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Documents on the Genocide Convention from the American, British, and Russian Archives: The Politics of International Humanitarian Law, 1933-1948

This document collection highlights the legal challenges, historical preconceptions, and political undercurrents that had informed the UN Genocide Convention, its form, contents, interpretation, and application. Featuring 436 documents from thirteen repositories in the United States, the United Kingdom, and Russia, the collection is an essential resource for students and scholars working in the field of comparative genocide studies.The selected records span the Cold War period and reflect on specific issues relevant to the Genocide Convention, as established at the time by the parties concerned. The types of documents reproduced in the collection include interoffice correspondence, memorandums, whitepapers, guidelines for national delegations, commissioned reports, draft letters, telegrams, meeting minutes, official and unofficial inquiries, formal statements, and newspaper and journal articles. On a classification curve, the featured records range from unrestricted to top secret. Taken in the aggregate, the documents reproduced in this collection suggest primacy of politics over humanitarian and/or legal considerations in the UN Genocide Convention.

Documents on the Genocide Convention from the American, British, and Russian Archives: The Ideology of a Humanitarian Treaty, 1949-1988

This document collection highlights the legal challenges, historical preconceptions, and political undercurrents that had informed the UN Genocide Convention, its form, contents, interpretation, and application. Featuring 436 documents from thirteen repositories in the United States, the United Kingdom, and Russia, the collection is an essential resource for students and scholars working in the field of comparative genocide studies.The selected records span the Cold War period and reflect on specific issues relevant to the Genocide Convention, as established at the time by the parties concerned. The types of documents reproduced in the collection include interoffice correspondence, memorandums, whitepapers, guidelines for national delegations, commissioned reports, draft letters, telegrams, meeting minutes, official and unofficial inquiries, formal statements, and newspaper and journal articles. On a classification curve, the featured records range from unrestricted to top secret. Taken in the aggregate, the documents reproduced in this collection suggest primacy of politics over humanitarian and/or legal considerations in the UN Genocide Convention.

Documents on Ukrainian-Jewish Identity and Emigration, 1944-1990

This volume provides a unique perspective on the social, cultural and political situation of the Jewish population in postwar Soviet Ukraine. It is based on declassified collections of documents from the Ukrainian central and regional archives.

Documents on Ukrainian-Jewish Identity and Emigration, 1944-1990

This volume provides a unique perspective on the social, cultural and political situation of the Jewish population in postwar Soviet Ukraine. It is based on declassified collections of documents from the Ukrainian central and regional archives.

Does America Hate the Poor?: The Other American Dilemma, Lessons for the 21st Century from the 1960s and the 1970s

Tropman examines American values and the two groups that threaten those values. One might wonder why, in the world's wealthiest society, do the poor seem so stigmatized. Tropman's answer is that they represent potential and actual fates that create anxiety within the dominant culture and within the actual poor themselves. The response in society is hatred of the poor, he contends, and among the poor themselves, self-hatred.Two groups of poor are analyzed. The status poor—those at the bottom of America's money, deference, power, education, or occupation (and combinations of those). The status poor embody the truth that, in the land of opportunity, not all succeed. The elderly are the life cycle poor. They are deficient of future, and in the land of opportunity, to have one's own life trajectory circumscribe hope is a condition that must be denied. Poorhate is a classic example of blame the victim. Tropman explores the process of poorhate through data from the 1960s and 1970s, and he uses the past to illuminate the probelms of the present, and, hopefully, to assist in crafting a better future. A provocative work for students and scholars of social welfare policy and policymakers themselves.

Does Capitalism Have a Future?

In Does Capitalism Have a Future?, a global quintet of distinguished scholars cut their way through to the question of whether our capitalist system can survive in the medium run. Despite the current gloom, conventional wisdom still assumes that there is no real alternative to capitalism. The authors argue that this generalization is a mistaken outgrowth of the optimistic nineteenth-century claim that human history ascends through stages to an enlightened equilibrium of liberal capitalism. All major historical systems have broken down in the end, and in the modern epoch several cataclysmic events-notably the French revolution, World War I, and the collapse of the Soviet bloc-came to pass when contemporary political elites failed to calculate the consequences of the processes they presumed to govern. At present, none of our governing elites and very few intellectuals can fathom a systemic collapse in the coming decades. While the book's contributors arrive at different conclusions, they are in constant dialogue with one another, and they construct a relatively seamless-if open-ended-whole. Written by five of world's most respected scholars of global historical trends, this ambitious book asks the most important of questions: are we on the cusp of a radical world historical shift?

Does Capitalism Have a Future?

In Does Capitalism Have a Future?, a global quintet of distinguished scholars cut their way through to the question of whether our capitalist system can survive in the medium run. Despite the current gloom, conventional wisdom still assumes that there is no real alternative to capitalism. The authors argue that this generalization is a mistaken outgrowth of the optimistic nineteenth-century claim that human history ascends through stages to an enlightened equilibrium of liberal capitalism. All major historical systems have broken down in the end, and in the modern epoch several cataclysmic events-notably the French revolution, World War I, and the collapse of the Soviet bloc-came to pass when contemporary political elites failed to calculate the consequences of the processes they presumed to govern. At present, none of our governing elites and very few intellectuals can fathom a systemic collapse in the coming decades. While the book's contributors arrive at different conclusions, they are in constant dialogue with one another, and they construct a relatively seamless-if open-ended-whole. Written by five of world's most respected scholars of global historical trends, this ambitious book asks the most important of questions: are we on the cusp of a radical world historical shift?

Does China Matter?: A Reassessment: Essays in Memory of Gerald Segal (New International Relations)

Gerald Segal’s last published paper ‘Does China Matter?’ made a considerable splash, and had he lived, it is certain that he would have followed it up with a book. This new volume honours his memory and takes forward his project, bringing together ten leading writers on China to reassess his argument. This book opens with an detailed assessment of Dr Segal’s contribution, and a reprint of the article. The rest of the chapters address the question of ‘does China matter?’ by focusing separately on both the global and Asian dimensions of China’s presence, and on the military, political, economic and cultural aspects of its capabilities and activities. They provide an extension and critique of Segal’s work in the context of an authoritative up-to-date and forward looking evaluation of China’s prospects. Segal’s question remains central to world politics. This essential book sets out a detailed case for exactly how, why and to whom China matters.

Does China Matter?: A Reassessment: Essays in Memory of Gerald Segal (New International Relations)

Gerald Segal’s last published paper ‘Does China Matter?’ made a considerable splash, and had he lived, it is certain that he would have followed it up with a book. This new volume honours his memory and takes forward his project, bringing together ten leading writers on China to reassess his argument. This book opens with an detailed assessment of Dr Segal’s contribution, and a reprint of the article. The rest of the chapters address the question of ‘does China matter?’ by focusing separately on both the global and Asian dimensions of China’s presence, and on the military, political, economic and cultural aspects of its capabilities and activities. They provide an extension and critique of Segal’s work in the context of an authoritative up-to-date and forward looking evaluation of China’s prospects. Segal’s question remains central to world politics. This essential book sets out a detailed case for exactly how, why and to whom China matters.

Does Conquest Pay?: The Exploitation of Occupied Industrial Societies (PDF)

Can foreign invaders successfully exploit industrial economies? Since control over economic resources is a key source of power, the answer affects the likelihood of aggression and how strenuously states should counter it. The resurgence of nationalism has led many policymakers and scholars to doubt that conquest still pays. But, until now, the "cumulativity" of industrial resources has never been subjected to systematic analysis. Does Conquest Pay? demonstrates that expansion can, in fact, provide rewards to aggressor nations. Peter Liberman argues that invaders can exploit industrial societies for short periods of time and can maintain control and economic performance over the long term. This is because modern societies are uniquely vulnerable to coercion and repression. Hence, by wielding a gun in one hand and offering food with the other, determined conquerors can compel collaboration and suppress resistance. Liberman's argument is supported by several historical case studies: Germany's capture of Belgium and Luxembourg during World War I and of nearly all of Europe during World War II; France's seizure of the Ruhr in 1923-24; the Japanese Empire during 1910-45; and Soviet hegemony over Eastern Europe in 1945-89. Does Conquest Pay? suggests that the international system is more war-prone than many optimists claim. Liberman's findings also contribute to debates about the stability of empires and other authoritarian regimes, the effectiveness of national resistance strategies, and the sources of rebellious collective action.

Does Conquest Pay?: The Exploitation of Occupied Industrial Societies (Princeton Studies in International History and Politics #74)

Can foreign invaders successfully exploit industrial economies? Since control over economic resources is a key source of power, the answer affects the likelihood of aggression and how strenuously states should counter it. The resurgence of nationalism has led many policymakers and scholars to doubt that conquest still pays. But, until now, the "cumulativity" of industrial resources has never been subjected to systematic analysis. Does Conquest Pay? demonstrates that expansion can, in fact, provide rewards to aggressor nations. Peter Liberman argues that invaders can exploit industrial societies for short periods of time and can maintain control and economic performance over the long term. This is because modern societies are uniquely vulnerable to coercion and repression. Hence, by wielding a gun in one hand and offering food with the other, determined conquerors can compel collaboration and suppress resistance. Liberman's argument is supported by several historical case studies: Germany's capture of Belgium and Luxembourg during World War I and of nearly all of Europe during World War II; France's seizure of the Ruhr in 1923-24; the Japanese Empire during 1910-45; and Soviet hegemony over Eastern Europe in 1945-89. Does Conquest Pay? suggests that the international system is more war-prone than many optimists claim. Liberman's findings also contribute to debates about the stability of empires and other authoritarian regimes, the effectiveness of national resistance strategies, and the sources of rebellious collective action.

Does Development Aid Affect Conflict Ripeness?: The Theory of Ripeness and Its Applicability in the Context of Development Aid

Does Digital Transformation of Government Lead to Enhanced Citizens’ Trust and Confidence in Government? (Springer Theses)

This research contributes to the growing body of knowledge as well as offers significant theoretical contributions and policy implications. As far as the researcher’s knowledge, this is the first research of its type that investigates the relationship between digital enabled transformation of government and citizens’ trust & confidence in government. The proposed conceptual model also makes a novel contribution at a conceptual level, which can be used as a frame of reference by researchers as well as practitioners when planning ICT-enabled transformation projects in government. The context of the research is the Kingdom of Bahrain, the top-ranked country in ICT adoption in the Gulf Cooperation Council (GCC) region.

Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society (Plan Europe 2000, Project 1: Educating Man for the 21st Century #10)

This volume has been prepared in the framework of Project 1: "Educating Man for the 21st Century" of Plan Europe 2000, sponsored by the European Cultural Foundation. While most of the studies launched under this Project deal with specific aspects or levels of education the present volume attempts to provide a more global view of educational futures and their relationships to alternative futures of the overall socio-economic system. It should not be considered as a general integration or synthesis· of the different studies of the Education Project of the European Cultural Foundation - although it draws on them as well as other recently published documents. Rather, it should be regarded as one of several possible approaches, analytical tools, and incentives to the study and open discussion of educational problems seen in a long-term perspective. The volume is the result of a collective effort of a multinational team of researchers. A colloquium of some sixty participants, meeting at the Uni­ versity of York in October 1972, provided critiques and comments to the first version of the report. But only the authors themselves claim responsibil­ ity for the methodology of the study, and the opinions and conclusions expressed therein. These do not necessarily reflect those of the sponsors of the volume, the European Cultural Foundation and the Scientific Committee of its Education Project. • Such a synthesis will appear as the concluding report of the Project.

Does Education Really Help?: Skill, Work, and Inequality

This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the U.S.

Does Education Really Help?: Skill, Work, and Inequality

This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the U.S.

Does Ethics Have a Chance in a World of Consumers? (Institute for Human Sciences Vienna Lecture Series)

Zygmunt Bauman is one of the most admired social thinkers of our time. Once a Marxist sociologist, he has surrendered the narrowness of both Marxism and sociology, and dares to write in language that ordinary people can understand—about problems they feel ill equipped to solve. This book is no dry treatise but is instead what Bauman calls “a report from a battlefield,” part of the struggle to find new and adequate ways of thinking about the world in which we live. Rather than searching for solutions to what are perhaps the insoluble problems of the modern world, Bauman proposes that we reframe the way we think about these problems. In an era of routine travel, where most people circulate widely, the inherited beliefs that aid our thinking about the world have become an obstacle. Bauman seeks to liberate us from the thinking that renders us hopeless in the face of our own domineering governments and threats from unknown forces abroad. He shows us we can give up belief in a hierarchical arrangement of states and powers. He challenges members of the “knowledge class” to overcome their estrangement from the rest of society. Gracefully, provocatively, Bauman urges us to think in new ways about a newly flexible, newly challenging modern world. As Bauman notes, quoting Vaclav Havel, “hope is not a prognostication.” It is, rather, alongside courage and will, a mundane, common weapon that is too seldom used.

Does EU Membership Facilitate Convergence? The Experience of the EU's Eastern Enlargement - Volume I: Overall Trends and Country Experiences (Studies in Economic Transition)

This edited volume analyses how EU membership influenced the convergence process of member countries in the Baltics, Central-Eastern and South-Eastern Europe. It also explores countries that are candidates for future EU membership. The speed of convergence of significant groups of low- and medium-income countries has never been as fast globally as it is today. Contributions by lead researchers of the area explore whether these countries are converging faster than their fundamentals and global trends would suggest because of EU membership, with its much tighter institutional and political anchorage

Does EU Membership Facilitate Convergence? The Experience of the EU's Eastern Enlargement - Volume II: Channels of Interaction (Studies in Economic Transition)

This edited volume analyses the channels through which EU membership contributed to the convergence process of member countries in the Baltics, Central-Eastern and South-Eastern Europe. These channels include trade, investment, finance, labour, and laws and institutions. Global integration has certainly played an important role. A large part of FDI flows and financial integration in the world have been persistent features of globalization. Have these countries experienced more intensive integration through these channels because of EU membership, with its much tighter institutional and political anchorage, than their fundamentals and global trends would suggest? Contributions by lead researchers of the area address different aspects of this question. .

Does Every Child Matter?: Understanding New Labour's Social Reforms

Every Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive ‘how to’ framework to examine the underlying political and social aims of this policy agenda. The authors’ analysis reveals that Every Child Matters represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education. Does Every Child Matter? explores the ramifications of this along three key lines of analysis: the restructuring of the state beyond its welfare functions changes in governance and the creation of new binaries a redefining of the education sector around the needs of the child. This book provides a unique and insightful critique of Every Child Matters and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. Students, academics and researchers in education studies and education policy will find this book of great interest.

Does Every Child Matter?: Understanding New Labour's Social Reforms

Every Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive ‘how to’ framework to examine the underlying political and social aims of this policy agenda. The authors’ analysis reveals that Every Child Matters represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education. Does Every Child Matter? explores the ramifications of this along three key lines of analysis: the restructuring of the state beyond its welfare functions changes in governance and the creation of new binaries a redefining of the education sector around the needs of the child. This book provides a unique and insightful critique of Every Child Matters and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. Students, academics and researchers in education studies and education policy will find this book of great interest.

Does Generation Matter? Progressive Democratic Cultures in Western Europe, 1945–1960 (Palgrave Studies in the History of Social Movements)

“Generation” has become a central concept of cultural, historical and social studies. This book analyses how this concept is currently used and how it relates to memory and constructions of historical meaning from educational, historical, legal and political perspectives. Attempts to compare different national generations or to elaborate boundary-crossing, transnational generations still constitute an exception. In trying to fill this gap, this collection of essays concentrates on one crucial moment of “the age of extremes” and on one specific generation: the year 1945 and its progressive politicians and intellectuals. Focusing on Italy, West Germany and France, it suggests that the concept of generation should be regarded as an open question in space and time. Therefore, this volume asks what role generation played in the intellectual and political debates of 1945: if it facilitated change, if it served as source of solidarity and cohesion and how post-war societies organized their time.

Does Generation Matter? Progressive Democratic Cultures in Western Europe, 1945–1960 (Palgrave Studies in the History of Social Movements)

“Generation” has become a central concept of cultural, historical and social studies. This book analyses how this concept is currently used and how it relates to memory and constructions of historical meaning from educational, historical, legal and political perspectives. Attempts to compare different national generations or to elaborate boundary-crossing, transnational generations still constitute an exception. In trying to fill this gap, this collection of essays concentrates on one crucial moment of “the age of extremes” and on one specific generation: the year 1945 and its progressive politicians and intellectuals. Focusing on Italy, West Germany and France, it suggests that the concept of generation should be regarded as an open question in space and time. Therefore, this volume asks what role generation played in the intellectual and political debates of 1945: if it facilitated change, if it served as source of solidarity and cohesion and how post-war societies organized their time.

Does God Belong in Public Schools?

Controversial Supreme Court decisions have barred organized school prayer, but neither the Court nor public policy exclude religion from schools altogether. In this book, one of America's leading constitutional scholars asks what role religion ought to play in public schools. Kent Greenawalt explores many of the most divisive issues in educational debate, including teaching about the origins of life, sex education, and when--or whether--students can opt out of school activities for religious reasons. Using these and other case studies, Greenawalt considers how to balance the country's constitutional commitment to personal freedoms and to the separation of church and state with the vital role that religion has always played in American society. Do we risk distorting students' understanding of America's past and present by ignoring religion in public-school curricula? When does teaching about religion cross the line into the promotion of religion? Tracing the historical development of religion within public schools and considering every major Supreme Court case, Greenawalt concludes that the bans on school prayer and the teaching of creationism are justified, and that the court should more closely examine such activities as the singing of religious songs and student papers on religious topics. He also argues that students ought to be taught more about religion--both its contributions and shortcomings--especially in courses in history. To do otherwise, he writes, is to present a seriously distorted picture of society and indirectly to be other than neutral in presenting secularism and religion. Written with exemplary clarity and even-handedness, this is a major book about some of the most pressing and contentious issues in educational policy and constitutional law today.

Does God Belong in Public Schools? (PDF)

Controversial Supreme Court decisions have barred organized school prayer, but neither the Court nor public policy exclude religion from schools altogether. In this book, one of America's leading constitutional scholars asks what role religion ought to play in public schools. Kent Greenawalt explores many of the most divisive issues in educational debate, including teaching about the origins of life, sex education, and when--or whether--students can opt out of school activities for religious reasons. Using these and other case studies, Greenawalt considers how to balance the country's constitutional commitment to personal freedoms and to the separation of church and state with the vital role that religion has always played in American society. Do we risk distorting students' understanding of America's past and present by ignoring religion in public-school curricula? When does teaching about religion cross the line into the promotion of religion? Tracing the historical development of religion within public schools and considering every major Supreme Court case, Greenawalt concludes that the bans on school prayer and the teaching of creationism are justified, and that the court should more closely examine such activities as the singing of religious songs and student papers on religious topics. He also argues that students ought to be taught more about religion--both its contributions and shortcomings--especially in courses in history. To do otherwise, he writes, is to present a seriously distorted picture of society and indirectly to be other than neutral in presenting secularism and religion. Written with exemplary clarity and even-handedness, this is a major book about some of the most pressing and contentious issues in educational policy and constitutional law today.