CHILDREN’S INDUSTRY AND CRAFT WORK IN THE SECONDARY POLISH REPUBLIC – CONDITIONS AND CONSEQUENCES

2021 ◽  
Vol 569 (8) ◽  
pp. 29-36
Author(s):  
Jolanta Lenart
Keyword(s):  
World War I ◽  
Primary School ◽  
Support System ◽  
Social Life ◽  
Children And Families ◽  
World War ◽  
Financial Status ◽  
The Family ◽  
Polish Government ◽  
The Right

After the end of World War I and Poland regaining independence after 123 years of captivity, its situation was difficult in every respect. Entangled in various political problems, Second Polish Republic could not direct the right forces and resources to those areas of social life that were the most neglected and required quick and radical action. Lack of work after the war and increasing unemployment every year resulted in the deepening poverty of those less resourceful, inheriting poverty from generation to generation. Often the only salvation for the family was sending the children to work immediately after graduating from primary school or even earlier. The Polish government, aware of this situation, did not have the possibility to address the problem properly. The aim of the article is to show how difficult the situation of children and families can be when the national support system is ineffective. By analogy, it is also intended to emphasize the importance of activities undertaken by the present government for the benefit of children and families. Owing to the interest and various forms of support, children, regardless of their financial status, are provided with opportunities for development and a dignified life.

Development of John Dewey’s educational philosophy and its implications for children’s education

2021 ◽  
pp. 147821032098767
Author(s):  
Yan–Hong Ye ◽  
Yi-Huang Shih
Keyword(s):  
World War I ◽  
Social Life ◽  
Educational Philosophy ◽  
Social Issues ◽  
World War ◽  
Children's Education ◽  
Before And After ◽  
Children’S Education ◽  
Problem Solving Process ◽  
Continuous Use

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

Life conditions of Turkish prisoners on nargin island during the first world war

2021 ◽  
Vol 69 (08) ◽  
pp. 7-14
Author(s):  
Джамиля Яшар гызы Рустамова ◽  
Keyword(s):  
World War I ◽  
Caspian Sea ◽  
First World War ◽  
Prisoners Of War ◽  
World War ◽  
The Caspian Sea ◽  
The Caucasus ◽  
The First World War ◽  
The Right ◽  
First World

The article is dedicated to the matter of Turkish prisoners on the Nargin Island in the Caspian Sea during the First World War. According to approximate computations, there were about 50-60 thousand people of Turkish captives in Russia. Some of them were sent to Baku because of the close location to the Caucasus Front and from there they were sent to the Nargin Island in the Caspian Sea. As time showed it was not the right choise. The Island had no decent conditions for living and turned the life of prisoners into the hell camp. Hastily built barracks contravene meet elementary standards, were poorly heated and by the end of the war they were not heated at all, water supply was unsatisfactory, sometimes water was not brought to the prisoner's several days. Bread was given in 100 grams per person per day, and then this rate redused by half. Knowing the plight of the prisoners, many citizens of Baku as well as the Baku Muslim Charitable Society and other charitable societies provided moral and material support to prisoners, they often went to the camp, brought food, clothes, medicines Key words: World War I, prisoners of war, Nargin Island, refugees, incarceration conditions, starvation, charity

Robert Allan Smith, 14 May 1909 - 16 May 1980

1982 ◽  
Vol 28 ◽  
pp. 479-504
Keyword(s):  
Higher Education ◽  
High School ◽  
Public School ◽  
World War I ◽  
World War ◽  
Secondary Schooling ◽  
Strong Bond ◽  
Village School ◽  
Infant School ◽  
The Family

Robert Allan Smith, always known as Robin to his close associates, was born on 14 May 1909 in Kelso, Roxburghshire. Professionally, during Robin’s time first names were rarely used except between close friends. Surnames were in common usage except for Smiths, Joneses, etc., who had to be distinguished. Hence, he was often called ‘R.A.’. The combination of charm and determination, characteristic of a Borderer, was always present with Robin. He was the elder brother to (William) Allan, in the family of two, born to George J. T. Smith, tailor, a native of Kelso, and his wife, Elisabeth( née Allan), a ladies’ dressmaker and native of Eccles village, Kelso. The family ancestry was mainly in farming and business. His childhood was spent in the country in and around Kelso together with his primary and secondary schooling. On the outbreak of World War I, his father, who was a member of the Territorial Army, was called up, and his mother, Robin and Allan moved to Heeton Village near Kelso to stay with relations. A strong bond was formed between Robin and his uncle and aunts which endured throughout their life. Robin’s first school was therefore Heeton Village School where he spent a year before the family returned to Kelso. There after schooling continued at Kelso Infant School, Kelso Public School, and a Bursary to Kelso High School gave him the opportunity to go forward to higher education.

The United States and Self-Determination: Perspectives on the Wilsonian Conception

1976 ◽  
Vol 70 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Michla Pomerance
Keyword(s):  
United States ◽  
World War Ii ◽  
World War I ◽  
Puerto Rican ◽  
The United States ◽  
Self Determination ◽  
World War ◽  
Cultural Autonomy ◽  
Conflicting Demands ◽  
The Right

Ever since the principle of self-determination entered the lexicon of international politics during World War I, American foreign policymakers have had to contend with problems revolving around that concept. The need to favor one or another claimant, each waving the banner of self-determination and invoking the “right to determine its own fate,” continues to present dilemmas, often extremely troubling ones, for U.S. decisionmakers. Examples from recent history come readily to mind. The entire post-World War II decolonization process entailed an endless series of such dilemmas, and even after formal decolonization was all but completed, such nagging issues as Katanga, Biafra, and Eritrea remained, not to mention the problems of South Africa, Northern Ireland, the Middle East, and Indochina. Indeed, even within America’s own imperial domain, the United States was faced with the conflicting demands of the Puerto Rican nationalists and the majority of the Puerto Rican electorate, the claims of the Marianas as against those of Micronesia as a whole, and demands for cultural autonomy on the part of diverse ethnic groups.

scholarly journals Sir John McMichael, 25 July 1904 - 3 March 1993

1995 ◽  
Vol 41 ◽  
pp. 282-296
Keyword(s):  
World War I ◽  
Medical Service ◽  
Major Influence ◽  
World War ◽  
Interest In Science ◽  
Indian Medical ◽  
The Family ◽  
The Village ◽  
Broad Interest ◽  
Good Manager

A quote that says much about John McMichael comes from his own autobiographical notes: ‘I come from a materially poor branch of a Galloway family’. He was born on 25 July 1904 in Gatehouse of Fleet, Kirkcudbrightshire, Scotland, son of James and Margaret McMichael. There were two older sisters and two elder brothers, and he was something of an afterthought. His father ran a farm on the edge of the village and was also the local butcher. A ‘God-fearing, generous man’, he was not a good manager of his limited resources. Until he was ten years old John McMichael went to a school run under the patronage of the Lady of the Manor; but in 1914 this school was closed and he transferred to Girthon public school under its headmaster, William Learmonth, who was to have a major influence on the young McMichael. Learmonth’s son, eight years McMichael’s senior, became Sir James Learmonth, the well-known surgeon. Learmonth was an exceedingly capable teacher to find in a small village school and his pupils clearly felt the benefit. At the age of 14 there was a debate in the McMichael household about the next stage in John’s education. His mother, supported by Learmonth, decided he must continue and he moved to Kirkcudbright Academy, eight miles away, a hard and hilly bicycle ride. Here he blossomed, taking first place in most subjects, and ending up as Dux of the school. His decision to read medicine was influenced by two chance factors. He often spent his holidays with a fisherman on an island in the Fleet Bay where the solitary house was occupied by a doctor from the Indian Medical Service during his leaves. On wet days his medical books opened up exciting prospects in the schoolboy’s enquiring mind. During World War I a maternal cousin, Col. George Home, C.B.E., M.D., of the New Zealand Army Medical Corps, spent his leaves with the family and kindled a broad interest in science and medicine.

Racist Hysteria to Pragmatic Rapprochement? The German Debate about Rhenish ‘Occupation Children’, 1920–30

2013 ◽  
Vol 22 (2) ◽  
pp. 155-180 ◽  
Author(s):  
JULIA ROOS
Keyword(s):  
Foreign Policy ◽  
World War I ◽  
Mixed Race ◽  
World War ◽  
Weimar Germany ◽  
The Family ◽  
Illegitimate Children ◽  
The Relationship ◽  
Policy Discourses

AbstractThis essay revisits 1920s German debates over the illegitimate children of the Rhineland occupation to examine hitherto neglected fluctuations in the relationship between nationalism and racism in Weimar Germany. During the early 1920s, nationalist anxieties focused on the alleged racial ‘threats’ emanating from the mixed-race children of colonial French soldiers. After 1927, plans for the forced sterilisation and deportation of the mixed-race children were dropped; simultaneously, officials began to support German mothers’ paternity suits against French soldiers. This hitherto neglected shift in German attitudes towards the ‘Rhineland bastards’ sheds new light on the role of debates over gender and the family in the process of Franco–German rapprochement. It also enhances our understanding of the contradictory political potentials of popularised foreign policy discourses about women's and children's victimisation emerging from World War I.

Niemcy w Warszawie po raz pierwszy. Nowsze opracowania na temat niemieckiej okupacji 1915–1918

2019 ◽  
Vol 63 (1 (464)) ◽  
pp. 129-140
Author(s):  
Maciej Górny
Keyword(s):  
World War Ii ◽  
World War I ◽  
Social Life ◽  
Social Groups ◽  
Point Of View ◽  
World War ◽  
Proper Place ◽  
The Many ◽  
Almost All ◽  
The Great War

The article describes the newer works devoted to the occupation of Polish lands, especially of Warsaw during World War I. Recently, this subject, so far neglected, has drown the attention of numerous scientists, both from Poland and from abroad. Their point of view is different not only from the older perspectives, but also from the perspectives of slightly newer works on the other occupied areas and emphasizing the connection between the experience of the Great War and genocide during World War II. In the most precious fragments, the new historiography gives a very wide image of social life, in which the proper place is taken by previously marginalised social groups. Differently from the older works, the policy of the occupants on the Polish lands is not treated only as a unilateral dictate, but rather as a dynamic process of negotiation, in which the strength and position of each of the (many) sides has been changed. And, this change is accompanied by the new arrangements concerning almost all aspects of the German policy and the conditions of living during World War I.

The Archives of the Consolata Mission and the Formation of the Italian Empire, 1913-1943

1998 ◽  
Vol 25 ◽  
pp. 319-340
Author(s):  
Alberto Sbacchi
Keyword(s):  
World War I ◽  
The United States ◽  
World War ◽  
Foreign Missions ◽  
Life After Death ◽  
Missionary Work ◽  
Southwestern Ethiopia ◽  
The People ◽  
Original Plan ◽  
The Right

The Institute of the Consolata for Foreign Missions was founded in Turin, Italy in 1901 by the General Superior, Giuseppe Allamano (1851-1926). The primary purpose of the mission is to evangelize and educate non-Christian peoples. Allamano believed in the benefit of religion and education when he stated that the people “will love religion because of the promise of a better life after death, but education will make them happy because it will provide a better life while on earth.” The Consolata distinguishes itself for stressing the moral and secular education and its enthusiasm for missionary work. To encourage young people to become missionaries, Allamano convinced Pius X to institute a world-wide mission day in 1912. Allamano's original plan was for his mission to work among the “Galla” (Oromo) people of Ethiopia and continue the mission which Cardinal Massaia had begun in 1846 in southwestern Ethiopia. While waiting for the right moment, the Consolata missionaries ministered among the Kikuyu people of Kenya. In 1913 the Propaganda Fides authorized the Consolata Mission to begin work in Kaffa, Ethiopia. In 1919 it entered Tanzania and, accepting a government invitation in 1924, the Consolata installed itself in Italian Somalia and in 1925 in the Portuguese colony of Mozambique. Before the World War I the mission also expanded in Brazil, in 1937, and after 1937 its missionaries went to Argentina, Colombia, Venezuela, Canada, the United States, Zaire, Uganda, South Africa, and South Korea.

scholarly journals Family Contribution in Countering Radicalism through Actualizing Religious-Based Social Capital in Parepare

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Anwar Anwar ◽  
Keyword(s):  
Social Capital ◽  
Family Member ◽  
Social Life ◽  
Environmental Issues ◽  
The Family ◽  
The Right ◽  
Family Contribution

This study empirically examines the family as the basis of social capital education. Furthermore, generations need social capital to grow and develop as moderate, tolerant, and caring characters towards humanist environmental issues. The main and fundamental task of the family is to conduct educational function, which is inherently social and religious in preparing generations. Therefore, it is necessary to have the right effort or approach to actualizing social capital for effectiveness. This helps develop a religious climate and form a pattern of behavior for each family member. Religion is used as an instrument that facilitates the internalization of social capital values in children and shapes their personality with a humanist character. Therefore, families significantly counteract radicalism in social life.

scholarly journals Vojvodina - a region based on the Serbian ethnicity and its denial

2012 ◽  
pp. 259-273
Author(s):  
Drago Njegovan
Keyword(s):  
World War Ii ◽  
World War I ◽  
Communist Party ◽  
Interwar Period ◽  
Political Engagement ◽  
Ethnic Composition ◽  
Self Determination ◽  
World War ◽  
Habsburg Monarchy ◽  
The Right

The issue of regionalism and the autonomy of certain areas is mainly related to the ethnic composition of the population. The idea of the autonomy of Vojvodina as a Serbian region in the Habsburg Monarchy was created back in 1690. It came into being 150 years later by the decision of the 1848 May Assembly. In a significantly different form, it lasted ten years as the Serbian Voivodship and Temisvar (Timisoara) Banat. In the next fifty years, a autonomous Serbian Vojvodina was just a dream. At the end of World War I the areas of Vojvodina, on the basis of the right to self-determination, entered the Kingdom of Serbia and thus became part of the Kingdom of Serbs, Croats and Slovenes, i.e. Yugoslavia. The idea of the autonomy of Vojvodina was then discarded. Some liberal politicians, supported by the Croats, tried to restore it in the interwar period but this option did not receive any support of voters at the elections. The illegal Communist Party politically promoted the idea of the autonomy of Vojvodina in a federalized Yugoslavia, which was achieved during World War II. At the end of the war, the autonomous Vojvodina remained part of Serbia, and according to the 1974 Constitution, it became a part of federal Yugoslavia. During the disintegration of Yugoslavia, the autonomy of Vojvodina within Serbia was preserved but recently, after the so-called democratic changes of 2000, domestic and foreign (EU and NATO) political engagement in Serbia has been more directed towards the greater autonomy of Vojvodina, and even its separation from Serbia, despite the two-thirds Serbian majority living in the Province.

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