scholarly journals Mister Doctor: Janusz Korczak and the Orphans of the Warsaw Ghetto by I. Cohen-Janka

2016 ◽  
Vol 5 (4) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
World War I ◽  
Junior High School ◽  
Upper Elementary ◽  
Child Rearing ◽  
World War ◽  
University Of Alberta ◽  
Warsaw Ghetto ◽  
Nazi Occupation ◽  
The University ◽  
Martin Luther King

Cohen-Janka, Irène.  Mister Doctor: Janusz Korczak and the Orphans of the Warsaw Ghetto.  Illus. Maurizio A.C. Quarello.  Trans. Paula Ayer.  Toronto: Annic Press, 2015.When the human order descends into madness, the heroes are those who remain humane.  One such hero was a Polish national, the “Mister Doctor” of this story.  Born into a Jewish family as Henryk Goldzsmit, he became better known by his nom de plume, Janusz Korczak, under which he wrote popular books for children.  A trained physician, he served his country as a military doctor in World War I.  When peace came, he turned his attention to pediatrics.  He shared, through radio broadcasts, his enlightened ideas for child rearing.  These ideas he put into practice in Warsaw as the head of an orphanage for Jewish children.  Mister Doctor provides an account of his last years as he struggled to bring hope and comfort to the orphans following the Nazi occupation of Poland in World War II.The narrative voice of Mister Doctor is haunting, for it is a voice from the grave.  Simon, the child narrator, relates events as the Nazis repeatedly relocate Korczak and his young charges, first, from the security of their orphanage into the nightmare of the Warsaw Ghetto and, from there, into the death bound trains that would transport them to the extermination camp at Treblinka. We see through Simon’s eyes how Korczak, defying the climate of deprivation, attempts to retain at least some of those things that are vital to childhood: a sense of play, the assurance of love, the comforting presence of an attentive adult.Cohen-Janka has created in Simon a youthful and unadorned voice that will speak to children in upper elementary and junior high school.  Maurizio Quarello’s somber, realistic, charcoal drawings, are masterful works that would speak to any age. Excellent end notes give further details of Janusz Korczak’s life.Korczak, like other men of conscience, Oskar Schindler, Mahatma Ghandi, Martin Luther King, and Canadians of our own era—Ambassador Kenneth Taylor, Roméo Dallaire,  retained, under extreme duress, the courage of his convictions.  In today’s world, beset as it is with sectarian violence, terrorism, and the murder and displacement of innocent people, children need to know that it is possible to be steadfastly life affirming.  Parents, teachers and librarians might well share and discuss with them this story of Mister Doctor.Highly Recommended: 4 out of 4 starsReviewer:  Leslie AitkenLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special and academic libraries.  She was formerly Curriculum Librarian for the University of Alberta.

scholarly journals The Sea Wolves by I. McAllister

2012 ◽  
Vol 1 (3) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Junior High School ◽  
Upper Elementary ◽  
Fish Farms ◽  
University Of Alberta ◽  
High School Grades ◽  
Non Fiction ◽  
Founding Director ◽  
Words And Images ◽  
Coffee Table ◽  
The University

McAllister, Ian, and Nicholas Read. The Sea Wolves: Living Wild in the Great Bear Rainforest. Vancouver: Orca, 2010. Print At first glance, The Sea Wolves is a small coffee table book. It is not, however, just a pretty photographic exploration of the wolves that inhabit The Great Bear Rainforest. It is a very long opinion piece written expressly to convince readers that wolves are not “the big bad wolf” of stories; rather, we should all love and respect them. Authors Ian McAllister, a founding director of both the Raincoast Conservation Society and Pacific Wild, and Nicholas Read, a journalist, pull no punches in their attempt to sway the reader. While the book does present facts about the wolves and their environment, many of them likely accurate, the authors make sweeping statements and claims which they require the reader to accept at face value. For example, though the authors state that there is “a great deal of evidence to suggest that over-fishing, fish farms and climate change have all played a role in [the wolves’] decline,” this statement does not direct the reader to any evidence. Part of the purpose of the book is to educate the reader about the wolves; however, it is also clearly designed to manipulate the readers’ emotions. The authors attempt to get the reader to identify with the wolves through anthropomorphizing the animals and by drawing extensive parallels between the lives of wolves and the lives of people. For example, they state that the reason that wolves save the “tastiest deer” for their young pups “could be because, just as in human families, wolf families like to spoil their babies.” Furthermore, throughout the book, the authors choose emotionally-laden words and images, stating, for example, that wolves “have been persecuted by humans, with a kind of madness,” or that they “romp on the beach in the ocean foam that burbles off the waves like bubble bath.” Each interpretation of the wolves’ behaviour seems designed to achieve the desired effect of garnering sympathy for the creatures. While there is nothing wrong with writing a polemic against the dangers to wolves and their environment, this book is presented by the publisher as juvenile non-fiction for ages 8 and up. Children in upper elementary or even junior high school grades may have difficulty distinguishing between facts and strongly-worded opinions presented in a book labelled as non-fiction. Recommended: Three stars out of fourReviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines.  Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

Three Essays on Jewish Education during the Nazi Occupation

2000 ◽  
pp. 147-162
Author(s):  
Marian Małowist
Keyword(s):  
Young People ◽  
Jewish Education ◽  
Second World War ◽  
World War ◽  
Warsaw Ghetto ◽  
Nazi Occupation ◽  
The Times ◽  
Jewish Youth ◽  
Second World ◽  
Spiritual Attitude

This chapter presents three essays on Jewish education during the Nazi occupation. The first essay, entitled ‘The Spiritual Attitude of Jewish Youth in the Period before the Second World War and in the Ghetto’, discusses Jewish youth and its spiritual attitude in the pre-war period and during the war. The outbreak of war, with the traumatic bombing of Warsaw and the occupation, greatly affected the young people; they were spiritually completely unprepared for the hardships of the times. The second essay, entitled ‘Jewish High Schools in Warsaw during the War’, describes in general outlines the education of young people during the war. The third essay, entitled ‘Teaching Jewish Youth in the Warsaw Ghetto during the War, 1939–1941’, looks at the situation of Jewish secondary education during the Second World War.

Kolisch, Rudolf (1896–1978)

2018 ◽  
Author(s):  
Daniel Bangert
Keyword(s):  
World War I ◽  
World War ◽  
Chamber Works ◽  
Second Viennese School ◽  
Left Hand ◽  
University Of Vienna ◽  
University Of Wisconsin ◽  
Left Handed ◽  
Postgraduate Studies ◽  
The University

Rudolf Kolisch was an Austrian-born violinist, teacher, and conductor. As leader of the Kolisch Quartet he premiered many important chamber works by the Second Viennese School and other modernist composers of the first half of the twentieth century. He later became leader of the Pro Arte Quartet and taught at the University of Wisconsin in Madison and at the New England Conservatory in Boston. Kolisch was born in Klamm am Semmering, Austria on 20 July 1896. His father Rudolf was a doctor and his mother Henriette a pianist. Soon after starting violin lessons, an injury to his left hand led him to hold the violin in his right hand and bow left-handed. He attended the Vienna Music Academy and the University of Vienna, but his postgraduate studies were interrupted by three years of service in the Austrian army during World War I. His teachers included the Czech violinist Otakar Ševčík, the composer Franz Schrecker, and the musicologist Guido Adler.

scholarly journals Sigizmund Natanovich Valk, 1887-1975

Slavic Review ◽  
1975 ◽  
Vol 34 (4) ◽  
pp. 804-811
Author(s):  
Joan Afferica
Keyword(s):  
World War I ◽  
Historical Study ◽  
Archival Science ◽  
World War ◽  
Source Study ◽  
The University

Professor Valk, the distinguished dean of Leningrad historians, died on February 5 of 1975 at the age of eighty-seven. To review his career is to recall the splendid historical training provided by the University of St. Petersburg on the eve of World War I and to retrace the course of Soviet historical study, many of its principal aims, priorities, methods, and achievements. Professor Valk’s scholarly legacy includes over two hundred printed works; generations of students who benefited from his erudition, prodigious memory, and generous spirit; and a lasting contribution to the development of Soviet archival science and source study.

Confederate Statues and Their Dirty Laundry

2019 ◽  
Vol 18 (03) ◽  
pp. 349-359
Author(s):  
Ben Wright
Keyword(s):  
Civil War ◽  
World War I ◽  
Significant Shift ◽  
World War ◽  
War Veterans ◽  
University Of Texas ◽  
Historical Trajectory ◽  
University Leaders ◽  
The University ◽  
New Generation

AbstractSince 2015, America has witnessed a profound shift in aggregate public sentiments toward Confederate statues and symbols. That shift was keenly felt on the campus of the University of Texas at Austin (UT), culminating in the removal of four such statues in 2015 and 2017. However, an inquiry into their creation points to an equally significant shift in sentiments during the 1920s. UT's statues were commissioned in 1919 by George Littlefield, a Confederate veteran and university regent, as part of a larger war memorial. The ostensible purpose of that memorial was to commemorate veterans of both the Civil War and World War I. However, during the 1920s, a new generation of university leaders rejected Littlefield's design—and with it the assertion that the services of Civil and World War veterans were morally congruent and united in a common historical trajectory. This article tracks the ways in which they quietly and yet profoundly undermined the project, causing it to be significantly delayed and then extensively altered. Meanwhile, students and veterans improvised their own commemorative practices that were in stark contrast to the Confederate generation—the latter wanted to remember, while the former wanted to forget.

scholarly journals Philip Frank Wareing. 27 April 1914 — 29 March 1996

1999 ◽  
Vol 45 ◽  
pp. 507-518
Author(s):  
Michael A. Hall
Keyword(s):  
World War Ii ◽  
World War I ◽  
Civil Service ◽  
World War ◽  
Birkbeck College ◽  
University College ◽  
Part Time ◽  
The University ◽  
Assistant Lecturer

Philip Wareing was born in Leigh-on-Sea, Essex, and after World War I moved to Benfleet and then to Watford, where he received his schooling. After leaving school he entered the Civil Service and took his BSc at Birkbeck College, University of London, where he studied part-time. After service during World War II in the Royal Electrical and Mechanical Engineers, he took up a post as a demonstrator and then an assistant lecturer at Bedford College, University of London, obtaining his PhD in 1948. In 1950 he moved to the Department of Botany at Manchester and in 1958 he was appointed Professor of Botany in the University College of Wales, Aberystwyth, in which post he remained until his retirement in 1981.

Scholarship of World War I veterans who studied at the University of Colorado from 1919 to 1926.

1946 ◽  
Vol 37 (1) ◽  
pp. 53-57 ◽  
Author(s):  
Elizabeth D. S. Stewart ◽  
Robert A. Davis
Keyword(s):  
World War I ◽  
World War ◽  
University Of Colorado ◽  
The University

Finding “pax plantation” at Camp Gordon, Georgia: Historian Ulrich Bonnell Phillips and World War I

2014 ◽  
Vol 13 (4) ◽  
pp. 564-599
Author(s):  
John David Smith
Keyword(s):  
African American ◽  
World War I ◽  
Race Relations ◽  
Washington Dc ◽  
University Of Michigan ◽  
World War ◽  
Military Intelligence ◽  
American Slavery ◽  
Ann Arbor ◽  
The University

This article examines the World War I service of the University of Michigan historian Ulrich Bonnell Phillips (1877–1934). Phillips worked first with black recruits as a volunteer officer for the Young Men's Christian Association at Camp Gordon, Georgia, and later as a U.S. Army Military Intelligence officer in Washington, DC. In these years, Phillips ranked as America's foremost authority on the antebellum South generally and of African American slavery in particular. In 1918 he published his landmarkAmerican Negro Slavery. While on leave from Ann Arbor, Phillips taught English and French, planned educational and recreational programs, and supervised the management and construction of buildings at Camp Gordon's segregated facilities. Phillips's daily interactions with black troops in the cantonment reaffirmed—at least as he saw it—his conclusions that North American slavery had been a relatively benign institution, his belief in the virtues of plantation paternalism and in the management of subject peoples by educated whites, and his attitude that contemporary race relations were generally harmonious. Phillips's observations of African American recruits validated his conviction that blacks benefited most from white-run, regimented organizations and strengthened his belief in economic assimilation and social segregation. His military intelligence work confirmed Phillips's overall commitment to conservative change, whether in foreign or race relations.

Othmar Spann and the Quest for a “True State,”

1976 ◽  
Vol 12 (1) ◽  
pp. 227-250 ◽  
Author(s):  
John Haag
Keyword(s):  
World War I ◽  
Academic Career ◽  
World War ◽  
Old Order ◽  
Social Theorist ◽  
The Social ◽  
Conservative Revolution ◽  
True State ◽  
Economic Collapse ◽  
The University

The Austrian scholar and social theorist Othmar Spann (1878–1950) was a major figure in the “conservative revolution” that fired the imagination of many Central European intellectuals after World War I. Born in the Habsburg monarchy as it was disintegrating under the pressures of nationalism and industrialization, Spann seemed destined for a conventional academic career until war, revolution, and economic collapse destroyed the social and ideological foundations of the old order in 1918. A series of lectures delivered at the University of Vienna soon after the war quickly made Spann a major spokesman for the “war generation”—young men whose roughhewn idealism found few outlets in the grim world of postwar Central Europe.

Fifty-eight years in science – a commentary

2005 ◽  
Vol 83 (8-9) ◽  
pp. 657-663 ◽  
Author(s):  
Edwin E Daniel
Keyword(s):  
Smooth Muscle ◽  
World War Ii ◽  
Problem Based Learning ◽  
Cellular Biology ◽  
World War ◽  
University Of Alberta ◽  
Muscle Research ◽  
Helping Others ◽  
Health And Disease ◽  
The University

After 58 years in science, mostly in pharmacology, one gains perspective. Mine is that there have been important changes over this time, some good and some questionable. In this commentary, I try to reveal how I got to this stage, partially explaining my biases, and possibly helping others learn from my experiences including mistakes. Changing from seeking an M.D. to cellular biology and then to pharmacology early in my career were the best moves I made. The next best move was migration to Canada, away from the McCarthy-McCarran hysteria. Arriving at a time after the end of World War II when science in Canada was expanding was very good luck. I had an excellent opportunity to enjoy both the administration (as Chair of the first independent Department of Pharmacology at the University of Alberta) and the practice of pharmacology (as a practitioner of research on smooth muscle in health and disease). For me, the practice of research has always won over administration when a choice had to be made. Early on, I began to ask questions about educational practices and tried to evaluate them. This led me to initiate changes in laboratories and to seek nondidactic educational approaches such as problem-based learning. I also developed questions about the practice of anonymous peer review. After moving to McMaster in 1975, I was compelled to find a solution for a failed "Pharmacology Program" and eventually developed the first "Smooth Muscle Research Program". Although that was a good solution for the research component, it did not solve the educational needs. This led to the development of "therapeutic problems", which were used to help McMaster medical students educate themselves about applied pharmacology. Now these problems are being used to educate pharmacology honours and graduate students at the University of Alberta. The best part of all these activities is the colleagues and friends that I have interacted with and learned from over the years, and the realization that many of them have collaborated with me again in this volume.Key words: bias and anonymity, problem-based learning, research versus administration, smooth muscle.

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