Although the Genocide Convention was already adopted by the UN General Assembly in 1945, it was only in the late 1990s that groups of activists emerged calling for military interventions to halt mass atrocities. The question of who these anti-genocide activists are and what motivates them to call for the use of violence to end violence is undoubtedly worthy of exploration. Based on extensive field research, Anti-genocide Activists and the Responsibility to Protect analyses the ideological convictions that motivate two groups of anti-genocide activists: East Timor solidarity activists and Responsibility to Protect (R2P)-advocates. The book argues that there is an existential undercurrent to the call for mass atrocity interventions; that mass atrocities shock the activists' belief in a humanity that they hold to be sacred. The book argues that the ensuing rise of anti-genocide activism signals a shift in humanitarian sensibilities to human suffering and violence which may have substantial implications for moral judgements on human lives at peril in the humanitarian and human rights community. This book provides a fascinating insight into the worldviews of activists which will be of interest to practitioners and researchers of human rights activism, humanitarian advocacy and peace building.

Although the Genocide Convention was already adopted by the UN General Assembly in 1945, it was only in the late 1990s that groups of activists emerged calling for military interventions to halt mass atrocities. The question of who these anti-genocide activists are and what motivates them to call for the use of violence to end violence is undoubtedly worthy of exploration. Based on extensive field research, Anti-genocide Activists and the Responsibility to Protect analyses the ideological convictions that motivate two groups of anti-genocide activists: East Timor solidarity activists and Responsibility to Protect (R2P)-advocates. The book argues that there is an existential undercurrent to the call for mass atrocity interventions; that mass atrocities shock the activists' belief in a humanity that they hold to be sacred. The book argues that the ensuing rise of anti-genocide activism signals a shift in humanitarian sensibilities to human suffering and violence which may have substantial implications for moral judgements on human lives at peril in the humanitarian and human rights community. This book provides a fascinating insight into the worldviews of activists which will be of interest to practitioners and researchers of human rights activism, humanitarian advocacy and peace building.

Seminar paper from the year 2011 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, LMU Munich (Institut fur Anglistik), language: English, abstract: In general, poetry seems to be a fairly neglected topic in today's classrooms. Reasons for this may be multiple1 and it is probably difficult to determine universally valid explanations. It does not make a difference whether it is poetry in the mother tongue or poetry in a foreign language; it just seems that poetry in general does not seem to be very popular. Skipping through the current schoolbooks the impression occurs that poetry only plays a subordinate role. Also, when under time pressure and the necessity to drop certain topics, poetry seems to be among the first ones to be dropped. The question arises whether this is due to teachers who never found access to poetry? The extra effort it might take to prepare for a poetry lesson? Or is it lacking courage to approach a topic that seems to be unpopular? It is up to teachers to either inspire or discourage pupils when it comes to poetry. This inspiration or discouragement may last a lifetime. Many pupils probably consider poetry as 'un-cool'. But in the time of events like literature and poetry slams, which are highly enjoyed by many pupils and students, it should be worth re-thinking the attitude about poetry and to bring poetry to the classrooms. With this paper I would like to show approaches, activities and ideas how teachers can make poetry more popular in the classroom.

Studienarbeit aus dem Jahr 2011 im Fachbereich Soziologie - Alter, Ludwig-Maximilians-Universitat Munchen, Sprache: Deutsch, Abstract: Der demographische Wandel - ein Begriff, der oft in Politik, Medien, Diskussionsrunden und Literatur verwendet wird. Bei genauerer Betrachtung wird schnell deutlich, dass Der demographische Wandel" nicht nur eine Tatsache, sondern tatsachlich unterschiedliche gesellschaftliche Phanomene beschreibt. Die unterschiedlichen Bedeutungen und die unterschiedlichen Diskussionen der Ursachen und Auswirkungen des demographischen Wandels werden in der vorliegend Arbeit dargestellt und kurz diskutiert. Insbesondere die Darstellungen der unterschiedlichen Diskussionen zur Entwicklung der Weltbevolkerung beziehen sich aufgrund des begrenzten Umfangs dieser Arbeit primar auf deutschsprachige Literatur. Die allgemeine Bedeutung des Begriffs demographischer Wandel" bezieht sich haufig auf das, was am Nachsten liegt. In diesem Fall ist es die Bunderepublik Deutschland. In diesem Zusammenhang tragt der Begriff demographischer Wandel" die Bedeutung, dass langfristig eine Abnahme der bundesdeutschen Bevolkerung zu erwarten ist und der Anteil der alteren Burger stark zunimmt. Fallt der Blick jedoch uber die Grenzen der BRD hinaus und verlasst den europaischen Kontinent, so hat demographischer Wandel" plotzlich eine ganz andere Bedeutung. Hier bedeutet demographischer Wandel," dass die Bevolkerung, insbesondere in Landern der Dritten Welt, stark zunimmt. Der weltweite demographische Wandel" wird in der Politik weniger national als vielmehr international diskutiert. Auf eine Auseinandersetzung mit internationalen Organisationen, wie beispielsweise Europaische Union (EU), Vereinte Nationen (UN) oder G 8, die aktiv Entwicklungspolitik betreiben, muss aufgrund des Umfangs dieser Arbeit verzichtet werden.