Suchergebnisse

On the 60th anniversary of the end of WWII, three prominent East Asian films on the International Military Tribunal for the Far East (IMTFE) appeared in China and Japan. The Chinese film Tokyo Trial (Dongjing shenban, 2006) was heavily promoted in the Chinese mainland, screened extensively at universities in Beijing and Shanghai, and broke opening weekend box office records at that time. In Japan, there were two high-profile films on both the Tokyo (A-class war criminals) and Yokohama (B/C-class) trials: I Want to Be a Shellfish (Watashi wa kai ni naritai, 2008) and Best Wishes for Tomorrow (Ashita e no yuigon, 2007). All three tribunal films deal with the question of who gets to write the official &ldquo ; history,&rdquo ; or master narrative of the past, with the national narratives of other nations looming large. Produced at the height of the mid-2000s East Asia history conflict, the three films constitute a major layer in the discourse on national memory in China and Japan. Focusing on representations of race and memory and drawing from theories of the film as a site of memory, this paper will reveal how these films attempt to redefine the official history established at the IMTFE (International Military Tribunal for the Far East) and establish a national narrative of perpetrators, heroes, and victims of WWII.

The following article focuses on the use of spatial metaphors, and the presence (or absence) of Jewish-Israeli identities in Nir Baram's novels, offering an overview of his work and locating it within a Hebrew literary tradition. In order to explore individual and collective identities in a (post)modern world, Baram makes extensive and elaborate use of spatial metaphors, blurring the boundaries between inside and outside, tampering with the stable organization of the world, and presenting homes that offer neither shelter nor warmth. The various characters in Baram's texts—Israeli or not—are either homeless or otherwise displaced, yearning for a home they cannot fully comprehend or construct. The defamiliarization of space in Baram's work creates the sense that Jewish-Israeli identities are implicitly present even when they are explicitly absent, and detached when they are, indeed, overtly present. This elusiveness seems to be the core of Jewish-Israeli identities as they manifest, or are alluded to, in Baram's work.

Argues that, when women have organized themselves into groups with a political purpose, the construction of a civil society in Pakistan significantly advances. The role of women's groups as intermediary groups is traced, particularly as they play increasingly important political & social roles in countering the actions & inactions of the state. In the ongoing effort to develop a National Plan of Action in Pakistan in response to the Beijing Platform for Action, women's groups are contributing to a participatory, sensitized, & increasingly decentralized national planning process that is encouraging regional & nongovernmental organization inputs in unprecedented ways. 31 References. Adapted from the source document.

THIS PAPER PRESENTS A SORTING MODEL OF EDUCATION IN WHICH INDIVIDUALS ARE TESTED IN SCHOOL. BY ASSUMING THAT HIGHER-ABILITY INDIVIDUALS ARE MORE LIKELY TO SUCCEED ON A GIVEN TEST, ONE CAN CONSTRUCT A SORTING MODEL OF EDUCATION THAT DOES NOT HINGE ON THE MORE ABLE HAVING LOWER NONPECUNIARY COSTS OF SCHOOLING. NASH EQUILIBRIA ALWAYS EXIST IN THIS MODEL (EVEN WITH A CONTINUUM OF TYPES OF INDIVIDUALS); HOWEVER, SOME ARE "UNREASONABLE." TO ELIMINATE THESE UNREASONABLE NASH EQUILIBRIA, MORE RESTRICTIVE DEFINITIONS OF EQUILIBRIUM ARE PROPOSED. THE AUTHOR ALSO SHOW THAT WHEN SCHOOLING AFFECTS PRODUCTIVITY-AND THEREFORE A WORKER'S PROBABILITY OF PASSING THE TEST - A SORTING EQUILIBRIUM MAY BE CHARACTERIZED BY TOO LITTLE INVESTMENT IN EDUCATION.

Intro -- Fighting Back -- Copyright -- Contents -- Prologue -- Authors' Note-Why Stan -- Authors' Note on the Use of "Palestine" and "Palestinian" -- Chapter One: Pretty Boy -- Chapter Two: The Poor Man's Harvard -- Chapter Three: An Air Force Man -- Chapter Four: To the Philippines -- Chapter Five: Air Apache -- Chapter Six: Prayer Meetings and New Targets -- Chapter Seven: California -- Chapter Eight: To All Concerned -- Chapter Nine: New Relationships -- Chapter Ten: Palestine -- Chapter Eleven: Fighting Back -- Chapter Twelve: Seeing the Sites -- Chapter Thirteen: Fighter Pilots -- Chapter Fourteen: The 101 Squadron -- Chapter Fifteen: The Truce -- Chapter Sixteen: El-Arish -- Chapter Seventeen: Major Andre Stanek -- Chapter Eighteen: Beaufighters -- Chapter Nineteen: Lost Glory -- Chapter Twenty: Hope -- Chapter Twenty-One: Operation Yoav -- Chapter Twenty-Two: Day of Battle -- Chapter Twenty-Three: Change of Status -- Chapter Twenty-Four: Aftermath -- Chapter Twenty-Five: Birth of an Air Force -- Chapter Twenty-Six: The Search for Stan -- Chapter Twenty-Seven: Reflections -- Note About the Chapter Quotations: Acknowledgments -- Endnotes.

Poor knowledge of spatial relationships by congenitally blind persons makes it difficult for them to learn handwriting skills. As many blind people are familiar with braille, the braille cell can be used to explain the shapes and formations necessary in handwriting. The dots in the cell are numbered and instructions indicate how to connect the dots with a pen to form script letters.