Relevant bibliographies by topics / Disarmament School

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Academic literature on the topic 'Disarmament School'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Disarmament School"

1

Foradori, Paolo, and Giampiero Giacomello. "Fighting nuclear proliferation through education. The remarkable story of ISODARCO." Modern Italy 23, no. 3 (June 6, 2018): 331–44. http://dx.doi.org/10.1017/mit.2018.17.

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Disarmament and non-proliferation education is a key tool in curbing the spread of nuclear weapons, with a view to their elimination. This article examines the remarkable story of the International School on Disarmament and Research on Conflicts (ISODARCO) on the occasion of its fiftieth anniversary of continuous engagement in educational and training activities. ISODARCO offers a unique forum where nuclear experts from different backgrounds and approaches can meet, debate, and promote action as a transnational knowledge-based network of experts and, equally important, pass on their expertise to the ‘next generation of non-proliferation specialists’. The contribution of this small Italian NGO is indeed noteworthy, highly praised at the national and especially international level, and worth the attention of an audience broader than just non-proliferation and security experts.
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Frendo, Ruth. "Archival Review: Campaign for Nuclear Disarmament Archives at London School of Economics." Contemporary British History 23, no. 3 (September 2009): 387–93. http://dx.doi.org/10.1080/13619460903098483.

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3

Levine, Stephen, and T. J. Hearn. "Arms, Disarmament, and New Zealand. The Papers and Proceedings of the Eighteenth Foreign Policy School, 1983." Pacific Affairs 58, no. 2 (1985): 376. http://dx.doi.org/10.2307/2758319.

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4

Bøås, Morten, and Anne Hatløy. "‘Getting in, getting out’: militia membership and prospects for re-integration in post-war Liberia." Journal of Modern African Studies 46, no. 1 (January 31, 2008): 33–55. http://dx.doi.org/10.1017/s0022278x07003060.

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ABSTRACTLiberian ex-combatants are generally seen as uprooted urban youths with a history of unemployment, underemployment and idleness. The data that form the basis of this article suggest another picture. What caused the Liberian youth to fight were mainly security concerns, suggesting that the effects of ‘idleness’ and ‘unemployment’ are overstated with regards to people joining armed groups. They went to school, worked and lived with parents or close relatives prior to the war. They are not Mkandawire's (2002) uprooted urban youths or Abdullah's (1998) ‘lumpens’. They lived quite ordinary Liberian lives, and based their decision on whether to join an armed group on the security predicament that they believed that they and their families were facing. This suggest that disarmament, demobilisation, reintegration and rehabilitation approaches are in need of re-thinking that links them more directly to social cohesion and societal security.
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Cheffou, Idi. "ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC." Sokoto Educational Review 16, no. 2 (December 31, 2015): 12. http://dx.doi.org/10.35386/ser.v16i2.128.

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This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.
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6

Pascolini, Alessandro. "Cinquant'anni di esperienza nella formazione di esperti per il controllo degli armamenti: l'International School on Disarmament and Research on Conflicts (Isodarco)." VENTUNESIMO SECOLO, no. 40 (November 2017): 142–57. http://dx.doi.org/10.3280/xxi2017-040009.

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7

Genyk, Mykola. "Methodological problems of interdisciplinary peace research." Political Studies, no. 1 (2021): 8–21. http://dx.doi.org/10.53317/2786-4774-2021-1-1.

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The increase in international tensions and the threat of global selfdestruction has determined the appearance of new interdisciplinary sciences aimed to investigate ways of contradictions resolving and raising the peace process’s effectiveness. Since the Second World War, issues of peace have become the object of study for several disciplines: polemology, eirenology, conflict resolution, and peace studies. They coexisted and rivalled in questions of methods and ways of cognition and achievement of peace. From 1960 to 1980, peace studies had been taking the first place. It had broadened and deepened the object and methods of peace research and been transformed into a separate interdisciplinary scientific field for studying and analyzing the preconditions for forging a lasting peace. Peace studies has combined conflict studies, development studies, philosophical-ethical reflections, historical context, and the international relations theory. Within peace research, two main schools have coalesced. The American traditional school (J. Burton) went in for peace keeping through predominantly analyzing international relations, arms control, disarmament, balance of power, and methods to establish peace „from the top”. The Scandinavian critical school (J. Galtung, B. V. A. Rolling, K. Boulding), based on updated social doctrine of the catholic church (the encyclicals of Pope John XXIII and Pope Paul VI), studied the underlying basis of conflict, having developed the theory of positive peace as a state of absence of not only direct but also of structural violence. Since the beginning of the 21st century, over 300 academic institutions and universities have been engaged in peace studies. Current peace research focuses on problems of global climate change, terrorism, sustainable development, failed states, and violation of human rights. At the same time, unsteady terminology is a significant problem of peace studies. R. Seidelman spoke about peace studies as a discipline in its infant stage. Evidently, a hybrid type of warfare, novel compound risks and threats to international security will promote the appearance of new directions of peace research. Key words: war, conflict, peace studies, peace research, peace process, conflict resolution, polemology.
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8

Lee, Sabine. "Rudolf Ernst Peierls. 5 June 1907 — 19 September 1995." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 265–84. http://dx.doi.org/10.1098/rsbm.2007.0003.

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Born into an assimilated Jewish family in Berlin in the early twentieth century, Rudolf Peierls studied theoretical physics with many of the greatest minds within the physics community, including Sommerfeld, Heisenberg, Pauli and Bohr. His Jewish background made a career in Germany all but impossible, and Rudolf Peierls and his Russian–born wife, Genia, settled in the UK, where Peierls took up a professorship in mathematical physics at Birmingham in 1937. Peierls's discovery, together with his Birmingham colleague Otto Frisch, of the theoretical feasibility of an atomic weapon based on a self–sustaining nuclear chain reaction was instrumental in the setting up of the UK government committee studying the possibility of manufacturing nuclear weapons. Peierls continued to contribute to the British and later to the British–American–Canadian effort to produce an atomic bomb, and he became group leader of the implosion group at Los Alamos. After the war Peierls returned to the UK and he built a world–class school of theoretical physics at Birmingham before moving on to Oxford in 1963. Like many of his colleagues who had contributed to the development of nuclear weapons, Peierls devoted much of his time and energy to the control of these weapons, to nuclear disarmament and to the promotion of greater understanding between East and West, most notably through his activities within the framework of the Pugwash Movement.
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9

Podberyozkin, A. I. "Military and Political Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 192–96. http://dx.doi.org/10.24833/2071-8160-2014-5-38-192-196.

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Military-political issues is an important area of research work at MGIMO. The difference in this direction from the classical international specialization is that it is at the intersection of several disciplines: military science, military-technical and military-industrial as well as International Relations. A specialist in military and political issues should not only be an expert in the field of international relations and diplomacy, but also have a deep knowledge of military-technical issues to understand the basic trends in the development of scientific and technological progress and its impact on the balance of forces in the world. Global changes in the balance of power and the nature of the conflict, the emergence of new types of weapons are changing the basic methods and approaches to the art of war, which requires a science-based perspective on problem solving and multi-disciplinary approach in achieving the goals. Military and political studies allow us to understand how the development of military technology and military organization of the state affected by the political situation in the world, the national security of the country and its place in the system of international relations. Military-political research has been developing at MGIMO for a few decades. It laid down the basis for a scientific school of political-military studies. Its founding fathers were such prominent scholars of international affairs, as I.G. Usachyov, A.D. Nikonov, A.G. Arbatov, V.G. Baranovsky, V.M. Kulagin, A.N. Nikitin and other well-known experts. Their work covers a wide range of military and political issues, including the topics of arms control and disarmament, international, and especially European security, military policy, NATO, the Western military-political doctrines and their practical application. Now the lead in the development of this research at MGIMO has taken Center for Military-Political Studies, which became a concentration of relevant information, knowledge and expertise. The center was established in 2012 with the financial support of Air Defense Concern "Almaz-Antey". The Center is headed by Vice-Rector of MGIMO professor A.I.Podberezkin.
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10

Johnson, Dustin. "Letter from the Editor." Allons-y: Journal of Children, Peace and Security 3 (March 29, 2020): 6–7. http://dx.doi.org/10.15273/allons-y.v3i0.10065.

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For this volume of Allons-y we asked young authors to write about how armed conflict impacts children in the countries on International Crisis Group’s ten conflicts to watch in 2018 list. Much has changed in these conflicts since then, but all continue to do grave harm to children, which we struggle to address in the aftermath. The militarization and abuse of children are often used by autocratic regimes and armed groups to further their aims, and the trauma can have a lasting impact on the children and their societies. The four papers and their accompanying commentary in this volume illustrate these challenges and collectively highlight the importance of prevention.The authors, all young scholars who are in or have recently completed graduate school, wrote about the ways in which children are ripped from their communities in order to be used for military and political ends in armed conflict, and the difficulties of repairing these harms afterwards, whether in countries affected by armed conflict like the Democratic Republic of the Congo (DRC) or when people flee as refugees to new lands. The first two papers explore how children are weaponized: Peter Steele writes about the North Korean Songbun system that militarizes children from birth, and Airianna Murdoch-Fyke writes about the systematic use of rape as a weapon of war targeted at girls in the DRC. Both methods are designed to disrupt a child’s connection to their family and community. The last two papers explore the difficulties of addressing the resulting trauma: Arpita Mitra writes about the failures of the demobilization, disarmament, and reintegration process in the DRC, and Emily Pelley writes about the difficulties of aiding young refugees exposed to wartime violence when they come to Northern countries such as Canada. Collectively, these papers highlight the need to invest more in prevention of wartime abuses, rather than scrambling to catch-up and repair the damage already done.While it may be cliché to say that young people are the future, it is also the truth, and it is important for them to have platforms to discuss and present their ideas and contribute to the most pressing challenges facing our world. Whether it is young politicians challenging our complacency on climate change, students fighting for safer schools, young activists towards peace in their countries and around the world, or young scholars such as the authors of this volume, we must turn to and support the younger generations who are invested in making a better world for themselves and all of humanity. In this spirit, Allons-y seeks to pair the academic and practical work of young people with the commentary of those who are more experienced in their field to demonstrate how young people can contribute to and create a brighter tomorrow.
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Books on the topic "Disarmament School"

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Andrei, Grachev, John F. Kennedy School of Government., and World Political Forum (2007 : Cambridge, Mass.), eds. Overcoming nuclear danger: International Conference organized by the World Political Forum and John F. Kennedy School of Government, Harvard University Cambridge, USA, December 4-5, 2007. Torino: The World Political Forum, 2009.

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2

Andrei, Grachev, John F. Kennedy School of Government., and World Political Forum (2007 : Cambridge, Mass.), eds. Overcoming nuclear danger: International Conference organized by the World Political Forum and John F. Kennedy School of Government, Harvard University Cambridge, USA, December 4-5, 2007. Torino: The World Political Forum, 2009.

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3

The Jonathan Schell Reader: On the United States at War, the Long Crisis of the American Republic, and the Fate of the Earth (Nation Books). Nation Books, 2004.

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Book chapters on the topic "Disarmament School"

1

Kirchhelle, Claas. "Becoming an Activist: Ruth Harrison’s Turn to Animal Welfare." In Palgrave Studies in the History of Social Movements, 35–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62792-8_3.

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AbstractThis chapter focuses on Harrison’s life prior to writing Animal Machines. Together with her siblings, Harrison was brought up in close contact to Britain’s cultural elite. After attending schools in London, Harrison commenced her university studies in 1939. The outbreak of war had a transformative impact on her life. Harrison was evacuated to Cambridge where she likely came into contact with ethologist William Homan Thorpe. She converted to Quakerism and subsequently enrolled in the Friends’ Ambulance Unit. The Quaker principles of non-violence, humanitarianism, and bearing witness to injustice would serve as important reference points throughout Harrison’s campaigning. After the war, she completed her studies in the dramatic arts but abandoned a potential career as a theatre producer. In 1954, she married architect Dexter Harrison. Similar to many Quakers, Harrison’s humanitarian concerns motivated her to become involved in the Campaign for Nuclear Disarmament and protest perceived technological, moral, and environmental threats to society.
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2

Freedman, Lawrence. "Is ‘old school’ nuclear disarmament dead?" In Nuclear Disarmament, 9–24. Routledge, 2019. http://dx.doi.org/10.4324/9780429026126-2.

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3

Toki, Masako. "Bringing disarmament and non-proliferation education to young generations: Case study of high school students." In UNODA Occasional Papers No. 31, December 2017, 35–45. UN, 2018. http://dx.doi.org/10.18356/ad26ab2a-en.

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