A More Humane Mikado: Re-envisioning the Nation through Occupation-Era Productions of The Mikado in Japan

2015 ◽  
Vol 40 (3) ◽  
pp. 288-302
Author(s):  
TARA RODMAN
Keyword(s):  
Japanese Version ◽  
Early Years ◽  
American Occupation ◽  
Post War ◽  
International Engagement ◽  
At Home

The first authorized productions in Japan of Gilbert and Sullivan's The Mikado took place in the early years of the post-war American occupation. A group of Japanese theatre-makers whose international engagement had been circumscribed by the war were involved in these productions – first a 1946 American-led version for occupation personnel, and then an ‘all-Japanese’ version in 1947 and 1948. For these artists, The Mikado, a foreign operetta that was simultaneously ‘about Japan’ and not, offered a way of rebuilding post-war Japanese theatre, and, in doing so, imagining new possibilities for the nation. Through The Mikado they performed a ‘cosmopolitanism at home’, a mode of engagement with the international from within the borders of one's own nation.

Anti-Jewish Incidents in the Lublin Region in the Early Years after World War II

2008 ◽  
pp. 177-205
Author(s):  
Adam Kopciowski
Keyword(s):  
World War Ii ◽  
Jewish Population ◽  
Jewish Life ◽  
Early Years ◽  
World War ◽  
Political Condition ◽  
Ritual Murder ◽  
Main Factors ◽  
Post War ◽  
Anti Jewish

In the early years following World War II, the Lublin region was one of the most important centres of Jewish life. At the same time, during 1944-1946 it was the scene of anti-Jewish incidents: from anti-Semitic propaganda, accusation of ritual murder, economic boycott, to cases of individual or collective murder. The wave of anti-Jewish that lasted until autumn of 1946 resulted in a lengthy and, no doubt incomplete, list of 118 murdered Jews. Escalating anti-Jewish violence in the immediate post-war years was one of the main factors, albeit not the only one, to affect the demography (mass emigration) and the socio-political condition of the Jewish population in the Lublin region

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

scholarly journals Světlana: Partisans and Power in Post-War Czechoslovakia

2021 ◽  
Vol 30 (1) ◽  
pp. 16-31
Author(s):  
Mira Markham
Keyword(s):  
Early Years ◽  
Communist Regime ◽  
Rural Region ◽  
Local Dynamics ◽  
Resistance Network ◽  
Official Ideology ◽  
Post War

After the renewal of national independence in 1945 former anti-fascist partisans were among the Czechoslovak Communist Party's most reliable and radical allies. Nevertheless, following the communist coup of 1948, a group of partisans in the rural region of Moravian Wallachia began to mobilise wartime networks and tactics against the consolidating party dictatorship, establishing the Světlana resistance network. Simultaneously, state authorities also drew on partisan practices to reconstitute opposition and resistance in this region as evidence of an international conspiracy that could be understood and prosecuted within the framework of official ideology and propaganda. This article analyses the case of Světlana to examine the politics of people's democracy in Czechoslovakia and explore local dynamics of resistance and repression during the early years of the communist regime.

Mother's Perspective About Using the Gadget Safeness for Children

2020 ◽  
Vol 14 (2) ◽  
pp. 313-320
Author(s):  
Colti Sistiarani ◽  
Bambang Hariyadi ◽  
Saudin Yuniarno ◽  
Endo Dardjito
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Media Use ◽  
Parental Mediation ◽  
Early Years ◽  
Special Issue ◽  
Children's Media ◽  
At Home

The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers.  Keywords: Early Childhood, Mother Perspective, Gadget Safeness  References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Livingstone, S, Görzig, A., & Ólafsson, K. (2011). Disadvantaged children and online risk. http://eprints.lse.ac.uk/39385/ Livingstone, Sonia, Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style (Issue September). Livingstone, Sonia, Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277 M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). Media exposure during infancy and early childhood: The effect of content and context on learning and development. In I. R. Barr & D. Linebarger (Eds.), The parental media mediation context of young children’s media use.(pp. 205–219). Springer International Publishing. Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers and Education, 59(1), 30–37. https://doi.org/10.1016/j.compedu.2011.11.014 Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood, and US preschoolers’ social and emotional development. Journal of Children and Media, 10(4), 443–461. https://doi.org/10.1080/17482798.2016.1203806 Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-4 Troseth, G. L., Strouse, G. A., & Russo Johnson, C. E. (2017). Early Digital Literacy: Learning to Watch, Watching to Learn. In Cognitive Development in Digital Contexts. Elsevier Inc. https://doi.org/10.1016/B978-0-12-809481-5.00002-X Vaala, S. E. (2014). The Nature and Predictive Value of Mothers’ Beliefs Regarding Infants’ and Toddlers’ TV/Video Viewing: Applying the Integrative Model of Behavioral Prediction. Media Psychology, 17(3), 282–310. https://doi.org/10.1080/15213269.2013.872995 Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology, 11(3 Special Issue), 9. https://doi.org/10.5817/CP2017-3-xx

Anglo-american policy in Greece (1946-50)

2013 ◽  
Author(s):  
Spero Simeon Zachary Paravantes
Keyword(s):  
United States ◽  
Foreign Policy ◽  
American Foreign Policy ◽  
The United States ◽  
Early Years ◽  
United States Government ◽  
Anglo American ◽  
Dramatic Shift ◽  
Current Financial Crisis ◽  
Post War

While trying to understand and explain the origins and dynamics of Anglo-American foreign policy in the pre and early years of the Cold War, the role thatperception played in the design and implementation of foreign policy became acentral focus. From this point came the realization of a general lack of emphasisand research into the ways in which the British government managed to convincethe United States government to assume support for worldwide British strategicobjectives. How this support was achieved is the central theme of this dissertation.This work attempts to provide a new analysis of the role that the British played in the dramatic shift in American foreign policy from 1946 to 1950. Toachieve this shift (which also included support of British strategic interests in theEastern Mediterranean) this dissertation argues that the British used Greece, first asa way to draw the United States further into European affairs, and then as a way toanchor the United States in Europe, achieving a guarantee of security of theEastern Mediterranean and of Western Europe.To support these hypotheses, this work uses mainly the British andAmerican documents relating to Greece from 1946 to 1950 in an attempt to clearlyexplain how these nations made and implemented policy towards Greece duringthis crucial period in history. In so doing it also tries to explain how Americanforeign policy in general changed from its pre-war focus on non-intervention, to the American foreign policy to which the world has become accustomed since 1950. To answer these questions, I, like the occupying (and later intervening)powers did, must use Greece as an example. In this, I hope that I may be forgivensince unlike them, I intend not to make of it one. My objectives for doing so lie notin justifying policy, but rather in explaining it. This study would appear to havespecial relevance now, not only for the current financial crisis which has placedGreece once again in world headlines, but also for the legacy of the Second WorldWar and the post-war strife the country experienced which is still playing out todaywith examples like the Distomo massacre, German war reparations and on-goingsocial, academic and political strife over the legacy of the Greek Civil War.

Post-War Blues (1945–1947)

2016 ◽  
Author(s):  
James King
Keyword(s):  
New York ◽  
New York City ◽  
Visual Arts ◽  
York City ◽  
Modern Art ◽  
Museum Of Modern Art ◽  
Post War ◽  
Similar Kind ◽  
At Home

This chapter details events in Roland Penrose's life from 1945 to 1947. Lee and Roland flew to New York City on 19 May 1946. Roland was elated to have the opportunity to rekindle his relationship with the Museum of Modern Art's (MOMA) director Alfred H. Barr, Jr., who likely warned him about the dangers he would face if he backed any kind of proposal to open a museum of modern art in London. Roland was taken with MOMA's collection: ‘Realizing that it was on a far greater scale that anything that could be dreamt of in London, consistently indifferent to all matters concerning the visual arts and still enfeebled by the war, this achievement nevertheless roused in me a longing to attempt some similar kind of folly at home’. Barr would also have expressed his gratitude to Roland for allowing his Picassos to be sent to MOMA during the war.

“Why Can't I Have the Vote?”

2017 ◽  
pp. 117-144
Author(s):  
Argha Kumar Banerjee
Keyword(s):  
Early Years ◽  
Time Period ◽  
The First World War ◽  
Women's Culture ◽  
History Of ◽  
Post War ◽  
Political Differences ◽  
Political Conviction ◽  
The Great War ◽  
First World

The First World War came at a crucial time when British women's suffrage campaigns were gathering momentum throughout the country. The culmination of the movement during these years, in spite of various social and political differences, enhanced female solidarity and political consciousness to a considerable degree. Hectic political activism also witnessed a phenomenal rise and propagation of an exclusive and extraordinary women's culture. The onset of the Great War however, struck a fatal blow to such an unprecedented female camaraderie and political conviction. My proposed chapter traces and gathers evidences in women's verse written during this time period extending from the pre-war years of the suffrage movement to the early years of the post-war demobilisation correlating them with some of the major developments in women's socio-political history of the period.

scholarly journals The Twilight of the Public Intellectual: Germany

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Alison M. Lewis
Keyword(s):  
Social Issues ◽  
German Society ◽  
Public Intellectual ◽  
Early Years ◽  
The Road ◽  
German States ◽  
Literary Intellectuals ◽  
On The Road ◽  
Post War ◽  
Ethical Stance

This essay focuses on the questions of whether German unification resulted in a wholesale retreat of intellectuals from politics and engagement with social issues, as the rhetoric of failure would indicate, or whether the key debates of the period can be read instead as a sign that Germany is on the road to becoming a more 'normal' European nation. Before returning to these issuesat the end of this paper I first provide a broad historical and theoretical context for my discussion of the role of the concerned intellectual in Germany, before offering an overview of the respective functions of literary intellectuals in both German states in the post-war period. I then address a series of key debates and discussions in 1989 and the early nineteen-nineties that were responsible for changing the forms of engagement in intellectual debates in post-unification German society. I argue that the 1990s and early years of the new millennium hastened the disappearance of the writer as a universal intellectual and focused attention on the writer as an individualist and a professional. Today's youngest generation of writer in Germany is a specialist intellectual who intervenes in political and social matters from time to time but who is not expected to take a moral-ethical stance on most issues of national and international concern. S/he is one who frequently writes about personal subjects, but may also occasionally, as witnessed after September 11, turn his or her pen to topics of global concern as in terrorism and Islam. More often than not, however, writers now leave the work of commenting on political affairs to writers of the older guard and to other 'senior' specialist intellectuals.

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