Towards an Open Learning World: 50 Years. UNESCO Institute for Education
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Radio and the Rise of the Nazis in Prewar Germany
Radio and the Rise of the Nazis in Prewar Germany Maja Adena, Ruben Enikolopov, Maria Petrova, Veronica Santarosa, and Ekaterina Zhuravskaya* May 10, 2014 How far can the media protect or undermine democratic institutions in unconsolidated democracies, and how persuasive can they be in ensuring public support for dictator’s policies? We study this question in the context of Germany between 1929 and 1939. Radio slowed down the growth of political support for the Nazis, when Weimar government introduced pro-government political news in 1929, denying access to the radio for the Nazis up till January 1933. This effect was reversed in 5 weeks after the transfer of control over the radio to the Nazis following Hitler’s appointment as chancellor. After full consolidation of power, radio propaganda helped the Nazis to enroll new party members and encouraged denunciations of Jews and other open expressions of anti-Semitism. The effect of Nazi radio propaganda varied depending on the listeners’ predispositions toward the message. Nazi radio was most effective in places where anti-Semitism was historically high and had a negative effect on the support for Nazi messages in places with historically low anti-Semitism. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! * Maja Adena is from Wissenschaftszentrum Berlin für Sozialforschung. Ruben Enikolopov is from Barcelona Institute for Political Economy and Governance, Universitat Pompeu Fabra, Barcelona GSE, and the New Economic School, Moscow. Maria Petrova is from Barcelona Institute for Political Economy and Governance, Universitat Pompeu Fabra, Barcelona GSE, and the New Economic School. Veronica Santarosa is from the Law School of the University of Michigan. Ekaterina Zhuravskaya is from Paris School of Economics (EHESS) and the New Economic School. -
Nora Platiel1 1896-1979 Biografische Notizen
Nora Platiel1 1896-1979 Biografische Notizen Laura Schibbe Nora Platiel wurde am 14. Januar 1896 als Eleonore Block in Bochum geboren. Sie war das achte von zehn Geschwistern. Ihre Eltern Bendix und Therese Block betrieben ein Bekleidungsgeschäft in Bochum. Trotz hoher Arbeitsbelastung waren die Beziehung der Eltern und das Familienleben sehr herzlich und harmonisch. Das Haus wurde mit- unter auch Blockstation genannt, weil viele Menschen ein- und ausgingen. Die Familie Block lebte nicht nur in einer Hausgemeinschaft mit einem Verkäufer und zwei Haus- angestellten. Der Vater war noch für weitere Kinder als Vormund eingesetzt, so dass die Blockstation auch ein reger Treffpunkt für die Kinder aus der Nachbarschaft war. Die Familie Block gehörte der jüdischen Gemeinde an, lebte jedoch nach liberalen Grundsätzen. Bild 12 Familie Therese und Bendix Block, ca. 1900 Nora ist die Dritte von links Foto: E. Risse Bochum 1912 starb Bendix Block an einem Gallenleiden. Der plötzliche Verlust des geliebten Vaters bedeutete für Nora Block den ersten tiefen Einschnitt ihres Lebens. Sie konnte ihre begonnene Schulausbildung am Lyzeum nicht beenden und musste zum Lebens- unterhalt der Familie beitragen, der nun ungesichert war. Nora Block war gezwungen, sich Arbeit zu suchen. Zunächst half sie noch in der vom Vater neu gegründeten Rekla- mefirma mit, jedoch konnte deren Bankrott nicht verhindert werden. 1917 verließ sie 1 Eine kürzere Version dieses Textes findet sich in der Hessischen Biografie, abgerufen am 12.09.2019. 2 Weitere Angaben zu den Bildern am Ende des Textes. 1 Deutschland und meldete sich zur Internationalen Kriegsdiensthilfe. Sie kam nach Rumänien und war dort als Sekretärin tätig. -
Radio and the Rise of Nazi in Pre-War Germany*
Radio and the rise of Nazi in pre-war Germany* Maja Adena, Ruben Enikolopov, Maria Petrova, Veronica Santarosa, and Ekaterina Zhuravskaya1 March 22 2012 How far can media undermine democratic institutions and how persuasive can it be in assuring public support for dictator policies? We study this question in the context of Germany between 1929 and 1939. Using quasi-random geographical variation in radio availability, we show that radio had a significant negative effect on the Nazi vote share between 1930 and 1933, when political news had an anti-Nazi slant. This negative effect was fully undone in just one month after Nazi got control over the radio in 1933 and initiated heavy radio propaganda. Radio also helped the Nazi to enroll new party members and encouraged denunciations of Jews and other open expressions of anti-Semitism after Nazi fully consolidated power. Nazi radio propaganda was most effective when combined with other propaganda tools, such as Hitler’s speeches, and when the message was more aligned with listeners’ prior as measured by historical anti-Semitism. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! * We are grateful to Jürgen W. Falter, Nico Voigtländer, Hans-Joachim Voth, and Bundesarchive for sharing their data. We thank Ben Olken for providing the software for ITM calculation. We also thank Anton Babkin, Natalia Chernova, Ivan Korolev, and Gleb Romanyuk for excellent research assistance. 1 Maja Adena is from Wissenschaftszentrum Berlin für Sozialforschung. Ruben Enikolopov is from the Institute for Advanced Study and the New Economic School, Moscow. Maria Petrova is from Princeton University and the New Economic School. Veronica Santarosa is from the Law School of the University of Michigan. -
Shankar Jaikishan – Emperors of Music by Ashwini Kumar Rath
Shankar Jaikishan – Emperors of Music By Ashwini Kumar Rath Shankar Jaikishan music, synonym of Indian Film music, has far reaching impact in India and outside. The duo moulded music and musical mood of masses since 1949, and are still considered to be the best music composers from India. The duo also contributed outside movie industry with their much celebrated album Raga in Jazz Style, and background music for documentary Everest expedition among many others. If we look at the popular impact by any personalities in the field of music during the post-independence period in India, the obvious choice is Shankar Jaikishan. Shankar, the more versatile of the two, was a prolific musician with mastery over dozens of instruments, Indian classical music and dance forms. He was primarily responsible for building Shankar Jaikishan team with dedicated lyricists, music assistants, and jumbo-sized 60-pieces orchestra, and was the lead composer. On the other hand, Jaikishan was incredibly creative and legendary composer himself. He was genius of background music and romantic tunes though he too could compose songs in other genres. While Shankar's musical jhankar propels divine dwellers to zoom in unison with ecstasy, romantic effervescence of Jaikishan music brings divine feelings on to earth. During initial years, all decisions about musical engagements were made by Shankar; but both started taking up assignments separately in the late sixties. They had sharp contrasts in personalities and physical appearances. Shankar was gym-savvy, non- drinker, and was a strict disciplinarian. On the other hand, Jaikishan was party-man and was very social. -
Experimental Schools in Germany
"1~1u German Educational Reconstruction No.1 Experimental Schools in Germany by MINNA SPECHT and ALFONS ROSENBERG One Shilling and Sixpence net THIS partlphlet is published by a body known as German Educational Reconstruction, or "G.E.R.". This organisation came into existence in February 1943, when a number of British persons decided to offer some German educationists in this country an opportunity of keeping abreast of educational thought and practice until the time when they would return to their own country and assist with its reconstruction. This British group discovered that a small group of Germans were already at work on the same problem. The two bodies decided to co-operate to form G.E.R., which now consists of a Board, predominantly British, and a Standing Committee, pre dominantly German. G.E.R. is an independent body. It has no outside affiliations and is not working under official auspices. Both the Board and the Standing Committee consist of persons of various shades of political thought .. The whole structure of G.E.R. is held together by a common purpose: to contribute to the building up of a democratic system of education in Germany. The authors of this pamphlet are alone responsible for its contents. The responsi bility of G.E.R. as a body is limited to sponsoring the publication. Further information about G.E.R. may be obtained from the Secretary, So Fellows Road, London, N.W.J. CONTENTS PRIVATE BOARDING SCHOOLS by MINNA SPECHT I. Introduction 3 II. Die Landerziehungsheime (Hermann Lietz) 4 III. Wickersdorf (Gustav Wynecken) .8 IV. -
Manual Hamburg Model.Pdf
The Hamburg Model – exemplary integration of youth into vocational education Elina Priedulena Published by Baltic Sea Academy e.V. Dr. Max A. Hogeforster Blankeneser Landstrasse 7, 22587 Hamburg, Germany Editorial Correspondence: [email protected] ©2015 Baltic Sea Academy e.V.; all rights reserved. Printed by: BoD-Books on Demand, Norderstedt, Germany ISBN 9783738630060 The project “Hamburg Model” has been co-financed by the European Commission (Lifelong Learning Programme). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. The project “Future perspective: Annual Professional Qualification (Hamburg Mod- el)” was carried out from October 2013 to September 2015 by the Hanse-Parlament e.V. as Lead Partner and eight partners from Germany, Latvia, Lithuania, Norway, Poland and Hungary. Project management: Dr. Jürgen Hogeforster and Elina Priedulena We thank the following authors for the book contributions: Renata Černeckienė Habil. Dr. Prof. Romualdas Ginevičius Dr. Jürgen Hogeforster Dr. Michał Igielski Philipp Jarke László Kajos István Mosóczi Dora Szegő Dr. Monika Zajkowska 3 Content 1. Introduction ............................................................................................................7 2. The dual system of vocational training in Germany ............................................. 10 2.1. Division of responsibilities ........................................................................................................... -
Die Geheime Geistesgeschichte Der Frühen Bundesrepublik Erfreute Sich Vermittels Ulrich Raulffs Kreis Ohne Meister
GÜNTER DAMMANN HEINRICH NELSONS AHASVER-ROMAN EIN ANEKDOTON AUS DER GESCHICHTE DER PHILOSOPHIE LEONARD NELSONS Die geheime Geistesgeschichte der frühen Bundesrepublik erfreute sich vermittels Ulrich Raulffs Kreis ohne Meister. Stefan Georges Nachleben von 2009 seinerzeit einer gewissen Beliebtheit. Da hätte auch ein weiterer Zirkel in den Blick kommen können, der die westdeutsche Nachkriegsgeschichte gleichfalls mit vielen ver- deckten Strängen durchwirkt hat: derjenige um den Göttinger Philosophen Leonard Nelson (1882–1927). Zu den Schülern und Vertrauten Nelsons gehörte etwa Willi Eichler (1896–1971), der im Londoner Exil zur SPD stieß und nach dem Tod Kurt Schumachers zwar nicht zur Nachfolge antrat, weil er als öffentlichkeitsunwirksam galt, dafür aber als entscheidender Theoretiker das Godesberger Programm der Partei auf den Weg brachte. Oder die Pädagogin Minna Specht (1879–1961), die zunächst im Nelson-Kreis Leiterin des Landerziehungsheims Walkemühle wurde und nach ihrer Rückkehr aus dem Exil für fünf Jahre die (vom Nationalsozialismus nicht ganz unverschonte) Odenwaldschule übernahm, was vor längerer Zeit zur Ver- vollständigung von ganz anders interessierten Zeitungsberichten durch die Presse ging. Oder Fritz Eberhard (1896–1982), geboren als Helmut von Rauschenplat, promovierter Ökonom, Dozent an der Walkemühle, der nach der Rückkehr aus dem britischen Exil von der SPD in den Parlamentarischen Rat delegiert wurde und an- schließend für zehn Jahre Intendant des Süddeutschen Rundfunks war. Oder noch Hanna Bertholet (1901–1970), -
Hans Bredow Institute.De Internet: Bank: Account No
2007/2008 Translation into English: Anja Welle and Stan Jones ([email protected]) Hans Bredow Institute for Media Research at the University of Hamburg Heimhuder Str. 21 20148 Hamburg Germany Annex: Warburgstraße 8-10 20354 Hamburg Germany Tel.: (+49 40) 450 217-0 Tel.: (+49 40) 450 217-12 Publishing House Tel.: (+49 40) 450 217-12450 217-22 Library Tel.: (+49 40) 450 217-12450 217-41 Editors Fax: (+49 40) 450 217-77 Fax Warburgstraße: (+49 40) 450 217-99 Email: info@Hans Bredow Institute.de Internet: www.hans-bredow-institut.de Bank: Account no. 173922000 with HSH Nordbank Bank id code 210 500 00 Local tax office- Hamburg Central – taxation code 17/408/01380 – VAT DE 118 71 7458 July 2008 THE YEAR’S RESEARCH 2007/2008 In its research for the year 2007/008, the Institute of public communication, as well as setting out once again enjoyed the privilege of engaging with the problems addressed by research for the discus- many of the socially relevant questions in public sion on media politics. communication. The goal of using research activi- The main project of the Research Centre for ties to present insights, reflections and construc- the History of Broadcasting in Northern Germany tive options to a public interested in them was (FGRN), established jointly by the NDR (North realised across a range of different areas. German Broadcasting), the Hans Bredow Institute, In this way, large sections of the Institute par- the University of Hamburg and the WDR (West ticipated in an evaluation of the entire system for German Broadcasting) in 2000, which was de- the protection of minors from harmful media in voted to the history of the Northwest German Germany. -
In Hamburg Welcome to Hamburg
069_HWC_Imagebro_220x305 09.05.2007 13:33 Uhr Seite 1 Kontakte in Hamburg: Contacts in Hamburg: Hamburg Welcome Center (HWC) Hamburg Tourismus GmbH Bezirksamt Hamburg-Mitte Steinstraße 7 Alter Wall 11 20095 Hamburg 20457 Hamburg Tel.: +49 (40) 300 51-300 Tel.: +49 (40) 428 28 0 Fax: +49 (40) 300 51-220 Fax: +49 (40) 428 54 5002 E-Mail: [email protected] E-Mail: [email protected] Homepage: www.hamburg-tourismus.de Handelskammer Hamburg Studierendenwerk Hamburg Adolphsplatz 1 ... damit Studieren gelingt! 20457 Hamburg Von-Melle-Park 2 Tel.: +49 (40) 361 38 138 20146 Hamburg Fax: +49 (40) 361 38 401 Tel.: +49 (40) 419 02-0 E-Mail: [email protected] Fax: +49 (40) 419 02-100 Homepage: www.hk24.de E-Mail: [email protected] Handwerkskammer Hamburg Homepage: Holstenwall 12 www.studierendenwerk-hamburg.de 20355 Hamburg Tel.: +49 (40) 35905-0 Agentur für Arbeit Hamburg Fax: +49 (40) 35905-208 Kurt-Schumacher-Allee 16 E-Mail: [email protected] 20097 Hamburg Homepage: www.hwk-hamburg.de Tel.: +49 (40) 2485-0 Fax: +49 (40) 2485 2616 HWF E-Mail: [email protected] Hamburgische Gesellschaft für Homepage: www.arbeitsagentur.de Wirtschaftsförderung mbH Habichtstraße 41 22305 Hamburg Tel.: +49 (40) 22 70 19-0 Fax: +49 (40) 22 70 19-29 E-Mail: [email protected] Homepage: www.hwf-hamburg.de Weitere Hamburg-Links: Willkommen in Hamburg Other Hamburg links: Welcome to Hamburg www.welcome.hamburg.de www.wachsende-stadt.hamburg.de www.metropolregion.hamburg.de www.luftfahrtstandort-hamburg.de www.hamburg-logistik.net -
„Um Etwas Zu Erreichen, Muss Man Sich Etwas Vornehmen, Von Dem Man Glaubt, Dass Es Unmöglich Sei“
Heiner Lindner „Um etwas zu erreichen, muss man sich etwas vornehmen, von dem man glaubt, dass es unmöglich sei“ Der Internationale Sozialistische Kampf-Bund (ISK) und seine Publikationen http://library.fes.de/isk Der Internationale Sozialistische Kampf-Bund (ISK) und seine Publikationen ISSN 0941-6862 ISBN 3-89892-450-5 muss man sich etwas vornehmen, „Um etwas zu erreichen, von dem man glaubt, dass es unmöglich sei“ FES Titel GK Gesch. 64 1 10.01.2006 8:25:58 Uhr Gesprächskreis Geschichte Heft 64 Heiner Lindner „Um etwas zu erreichen, muss man sich etwas vornehmen, von dem man glaubt, dass es unmöglich sei“ Der Internationale Sozialistische Kampf-Bund (ISK) und seine Publikationen „Zugleich Einleitung zur Internetausgabe der Zeitschrift „Renaissance“ Juli bis Oktober 1941 sowie der Pressekorrespondenzen “Germany speaks” und “Europe speaks” 1940, 1942 bis 1947 Friedrich-Ebert-Stiftung Historisches Forschungszentrum Herausgegeben von Dieter Dowe Historisches Forschungszentrum der Friedrich-Ebert-Stiftung Kostenloser Bezug beim Historischen Forschungszentrum der Friedrich-Ebert-Stiftung Godesberger Allee 149, D-53175 Bonn Tel.: 0228 – 883-473 E-mail: [email protected] © 2006 by Friedrich-Ebert-Stiftung Bonn (-Bad Godesberg) Umschlag: Pellens Kommunikationsdesign GmbH, Bonn, unter Verwendung der von Bernd Raschke, Friedrich-Ebert-Stiftung, entworfenen Auftaktseite für die Online-Edition der Zeitschrift „Re- naissance“ sowie der Pressekorrespondenzen „Germany speaks“ und „Europe speaks“ Herstellung: Katja Ulanowski, Friedrich-Ebert-Stiftung Druck: bub Bonner Universitäts-Buchdruckerei Alle Rechte vorbehalten Printed in Germany 2006 ISSN 0941-6862 ISBN 3-89892-450-5 3 Vorwort Die Friedrich-Ebert-Stiftung stellt in diesen Tagen die ungekürz- te Online-Ausgabe der Zeitschrift „Renaissance“ ins Netz, jenes Periodikums also, das der Internationale Sozialistische Kampf- Bund (ISK) unter der Herausgeberschaft Willi Eichlers 1941 im Londoner Exil veröffentlichte. -
Refugee Education in Germany
PERAE E SIRIUS - Policy Network on Migrant Education MULTI-COUNTRY PARTNERSHIP TO ENHANCE THE EDUCATION OF REFUGEE AND ASYLUM-SEEKING YOUTH IN EUROPE – PERAE Refugee Education in Germany 2018 Claudia Koehler, Jens Schneider european forum for migration studies (efms) Institute at the University of Bamberg Katharinenstraße 1, D-96052 Bamberg fon +49-951-932020-0 fax +49-951-932020-20 [email protected] http://www.efms.de Directors: Prof. Dr. Friedrich Heckmann, Prof. Dr. Daniel Goeler “Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe” is funded by Stiftung Mercator Table of contents Introduction ............................................................................................................................................................ 5 1 Review of available data and research findings on the integration of refugee and asylum-seeking youth in the German education system .............................................................................................................. 6 1.1 Availability and limitations of data and research findings ........................................................................ 7 1.2 Barriers in access to education ................................................................................................................. 8 1.3 Teacher education in Germany ................................................................................................................. 8 1.4 Models of school organisation and teaching concepts to integrate -
60 Years UNESCO Associated Schools Learning with an Open Mind in a Global Network
60 YEARS UNESCO ASSOCIATED SCHOOLS LEARNING WITH AN OPEN MIND IN A GLOBAL NETWORK EDUCATION | SCIENCE | CULTURE | COMMUNICATION 60Years UNESCO Associated Schools C 60 YEARS UNESCO ASSOCIATED SCHOOLS IN GERMANY 60Years UNESCO Associated Schools Foreword When Germany joined UNESCO 62 years ago, this was a truly significant step. For the Federal Republic it was a visible sign that the country was once again part of the international community. Just two years later the UNESCO Associated Schools Project Network was established, which today com- prises more than 9500 schools worldwide. Right from the start schools in Germany were members of this network. Today Germany has more than 200 Associated Schools dedicated to delivering UNESCO’s goals. In practice this The examples spotlighted in the present brochure provide an means promoting a culture of peace, environmental protection impressive picture of these ongoing activities. I would like to and sustainable development as well as the importance of a fair express heartfelt thanks to our UNESCO Associated Schools as deal for all. In the classroom they emphasize human rights and well as to the German Commission for UNESCO for 60 years democracy education, intercultural learning, environmental of highly effective support for Germany’s efforts to promote education, global learning as well as UNESCO world heritage international understanding and intercultural exchange. On this education. 60th anniversary I warmly congratulate everyone involved in this good work and wish you all success in the future. The Federal Foreign Office strongly supports this splendid work at grassroots level. National and international projects and activities that bring together both young people and teachers and encourage collaboration with peace activists around the world all play a valuable role in promoting international understanding.