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This book provides a much-needed classroom text in international
studies that is genuinely interdisciplinary in its approach.
International Studies focuses specifically on five core
disciplines; history, geography, anthropology, political science
and economics, and describes them in relation to one another, as
well as their individual and collective contributions to the study
of global issues. The expert authors also emphasize the continuing
importance of area studies within an interdisciplinary and global
framework, applying its interdisciplinary framework to substantive
issues in seven regions: Europe, East Asia and the Pacific, South
and Central Asia, sub-Saharan Africa, the Middle East and North
Africa, Latin America and North America. This new edition has been
completely updated and substantially revised with two new chapters
on Media, Sovereignty and Cybersecurity and Sustainable
Development. This disciplinary and regional combination offers a
useful and cohesive framework for teaching students a substantive
and comprehensive approach to understanding global issues.
This book provides a much-needed classroom text in international
studies that is genuinely interdisciplinary in its approach.
International Studies focuses specifically on five core
disciplines; history, geography, anthropology, political science
and economics, and describes them in relation to one another, as
well as their individual and collective contributions to the study
of global issues. The expert authors also emphasize the continuing
importance of area studies within an interdisciplinary and global
framework, applying its interdisciplinary framework to substantive
issues in seven regions: Europe, East Asia and the Pacific, South
and Central Asia, sub-Saharan Africa, the Middle East and North
Africa, Latin America and North America. This new edition has been
completely updated and substantially revised with two new chapters
on Media, Sovereignty and Cybersecurity and Sustainable
Development. This disciplinary and regional combination offers a
useful and cohesive framework for teaching students a substantive
and comprehensive approach to understanding global issues.
In A Cold War in the Soviet Bloc, Sheldon Anderson uses recently
declassified documents from Polish and East German communist party
and foreign ministry archives to examine the interplay of national
interests with the exigencies of communist party relations within
the Soviet bloc during the Cold War. Anderson explores how
Polish-East German relations were strained over the permanence of
the Oder-Neisse border, the correct road to socialism, German
repatriation from Poland, and trade policy; he provides an inside
account of the heated debates that seriously divided the Polish and
East German communists.Anderson delves into how and why the rift
culminated in the return of the anti-Stalinist Wladyslaw Gomulka in
October 1956, and he delineates how the Polish-East German conflict
undermined the unity of the Soviet bloc on its most strategic
flank. In doing so, he reveals the persistence of nationalism and
ethnic prejudice in the former communist countries. In this timely
text, Anderson pinpoints how nationalism has reemerged as a
powerful political force following the end of the Cold War. With A
Cold War in the Soviet Bloc, Anderson markedly fills the gap in the
existing scholarship on postwar relations between the countries of
East Europe.
In "A Cold War in the Soviet Bloc," Sheldon Anderson uses recently
declassified documents from Polish and East German communist party
and foreign ministry archives to examine the interplay of national
interests with the exigencies of communist party relations within
the Soviet bloc during the Cold War. Anderson explores how
Polish-East German relations were strained over the permanence of
the Oder-Neisse border, the correct road to socialism, German
repatriation from Poland, and trade policy; he provides an inside
account of the heated debates that seriously divided the Polish and
East German communists.Anderson delves into how and why the rift
culminated in the return of the anti-Stalinist Wladyslaw Gomulka in
October 1956, and he delineates how the Polish-East German conflict
undermined the unity of the Soviet bloc on its most strategic
flank. In doing so, he reveals the persistence of nationalism and
ethnic prejudice in the former communist countries. In this timely
text, Anderson pinpoints how nationalism has reemerged as a
powerful political force following the end of the Cold War. With "A
Cold War in the Soviet Bloc," Anderson markedly fills the gap in
the existing scholarship on postwar relations between the countries
of East Europe.
Jump Shooting to a Higher Degree chronicles Sheldon Anderson's
basketball career from grade school in small-town Moorhead,
Minnesota, in the 1960s, to inner-city high school and college ball
in Minneapolis, to a professional career in West Germany, and
finally to communist Poland, where he did PhD research while on a
basketball junket behind the Iron Curtain in the late 1980s.
Because he was the only American player in the league at the time,
and with help from a Polish scholar, Anderson was one of the first
Western scholars to gain access to Communist Party documents. He's
also likely the only American scholar to have funded his research
by playing semi-pro basketball in a communist country. Jump
Shooting to a Higher Degree is much more than a basketball story.
Anderson provides insights into the everyday lives of people on
either side of the Iron Curtain, such as the English coach he
played for in West Germany, an elderly woman he visited many times
in East Germany, and a sailmaker's family he lived with in Warsaw.
He reflects on German, Polish, and Cold War history, providing a
commentary on the times and the places where he lived and played,
and the importance of basketball along the way.
Have you ever wanted to learn a foreign language but you were
overwhelmed because you thought it would take forever? Were you
curious about how many words that it would take for you to be
considered fluent? Did you give up before you even started because
you didn't know where to begin? Here is a simple method that I have
for you. I call it "5 a day=fluent in a year" All you have to do is
learn (memorize) 5 words a day. There are 365 days in a year. So
times that by 5 and what do you have? You have 1,825 words in your
arsenal (by the way, one only needs to know 1,800-2,000 words to be
considered fluent). For the 4 years that it would take a high
school or even a college student to learn enough vocabulary, I have
done it in a year on my own. I am giving you about 2,000 words, all
in the order that I have learned them. These are not impractical
words that we hardly ever use like: spaceship, and rocket
scientist. Come on Do we use words like that everyday? Of course
not. We use words like knife, fork, spoon, butter, play, work,
sing, and dance. These are the kind of words that I'm giving to
you. I have done all the work for you. I went through the entire
Spanish/English dictionary from A-Z, and pulled out all the words
that I know are the most necessary in everyday language. All you
have to do is take the exact order that I have given them to you
and learn 5 a day. That way, there's no being overwhelmed by taking
up too much time to learn in a day and wondering where to go next.
It is fun to do because it only takes a few minutes a day. First,
look at the five words and get familiar with them. Then, place your
hand over the Spanish and look only at the English to see if you
memorized the Spanish correctly. Then take your hand off the
Spanish to see if you got it right. Do that for all 5 words. Then,
when you go the next day to learn 5 more words, first go back to
the 5 from the day before and make sure you still remember them.
That's it
The histories in Twin Cities Sports are rooted in the class,
ethnic, and regional identity of this unique upper midwestern
metropolitan area. The compilation includes a wide range of
important studies on the hub of interwar speedskating, the success
of Gopher football in the Jim Crow era, the integration of
municipal golf courses, the building of a world-renowned park
system, the Minneapolis Lakers' basketball dynasty, the Minnesota
Twins' connections to Cuba, and more.
Stella Walsh, who was born in Poland but raised in the United
States, competed for Poland at the 1932 and 1936 Olympics, winning
gold and silver in the 100 meters. Running and jumping
competitively for three decades, Walsh also won more than 40 U.S.
national championships and set dozens of world records. In 1975,
she was inducted into the National Track and Field Hall of Fame,
yet Stella Walsh's impressive accomplishments have been almost
entirely ignored. In The Forgotten Legacy of Stella Walsh: The
Greatest Female Athlete of Her Time, Sheldon Anderson tells the
story of her remarkable life. A pioneer in women's sports, Walsh
was one of the first globetrotting athletes, running in meets all
over North America, Europe, and Asia. While her accomplishments are
undeniable, Walsh's legacy was called into question after her
murder in 1980. Walsh's autopsy revealed she had ambiguous
genitalia, which prompted many to demand that her awards be
rescinded. In addition to telling her fascinating story, The
Forgotten Legacy of Stella Walsh provides a close look at the early
days of women's track and field. This book also examines the
complicated and controversial question of sex and gender identity
in athletics-an issue very much in the news today. Featuring
numerous photographs that help bring to life Walsh's story and the
times in which she lived, this biography will interest and inform
historians of sport and women's studies, as well as anyone who
wants to learn more about a Polish immigrant who was once the
fastest woman alive.
This study examines the role of modern sports in constructing
national identities and the way leaders have exploited sports to
achieve domestic and foreign policy goals. The book focuses on the
development of national sporting cultures in Great Britain and the
United States, the particular processes by which the rest of Europe
and the world adopted or rejected their games, and the impact of
sports on domestic politics and foreign affairs. Teams competing in
international sporting events provide people a shared national
experience and a means to differentiate "us" from "them."
Particular attention is paid to the transnational influences on the
construction of sporting communities, and why some areas resisted
dominant sporting cultures while others adopted them and changed
them to fit their particular political or societal needs. A
recurrent theme of the book is that as much as they try,
politicians have been frustrated in their attempts to achieve
political ends through sport. The book provides a basis for
understanding the political, economic, social, and diplomatic
contexts in which these games were played, and to present issues
that spur further discussion and research.
This study examines the role of modern sports in constructing
national identities and the way leaders have exploited sports to
achieve domestic and foreign policy goals. The book focuses on the
development of national sporting cultures in Great Britain and the
United States, the particular processes by which the rest of Europe
and the world adopted or rejected their games, and the impact of
sports on domestic politics and foreign affairs. Teams competing in
international sporting events provide people a shared national
experience and a means to differentiate "us" from "them."
Particular attention is paid to the transnational influences on the
construction of sporting communities, and why some areas resisted
dominant sporting cultures while others adopted them and changed
them to fit their particular political or societal needs. A
recurrent theme of the book is that as much as they try,
politicians have been frustrated in their attempts to achieve
political ends through sport. The book provides a basis for
understanding the political, economic, social, and diplomatic
contexts in which these games were played, and to present issues
that spur further discussion and research.
Foreign policymakers frequently invoke historical analogies to make
and justify decisions in the belief that history teaches particular
lessons. Yet historians and philosophers are not so sure. Arthur
Schlesinger once wrote that, "Santayana's aphorism must be
reversed; too often it is those who can remember the past who are
condemned to repeat it." Condemned to Repeat It addresses six
historical myths that underwrote U.S. containment policy during the
Cold War. The collapse of the Soviet empire seemed to confirm the
wisdom of U.S. containment policy and these "lessons of history" as
universal truths that still influence U.S. foreign policy thinking
today. 1) A European states system based on realism,
balance-of-power, raison d'etat, and great power diplomacy did not
keep a 'long peace' from 1815 to 1914. 2) The punitive Versailles
Treaty with Germany did not cause the rise of Adolf Hitler and
World War Two. 3) Erroneous analogies to Neville Chamberlain's
failed attempt to avert war at Munich in 1938 worked its way into
virtually every debate on the use of force to stop communist
aggression during the Cold War. 4) Franklin Roosevelt did not "give
away" Eastern Europe to Stalin at the Yalta Conference in 1945. The
conventional version of Yalta as a deal to divide Europe is
fictional. 5) U.S. containment policy did not create a stable
bi-polar world, and like the nineteenth-century balance-of-power
system, preserve another "long peace" for forty-five years after
World War Two. 6) Ronald Reagan's military build-up and ideological
crusade against the Soviet Union did not cause the fall of
communism in 1989. Mikhail Gorbachev gave up the Soviet Empire. The
Reagan 'victory school' version of the end of the Cold War has
given American leaders the dubious belief that the United States
alone possesses the power to create a liberal democratic, free
market world order. Condemned to Repeat It appeals to anyone with
an interest in the legacy of the Cold War, including undergraduate
students.
Foreign policymakers frequently invoke historical analogies to make
and justify decisions in the belief that history teaches particular
lessons. Yet historians and philosophers are not so sure. Arthur
Schlesinger once wrote that, 'Santayana's aphorism must be
reversed; too often it is those who can remember the past who are
condemned to repeat it.' Condemned to Repeat It addresses six
historical myths that underwrote U.S. containment policy during the
Cold War. The collapse of the Soviet empire seemed to confirm the
wisdom of U.S. containment policy and these 'lessons of history' as
universal truths that still influence U.S. foreign policy thinking
today. 1) A European states system based on realism,
balance-of-power, raison d'etat, and great power diplomacy did not
keep a 'long peace' from 1815 to 1914. 2) The punitive Versailles
Treaty with Germany did not cause the rise of Adolf Hitler and
World War Two. 3) Erroneous analogies to Neville Chamberlain's
failed attempt to avert war at Munich in 1938 worked its way into
virtually every debate on the use of force to stop communist
aggression during the Cold War. 4) Franklin Roosevelt did not 'give
away' Eastern Europe to Stalin at the Yalta Conference in 1945. The
conventional version of Yalta as a deal to divide Europe is
fictional. 5) U.S. containment policy did not create a stable
bi-polar world, and like the nineteenth-century balance-of-power
system, preserve another 'long peace' for forty-five years after
World War Two. 6) Ronald Reagan's military build-up and ideological
crusade against the Soviet Union did not cause the fall of
communism in 1989. Mikhail Gorbachev gave up the Soviet Empire. The
Reagan 'victory school' version of the end of the Cold War has
given American leaders the dubious belief that the United States
alone possesses the power to create a liberal democratic, free
market world order. Condemned to Repeat It appeals to anyone with
an interest in the legacy of the Cold War, including undergraduate
students.
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