This document summarizes and critiques the concept of global education being promoted in some schools. It argues that global education aims to undermine national sovereignty and individual liberty in favor of a planned world order and global socialism. It discusses how textbooks and courses portray globalism positively while omitting negative aspects. Values clarification classes are said to teach moral relativism and discourage strong convictions to make students more accepting of compromising values for global cooperation. The document warns that a world government could result in totalitarian control and questions whether such a system would really be democratic.
This document discusses the possibility of reaching a worldwide consensus on human rights. It argues that while the concept of human rights originated in Western societies, the values of democracy and human rights are increasingly accepted on a global scale. However, full agreement faces challenges, as other cultures may interpret concepts like individual rights and dignity differently. Still, the document believes that separating the philosophical principles from legal frameworks allows for the values like life, liberty and equality to be adopted more universally. It also acknowledges the important role of non-governmental organizations in advocating for human rights around the world.
The document discusses the issue of human trafficking and difficulties enforcing international law to address it. It analyzes factors that contribute to human trafficking like economic, social, and environmental issues as well as relaxed border restrictions and technology. It also examines challenges to enforcement from relaxed borders, corruption, and lack of training and resources for law enforcement. Potential solutions proposed include international agreements, increasing NGO and corporate involvement, more training, and raising awareness. It concludes by considering whether a new supranational government is needed to enforce international law given current economic and political challenges or if existing institutions could be updated instead.
Theoretical foundations of global governancetakaguro
The document outlines several theoretical foundations of global governance, including liberalism which emphasizes human progress through cooperation, institutional building, and interdependence between states; realism which views international politics as anarchic and power-seeking; and Marxist theory which sees international law and organizations as tools that reflect the interests of dominant capitalist classes and states. It also discusses key thinkers and concepts within each theory and their perspectives on issues like international cooperation, the role of power and national interests, and the nature of the international system.
XUE Lan: Challenges to global governance of science, technology and innovationSTEPS Centre
Professor XUE Lan, Tsinghua University.
Presentation to the UK-China Innovation Workshop for Sustainable and Equitable Development, Tsinghua University, 19 March 2010, co-organised by China Institute for Science and Technology Policy (CISTP) at Tsinghua University and the STEPS Centre.
http://anewmanifesto.org/news/china-workshop-presentationschina-workshop-presentations/
A presentation by Fr. Michael Campbell-Johnston SJ at a September 21 seminar in Barbados, a follow-up to the September 12-13 AEC Justice and Peace Seminar.
2. theoretical foundations of global governanceHelen Sakhan
The document outlines three major theoretical foundations of global governance: liberalism focuses on human progress through cooperation, interdependence, and international institutions; realism emphasizes states' pursuit of power and security in an anarchic system; and Marxist theory views global governance as reflecting the interests of dominant capitalist states and classes that control production.
Classical liberalism focused on individual freedom and free trade between nations. During the Industrial Revolution, classical liberal values like private property and economic freedom led to growth in capitalism across Europe. However, early industrialization also brought poor working conditions, low wages, child labor and growing inequality that classical liberalism alone did not address. Over time, governments implemented new laws and welfare programs to protect workers' rights and improve living standards, moving toward a modern liberal approach.
This document discusses the possibility of reaching a worldwide consensus on human rights. It argues that while the concept of human rights originated in Western societies, the values of democracy and human rights are increasingly accepted on a global scale. However, full agreement faces challenges, as other cultures may interpret concepts like individual rights and dignity differently. Still, the document believes that separating the philosophical principles from legal frameworks allows for the values like life, liberty and equality to be adopted more universally. It also acknowledges the important role of non-governmental organizations in advocating for human rights around the world.
The document discusses the issue of human trafficking and difficulties enforcing international law to address it. It analyzes factors that contribute to human trafficking like economic, social, and environmental issues as well as relaxed border restrictions and technology. It also examines challenges to enforcement from relaxed borders, corruption, and lack of training and resources for law enforcement. Potential solutions proposed include international agreements, increasing NGO and corporate involvement, more training, and raising awareness. It concludes by considering whether a new supranational government is needed to enforce international law given current economic and political challenges or if existing institutions could be updated instead.
Theoretical foundations of global governancetakaguro
The document outlines several theoretical foundations of global governance, including liberalism which emphasizes human progress through cooperation, institutional building, and interdependence between states; realism which views international politics as anarchic and power-seeking; and Marxist theory which sees international law and organizations as tools that reflect the interests of dominant capitalist classes and states. It also discusses key thinkers and concepts within each theory and their perspectives on issues like international cooperation, the role of power and national interests, and the nature of the international system.
XUE Lan: Challenges to global governance of science, technology and innovationSTEPS Centre
Professor XUE Lan, Tsinghua University.
Presentation to the UK-China Innovation Workshop for Sustainable and Equitable Development, Tsinghua University, 19 March 2010, co-organised by China Institute for Science and Technology Policy (CISTP) at Tsinghua University and the STEPS Centre.
http://anewmanifesto.org/news/china-workshop-presentationschina-workshop-presentations/
A presentation by Fr. Michael Campbell-Johnston SJ at a September 21 seminar in Barbados, a follow-up to the September 12-13 AEC Justice and Peace Seminar.
2. theoretical foundations of global governanceHelen Sakhan
The document outlines three major theoretical foundations of global governance: liberalism focuses on human progress through cooperation, interdependence, and international institutions; realism emphasizes states' pursuit of power and security in an anarchic system; and Marxist theory views global governance as reflecting the interests of dominant capitalist states and classes that control production.
Classical liberalism focused on individual freedom and free trade between nations. During the Industrial Revolution, classical liberal values like private property and economic freedom led to growth in capitalism across Europe. However, early industrialization also brought poor working conditions, low wages, child labor and growing inequality that classical liberalism alone did not address. Over time, governments implemented new laws and welfare programs to protect workers' rights and improve living standards, moving toward a modern liberal approach.
This document discusses the need for fundamental changes to the current system to prioritize people over profits. It argues that the balance of power has shifted from big business to individuals through social media, and that united citizen action can enact change. The document advocates for reforming industries like mortgages that keep people in debt, and suggests principles of natural law, equity and human rights as a basis for a more just system.
Harmonization of inter-cultural inter-religious and inter-ethnic relations: t...TANKO AHMED fwc
This document discusses the harmonization of inter-cultural, inter-ethnic, and inter-religious relations through the universal role of civil societies. It defines these concepts and argues that culture, ethnicity, and religion can cause conflicts if relations are not harmonized. However, civil societies can play a key role by organizing dialogues, lobbying groups, and pursuing common good across differences. The document concludes that civil societies are crucial enablers for building equitable and sustainable societies by facilitating understanding between diverse communities.
Friedrich Hayek was a prolific writer who authored many influential economic and political works. Some of his most important works include The Constitution of Liberty, where he argued that individual liberty requires abstract and general rules that apply equally to all, including the government. He believed that central planning and socialism were misguided as no single entity possesses all the knowledge needed to design society. Hayek promoted classical liberalism and argued it was the most progressive policy as it allowed for the free efforts of individuals.
Where Did This Global Movement Come From?Joe Brewer
The global anti-globalization movement emerged in the late 1980s and gained momentum through major protests in the 1990s and 2000s. Early protests targeted international financial institutions by a few hundred activists but grew to tens of thousands expressing concerns around issues like debt cancellation, environmental protection, and corporate power. While diverse, the movement lacked central organization and was framed by media as "anti-globalization" rather than representing the decentralized network it was. As communication technologies advanced, they empowered more direct democracy and collective action among disparate groups. However, the movement has focused on protest rather than articulating a clear alternative vision, which it now needs to do by standing for institutional change that creates shared prosperity within planetary boundaries.
This document is an introduction to a dissertation examining whether Cuba serves as a model for advancing women's rights through socialism. It provides background on Cuba's socialist system and commitment to social and economic rights. Cuba was the first to sign the Convention on the Elimination of Discrimination Against Women and incorporates women's rights into its interpretation of economic, social and cultural rights. While Cuba is criticized for restricting civil and political freedoms, it emphasizes equality and non-discrimination. The dissertation will evaluate women's rights in Cuba separately from its overall human rights record, and analyze how Cuba's socialist system shapes its approach to gender equality.
Democracy is a form of government where eligible citizens participate equally in creating laws directly or through elected representatives. It promotes social, religious, cultural, and racial equality and justice. Democracy contrasts with systems where power is held by one ruler or a small group. Karl Popper defined democracy as allowing citizens to control their leaders and remove them without violence. However, democracy can be incompatible with economic efficiency, as citizens may choose policies that hurt long-term growth for short-term gains.
This document provides an introduction to the study of globalization. It defines globalization as the increasing connectivity between people across large distances. The document outlines intended learning outcomes, competing conceptions of globalization, and perspectives from different disciplines. It also discusses theories of globalization, the emergence and expansion of global markets, arguments for and against homogenization, and potential harms of globalization.
This document provides an overview of global inequality and stratification. It begins by outlining the United Nations Millennium Development Goals, which aimed to reduce extreme poverty around the world by 2015. Progress was made in some areas like poverty, education, and health, but many goals were not fully achieved. The document then discusses different frameworks for understanding global stratification, including Wallerstein's world systems approach which categorizes countries in a global economic hierarchy as core, semi-peripheral or peripheral nations. Finally, it examines how terminology has evolved over time to describe levels of development among countries.
System Transition - Emergence as scaffolding - Choose Life Irma Wilson
System science as oil to system transition through contextualizing and applying their skills to that which is emergent in Sustainability, Solidarity and Open Source response to our poli-crises and create collective intelligence honeypots for governing in the anthropocene
1. Established networks and international communities of 'interlockers' who bridge labour, radical knowledge, and social justice struggles have converged with free information/knowledge, culture, and economy communities.
2. This convergence has led to the political manifestation of movements like FLOSS, hackers' ethics, and telekommunism, as well as groups like Anonymous, LulzSec, Wikileaks, and Pirate Bay.
3. New forms of international labour communication and organizing have emerged, including projects like Unionbook and the New Unionism Network, as well as collaborative actions and global solidarity conferences.
Pope Benedict XVI's encyclical "Caritas in Veritate" addresses the topics of charity, truth, development, hunger, the environment, migration, sexual tourism, and population issues. The document calls for integrating charity and truth in development work. It also calls for new economic institutions to address hunger, regulating exploitation of resources, respecting migrants' rights, ending sexual tourism, and recognizing factors beyond population increase influence development.
The document discusses the need to strengthen extraterritorial human rights obligations (ETOs) for twelve reasons. It argues that the universality of human rights implies that human rights claims can be made against all states, not just one's home state, meaning states have ETOs. It also states that ETOs are necessary for a rights-based international legal order, as globalization has increased the impact of states' actions abroad and the gap in human rights protection. Only by recognizing ETOs, including an obligation for international cooperation, can human rights be fully realized and claims be justiciable for rights holders.
The document provides an overview of neoliberalism and its rise as the dominant ideology since the 1970s. It discusses key figures who promoted neoliberal policies like Thatcher, Reagan, Deng and Pinochet. It also summarizes critiques of neoliberalism from scholars like Harvey, Kelsey and analyses of the crisis of the welfare state and neoliberal critiques of state intervention in the economy.
Identifying Why Developing Nations Choose to DemocratizeBrent A. Hamilton
Our society has become increasingly globalized and as a result democratic. With that evaluation one would expect that a connected international community would create an environment optimized for development, growth, and success. A large majority of states, around the world, are democratic but not all are successful and some may even potentially fail. The interest of my analysis is not as to why fragile democracies may fail or why some democracies are more developed than others but rather to analyze the conditions under which a country may democratize to begin with. If we can understand the circumstances at which a nation will become democratic, we may better understand the reason why they may fail or succeed.
This document defines neoliberalism and outlines its history and critical analysis. Neoliberalism promotes free market capitalism and limited government intervention. Key institutions like the IMF, World Bank and WTO were established post-WWII to promote neoliberal policies and open markets. However, critics argue these institutions primarily serve developed countries' interests and impose conditions that spread neoliberal ideology rather than balance global economic power. The WTO in particular maintains inequalities despite a democratic structure.
The role of culture in decision/action models - Pt.12Larry Paul
This presentation looks at the role cultural traditions play in decision-making in soccer. It combines the work of E. Hall, B. Sutton-Smith and J. Boyd. Without these traditions decision-making cannot happen beyond the most basic levels and patterns.
Intro to education_in_american_society-raymond_e_callahan-1964-480pgs-eduRareBooksnRecords
This document provides an introduction and foreword to a textbook on education in American society. The introduction discusses the importance of the teacher in educational enterprises and argues that teacher training programs need to be improved. It claims that programs overemphasize mechanics and underemphasize the social context. The foreword further emphasizes this point, arguing that teaching is a unique profession that shapes society and should be treated as such in training programs. It presents the textbook as an attempt to address these issues by drawing on relevant sciences and philosophies to situate education within society and civilization.
Jewish life in_south_america-j_x_cohen-1941-201pgs-relRareBooksnRecords
This document provides a summary of Jewish life in South America based on a 1941 study tour by Rabbi J. X. Cohen. It details the Jewish populations in each South American country at that time, with Brazil having the largest Jewish community. The summary describes how Jewish communities have developed over the past centuries since some Jews first arrived with Columbus, but that growth has been much greater in North America. It aims to provide North American Jews insight into their South American coreligionists amid rising continental solidarity in the Americas.
This document discusses the need for fundamental changes to the current system to prioritize people over profits. It argues that the balance of power has shifted from big business to individuals through social media, and that united citizen action can enact change. The document advocates for reforming industries like mortgages that keep people in debt, and suggests principles of natural law, equity and human rights as a basis for a more just system.
Harmonization of inter-cultural inter-religious and inter-ethnic relations: t...TANKO AHMED fwc
This document discusses the harmonization of inter-cultural, inter-ethnic, and inter-religious relations through the universal role of civil societies. It defines these concepts and argues that culture, ethnicity, and religion can cause conflicts if relations are not harmonized. However, civil societies can play a key role by organizing dialogues, lobbying groups, and pursuing common good across differences. The document concludes that civil societies are crucial enablers for building equitable and sustainable societies by facilitating understanding between diverse communities.
Friedrich Hayek was a prolific writer who authored many influential economic and political works. Some of his most important works include The Constitution of Liberty, where he argued that individual liberty requires abstract and general rules that apply equally to all, including the government. He believed that central planning and socialism were misguided as no single entity possesses all the knowledge needed to design society. Hayek promoted classical liberalism and argued it was the most progressive policy as it allowed for the free efforts of individuals.
Where Did This Global Movement Come From?Joe Brewer
The global anti-globalization movement emerged in the late 1980s and gained momentum through major protests in the 1990s and 2000s. Early protests targeted international financial institutions by a few hundred activists but grew to tens of thousands expressing concerns around issues like debt cancellation, environmental protection, and corporate power. While diverse, the movement lacked central organization and was framed by media as "anti-globalization" rather than representing the decentralized network it was. As communication technologies advanced, they empowered more direct democracy and collective action among disparate groups. However, the movement has focused on protest rather than articulating a clear alternative vision, which it now needs to do by standing for institutional change that creates shared prosperity within planetary boundaries.
This document is an introduction to a dissertation examining whether Cuba serves as a model for advancing women's rights through socialism. It provides background on Cuba's socialist system and commitment to social and economic rights. Cuba was the first to sign the Convention on the Elimination of Discrimination Against Women and incorporates women's rights into its interpretation of economic, social and cultural rights. While Cuba is criticized for restricting civil and political freedoms, it emphasizes equality and non-discrimination. The dissertation will evaluate women's rights in Cuba separately from its overall human rights record, and analyze how Cuba's socialist system shapes its approach to gender equality.
Democracy is a form of government where eligible citizens participate equally in creating laws directly or through elected representatives. It promotes social, religious, cultural, and racial equality and justice. Democracy contrasts with systems where power is held by one ruler or a small group. Karl Popper defined democracy as allowing citizens to control their leaders and remove them without violence. However, democracy can be incompatible with economic efficiency, as citizens may choose policies that hurt long-term growth for short-term gains.
This document provides an introduction to the study of globalization. It defines globalization as the increasing connectivity between people across large distances. The document outlines intended learning outcomes, competing conceptions of globalization, and perspectives from different disciplines. It also discusses theories of globalization, the emergence and expansion of global markets, arguments for and against homogenization, and potential harms of globalization.
This document provides an overview of global inequality and stratification. It begins by outlining the United Nations Millennium Development Goals, which aimed to reduce extreme poverty around the world by 2015. Progress was made in some areas like poverty, education, and health, but many goals were not fully achieved. The document then discusses different frameworks for understanding global stratification, including Wallerstein's world systems approach which categorizes countries in a global economic hierarchy as core, semi-peripheral or peripheral nations. Finally, it examines how terminology has evolved over time to describe levels of development among countries.
System Transition - Emergence as scaffolding - Choose Life Irma Wilson
System science as oil to system transition through contextualizing and applying their skills to that which is emergent in Sustainability, Solidarity and Open Source response to our poli-crises and create collective intelligence honeypots for governing in the anthropocene
1. Established networks and international communities of 'interlockers' who bridge labour, radical knowledge, and social justice struggles have converged with free information/knowledge, culture, and economy communities.
2. This convergence has led to the political manifestation of movements like FLOSS, hackers' ethics, and telekommunism, as well as groups like Anonymous, LulzSec, Wikileaks, and Pirate Bay.
3. New forms of international labour communication and organizing have emerged, including projects like Unionbook and the New Unionism Network, as well as collaborative actions and global solidarity conferences.
Pope Benedict XVI's encyclical "Caritas in Veritate" addresses the topics of charity, truth, development, hunger, the environment, migration, sexual tourism, and population issues. The document calls for integrating charity and truth in development work. It also calls for new economic institutions to address hunger, regulating exploitation of resources, respecting migrants' rights, ending sexual tourism, and recognizing factors beyond population increase influence development.
The document discusses the need to strengthen extraterritorial human rights obligations (ETOs) for twelve reasons. It argues that the universality of human rights implies that human rights claims can be made against all states, not just one's home state, meaning states have ETOs. It also states that ETOs are necessary for a rights-based international legal order, as globalization has increased the impact of states' actions abroad and the gap in human rights protection. Only by recognizing ETOs, including an obligation for international cooperation, can human rights be fully realized and claims be justiciable for rights holders.
The document provides an overview of neoliberalism and its rise as the dominant ideology since the 1970s. It discusses key figures who promoted neoliberal policies like Thatcher, Reagan, Deng and Pinochet. It also summarizes critiques of neoliberalism from scholars like Harvey, Kelsey and analyses of the crisis of the welfare state and neoliberal critiques of state intervention in the economy.
Identifying Why Developing Nations Choose to DemocratizeBrent A. Hamilton
Our society has become increasingly globalized and as a result democratic. With that evaluation one would expect that a connected international community would create an environment optimized for development, growth, and success. A large majority of states, around the world, are democratic but not all are successful and some may even potentially fail. The interest of my analysis is not as to why fragile democracies may fail or why some democracies are more developed than others but rather to analyze the conditions under which a country may democratize to begin with. If we can understand the circumstances at which a nation will become democratic, we may better understand the reason why they may fail or succeed.
This document defines neoliberalism and outlines its history and critical analysis. Neoliberalism promotes free market capitalism and limited government intervention. Key institutions like the IMF, World Bank and WTO were established post-WWII to promote neoliberal policies and open markets. However, critics argue these institutions primarily serve developed countries' interests and impose conditions that spread neoliberal ideology rather than balance global economic power. The WTO in particular maintains inequalities despite a democratic structure.
The role of culture in decision/action models - Pt.12Larry Paul
This presentation looks at the role cultural traditions play in decision-making in soccer. It combines the work of E. Hall, B. Sutton-Smith and J. Boyd. Without these traditions decision-making cannot happen beyond the most basic levels and patterns.
Intro to education_in_american_society-raymond_e_callahan-1964-480pgs-eduRareBooksnRecords
This document provides an introduction and foreword to a textbook on education in American society. The introduction discusses the importance of the teacher in educational enterprises and argues that teacher training programs need to be improved. It claims that programs overemphasize mechanics and underemphasize the social context. The foreword further emphasizes this point, arguing that teaching is a unique profession that shapes society and should be treated as such in training programs. It presents the textbook as an attempt to address these issues by drawing on relevant sciences and philosophies to situate education within society and civilization.
Jewish life in_south_america-j_x_cohen-1941-201pgs-relRareBooksnRecords
This document provides a summary of Jewish life in South America based on a 1941 study tour by Rabbi J. X. Cohen. It details the Jewish populations in each South American country at that time, with Brazil having the largest Jewish community. The summary describes how Jewish communities have developed over the past centuries since some Jews first arrived with Columbus, but that growth has been much greater in North America. It aims to provide North American Jews insight into their South American coreligionists amid rising continental solidarity in the Americas.
Investigation of un_american_activities_in_the_us-vol7-1943-610pgs-gov-polRareBooksnRecords
This document is the transcript of a hearing held by the Special Committee on Un-American Activities in 1943. In the hearing, Lucien Koch is questioned about his background and any connections to organizations deemed subversive or un-American. Koch provides details about his education, teaching positions, work with labor unions, and a brief visit to the Highlander Folk School in the 1930s. He denies ever lecturing at known Communist schools in New York City. The committee questions Koch about his federal employment from 1935-1937 within the National Recovery Administration and Works Progress Administration.
This chapter summarizes how Dr. John Condon entered the Lindbergh kidnapping case. On the night he learned of the crime, Condon was discussing police systems with colleagues. Insulted by a man criticizing the US response, Condon was determined to help solve the case. Though his family warned against involvement, Condon wrote an anonymous letter offering $1,000 and promising not to reveal the kidnapper's identity if they returned the baby safely. He mailed the letter late that night, beginning his involvement in the case.
This document is the transcript of a speech given by Jacqueline Lawrence in 1981 about issues in education. The key points are:
1) Lawrence argues that public school education has shifted its focus from cognitive learning to manipulating students' feelings, attitudes, and beliefs through the "affective domain."
2) This shift occurred with the passage of the Elementary and Secondary Education Act of 1965, which provided funding to implement new educational programs and teaching methods developed by theorists and social planners.
3) Lawrence is critical of these "educational theorists" and the "education establishment" for gaining unprecedented access into students' private lives and domains through the emphasis on students' psyches rather than their intellects.
Communist party line fbi file series in 25 parts - vol. (18)RareBooksnRecords
The document discusses the benefits of exercise for mental health. It states that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help boost feelings of calmness and happiness.
Its up to_us-james_p_warburg-roosevelt_new_deal-1934-256pgs-polRareBooksnRecords
The New Deal policies are inconsistent and contradictory, attempting to pursue inflation and planned economy simultaneously. Monetary policy aims to raise prices through currency devaluation, while agricultural programs cut production to raise prices. Industrial recovery through NRA failed to stimulate durable goods industries and employment. NRA aspects of reform threaten free enterprise system and permanent bureaucratic control. Unless a consistent goal is defined, the unintended consequences of policies may take hold and be difficult to undo.
The destruction of Jerusalem and the Temple in 70 AD by the Romans under Titus marked the end of Jewish independence and sovereignty over the land of Israel. Many Jews were killed or exiled, and the remaining population was prohibited from rebuilding Jerusalem. This led to the large-scale dispersion of Jews (Diaspora) across the Roman Empire and beyond. In the aftermath, Jewish religious leaders established schools to preserve Jewish law, traditions and identity without the Temple, eventually compiling these teachings into the Mishnah and Talmud. This laid the foundations for an autonomous Jewish society and religion even without a land or Temple.
Iserbyt to schlafly-anti_school_choice-1995-25pgs-eduRareBooksnRecords
Charlotte writes a letter to Phyllis expressing concern over school choice plans gaining support. She argues that choice, charter schools, vouchers, and tuition tax credits are being pushed by international forces to implement a global workforce system and eliminate local control of schools. While choice appears to increase options, once in place it will allow unelected regional councils, not locally elected school boards, to control education according to workforce needs rather than individual students. She urges Phyllis to reconsider supporting choice and instead oppose it to maintain representative governance of schools.
International conciliation winslow-chisolm-carnegie-who-1948-8pgs-psyRareBooksnRecords
The document summarizes the origins and goals of the World Health Organization (WHO). Key points:
- WHO was established in 1948 to coordinate global public health efforts and address problems that transcend national borders. It aims to promote physical, mental and social well-being worldwide.
- The Interim Commission oversaw WHO's work until its first World Health Assembly in 1948. It revived technical programs on diseases, statistics and more.
- WHO's constitution defines health broadly and tasks it with issues like nutrition, housing, accidents and social/economic factors - a broader mandate than previous groups.
- The first budget allocated over $6 million primarily to fellowships, emergency aid, disease campaigns and new initiatives in
Invading the invisibles-ja_edgarton-1931-359pgs-phiRareBooksnRecords
This document provides an introduction to the work by outlining the relationship between philosophy and civilization. It argues that philosophies shape civilizations by expressing their fundamental character. It gives examples of how Confucianism influenced China's static development and how beliefs in reincarnation similarly affected India. The author contends that fixed concepts tend to retard progress. The discussion introduces how the work will explore the new philosophies emerging from recent scientific discoveries and changes in worldviews.
IMTEC is announcing the establishment of IMTEC(UK) based in Cambridge, England to extend IMTEC's work in the UK. IMTEC(UK) will focus on consultancy training to support school development and will work closely with the Training Agency. IMTEC(UK) currently has three staff members and will officially open on September 11th, 1989. The purposes of IMTEC(UK) are to participate in and encourage whole school development programs, investigate processes of educational change management, and encourage the shift from teaching to learning through technology and flexible learning.
Is public education_necessary-sam_blumenfeld-1981-285pgs-eduRareBooksnRecords
This chapter introduces the topic of public education and argues that the commonly held views of public education are based on myths rather than realities. The first myth is that public education is a great democratic institution fundamental to America's prosperity, however the realities of public education tell a different story. The second myth is that public education is necessary as a great equalizer in society, but bringing children together from different backgrounds does not accurately describe public education. The author aims to examine the history of public education to understand how and why it emerged in the United States.
This document summarizes the major trends influencing public education in the United States - Behaviorism and Secular Humanism. It argues that through the use of psychological conditioning techniques promoted by these movements, education has been "redefined" to "change behavior" and modify children to accept a future utopian society designed by educational experts. Specifically, it claims schools have become "mental health clinics" using techniques like values clarification and sensitivity training to condition children's attitudes, feelings and values rather than teach facts. The document expresses alarm at these trends and their impact on children's education.
K ryan testimony_regarding_bu-portugal_and_the_world_bank-funding_of_teacher_...RareBooksnRecords
1. Kevin Ryan is a professor at Boston University working on a project to help develop teacher training in Portugal. He has been asked to coordinate BU's involvement in establishing 12 new regional teacher training institutions in Portugal.
2. BU's proposal was chosen over others from European universities to train the faculties of the new Portuguese institutions. Ryan recommended recruiting the best educators internationally, as the program will set Portugal's education agenda for decades.
3. Ryan is currently recruiting educators from around the world to participate and help determine the curriculum, which will be based on an American teacher education model but negotiated with Portuguese officials.
Laboratories in human_relations_training-ntl_nea-iabs-edited_by_c_mill-l_port...RareBooksnRecords
The T group is described as a social system that is forming during the early stages of a training workshop. It initially lacks many characteristics of a group such as shared purpose, authority structure, agreed topics of discussion, and shared expectations. Participants interact with each other and the trainer to establish structures, roles, and procedures to cope with this ambiguous situation. Their initial attempts are shaped by past group experiences and may involve testing boundaries, self-introductions to establish relationships and status, and different approaches to addressing the lack of direction. This interaction is an essential process by which the T group evolves into a functioning social system through establishing forms, procedures and a model for problem solving within this unique context.
This document provides biographical information on influential classical liberal thinkers Friedrich Hayek and Ludwig von Mises. It discusses their major works and key ideas. Hayek focused on topics like spontaneous order, the limits of knowledge and planning, and the importance of the rule of law and individual liberty. Mises wrote extensively on economics, socialism, and interventionism. He emphasized the role of consumers in a market economy and that government intervention inevitably leads to distortion. The document also briefly discusses other classical liberals like Adam Smith, their works, and some of their central ideas around free markets, private property and limited government.
This document provides an overview and summary of the book "Decentralized Globalization: Free Markets, U.S. Foundations, and The Rise of Civil and Civic Society from Rockefeller's Latin America to Soros' Eastern Europe". It discusses 10 main goals of the book, including distinguishing between "gradual" and "fast-track" globalization, defining civic society and its relationship to civil society, examining the role of US philanthropy and free markets in facilitating globalization, and comparing case studies of Mexico and Romania as they modernized. The summary seeks to clarify concepts around non-profit organizations, civic engagement, and how the US model has influenced globalization.
The document discusses the role of intergovernmental organizations (IGOs) in setting global standards and governance. It argues that IGOs are beginning to take on more autonomy in decision making and can help implement policies on issues that cross borders, like human rights, health, and economic development. The document outlines three principles needed for global governance: 1) judicial guarantees and protection of international law, 2) a regulated central banking system focused on investment and development, and 3) guaranteeing individual rights and sovereignty. It asserts that for a prosperous, unified global community, these principles must be upheld by IGOs like the UN through treaties, regulations, and interventions when necessary. Overall, the document advocates for stronger IGO authority and
The document discusses the concept of a "New World Order" which refers to the emergence of a totalitarian one-world government that would eliminate national sovereignty. It claims a secretive global elite aims to establish such a system to gain complete control over the world's population and governance. This would end individual freedoms and democratic systems, instead implementing a top-down administrative dictatorship managed by an enormous international bureaucracy. Evidence is presented that this plan has been in the works for centuries and is now being gradually implemented through mechanisms like regionalism and manipulation of political, financial, and social institutions.
The document discusses different frameworks for understanding uneven geographical development within capitalism. It summarizes four main approaches:
1) Historicist/diffusionist interpretations see development spreading gradually from advanced to less developed areas.
2) Constructivist arguments focus on how exploitation and imperial/colonial practices have underdeveloped certain regions to benefit the powerful.
3) Environmental determinist explanations attribute development patterns to environmental factors.
4) Geopolitical perspectives view development through the lens of nation states pursuing their own self-interest in the global arena through alliances, trade policies, etc.
The document explores these frameworks to provide context for analyzing uneven development and its implications for Bangladesh in particular.
The document discusses reimagining global democracy in the digital age. It argues that globalization has posed challenges for democracy which is traditionally confined to the nation-state. A world parliament may not be effective or legitimate. Instead, digital democracy through open global deliberation and participation on the internet can realize a decentralized and networked form of global governance. The internet creates possibilities for free discussion, participation in political processes, and a global political community. Examples of digital collaboration like ProMED-mail and deforestation monitoring networks show how this can work in practice to address global issues.
The document discusses the history and evolution of corporate social responsibility (CSR) in India. It notes that traditionally, responsibility was limited to close family and community members, rather than outsiders. Foreign influences like missionaries beginning in the 1st century AD helped introduce the idea of responsibility for society as a whole. Indian reformers later advanced this concept. While CSR began as voluntary efforts, globalization is increasing pressure on companies and countries to ensure minimum standards for infrastructure, education, health, and governance. The document argues CSR will continue growing into a truly global movement that balances social responsibility with other economic priorities.
1NICANOR PERLAS PREFACE At the end of the 20th ce.docxtarifarmarie
1
NICANOR PERLAS
PREFACE
At the end of the 20th century, news of a watershed event flashed around the world. The global
media reported the dramatic details of an unusual confrontation to hundreds of millions of
listeners and readers. Some immediately saw that the event was a global social earthquake of the
highest magnitude. Others understood only gradually that the foundations of the world’s social
life had been shaken. Afterwards, important national and international gatherings would pay
homage to the event, justifying their own visions, programs and activities in light of it.1 The
event continues to haunt those responsible for the most powerful version of materialistic
modernity that has ever expressed itself on this planet. This historic event is now known as the
"Battle of Seattle."
Participants of the World Trade Organization (WTO) summit had arrived in Seattle confident to
the point of complacency. Arriving along with them, however, were 50,000 demonstrators from
all over the world and all walks of life, ready to offer well-organized, articulate resistance. By
the waning moments of the last day of the WTO summit, as economic and government leaders
from 135 countries tried desperately, and in vain to hammer out a new trade agreement, an
unforgettable lesson had been etched in the psyches of the participants of the battle and the
journalists who covered it.
The lesson was this: the fate of the world would no longer be determined by a bi-polar power
struggle between business or the private sector2 (especially large transnational corporations) and
the governments of nation states. The WTO had reflected this bi-polar power structure to its very
core. Now, a third global force had emerged with elemental strength to contest the monopoly of
the two other powers (economics and politics) over the fate of the earth. The third force was
global civil society.
In Seattle, global civil society used cultural power to counterpoise principled cultural values
against the narrow profit motive and economic power of many in the private sector and the
control motive and political power of most government agencies. The outcome of the WTO talks
was thus determined by civil society’s advocacy for such fundamental values as freedom, justice,
democracy, respect for nature, spirituality, fair trade, and human rights—especially the rights of
indigenous peoples and minorities.
The Battle of Seattle is the latest and most prominent expression of an ongoing global struggle
that has become more and more visible in the past several years. The Battle of Seattle was about
globalization and the global powers that are contending to shape it. The outcome of this struggle
will determine how globalization will unfold on the earth in the coming decades of the 21st
century.
1 See the proceedings of the meetings of the World Economic Forum in Davos, Switzerland, last
January, U.N. .
This document discusses the need for fundamental changes to the current system to prioritize people over profits. It argues that the balance of power has shifted from big business to individuals through social media, and that united citizen action can enact change. The document advocates for reforming industries like mortgages that keep people in debt, and suggests principles of natural law, equity and human rights as a basis for a more just system.
1. The document discusses the Big Society policy in the UK and its implications for the relationship between the third sector and the state.
2. It analyzes the Big Society using theories of spontaneous order from Friedrich Hayek, suggesting that the third sector could be seen as a spontaneous order that is now decoupling from the state.
3. This decoupling or "great unsettlement" of the relationship signals a recasting of how the sector and state interact, with the state taking a less dominant role and the sector gaining more independence.
PLSI 120/.DS_Store
__MACOSX/PLSI 120/._.DS_Store
PLSI 120/articles/Annan In Larger Freedom FA 2005.pdf
"In Larger Freedom": Decision Time at the UN
Author(s): Kofi Annan
Reviewed work(s):
Source: Foreign Affairs, Vol. 84, No. 3 (May - Jun., 2005), pp. 63-74
Published by: Council on Foreign Relations
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n Larger Freec omn
Decision Time at the UN
Kofi Annan
OUR SHARED VULNERABILITY
As K A New York investment banker who walks past Ground Zero
every day on her way to work what today's biggest threat is. Then ask
an illiterate 12-year-old orphan in Malawi who lost his parents to
AIDS. You Will get two very different answers. Invite an Indonesian
fisherman mourning the loss of his entire family and the destruction
of his village from the recent, devastating tsunami to tell you what he
fears most. Then ask a villager in Darfiur, stalked by murderous militias
and fearftil of bombing raids. Their answers, too, are likely to diverge.
Different perceptions of what is a threat are often the biggest
obstacles to international cooperation. But I believe that in the twenty
first century they should not be allowed to lead the world's governments
to pursue very different priorities or to work at cross-purposes. Today's
threats are deeply interconnected, and they feed off of one another. The
misery of people caught in unresolved civil conflicts or of populations
mired in extreme poverty, for example, may increase their attraction
to terrorism. The mass rape of women that occurs too often in today's
conflicts makes the spread of HIV and AIDS all the more likely.
In fact, all of us are vulnerable to what we think of as dangers that
threaten only other people. Millions more of sub-Saharan Africa's
inhabitants would plunge below the poverty line if a nuclear terrorist
attack against a financial center in the United States caused a massive
downturn in the global economy. By the same token, millions ofAmer
icans could quickly become infected if, naturally or through malicious
KOFI ANNAN is Secretary-General of the United Nations.
[63]
Kofi Ann.
Here are some of the key advantages of the International Baccalaureate (IB) program:
- It develops intercultural understanding and global citizenship. The IB curriculum exposes students to different cultures and perspectives from around the world.
- It emphasizes strong critical thinking, research, and writing skills. The program challenges students to analyze concepts and issues in depth.
- It fosters holistic development beyond academics. IB places equal emphasis on students' intellectual, personal, emotional and social growth.
- It prepares students for university education globally. IB is recognized and respected by universities worldwide and helps students stand out during admissions.
- It allows flexibility and mobility. Students who transfer between IB and non-IB schools have an
Similar to Independence or interdependence-global_education_in_the_schools-nancy_pearcy-1982-12pgs-edu (14)
This document provides background on the historiography of Treblinka and outlines the key debates regarding whether it functioned as an extermination camp or a transit camp. According to official history, 700,000-3,000,000 Jews were gassed at Treblinka between 1942-1943. However, revisionist historians argue this narrative is untenable given a lack of documentation and the technical feasibility of mass gassings and cremations. The document examines different perspectives on Treblinka and sets up an analysis of the camp's likely function in later chapters.
The leuchter-reports-critical-edition-fred-leuchter-robert-faurisson-germar-r...RareBooksnRecords
This document contains the first of four technical reports authored by Fred Leuchter between 1988-1991 regarding the alleged homicidal gas chambers at Nazi camps. The First Leuchter Report provides an engineering analysis of the facilities at Auschwitz, Birkenau, and Majdanek and concludes there were no execution gas chambers at those locations based on forensic evidence. It is accompanied by introductions, critical remarks addressing the report's claims, and supporting documents. The subsequent Leuchter Reports examine other camps and critique a book supporting the gas chamber narrative. This edition aims to make the reports accessible again while addressing their claims through additional commentary.
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This document provides an introduction and summary of Arthur R. Butz's book "The Hoax of the Twentieth Century". The book argues that the presumed extermination of European Jews during World War II has not been proven and may be a hoax. Butz, a professor of electrical engineering, conducted a detailed analysis of Holocaust claims and evidence. Over 500 pages, he examines testimony from war crimes trials, demographic data, and technical aspects of the alleged gas chambers. Butz concludes that no solid evidence exists to confirm Nazi plans to exterminate Jews, and questions key pillars of the Holocaust narrative. The book caused major controversy upon publication for challenging mainstream views on the Holocaust.
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This document is a book review that critiques Raul Hilberg's seminal work "The Destruction of the European Jews". The review finds that while much of Hilberg's work rests on reliable sources, its title of "Destruction" is inaccurate and should have been "The Persecution of the European Jews". Additionally, the review notes inconsistencies in eyewitness testimony and a lack of documentation of an overarching Nazi policy of annihilation. The review aims to provide a reliable account of how the Holocaust allegedly occurred while also revealing the questionable evidence underlying the accepted narrative.
The gas-vans-ii-a-critical-investigation-santiago-alvarez-holocaust-handbooks...RareBooksnRecords
This document provides a summary of a book titled "The Gas Vans: A Critical Investigation" by Santiago Alvarez with contributions from Pierre Marais. The book examines claims that Nazis used mobile gas chambers mounted on trucks to murder victims. It scrutinizes all known wartime documents, photos, and witness statements on this topic from over 30 trials. The result of the research is described as "mind-boggling." The book asks whether witness statements are reliable, documents are genuine, the claimed vehicles could have operated as described, and where physical evidence of victims and vehicles might be. It aims to get to the truth of the gas van claims through a critical analysis of all available evidence and testimony.
The gas-vans-a-critical-investigation-by-santiago-alvarez-and-pierre-maraisRareBooksnRecords
This document provides an overview and summary of a book titled "The Gas Vans: A Critical Investigation" by Santiago Alvarez with contributions from Pierre Marais. The book examines claims that Nazis used mobile gas vans to exterminate victims during the Holocaust. It scrutinizes wartime documents, photos, witness statements from over 30 trials. The book asks whether evidence is reliable, documents genuine, and whether claimed operations could actually occur as described. It finds major issues with evidence that gas vans were used as mobile gas chambers to systematically murder people.
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This document provides an analysis and refutation of claims made by bloggers on the "Holocaust Controversies" blog regarding the "Aktion Reinhardt" camps - Bełzec, Sobibor and Treblinka. It is presented in two parts. Part one introduces the authors and their perspective, examines sources used by opponents to claim mass killings occurred at these camps, and outlines the propaganda origins of the "extermination camps" narrative. It questions official versions of events and Nazi policy. Part two will continue examining evidence for gas chambers and alleged mass killings through archeological evidence, witness testimony and evaluation of claims made by opponents. The authors aim to show flaws in arguments claiming mass killings took place.
The central-construction-office-of-the-waffen-ss-and-police-in-auschwitz-carl...RareBooksnRecords
The document outlines the reorganization of SS construction offices in June 1941, requiring them to be named "Central Construction Office of the Waffen-SS and Police [location]" and standardizing their organization and reporting structures, with the goal of providing continuous oversight of construction work across offices.
The bunkers-of-auschwitz-black-propaganda-versus-history-carlo-mattognoRareBooksnRecords
This document examines the alleged homicidal gas chambers known as the "Bunkers" at the Auschwitz-Birkenau concentration camp. It argues that the story of the Bunkers originated from wartime rumors within the camp that were later transformed into propaganda by resistance groups. Historians then uncritically accepted witness testimony as fact. A thorough examination of tens of thousands of documents from the Auschwitz construction office finds no evidence that the Bunkers ever existed, contradicting their portrayal in historical accounts. The document aims to fill gaps in the official historiography by analyzing archival documents, construction reports, maps, and logistical considerations regarding the alleged Bunkers.
Special treatment-in-auschwitz-origin-and-meaning-of-a-term-carlo-mattognoRareBooksnRecords
This document provides an introduction and background to the study of the term "special treatment" as it was used in documents related to the Auschwitz concentration camp. It discusses how the term has traditionally been interpreted by historians as being a code word referring to the killing of inmates. However, the author argues that the term had a variety of meanings depending on the context, and was not always a reference to killing. The document outlines how the author will analyze original documents to understand the actual meaning of "special treatment" and related terms, rather than relying on predetermined assumptions. It aims to show that "special treatment" was a normal bureaucratic concept rather than a code word for murder.
This document provides a summary of a book that critically analyzes claims about the Sobibor camp. It questions the mainstream historiography of Sobibor and argues that evidence does not support the claim that it was an extermination camp where 170,000-250,000 Jews were gassed and buried in mass graves. The book examines eyewitness testimony, documents, archeological evidence, and material evidence like fuel requirements for mass cremations. It concludes that Sobibor was likely a transit camp where Jews were temporarily housed before being deported east, challenging the notion that it was a site of industrialized mass murder.
This document is a book that presents lectures on controversial issues related to the Holocaust. It aims to introduce readers to Holocaust revisionist arguments and counterarguments in an accessible dialogue format. Over 500 pages, it examines topics such as Holocaust propaganda, missing Jews, survivor testimonies, documentary evidence from camps like Auschwitz, and censorship of revisionist ideas. The editor's preface discusses why Holocaust revisionism remains an important subject that powerful groups seek to suppress.
The document discusses Jewish emigration from Germany in the 1930s. It makes three key points:
1) Jewish emigration was welcomed and supported by German authorities as a way to remove Jews from Germany, partly in response to declarations of war against Germany by Zionist groups.
2) Emigration occurred through a lawful, regulated process with cooperation between German and Jewish authorities, not as a clandestine flight as sometimes portrayed. Jews received help and advice from both sides.
3) Many German Jews originally felt integrated into German culture and society. Jewish organizations had a variety of political stances, but some, like the Union of National German Jews, strongly identified as Germans rather than seeing themselves as a separate ethnic group
This document is Germar Rudolf's address to the Mannheim District Court from November 15, 2006 to January 29, 2007. It discusses Rudolf's peaceful resistance against what he sees as an unjust prosecution for his scientific work questioning aspects of the Holocaust narrative. The document covers scientific, judicial, and legal considerations and argues that resistance against an oppressive state is obligatory. It includes appendices with expert assessments supporting Rudolf's work, documentation of the court proceedings, and illustrations.
This document provides an overview of the historiography surrounding Stutthof concentration camp. It summarizes that Polish historians claim Stutthof became a makeshift extermination camp in 1944, gassing many Jewish inmates. However, some Western historians who acknowledge the Holocaust make no claim of extermination at Stutthof. The document aims to investigate the claims of gassing and function of Stutthof through analysis of original documents from Polish and other archives.
This document provides an introduction and overview of the concentration camp at Majdanek in Poland. It discusses how Majdanek has been portrayed in official Western historiography, Polish historiography, and revisionist literature. Official Western sources claim Majdanek served as both a labor and extermination camp, where Jews were gassed upon arrival if deemed unfit for work. However, Western historiography has largely neglected detailed study of Majdanek. Polish sources also claim mass murder occurred at Majdanek through gassing and other means. Revisionist literature disputes claims of mass extermination and argues the camp functioned primarily as a labor camp. The document aims to provide an objective, evidence-based study of Majdanek through analysis
The document discusses the origins and development of claims about the methods of murder allegedly used at the Belzec extermination camp. It notes that early accounts described fantastical methods like toxic fluids, mobile gas chambers, steam chambers, and vacuum chambers. Over time, the stories evolved to describe diesel gas chambers. The number of alleged victims also increased dramatically over time, from 600,000 to up to 3 million. Witness accounts of other camps like Sobibor and Treblinka also described implausible methods using chlorine gas, sliding floors, and outdoor furnaces. This narrative evolution reveals the unreliable nature of the sources and suggests the need for a critical analysis of how the historical understanding of Belzec developed.
Mainstream historians claim that the very first gassing of human beings at Auschwitz occurred on September 3, 1941 in the basement of Block 11. However, Carlo Mattogno's analysis of sources finds the accounts of this event to be contradictory and confusing regarding key details like the date, victims, and method. Mattogno argues there is no clear historical evidence that it took place as described.
This document provides an analysis and critique of two previous works on the gas chambers and crematoria at Auschwitz: Jean-Claude Pressac's "Criminal Traces" and Robert Jan van Pelt's "Convergence of Evidence". The author Carlo Mattogno examines Pressac and van Pelt's arguments and evidence regarding the alleged homicidal gas chambers and cremation of bodies at Auschwitz. Mattogno analyzes technical documents and plans related to the crematoria and questions Pressac and van Pelt's interpretations. The document is divided into two volumes, with the first volume focusing on Pressac's "Criminal Traces" and the second planned to analyze witness testimonies
This document provides an introduction and summary of the book "Auschwitz: Plain Facts" which aims to critique the works of Jean-Claude Pressac on the Auschwitz concentration camp. It summarizes that Pressac attempted to refute Holocaust revisionists using technical documents but failed to do so as he violated scientific principles by making claims he could not prove and contradicted facts. The book aims to rebut Pressac's works through a detailed critique by leading revisionist scholars and argues Pressac revealed a technical incompetence such that his works belong in the category of novels rather than history. It positions the book as a must-read for those wanting to argue against the lies and half-truths of established Holocaust historiography
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Independence or interdependence-global_education_in_the_schools-nancy_pearcy-1982-12pgs-edu
1. P.0.Bo C.Ed AMISSOURIANS FOR EDUCATIONAL EXCELT,FNCE
INdependence or INTERdependence
Global Education in the schools
"T;no.Thde.ce.Council of
Philadelphia, seeks for it "the same broad public support" which
the original Declaration of Independence received . To accomplish
this, they have announced that "the Declaration of INTERdependence
and its precepts will be included in the curricula and texts of
our schools" in order to "reach as many students as possible at
all grade levels ."1
That goal is being accomplished . One of the fastest-growing
new "educations" in our nation's schools is global or world order
education . An ardent advocate, of global education is the National
Education Association (NEA), which declared it is "embracing the
ideals of the global community ."2
The National Endowment for the Humanities has developed a
Global Perspectives program that is designed to be incorporated
into existing curricula, especially into social studies, "peace
studies," citizenship education, civics, and history courses,
WHAT IS GLOBALISM?
What is globalism? Globalism is the promotion of •a world
government that would supersede national sovereign states . It is
the philosophy that current problems are too big for national so-
lutions, but require a planned world order : a world government,
world law, and a world police force .
The important word is "planned ." This is not a vision of a
global democracy, but of global socialism . TheTrilateral Ob-
server explains,
G obal education requires the conversion of existing local
educational systems---primarily those at the elementary
and secondary school levels---to produce students who
see themselves not as Americans but as participants in a
world society . . .Society must be planned, they say, in
overt and covert ways ; individual ethnic, cultural, and
intellectual differences will be subordinated to some
predetermined set of characteristics set forth by the
elitist group preparing us for global interdependence-3
2. The Mantooth Report describes a global education program in
T iana
The children are to become the first crop of "planetary
citizens" -- they will be the collective of the "world
community," . . . and they will work toward an "equitable
distribution of the wealth" and for the endin of private
ownership of property, since, they have been told, it un-
fairly concen-trates." the wealth in , the hands of a few . . .
the principle cause of "social injustice ."4
The Declaration of INTERdependence may catch the unwary
off-guard, for it uses noble-sounding phrases such as "a more
equitable sharing of the resources of the earth" as euphemisms
for socialism .
In summary, the Declaration of INTERdependence censures
the belief that America has the right to remain a free and in-
dependent nation as "narrow notions of national sovereignty ."
It calls 'for
**A new economic world order that will place our processes of
production and our monetary systems under international regu-
lation . - i .e . the merging of corporations into world conglom-
erates, the merging of banks, a global currency, and the crea-
tion bf a New World Monetary System-5
**Agreement that the natural resources of the United States are
not our heritage, but that they belong to all nations and should
be distributed to the people of the world as needed .
**Reducing and eliminating American weapons systems under in-
ternational supervision .
**Strengthening the power of the World Court and other insti-
tutions of world order, to have them preside over us in a New
World Order .
As concrete examples, note some of the international struc-
tures the United Nations is promoting as steps toward a new world
order . It espouses a plan for a New World Information Order
which would license journalists . "Journalists would be obliged
to promote government policies, subscribe to a code of information
ethics, carry identity cards that would be withdrawn if their re-
portage did not meet (UN) standards ."6 This should appall any who
believe in a free press .
The United Nations has also drawn up a Law of the Sea Treaty
(which the Administration recently refused to sign) . The treaty
would require any US sea mining company to pay enormous fees for
permits to an International Seabed Authority, and to hand over to
the Authority all technology developed in the mining process for
common use by all its members (including "liberation groups" like
SWAPO and the PLO) . It is in effect an attempt to establish a
New World Economic Order that would force the US to transfer its
wealth and technology to the Third World and Communist countries .
2
3. The Declaration of INTERdependence declares :
We affirm that the economy of all nations is a seamless
web, and no one nation can longer effectively maintain
its processes of production and monetary systems without
recognizing the necessity for collaborative regulation by
international bodies .?
In short, under world government, other countries would de-
cide what we are to produce and how it is to be distributed .
GLOBAL EDUCATION IN THE SCHOOLS
The concepts of globalism have been incorporated into many
texts, as we see in this excerpt :
World Order and YOU . That we need some form of world order,
under law, can hardly be - denied . . .World order is needed not
only for protection but for progress . . .But we are still far
short of true world order under the role of law . What would
be the best way to bring about world order?
(Addison-Wesley, Civics in Action, p. 357)8
What's wrong with globalism? The concept of the "brother-
hood of man" is indeed very appealing . One world government is
made to appear to be the answer to all our problems from war to
pollution . "The very real possibility that all nations will not
cooperate is never presented to the student . Nor is the irrecon-
cilable nature of political and philosophical differences consi-
dered . The implication is that everyone will play by the rules
and live happily ever after . It seems that a utopian conception
of the perfectability of man is the basis for the world govern-
ment concept ."9
The texts stress the similarities and interdependence of
people and the necessity for cooperation and compromise for the
collective good . Sometimes the authors find it necessary to alter
history a little to promote one-world cooperation . For example,
in a review of social study texts, not a single text was found
that gave a true account of the Chinese Communist revolution .
Note this interesting interpretation :
Under Chiang Kai-shek, the Nationalists often favored
Chinese landowners . The Communists opposed this policy .
They were more sympathetic to the poor peasants, and opposed
the control of the landlords . . .
The Communists effected a political revolution in China
because they showed sympathy toward the peasants . They
gave the peasants land and did not draft people into the
army or force them into labor . Unlike the Nationalists,
who allowed landowners to grow rich off the peasants and
tolerated corruption in government, the Communists divided
available food fairly among the people .
(Follett, Exploring Our World, Eastern Hemis .here, Teachers'
Ediction . p . T6)1O
What the text avoids mentioning is that those sympathetic
Communists took as many as 64 million lives in order to effect
their revolution . Apparently the idea of global cooperation with
a national ideology which produces such horrors is not very attrac-
tive - so history is whitewashed .
3
4. COLLECTIVE AMNESIA
We find globalism especially prominent in social studies and
values clarification courses .
Social Studies
Global socialism rests on a new definition of democracy
and equality as uniformity . The traditional concept of equal-
ity under the law is a system in which everyone is free to ad-
vance as far as his abilities will take him . Global social
reformers are more concerned with economic equality -- a system
in which everyone has a right to an equally large "slice of the
pie ."
History has proven over and over that completely equal
division of wealth and resources can only be accomplished by
compulsion and coercion . Thus global texts seek to convince
students that individual liberty must be curtailed and that
government intervention is necessary for "the general welfare ."
As we look into the increasing complex world of the
future, is more liberty really a desirable goal? Is
it possible that, in a world of advancing technology
and larger populations, it will prove necessary to place
more restrictions on people's actions? (American Book
Company, American Society . p . 63)11
Implicit within the "global servant" concept are the moral
insights that will help us live with the regulated freedom
we must eventually impose upon ourselves .
(Phi Delta Kappan, "America's Next 25 Years") 12
. The student is admonished that "loss of individual freedom
should not ever be equated, however, with governmental tyranny"
because the government has everyone's best interests at heart .13
Globalism, it seems, depends on a utopian concept of government
as well as of human nature .
The solutions appear to make sense . because there is never
follow-up discussion of the economic and, political consequences
of government control, nor any comparison of the benefits of a
free enterprise system . Nor is the proven failure of massive
bureaucratic agencies to function effectively and efficiently
ever mentioned .
Without a background in the precepts upon which our country
was grounded -- free enterprise instead of socialism, a constitu-
tional-republic instead of a global welfare state -- students have
no analytical framework enabling them to evaluate current political
trends . We have abandoned them to a sort of collective amnesia,
unknowing of where they have come from and unable to challenge
where they are being led .
That is precisely the purpose of the "brave new world" re-
formers and social planners . Indeed, social studies curricula
were originally introduced by the educator John Dewey to promote
the socialist dream of a "new society ." The key object of his
4
5. "social studies core education" was to homogenize the teaching of
history, geography, economics and civics into one core class and
incorporate the philosophy of environmental determinism . Dewey
believed if you could control the environment, you could control
the people in it, and lead them to the "new society ." The Carnegie
Corporation contributed hundreds of thousands of dollars to imple-
ment Dewey's social studies courses designed to promote collectivism .
"The game was to rewrite textbooks and teaching materials," 14 as
we have seen .
World order education is thus not merely instruction in other
cultures, world history, foreign languages, international politics,
and so forth. Rather it is a tool for changing attitudes and even-
tually society . William Boyer, in the April 1975 Phi Delta Kappan,
states bluntly, "world order education . . . is an instrument f social-
cultural change ."15
Values Clarification
While social studies courses instill globalist concepts,
values clarification (VC) classes work to induce corresponding,,
attitudes . We quote from a UNESCO booklet :
As long as the child breathes the poisoned air of nationalism,
education in world-mindedness can produce only rather precarious
results . As we have pointed out, it is frequently the family
which infects the child with extreme nationalism . The school
system should therefore . . .combat family attitudes .16
Students must be trained to willingly compromise their con- .
victions and their freedom -- to willingly accept the dictates of
a centralized planning authority . To accomplish that, they must
be convinced that all beliefs and values are relative and situa-
tional ; that any solution adopted by the group is appropriate to
its own needs and circumstances .
In the context of their beliefs and values, human sacrifice
did not seem wrong to the Mayas . . .But taking a human life
did not seem at all strange to the Mayan Indians . To them
it was the correct, proper ; and right way to behave . Without
this understanding, it is all too easy to say that we are
right and they are wrong . (Silver Burdett, People and TdPas,
grade 4, pp . 241, 248)17
Presumably we should not judge Hitler, Stalin, or Idi Amin either,
as long as they perceived their atrocities as "the correct, proper,
and right way to behave ." The message to students is that one set
of values is "just as human" as another . All views are morally neu-
tral . There are no absolute values which cannot be compromised by
the overriding need to seek global solutions .
Consider the goals for "social development" in a booklet from
our own Missouri State Department of Elementary and Secondary Edu-
cation :
Student should function efficiently as part of a group . . .
He recognizes the necessity of cooperating in social plans
which he himself may think unwise, . .18
5
6. Student should take part in organized activities and should
not withdraw from an organization or informal group when action
of which they disapprove is involved, unless such action is
antisocial or illegal . . ."19
Note that action which is immoral does not qualify .
The pervasive use of group therapy techniques (encounter
groups, sensitivity training, etc .) in schools is also designed
to submerge individual convictions to group opinions . The em-
phasis on conflict which is prevalent in many texts seems to be
another way of impressing upon the students that conflicts must
be met with compromise . "Pursuant to indoctrination for moral
relativism there is apparently no moral or ethical precept that
cannot be compromised in the interests of cooperation for inter-
dependence and world order . . . It is apparent that students must
be weaned away from convictions of absolute truth if they are
going to be capable of making the ideological compromises neces-
sary for global government ."20
Of course, such relativism is always applied selectively,
if we really allowed the whim of every dictator or tyrant to be
"right" for their own situation, we would have not world order
but global' chaos . Thus, although globalists argue that nothing
is universally true or good -- the idiology of a socialist world
order is nonetheless true and good .
WHO WILL BE IN CHARGE?
Global education challenges many of our moral and political
traditions and must be critiqued carefully . It seeks to undermine
our national sovereignty, our free enterprise system, our consti-
tutional republic . These are ideas that ought to be discussed and
argued rationally by adults, not inculcated into children by the
use of one-sided texts and psychological techniques .
The idea is promoted that the government is responsible for
our entire material and spiritual welfare . But government, as it
was historically established in the United States, was not given
such all-encompassing authority . Every' area given over to govern-
mental responsibility becomes an avenue for governmental power,
and a vested interest for those in power . Give the state responsi-
bility for our total welfare and the result will be totalitarianism .
. . .wherein the state and its organizational instruments are
the only forms of social life ; all kinds of human activity --
economic, intellectual, political, cultural -- are allowed . . .
only to the extent of being at the service of state goals .21
A world government set up on such a model of government would
be the worst kind of tyranny .
6
7. We must ask who, among our current political organizations,
would gain contro=f a world government? Which political ideo-
logy would reign? The ideology which is gaining ground most rapid-
ly today - claiming minds, political power, and territory - is
Communism in its various forms . In considering who would be in
control, it is naive to ask, as a friend of mine recently did,
"Oh, you don't think it would be us . . .?"
1 .
"Global Education in the Schools," The Fact Finder, Vol-39,
No . 24, Nov . 1 , 1981 .
2 .
"Government Control of Schools -- Education or Indoctrin-
ation?", Let's Improve Today's Education (LITE), No . 65
Jan ., 1979 . P . 531 .
3 .
"Global Schooling : The Re-Education of America," The Trilateral
Observer, Vol . 3, No . 10, October, 1980, p . 74, emphasis added .
4.
"Stop Negley's 'World Program'," The Mantooth Report,
Vol . 3, No . 16, August 15, 1881, p . 2, emphasis added .
5 .
"Toward a New Economic World Order," Don Bell Reports
Year 28, No . 29, July 24, 1981 .
6.
Patrick Buchanan, "Time to Say 'NO' to UN Demands,"
St . Louis Globe-Democrat, emphasis added .
7 .
quoted in "Global Education in the Schools," Pro-Family
Forum, Vol . IX, No . 6, 1982, p . 8 .
8.
quoted in "Saving Society Through Social Studies," Let's Improve
Today's Education (LITE), Education Update, Vol . 3,' No . 1,
9.
ibid .
10. ibid, p. 10, emphasis added .
11 . ibid, p . 2 .
12 . ibid, p. 5 .
13 . ibid, p . 3,
14 . Gary Allen, "Hands Off Our Children," American Opinion,
October, 1975, p . 4 .
15 . quoted in Gary Allen, p . 70 .
16 . LITE, Education Update, p . 5 .
17. ibid, p. 6 .
18. Performance, Indicators for Educational Objectives for the State
of Missouri Grade 12, Missouri State Department of Elementary
7
8. and Secondary Education, Jefferson Building, Jefferson City,
Missouri 65101 . Performance Indicator I C 33 p .4 . emphasis
added .
19 . ibid . Performance Indicator III A 4 . p . 9 . emphasis
20 . LITE, Education Update, p . 6 .
21 . LITE, #65, p. 534 .
** BITS AND PIECES
GLOBAL EDUCATION IN MISSOURI
This summer in Missouri, an eight-week institute for
teachers and educators was held at Central Missouri State Univer-
sity in Warrensburg, June 7-July 30 . It was entitled "Teaching
Global Perspectives" and was funded by a $33,690 grant from the
U . S . Department of Education .
added .
**
Each university sending a faculty member was required to
pledge to begin offering an undergraduate course in teaching
global perspectives during the 1983-84 academic year . Have you
ever doubted that federal funding means federal strings are
attached?
For further information on this workshop, contact Dr . Jim
Sylwester, Department of History, Central Mo . State U ., Warrens-
burg, Mo ., 64093 (816-429-4404) .
DOES IT DO ANY GOOD TO GET INVOLVED?
As parents and citizens concerned about issues in education,
we face a formidable array of large, powerful, and well-funded or-
ganizations . The federal grant for the globalism workshop mentioned
above is just one example of the millions of dollars pouring in from
a variety of public and private institutions to promote ideologies
we oppose . It is easy to despair whether we can really accomplish
anything .
The giant is, however, beginning to notice the gnat . Sidney
Simon, originator of values clarification programs, sent out a
special newsletter warning his supporters of the "attack on values
clarification or humanistic education ." He announced the formation
of a new group, the National Coalition for Democracy in Education,
to counter the gains made by groups such as ours . The Coalition
offers a materials clearinghouse, a hot-line, and a national speak-
ers network . It seeks to aid schools, educators, and parents in
resisting criticism of the school system .
We should be aware that the establishing of a counter-organ-
ization intensifies the conflict ; nonetheless, it is a positive
sign that we have become powerful enough to be perceived as a
threat . That is a sign of hope :
9. REMAKING OUR CHILDREN FOR 1984
A currently'growing philosophy of education is that every class-
room is a mental clinic and every child a patient . Teachers are
psychotherapists who must not merely train the mind but treat the
psyche . Yet what is mental health or mental illness? It depends
on one's philosophy of human nature .
Dr . William Pierce of Harvard gave his definition of mental
health at a Childhood Education International Association seminar
in Denver, Colorado : "Every child in America entering school at the
age of five is insane because he comes to school with certain alle-
giances toward our founding fathers, toward our elected officials,
toward his parents, toward a belief in a supernatural being, toward
the sovereignty of this nation as a separate entity . . . It's up to you
teachers to make all of these sick children well by creating the
international children of the future . 11 *
To define insanity in terms of ones idiological beliefs is some-
thing we've heard of before--in Russia dissenters are frequently pro-
nounced insane and clapped into mental institutions . This speaker
shows us a more effective way -- simply make all the schools into
mental clinics and if children are not globalists, treat them for
insanity!
Globalism and the Law
Public Law 471, IIR, 83rd Congress, 2nd Session :
"This provision of Law enacted by Congress and signed by the Presi-
dent is a specific direction against the teaching of One World Citi-
zenship or One World Government in the schools of this Country ."
Public Law 603, 846th Congress, Chapter 414, 2nd Session IIR10721
"Sec . 109 . None of the funds appropriated in this title shall be used
(1) to pay the United States Contribution to any international organ-
ization which engages in the direct or indirect promotion of the
principle or doctrine of one world government or one world citizenship :
(2) for the promotion, direct or indirect of the principle of doctrine
of one world government or one world citizenship ."
That's right -- that's what is on the books .
GOOD NEWS : : :
We are delighted to announce that Mrs . Loretta J . (Joan) Lauter-
bach of Mexico, Mo ., has been appointed "Regional Coordinator" for the
Mid-State region' of M .E .E . A tireless and intelligent worker, Joan
has challenged the Mexico school district on the use of inappropriate
and objectionable texts and materials . She has been quoted repeated-
ly in the Mexico Ledger and the Kansas City Star, and most recently
in the St . Louis Post Dispatch .
Joan is interested in reaching out to other concerned parents in
the Mid-State region : educating, showing films, handing out litera-
ture, building M .E .E memberships, and coordinating the start of other
M .E .E chapters .
Joan will be a great help and a key person in our organization .
Thank you, Joan, and congratulations!
9
10. 16A
SlIoubi Globe-gemocral
GLOBE-DEMOCRAT PUBLISHING CO.
710 North Tucker Boulevard, St. Louis, Mo ., 63101 .
(314) 342;1212
Published Daily, Monday through Friday, and Weekend
0. DUNCAN BAUMAN, Publisher
GEORGE A. KILLENBERG
RAY J. NOONAN
MARTIN L. DUGGAN
Executive Editor
Managing Editor
Editorial Page Editor
The Globe-Democrat is an independent newspaper printing the news
impartially, supporting what it believes to be right and opposing what it
believes to be wrong without regard to party politics .
I
TEXTBOOK BRAINWASHING
A survey of social studies texts currently
in use in elementary and junior high schools
by an Arizona-based citizen education
group, Let's Improve Today's Education
(LITE), reveals how the nation's children
"are being subjected to a steady diet of
misleading and inaccurate presentations of
what is purported to be aAhistorical fact ."
After reviewing hundreds and hundreds
of textbooks, LITE staff members
concluded that authors of these works are
telling children In the public school system
that:
- The concept of individual liberty and
individual responsibility is outmoded and
must be replaced by government planning
and regulation.
- The needs of the group, society, and
the world supersede those of the individual,
state and nation.
- All values (religious and political) are
relative and subject to changes dictated by
circumstances and group needs.
There appears to be a concerted effort
by the writers of these texts. to foist their
big government and globalist views on
school children .
Researchers found that "problems are
described in such a way that government
intervention seems the only reasonable
answer .. .there is a constant emphasis on
the 'need' for government intervention for
something vaguely defined as 'the general
,welfare."'
A teacher's edition of a fifth grade text
suggests:
"You might help the children explore the
extent to which great differences in Income
should be controlled by government ..."
Even the concept of democracy as
equality under the law and representative
government has been changed in an
American history text :
"Originally democracy was considered
only as a political relationship . Today we
speak of economic democracy and social
democracy. By economic democracy we
mean the right of all people to share in
some way in the better life that our
economic life is producing .. .Only a hundred
years ago it was . commonly believed that
that government governs best that governs
least. This was the belief of those who held
to the theory of laissez-faire . The industrial
1 0
Mon. Mar. 30, 1981
revolution in the 1880s brought gradua ,
modification of this view . Slowly, bu'
surely, people began to feel the governmen'.
should regulate many aspects of industrial .
political and social life ."
Students are being taught that a greater
degree of government intervention r •
necessary "in the interests of greater
equality." They also are being advised tha°
happiness and fulfillment are not a product
of Individual intiative but of the providence
of government .
Textbooks not only ignore the
historically-proven relationship between
property rights and political freedom, but
were found to have a strong pro-labor and
anti-business bias . Capitalism is blamed for
economic and social problems in the
country.
Propaganda for increased federal aid n ;
education was found in many books. One
textbook asserted :
"...a new method of paying for public
education must be found. The federal
government must pay for a greater share
than it has in the past."
So much emphasis is put on convincing
pupils that they must aspire to fitting into .
group, becoming an acceptable member of
society and aspiring to active world
citizenship that some of them reach the
sixth grade without ever having learned the
names of the states, where they are located
or the major geographic features of their
own country.
The idea of nationhood consistently takes
a beating. A UNESCO booklet advises
teachers that "As long as the child breathes
the poisoned air of nationalism, education
in world mindedness can produce only
rather precarious results . As we have
pointed out, it is frequently the family
which infects the child with extreme
nationalism . The school system should
therefore...combat family attitudes ."
Do parents really want their children
taught In this manner? It is extremely
doubtful they do . These biased textts are
not in tune with the national mood for less
government, more individual responsibility
and a stronger nation in a world
increasingly under attack by international
communism.
11. PROPOSITION 4
As you no doubt know, Proposition 4 failed to pass . This
proposed Constitutional Amendment would have allowed increases
on real estate taxes up to a total operating tax rate of $5 .25
by a simple majority vote .
The St . Louis Globe-Democrat indicated in an article dated
8/4/82 that the St . Louis school board will make another effort
to win a tax hike, probably at the November election .
The effort to increase taxes for education will continue .
Here is a diagram of the 1982-83 Missouri Operating Budget .
M .E .E . has noted that the Department of Elementary and Second-
ary Education's budget has increased from 24 :6% to 25 .4% . This
percent combined with the Department of Higher Education shoves
that, once again, education will receive fully 1/3 of Missouri's
Operating Budget . Not only is educating the "total child" intru-
sive and impractical, it now appears as if it has become too ex-
pensive as well .
Incidently, according to that same article in the Globe-
Democrat, the St . Louis school board spent $30,000 for the Amend-
ment 4 campaign . (Tax payer money?)
MISSOURI 1982-83
OPERATING BUDGET
TOTAL OPERATING
$4,051,093,318
CONSERVATION, $35,808,661, (.9%)
ELECTED OFFICIALS, $23,556,502 (.6%)
PUBLIC DEBT, $18,729 108 (.4%)
GENERAL ASSEMBLY, 114,098,267 (.3%)
AGRICULTURE, $13,648,212 (.3%)
JUDICIARY
46,585,715 (1 .1%)
NATURAL RESOURCES
47,627,654 (1 .2%)
CONSUMER AFFAIRS
53,088,324 (1 .3%)
SOCIAL SERVICES
1,014,317,341 (25 .0%)
MENTAL
HEALTH
241,499,069
(6.0%)
ELEMENTARY &
SECONDARY EDUCATION
1,029,761,976 (28.4%)
HIGHWAYS
l TRANSPORTATION
452,479,065 (11.2%)
REVENUE
266,141,516
(6.6%)
HIGHER EDUCATION
359,989,81$ (8.9%)
00 - a~11001,too000
*001F
CORRECTIONS &
HUMAN RESOURCES
61,666,043 (1 .5%)
LABOR 8
INDUSTRIAL RELATIONS
65,782,444 (1 .61/6)
PUBLIC SAFETY
71,818,525 (1 .8%)
OFFICE OF
ADMINISTRATION
237,495,083 (5.9%)
11 (From Missouri's Legislative Report
2nd . Session