Malingering Misperceptions
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Choices Then and Now
Choices Then and Now Diversity and Equality Peace and Conflict Extremism and Resilience History English Computing Citizenship SMSC PSHE Primary Secondary Post 16 Innovation and The Pe aceMuseum Cohesion Works Written and produced for Bradford Metropolitan District Council and the Peace Museum UK by Diane Hadwen and Ben Chalcraft. Cover image ‘The Conchie’, 1931 Arthur W. Gay, b. 1901 d.1958 Reproduced by The Peace Museum UK for educational purposes only. All stories and intellectual copyright remain the property of Diane Hadwen and Ben Chalcraft © Innovation and Cohesion Works, 2013 unless otherwise stated. Choices Then and Now Resource © Peace Museum UK Resource Bank CD-ROM 2 Acknowledgements Many thanks to the following people and organisations for their support: Linda Cowie – Schools Linking Network Dr Kathryn Hughes - West Yorkshire Lives Dave Howard – Bradford College Naoe Shiraki - Peace Museum UK Lauren Padgett – Peace Museum UK Choices Website : www.choicesthenandnow.co.uk Contact the Peace Museum: Email: [email protected] Telephone: (01274) 780241 Website: www.peacemuseum.org.uk Twitter: @PeaceMuseumUK Facebook: The Peace Museum 3 Contents 1. Introduction 5 1.1 What’s it all about? 6 1.2 Overview 7 1.3 Abbreviations 8 1.4 Rationale and aims 9 1.5 The context 10 1.6 Important considerations 11 1.7 Teaching about controversial issues 12 1.8 Cross-curricular themes and dimensions 13 1.9 Safeguarding and e-safety 15 2. Setting the Scene - Background Information for Teachers 16 2.1 Fact file – Why did Britain go to war in 1914? 18 2.2 Fact file – A War on Terror? 20 2.3 Days that changed the world 1914 – 1919 22 2.4 Days that changed the world 2001 – 2013 24 3. -
Remembering and Disremembering the Dead
PALGRAVE HISTORICAL STUDIES IN THE CRIMINAL CORPSE AND ITS AFTERLIFE Series Editors: Owen Davies Elizabeth T. Hurren · Sarah Tarlow REMEMBERING AND DISREMEMBERING THE DEAD Posthumous Punishment, Harm and Redemption over Time Floris Tomasini Palgrave Historical Studies in the Criminal Corpse and its Afterlife Series editors Owen Davies University of Hertfordshire Hatfeld, UK Elizabeth T. Hurren School of Historical Studies University of Leicester Leicester, UK Sarah Tarlow History and Archaeology University of Leicester Leicester, UK This limited, fnite series is based on the substantive outputs from a major, multi-disciplinary research project funded by the Wellcome Trust, investigating the meanings, treatment, and uses of the criminal corpse in Britain. It is a vehicle for methodological and substantive advances in approaches to the wider history of the body. Focussing on the period between the late seventeenth and the mid-nineteenth centuries as a cru- cial period in the formation and transformation of beliefs about the body, the series explores how the criminal body had a prominent presence in popular culture as well as science, civic life and medico-legal activity. It is historically signifcant as the site of overlapping and sometimes contradic- tory understandings between scientifc anatomy, criminal justice, popular medicine, and social geography. More information about this series at http://www.springer.com/series/14694 Floris Tomasini Remembering and Disremembering the Dead Posthumous Punishment, Harm and Redemption over Time Floris Tomasini University of Leicester Leicester, UK Palgrave Historical Studies in the Criminal Corpse and its Afterlife ISBN 978-1-137-53827-7 ISBN 978-1-137-53828-4 (eBook) DOI 10.1057/978-1-137-53828-4 Library of Congress Control Number: 2017938625 © The Editor(s) (if applicable) and The Author(s) 2017. -
Channel Islands in the Great War, I Have Since Learnt a Great Deal, from Reading and Visiting Various Sites and Sights, but Also from Fellow Group Members
JOURNAL February 56 2015 Lone Pine Cemetery and the Australian Memorial Gallipoli Please note that Copyright responsibility for the articles contained in this Journal rests with the Authors as shown. Please contact them directly if you wish to use their material. 1 IN REMEMBRANCE OF THOSE WHO FELL 1st February, 1915 to 30th April, 1915 February, 1915 02. Langlois, Philip John 13. George, Alfred (Alec) 03. Le Dain, Daniel Le Maistre 13. Tite, Henry Walter 03. Sullivan, Edward 14. Farmer, Frederick Charles 04. Hudson, Charles 14. Ozanne, Edward Graeme 04. Revell, Thomas 14. Reeves, Charles Sims 05. Henriot, Jules Georges Marie Bernard 15. Moran, John 07. Cheney, Walter Andrew 16. Frame, Edward Arthur 07. Gosselin, Alwyn Bertram Robert 17. Keely, Joseph William 08. Winterflood, Kenneth Henry 20. Du Feu, Walter Ernest 10. Desvergez, Auguste Prudent 20. Hamon, Lawrence William 11. Poingdestre, Alfred 20. Michel, John Francis 12. Jegou, Jean Marie 28. Barker, Thomas 12. Le Pavoux, Guillaume Victor 28. Guiomard, Georges Jean Baptiste Mathurin 13. Bennett, Arthur George 28. Pike, Walter Thomas March, 1915 01. Bennett, Eddie* 12. Power, Herbert 01. Griffiths, Thomas 12. Roach, James Henry 02. Perkins, Thomas T 13. Evans, Christopher 02. Richecoeur, Pierre Marie 13. Wallser, Henry 03. Grantham, Charles Alpe 14. Mauger, William George Henry 03. Purchas, Ernest Charles 15. Mauger, George Ernest 10. Walmsley, Walter Alfred 19. Williams, William Langford 10. Webb, Arthur Stuart 21. Tanguy, François (Francis) 11. Bisson, Charles 23. Malloni, G 11. Denison, Abraham 23. Moss, Thomas 11. Heyland, John Rowley Lunell 24. Syvret, Edward Hocquard 12. Burgin, James E 25. -
Visual Discourses of Commemorative War Monuments
Visual and Written Discourses of British Commemorative War Monuments N. Gillian Abousnnouga Cardiff School of Journalism, Media and Cultural Studies Cardiff University This thesis is submitted to Cardiff University in partial fulfilment of the requirements for the degree of Doctor of Philosophy March 2012 Abstract This thesis analyses commemorative war monuments using a social semiotic approach to understand how they communicate as three-dimensional objects, considering their design alongside contextual information. Taking a social semiotic approach to the study of commemorative war monuments, it responds to calls by historians for innovative ways to study war commemoration by providing an approach that offers both specific analysis of the objects and attends to matters of design. This thesis also provides a contribution to the work in Critical Discourse Analysis on discourses of war through its analysis of the way that certain dominant discourses of war are realised, maintained and legitimised; not just through political speeches and news texts, but visually and materially through these objects that appear in cities, towns and villages across Britain. Following in the relatively recent tradition of multimodal analysis, the thesis draws on the ideas of Kress & van Leeuwen, adapting and extending their theories to the analysis of typical examples of post-First World War British commemorative war monuments. The analysis reveals that sign makers rejected modern forms, relying on classical styles of representation to realise meanings which serve to recontextualize the brutality of war. These monuments contain powerful discourses of denial that work to promote the sacrifice of life by creating a strong, ethnically homogenous and consentient national group that acts uniformly to carry out the will of the nation-state. -
Journey's End Began to Empathise More with His Spent an Afternoon with Integrative Arts Character’S Desperate Situation
JOURNEY’S END Education Pack Contents Introduction ...................................................................................................................... 3 About the Playwright ........................................................................................................ 4 Life in the Trenches ........................................................................................................... 6 Terms and References .................................................................................................... 10 The Psychological Effects of War .................................................................................... 12 The Psychologist in the Rehearsal Room ........................................................................ 14 Theatre from the 1890s - 1930 ....................................................................................... 16 British Art and Literature during WWI ............................................................................ 18 The Journey of a Production ........................................................................................... 22 The Cast of Journey’s End ............................................................................................... 24 Interview with the Cast ................................................................................................... 27 Interview with the Director ............................................................................................ 28 The Design Process ........................................................................................................ -
Appendices to Support the Report: an Evaluation of the MLA Their Past Your Future 2 Programme, 2008-2010
Appendices To support the report: An evaluation of the MLA Their Past Your Future 2 programme, 2008-2010 May 2011 An evaluation of the MLA: Their Past Your Future 2 Programme, 2008-2010 - Appendices Contents Appendix 1: References 03 Appendix 2: Project Brief 06 Appendix 3: Research Methods 07 Appendix 4: Overview of MLA data from TPYF2 and Project descriptions 31 Appendix 5: Case Studies 54 An evaluation of the MLA: Their Past Your Future 2 Programme, 2008-2010 - Appendices Appendix 1: References BBC (2005) ‘Make history compulsory – Tories’ http://news.bbc.co.uk/1/hi/education/4209075.stm [accessed 14 05 2010] CCE (Creativity, Culture and Education) (2010) ‘About Find Your Talent’ http://www.findyourtalent.org/about [accessed 29 04 2010] Centre for Intergenerational Practice (undated) http://www.centreforip.org.uk/default.aspx?page=23455 [accessed 26 05 2010] Collections Trust (2009) Revisiting Museum Collections: A Toolkit for capturing and sharing multiple perspectives on museum and gallery collections, Cambridge, Collections Trust / MLA Communities and Local Government (2006) Strong and Prosperous Communities, London, Communities and Local Government DCSF (2007) Aiming High for young people: A ten year strategy for positive activities, London, DCSF DCSF (2007) The Children’s Plan: Building Brighter Futures, London, DCSF DCSF (2006) Learning Outside the Classroom manifesto, London, DCSF, http://www.lotc.org.uk/getmedia/fe5e8f73-a53c-4310-84af-c5e8c3b32435/Manifesto.aspx [accessed 29 04 2010] DIUS (2009) The Learning Revolution, London, DIUS, http://www.dius.gov.uk/assets/biscore/corporate/migratedd/publications/l/learning_revoluti on.pdf [accessed 30 04 2010] Denham, J. (2001) 'Foreword', in Community cohesion: a report of the Independent Review Team chaired by Ted Cantle, London, Home Office:1 http://image.guardian.co.uk/sys- files/Guardian/documents/2001/12/11/communitycohesionreport.pdf [accessed 29 04 2010] DfES (2004) Every Child Matters: Change for Children, London, DfES Dubin, S. -
Part One Draft March 12, 2014
MADE TO ORDER: AN INTERPRETATION OF MASCULINITY IN BRITAIN DURING THE GREAT WAR ________________ A University Thesis Presented to the Faculty of California State University, East Bay ________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in History ________________ By Adam Fitch March, 2014 Copyright © 2014 by Adam Fitch ii Preface ! For the past two years I have been researching what it meant to be male in Great Britain during the period leading up to and during the First World War. I’ve examined the masculine identity shared in the ranks of British soldiers serving on the continent as well as among the men who remained at home. I have looked at how the British male living in the late nineteenth and early twentieth century saw himself and how that self-image was the result of a unique historical transformation -- the masculinization of British society. British males living around the turn of the last century expressed a constructed historical masculinity, one that the government and organs of the state fostered and also profited from. The inspiration behind this project, however, was decided long before the subsequent research, and finding extensive pre-existing works in this area was at once exciting and also disappointing as I wanted to be the first to investigate these waters. The historian Simon Schama observed correctly that all history tends towards autobiographical confession, and writing this thesis has, at various times, been deeply personal. In these pages, it is my hope that I have done some justice towards further understanding what motivated those lost as a result of man’s folly, and that in some small way I have kept the memory of the war alive. -
Thousands of People All Over England Will Kneel Today and Feel in Their Hearts It Is Their Loved One They Are Putting to Rest
“....Thousands of people all over England will kneel today and feel in their hearts it is their loved one they are putting to rest. And it will be their son, husband...brother...their loved one who died for England.” 130 2nd Lieutenant Walter Tull was sent to the Italian Front and became the first black officer in the British Army to command white troops. 132 133 He twice led his Company across the River Piave on a raid in enemy territory and both times brought all of his troops back safely with out a single casualty. 131 135 134 He was mentioned in despatches for his bravery and was recommended for a Military Cross, which he never received. 136 25 Supported through 26 Their Past Your Future 2 (TPYF 2) Programme “I lost my brother Walter. He was a footballer you know and the first black infantry Officer in the British army. I lost him once before when we were just boys in the orphanage at Bethnal Green and then I lost him again in the German offensive of ‘18’.” 137 After their time in Italy, Walter’s Battalion was transferred to the terrible Somme Valley in France. On March 21, 1918, the Germans made one last desperate effort to win World War One. On 25 March, 1918, Walter was killed by machine gun fire near Favreuil aerodrome. Leicester goalkeeper, Private Tom Billingham, attempted to retrieve his body under heavy fire 137a but was unsuccessful due to the enemy soldiers advance. Having no known grave, his name is inscribed on Bay 7, Arras Memorial, Faubourg-d’Amiens Cemetery, Arras, France. -
The History of Kilmainham and Inchicore by Michael O'flanagan
THE HISTORY OF KILMAINHAM AND INCHICORE By Michael O’Flanagan Contents Introduction The Oblates in Inchicore St. Michael’s Parish Biography of St. Mhaighneann Biography of Jim Mitchell Biography of William Partridge Biography of Peadar Doyle Biography of Joe Carr Biography of Bully Eagan Biography of John Aspinal The Royal Hospital Kilmainham History of Kilmainham Gaol Sale of Old Kilmainham Gaol Origins of The Grand Canal Origins of the Railway in Inchicore History of St. Jude’s Parish History of The Inchicore Co-Op History of Richmond Barracks. History of The Little Sisters Of The Poor at Kilmainham Goldenbridge and The Sisters of Mercy Michael O'Flanagan and The New Ireland Forum Introduction Inchicore and Kilmainham are two of Dublin's most historic districts, and feature in many prominent episodes in Irish history. We're indebted to Michael O'Flanagan of Emmet Road for supplying much of the historical and heritage information that follows... Inchicore is bounded on its western side by the Grand Canal, an 18th century mode of transport, as well as the Luas, Dublin's 21st century tram system which opened in 2004. To the north between Inchicore and Phoenix Park is the Irish National War Memorial Gardens, which was built to commemorate those Irish soldiers who died in World War I. Inchicore Railway Works is the headquarters for mechanical engineering and rolling stock maintenance for Irish Rail. Established in 1844, it is the largest engineering complex of its kind in Ireland with a site area of 73 acres (295,000 m²). Near Inchicore is Kilmainham Jail, the scene of the execution of many Irish Republican Army leaders captured after the Easter Rising in 1916. -
Macarthur Memorial Education Programs
MacArthur Memorial Education Programs In Their Shoes: WWI Through the Eyes of Early Participants Instructions: The following activity is designed as a multi-day warm-up for students. The activity encourages students to explore the impact of the war on individuals on both sides of the conflict. To suit different pacing schedules and curriculums, the activity can also be compressed or extended. Included in this packet are 30 short biographical profiles of men and women who participated in the early days of World War I (pages 2-16). The profiles include Belgian, German, Austro-Hungarian, French and British citizens. Print these profiles and distribute them to the students – assigning a profile to each student. Each student will keep a short “diary” from the perspective of their “person.” A list of primary sources documents are provided in this packet. As you progress through your World War I unit, review these primary source documents and ask the students to write about the impact of the war on their assigned “person.” A list of critical thinking questions are also included with each set of primary source documents. At the end of your World War I unit, you may reveal the fate of all the men and women profiled to the students. This information is located on pages 26-33 of this packet. For additional resources visit: www.macarthurmemorial.org *Note: Adolf Hitler is one of the people profiled. Other future WWII leaders are also profiled. These figures are included to demonstrate the links between the two world wars. Teachers are encouraged to use their own discretion in assigning the profile of “Adolf Hitler.” Name: Charles de Gaulle Nationality: French Birthdate: November 22, 1890 Occupation: Professional Soldier Wartime Occupation: Soldier Other available details: Charles de Gaulle was raised in a patriotic and devoutly Catholic family.