...As one of the 5 permenant member of the UN, the USA is the largest contributor financially to UN peacekeeping since the 1950s. In the past, the US was a big contributer to the Assessed Budget in the UNAMID at at $458,477,513 in 2007. This was for a collaborative peace operations with the African Union in Dafur, Sudan where the government was backing up an ethnic cleansing. America also has the second highest share of the assessed budget of MONUSCO which was $458,477,513 This fundded the stabalizating and peacebuilding of the DRC in 2010. As seen from these figures, the US portion of the budget to the UN has steadily risen as more crisis develop and therfore so do peace operations. Hoever according to a study done by GAO, UN peace operations...
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...Justifying Military Intervention Some of the most difficult decisions that United States policymakers are faced with are those regarding when, where and how the United States should exercise military force. Most people feel that military force may be used if a vital interest of the United States is threatened. “The difficulty lies in getting people to agree on what constitutes a vital national interest” (Military Intervention). In addition, there will be disagreements over the costs and benefits in intervening in a particular region and what type of military or political action should be carried out on the region. From a domestic perspective, almost every United States citizen would agree that an attack by a foreign country on the United States is a direct and serious threat to national security. In addition, if an organization or country attacked a nation which the United States has a security agreement with, a retaliation from the United States military and NATO would see no disagreements from Americans and the United States friends. Where disagreements can arise is when the situation does not pose an immediate threat to U.S. security but could imperil it in the future, such as when a region becomes unstable and the instability may lead to wider conflicts. Another area of debate emerges over issues of human rights and humanitarian efforts. The United States is the most powerful democratic nation on Earth. Does that mean we always have a vital interest in promoting human rights...
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...conflict up to 1947 * Persian security, with the CIA intervention from 1950-1953 to the Gulf war in the 1990s * Part 3 – Essay * Challenges facing obama admin in middle east in second term * Persian gulf security * War on terror * Arab Israeli * How has it evolved since 1990 * Countries who voted NO to Palestine being a non-voting observer state at the United Nations * Canada * Czeck Republic * Marshall Islands * Micronesia * Palau * Nauru * Panama * Obama’s policy has been called “leading from behind” * Multi-dimensional approach * Trying to find consensus * Criticism * Pro: being smart considering the volatility of the Middle East * Con: not using America’s power effectively * Obama’s address in Cairo – 2009 1-6. In 1950 the government of Iranian Prime Minister Mossadegh nationalized the AIPOC (Anglo-Iranian Persian Oil Company) owned and operated by Great Britain. The Eisenhower administration finally decided to take action owing to the perceived growing threat of communism in Iran and in August 1953 launched Operation Ajax to overthrow Iran’s democratically elected government. Many observers believe this set the stage 25 years later for the onset in November 1979 of the 1979-81 hostage crisis between Iran and the United States 7-16. During the latter half of the 1950s the United States sought to find a balance in the...
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...GEO 210 – CULTURAL GEOGRAPHY – 40H “People & the Land: Introduction to Cultural Geography” TNCC – FALL 2012 Instructor: Larry Snider – Phone: (757) 850-4912 E-mail: sniderl@tncc.edu (school); Skimmerva@aol.com (home) Office Hours: 4:30-5:30 p.m. M (Rm 947 Templin Hall), 6-7 p.m. T (Rm 131A Diggs Hall), 5:00-5:30 p.m. W (Rm 947 Templin Hall) and by appointment INTRODUCTION COURSE DESCRIPTION: (from VCCS Master Course file): Focuses on the relationship between culture and geography. Presents a survey of modern demographics, landscape modification, material and non-material culture, language, race and ethnicity, religion, politics, and economic activities. Introduces the student to types and uses of maps. COURSE CONTENT: Cultural geography entails the study of spatial variations among cultural groups and the spatial functioning of society. The course provides an introduction to the manner in which humans have modified the world, emphasizing patterns of migration, livelihoods of man, and environments in which these modifications have taken place and continue to occur. It focuses on describing and analyzing the ways population, religion, language, ethnicity and race, political factors, economy, agriculture, industry, the urban setting, and other cultural phenomena vary or remain constant from one place to another. The framework of geographic location of significant countries, regions, and physical features is also addressed in order to provide the necessary...
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...CoNTE j\:\PORA.R'f Contents Foreword Preface iii v Chapter 1 The Cold War Era 1 Chapter 2 The End of Bipolarity 17 Chapter 3 US Hegemony in World Politics 31 Chapter 4 Alternative Centres of Power 51 Chapter 5 Contemporary South Asia 65 Chapter 6 International Organisations 81 Chapter 7 Security in the Contemporary World 99 Chapter 8 Environment and Natural Resources 117 Chapter 9 Globalisation 135 Chapter 1 The Cold War Era OVERVIEW This chapter provides a backdrop to the entire book. The end of the Cold War is usually seen as the beginning of the contemporary era in world politics which is the subject matter of this book. It is, therefore, appropriate that we begin the story with a discussion of the Cold War. The chapter shows how the dominance of two superpowers, the United States of America and the Soviet Union, was central to the Cold War. It tracks the various arenas of the Cold War in different parts of the world. The chapter views the NonAligned Movement (NAM) as a challenge to the dominance of the two superpowers and describes the attempts by the non-aligned countries to establish a New International Economic Order (NIEO) as a means of attaining economic development and political independence. It concludes with an assessment of India’s role in NAM and asks how successful the policy of nonalignment has been in protecting India’s interests. The end of the Second...
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...THE ENVIRONMENT IN THE NEWS Wednesday, 12 April 2005 Other Environment News • Pollution "problématique" sur le périphérique parisien (Reuters) • La pollution contribuerait à faire grossir (RTL) Environmental News from the UNEP Regions • ROA • ROWA Other UN News • UN Daily News of 12 April 2005 • S.G.’s Spokesman Daily Press Briefing of 12 April 2005 BBC: UN names Earth's green champions The United Nations Environment Programme (Unep) has named seven Champions of the Earth it hopes will inspire wider protection of the planet. The winners include an Inuit activist, South Africa's president, and Bhutan's King Jigme Singye Wangchuk. The head of the Orthodox Christian Church, Patriarch Bartholomew, is cited for preaching that God wants the planet's future safeguarded. The winners will receive trophies sculpted from recycled materials. The presentation will be made at a ceremony in New York next week. Unep hopes the various projects recognised will be imitated around the globe. 'Set the agenda' The seven winners each represented a region of the world. President Thabo Mbeki of South Africa is honoured for his government's commitment to providing clean water and sanitation. The king and people of Bhutan are rewarded for helping preserve more than 70% of its forest cover. Canadian Inuit activist Sheila Watt-Cloutier was recognised for fighting global warming and persistent organic pollutants in the Arctic ecosystem...
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...Canadian International Council Strengthening the Non-Proliferation Regime: The Role of Coercive Sanctions Author(s): T. V. Paul Source: International Journal, Vol. 51, No. 3, Nuclear Politics (Summer, 1996), pp. 440-465 Published by: Canadian International Council Stable URL: http://www.jstor.org/stable/40203123 Accessed: 30/11/2010 19:58 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=cic. 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 service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Canadian International Councilis collaborating...
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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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...Abstract The global community faces a number of critical challenges ranging from climate change to crossborder health risks to natural-resource scarcities. Many of these so-called global commons problems carry grave risks to economic growth in the developing world and to the livelihoods and welfare of their people. Climate change is the classic example. Despite the risks involved, donor governments have funded programs addressing global challenges such as climate change at far lower levels than traditional programs of country-based development assistance. The prospects for dealing with such global challenges will depend at least in part on new collective financing mechanisms. In this paper, we examine four categories of existing resource-mobilization options, including (1) transportation levies; (2) currency and financial transaction taxes; (3) capitalization of IMF Special Drawing Rights (SDRs); and (4) the sale, mobilization, or capitalization of IMF gold. In the end, we recommend that willing governments utilize a modest portion of their existing SDR allocations to capitalize a third-party financing entity. This entity would offer bonds on international capital markets backed by its SDR reserves. The proceeds would back private investment in climate-mitigation projects in developing countries that might otherwise lack adequate financing. This approach could mobilize up to $75 billion at little or no budgetary cost for contributing governments. Any limited budgetary costs...
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...2. Executive summary • Two countries researched for potential market entry of Silkwood Wines, using macro-environmental (PEST) analysis, are Argentina and New Zealand. • Argentina is an attractive market for winemakers from ‘target-market’ point of view, but it is not a good time to commence exporting to this country. Unfavourable political and economic situation are the strongest factors that influence this decision. High physical, psychic, cultural and linguistic distances from Australia represent additional potential complications. • New Zealand on the other hand offers less opportunity for profits, but being physically, psychically, culturally and linguistically close to Australia, with a favourable applicable tariff rates and historically good relationship, it is a safe option. • American slightly positive GDP growth in the last quarter and some other latest statistics indicate that the worst times relating to world financial crisis is in the past. Nevertheless, world’s economists are prognosticating that long time is needed for full recovery. Some countries are still in recession and Argentina is battling hard to come out as a winner. Higher risks are associated with these hard times, thus a safer option is recommended. • Taking all this into consideration and the facts that Silkwood Wines are inexperienced in exporting and have limited human and financial resources, I recommend New Zealand as the best country for initial entry. With characteristics above described...
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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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...2009 REPORT TO CONGRESS of the U.S.-CHINA ECONOMIC AND SECURITY REVIEW COMMISSION ONE HUNDRED ELEVENTH CONGRESS FIRST SESSION NOVEMBER 2009 Printed for the use of the U.S.-China Economic and Security Review Commission Available via the World Wide Web: http://www.uscc.gov dkrause on GSDDPC29 with K1 VerDate Nov 24 2008 08:23 Nov 10, 2009 Jkt 052771 PO 00000 Frm 00003 Fmt 6012 Sfmt 6602 M:\USCC\2009\52771.XXX APPS06 PsN: 52771 M:\USCC\USChina.eps Report Documentation Page Form Approved OMB No. 0704-0188 Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. 1. REPORT DATE 3. DATES COVERED 2. REPORT TYPE 01 NOV 2009 4. TITLE AND SUBTITLE 00-00-2009 to 00-00-2009 ...
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...Hindus in South Asia and the Diaspora: A Survey of Human Rights 2011 www.HAFsite.org March 12, 2012 “All human beings are born free and equal in dignity and rights.” “One should never do that to another which one regards as injurious to one’s own self. This, in brief, is the rule of dharma. Yielding to desire and acting differently, one becomes guilty of adharma.” “Thus, trampling on every privilege and everything in us that works for privilege, let us work for that knowledge which will bring the feeling of sameness towards all mankind.” Swami Vivekananda, “The Complete works of Swam Vivekananda,” Vol 1, p. 429 Mahabharata XII: 113, 8 Universal Declaration of Human Rights, 1948, Article 1 "All men are brothers; no one is big, no one is small. All are equal." Rig Veda, 5:60:5 ...
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...NEW YORK UNIVERSITY SCHOOL OF LAW JOURNAL OF INTERNATIONAL LAW AND POLITICS GUIDE TO FOREIGN AND INTERNATIONAL LEGAL CITATIONS FIRST EDITION ● 2006 © Copyright 2006 by New York University Contents FORWARD AND GENERAL INSTRUCTIONS................................................................................................. xiii ACKNOWLEDGEMENTS ......................................................................................................................................xv COUNTRY CITATION GUIDES ARGENTINA...............................................................................................................................................................1 I. COUNTRY PROFILE ..................................................................................................................................1 II. CITATION GUIDE.......................................................................................................................................2 1.0 CONSTITUTION...................................................................................................................................2 2.0 LEGISLATION......................................................................................................................................2 3.0 JURISPRUDENCE ................................................................................................................................3 4.0 BOOKS .....................................
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...GENEROLO JONO ŽEMAIČIO LIETUVOS KARO AKADEMIJA Genovaitė LAUGALIENĖ Milda MIRONAITĖ MOKOMASIS ANGLŲ – LIETUVIŲ IR LIETUVIŲ – ANGLŲ KALBŲ KARYBOS ŽODYNAS Eksperimentinis leidinys Vilnius 2008 UDK 355(03)=20=882 La-458 Mokomąjį anglų – lietuvių ir lietuvių – anglų kalbų karybos žodyną parengė Generolo Jono Žemaičio Lietuvos karo akademijos Užsienio kalbų instituto direktorė Genovaitė Laugalienė ir Užsienio kalbų instituto Užsienio kalbų katedros lektorė Milda Mironaitė. Atsakingoji redaktorė Užsienio kalbų instituto Užsienio kalbų katedros lektorė Aušra Bučaitė. Recenzavo Generolo Jono Žemaičio Lietuvos karo akademijos viršininko pavaduotojas doc. dr. Pranas Jankauskas, Užsienio kalbų instituto Anglų kalbos mokymo centro viršininkas vyr. ltn. Andrius Kiesas ir Lietuvos kariuomenės Mokymo ir doktrinų valdybos Individualiojo rengimo skyriaus Anglų kalbos mokymo poskyrio vedėja Aušra Narbutienė. © Genovaitė Laugalienė, 2008 © Milda Mironaitė, 2008 © Generolo Jono Žemaičio Lietuvos karo akademija, 2008 Turinys Pratarmė......................................................................................................................... 4 . Angliški ir lietuviški sutrumpinimai ............................................................................ 5 Anglų – lietuvių kalbų karybos žodynas........................................................................ 7 Lietuvių – anglų kalbų karybos žodynas ....................................
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