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The Making of Jewish Revolutionaries in the Pale of Settlement
This book examines the emotional aspects of revolutionary experience during a critical turning point in both Russian and Jewish history - the 1905 revolution. Shtakser argues that radicalization involved an emotional transformation, which enabled many young revolutionaries to develop an activist attitude towards reality.
The Bolshevik Response to Antisemitism in the Russian Revolution
The first book-length analysis of how the Bolsheviks responded to antisemitism during the Russian Revolution.
Revolutionary Social Democracy: Working-Class Politics Across the Russian Empire (1882-1917)
This groundbreaking comparative study rediscovers the socialists of Russia’s borderlands, upending conventional interpretations of working-class politics and the Russian Revolution. Researched in eight languages, Revolutionary Social Democracy challenges long-held assumptions by scholars and activists about the dynamics of revolutionary change.
Russian Pogroms and Jewish Revolution, 1905
This book, based on extensive original research, examines the widespread and violent pogroms against Jews which took place in the Russian Empire in 1905. It briefly surveys the earlier history of Jews in the Russian Empire and the discriminatory policies against them. The work outlines the extent of the killings and lootings in 1905, explores the role of the authorities who were often neutral or complicit in the violence, and highlights Jewish self-defense measures. It relates the pogroms to the place of the Jews in Russian urban and rural life, to social change and modernisation, and to the revolutionary events of 1905, in which Jews played a prominent role, and during which calls for ethnic self-determination arose among many nationalities of the Russian Empire, most broadly and consequentially among Jews. Overall, the book views the pogroms as a consequence not only of Russian antisemitism, but of the broader, revolutionary breakdown of Russian state and society in 1905.
The Making of Jewish Revolutionaries in the Pale of Settlement
This book examines the emotional aspects of revolutionary experience during a critical turning point in both Russian and Jewish history - the 1905 revolution. Shtakser argues that radicalization involved an emotional transformation, which enabled many young revolutionaries to develop an activist attitude towards reality.
A Nation of Refugees
Though the Holocaust has been documented in depth, historians and the public know very little about the experience of Eastern European Jews during the preceding world war. A Nation of Refugees tells the story of how ordinary Jewish people in the Russian Empire survived World War I as refugees and civilians. It focuses on the resilience and organized campaigns of humanitarian war relief that countered violence and victimization. Above all, it captures the voices and experiences of refugees at a time of upheaval and war through first-hand accounts.
Rising Subjects
Rising Subjects explores the change of the public sphere in Russian Poland during the 1905 Revolution. The 1905 Revolution was one of the few bottom-up political transformations and general democratizations in Polish history. It was a popular rebellion fostering political participation of the working class. The infringement of previously carefully guarded limits of the public sphere triggered a powerful conservative reaction among the commercial and landed elites, and frightened the intelligentsia. Polish nationalists promised to eliminate the revolutionary “anarchy” and gave meaning to the sense of disappointment after the revolution. This study considers the 1905 Revolution as a tipping point for the ongoing developments of the public sphere. It addresses the question of Polish socialism, nationalism, and antisemitism. It demonstrates the difficulties in using the class cleavage for democratic politics in a conflict-ridden, multiethnic polity striving for an irredentist self-assertion against the imperial power.
Mentoring and Coaching in Early Childhood Education
This book provides an introduction to the theory and practice of mentoring, coaching and supervision in the context of early childhood education and care. Written by a team of scholars from the UK, Ireland, South Africa, Australia and the USA the book includes a range of annotated case studies to exemplify important issues from around the world. The chapters are organized around four key principles: · Embedding professional one to one support within the setting · Maximising performance and professional development · Self and collaborative reflection for leadership · Managing and leading change Topics covered include discussion of the differences and similarities between mentoring, coaching and supervision; management and leadership in early childhood settings; safeguarding and child protection. Alongside the annotated case studies each chapter also includes a summary of key points and questions for further discussion.
LANGUAGE AND LITERATURE
s the world continues to interconnect, in this modern age, the need for people to understand one another is magnified. Whether for business purposes, entertainment, tourism or any other reason, the more people learn about the world and the cultures that define them, the more they are able to make this world a better place. The languages people speak reflect the lives lived. Understanding people's cultures therefore necessitates the use of language. This book underscores the importance of using language and literature to enhance cultural understanding. It also discusses the ways in which the teaching of African languages and literature can be used as vehicles for developing people's understanding of African cultures.
Accessing the Workings of the Mind
This work is an extended study on the role of brain and cognition in L2 learning processes. By taking account of the type of encoding needed to convert input into intake and the tasks that EFL young learners are capable of, this book hopes to inform L2 practitioners of the potentially effective repertoire to assist L2 learners in advancing further their English learning. The author Dr.Li-ling Chuang is Associate Professor of Graduate Institute of Children's English at NCUE, Taiwan. She received her doctoral degree in Linguistics from UMCP, USA. Prior to joining the faculty at NCUE, she had served as a head of Department of English at Dayeh University. Current research interests include brain-based L2 teaching, L2 acquisition and processing, and L2 learning strategies.
