Suchergebnisse

Im Zentrum der Arbeit steht die Rekonstruktion des Holocaust in Italien am Beispiel der Razzien im römischen Ghetto und im Ghetto von Venedig. Die Entstehungsgeschichte und die jeweilige Situation der jüdischen Gemeinden in Rom und Venedig zur Zeit der durchgeführten Razzien spielen dabei eine wichtige Rolle. Gleichzeitig geht es um eine detaillierte Wiedergabe der Ereignisse bezüglich der beiden Razzien sowie um eine Analyse des Ablaufs und der Umstände. Kritisch wird dabei auch die Haltung des Papstes und der katholischen Kirche gegenüber den Ereignissen analysiert. Die Basis der Arbeit bildet historisch-dokumentarisches Material, das in Ausnahmefällen durch literarische Quellen ergänzt wird. Ein Ergebnis der Arbeit ist, dass zur Razzia in Rom deutlich mehr Literatur existiert als zu der im Ghetto von Venedig. Die Autorin stellt sich außerdem die Frage, ob durch eine geschickte Politik der Regierung Badoglio der spätere Holocaust möglicherweise hätte verhindert werden können

Following Fred Hankins's initial article on the approach to economics teaching in schools, two educational specialists involved in the 14—16 Project for school economics curricula, outline their approach to the fostering of economic literacy.

This study investigated the effects of manipulating design features of a computer-mediated text (CMT) system on the reading and writing performance of 45 hearing-impaired students. Five versions of a CMT system with an electronic dictionary (ED) were utilized. Versions included either an intrinsic motivation activity (vocabulary game), an extrinsic motivation activity (post-passage test), or no motivation activity. In addition, the kind of information obtained from the ED was varied. Some versions displayed a stand-alone definition; others displayed the definition with a sentence using the word in context. Results showed the extrinsic motivation activity related to better reading and writing performance by student users. An on-line record of student access to the ED was kept, and analysis indicated greater access was related to better post-treatment vocabulary knowledge. Implications of the findings are discussed with respect to the design of computer-based learning environments for hearing-impaired students.

This report is structured as follows:❖ Chapter 2 briefly outlines the background and context for the research.❖ Chapter 3 outlines the research framework in relation to the mixed qualitative and quantitative methodologies and discusses the research design.❖ Chapter 4 provides an overview of the literature on what is known in relation to military to civilian transition in Scotland.❖ Chapter 5 discusses the early quantitative findings as well as the early findings from key stakeholders to capture the most significant changes to transition in Scotland.❖ Chapter 6 presents our conclusion and outlines our approach for Phase 2 and 3 of the study.

This article seeks to establish how, and why, older U.K. Armed Forces veterans resident in Scotland identify as veterans. We consider both the profile and the nature of the aged veteran population in Scotland and consider the nature of inclusion and exclusion by both the individual and community elements. Our consideration of the population and nature of the Scottish resident U.K. veteran is drawn from research amongst the older veteran population in Scotland, specifically those 65 years of age and older, as this includes periods of volunteer and required service from the U.K. population. The data is sourced from our 3-year study around the support needs of older veterans who are currently residing in Scotland. Our findings illustrate that individuals come from a variety of diverse geographical origins, and express different experiences in the U.K. Armed Forces; including nature of recruitment, branch of service, length of service, deployment theatres, and differing levels of engagement in active conflicts. Extant research identifies a divide between the official U.K. institutional definitions of a veteran, which is very broad and inclusive, and the interpretation of veteran status by those who have actually been members of the U.K. Armed Forces. The U.K. Government term is extremely inclusive and so much wider than many comparative definitions as it includes anyone who has performed military service for the length of one day and/or drawn one day's pay as a service member. Therefore, from an institutional perspective there is no perceived barrier to identifying as a U.K. veteran even for those who were negatively dismissed from service or discharged prior to formal completion of service periods. Yet, our current research reinforces previous findings that non-identification among ex-U.K. service personnel as veterans is widespread for a variety of different reasons. It is clear that the Government's definition of a veteran is much wider and more inclusive than the perceptions of the ex-service community itself, and this appears to be the case among the wider U.K. public as well, for reasons which are wide ranging and sometimes contradictory. We found that awareness amongst the older veteran community on who is a veteran and how the term is defined is still unclear. Older veterans, that is those who meet the Government's definition, still regularly report uncertainty on whether or not someone who did compulsory National Service can be classed as a veteran or if it is determined by length of service, and such confusion seems widespread. In addition, the exact nature of the veteran population in Scotland is also far from precise. While other countries have a long history of recording service personnel, both during and beyond service, the U.K. has no such measurable data or established clear support mechanisms for veterans, and this may have been a strong, historically contributing factor. This article therefore seeks to establish the reasons for veteran self-identification, or non-identification, but also the nature of the veteran community in Scotland, and the wider reasons why some former service personnel feel unwilling, or unable, to include themselves within that community.

This article seeks to establish how, and why, older U.K. Armed Forces veterans resident in Scotland identify as veterans. We consider both the profile and the nature of the aged veteran population in Scotland and consider the nature of inclusion and exclusion by both the individual and community elements. Our consideration of the population and nature of the Scottish resident U.K. veteran is drawn from research amongst the older veteran population in Scotland, specifically those 65 years of age and older, as this includes periods of volunteer and required service from the U.K. population. The data is sourced from our 3-year study around the support needs of older veterans who are currently residing in Scotland. Our findings illustrate that individuals come from a variety of diverse geographical origins, and express different experiences in the U.K. Armed Forces; including nature of recruitment, branch of service, length of service, deployment theatres, and differing levels of engagement in active conflicts. Extant research identifies a divide between the official U.K. institutional definitions of a veteran, which is very broad and inclusive, and the interpretation of veteran status by those who have actually been members of the U.K. Armed Forces. The U.K. Government term is extremely inclusive and so much wider than many comparative definitions as it includes anyone who has performed military service for the length of one day and/or drawn one day's pay as a service member. Therefore, from an institutional perspective there is no perceived barrier to identifying as a U.K. veteran even for those who were negatively dismissed from service or discharged prior to formal completion of service periods. Yet, our current research reinforces previous findings that non-identification among ex-U.K. service personnel as veterans is widespread for a variety of different reasons. It is clear that the Government's definition of a veteran is much wider and more inclusive than the perceptions of the ex-service community itself, ...