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2015
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70 Years after the end of the Second World War, research into its history continues to blossom, grow and diversify, both in academia and the larger public arena. In both Belgium and the Netherlands the historiography of the Second World War is well-established, strongly institutionalized, supported by a plethora of highly diverse local initiatives in museums, memorials and heritage centres and accepted as an essentially legitimate endeavour by the larger public, policy makers and funders.
2015
After a promising start, academic historiography of the First World War in Belgium fell silent after 1928. There was nothing that resembled an academic field of World War I studies in Belgium for decades. Two reasons might be the strength of Flemish national historiography and the enduring dominance of the Second World War. A remarkable shift occurred in the late 1990s, leading up to the frantic mobilization in 2014. This shift was not a generational occurence, but a convergence of separate decisions. This article hypothesizes that the underlying context was the end of the "golden era" of Belgian World War II historiography after the commemorative year 1995. This created the space for an academic field of World War I historiography.
A Call to Arms for War Historians! Seventy years after the end of the liberation, the large interest in the history of the Second World War continues. Producers and consumers meet each other in a continuing exchange of narratives and questions, provided by a set of media that are becoming more and more diverse: from books to articles, via websites and filmed documentaries, to games and apps. The access to- and the use of these sources are changing fundamentally due to digitization and the application of new methods and techniques for presenting and studying data. Consequently, the future of the historiography of the Second World War appears to be guaranteed, and it may therefore not seem a very urgent theme to discuss. However, the initiators of this conference hold a different view. We think it is vital to leave this supposed comfort zone.
Journal of Belgian History, 2-3, 2019, p. 12-81., 2019
https://www.journalbelgianhistory.be/en/journal/journal-belgian-history-xlix-2019-2-3
2020
The public debate in Germany about World War I has featured distinctive periods of upsurges and pauses since the end of the war in 1918. In this regard, it is not all that different from what has occurred in the other countries previously engaged in this war, with new images of the world war consistently arising, in each case refl ecting changes in the political and social contexts.1 It is possible here to distinguish four phases, each with its own thought dynamic: the Weimar years; the Third Reich; the years from 1945 to 2000 (during which World War I gradually disappeared from collective consciousness); and fi nally a phase beginning approximately at the recent turn of the century that represented a “rediscovery,” whose high point for the time being has been marked by the centenary in 2014.
BMGN - Low Countries Historical Review, 2016
Commemorating a 'Foreign' War in a Neutral Country The Political Insignificance of World War I Memory in the Netherlands kees ribbens The recent creation of a First World War museum exhibit at Huis Doorn reflects the increased Dutch attention paid to this war, accompanying the international Centenary efforts, although the neutral Netherlands had not been actively involved in the military events of wwi. This initiative, on a small estate where the former German emperor Wilhelm II lived after the defeat of Germany in 1918, was not a natural outcome of the dynamics of Dutch historical culture. This article raises
2020
An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org The Open Access book is available at www.degruyter.com Knowledge Unlatched ForP riya Acknowledgements This book is the resultofmore than nine years of research into the narrativesand representations of war and history museums, which originated in the summers of 2009 and 2010.While visitingm useums in Berlin, London, Warsaw, and Kraków and looking for patterns in representations of the Second World Warindifferent historiographical media, Ib ecame fascinated with visitors'' readings' of museum space in contrast to readerso ft ext and viewers of film. Ir ealized the potential in using aesthetica nd narratological reading techniques to analyze the reception of exhibitions as well as the constructive and performative nature of collective memories. This eventuallyled me to conductfieldwork in 157 different museums and independent exhibitions on both of the world wars, the Holocaust and otherg enocides, human rights, wara nd military history,a nd some more general history museums and exhibitions. These exhibitions werel ocated in fifteen countries,and the fieldwork was conducted between July 2010 and August 2019. The research for this book was generouslys upported through an Insight Grant by the Social Sciences and Humanities Research Council of Canada and through several internal grants facilitated by the Universityo fM anitoba. This book would not have been written in this form without the help of an umber of people. This includes curators and staff in the various museums in which I conducted my field research. Iwould like particularlytothank Gorch Pieken, Andrea Ulke, MonikaB ednarek, Klaus Hesse, Thomas Lutz, Dean Oliver, Jeff Noakes,M élanie Morin-Pelletier,a nd Anna Mulleri nt his regard. All twelve corem useums analyzed in this book wereg raciouslyw illing to assist me with numerous questions and allowed for the reproduction of photographs from their exhibitions. Ip resented ideas that made it into this book at around twenty conferences and guest lectures, and in doing so receivedvaluable feedback from discussants and anonymouspeerreviewers of my museum research. The ideas receivedover the years from the German Studies Association (GSA) "Wara nd Violence" interdisciplinary network, which Ico-chaired between 2013 and 2017,wereinvaluable. Ia lso cannot thank my colleagues enough at the University of Wisconsin-Madison and at the Universität Trier,wheree ach Is pent long spans of my year-long research leave in 2017-2018 and found the quiet and inspiration to finallyw rite the majority of this manuscript.Aparticular thanks goes to Sabine Gross,M arc Silberman, WolfgangK looß, Ralf Hertel, and Herbert Uerlings. It would be impossible to name all of my colleagues, friends, and family members who helped enable the completion of this project.I np articular, I OpenAccess. ©2 020 Stephan Jaeger,p ublished by De Gruyter. This work is licensed under the CreativeC ommons Attribution-NonCommercial-NoDerivatives 4.0 License.
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Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar tematik siswa kelas 1 SDN Salatiga 01 dengan menerapkan model pembelajaran Tutor Sebaya berbasis literasi. Jenis penelitian ini adalah penelitian tindakan kelas. Penelitian ini mengacu pada pendapat Kemmis dan MC.Taggart yang setiap siklus terdiri dari 4 komponen yaitu perencanaan, tindakan, observasi, dan refleksi. Instrumen pengumpulan data menggunakan tes formatif, lembar observasi, dan catatan lapangan. Teknik analisis data menggunakan teknik deskriptif komparatif. Subjek penelitian adalah siswa kelas 1 SDN Salatiga 01. Hasil penelitian menunjukkan adanya peningkatan persentase aktivitas belajar siswa pada siklus I sebesar 82,75% dan pada siklus II meningkat menjadi 88,75%. Peningkataan aktivitas siswa berdampak pada ketuntasan hasil belajar tematik yang ditunjukkan pada siklus I sebesar 78%, dan meningkat menjadi 92% pada siklus II.Berdasarkan hasil penelitian tersebut, model pembelajaran Tutor Sebaya berbasis literasi dapat meningkatkan hasil belajar tematik siswa. Kata kunci: Tutor sebaya, Literasi, Hasil belajar. Abstract: This research was conducted to improve the thematic learning outcomes of 1 st grade students of SDN Salatiga 01 by applying literacy-based peer tutoring learning models. Method of this research is classroom action research. This research based on Kemmis and MC.Taggart opinion which each cycle consists of 4 components, namely planning, action, observation, and reflection. The data collection of this were research formative tests, observation sheets, and field notes. The data analysis used comparative descriptive technique. The subject of the research was 1st grade students of SDN Salatiga 01. The results showed an increase in the percentage of student learning activities in the first cycle of 82.75% and in the second cycle increased to 88.75%. The improvement of student activities has an impact on the completeness of the thematic learning outcomes shown in the first cycle of 78%, and increased to 92% in the second cycle. Based on the results of the study, a literacy-based peer tutoring learning model could improve students' thematic learning outcomes.
VAT 15% in South Africa: the experiences in LEARNGame Entrepreneurship There is a big difference between VAT included (15/115 = 13,04%) and VAT excluded (15/100 =15%) +15 % ≠ -13,04% (15/115) The experience why learning to calculate fractions is important. Also Chanielle insisted on the need for extra LEARNGame sets, because the groups in South Africa are large. And she didn't want to rule out children to participate. Therefore we meanwhile developed an extra set with 3 extra colors (white, orange, green) to the set with the standard 3 colors (blue, yellow, red). This week we will complete these sets and -with some help of friends- transport them to Stellenbosch. We expect some new experiences, because when you change a -complex- setting in which people operate, like in Big Brother (Big Brother Mzansi season 4 in SA) a lot of unexpected things can happen. 😉
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