...World War II Germany Research Report Kiyona Willis His/114 10-15-2012 Timothy A. Berg World War II Germany Research Report Hundreds of philosophers and historians possess many concern of how the modern world has come into being. Many issues from The Great War to World War II have effects many societies today. My paper will trace the rise of totalitarianism in Germany between 1918 and 1939, and the contrast to political developments in Great Britain, France and the United States. My paper will explain the Holocaust in context with World War II and Western ideals, including the roots of anti-Semitism and intolerance of those considered inferior in Germany also an explanation of The Final Solution. My paper talks about the aftermath of World War II in Germany. After World War I, the German government was facing thousands of difficult problems as society search for someone to blame for the defeat in the First World War. Extremists from all sides sent threats to revolts. The extreme inflation causes thousands of Germans to have faith in the German government. Hitler gains control of the Nazi party in the 1920s and organization, which is anti-Semitic. Hitler gains popular political credibility by placing the responsibility on the Jews for Germany’s defeat in the First World War. Hitler also blames Jews for Germany’s economic problems. What is less understood are the political conditions associated with the rise of Hitler and fascism? Hitler...
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...Study Circles, and the Danish Folk Schools (Reischmann, Bron, and Zoran 1999). Currently, a number of perspectives on adult education are evident in the international literature. Some of the trends and issues from this literature are highlighted in this Alert. Publications from the Fifth International Conference on Adult Education held in Hamburg, Germany, in July 1997 are a particularly rich source of information on international perspectives about adult education. Sponsored by the UNESCO Institute for Education (UIE), the conference brought together more than 1,500 adult educators from around the world who participated in plenary sessions, workshops, and roundtables to shape statements about adult education and develop actions for the future. A clear trend in the conference and the documents it produced was the critical importance of adult education and adult learning "for fostering ecologically sustainable development, for promoting democracy, justice, gender equity, and scientific, social and economic development, and for building a world in which violent conflict is replaced by dialogue and a culture of peace based on justice" (UIE 1997a, p. 1). Publications from the conference, located at the following website <www.unesco.org/education/uie/confintea/publications.html>, discuss roles for adult education in...
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...General Conference 22-25 August 2000 International Convention Centre Durban, South Africa Conference Bibliography Bibliographie de la Conférence I. Selected Bibliographie Bibliographie sélective II. Higher Education Publishing Organisations Organismes publiant sur l’enseignement supérieur IAU/UNESCO Information Centre on Higher Education Bibliographic Database on Higher Education HEDBIB HEDBIB 1 IAU Ge Bibliographic Database on Higher Education HEDBIB The International Bibliographic Database on Higher Education (HEDBIB) is an integrated database including over 25.000 references, from 1988 onward, on higher education systems, administration, planning and policy,costs and finances, evaluation of higher education, issues related to staff and students, cooperation, mobility and equivalences of degrees, curricula, teaching methods and learning processes. It is available in the UNESCO CD-ROM “UNESCO DATABASES” (current ed: 1999). List of Participants in the HEDBIB database International Association of Universities (IAU) IAU/UNESCO Information Centre on Higher Education Coordinating Agency and Bibliographical Reference Service Elzbieta Karwat - Head Librarian Unesco House, 1, rue Miollis, 75732 Paris cedex 15, France karwat.iau@unesco.org http://www.unesco.org/iau ERIC Clearinghouse on Higher Education (ERIC) 1100 West Street, Second Floor, Laurel, Maryland 20707-3598, USA http://www.gwu.edu/~eriche UNESCO Headquarters in Paris 7,...
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...HUMAN RIGHTS LAW IMPACT OF GLOBALISATION ON HUMAN RIGHTS TABLE OF CONTENTS Contents INTRODUCTION ..................................................................................................................... 3 RESEARCH METHODOLOGY............................................................................................... 5 CHAPTER 1 GLOBALISATION ............................................................................................. 7 CHAPTER 2 INTERNATIONAL HUMAN RIGHTS LAW ................................................. 10 CHAPTER 3 IMPACT OF GLOBALISATION ON HUMAN RIGHTS............................... 13 Economic Rights .................................................................................................................. 13 Political Rights ..................................................................................................................... 17 CONCLUSION ........................................................................................................................ 21 BIBLIOGRAPHY .................................................................................................................... 23 Articles ................................................................................................................................. 23 Books .................................................................................................................................... 24 Miscellaneous ..........
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...CURRICULUM VITAE Professor Patit Paban Mishra, an Indian national was educated in Delhi University, Jawaharlal Nehru University and Rabindra Bharati University. Professor Mishra’s main area of research lies in history , international relations and Asian studies. After retirement from Sambalpur University, Orissa, India; as a Professor in 2011, he took up assignment as visiting Professor at Northern University of Malaysia(UUM). CURRENT DESIGNATION Visiting Professor, UUM College of Law, Government and International Studies (COLGIS) Universiti Utara Malaysia 06010 UUM Sintok, Kedah DA, Malaysia. Malaysian phone numbers are , +60149344425, +60108049347. E-mail, ppmishra7@yahoo.com and/or patit@uum.edu.my ACADEMIC/RESEARCH/TEACHING INTEREST History, international relations and Asian studies. ------------------------------------------------- EDUCATION ------------------------------------------------- D. Litt.(1998) Rabindra Bharati University, Calcutta, Orissa in Trans-National Migration: A Study of Culture in Transit. ------------------------------------------------- Ph.D.(1979)Centre for South, Southeast and Central Asian Studies, J.N.U., New Delhi, ------------------------------------------------- The Problem of Laos: Its international dimensions since the Geneva Conference respectively. ------------------------------------------------- M.Phil (1972) Centre for South, Southeast and Central Asian Studies, J.N.U., New Delhi, The Pathet Lao Movement ...
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...the University of Berlin in Germany. There he focused on the racial problems in Africa, Asia, Europe, and the Americas. He almost earned his degree in Germany but one semester before graduating he ran out of money and had to return to Harvard and finish his degree. By going back to Harvard and finishing his work, he became the first African American to earn a PhD from Harvard. Upon graduating he got his first teaching job in Ohio at Wilberforce University where he taught English, French, and literature. As far as his pay goes, it was not that fantastic. For the year he taught there he only accumulated eight hundred dollars. He then resigned from Wilberforce University. Dubois was contacted by the University of Philadelphia to conduct a research project in the slums of Philadelphia. The piece was called The Philadelphia Negro. From this project he became known as the father of social science. He was offered many positions at different Universities. Dubois accepted a position at Atlanta University in Georgia. For thirteen years he taught History and Economics. After teaching for thirteen years there he left and wrote The Souls of Black Folks. This was a movement to attempt to win social justice for African Americans. Throughout the book it discussed the frustrations that blacks had to encounter due to racism. Dubois then met Booker T. Washington, who had brought about the Atlanta Compromise. Dubois publicly opposed the compromise. He felt that it violated the 14th amendment of...
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...| | | Meena Durairaj | [ International Labor Standards] | | Summary This paper focuses on the International Labour Organization (ILO) responsible for drawing up and overseeing international labour standards. History of international labour standards The International Labour Organization (ILO) was founded in 1919 as part of the Treaty of Versailles that ended World War I. the ILO was created as a branch of the League of Nations order to address all conceivable aspects of labour rights. Preliminary efforts focused primarily on the eradication of slavery and all forms of forced labour. The Constitution was drafted between January and April, 1919, by the Labour Commission set up by the Peace Conference, which first met in Paris and then in Versailles. Since 1919, the International Labour Organization has maintained and developed a system of international labour standards aimed at promoting opportunities for women and men to obtain decent and productive work, in conditions of freedom, equity, security and dignity. In today's globalized economy, international labour standards are essential components in the international framework for ensuring that the growth of the global economy provides benefits to all. Are labour standards feasible? Globalization has created opportunities and benefits for many around the world. However, workers and employers still face challenges. Inequality, poor work place policies and cultural differences are part of those challenges. Also...
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...CHOWDHURY, Ph.D. Professor and Dean, School of Business North South University, Dhaka, Bangladesh E-mail: hannan@northsouth.edu Phone: 8852000, Ext.1717 (O), Cell: 01713063097 Permanent Address: Mailing Address: House # 35, Road # 24, Suite # 504 House # 3, Road #78, Apt # 403, Gulshan 2, Dhaka, Bangladesh Gulshan 2, Dhaka-1212, Bangladesh EDUCATION: Post Doctoral Industrial Statistics, (Concentration: Quality Improvement) September 2002 University of Calgary, Alberta, Canada. Research: Modeling censored data for quality improvement from replicated design of experiments. Ph.D. Industrial Engineering, (Area: Production Management and Applied Statistics.) September 1999 Northeastern University, Boston, USA. Thesis: Analysis of censored life test data and robust design method for reliability improvement from highly fractionated experiments. M.S. Operations Research, (Area: Decision Science and Operations Research) June 1996 Northeastern University, Boston, USA. M.Sc. Statistics, First Class, 4th Position December 1987 Department of Statistics, Jahangirnagar University, Dhaka, Bangladesh. B.Sc. (Hons.) Statistics, First Class, 6th Position, (Minor: Mathematics, Economics), July 1986 Department of Statistics, Jahangirnagar University, Dhaka, Bangladesh. EMPLOYMENT: April 2008- present Professor, School of Business, North South University, Dhaka, Bangladesh. Teaching business statistics, operations management...
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...Culture & religion for a sustainable future Introduction Culture shapes the way we see the world. It therefore has the capacity to bring about the change of attitudes needed to ensure peace and sustainable development which, we know, form the only possible way forward for life on planet Earth. Today, that goal is still a long way off. A global crisis faces humanity at the dawn of the 21st century, marked by increasing poverty in our asymmetrical world, environmental degradation and short-sightedness in policy-making. Culture is a crucial key to solving this crisis. Source: Preface, World Culture Report, UNESCO Publishing, Paris, 1999. Our cultural values, which often include particular religious beliefs, shape our way of living and acting in the world. Module 11 on Indigenous Knowledge and Sustainability explores the importance of indigenous values and spirituality in providing guidance for sustainable living. Such principles and values encourage a spirit of harmony between people, their natural environments and their spiritual identities. The principles for living sustainably that flow from these and other cultural and religious beliefs vary between groups and countries. They have also changed over time as circumstances demand. Despite this diversity, many principles for living sustainably are shared, not only among indigenous peoples, but also between different religious traditions. This module explores the role of culture and religion in providing guidance on ways...
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...Proceedings of the Fourth International Annual Conference of the Asia Pacific Academy of Business in Society Sustainable Decision-Making in a Time of Crisis Public and Private Perspectives Malcolm McIntosh and Susan Forbes Authors Malcolm McIntosh Director, Asia Pacific Centre for Sustainable Enterprise Susan M Forbes Adjunct Research Fellow, Asia Pacific Centre for Sustainable Enterprise © 2011 Asia Pacific Centre for Sustainable Enterprise Published by Asia Pacific Centre for Sustainable Enterprise Griffith Business School Griffith University, South Bank campus 226 Grey Street, South Brisbane Queensland, 4101 Australia www.griffith.edu.au/business-commerce/sustainable-enterprise All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical, photocopying, recording or otherwise without the prior permission of the copyright owner. Copyright rests with the individual authors. ISBN 978-1-921760-45-7 Foreword The conference reflected lessons learnt and being learned from the global financial crisis, from the climate change prognosis and from rethinking global governance. The conference preceded the Asia-Pacific Economic Cooperation (APEC) 2010 Meetings and Summit (7-14 November in Yokohama, Japan) and coincided with the 10th anniversary of the United Nations (UN) Global Compact, and the UN Year of Biodiversity. Given the birth of the G20 group of nations, the...
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...International And Regional Organizations: | Pakistan’s Role In Organizations | | In this paper I have discussed the International and Regional Organizations. Moreover, I have discussed Pakistan’s Role in different Organizations i.e. South Asian Association For Regional Corporation, United Nations, Economic Co=operation Organization, Non Aligned Movement and Organization Of Islamic Conference. | | | | | Name: Class: Subject: Subj Code: Submitted To: Submission Date: International And Regional Organizations: Introduction: An international organization is an organization with an international membership, scope, or presence. There are two types: International nongovernmental organizations (NGOs): non-governmental organizations (NGOs) that operate internationally. These include International non-profit organizations. Examples include the World Organization of the Scout Movement, International Committee of the Red Cross International corporations, referred to as multinational corporations. Intergovernmental organizations, also known as international governmental organizations (IGOs): the type of organization most closely associated with the term 'international organization', these are organizations that are made up primarily of sovereign states. Example includes the United Nations (UN). Recognized Regional Organizations (ROs) are independent bodies which share IFAC's mission and values and which, in many cases, share IFAC's membership. ROs play...
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...Planning Your Historical Investigation Examples of Types of Investigations Examples of Research Questions Choice of Topic 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation ● document analysis The structure of the IA is unlike any history paper you have ever written (and will most likely ever write again)...
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...Emerging Trends in Educational Research and Policy Studies (JETERAPS) 1 (2): 50-54 Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 1 (2): 50-54 © Scholarlink Research Institute Journals, 2010 jeteraps.scholarlinkresearch.org Empowering Female Youth for Leadership through Higher Education in Nigeria 1 Adegun Olajire Adeola and 2Akomolafe Comfort Olufunke 2 Institute of Education, University of Ado Ekiti. Department of Educational Foundations and Management, University of Ado Ekiti. 1 ____________________________________________________________________________________________________ Abstract The contributions of females in the home, workplace, community participation, community management cannot be overlooked. Despite these, female’s access to Leadership position has been observed to be limited in the political arena, economy, employment and policy positions due to low level of education. This situation calls for higher education for females due to possible direct relationship between female youth’s educational levels and their participation in the labour force. The Nigerian society cannot afford not to have females in leadership positions. The activities of females in management positions in the country presently has convinced all that if more Nigerian female youths are given the right type of education, greater participation among females will emerge in the future. It is in this context that this paper discussed how higher education...
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...ARTICLE Celina Del Felice and Andria Wisler The Unexplored Power and Potential of Youth as Peace-builders Journal of Peace Conflict & Development Issue 11, November 2007 available from www.peacestudiesjournal.org.uk ARTICLE The Unexplored Power and Potential of Youth as Peace-builders By Celina Del Felice and Andria Wisler1 1 Celina Del Felice is a PhD student at CIDIN (Centre for International Development Issues Nijmegen), University of Nijmegen, the Netherlands (www.ru.nl/cidin). She has experience working with local governments, national and international NGOs, especially on youth and participation issues. Celina is also associated with the United Network of Young Peacebuilders (www.unoy.org) as a policy advisor. Andria Wisler is a PhD candidate in Comparative and International Education at Teachers College, Columbia University in New York City. She is currently a lecturer in the Center for Holocaust, Genocide and Peace Studies at the University of Nevada as well as at the European University Center for Peace Studies in Austria. 1 ARTICLE Celina Del Felice and Andria Wisler The Unexplored Power and Potential of Youth as Peace-builders Journal of Peace Conflict & Development Issue 11, November 2007 available from www.peacestudiesjournal.org.uk ABSTRACT Around the world many young people are victims of cultural, direct, and structural violence and become carriers of that violence or perpetration. There is a strong tendency among politicians...
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...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 * 10 hours for revision. Other course planning support You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at www.edexcel.com/certificate. Edexcel Subject Advisors Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email...
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