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Photo Adolf Hitler

2008-05-23T17:24:00.000-07:00

How this understanding of photography’s supposed objectivity has dominated evaluations of its role in the arts. In the early part of its history, photography was sometimes belittled as a mechanical art because of its dependence on technology. In truth, however, photography is not the automatic process that is implied by the use of a camera. Although the camera usually limits the photographer to depicting existing objects rather than imaginary or interpretive views, the skilled photographer can introduce creativity into the mechanical reproduction process. The image can be modified by different lenses and filters. The type of sensitive material used to record the image is a further control, and the contrast between highlight and shadow can be changed by variations in development. In printing the negative, the photographer has a wide choice in the physical surface of the paper, the tonal contrast, and the image colour. The photographer also may set up a completely artificial scene to photograph.

A.Hitler keluar dan melihat dari jendela dari sebuah kereta

2008-05-23T17:23:00.000-07:00

The most important control is, of course, the creative photographer’s vision. He or she chooses the vantage point and the exact moment of exposure. The photographer perceives the essential qualities of the subject and interprets it according to his or her judgment, taste, and involvement. An effective photograph can disseminate information about humanity and nature, record the visible world, and extend human knowledge and understanding. For all these reasons, photography has aptly been called the most important invention since the printing press.

Photo A. Hitler bersama SS member

2008-05-23T17:21:00.000-07:00

Vocational education in schools is a relatively modern development. Until the 19th century such education, except for the professions, was provided only by apprenticeship. This situation was partly due to the low social status associated with such instruction as opposed to a classical curriculum, which was considered “necessary for a gentleman.” With the growth of industrialization during the 19th century, however, several European countries, notably Germany, began introducing vocational education in elementary and secondary schools. In Great Britain, however, opposition to vocational education persisted into the 20th century, although a few trade and junior technical schools were established by local authorities before World War II. By the late 19th century public (common) school vocational education in the United States consisted of manual training and practical arts. These programs were gradually expanded until 1917 when federal aid was provided to public schools for trade and industrial, agricultural, and homemaking courses.

Photo Adolf Hitler membuka ceremony hari kemerdekaan

2008-05-23T17:19:00.000-07:00

The major change in school structure occurred at the secondary level. The standard eight-year elementary program was first extended by continuation classes or schools alongside exclusive secondary schools, producing an uneven, overlapping postelementary structure. In the 1930s an expanded school population, reaching into the secondary grades, led to decisive action on compulsory attendance and to standardization of high-school provisions. Junior high schools were introduced in some provinces as a transitional level between elementary and secondary schooling, while some provinces simply developed junior and senior stages of a total secondary program.

A. Hitler memberi penghormatan bersama Hess dan Himmler (kaki tangannya)

2008-05-23T17:17:00.000-07:00

The two extremes in secondary development were probably represented by Québec and the west. In the French-speaking schools of Québec, the secondary system consisted of private classical colleges leading to a baccalauréat on the one side and terminal courses in special schools or institutes on the other. Only after 1956 were public high schools with a variety of courses established. The administration of the system was unified under a ministry of education in 1964, although with continuing provision for local school boards of a distinctly Roman Catholic or Protestant nature. In the western provinces, large regional schools and composite high schools were developed extensively, Alberta having proceeded apace in this direction. British Columbia, following the Chant Commission Report in 1960, reorganized its secondary program to include five core streams, only one of which was academic-technical.

Photo Adolf Hitler saat merayakan deklarasi perang 1914

2008-05-23T17:16:00.000-07:00

In general, the secondary curriculum has been modified by expanding the catalog of optional subjects and by reorganizing to include new courses of study. Secondary schools in Canada are now mainly comprehensive and enroll about 85 percent of the age group. After extensive provincial reviews in the 1980s, emphasis has been returned to academic standards and newly placed on the relation of education to work, in response to the economic needs both of society and of the individual. This new emphasis may include teaching specific job skills and industrial information, coordinating vocational and academic studies in school programs, and cooperating with industry through work-study programs. Alternatives to the basic choice between university preparation and a general terminal course have appeared.

Photo Adolf Hitler saat menjadi tentara

2008-05-23T17:14:00.000-07:00

In response to the requirements of an expanded school population in the first half of the century and to the later demand for increased access, particularly for women, native Canadians, immigrants, and low-income groups, changes to structure, curriculum, and methods have occurred regularly since the 1960s. Many revisions originated with developments in the United States but took a particularly Canadian form. The first wave of reforms emphasized openness (open-area schools and classrooms, curriculum choice), comprehensiveness (composite high schools, consolidated rural schools, group work, and peer cooperation), and continuity up the school ladder (although with an abundance of alternatives). From the late 1970s, reforms shifted toward renewed emphasis on basic learning, selection of students, moral and social values, increased administrative control, and assessment procedures for school, system, and aggregate student performance.

Photo Hittler memegang Bendera Berdarahnya saat dimulai kongres partai nazi ke 4

2008-05-23T17:11:00.000-07:00

The educational scene shows characteristics of both periods of reform. Some of the notable innovations include: the provision of preschool classes in most elementary schools or systems; the use in early elementary grades of new educational methods developed at the preschool level; a concentrated attempt to decrease newly discovered functional illiteracy at all levels, including the adult level; the rapid introduction of electronic learning programs and instructional assistance; and direct concern with values instruction, usually secular and oriented to both personal and social issues. Both the attempt to reconcile individual educational requirements with the demands of mass systems and the current emphasis on essential subject matter have led to a search for new techniques of selecting and transmitting knowledge in schools.

Photo Maret yang berdarah di Dachau saat tahanan akan digiring menuju kematian

2008-05-23T17:10:00.000-07:00

The most demanding issues of the second half of the century have reached beyond the traditional time and scope of public schooling: early-childhood education, adult education, private schooling, postsecondary education, and bilingual multicultural provisions. Whether as a reflection of concern over the direction of public schools, of an increasingly pluralistic society, or of affluence among parents, private-school attendance has risen steadily. It is still a small proportion of the school-age group in Canada (less than 5 percent), but the increase in interest as well as in attendance has put pressure on provincial governments for funding. Most provinces now offer limited grants to authorized private schools, though at a level far below public-school financing.

Pintu gerbang tahanan Auschwitz

2008-05-23T17:08:00.000-07:00

Consistent with Canada’s claim to multicultural social development and bolstered by the Canadian Charter of Rights and Freedoms, multicultural and bilingual emphases have made perhaps the strongest single impact on schooling. French-language instruction, both as a mother tongue and as a second language, has expanded in traditionally English-speaking areas. Restrictions have been placed on English-language schooling in Québec as the French-language population struggles for cultural survival in North America. Court challenges against required Christian religious exercises and religious instruction in elementary schools have been successful. Demands have been made to give attention to other languages as languages of instruction and to revise the exclusively Western bias of curriculum content.

Photo anak-anak Polandia dan lainnya yang ditawan di barak Atschwitzh

2008-05-23T17:04:00.000-07:00

A new dimension in higher education was added with the establishment of provincial universities in the west (1901–08). This completed a set of regional patterns for university development that has continued to this day. Canadian universities have, within these patterns, drawn their criteria from French, British, or American models. From the 1950s, a boom in Canadian higher education has led to increasingly independent considerations on the role of universities in Canadian development. While the 1950s and ’60s saw a great expansion of universities, the 1970s and ’80s saw rapid growth in postsecondary, nonuniversity education in provincially funded colleges.

Photo Anak 6 dan 3 tahun yang tewas dlm kamp Auschwitz

2008-05-23T17:02:00.000-07:00

These colleges all offer some range of vocational programs. Their relationships with universities vary: some offer university transfer programs (Alberta); some offer university prerequisites (Québec); some have no formal relationship (Ontario). With an increasing student population in a wider range of postsecondary alternatives, the rationalization, planning, and funding of this sector is a primary issue for provincial governments.

Photo anak-anak yang tewas akibat kekejaman Hitler

2008-05-23T17:00:00.000-07:00

The administration of public education is the exclusive responsibility of the provinces, which have worked out schemes of local authority under provincial oversight. Although the specific structure of the departments of education varies among the provinces, they conform to a basic structure. Each is headed by a politically appointed minister of education, who may be advised by a council. The main functions of educational supervision are usually carried out through specific directorates for such areas as curriculum, examinations, vocational education, teacher training and certification, and adult education.

Kamp Mematikan Majdanek masa Hitler berkuasa

2008-05-23T16:49:00.000-07:00

Three developments, however, strengthened local autonomy in educational administration. Throughout the second quarter of the 20th century, consolidation of rural schools and administrative units took place in the west, thus resulting in stronger educational units more competent to act independently. Moves toward regional decentralization, especially in Ontario, Québec, and New Brunswick, produced rather independent subprovincial units. Finally, urban development led to relatively autonomous city school operations. Provincial authority has been reemphasized, however, with the demands for better system articulation and for standardization of requirements, programs, and testing.

Gambar peninggalan kekejaman Kamp Majdanek

2008-05-23T16:32:00.000-07:00

Canada’s federal government has no constitutional authority in education and therefore maintains no general office dealing directly with educational matters. Federal activities in education are nevertheless carried out under other areas of responsibility, and certain functions of an office of education are subsumed under the secretary of state. The Council of Ministers of Education, Canada, brings together the chief educational officers of the provinces and ensures national communication at governmental level. Under its responsibility for native peoples and its jurisdiction over extra-provincial territories, the federal government, through the Department of Indian Affairs and Northern Development, finances and supervises the education of Indians and Eskimo. In the Yukon, schools are administered by the territorial government, though largely financed from Ottawa.

This photograph show Ruangan Gas in Kamp Maidanek.

Saluran kecing in iron door of Ruang Gas.

A report about hair, which was sold to German firm Paul Reinmann in Friedland (250 kilograms of hair for DM 0.5 per kilograms)

Some of houndred of thousands of shoes of korban di kamp Maidanek

A can of Zyklon-B (1.5 kilograms)
Courtesy; Nizkor

Wanita Yahudi yang akan digiring ke ruang gas mematikan masa Hitler

2008-05-23T16:29:00.000-07:00

Through agricultural and technical assistance acts in 1913 and 1919, the federal government began to promote vocational education, and this principle was extended through emergency programs in the depression years of the 1930s and during World War II. More recently, vocational programs of wide scope have been introduced on a principle of federal support and provincial operation. The Technical and Vocational Assistance Act of 1960 was followed by a great surge in vocational education, including the construction of new schools and school additions, special institutes, and the preparation of vocational teachers. Program definitions in this area have become ever broader.

Photo tentara Hitler mencari warga sipil untuk ditangkap di Polandia

2008-05-23T16:27:00.000-07:00

The federal government has maintained and supported the education of armed-forces personnel. Research and development in higher education are promoted directly through grants from national research councils for social sciences and humanities, for the natural sciences and engineering, for medicine, and for the arts. Statistics Canada disseminates organized statistical information on schools and on social factors affecting education. Perhaps less direct but of great importance are national agencies operating in the area of mass communications media, such as the National Film Board. Together, the activities of the federal government not only support but also strongly influence certain areas of education and complete a picture of local-provincial-federal involvement in Canadian education.

Manusia Pemakan 4 bayi, Mata sebelah kanan dibakar sang ayah bayi

2008-05-23T16:22:00.000-07:00

Qualitative goals have also been difficult to achieve. Financial, human, and physical resources have not been able to keep pace with growing enrollments. As a result, the quality of primary and secondary education has suffered. Split shifts, crowded classrooms, serious shortages of qualified teachers, and inadequate textbooks and curricula are common problems. The strict examination system used by most countries to determine which students may advance to the next level of education also hurts educational quality. Most experts agree that the examination system does not provide a valid or reliable indication of student ability. Furthermore, they feel that it reinforces traditional tendencies toward memorization and a rigid classroom culture.

Manusia Kanibal Sedang Mengorok Korbannya

2008-05-23T16:19:00.000-07:00

Educational planners have usually attained, or surpassed, their quantitative targets for academic schooling. School enrollments and literacy rates have risen substantially throughout the Middle East. These gains, however, have been at least partly offset by rapidly growing populations. In Egypt the absolute number of illiterates has increased, and Turkey’s goal of universalizing primary education was not achieved until the 1980s. Some governments, notably those of Iraq, Algeria, Kuwait, Egypt, Iran, and Turkey, have initiated adult literacy programs, with varying degrees of success.

Coutesy; cannibal

Gambar Korban Para Kanibal

2008-05-23T16:17:00.000-07:00

Planners have been less successful in achieving their other goals. Despite great efforts, primary and secondary education everywhere retain certain traditional features. Inequalities remain in such areas as rural and urban access to education and women’s education. Although female school enrollment ratios have risen throughout the Middle East, they remain considerably lower than male ratios in every country except Lebanon and Israel, which have achieved almost universal elementary literacy. Moreover, at the higher levels of education, the percentage of women students becomes progressively lower. Many countries, especially Egypt and Tunisia, have made strenuous efforts to overcome the economic and cultural factors that limit women’s education, but their experience demonstrates how difficult it is to do so.

Courtesy: cannibal