Janusz Korczak, the Child's Right to Respect
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1 KING of CHILDREN Betty Jean Liffton (Biography of Janusz Korczak)
KING OF CHILDREN Betty Jean Liffton (Biography of Janusz Korczak) Who was Janusz Korczak? “The lives of great men are like legends-difficult but beautiful.” Janusz Korczak once wrote, and it was true of his. Yet most Americans have never heard of Korczak, Polish-Jewish children’s writer and educator who is as well known in Europe as Anne Frank. Like her, he died in the Holocaust and left behind a diary; unlike her, he had a chance to escape that fate-a chance he chose not to take. His legend began on August 6, 1942; during the early stages of the Nazi liquidation of the Warsaw Ghetto-though his dedication to destitute children was legendary long before the war. When the Germans ordered his famous orphanage evacuated, Korczak was forced to gather together the two hundred children in his care. He led them with quiet dignity on that final march through the ghetto streets to the train that would take them to “resettlement in the East ” -the Nazi euphemism for the death camp Treblinka. He was to die as Henryk Goldszmit, the name he was born with, but it was by his pseudonym that he would be remembered. It was Janusz Korczak who introduced progressive orphanages designed as just communities into Poland, founded the first national children’s newspaper, trained teachers in what we now call moral education, and worked in juvenile courts defending children’s rights. His books How to Love a Child and The Child’s Right to Respect gave parents and teachers new insights into child psychology. -
Beneath the Surface *Animals and Their Digs Conversation Group
FOR ADULTS FOR ADULTS FOR ADULTS August 2013 • Northport-East Northport Public Library • August 2013 Northport Arts Coalition Northport High School Sunday Monday Tuesday Wednesday Thursday Friday Saturday Courtyard Concert EMERGENCY Volunteer Fair presents Jazz for a Yearbooks Wanted GALLERY EXHIBIT 1 Registration begins for 2 3 Friday, September 27 Children’s Programs The Library has an archive of yearbooks available Northport Gallery: from August 12-24 Summer Evening 4:00-7:00 p.m. Friday Movies for Adults Hurricane Preparedness for viewing. There are a few years that are not represent- *Teen Book Swap Volunteers *Kaplan SAT/ACT Combo Test (N) Wednesday, August 14, 7:00 p.m. Northport Library “Automobiles in Water” by George Ellis Registration begins for Health ed and some books have been damaged over the years. (EN) 10:45 am (N) 9:30 am The Northport Arts Coalition, and Safety Northport artist George Ellis specializes Insurance Counseling on 8/13 Have you wanted to share your time If you have a NHS yearbook that you would like to 42 Admission in cooperation with the Library, is in watercolor paintings of classic cars with an Look for the Library table Book Swap (EN) 11 am (EN) Thursday, August 15, 7:00 p.m. and talents as a volunteer but don’t know where donate to the Library, where it will be held in posterity, (EN) Friday, August 2, 1:30 p.m. (EN) Friday, August 16, 1:30 p.m. Shake, Rattle, and Read Saturday Afternoon proud to present its 11th Annual Jazz for emphasis on sports cars of the 1950s and 1960s, In conjunction with the Suffolk County Office of to start? Visit the Library’s Volunteer Fair and speak our Reference Department would love to hear from you. -
Cartoon Animals Vs. Actual Russians: Russian Television and the Dynamics of Global Cultural Exchange 2021
Repositorium für die Medienwissenschaft Jeffrey Brassard Cartoon Animals vs. Actual Russians: Russian Television and the Dynamics of Global Cultural Exchange 2021 https://doi.org/10.25969/mediarep/16243 Veröffentlichungsversion / published version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Brassard, Jeffrey: Cartoon Animals vs. Actual Russians: Russian Television and the Dynamics of Global Cultural Exchange. In: VIEW. Journal of European Television History and Culture, Jg. 10 (2021), Nr. 19, S. 4– 15. DOI: https://doi.org/10.25969/mediarep/16243. Erstmalig hier erschienen / Initial publication here: https://doi.org/http://doi.org/10.18146/view.252 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Creative Commons - This document is made available under a creative commons - Namensnennung - Weitergabe unter gleichen Bedingungen 4.0/ Attribution - Share Alike 4.0/ License. For more information see: Lizenz zur Verfügung gestellt. Nähere Auskünfte zu dieser Lizenz https://creativecommons.org/licenses/by-sa/4.0/ finden Sie hier: https://creativecommons.org/licenses/by-sa/4.0/ volume 10 issue 19/2021 CARTOON ANIMALS VS. ACTUAL RUSSIANS RUSSIAN TELEVISION AND THE DYNAMICS OF GLOBAL CULTURAL EXCHANGE Jeffrey Brassard University of Alberta [email protected] Abstract: Despite continual improvements in production and writing quality, live-action Russian series have fared poorly in the global market. While many deals have been struck, Western remakes of Russian series have failed to appear, and live-action programs have failed to find mainstream audiences outside of Russia. Russian animated series, on the other hand, have enjoyed global success. The success and failure of different types of Russian series in the global media market suggests that many of the central problems of cultural exchange remain. -
The Flag with Fifty-Six Stars a Gift from the Survivors of Mauthausen by Susan Goldman Rubin Illustrated in Full Color by Bill Farnsworth
EDUCATOR’S GUIDE The Flag with Fifty-six Stars A Gift from the Survivors of Mauthausen by Susan Goldman Rubin illustrated in full color by Bill Farnsworth 1 8 ⁄2 x 11 • Reinforced Hardcover ISBN 0-8234-1653-4 • $16.95 40 pages • Ages 6–10 ABOUT THE BOOK On May 6,1945, when members of the 11th Armored Division of the U.S. Army marched into Mauthausen concentration camp, they were presented with an extraordinary gift. A group of prisoners had surreptitiously pieced together a U.S. flag with an extra row of stars. This inspiring account of the liberation of one of the Third Reich’s most infamous camps is a tribute to the humanity and hope preserved by the survivors. ABOUT THE GUIDE This educator’s guide is designed to incorporate The Flag with Fifty-six Stars into an already established curriculum about the Holocaust. It can also be used as a supplemental text to a discussion about concentration camps. Educators may choose to follow the lesson plan exactly, or they may choose to include activities that tie in closely with their planned curriculum. Holiday House www.holidayhouse.com MAUTHAUSEN’S PLACE IN HISTORY 12. When Colonel Richard Seibel arrived in Mauthausen, how did he react? Why did the prisoners give him the Mauthausen was set high on the hills above the Danube flag with fifty-six stars? River, near where Adolf Hitler grew up in Linz, Austria. The area had once been popular with hikers, but was 13. What did the flag with fifty-six stars symbolize to chosen for its granite quarries. -
ISCHE 2014 Book of Abstracts
i Published 2014 by ISCHE. ISSN 2313-1837 These abstracts are set in Baskerville Old Face, designed in 1757 by John Baskerville in Birmingham, UK. A writing master, businessman, printer and type designer, he conducted experiments to improve legibility which also included paper making and ink manufacturing. In 1758, he was appointed printer to Cambridge University Press, and despite his personal Atheism, printed a folio Bible in 1763. His typefaces were greatly admired for their simplicity and refinement by Pierre Simon Fournier, and Giambattista Bodoni. Benjamin Franklin, printer and fellow member of the Royal Society of Arts, took the designs to the US, where they were adopted for most federal Government publishing. Baskerville type was revived in 1917 by Harvard University Press and may nowadays be found in Microsoft Word. ii Contents Welcome p. iii Acknowledgements p. viii Conference theme p. x Keynotes: biographies and abstracts p. xi Early career bursaries p. xiv Brian Simon bursaries p. xv Guide to using abstract book p. xvi Abstracts of papers p. 1 (In alphabetical order of authors) Synopses of panels p. 385 (In order of sessions presented at conference) Name index / list of presenters p. 422 iii Welcome To all delegates at ISCHE 36 – a very warm welcome to London! We are looking forward very much indeed to hosting this great event, exploring the immense theme of education, war and peace. My thanks go first of all to the ISCHE executive committee for supporting this event, to the UK History of Education Society as the national hosts, and to the Institute of Education at the University of London for the use of its extensive facilities for the conference. -
Dr. Miriam Klein Kassenoff Education Consultant Table of Contents
Written by Dr. Miriam Klein Kassenoff Education Consultant Table of Contents Copyright Acknowledgments i Acknowledgments ii Foreword by Dr Michael Berenbaum iii Treblinka’s Last Witness Synopsis v PART I: Historical Perspectives Introduction—The Ashes of Auschwitz Are Everywhere 1 History of the Holocaust—An Overview 2 Time Line 10 Glossary 13 PART II: Getting Started Foreword and Getting Started—Suggestions for the Teacher 15 Historical Overview by How To Use This Study Guide—An Overview 17 Dr. Michael Berenbaum Holocaust Definitions 18 Common Student Questions about the Holocaust 19 Study Guide Editorial Assistant Methodological Considerations 22 Kelly Bowen PART III: General Research and Discussion General Research and Discussion Topics on the Nazi Holocaust 1933-1945 27 PART IV: The Warsaw Ghetto/Poland Warsaw Ghetto/Poland Specific Questions 29 PART V: Treblinka — Viewing the Film Treblinka’s Last Witness Treblinka of History, Treblinka of Memory—Essay by Dr Michael Berenbaum 31 Viewing The Film: Questions for Discussion 34 Poem—Trees In Treblinka by Barbara Wind 39 Poem—Where Are The Children? by Dr Miriam Klein Kassenoff 41 Reflection—Shoes by Dr Anita Meyer Meinbach 41 PART VI: Poland Today Poland Today 43 Museum of the History of Polish Jews 46 PART VII: Sources for Further Study Bibliography 47 Webography 49 Holocaust Educational Program Resources 52 PART VIII: Educational Standards Required Public School Instruction on the History of the Holocaust 53 How to Use This Study Guide and Film to Meet Florida Standards 54 How to Use -
Revisiting Andrzej Wajda's Korczak (1990)
Studia Filmoznawcze 39 Wroc³aw 2018 Marek Haltof Northern Michigan University THE CASUALTY OF JEWISH-POLISH POLEMICS: REVISITING ANDRZEJ WAJDA’S KORCZAK (1990) DOI: 10.19195/0860-116X.39.4 Emblematic of Wajda’s later career is Korczak (1990), one of the most important European pictures about the Holocaust. Steven Spielberg1 More interesting than the issue of Wajda’s alleged an- ti-Semitism is the question of Korczak’s martyrdom. East European Jews have suffered a posthumous violation for their supposed passivity in the face of the Nazi death machine. Why then should Korczak be exalted for leading his lambs to the slaughter? It is, I believe, because the fate of the Orphan’s Home hypostatizes the extremity of the Jewish situation — the innocence of the victims, their utter abandonment, their merciless fate. In the face of annihilation, Janusz Korczak’ tenderness is a terrifying reproach. He is the father who did not exist. J. Hoberman2 1 S. Spielberg, “Mr. Steven Spielberg’s Support Letter for Poland’s Andrzej Wajda,” Dialogue & Universalism 2000, no. 9–10, p. 15. 2 J. Hoberman, “Korczak,” Village Voice 1991, no. 6, p. 55. Studia Filmoznawcze, 39, 2018 © for this edition by CNS SF 39.indb 53 2018-07-04 15:37:47 54 | Marek Haltof Andrzej Wajda produced a number of films dealing with the Holocaust and Polish-Jewish relationships.3 His often proclaimed ambition had been to reconcile Poles and Jews.4 The scriptwriter of Korczak, Agnieszka Holland, explained that this was Wajda’s “obsession, the guilt.”5 Given the above, it should come as no surprise that he chose the story of Korczak as his first film after the 1989 return of democracy in Poland. -
Holocaust Glossary
Holocaust Glossary A ● Allies: 26 nations led by Great Britain, the United States, and the Soviet Union that opposed Germany, Italy, and Japan (known as the Axis powers) in World War II. ● Antisemitism: Hostility toward or hatred of Jews as a religious or ethnic group, often accompanied by social, economic, or political discrimination. (USHMM) ● Appellplatz: German word for the roll call square where prisoners were forced to assemble. (USHMM) ● Arbeit Macht Frei: “Work makes you free” is emblazoned on the gates at Auschwitz and was intended to deceive prisoners about the camp’s function (Holocaust Museum Houston) ● Aryan: Term used in Nazi Germany to refer to non-Jewish and non-Gypsy Caucasians. Northern Europeans with especially “Nordic” features such as blonde hair and blue eyes were considered by so-called race scientists to be the most superior of Aryans, members of a “master race.” (USHMM) ● Auschwitz: The largest Nazi concentration camp/death camp complex, located 37 miles west of Krakow, Poland. The Auschwitz main camp (Auschwitz I) was established in 1940. In 1942, a killing center was established at Auschwitz-Birkenau (Auschwitz II). In 1941, Auschwitz-Monowitz (Auschwitz III) was established as a forced-labor camp. More than 100 subcamps and labor detachments were administratively connected to Auschwitz III. (USHMM) Pictured right: Auschwitz I. B ● Babi Yar: A ravine near Kiev where almost 34,000 Jews were killed by German soldiers in two days in September 1941 (Holocaust Museum Houston) ● Barrack: The building in which camp prisoners lived. The material, size, and conditions of the structures varied from camp to camp. -
Sensesational Storytime Manual
SENSESATIONAL STORYTIME MANUAL A handbook containing storytime planning cards including songs, rhymes, group activities, sensory exploration, and crafts appropriate for children with sensory/special needs. SENSORY STORYTIME MANUAL AUTHORS Carolyn Brooks Branch Manager, El Dorado Hills Library Debbie Arenas Early Childhood Literacy Specialist, El Dorado Hills Library Geneva Paulson Early Childhood Literacy Specialist, Placerville Library Robyn Chu MOT, OTR/L Growing Healthy Children Therapy Services TYPING & LAYOUT Kathryn McGinness El Dorado County Library SPECIAL ACKNOWLEDGEMENTS We would like to acknowledge and thank Betsy Diamant-Cohen and her storytime program, Mother Goose on the Loose, for inspiring us to provide excellent service to the youngest members of our community. A tremendous thank you to Kathi Guerrero and First 5 of El Dorado for all of their support for our community’s children. PRINTING Copyright© 2014 by the El Dorado County Library. Permission is granted to print and reproduce the contents of this manual for personal, educational, and non-commercial use. This project was funded, in part or whole, by a federal IMLS grant, administered by the California State Library Services and Technology Act (LSTA). ii To the families of El Dorado County who read to their children each and every day TABLE OF CONTENTS Foreword by Carolyn Brooks…………………........................…...5 Chapter 1: Background & Research Introduction.............................................................................................7 What is Sensory -
Is Castro's Cuba a Budding Narcostate?
Vol. 20, No. 4 April 2012 In the News Despite fall in U.S. food exports to Cuba, Advertising everywhere shipments of beans edge up every year Competition heats up in Cuba’s rapidly BY VITO ECHEVARRÍA It was also the same year Pat Wallesen visited decentralizing economy ................Page 3 he Cubans haven’t bought a single grain Cuba for the first time. Wallesen is managing of American rice for years. But when it partner of WestStar Food Co. in Corpus Christi, Tcomes to U.S. beans, state purchasing a major U.S. exporter of dry beans. SEC pressures Telefónica agency Alimport can’t seem to get enough. “The Cubans are opportunistic buyers,” said Spanish telecom giant is hounded over its According to USDA figures, dry bean exports Wallesen, telling CubaNews that global commo- business interests in Cuba ............Page 4 to Cuba reached $7.7 million last year, up from dity prices have fluctuated not only for beans lately, but other crops as well. He put total annu- $5.6 million in 2010 and $4.3 million in 2009. al dry bean purchases at 45,000 metric tons. Political briefs That’s still a lot less than the record $10.9 mil- “They buy when the time is right. They buy lion worth of beans sold in 2006, though dra- from the U.S. between November and Febru- Rubio lifts hold on Jacobson nomination; matically more than in 2007 and 2008, when U.S. Miami-Dade proposal under fire ...Page 5 ary,” he said. WestStar Foods sometimes sup- farmers exported only $73,000 and $68,000 plies the Cubans with its own inventory of worth of beans to Cuba (see chart, page 3). -
ENDER's GAME by Orson Scott Card Chapter 1 -- Third
ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table. -
Raising Children with Roots, Rights & Responsibilities
Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of the Child Written by Lori DuPont, Joanne Foley, and Annette Gagliardi Founders of the Circle for the Child Project Edited and designed by Julie Penshorn, Co-Director, Growing Communities for Peace Published by University of Minnesota Human Rights Resource Center and the Stanley Foundation Copyright © 1999 Human Rights Resource Center, University of Minnesota The Human Rights Education Series is published by the Human Rights Resource Center at the University of Minnesota and the Stanley Foundation. The series provides resources for the ever-growing body of educators and activists working to build a culture of human rights in the United States and throughout the world. Raising Children with Roots, Rights, & Responsibilities: Celebrating the Convention on the Rights of the Child may be reproduced without permission for educational use only. No reproductions may be sold for profit. Excerpted or adapted material from this publication must include full citation of the source. To reproduce for any other purposes, a written request must be submitted to the Human Rights Resource Center. The Human Rights Education Series is edited by Nancy Flowers. Edited and designed by Julie Penshorn, Co-Director of Growing Communities for Peace. Illustrations by eleven-year-old Margaret Anne Gagliardi. Cover design donated by Nancy Hope. ISBN 0-9675334-1-3 To order further copies of Raising Children With Roots, Rights, & Responsibilities: Celebrating the Conven- tion on the Rights of the Child, contact: Human Rights Resource Center University of Minnesota 229 - 19th Avenue South, Room 439 Minneapolis, MN 55455 Tel: 1-888-HREDUC8 Fax: 612-625-2011 email: [email protected] http://www.hrusa.org and http://www.umn.edu/humanrts A contribution to the United Nations Decade for Human Rights Education, 1995-2004 Dedication This book is lovingly dedicated to our children: Jesse, Jacob, Rachel, Erica, Marian, Maggie, and Maria and to the children of the world.