Suchergebnisse

AbstractWhen Walter Ulbricht and other Communist Party leaders returned to Germany from their Soviet exile in April, 1945, they brought with them not only blueprints for the administration and rehabilitation of Germany and for her gradual conversion to socialism,1 but also detailed plans for the Marxist reinterpretation of German history and for the teaching of this revised history in German schools and universities. Work on these plans had been underway for more than a year; it was based on earlier studies designed to refute Nazi conceptions of Germany's past. Similarly, it could draw on efforts to implement the popular-front strategy of the preceding decade, pointing out to non-Marxists that the communist-sponsored anti-fascist popular front (Volksfront) was deeply rooted in German history. This concern with history had gathered further momentum in connection with efforts to denazify German prisoners of war in the Soviet Union. To gain their support for the "National Committee 'Free Germany'," the Volksfront organization set up in the USSR in July, 1943, the communist leaders sought to convince these men that the goals of the Committee accorded with some of the noblest traditions of Germany's past. On this basis outlines were compiled for a new approach to German history, emphasizing the democratic progressive strands of that history. Similarly texts were drawn up to explain the inevitability of the defeat of reactionary Nazism and imperialism at the hands of the forces of progress as represented above all by the Soviet Union. The nation was thus to be led on to the path of peace and progress, but with the ultimate socialist goal barely mentioned. Preparations also were made to train at once teachers who could offer this type of instruction.2

Intro -- Contents -- List of Illustrations -- Acknowledgments -- Acronyms -- 1 Cradle to Grave: An Introduction -- 2 Weddings, Funerals, Anything: The British Columbian Demographic Narrative -- 3 The West We Have Lost: First Nations Depopulation -- 4 Girl Meets Boys: Sex Ratios and Nuptiality -- 5 Ahead by a Century: Fertility -- 6 Strangers in Paradise: Immigration and the Experience of Diversity -- 7 The Mourning After: Mortality -- 8 The British Columbia Clearances: Some Conclusions -- Appendices -- A: Leading Settlements/Towns/Cities, BC, 1871-1951 -- B: Total Population, BC, 1867-2006 -- C: Age and Sex Distributions, BC, 1891-2001 -- D: Infant Mortality Rates, BC, 1922-2002 -- Notes -- Suggested Reading -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.

This book provides a systematic history of Sino-Russian relations, a history which is invaluable in forming an understanding of relations between the two nations today. Becoming neighbours in the seventeenth century, their changing relations in peace and war, in isolation, cooperation and confrontation have steadily assumed a greater importance in world politics and become increasingly important to the stability of international relations

This work is a contribution to the research of education history. In our case the work deals with a history and importance of Teacher´s Academy in Levice. The work focuses on the circumstances and main reasons of its foundation, brings the analysis of its educational activities and addition. It also introduces personalities who are most significant in Teacher´s Academy complete development.

The essay attempts to explore some possibilities of Comparative Literary History with respect to Assamese literature. Writing a literary history is a complex business, and the tenets underlying its conceptualisation and execution have often been determined by factors other than purely 'literary' ones. In the essay, the conceptual dimensions of literary historiography are examined in relation to its recently developed nexus with comparative literature and cultural studies. Within this theoretical framework, the essay briefly touches upon the development of literary historiography within the Indian context in the precolonial, colonial and postcolonial periods, and subsequently moves on to discuss its position vis-a-vis Assamese literature, particularly in the latter's institutionalisation as a subject for graduate and postgraduate study under Gauhati University, Assam, in the post-Independence period. The essay deals specifically with the efforts of Professor Satyendranath Sarma, prominent academician and literary historian of Assam, towards the academic study of Assamese literary history. It explores the possibilities of comparative literary history in Assamese—one that is not based on a linear narrative of succeeding generations of poets and writers recorded and documented under a progressive model of impact and response, but rather a history of literary reception with many complex and multidimensional narratives often at loggerheads with each other.Key words: Literary Historiography, Comparative Literature, Comparative Cultural Studies, Indian Literature, Assamese Literature, Satyendranath Sarma