement but a statement of fact. |beings? | |Try: Why is it best for nuclear attack victims to be right at Ground |http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011| |Zero? |/living_future/4_nuclear_radiation1.shtml | |Working Thesis Statement: Countries may use the nuclear weapons in |Oral Presentation Thesis Statement (must be based on PART of the | |future because of the possibility of religious war and the other |research project): The time between 1946 and 2012, no atomic bomb had| |reasons. |been used even as an overt thread threat in any warpolitical crisis, | |I will argue that there is a strong possibility that...
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...Representatives from 1947 to 1953 as a Democrat. Thereafter, he served in the U.S. Senate from 1953 until 1960. Kennedy defeated vice president and Republican candidate Richard Nixon in the 1960 U.S. presidential election. At age 43, he was the youngest to have been elected to the office,[2][a] the second-youngest president (after Theodore Roosevelt), and the first person born in the 20th century to serve as president.[3] To date, Kennedy has been the only Roman Catholic president and the only president to have won a Pulitzer Prize.[4] Events during his presidency included the Bay of Pigs Invasion, the Cuban Missile Crisis, the Space Race—by initiating Project Apollo (which would culminate in the moon landing), the building of the Berlin Wall, the African-American Civil Rights Movement, and increased U.S. involvement in the Vietnam War. Kennedy was assassinated in Dallas, Texas on November 22, 1963. Lee Harvey Oswald was arrested that afternoon and charged with the crime that night. Jack Ruby shot and killed Oswald two days later, before a trial could take place. The FBI and the Warren Commission officially concluded that Oswald was the lone assassin. The United States House Select Committee on Assassinations (HSCA) agreed with the conclusion that Oswald fired the shots which killed the president, but also concluded that Kennedy was probably assassinated as the result of a conspiracy.[5] Since the 1960s,...
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...und Demokratie Wissenschaftszentrum Berlin für Sozialforschung ZCM Agnes Arndt / Dariusz Gawin Discourses on Civil Society in Poland Agnes Arndt: Premises and Paradoxes in the Development of the Civil Society Concept in Poland Dariusz Gawin: Civil Society Discourse in Poland in the 1970s and 1980s Discussion Paper Nr. SP IV 2008-402 ISSN 1860-4315 Wissenschaftszentrum Berlin für Sozialforschung gGmbH Social Science Research Center Berlin Reichpietschufer 50, 10785 Berlin Federal Republic of Germany Telefon: +49/30/25491-0 Telefax: +49/30/25491-684 E-Mail: wzb@wz-berlin.de Internet: http://www.wz-berlin.de Agnes Arndt ist Historikerin. Sie ist Promotionsstipendiatin der Gerda Henkel Stiftung am Berliner Kolleg für Vergleichende Geschichte Europas“ an der Freien Universität Berlin sowie Gastwissenschaftlerin der Forschungsgruppe „Zivilgesellschaft, Citizenship und politische Mobilisierung in Europa“. Agnes Arndt is Historian. She is PhD fellow at the “Berlin School for Comparative European History” at the Free University Berlin and associated research fellow of the research group “Civil Society, Citizenship and Political Mobilization in Europe". Dariusz Gawin ist Direktor am Museum des Warschauer Aufstands in Warschau. Dariusz Gawin is director at the Warsaw Rising Museum, Warsaw. Zitierweise: Agnes Arndt and Dariusz Gawin, 2008 Discourses on Civil Society in Poland Discussion Paper SP IV 2008-402 Wissenschaftszentrum Berlin für Sozialforschung (WZB) Agnes...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...psychological reshaping of our people"cite. The German Nation was split in two between the west and Soviet Union, both sides approached education differently, with the west focusing on ushering Germany into a western ideological stance and the east looking to the Germany’s past with the Weimar Republic ideals11. The Nation lost 20,000 of its 28,000 teachers after the war ended and caused universities to only accept the amount of students they could handle, which led to only 12% of students (pg 34) The eastern portion of Germany structured to support the Marxist-Leninism ideal and a Karl Marx University was even established12. This way of thought ringed true for Eastern Germans throughout the Soviet Years of control. They also established work studies and even forms of student grants. For the Western Germans, the emphasis on education was much bigger, “The necessity of long-term, comprehensive, and nationwide educational planning first became apparent to the general public when in February 1962 the Conference of Laender Ministers of Education published a report on the Washington OECD conference that had taken place the previous October. This report was entitled "Economic Growth and Expansion of the Education System", and included a thesis that Ralf Dahrendorf was later to take up and popularize: "Access to education and training will increasingly be viewed as a general right"”13. This later led to the establishment of an education council that championed the idea of university...
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...The Nobel Prize in Literature 1913 Rabindranath Tagore Tagore and His India by Amartya Sen* Voice of Bengal Rabindranath Tagore, who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal. Anyone who becomes familiar with this large and flourishing tradition will be impressed by the power of Tagore's presence in Bangladesh and in India. His poetry as well as his novels, short stories, and essays are very widely read, and the songs he composed reverberate around the eastern part of India and throughout In contrast, in the rest of the world, especially in Europe and America, the excitement that Tagore's writings created in the early years of the twentieth century has largely vanished. The enthusiasm with which his work was once greeted was quite remarkable. Gitanjali, a selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913, was published in English translation in London in March of that year, and had been reprinted ten times by November, when the award was announced. But he is not much read now in the West, and already by 1937, Graham Greene was able to say: "As for Rabindranath Tagore, I cannot believe that anyone but Mr. Yeats can still take his poems very seriously." The Mystic The contrast between Tagore's commanding presence in Bengali literature and culture, and his near-total eclipse in the rest of the world, is perhaps less interesting than the distinction between the view of Tagore...
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...“Determinants of Turkish Migration to EU-15” Master dissertation Student Kristýna Jedličková Home institution Vysoká škola ekonomická v Praze Supervisor prof. Claire Naiditch Submission date September 2015 Acknowledgment I would like to express my sincerest thanks to prof. Claire Naiditch for her guidance, support, patience and valuable recommendations. Declaration of authorship I, Kristýna Jedličková hereby declare that the thesis Migration towards Europe and the “welfare magnet” was written by myself and that all presented results are my own, unless stated otherwise. The literature sources are listed in the Literature Review section. Prague, September 30th, 2015 ........................................................ Signature Key words Migration, welfare magnet, public social spending, inflows of migrants, EU’s migratory policy, European welfare system, Turkish welfare system, Turkey, EU-15, gravity model, fixed effect, random effect, Hausman test, country specific fixed effect, time specific fixed effect. Abstract The purpose of this thesis is to analyse which factors drive migration from Turkey towards Europe and whether the welfare benefits play a major role in the decision making process. The analysis is based on a gravitation model of migration in log-log form. The FE and RE methods were employed as estimation techniques and the Hausman test enabled to distinguish them. The present problem of heteroscedasticity was solved by adjusting the model with robust standard...
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