Suchergebnisse

"De jonge Adolf Hitler werd tot tweemaal toe afgewezen voor een opleiding aan de Kunstacademie van Wenen. Door geldnood gedwongen werd hij 'broodschilder'. Hitler was geen begenadigd schilder, kunstenaar was hij wel. Zo ontwierp hij de partijsymboliek, maakte de bouwtekening voor de Berghof- zijn huis in de Beierse Alpen creëerde decors voor opera's, en maakte met grote precisie schetsen voor bouwwerken en monumenten. Hitlers smaak op gebied van kunst was aartsconservatief. In zijn ogen waren moderne kunstenaars 'kladschilders' en had de degeneratie van de kunst in 1910 ingezet. Eenmaal aan de macht liet hij honderden werken van progressieve kunstenaars uit musea verwijderen. Aanvankelijk kocht hij werk van Duitse schilders uit de 19e eeuw aan, later ook van oude meesters. Hij wilde zijn collectie onderbrengen in het nog te bouwen Führermuseum in Linz. Zijn verzamelwoede kende letterlijk en figuurlijk geen grenzen.". - [Provided by publisher]

Zusammenfassung: "The Nazi regime preached an ideology of physical, mental, and moral purity. But as Norman Ohler reveals in this gripping new history, the Third Reich was saturated with drugs. On the eve of World War II, Germany was a pharmaceutical powerhouse, and companies such as Merck and Bayer cooked up cocaine, opiates, and, most of all, methamphetamines, to be consumed by everyone from factory workers to housewives to millions of German soldiers. In fact, troops regularly took rations of a form of crystal meth--the elevated energy and feelings of invincibility associated with the high even help to explain certain German military victories. Drugs seeped all the way up to the Nazi high command and, especially, to Hitler himself. Over the course of the war, Hitler became increasingly dependent on injections of a cocktail of drugs--including a form of heroin--administered by his personal doctor. While drugs alone cannot explain the Nazis' toxic racial theories or the events of World War II, Ohler's investigation makes an overwhelming case that, if drugs are not taken into account, our understanding of the Third Reich is fundamentally incomplete" -- provided by publisher

"You can curse, you can cry, but get up and go on..."Rehabilitation centres for people with disabilities resulting from polio in Poland after World War II as an everyday life space

The article focuses on selected issues of everyday life of disabled people with polio-related impairments who were treated and rehabilitated in closed rehabilitation facilities. A network of such institutions was established in Poland as a response to polio epidemics outbreak in the early 1950s. The article analyzes the period between the early 1950s and late 1960s. The text highlights the specificity of daily life at these facilities. In particular, I consider interpersonal relations among members of these various communities. In terms of source material, the study is based primarily on autobiographical oral histories collected and recorded by the author.
Keywords: history of disability, Poland, rehabilitation, healthcare facilities, 1945–1989

This paper is devoted to the analysis of selected aspects how Ukrainian schools present the historical narrative that covers the post-World War II history of this country – particularly the period of late socialism. My goal was to establish how post-Maidan textbooks presented the times when Ukraine was part of the Soviet Union in its superpower phase. I was especially interested in the current assessment of such phenomena as: post-Stalinist modernization, the movements opposing communist ideology, and the late socialist concept of the Soviet people. The source material was five new textbooks for historical education at high-school level approved for use by the Ukrainian authorities in 2019. The basic research method was discourse analysis: the content of the textbooks were critically evaluated in light of the ongoing political and social situation. Among the theoretical assumptions that were applied in the paper was that the historical narrative has a key importance as a function of the nation-state and as such serves its interests. To conclude the analysis below, it should be emphasized that historical narrative of Ukrainian Schools presents the past of the country in the second half of the 20th century as a general process of gaining independence from the Soviet centre. In the context of Russia's aggression against Ukraine, it should be assumed that the emancipatory nature of the interpretation of Ukraine's national history is now irreversible.

The purpose of the article was to present, with regard to Łódź multinational and multi-religious contexts of the 19th and 20th centuries, the type, course, and meaning of widely understood school celebrations, in which children were the main actors. The intention of the author was to answer the key issue of this study: did children, who rehearsed for school celebrations and events and participated in them, play the role of the subject of the educational process or were they a kind of a tool, i.e. the object of the influence of the school, that is to say its owners (e.g. boards of charitable organizations or municipal or church authorities), education authorities, teachers, or carers. To what extent did the organisation of school events result from rituals of the educational institution concerned and to what extent was the need for this kind of "ceremonies" influenced by the local (social and political) environment? The historical background of the paper is the time before the Great War, the years of 1914-1918, and Poland in the interwar period. Taking the historical and pedagogical aspects referred to above into account, the author tried to present the events with child participants held in institutions run by charitable organisations (the period until 1914); ceremonies related to the promotion of pupils in the first grades of municipal schools to next grades (the years of 1914-1918); and celebrations and ceremonies held in care institutions for girls and boys. The research is based on archive materials, newspaper articles, and historical and current literature. ; The purpose of the work was to present the type, course and meaning of the widely defined school celebrations with children as the main actors in the multinational and multi-religious contexts of Lodz in the 19th and 20th centuries. The author's intention was to provide an answer to the key question of this study: did children prepared for school celebrations and events and participating in them, were the subjects of the education process or rather, were they tool on which the school (e.g. boards of charitable organizations, municipal or church authorities, education authorities, teachers, or carers) exerted its influence. To what extent did the organization of school events result from the establishment's rituals and to what extent was the need for this kind of "ceremonies" affected by the local (social and political) environment? The historical background of the work is the time before the Great War, the years of 1914–1918, and the time of Interwar Poland. Bearing in mind the historical and pedagogical aspects referred to above, the author tried to present events with young participants held in institutions run by charitable organizations (by 1914); ceremonies related to the promotion of students of initial years of municipal schools (1914–1918) and celebrations and ceremonies held in care institutions for girls and boys. The research is based on archive materials, press materials, historical and contemporary literature on the subject.