...the country is now deemed a crime Crossing the road crosses enemy lines Penning them in or forcing them out Human rights law is something to flout Gaza, a death zone, kids without homes Crying for Daddy who will never come home. Abused turned abuser, Zionists claim That 'holocaust' only refers to their pain. Recreating scenes from the Nazi Regime What does extermination of the Palestinians mean? Now in exile from their homeland An exodus after a plague on the land? A familiar story that is told of the Jews Update the Bible, it's still in the news Land promised by God to the 12 tribes of Israel? All Arabs too are descendants of Ismail Abrahim's children born of a slave Is that a reason to dig them a grave? Liberation for Palestine is the New World Order And yet still, your land, it haunts my once pleasant dreams Your people,...
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...was the middle-aged working class. Another problem was the education of children. Nearly 46 million children in Africa have never seen a classroom. Extreme poverty is the cause for this deficit. Children are the next working class, and their education is the key to success. Southwest Asia seems to be facing different problems. Imperialism still has lasting effects today. Russia, an imperialistic country would invade smaller countries, if not for the threat of NATO. Millions of Syrian Refugees are trying to flee the country, due to terrorism from ISIS. Letting the refugees into our countries is a homeland security issue, since terrorists might be sneaking in. ISIS is also militarizing land to create a caliphate. Another problem is the Palestine and Israel conflict. Coming up with a compromise is very hard, since Israel is forcing the Arabs out of their land, and making it...
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... IGCSE REVISION BOOK ARAB –ISRAELI What was Zionism * The longing for a homeland for the Jews. * It is the international political movement supporting the re-establishment of a homeland for the Jewish people.’ * ‘The historic homeland of the Jews was in the land of Israel.’ * ‘Since its establishment, Zionists continue to support it.’ * ‘It encourages the migration of Jews to Israel.’ * ’40% of Jews live in Israel and this % is rising.’ * ‘Zionism wants to strengthen and protect Jews and the State o What problems faced Palestine in 1945 Civil disruption.‘ * Large numbers of Jews wanted to go to Palestine.’ * ‘The US was supporting a state of Israel.’ * ‘Should immigration be allowed?’ * ‘Campaigns of violence by the Irgun.’ Why did Britain decide to hand Palestine over to the United Nations * ‘It did not want to stay.’ * ‘Because of the cost.’ * ‘There was violence.’ * ‘Because of its view of Zionism.’ * ‘The pressure from the Irgun.’ * ‘Because of the guerrilla campaign. Explains why * ‘At the end of the war Britain was under great pressure to change its policy and allow in survivors of the holocaust. They refused and this brought about violent protest.’ * ‘The Irgun deliberately attacked and killed British soldiers including the explosion at the King David Hotel. The violence from the Irgun was intended to persuade the British...
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...Mohandas Karamchand Gandhi (pronounced [ˈmoːɦənd̪aːs ˈkərəmtʃənd̪ ˈɡaːnd̪ʱi] ( listen); 2 October 1869 – 30 January 1948) was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for civil rights and freedom across the world. The honorific Mahatma (Sanskrit: "high-souled," "venerable"[2])—applied to him first in 1914 in South Africa,[3]—is now used worldwide. He is also called Bapu (Gujarati: endearment for "father,"[4] "papa."[4][5]) in India. Born and raised in a Hindu, merchant caste, family in coastal Gujarat, western India, and trained in law at the Inner Temple, London, Gandhi first employed non-violent civil disobedience as an expatriate lawyer in South Africa, in the resident Indian community's struggle for civil rights. After his return to India in 1915, he set about organising peasants, farmers, and urban labourers to protest against excessive land-tax and discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women's rights, building religious and ethnic amity, ending untouchability, but above all for achieving Swaraj or self-rule. Gandhi famously led Indians in challenging the British-imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both...
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...Terrorism 1. What is terrorism? Terrorism is hard to define. In its broadest sense terrorism can be thought of as the use or threatened use of force against civilians designed to bring about political or social change. Moreover, while we think of terrorism as being both a political and irrational act (especially suicide terrorism), terrorism can also be thought of as a rational act conducted specifically because of the impact -- fear, confusion, submission -- it will have. Given the U.S. government's pledge to wage a war against terrorism, it is important to look at its definitions. According to both the Department of Defense (DOD) and the FBI, terrorism is "the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population or any segment thereof, in furtherance of political or social objectives." The DOD definition adds that a goal of terrorism can be "inculcating fear" (thus the psychological dimension), while the State Department is more elaborate, specifying that terrorism may include the use of biological, chemical or nuclear devices as well as the act of "assassination." The latter would suggest that assassinating bin Laden would be a terrorist act by our definition of the word; the former that allied forces in the fire bombings of cities in Dresden, and specifically the U.S., through its use of nuclear weapons to end World War II and of chemical weapons in Vietnam, has already engaged in terrorist...
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.... ìGETTING TO NOî AN ANALYSIS OF FAILED MEDIATION IN THE ISRAELI-PALESTINIAN CONFLICT (1993-2000) Master of Arts in Law and Diplomacy Thesis Submitted by Ahsiya Posner 9 February 2003 Under the advisement of Professor Eileen Babbitt and Professor Diana Chigas ABSTRACT This paper will attempt this difficult but important task with the humble understanding that ìthe full storyî is impossible to know and telló even for the very participants of the process. Nevertheless, in this investigation, the author will explore four main questions. The first three questions are: 1) did the OPP set the Israelis and Palestinians on a trajectory that ìdoomedî CD2 from the start?; 2) were there problems inherent to the process and structure of CD2 that led to its failure?; and, 3) how should future mediation attempts of the Israeli-Palestinian conflict be structured in order to meet with more success? The fourth question, however, requires further introduction. The forthcoming study of CD2 will be guided by a ìProvisional Framework (PF)î of seven criteria that I believe are necessary ingredients to successful peacemaking processes. I devised this framework after consulting existing literature and scholars in the field of mediation and negotiation in general, as well as after reviewing scholarly pieces focusing on the Israel-Palestinian peace process in particular. Thus, after using this framework to analyze CD2, conclusions will thus be drawn with regard to a fourth and final question:...
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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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...Africa 10 frica lies south of Europe and southwest of Asia. Geographically it is about three times the size of the United States, excluding Alaska and Hawaii. At its northeast corner is Egypt, which is connected to the Sinai Peninsula—and hence to the Asian continent by a very narrow strip of land. This is the only spot where Africa touches another continent; otherwise, it is surrounded by water. The Mediterranean Sea separates it from Europe in the north; the Red Sea and Gulf of Aden lie between it and the Arabian Peninsula to the east. Two vast bodies of water—the Indian Ocean on the eastern side, and the even larger Atlantic on the west—surround the remainder of Africa. A Why Africa is important One of the greatest civilizations of all time, Egypt, was in Africa. Perhaps the only ancient civilizations that can be compared with it are those of Greece and Rome, which were influenced by it. Egypt, of course, has had its own chapter in this series; and Carthage, in North Africa, is also covered elsewhere. The focus of this chapter is entirely on Africa south of the Sahara 283 Map of Africa. XNR Productions. The Gale Group. Desert—that is, sub-Saharan Africa—as well as on the desert itself. That desert would have an impact on African history right up to the modern day; so, too, would the African civilizations of ancient times. There was the kingdom of Kush, which developed its own form of writing and briefly ruled Egypt; the kingdom of Aksum, an important trading...
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...Advance Edited Version Distr. GENERAL A/HRC/12/48 15 September 2009 Original: ENGLISH HUMAN RIGHTS COUNCIL Twelfth session Agenda item 7 HUMAN RIGHTS IN PALESTINE AND OTHER OCCUPIED ARAB TERRITORIES Report of the United Nations Fact Finding Mission on the Gaza Conflict ∗ ∗ Late submission A/HRC/12/48 page 2 Paragraphs Page EXECUTIVE SUMMARY PART ONE INTRODUCTION I. II. III. METHODOLOGY CONTEXT EVENTS OCCURRING BETWEEN THE “CEASEFIRE” OF 18 JUNE 2008 BETWEEN ISRAEL AND THE GAZA AUTHORITIES AND THE START OF ISRAEL’S MILITARY OPERATIONS IN GAZA ON 27 DECEMBER 2008 IV. APPLICABLE LAW PART TWO OCCUPIED PALESTINIAN TERRITORY: THE GAZA STRIP Section A V. VI. THE BLOCKADE: INTRODUCTION AND OVERVIEW OVERVIEW OF MILITARY OPERATIONS CONDUCTED BY ISRAEL IN GAZA BETWEEN 27 DECEMBER 2008 AND 18 JANUARY 2009 AND DATA ON CASUALTIES ATTACKS ON GOVERNMENT BUILDINGS AND POLICE VIII. OBLIGATION ON PALESTINIAN ARMED GROUPS IN GAZA TO TAKE FEASIBLE PRECAUTIONS TO PROTECT THE CIVILIAN POPULATION VII. A/HRC/12/48 page 3 IX. OBLIGATION ON ISRAEL TO TAKE FEASIBLE PRECAUTIONS TO PROTECT CIVILIAN POPULATION AND CIVILIAN OBECTS IN GAZA X. INDISCRIMINATE ATTACKS BY ISRAELI ARMED FORCES RESULTING IN THE LOSS OF LIFE AND INJURY TO CIVILIANS XI. DELIBERATE ATTACKS AGAINST THE CIVILIAN POPULATION XII. THE USE OF CERTAIN WEAPONS XIII. ATTACKS ON THE FOUNDATIONS OF CIVILIAN LIFE IN GAZA: DESTRUCTION OF INDUSTRIAL INFRASTRUCTURE, FOOD PRODUCTION, WATER INSTALLATIONS, SEWAGE...
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...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...
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...International Security Lecture 1 March 30th, 2015 The politics of security knowledge What is international security? We could start thinking about the security council of the UN But also about the invasion of Afghanistan (chapter 7 UN in order to secure the international security) We can also think about security in terms of the invasion of Iraq in 2003. This was a unilateral act of war, but sure it can also mean other things We can think of the national security agency, the agency in charge of spying all the signals and communications to a certain extent. What’s interesting about the NSA, it is seen as a threat to the security of the privacy. Lately, with the reports of the UN development programme, we start talking about HUMAN security (not military security, but rather the security of individuals, having a livelihood that’s acceptable). Whether security is international or not, it can be a rather confusing word The protection of values we hold dear. We search for it, we pursue it, we achieve it, we deny it to others. * what is to be secured? Is it the security of states? Or individuals? * What is the actual threat that we’re facing? Primarily to be dealing with military threats, or are there other types of threats we are facing. Essentially contested concept A concept that ‘inevitably’ involves endless disputes about their proper uses on the part of their users – Walter Gallie There can be ambiguity (one persons freedom-fighter is the other’s...
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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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...Human Development Report 2014 Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience Empowered lives. Resilient nations. The 2014 Human Development Report is the latest in the series of global Human Development Reports published by UNDP since 1990 as independent, empirically grounded analyses of major development issues, trends and policies. Additional resources related to the 2014 Human Development Report can be found online at http://hdr.undp.org, including complete editions or summaries of the Report in more than 20 languages, a collection of papers commissioned for the 2014 Report, interactive maps and databases of national human development indicators, full explanations of the sources and methodologies employed in the Report’s human development indices, country profiles and other background materials as well as previous global, regional and national Human Development Reports. Human Development Report 2014 Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience Empowered lives. Resilient nations. Published for the United Nations Development Programme (UNDP) Human Development Reports 1990–2014 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007/2008 2009 2010 2011 2013 2014 Concept and Measurement of Human Development Financing Human Development Global Dimensions of Human Development People’s Participation New Dimensions of Human Security Gender and Human Development Economic...
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...www.ibpsexamguru.in Content: Current Affairs 2013 (December 2012,January 2013,febraury 2013,March 2013, April 2013 ) Howdy ! friends . we are providing Five months current affairs for all competitive exam preparation .. Source : Various Location on Web Portal . Contains : 1. International Awareness 2. National Awareness 3. States News 4. Confrences 5. Sports and News 6. Awards and honors 7. Persons In News 8. Important dates 9. Books and Authors 10. Science and technology 11. Economy News INTERNATIONAL Mahama Re-elected as Ghana’s President : On 10 December Ghana’s incumbent President John Dramani Mahama of the ruling National Democratic Congress (NDC) has won the country’s presidential election.Mahama took 50.70 percent of the total valid votes cast, while his closest challenger, Nana Addo Dankwa Akufo-Addo of the New Patriotic Party (NPP) obtained 47.74 percent.With his re-election, Mahama becomes the fourth president to be elected under the Forth Republic.He had served as Ghana’s vice president since 2009. UN, Pakistan Launched ‘Malala Fund’ : Pakistan joined forces with the United Nations on 10 December 2012 to launch a fund aimed at boosting girls’ education throughout the world.The fund is named for Malala Yousafzai, the 15-year-old Pakistani girl. Pakistan’s President Asif Ali Zardari also announced a $10-million donation for a global war chest to educate all girls by 2015 set up in the name of Malala Yousafzai for campaigning for girls’ education. Shinzo Abe Elected...
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