...Discuss the issues that separatism has brought to different areas of the world (40 Marks) Separatism is an attempt by a regional group within a country or across the borders of one or more countries, to gain more political control from central governments over the areas in which they live. There are many different reasons for why separatism occurs around the world, these can include: the feeling of being economically inferior to other areas within the same country the fact that they are often in an outlying location to the political centre and the feeling or being mistreated due to being an ethnic minority like the Kurds in Iraq or a religious minority like the Christians in Sudan. Separatism can lead to a wide range of issues around the world that range from the collapse of governments and civil wars to, more political disputes and peaceful protests. Separatism does not always have to be aggressive in the past those desiring more autonomy have used a wide range of means to get their campaign noticed by the powers that be. However these ‘means’ have are set upon a broad spectrum where they can vary from the peaceful and harmless establishment of societies with clear separate identities, such as the Bretons in France, to terrorism, and in some extreme cases, outright civil war. A recent example of separatism devolving into civil war is in East Timor, where the Tamil Tigers have fought for independence for over three decades. There are two sub-categories of separatism, discreet...
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...Chapter 13 Breaking Up is Hard to Do: Nations, States, and Nation-States A. Logistics Students’ Time Requirements Activity 1: The Rise of Nationalism and the Fall of Yugoslavia Readings 60-90 minutes Fill in the blanks 75-90 minutes Activity 2: Iraqaphobia Readings 60-90 minutes Fill in the blanks 75-90 minutes The fill-in-the-blanks activity works very well as an in-class group project. It helps for students to be able to discuss the questions and readings with other students. If so, it is absolutely essential that students read the assigned articles in advance of the discussion. They will need to consult the readings to find pertinent passages, but if they are reading it for the first time during group work, they will either not finish or not contribute. I remind my students of this fact several times in the days leading up to the project. If students don’t finish during class, they can finish at home. If done in groups in class, you may wish to suggest that a different student act as recorder for each block of questions. Also, assign a different student to be the discussion leader/gatekeeper to keep the discussion on track and prevent any single individual from dominating the discussion. A third student could function as timekeeper. See Chapter 11 and 14 role-playing activities for further discussion of these tasks. Remind students that Balkan and Middle East politics are always changing and can get...
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...of intervention is often that of protecting human rights, or saving innocent lives, there might be something “more valuable” to it. For instance, the presence of natural resources, like oil, on other countries’ soil, might be the real reason behind U.S. military decisions. The research question opposes the cases of Rwanda and Iraq. Both countries faced a very serious humanitarian situation, however we see U.S. intervention in Iraq, but not in Rwanda. Research Question “Why would a democracy like the U.S, where respect for human rights has long been a central component of foreign policy, intervene in a country like Iraq, where human rights have been violated, and genocide against the Kurds has been committed, but not do the same elsewhere, like in Rwanda that has seen one of the most ferocious genocides in history? What is it that pushed the U.S to take proactive steps towards...
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... | Humanitarian intervention poses a hard test for any international society built on principles of sovereignty, non-intervention, and the non-use of force. Immediately after the Holocaust, the society of states established laws prohibiting genocide, forbidding the mistreatment of civilians, and recognizing basic human rights. These humanitarian principles often conflict with principles of sovereignty and non-intervention. Sovereign states are expected to act as guardians of their citizens’ security, but what happens if states behave as criminals towards their own people, treating sovereignty as a licence to kill? Should tyrannical states be recognized as legitimate members of international society and accorded the protection afforded by the non-intervention principle? Or, should states forfeit their sovereign rights and be exposed to legitimate intervention if they actively abuse or fail to protect their citizens? Related to this, what responsibilities do other states or institutions have to enforce human rights norms against governments that massively violate them? Armed humanitarian intervention was not a legitimate practice during the cold war because states placed more value on sovereignty and order than on the enforcement of human rights. There was a significant shift of attitudes during the 1990s, especially among liberal democratic states, which led the...
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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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...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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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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