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The issue of the aid given by the Polish to the Jewish community during the Second World War turned out to be heavily neglected in the historical researches after 1945. This article provides guidance for future research on this issue.
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The persecution of the Polish society by German occupiers is the cause of both individual and institutional support actions. As part of the actions of the Polish Underground State, such an action is carried out by the Government of the Republic of Poland in exile, and in particular the Department of Labor and Social Welfare. The aid action are aimed at both repressed and threatened by reprisals, citizens of the Polish state, regardless of their religion and nationality. Due to the particularly brutal behavior of the Germans, directed directly at the destruction of the entire Jewish people, the authorities of the Polish State, together with many public and political organizations, held an organized action to help the Jews from the end of 1942. To this end, the Polish Council to Aid Jews ("Jegota") was established. Within his modest possibilities, the Council was making efforts to save as many Jews as possible.
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The partnership process is a prerequisite for management activities and processes in the social and educational sphere. A key role for success is the partnership between the institutions in social protection from domestic violence. The creation of a model of interaction at a regional level is the next stage in the process of partnership within the Local mechanism for the application of the Law on protection from domestic violence. It is necessary to improve the process of coordination and information exchange; to provide training for professionals; to strengthen cooperation between institutions in the implementation of measures for rehabilitation of perpetrators of domestic violence; to develop social infrastructure to support victims and perpetrators through new programs, development of competences, new (social) services.
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Life is too short to waste time, energy and stress in dragging the unresolved conflict – especially if it makes you suffer every day. Frequent clashes with violence in schools seem hopeless. Obviously, we can not approach in the same way, i.e. applying only disciplinary punishments and expect a different result. We need to use actual working instruments. Mediation is a powerful tool for resolving conflict situations in school. In school mediation that is also known as school intervention meetings are held in order to achieve mutually satisfying dispute resolution, supported by a neutral third party (mediator) in the cozy space of open dialogue and partnership. School mediation is an effective method for the so called “win-win” resolution of disputes, enabling both sides involved in the conflict to win and continue their relations, having mutual interest. It is possible to transform disputes by school mediation before they have occurred. It is also possible to transfer disagreements into creative energy. The article presents various conflict situations, real for Bulgarian school, and a way that they can be resolved by the teachers-mediators.
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Daily use of internet enables people to take advantage of the benefits of a large number of online services by carrying out certain activities in the network. The aim of the text is to reveal the conveniences and risks of using internet for achieving personal goals; to differentiate the types of usage of individual internet users; to make dynamic analysis and trend of private internet use in Bulgaria; to reveal benefits in using internet. As a conclusion are given recommendations on reducing the risk.
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The article presents the situation of the Poles and Jews during the German occupation in the Rzeszow region, as well as the ways of saving the Jewish population there.
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The methods of the historical analysis are not sufficient to explain the past, because there is no history without psychology and there is no psychology without history. That is the main thesis of the present article. From that point of view, the author proposes an interdisciplinary explanation of the key moments from the European history, which combine the historical with psychological, as well as the philosophical analysis. These moments are: the rise of European civilization / the domination of European civilization over the rest of the world, the war and the violence that this civilization produces as a destructive force. The author tries to explain the destructive moments in the European history by means of the archetype “shadow”, which Carl Gustav Jung uses as а part of his theory for the collective unconscious. In the analyses some of Sigmund Freud’s opinions for the violence of the Human nature are used. On the base of the interdisciplinary analysis the author tries to explain the co-existence of creative and destructive principles in the course of the development of European society.
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Between 1941 – 1945 around 3,2 million German POWs are confronted with the harsh realities of the Soviet Gulag. From them 1,1 million die of exhaustion, illnesses and hunger. This article will try to follow the journey of the German POWs from the battle field to the labor camps, their way of life during captivity and the challenges surrounding their repatriation. A considerable part of the POWs stay in the Soviet camps up until 1956. Here we will try to answer the question whether their long captivity lies in the Soviet’s demand for cheap labor or in the Soviet’s willingness to use the German POWs as an instrument for applying pressure on the Western powers and the FRG.
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Since the Kingdom of Bulgaria had joined the Tripartite Pact on 1 March 1941, until the middle of 1943, ordinary Bulgarians lived with an illusion of a “symbolic war”. Life was much more difficult than the pre-war years, traditional Bulgarian goods gradually disappeared from the market, and measures were taken to defend against an external attack, especially an airstrike. The real war that would demolish the capital and throw the country into chaos was drawing close, despite the fact that few people were aware of that until that moment.
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The aim of the discourse is to add informatively, so far as it is possible, and contextualize direct and indirect records from initial document sources for the status and the settlement of ethnocultural communities, different from the Bulgarian (Tartarian, Serbian, Hungarian – for instance), in Northern Thrace in the period XV – XVII century. In this way a segment of the common reconstruction of the processes of ethnodemographic and settlement dynamics in the defined geographic perimeter will be build.
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Disability studies and critical trauma studies are both deeply concerned with the social construction of meaning and identity. However, these disciplines often remain mutually disengaged, inadvertently overlooking shared mechanisms of oppression that foster stigma. This article explores the novel depiction of disability and trauma in the play Amy and the Orphans by Lindsey Ferrentino. Amy, a character with Down Syndrome, challenges disability stereotypes by exercising autonomy; she is not solely defined by her disability or her experiences of abuse. The theatrical narrative is one of both disability and trauma, encouraging a nuanced reflection on the origins of stigma and revealing how theatre can be used as a tool of resistance to reclaim agency through performances that challenge conventional ‘disability’ stereotypes.
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The paper discusses the concept of children’s participation in law conflict within chimeric groups such as deviant subcultures as a result of the various factor influence and reasons associated with the main social institutions. The substance of the issue is determined by the growing forms of group aggression, group criminality and violence among adolescents that go beyond frames of school institutions and occupy the public domain. The target of the survey are minors placed in a correctional educational institution - boarding school. These children are in conflict with the law where social behavior is expressed in different forms of deviant and delinquent behavior. Their manifestations are not just aggressive, they are related to a high degree of public risk because they carry out acts punishable by law. The research interest is related to the specification of the determinants for inclusion in the chimeric groups and their influence on the subsequent behavior of adolescents.
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This article analyses themes from Christina Crosby’s disability memoir A Body, Undone: Living On after Great Pain through the philosophical works of Judith Butler. Both Crosby and Butler propose complementary ideas on corporeal vulnerability, the precariousness of life, relationality and interdependence. Crosby’s memoir provides a critique of dominant disability discourses that affect the social formation and reception of disability narratives, such as narratives that unilaterally characterize disabled subjects as strong, resilient and autonomous while bracketing the traumatic dimension of disability out of the narrative. Crosby’s book is discussed as a rich disability memoir that, while it firmly presents an account of living on, accounts for debilitating physical pain, the traumatic aspect of disability and the intense grief for lost bodily functions, abilities and life possibilities. Reflecting also on the socio-political character of disability narratives, the article considers how and why certain narratives can function critically and motivate a critical analysis of contemporary representations of disabled people. Approaching philosophically Crosby’s memoir through Butler’s work enables a wide-ranging consideration of topics found in the memoir such as the therapeutic nature of writing, narrative identity and its difficulties, the relations between disability studies and trauma theory, the political import of the personal and the ethico-political significance of interdependence.
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Daniel Morrison and Monica Casper contend that disability studies and its cultural locations have been remarkably silent on matters of the traumatic origins of many disabilities, on the ongoing relationship between shocking events, their abrupt and chronic impact, and experiences of disability. This article explores how critical disability studies must intersect with critical trauma studies to address how the African American Vietnam war veterans who, traumatized and disabled by war and conflict, are further marginalized by societal constraints of race, class and gender. This essay focus on an understanding of W.E.B. DuBois’s ideology of double-consciousness, critical race theory and cultural studies and how they can emphasize the intersection of war injury and disability with a tremendous regard for the lived racial, class and socio-economic oppressions that contributed to what military service and disabilities of the African American Vietnam veteran reveal about masculine identity.
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Representatives of the psychological stance I maintain believe that the causes of criminal behavior are clearly justified by the Austrian psychologist Sigmund Freud. He highlights several fragments of a person's access to the criminal contingent: the idiom, the ego and the superego of the one, and on the other, the infantile emotional experiences of man. Whether a person will be a killer or rapist depends on his psychological level that has been built since early childhood. In childhood, the main moving apparatus is the principle of pleasure, so adolescents are not interested in a foreign opinion. After this period, there is the principle of established social and legal rules that people follow and observe, but there is another group of people who ignore these rules and do not obey them. In this sense, criminal behavior has a traumatic beginning and is seen as a consequence of violent or psychological conflict in childhood.Representatives of the psychological stance I maintain believe that the causes of criminal behavior are clearly justified by the Austrian psychologist Sigmund Freud. He highlights several fragments of a person's access to the criminal contingent: the idiom, the ego and the superego of the one and on the other, the infantile emotional experiences of man. Whether a person will be a killer or rapist depends on his psychological level that has been built since early childhood. In childhood, the main moving apparatus is the principle of pleasure, so adolescents are not interested in a foreign opinion.
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The article examines the trend of an increase in violence among young people. The text focuses on the need for implementing complex scientific approach towards violations of social norms as well as towards the problem of security in school. The factors determining the behavior of different groups of young people and the mechanisms underlying this behavior are being analyzed.
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The article shares experience for activities in working with juvenile delinquents. The author, as a sports expert in “Novi Iskar” District Administration argues the benefits of sport as prevention against diseases, aggression and addiction. Indicated are some best practices in support of the idea.
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From 2004 until today, the metropolitan district “Studentski” annually organizes free children’s camp in the arts and sports. The program of the camp aims to reveal the potential of every child, to develop his motor skills in a friendly and safe environment, to create new friendships and develop and enrich the emotional, intellectual and social skills. Mandatory requirements for participants are zero tolerance of all forms of violence and aggression, and healthy nutrition.
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The current work presents a study of some attitudes of high school students about the aggression and their knowledge of the subject. The article discusses some of the main features of the aggression and its manifestations at school. The concept of preventing and building tolerance in the educational environment is concerned. A questionnaire survey of 90 high school students was proposed to outline their attitudes about school aggression and the causes of its manifestations. On the base of the critical analysis of the research results, there are formulated conclusions and recommendations for a possible model of practical pedagogical intervention. This model involves working with pupils in order to develop and deepen social skills and competencies related to dealing with aggression and overcoming challenging behavior at school.
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