Suchergebnisse

The state of Oaxaca has always held a distinct position in Mexico: Not only is it among the poorest, but its population is also considered to be particularly combative. It therefore does not seem surprising that the state harbors the most prominent and vocal union section of the teachers' union SNTE and the dissident teachers' movement CNTE. The power and influence of the Sección 22 reach beyond the limits of educational matters and the schools and into state politics, affecting the lives of many Oaxacans - also due to frequent street blockades and strikes that lead to educational deficits for children. The teachers' embeddedness in society and their narrative of protest sets their struggle in the context of the defense of the entire Mexican people's rights and in the idea of the state's cultural heritage. The result is an outstandingly strong social movement, apparently organizing in protest as a reflex against government policies, even when these aim at a long-necessary democratization

They are upon us: May 17 -- On the war-path for Vicksburg: May 18 -- A long dreadful day: Fifteenth Corps, May 19 -- I hope every man will follow me: Seventeenth and Thirteenth Corps, May 19 -- This will be a hard place to take: May 20-21 -- Dismay and bewilderment: Blair, May 22 -- Now, boys, you must do your duty: McPherson, May 22 -- The horror of the thing bore me down like an avalanche: McClernand and Osterhaus, May 22 -- Boys, you have just fifteen minutes to live: 2nd Texas Lunette, May 22 -- A thousand bayonets glistened in the sunlight: railroad redoubt, May 22 -- I don't believe a word of it: Grant, Sherman, and McClernand, May 22 -- Am holding position but suffering awfully: Blair, Ransom, and Tuttle, May 22 -- It made the tears come to my eyes: Steele, May 22 -- Boys, don't charge those works: Logan and Quinby, May 22 -- It is absolutely necessary that they be dislodged: reclaiming railroad redoubt, May 22 -- An ardent desire to participate in the capture of Vicksburg: Grant, Pemberton, Porter, and McArthur, May 22 -- I feel sad but not discouraged: making sense of May 22 -- I am surfeited, sick, and tired of witnessing bloodshed: casualties, wounded, prisoners -- No one would have supposed that we were mortal enemies: burial, mourning -- They ought to be remembered: honors, infamy, life stories -- Eventful on the page of history: commemoration.

"Based on an article by Pulitzer Prize-winning reporters, the fascinating results of an important nationwide conversation about guns: Can complete strangers representing every point along the political divide engage in civil and productive discourse on the topic of gun control?"--

"From Nobel Prize-winning economist and New York Times bestselling author Robert Shiller, a groundbreaking account of how stories help drive economic events-and why financial panics can spread like epidemic viruses. Stories people tell-about financial confidence or panic, housing booms, or Bitcoin-can go viral and powerfully affect economies, but such narratives have traditionally been ignored in economics and finance because they seem anecdotal and unscientific. In this groundbreaking book, Robert Shiller explains why we ignore these stories at our peril-and how we can begin to take them seriously. Using a rich array of examples and data, Shiller argues that studying popular stories that influence individual and collective economic behavior-what he calls "narrative economics"-may vastly improve our ability to predict, prepare for, and lessen the damage of financial crises and other major economic events. The result is nothing less than a new way to think about the economy, economic change, and economics. In a new preface, Shiller reflects on the major challenges facing narrative economics."

1 Current research on human rights education globally.- 2 A review of human rights education in higher education.- 3 Insights from students on human rights education in India, South Africa, Sweden and the United States.- 4 The state of HRE in higher education worldwide.- 5 Human rights education as a link to the counterbalance strategy of the Sanctuary Cities against federal immigration programs in the USA.- 6 The promises and challenges of human rights cities.- 7 HRE in the era of global aging: The human rights of older persons in contemporary Europe.- 8 Human rights as an instrument of social cohesion in South Asia.- 9 Evaluating research on human rights education globally.

"This international, multiauthor collection of essays examines Russian and early Soviet international relations from the Great War's outbreak in August 1914 through the Revolution of 1917 and the Civil War, ending with the Peace of Riga in 1921. Taking a broad definition of international relations, the chapters range from state-to-state diplomacy to NGOs, civil society, commerce and culture"--

This multiauthor collection of essays analyzes Russia's Great War and Revolution from the perspective of the Central Powers and their encounters with Russia and the Revolution. The peoples of the Central Powers, from elites to civilians, understood the violent clash of armies in a variety of ways. Essays highlight the variety of military and civilian experiences and deal with topics of how soldiers, civilians, and intellectuals perceived Russia and how these understandings translated into security goals, utopian plans for conquered territories, and interethnic violence

Preface to the revised edition -- Part one. Leader at last. Launching a movement -- Blackout in Houston -- Railroads, baseball, and the color line -- "I was going places" -- Part two. A boy from Galveston and San Augustine. Uphome -- Rabbit returns -- Driving Mr. Gus -- Part three. Wandering and return. "They got me, but they can't forget me": a mad odyssey -- Drew and me: recovering separate selves