This WWII memoir recounts a Jewish man’s harrowing and heroic journey from Nazi-occupied Poland to standing witness at the trial of Adolph Eichmann.A brave defender of the Jewish community since his student days, Dr. David Wdowinski became a leader of the Zionist movement in Poland and head of the Zionist Revisionist Party. He saw the troubling rise of antisemitism and advocated for Jewish immigration to the Homeland. But when Germany invaded Poland in 1939, Wdowinski and his wife were still in Warsaw.In this eloquent memoir, Wdowinski recounts his part in the Warsaw Ghetto Uprising of 1943. He speaks frankly of his capture and the horrors he endured in the concentration camps, as well as his efforts to raise the spirits of his comrades in their most trying hour. His struggle continued after liberation, as he applied himself once again to the Zionist movement in Italy, France, and elsewhere. In 1961, he was summoned by the Israeli government to testify at the trial of Adolph Eichmann. Delivering his testimony in flawless Hebrew, he demonstrated how the Nazi crimes against humanity were the result of centuries of psychological conditioning.
As the mouse children watch the farmer cut down a big tree for Christmas, they ask their mother if they could have a tree to decorate, too. When Mother Mouse says that mice are too small to have Christmas trees, the little ones are disappointed. With the help from the farmer, a fox, a rabbit, and a blue bird, Mother Mouse surprises her children with the perfect-sized Christmas tree.
Now five years old, the war in Syria has taken an immense emotional and physical toll on those close to the fighting. Nisreen Katbi fled from Syria to Jordan four years ago and now runs a center that helps fellow refugees experiencing physical and psychological trauma. The center provides full-time care, free of charge. Three University of California, Berkeley, journalism students -- Hanna Miller, Lacy Jane Roberts and Luisa Conlon -- filmed and produced this story in Jordan, which is narrated by Lacy Jane Roberts.
In Progress, Isabella Wallace and Leah Kirkman explore our understanding of this core educational concept, drawing together ideas from leading international thinkers and practical strategies for busy teachers. The Best of the Best series brings together for the first time the most influential voices in education in a format that is concise, insightful and accessible for teachers. Keeping up with the latest and best ideas in education can be a challenge as can putting them into practice but this new series is here to help. Each title features a comprehensive collection of brief and accessible contributions from some of the most eminent names in education from around the world. In this exciting first volume, Isabella Wallace and Leah Kirkman have curated a collection of inspiring contributions on the theme of progress and have developed practical, realistic, cross-curricular and cross-phase strategies to make the most of these important insights in the classroom. Each expert has provided a list of further reading so you can dig deeper as you see fit. In addition, the Teacher Development Trust has outlined ideas for embedding these insights as part of CPD. Suitable for all educationalists, including teachers and school leaders. Many myths abound about progress. We have to show that learners are making progress, but what do we really mean by the term? Who decides what constitutes progress? Who should set targets, and why? How do we measure progress? How do we know when pupils are demonstrating it? How do we differentiate and allow for learners' different starting points? Should we be measuring everyone against the average or should we be looking at ipsative progress, where achievement is relative only to the pupil's personal best? Indeed, if everyone is making expected progress, is that really progress or just doing as expected? Do we need to rethink assessment? Does meta-cognition hold the answer? What about other approaches like SOLO taxonomy or Building Learning Power? If progress isn't linear, what kind of shape does it have? What implicit value judgements may we be making when applying the term uncritically and unthinkingly? How do we ensure that funding, including the Pupil Premium, is having a tangible effect on progress? Can we make learning and progress visible? What does the evidence base the research studies and meta-analyses have to say? Will that be applicable in all contexts? These are just some of the questions that the educational experts delve into in this first volume in the Best of the Best series. The practical strategies offered by Isabella Wallace and Leah Kirkman demonstrate how teachers can immediately use these ideas in the classroom. Advice from the Teacher Development Trust demonstrates how to plan sustained and responsive changes to practice based on the book's key insights. Contributions include: Professor John Hattie Pupil premium monitoring what works. Geoff Petty Improving progress by learning from the best research. Sir John Jones Demographics, destiny and the magic-weaving business. Sugata Mitra Schools in the Internet age. David Didau The real shape of progress. Professor Mick Waters Doing well for your age? Will Ord What is progress? Claire Gadsby A climate for learning. Professor Robert Bjork Creating desirable difficulties to enhance learning. Professor John West-Burnham Progress and practice. Professor Guy Claxton Building Learning Power: finding your own sweet spot. James Nottingham Progress, progress, progress. Mark Burns Learning without limits. Martin Robinson The pupil's progress. Mike Gershon Exemplar work. Pam Hook On making progress visible with SOLO. Andy Hargreaves Uplifting colleagues. Teacher Development Trust Next steps
In addition to being one of the Ancient Wonders of the World, the Great Pyramid of Giza is extraordinary for a number of reasons. It is one of the greatest feats of engineering in the ancient world, to the extent that it remained the tallest built structure in the world from the time it was finished up until the Lincoln Cathedral was completed around 1300 CE. The fact the nearly 520 feet tall spire of the cathedral was erected nearly 3,800 years after the Great Pyramid of Giza was constructed, a testament in its own way to the longevity of the pyramid itself. Even since then, it remains a monument that has stood the test of time, remaining the only one of the original seven wonders still surviving. Archaeologists have estimated that when completed, the Great Pyramid stood 480 feet tall, with each side measuring 756 feet in length, with a total mass estimated at being 5.9 million tons and a volume of approximately 2.5 million cubic meters.
The Great Pyramid is only one of many pyramids at Giza, and people still associate Egypt with pyramids due to these massive monuments, but many are unaware of the long tradition of pyramid building within Egypt. There are many more pyramids in Egypt than just those at Giza - Lepsius’ expedition listed 67 “pyramids” throughout Egypt, all listed in his Denkmäler aus Aegypten und Aethiopien. Some of these monuments have since been relabeled as mastabas or other monuments, but many represented initial attempts at building pyramids by some of Egypt’s earliest kings, offering testament to the fact that the Egyptians spent several centuries trying to master the process of building such majestic monuments.
Chapter 1 - GENESIS 1906-1940
In 1906 was launched the U-1 and in 1917 the German Imperial Navy had 128 submarines. During the last months of the First World War, the success of the U-Boots seemed unstoppable until the aeroplane was incorporated as an anti-submarine weapon.
After the treaty of Versailles, the German command secretly undertook the rearmament of its armies, a process which speeded up with Hitler’s rise to power. The outbreak of World War Two and the beginning of a struggle for the control of the seas started to shape the legend of the deathly “wolf packs”.
Chapter 2 - THE GOOD TIMES 1940-1941
The British government considered that the German submarines stationed in French bases represented one of the major threats of the war. For Karl Dönitz and his men, they were good times.
Still, after the sinking of the Bismarck battleship, the invasion of the Soviet Union, the lack of air support and the numerous technical developments incorporated by the Allied ships, the success of the U-Boots entered a slow but relentless downfall.
Chapter 3 - THE SOUND OF THE DRUM 1942-1945
The entry of the US in the war critically affected the naval war. The Germans undertook Operation Paukenschlag (drumbeat), moving some of its submarines to the American coast.
The technological war heated up and the Allied investment in weaponry increased spectacularly. “Machines will defeat machines”, Churchill had predicted after the occupation of France. The German failures in the Eastern front, the surrender of Italy and the landings in northern Europe pushed the U-Boots into a suicidal war.
Many people have heard of Freemasonry, but few have any idea what it is, what it does, or why it exists. Freemasonry is not a religion, but rather a spiritual self-help society whose declared purpose is to help members become better citizens, and it has a strong track record of doing just that since it began in Scotland in the 15th century.Freemasonry For Beginners explores the objectives and teaching methods of Freemasonry and describes its influence on society in the past, present, and future. It recounts the origins of the movement in Scotland and its spread to North America and the rest of the world. Not least of all, it shows how Masonic teachings have helped so many members over the centuries learn the skills to become leaders in society, science, and the arts.
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