On Collective Self-Determination and a Palestinian State
2 3 Acknowledgments This thesis is the product of the incredible education that I have received during my time at Claremont McKenna College. As a philosophic paper that has practical application to the world in which we live, I feel that it reflects the best of what makes this college so special. Not only did learn how to approach problems of any type or complexity by studying philosophy with under the careful eyes of caring professors, but I was able to go out into the world and learn from the source about issues of collective self-determination generally and the Palestinian case in particular. During my time here, I have received help from so many people in the CMC community, but there are a few people whose help has been invaluable. First, I would like to thank Professor Edward Haley, who has continually played an instrumental role in helping me find the resources to conduct the research that most interested me. His door has always been open and he has always greeting me with a smile and excitement about what I have been doing. Additionally, I would like to thank Professor Paul Hurley, whose guidance was instrumental on this project. He helped me find a topic that I enjoyed writing and gave me the tools to write it. Finally, I would like to thank my family, who I seldom have seen during my time here, but has understood my desire to explore and grow.
THE WASHINGTON INSTITUTE FOR NEAR EAST POLICY
Israel enters a new peace process at a time of considerable short4erm safety and Iong4erm uncertainty. The social and demographic consequences of the Gulf War have not fully expressed themselves on the politics of the region, while the military role of Iraq in the future is hard to anticipate. Under such circumstances widely varying interpretations of Israel's security situation have emerged both in the U.S. and Israel,
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.