36 officers, 2054 men

Persons of mixed blood of the first degree married to persons of German blood if their marriage has resulted in children (persons of mixed blood of the second degree). Suc

In a speech delivered to the foremen of work units in June 1943, Gens made his policy of “survival through labour” quite clear: “While working for ghetto industry or for the kommandos outside the ghetto, we have, contrary to the trite opinion that we are poor workers, shown that we are very useful and irreplaceable. Under present war conditions, work in general and work for the Wehrmacht in particular is the command of the hour… It is urgent that we make changes to increase the output of the workers and thus enhance the justification for our existence.” Only the young and healthy were considered to be of value; the elderly, the sick and the unskilled were, of necessity, considered expendable. So far as it was achievable, women and children would be spared, since they formed the biological nucleus of the community, but otherwise it was a question of negotiating with the Germans in order to attempt to restrict the number of victims to the minimum possible

To these ends, the Vilna ghetto fighters blew up a German military train, smuggled in arms, sabotaged German military equipment, set up an illegal printing press outside of the ghetto, and established ties to the Soviet resistance in the city and the forests. They also sent emissaries to the Warsaw and Bialystok ghettos to warn the inhabitants about the mass killings of Jews in the occupied Soviet Union and to incite resistance.

For the seizing of the foreign values a similar organization would have to be provided for in the State treaties which are to be concluded with the individual European countries about the regulation of the Jewish question.

__________________________________________________________________________ Shoah Resource Center, The International School for Holocaust Studies3/2with which they may make a living, which gives them once more a task and sense to their lives!

1) Jews are forbidden to fly the Reich or National flag or to display the Reich colors. They are, on the other hand, permitted to display the Jewish colors. The exercise of this right is protected by the State.

Jews may not employ in their households female subjects of the state of German or related blood who are under 45 years old.

Extramarital intercourse between Jews and subjects of the state of German or related blood is forbidden.

1) Marriages between Jews and subjects of the state of German or related blood are forbidden. Marriages nevertheless concluded are invalid, even if concluded abroad to circumvent this law.

Section 1 does not apply to civil servants who were already employed on August 1, 1914, or who fought during the World War at the front for the German Reich or who fought for its allies or whose fathers or sons were killed in the World War. With the agreement of the appropriate special minister or of the highest authorities of the federal states, the Reich Minister of the Interior can permit further exceptions in the case of officials who are abroad.

One grandparent shall be considered as full-blooded if he or she belonged to the Jewish religious community.

The Reichstag passed the so-called Nuremberg Laws (or “Nuremberg Racial Laws”) on September 15,1935, during the Seventh Reich Party Rally of the NSDAP in Nuremberg. Henceforth, these laws formed the basis of the Nazi persecution of the Jews. The “Law for the Protection of German Blood and German Honor” (“Blood Protection Law”) aimed to isolate the Jews racially and socially by prohibiting them, under pain of severe punishment, from marrying or having sexual relations with non-Jews.

The aim of our work is the co-operation of all those who take part, actively or passively, in Jewish cultural life, both artists and audience, and this can be achieved only if all Jewish organizations play their part. Every individual is jointly responsible and will decide with us on the success of our work.

We have received authority from the State Commissioner for the independent organization of artistic and creative work.

Only in this way willAhasverusbe forced to reach for his staff forthe last time and exchange it for the axe and the spade.

In my own Networks track, I realized at the end that a participant had dropped out halfway through the institute because the focus on Twitter was unhelpful to her and when she pushed at this, she felt that the group didn’t hear; her leaving meant that our “network” was reified into something less multifaceted than it could have been

Who doesn’t, on some level, want to get off Twitter, build a tiny house, and move to the unwired northern woods

I can teach students to write argumentative essays in online environments but I could never account for the impact of design using pencil and paper.

We looked at three websites about Mumia Abu-Jamal, a Philadelphia man who contests his death row conviction of killing a police officer.

By examining how an idea travels, the frequency of times readers and authors mention an idea, and tracing it back to its source all require analytics.

Few students could identify an author let alone evaluate other markers of credibility.

A lack of background knolwedge did not phase skilled readers. This I documented in my work as very few students knew much about the domain of my inquiry tasks (American Revolution).

Skilled online readers engage in strategic text assembly which I define as the ability to read for meaning while flexibly applying both navigation strategies and comprehension monitoring strategies.

For Kaku intelligence should be a mark of how divergent thinking allows some to create more complex models and more frequent simulations of the future.

Human consciousness involves the ability to create a model of the world and then simulate the model of the world in order to obtain a goal.

The teacher had given two additional instructions: ”put your writing at the top of the page, and the drawing at the bottom”, and “use only black pencils in your drawing”. Apart from the different responses to this instruction (7 b used colour pencils) there is the startling difference in what each “saw” and what each wrote.

The kinds of meanings made by the letter “e”, by the word “Grille”, and by the colour “red” are different kinds of meanings. Not only do they mean different things, they mean differently. You can’t look up the meaning of “e”, nor the meaning of “lurid red”. What “e” does is not so much refer to some object, such as a Grill, or a Bar, but rather to evoke by cultural associations. It has a history of use in particular places (in ‘marketing speak’ for instance), and it is knowing its provenance that gives it its meaning. “e” puts me in the world of ‘Olde England’ with all its mythic associations. In one sense, colours work similarly: I have encountered the colour ‘red’ in many instances, as in “red light district”, as a colour of lipsticks: so in this context it is eroticized. Words have their histories, but they also refer; they name things (as nouns) or actions (as verbs) or attributes (as adjectives) or as relations of location (as prepositions), and so on

It might be the medium of the teacher’s body, involving speech, movement and gesture.

To reflect on this: in writing or speaking I have to use a sentence in which two entities – cell and nucleus – are related by a verb, have, indicating a possessive relation: the cell has something (much like: “I have a car, a house, two kids, etc”). I could use a different verb: “In every cell there is a nucleus”. The meaning is now quite different: about existence, there is and location, in

But, most importantly, they are to use the expertise of other students and the teacher in the classroom.

Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

to try and consolidate the great work in visual, digital, and multimodal content construction…while making it easy & flexible enough for teachers to make this work happen in their classrooms.

Yet many young people seem willing to lie to access those communities.

Young people are creating new modes of expression that are poorly understood by adults, and as a result they receive little to no guidance or supervision

Yet Schrier was surprised by another phenomenon: the young people took the game’s representation of historical evidence at face value, acting as if all of the information in the game were authentic.

Even if these opportunities were not for-mally valued by our educational institutions or listed on a resume when applying for a job, the skills and self-confidence gathered by moving across all of these online communities surely would manifest themselves in other ways, offering yet another leg up to youths on one side and another disadvantage to youths on the opposite side of the participation gap

There are three core flaws with the laissez-faire approach. The first is that it does not address the fundamental inequalities in young people’s access to new media technologies and the opportunities for participation they represent (what we call the participation gap). The second is that it assumes that children are actively reflecting on their media experiences and thus can articulate what they learn from their participation (the transparency problem). The third is that it assumes children, on their own, can develop the ethical norms needed to cope with a com-plex and diverse social environment online (the ethics challenge).

The first is that it does not address the fundamental inequalities in young people’s access to new media technologies and the opportunities for participation they represent (what we call the participation gap). The second is that it assumes that children are actively reflecting on their media experiences and thus can articulate what they learn from their participation (the transparency problem). The third is that it assumes children, on their own, can develop the ethical norms needed to cope with a com-plex and diverse social environment online (the ethics challenge).

will be able to collaborate better with people from diverse cultural backgrounds.

Beck and Wade conclude that gamers were more open to taking risks and engaging in competition but also more open to collaborating with others and more willing to revise earlier assumptions.

Yet the new par-ticipatory culture offers many opportunities for youths to engage in civic debates, participate in community life, and even become political leaders

David Buckingham argues that young people’s lack of interest in news and their disconnection from politics reflects their per-ception of disempowerment.

Informal learning communities can evolve to respond to short-term needs and temporary interests, whereas the institu-tions supporting public education have changed little despite decades of school reform. Informal learning communities are ad hoc and localized; formal educational communities are bureaucratic and increasingly national in scope. We can move in and out of informal learning communities if they fail to meet our needs; we enjoy no such mobility in our relations to formal education.

A focus on expanding access to new technologies carries us only so far if we do not also foster the skills and cultural knowledge necessary to deploy those tools toward our own ends.

black hole that consumes resources that might be better devoted to traditional classroom activities (in the more critical version).

Not every member must contribute, but all must believe they are free to contribute and that what they contribute will be appropriately valued.

Too often neglected, except as a source of risk, these communication and entertainment–focused activities, by contrast with the information-focused uses at the centre of public and policy agendas, are driving emerging media literacy.

The study also does not include even more widespread practices, such as computer or video gaming, that can require an extensive focus on constructing and performing as fictional personas.

Nor did it count other forms of creative expression and appropria-tion, such as music sampling in the hip-hop community.

Indeed, many of these youths were frustrated with school; some dropped out and others chose to graduate early. They developed much of their skill and knowledge through their participation in the informal learning communi-ties of fans and gamers.

What Skyler meant is simply that social acceptance depends on the ability to socialize with one’s peers at the “cool” place. Each cohort of teens has a differ-ent space that it decides is cool.

In an effort to learn more about him, the committee members Googled him. They found his MySpace profile. It was filled with gang symbolism, crass language, and references to gang activities. They recoiled.

What the drive-in was to teens in the 1950s and the mall in the 1980s, Facebook, texting, Twitter, instant messaging, and other social media are to teens now.

But they also track celebrities like Kanye West and Kim Kardashian to imagine the freedoms they would have if they were famous.

The internet presented me with a bigger world, a world populated by people who shared my idiosyncratic interests and were ready to discuss them at any time, day or night.

It used to be the mall, but for the youth discussed in this book, social network sites like Facebook, Twitter, and Instagram are the cool places. Inevitably, by the time this book is published, the next generation of teens will have inhab-ited a new set of apps and tools, making social network sites feel passé. The spaces may change, but the organizing principles aren’t different.

I had spent my own teen years online, and I was among the first generation of teens who did so. But that was a different era; few of my friends in the early 1990s were interested in computers at all.

So many people talk about youth engagement with social media, but very few of them are willing to take the time to listen to teens, to hear them, or to pay attention to what they have to say about their lives,