The idea of European unity, in any case the official entity as it is communicated by the European Commission, is intrinsically linked to the end of the Second World War: the Stunde Null or 'Hour Zero' on the 8th of May 1945. Industry was in shambles, many cities had been destroyed, and the European societies had to find a way to make peace with the guilt and shame associated with the Holocaust. The pioneers of European integration in the 1950s all agreed on one thing: Never again. No more war. It is a powerful and persuasive image. Clean and clear. Very simple, too - almost as simple as the 'American Dream'. From that point on, the concept of European integration was framed almost naturally in terms of an unwavering contrast between the past and the present. The European {pre-WWII) past was chauvinism, petty disputes, and war, while the European {post-WWII) present was multicultural, cosmopolitan, peaceful, and prosperous. Simple solutions can be deceiving, however, and this was no exception. The choir of critical politicians, policy-makers and opinion leaders is swelling. These voices, the critics and sceptics, are found on the left and the right, in the East and the West, and are unfettered by post-war taboos: Is Europe actually all that multicultural, peaceful and prosperous? And should it be? Why, or why not? LinkedIn: https://www.linkedin.com/in/guido-van-hengel-8312729/
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Adopted on the fifteenth anniversary of resolution 1325, Security Council resolution 2242 has recognized for the first time the substantial link between climate change and the “Women, Peace and Security” (WPS) framework. Despite this landmark resolution, the intersections of environmental factors, conflict and violence against women remain largely absent from the Security Council's WPS agenda. Competition over natural resources is generally understood as a driver of conflict. The risk of insecurity and conflict are further increased by environmental degradation and climate change. It is therefore clear that the environment and natural resources must be integrated into the WPS agenda. This should necessarily include a discussion of indigenous rights to land and the gender-related dimensions of environmental factors. Indigenous women are disproportionately affected by environmental degradation, caused by resource extraction and increasingly compounded by climatic changes. This in turn exacerbates other vulnerabilities, including sexual and gender-based violence and other forms of marginalization. This article argues, by reference to the situation in West Papua, that unfettered resource extraction not only amplifies vulnerabilities and exacerbates preexisting inequalities stemming from colonial times, it also gives rise to gendered consequences flowing from the damage wreaked on the natural environment and thus poses a danger to international peace and security. As such, the Security Council's failure to recognize the continuous struggle of women in indigenous and rural communities against extractive economies and climate change impact as a security risk forms a serious lacuna within its WPS agenda. Originally published by Oxford University Press in Global Studies Quarterly, Volume 1, Issue 3, September 2021, ksab018, https://doi.org/10.1093/isagsq/ksab018
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A tangible proof of the meaning and scope of human flourishing that can change not only organizations but also entire societies, is given by Robert Schuman, the French Minister of Foreign Affairs who launched the Schuman Declaration (1950) that gave birth to the EU. His leitmotiv was to be a faithful instrument in the hands of God in whichever circumstances. A strong personal relationship with God characterized his entire personal and professional life and implied the heroic practice of virtues. He strove for peace on the continent and therefore for reconciliation between France and Germany - countries that had been archenemies since the Treaty of Verdun (843). He previewed a peace project on coal and steel, former instruments of war. Schuman pursued a policy of reconciliation from the moment he became a member of the French Parliament (1919) and even during his captivity during the Second World War. His coherence of life was acknowledged by friend and foe and recognized also professionally. His profound Catholic faith brought human flourishing that changed not only French-German relationships, not only Europe, but the entire world. Schuman’s Europe would strive towards political unification through economic cooperation – as a means! – at the service of man and his transcendence so that man could flourish. These days man seems to be an instrument of the economy and politics instead of the other way round. A good moment to revive the person and thoughts of the Father of Europe.
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Many, many comparisons have been drawn in recent years between the current rise of (right-wing) populism and the financial crisis of 2008 that shook and continues to shake Europe to its core, and the tumultuous and horrifying events of the 1930s, which in the end resulted in the Second World War. A number of recent studies which (partially) focus on this decade carry ominous titles like To Hell and Back, The Age of Catastrophe and The Triumph of the Dark. Referred to by some historians as the second Thirty Years’ War, the period from the First World War to the end of the Second still continues to draw much academic and indeed public attention. In many cases, Germany deservedly plays a central role in the analysis, either in the form of the Kaiserreich or the ill-fated Weimar Republic and, of course, Nazi Germany. The five books under review here discuss European history between 1914 and 1950 in general, and that of Germany in particular, in this period. What do these books tell us about Europe’s and Germany’s path in the first half of the twentieth century, and what new insights do they provide? https://doi.org/10.1177/0265691418777981 LinkedIn: https://www.linkedin.com/in/martijn-lak-71793013/
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In this blog, we analyze the (potential) effects of the coronavirus on UN peacekeeping, making use of a number of recent blogs and reports from scholars and think tanks. We argue that peace operations are affected by the coronavirus on three levels: at the level of the operations themselves, at the level of the conflict context and, finally, at the structural level.
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It was a landmark speech. On May 26, Angola’s president apologized and asked forgiveness for mass executions that occurred in 1977. He also announced the returning of victims’ remains to their families and the issuance of death certificates. But what does this mean for Angola’s wider reconciliation process? Other key demands and large groups of victims have still been left out, warn scholars Maarten van Munster and Joris van Wijk.
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Onderzoeksplatform ‘Connected Learning: ’Al ruim vijftien jaar houdt De Haagse Hogeschool zich bezig met onderzoek als deel van haar missie. Terwijl onderwijs vaak geworteld is in monodisciplinaire vakgebieden, kan met onderzoek wat makkelijker gekeken worden naar domeinen in de samenleving (zorg, veiligheid, ondernemen, etc.) waarin complexe problematiek steeds vaker wél dan niet een multidisciplinaire aanpak vereist. Bijna niemand werkt nog alleen of met alleen vakgenoten aan problemen of uitdagingen. En die veranderende beroepspraktijk is bij uitstek het domein van het hoger beroepsonderwijs. Daar leiden we voor op. Het onderzoeken van en experimenteren met nieuwe uitdagingen in de praktijk verbindt ons sterker met de samenleving, het stelt ons in staat om ons beroepsonderwijs te vernieuwen en geeft docenten, onderzoekers en studenten de kans om zich te ontwikkelen door samen te werken aan vragen en uitdagingen die de toekomst van de beroepspraktijk vorm geven. Veel onderzoek wordt uitgevoerd onder begeleiding van lectoren die samenwerken met docent-onderzoekers, studenten, en professionals in het werkveld aan veelal meerjarige onderzoeksagenda’s die lijn aanbrengen in verschillende deelactiviteiten. Een van de manieren waarop De Haagse Hogeschool onderzoek organiseert is in de vorm van onderzoeksplatforms die zich richten op verschillende domeinen van de samenleving. Wij zijn ‘Connected Learning’, een onderzoeksplatform dat zich richt op leren in de netwerksamenleving - in de samenleving zelf, maar ook in de beroepspraktijk en in ons onderwijs. Aangenaam. Wat wij doen? Daar gaat dit boek over, dus daar verklappen we hier nog niets over. Wat verwacht u als u nadenkt over onze naam? Enig idee? Geen idee? Benieuwd? Lees verder om te ontdekken wat ons inspireert, uitdaagt en nieuwsgierig maakt. Sommige van onze ideeën zijn doordacht en doorleefd omdat we er al jaren onderzoek naar doen, andere zijn nieuw en dagen ons uit om er grip op te krijgen. Wij geven met dit boek een beeld van waar we staan in 2018. Zie het als een eerste kennismaking, met de nadruk op ‘eerste’: we werken graag met veel en verschillende partners. Zie het als visitekaartje van onze onderzoeksagenda. We hopen van harte dat u zich als lezer uitgenodigd voelt om met ons samen op zoek te gaan—misschien wel naar een gezamenlijke toekomst. ‘Connected Learning’ Research Platform: For over fifteen years, The Hague University of Applied Sciences has been carrying out research as part of its mission. While education is often rooted in monodisciplinary subject areas, research allows for a broader look at areas of society (care, security, entrepreneurship etc.), where complex problems more often than not require a multidisciplinary approach. Today, barely anyone works on problems or challenges alone or solely with colleagues from within the same subject area. Universities of applied sciences are uniquely placed to deal with these changes in professional practices; after all, we train the professionals who will one day enter that field. Researching and experimenting with new challenges in professional practice allows us to connect more strongly with society, enables us to be innovative in our professional training and gives lecturers, researchers and students the opportunity to develop themselves by cooperating on the challenges and issues that will shape the future of that professional practice. Most research is carried out under the guidance of professors who cooperate with lecturers/researchers, students and the professional field, mainly on long-term research agendas that provide an outline for various sub-activities. One of the ways in which research is organised at The Hague University of Applied Sciences is in the form of research platforms that focus on various areas of society. We are ‘Connected Learning’, a research platform focusing on learning in the network society — in that society as such, but also in professional practice and our education. Nice to meet you! So, what do we do? That’s what this book is about, so we’re not going to give anything away just yet. Just thinking about our name, what do you expect we do? Any ideas? Or not a clue at all? If you’d like to find out, keep reading to find out what inspires us, what challenges we face and what drives our curiosity. Some of our ideas are well-established because we’ve been researching them for years, while other, newer ideas are more challenging to grasp. This book provides an overview of where we stand in 2018. You could see it as an initial introduction, with the emphasis on “initial”; we work with many different partners, and we enjoy doing so. Alternatively, you could see it as a calling card for our research agenda. We sincerely hope that, as a reader, you feel encouraged to join us in our quest — possibly towards a joint future.
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The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
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