Conversations host Harry Kreisler welcomes Harvard Professor Samantha Power for a discussion of her new book, "Chasing the Flame: Sergio Vieira de Mello and the Fight to Save the World." The conversation focuses on the lessons of De Mello's life for understanding the challenges confronting world order in the 21st century. (56 minutes)
Host Harry Kreisler welcomes Sadaka Ogata, the UN High Commissioner for Refugees for a discussion about humanitarian assistance. (38 min)
Former United Nations secretary General Sir Brian Urquhart in conversation with UC Berkeley's Harry Kreisler looks back on his distinguished career as a soldier, diplomat, and international statesman. (57 min)
UC Berkeley's Harry Kreisler welcomes Sir Brian Urquhart for a discussion of the changing role of the United Nations in world affairs. (57 min)
8th Grade Literacy Tutorial Visual and Information Literacy: What roles do community and media play in times of crisis
Listen, watch, or read the text of the speech given by Eleanor Roosevelt on December 9, 1948 on the Universal Declaration of Human Rights.
Today, over 115 million children have never set foot inside a school. The fact is that for children living in developing countries, the dream of a first day of school is yet to be realized. The daily realities of poverty, political instability, regional conflict, geography, and cultural or traditional values all play a role to varying degrees -- and the issue of gender disparity makes this fact even more staggering. Full and equal access to education (Article 26) as outlined in the 'Universal Declaration of Human Rights' and 'The Convention on the Rights of the Child' (Articles 2,3,28, and 29), has clearly been out of the reach of poor children -- and even more so in the case of girls. Nearly two-thirds of children who are denied a primary education are girls. In the least developed countries, nearly twice as many adult women than men are illiterate. (Source: UNFPA http://www.unfpa.org/icpd/10/icpd_ed.htm) If you happen to be a female, you are less likely to have access to a quality primary education and beyond -- contributing to the feminization of global poverty. Yet, there is hope despite this current state of affairs. 189 nations have pledged to meet 8 major Millennium Development Goals (MDGs) by 2015. In doing so, nations hope to improve the social and economic development of all peoples. Included in these goals are those that address education and gender disparity: MDG 2: Achieve universal and primary education. MDG 3: Promote gender equality and empower women. Through the activities outlined in this lesson, students will become familiar with the current barriers standing in the way of educational opportunity -- especially for girls. They will watch clips from the WIDE ANGLE film 'Time for School' (2003) to understand the sense of urgency surrounding this issue, the potential benefits that can result from educating girls, and the ways that local communities are trying to address these problems. Note: This lesson focuses on MDG 2 and MDG 3. An introduction to the overall goals of the Millennium Project should be presented prior to this particular lesson.
How does global warming affect humans? The Climate Change Webcast explores the causes and effects of climate change as students work together to create an international climate change proposal to present at the United Nations Climate Summit.
This book has been specifically created to make it easier for professors to offer a law school course on global corruption. It is issued under a creative commons license and can be used for free in whole or in part for non-commercial purposes. The first chapter sets out the general context of global corruption: its nature and extent, and some views on its historical, social, economic and political dimensions. Each subsequent chapter sets out international standards and requirements in respect to combating corruption – mainly in the UN Convention Against Corruption (UNCAC) and the OECD Bribery of Foreign Officials Convention (OECD Convention). The laws of the United States and United Kingdom are then set out as examples of how those Convention standards and requirements are met in two influential jurisdictions. Finally, the law of Canada is set out. Thus, a professor from Africa, Australia, New Zealand or English speaking countries in Asia and Europe has a nearly complete coursebook – for example, that professor can delete the Canadian sections of this book and insert the law and practices of his or her home country in their place. While primarily directed to a law school course on global corruption, this book will be of interest and use to professors teaching courses on corruption from other academic disciplines and to lawyers and other anti-corruption practitioners.
Lesson seeds are ideas for the standards that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. This lesson seed provides a compelling question and a bank of sources to use to drive an inquiry based lesson or a potential Evidence Based Argument Set (EBAS). When developing lessons from these seeds, teachers must consider the needs of all learners. Once you have built your lesson from the lesson seed, teachers are encouraged to post the lesson that has emerged from this lesson seed and share with others. Compelling question: Does United States participation in the United Nations help it achieve its foreign policy goals? EL Modification: highlight important vocabulary, add images to improve text comprenesion; consider adapting content, process and/or product based on Can Do WIDA DescriptorsImage source: "United Nations HQ" by Dendodge from Wikimedia.org
At age twenty-seven, physicist Philip Morrison joined the Manhattan Project, the code name given to the U.S. government's covert effort at Los Alamos to develop the first nuclear weapon. The Manhattan Project was also the most expensive single program ever financed by public funds. In this video segment, Morrison describes the charismatic leadership of his mentor, J. Robert Oppenheimer, and the urgency of their mission to manufacture a weapon 'which if we didn't make first would lead to the loss of the war." In the interview Morrison conducted for War and Peace in the Nuclear Age: 'Dawn,' he describes the remote, inaccessible setting of the laboratory that operated in extreme secrecy. It was this physical isolation, he maintains, that allowed scientists extraordinary freedom to exchange ideas with fellow physicists. Morrison also reflects on his wartime fears. Germany had many of the greatest minds in physics and engineering, which created tremendous anxiety among Allied scientists that it would win the atomic race and the war, and Morrison recalls the elaborate schemes he devised to determine that country's atomic progress. At the time that he was helping assemble the world's first atomic bomb, Morrison believed that nuclear weapons 'could be made part of the construction of the peace.' A month after the war, he toured Hiroshima, and for several years thereafter he testified, became a public spokesman, and lobbied for international nuclear cooperation. After leaving Los Alamos, Morrison returned to academia. For the rest of his life he was a forceful voice against nuclear weapons.
Introducing Africa is comprised of two lessons and is designed to raise studentsĚ_Ě_´ awareness about stereotypes of Africa; teach them information about the history, geography, economics and cultures of Africa; and to give them an appreciation for the diversity of the African continent. This kit will teach students to identify important details, make logical inferences, and draw informed conclusions from visual documents including photographs and money. The lesson was designed for third grade but can be used with older students.
A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.
The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.
The summary booklet presents ideas to inspire the work of all parts of governments and societies in the quest for inclusive and sustainable development.
This course will present a comparative overview of world history from the 17th century to the present era. The student will examine the origins of major economic, political, social, cultural, and technological trends of the past 400 years and explore the impact of these trends on world societies. Upon successful completion of this course, students will be able to: Think critically about world history in the early modern and modern eras; Assess how global trade networks shaped the economic development of Asia, Europe, and the Americas in the 17th and 18th centuries; Identify the origins of the Reformation and Counter-Reformation in Europe and assess the social and political consequences of these movements for the peoples of Europe; Identify the origins of the Enlightenment in Europe and assess how Enlightenment ideas led to political and social revolutions in Europe and the Americas; Identify the origins of the Scientific and Industrial Revolutions in Europe and assess how these intellectual and economic movements altered social, political, and economic life across the globe in the 18th and 19th centuries; Compare and contrast how European imperialism affected the states and peoples of Asia, Africa, and the Americas in the 19th century; Identify the origins of World War I and analyze how the war's outcome altered economic and political balances of power throughout the world; Identify the origins of totalitarian political movements across the globe in the 1920s and 1930s and assess how these movements led to World War II; Analyze how World War II reshaped power balances throughout the world and led to the emergence of the United States and the Soviet Union as global superpowers; Assess how decolonization movements in the 1950s and 1960s altered political, economic, and social relationships between the United States, the nations of Europe, and developing countries throughout the world; Assess how the end of the Cold War led to political and economic realignments throughout the world and encouraged the growth of new global markets and systems of trade and information exchange; Analyze and interpret primary source documents from the 17th century through the present, using historical research methods. (History 103)