Kooperativer Bibliotheksverbund

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Format: 1 Online-Ressource (50 Seiten) , Textdatei , 1,23 MB

Edition: Revised and updated english version of the german original

Series Statement: Working paper 2019, 3

Content: This Working Paper argues that conflicts in refugee shelters in Germany can largely be attributed to structural causes. These include the asylum regime, the interplay between the physical layout and social relationships within refugee shelters, and the specific properties of the refugee accommodation system, which can be regarded as a “total institution”. Further, there are other causes of conflict, which can be located at the personal level. On the basis of a qualitative survey, we worked with more than 200 participants in 33 refugee shelters operated at state and municipal level across the federal state (Land) of North Rhine-Westphalia (NRW). Based on the data collected, we analyse five types of conflict: Conflicts at the individual level, group conflicts, aggressive behaviour and criminality, domestic and sexual violence and conflicts between residents and staff as well as conflict between institutions. The hypothesis that reported cases of conflict represent more than a mere collection of isolated cases was confirmed. Instead, conflict can usually be ascribed to certain interrelated root causes. Participants themselves were often unaware of the processes at work here. We therefore recommend a comprehensive approach to conflict prevention that takes both structural and personal causes of conflict into account. In this manner, the shelter situation could be improved significantly for refugees and staff. (AUT)

Language: English

URN: urn:nbn:de:0168-ssoar-62796-0

URL: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-62796-0

URL: https://www.ssoar.info/ssoar/handle/document/62796

Author information: Christ, Simone

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Format: 1 online resource (2 volumes (xv, 470 pages)).

Edition: [First edition].

ISBN: 1-61925-738-6

Series Statement: Defining Documents in American History

Content: This 2-volume resource contains 80 primary source documents that provide a compelling view of this unique period of American history. World War II is remembered not only for its violent encounters on the battlefield, its war of words between competing ideologies, its genocidal events, and, ultimately, its reconfiguration of Europe. It is also remembered for having reshaped whole areas of modern life, from economics and social relations to politics and popular culture. Along with the Civil War, it continues to be one of the most written about topics in US (and international) history. World War II had a lasting impact on the United States, both domestically and in terms of the nation's place in the international community. Besides altering values and patterns of life, the war gave rise to a massive military-industrial complex involving government agencies, the military, corporations, and universities in the pursuit of national security and economic and political advantage. Historians and the American populace at large will surely continue to investigate this rich and fascinating subject as they seek to understand the basis of the modern nation. Defining Documents in American History: World War II provides detailed analyses of key documents produced from 1936-1947, organized under nine broad categories: The Lead-Up to War; Pearl Harbor; Domestic Aliens; Other Demographics; Foreign Policy; War and Victory; The Holocaust; Nuremberg; The Atom Bomb. Each document is supported by a critical essay, written by historians and teachers, that includes a Summary Overview, Defining Moment, Author Biography, Document Analysis, and Essential Themes. Readers will appreciate the diversity of the collected texts, including journals, letters, speeches, political sermons, laws, government reports, and court cases, among other genres. An important feature of each essay is a close reading of the primary source that develops evidence of broader themes, such as author's rhetorical purpose, social or class position, point of view, and other relevant issues. In addition, essays are organized by section themes, listed above, highlighting major issues of the period, many of which extend across eras and continue to shape American Life. Each section begins with a brief introduction that defines questions and problems underlying the subjects in the historical documents. A brief glossary is included at the end of each document, highlighting keywords that are important in the study of the primary source. Each essay also includes a Bibliography and Additional Reading section for further research. - Publisher.

Content: Defining Documents in American History: World War II offers an in-depth collection of essays on important historical documents that have a wide range of subjects including: The Lead-Up to War, Pearl Harbor, Domestic Aliens, Other Demographics, Foreign Policy, War and Victory, The Holocaust, Nuremberg, The Atom Bomb, and more. Each of the 80 primary source documents is examined through a Summary Overview, Defining Moment, Author Biography, Document Analysis, and coverage of Essential Themes. Each essay also includes a close reading of the primary source that develops evidence of broader themes, such as authors rhetorical purpose, social or class position, point of view, and other relevant issues. - Amazon.

Note: Edition statement supplied by publisher. , Paged continuously. , Volume 1. The lead-up to war. Letter from President Roosevelt to Chancellor Adolf Hitler ; F.D.R: There will be no blackout of peace in America ; President Roosevelt's speech recommending revision of the neutrality law ; We must not falter now ; Compulsory service must be adopted ; The country is being rushed into military conscription ; Proclamation 2425: selective service registration ; Our own democracy is threatened ; We ought to stay out of the war ; Lend-Lease Act ; Charles Lindbergh: Radio address ; Joint resolution of the US Congress reaffirming the principles of the Monroe Doctrine -- Pearl Harbor. Memorandum for the President, December 7, 1941 ; Fourteen-part message from Japan to the United States and Secretary Hull's response ; The man in the street reacts to Pearl Harbor ; Franklin Roosevelt's Pearl Harbor speech -- Domestic aliens. The Japanese American creed ; Excerpts of the Munson report ; Presidential Proclamation 2526: Alien-enemies-Germans ; Presidential Proclamation 2527: Alien-enemies-Italians ; Let us not persecute these people ; Executive Order 9066 -- Wartime relocation and internment of civilians ; To all persons of Japanese ancestry ; An interview with an older Nisei -- Other demographics. Executive Order 8802 -- Fair employment practice in defense industries ; Those who deserve freedom will fight for it ; The colored people are still waiting, still watchful ; Letter recommending Navajo enlistment ; The American workers' responsibility ; Women's part in the war effort ; Don't make slaves of future generations ; President Roosevelt's "call for sacrifice" ; We love honor more than we fear death ; Let us have action for women instead of lip-service ; An act to repeal the Chinese exclusion acts -- Foreign policy. Atlantic charter ; Joint message of assistance to the Soviet Union from President Roosevelt and Prime Minister Churchill ; German declaration of war with the United States ; Our heritage can be preserved only by fighting ; Declaration by the United Nations ; We need tanks, not talk ; President Franklin D. Roosevelt's broadcast to Canadians ; More dollars do not mean more goods -- Master lend-lease agreement ; Mutual aid agreement between the United States and the Soviet Union ; The war and human freedom ; Casablanca conference -- Volume 2. War and victory. Digest of Operation Overlord ; What shall we do with Germany? ; Armistice with Italy ; Moscow declaration regarding the postwar period ; Cairo declaration ; The spirit of liberty ; General Dwight D. Eisenhower's order of the day ; The invasion starts ; The public's responsibility towards veterans ; Radio address by General Douglas MacArthur at the Leyte beachhead ; Protocol of proceedings of Crimea (Yalta) conference ; Declaration regarding the defeat of Germany and the assumption of supreme authority by Allied powers -- The holocaust. Letter regarding the plight of German Jews ; Notices to the US State Department regarding Nazi plans to eliminate Jews ; Cable from London to Rabbi Stephen Wise regarding the final solution ; The American Jewish leaders' meeting with President Roosevelt ; Report on the failure of the US State Department to assist European Jews ; Memo on army policy regarding refugee rescue ; January 1943 telegram confirming reports of mass executions of Jews in Poland ; Rosenheim letter requesting bombing of deportation rail lines ; War Department cable refusing to bomb deportation railways -- Nuremberg. Report to the president by Mr. Justice Jackson ; Rehabilitation and moral reconstruction for Germany ; International conference on military trials -- agreement and charter ; Statement by Justice Jackson on war trial agreement -- The atom bomb. Albert Einstein's letter to Franklin D. Roosevelt ; A petition to the president regarding the atomic bomb ; President Truman's announcement of the Hiroshima bombing ; Supreme commander for the Allied powers' general order no. 1 ; Declaration on the atomic bomb ; The atomic bombings of Hiroshima and Nagasaki: the nature of an atomic explosion ; The atomic bombings of Hiroshima and Nagasaki: the selection of the target ; The atomic bombings of Hiroshima and Nagasaki: main conclusions. , English

Additional Edition: ISBN 1-336-22539-4

Additional Edition: ISBN 1-61925-737-8

Language: English

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Format: 1 online resource (366 p.)

Edition: 1st, New ed.

ISBN: 9781453917930

Series Statement: Inclusion and Teacher Education 2

Content: Disability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DS perspective while complying with the often incongruous and deeply entrenched policy and practice requirements in our schools. This book is ideal for current and future teachers seeking to create more just, equitable and inclusive schools.

Note: Contents: Scot Danforth: How to Have Hope While Waiting for the Disability Revolution – Meghan Cosier/Christine Ashby: Disability Studies and the «Work» of Educators – Christine Ashby and Meghan Cosier: The Work and History of Special Education – Jessica K.Bacon: Navigating Assessment: Understanding Students Through a Disability Studies Lens – Meghan Cosier/Audri Gomez/Aja Mckee/Sara Beggs: Three Ways to Use the Common Core State Standards to Increase Access to General Education Contexts for Students with Disabilities – Kate Mclaughlin: Institutional Constructions of Disability as Deficit: Rethinking the Individualized Education Plan – Danielle M.Cowley: A Tale of Two Transitions. – Fernanda Orsati: Humanistic Practices to Understand and Support Students’ Behaviors: A Disability Studies in Education Framework. – Beth Ferri: Reimagining Response to Intervention (RTI). – Christine Ashby/Casey Woodfield/Quin Delia: Communication Is the Root of Necessity: Constructing Communicative Competence. – Katherine M.J.Vroman/Brent C.Elder: «The First Day of School Was the Worst Day of My Life»: Best Practices in Inclusive Education for Refugee Youth with Disabilities – David J.Connor: Analyzing School Cultures and Determining Dynamics to Enact Co-Teaching from a Disability Studies Perspective – Jan W.Valle: Learning From and Collaborating With Families: The Case for DSE in Teacher Education – Carrie Rood/Jodi Burnash/Anne Daviau: Authentic Collaboration: Developing a Responsive and Reflective Model for Secondary Co-Planning – Meghan Cosier: Professional Development in Inclusive School Reform: The Need for Critical and Functional Approaches – Douglas Biklen: Finding the Course, Staying the Course – Christine Ashby/Meghan Cosier: Conclusion: Weaving the Fabric of Change.

Additional Edition: ISBN 9781433129094

Additional Edition: ISBN 9781433129100

Language: English

DOI: 10.3726/978-1-4539-1793-0

URL: https://www.peterlang.com/view/product/31277?format=EPDF

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Format: 1 online resource (streaming video file) (144 minutes): , digital, .flv file, sound , 022350

Content: In I Learn America, five resilient immigrant teenagers come together at the International High School at Lafayette and struggle to learn their new land.. The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries.. Meet the students:. SING is a refugee from Myanmar who has recently relocated to Brooklyn, leaving his family behind. He is isolated, angry and barely speaks English. Will he accept the help of his English teacher?. BRANDON made the journey from Guatemala to America to reunite with his mother after ten years apart. Crossing the desert and making the perilous journey was easy compared to getting to know his mom again. Will he be able to meet her expectations to do well in America?. SANDRA (17, Poland) is a tomboy, a class leader and she's also undocumented. She and JENNIFFER, a sassy classmate from the Dominican Republic, are inseparable best friends - "like a flower with water." Sandra has grown confident in identifying as a girl who dresses as a boy, but as she faces graduation, she fears that being undocumented means she will lose all they have been able to gain once they leave the security of the school.. ITRAT came to America from Pakistan to join her father, a traditional Shia Muslim. She barely knew him after the passing of her mother. What kind of future is waiting for her in America? Will she return to Pakistan to marry or will she go to college and build her independence?. Over a school year, amidst the complexity and diversity of American life in and out of school, through Itrat, Sandra, jenniffer, Brandon and Sing, we "learn America.".

Note: In Process Record. , Title from title frames. , Playlist , Originally produced by New Day Films in 2013. , Mode of access: World Wide Web.

Language: English

Keywords: North American Studies ; Documentary films

URL: A Kanopy streaming video

URL: Cover Image

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Format: 1 online resource (streaming video file) (144 minutes): , digital, .flv file, sound , 022350

Content: In I Learn America, five resilient immigrant teenagers come together at the International High School at Lafayette and struggle to learn their new land.. The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries.. Meet the students:. SING is a refugee from Myanmar who has recently relocated to Brooklyn, leaving his family behind. He is isolated, angry and barely speaks English. Will he accept the help of his English teacher?. BRANDON made the journey from Guatemala to America to reunite with his mother after ten years apart. Crossing the desert and making the perilous journey was easy compared to getting to know his mom again. Will he be able to meet her expectations to do well in America?. SANDRA (17, Poland) is a tomboy, a class leader and she’s also undocumented. She and JENNIFFER, a sassy classmate from the Dominican Republic, are inseparable best friends – “like a flower with water.” Sandra has grown confident in identifying as a girl who dresses as a boy, but as she faces graduation, she fears that being undocumented means she will lose all they have been able to gain once they leave the security of the school.. ITRAT came to America from Pakistan to join her father, a traditional Shia Muslim. She barely knew him after the passing of her mother. What kind of future is waiting for her in America? Will she return to Pakistan to marry or will she go to college and build her independence?. Over a school year, amidst the complexity and diversity of American life in and out of school, through Itrat, Sandra, jenniffer, Brandon and Sing, we “learn America.”.

Note: In Process Record. , Title from title frames. , Playlist , Originally produced by New Day Films in 2013. , Mode of access: World Wide Web. , In English

Language: English

Keywords: North American Studies ; Documentary films

URL: A Kanopy streaming video

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ISBN: 9781642591194

Content: " This is a reminder of hope and possibility, of kindness and compassion, and perhaps most salient imagination and liberty. Through the imaginations of our childhoods, can we find our true selves liberated in adulthood? Chelsea Handler In her debut children's book, Rebecca Solnit reimagines a classic fairytale with a fresh, feminist Cinderella and new plot twists that will inspire young readers to change the world, featuring gorgeous silhouettes from Arthur Rackham on each page. In this modern twist on the classic story, Cinderella, who would rather just be Ella, meets her fairy godmother, goes to a ball, and makes friends with a prince. But that is where the familiar story ends. Instead of waiting to be rescued, Cinderella learns that she can save herself and those around her by being true to herself and standing up for what she believes.Rebecca Solnit is the author of more than twenty books including Men Explain Things to Me, Call Them by Their True Names, Hope in the Dark, and The Mother of All Questions.Arthur Rackham (1867– 1939) was a prominent British illustrator of many classic children's books from The Fairy Tales of the Brothers Grimm to Sleeping Beauty. His watercolor silhouettes were featured in the original edition of Cinderella. "

Content: Biographisches: " Arthur Rackham (1867-1939) was described by The London Times as one of the most eminent book illustrators of his day with a special place in the hearts of children. He was a prominent British illustrator of many classic children's books from The Fairy Tales of the Brothers Grimm to Sleeping Beauty to Fairy Tales by Hans Andersen and dozens more. His illustrations from the 1919 edition of Cinderella are timeless examples of his unique and beautiful watercolor sillouettes. " Rezension(2): "〈a href=http://www.publishersweekly.com target=blank〉〈img src=https://images.contentreserve.com/pw_logo.png alt=Publisher's Weekly border=0 /〉〈/a〉: February 25, 2019 In this progressive retelling, Solnit carefully excises nearly every aspect of the “Cinderella” tale that readers might find objectionable. No one falls in love, the prince wishes he was a farmer, and the stepsisters eventually apologize to Cinderella, who herself says, “It was very interesting to see all the fancy clothes... but even more interesting to see lizards become footwomen.” Every possible moral lesson is explicitly spelled out—“everyone can be a fairy godmother if they help someone who needs help, and anyone can be a wicked stepmother”—and the low-key action, which resolves in everyone finding the work that suits them, supports the idea that “there is no happily ever after, only... tomorrow... and the day after that.” Illustrations based on Rackham’s masterful, timeless silhouettes offer a counterpoint to a text that is very much of the moment. Ages 7–10. " Rezension(3): "〈a href=http://www.kirkusreviews.com target=blank〉〈img src=https://images.contentreserve.com/kirkus_logo.png alt=Kirkus border=0 /〉〈/a〉: With a little help from her fairy godmother, Cinderella takes care of business while learning how to be her best and freest self. With the avowed intention of creating a kinder vision of the familiar tale that also gets away from the invidious notion that marrying (preferably marrying up) is the main chance in life for women, Solnit (Call Them by Their True Names, 2018, Kirkus Prize winner in nonfiction) offers younger readers this revisionist Cinderella. She arrives at the ball attended by transformed footwomen, befriends Prince Nevermind (who really just wants to be a farmer), and, while her stepsisters take up careers in fashion, goes on to open a cake shop where she harbors refugee children. The author's efforts to get away from sexist tropes and language aren't entirely successful (one stepsister becomes a seamstress, for instance), and an analytical afterword in cramped type that rivals the tale itself for length further weighs down the wordy, lecture-laden narrative. Still, readers ready to question the assumptions innate in most variants, European ones in particular, will find this one refreshing. The carefully selected Rackham silhouettes, first published a century ago, invest Ella with proactive spirit while (as the author notes) sidestepping racial determinations (in skin color at least, if not hair texture). A story with a serious claim to universality again proves that it can bear a carriage full of messages. (lengthy source note) (Folktale. 8-10) COPYRIGHT(2019) Kirkus Reviews, ALL RIGHTS RESERVED. (Online Review) " Rezension(4): "〈a href=http://www.slj.com/ target=blank〉〈img src=https://images.contentreserve.com/schoollibraryjournal_logo.png alt=School Library Journal border=0 /〉〈/a〉: August 16, 2019 Gr 2-4- Though she still has plenty of dirty chores to do, Cinderella is not confined to household drudgery in this feminist reworking of the old tale. She's a good cook and bakes ginger cookies, and she's out and about visiting farms and the marketplace, becoming friends with all the workers there. On the day of the Prince's ball she's a skillful hairdresser for Pearlita and Paloma, those obnoxious stepsisters. And she's the most talented dancer when she herself arrives at the ball. Solnit tells the story in five numbered segments. She mostly follows the general scheme of Perrault, but this is not the romantic story of falling in love that he was telling. The fairy godmother, a little blue woman, shows up when Cinderella wishes that someone might help her. The familiar magic happens. Cinderella and Prince Nevermind (we don't know how or why the character names were devised) will become friends as both are liberated from their confining lives. In the lengthy closing section they are too young to marry but she owns a very successful bake shop, and he becomes a farm worker. Solnit explains how Ella (no more cinders) is a liberator-someone who helps others figure out how to be free. Selected silhouettes from Rackham's Cinderella and Sleeping Beauty work pretty well with the long narrative with its generous phrasing of conversations, descriptions, explanation of personality traits, and several philosophical lessons along the way. In a long afterword, the author discusses choices she made in selecting this story, reworking it, and choosing the Rackham illustrations. The liberator theme may be murky for many children. The feminization of some characters-the coachwoman, the footwomen, Cinderella's real mother the sea captain-will strike some readers as rather forced. Nonetheless, this is a version of the oft-told tale that will surely find a place among the copious retellings. VERDICT Give this variant to older fairy-tale fans. It could certainly be a fun discussion choice.-Margaret Bush, Simmons College, Boston Copyright 2019 School Library Journal, LLC Used with permission. "

Language: English

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Author information: Solnit, Rebecca