After the ceasefire, a group of architects and planners from the American University of Beirut formed the Reconstruction Unit to help in the recovery process and in rebuilding the lives of those affected by the 2006 war in Lebanon . Here, a series of case studies documenting the work of the Unit discusses the lessons to be learned from the experiences of Lebanon after the July War, and suggests how those lessons might be applied elsewhere. The cases are diverse in terms of scale, type of intervention, methods, and approaches to the situation on the ground. Critical issues such as community participation, heritage protection, damage assessment and compensation policies, the role of the state, and capacity building are explored and the success and failures assessed.

Throughout the Second World War, a wide range of people, including political leaders and government officials, experts and armchair internationalists, civil society groups and private citizens talked about and formulated plans to ensure national security and to promote individual well-being in the postwar world. Rebuilding the Postwar Order explains how civil society and governments of the wartime allies conceived of peace and traces the international negotiations and conferences that later resulted in the United Nations system. It adopts a multilateral approach, connects wartime ideas to earlier peacemaking efforts, and reveals support for, as well as resistance and alternatives to, the emerging postwar order. In chapters on the United Nations, UNRRA, the IMF, World Bank and GATT, the FAO and WHO, UNESCO, and human rights, McKenzie explores the tensions between national sovereignty and international responsibility, national security and individual well-being, principles and compromises, morality and power, privilege and justice, all of which influenced the UN system.

Renowned scholar-activist Cynthia Enloe lays out the lessons that women activists have drawn from their immediate experiences of war. Twelve Feminist Lessons of War draws on firsthand experiences of war from women in places as diverse as Ukraine, Myanmar, Somalia, Vietnam, Rwanda, Algeria, Syria, and Northern Ireland to show how women's wars are not men's wars. With her engaging trademark style, Cynthia Enloe demonstrates how patriarchy and militarism have embedded themselves in our institutions and our personal lives. Enloe reveals how the social and political influences that shape war—from military recruitment and economic collapse to sexual assault and reproductive rights (and their denial)—are deeply gendered and pervade women's lives before, during, and in the aftermath of war. Her razor-sharp analysis, at once accessible and provocative, highlights how women's emotional and physical labor is used to support government policies and how women's rights activists—against all odds—remain committed in the midst of armed violence. Twelve Feminist Lessons of War is the gritty and grounded book we need to understand what is happening to our world.

The subject of local government and post-conflict reconstruction sits at the intersection of several interrelated research areas, notably conflict/peacebuilding, governance, and political economy. This volume addresses a gap in the academic literature: whilst decentralisation is frequently included in peace agreements, the actual scope and role of local government is far less frequently discussed. This gap remains despite a considerable literature on local government in developing countries more generally, particularly with regard to decentralisation; but also, despite a considerable and growing literature on post-conflict reconstruction. This volume provides a mixture of case study, cross-case studies, practitioner reflection, and conceptual material on the function of local government in the context of decentralisation in post-conflict countries, from both academics and policy-makers. This collection of in-depth single- and multi-country case study analysis is complemented by practitioner reflections and framed within the 2030 Agenda building on the New Urban Agenda, and particularly the Sustainable Development Goal 16 to ‘promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.’ The chapters in this book were originally published in the online journal Third World Thematics.

The Arab World is perceived to be a region rampant with constructed and ambiguous national identities, overwhelming wealth and poverty, religious diversity, and recently the Arab uprisings, a bottom-up revolution shaking the foundations of pre-established, long-standing hierarchies. It is also a region that has witnessed a remarkable level of transformation and development due to the accelerated pace imposed by post-war reconstruction, environmental degradation, and the competition among cities for world visibility and tourism. Accordingly, the Arab World is a prime territory for questioning urban design, inviting as it does a multiplicity of opportunities for shaping, upgrading, and rebuilding urban form and civic space while subjecting global paradigms to regional and local realities. Providing a critical overview of the state of contemporary urban design in the Arab World, this book conceptualizes the field under four major perspectives: urban design as discourse, as discipline, as research, and as practice. It poses two questions. How can such a diversity of practice be positioned with regard to current international trends in urban design? Also, what constitutes the specificity of the Middle Eastern experience in light of the regional political and cultural settings? This book is about urban designers ’on the margins’: how they narrate their cities, how they engage with their discipline, and how they negotiate their distance from, and with respect to global disciplinary trends. As such, the term margins implies three complementary connotations: on the global level, it invites speculation on the way contemporary urban design is being impacted by the new conceptualizations of center-periphery originating from the post-colonial discourse; on the regional level, it is a speculation on the specificity of urban design thinking and practice within a particular geographical and cultural context (here, the Arab World); and finally, on the local level, it is an a

International scholars review decades of postwar reconstruction in international comparison from the eighteenth to the twentieth century, demonstrating how foreign domestic policy cannot be separated.

Clearing landmines, rehabilitating and integrating of excombatants, rebuilding the infrastructure, coordinating aid sources—these are just some of the issues confronting the Bank in post-conflict reconstruction. The explosion of civil conflicts in the post-Cold War world has tested the World Bank's ability to address unprecedented devastation of human and social capital.This study covers post-conflict reconstruction in nine countries, assessing relevant, recent Bank experience. It also presents case-studies for ongoing and future operations, which analyze: 1. the Bank's main strengths or comparative advantages; 2. its partnership with other donors, international organizations, and NGOs; 3. its role in reconstruction strategy and damage and needs assessment; 4. its role in rebuilding the economy and institutions of governance; 5. its management of resources and processes; 6. implications for monitoring and evaluation.

Description of the product: 1. NCERT Textbook & Exemplar for Concepts Recall 2. Previous Years Questions for Exam Trends Insights 3. Competency Based Questions for Holistic Skill Development 4. NEP Compliance with Artificial Intelligence & Art Integration

Includes statistics.

Over the past two hundred years German education policy and practice has attracted interest in England. Policy makers have used the 'German example' both to encourage change and development and to warn against certain courses of action. This monograph provides the first major analysis of the rich material from government reports (including work by Matthew Arnold), the press, travel accounts, memoirs, scholarly publications and the archives to uncover the nature of the English fascination with education in Germany, from 1800 to the end of the twentieth century. David Phillips traces this story and uses recent work in theories of educational policy 'borrowing' to analyze the reception of the German experience and its impact on the development of English education policy.