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Bingsha Shatabdi
Established in 1956, Bingsha Shatabdi follows two different trends in publication, It brings out direct translations from various European languages like French, Dutch, German into Bangla. It deals with both contemporary and classical literature. Its second goal is to publish collections of essays in Bangla and English, and its area of concentration is Social Science And Ancient Indian Civilization and Culture.
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How did they colonize Palestine? The Story of Keren Hayesod: The Zionist Settlement Fund.
by Elham Shamaly
Land is the core of colonies case, except Palestine! For land here is the whole case. As the Zionist colonization differs from the normal colonization as the former is settler, evacuative and substitutive – its ultimate interest is looting land from its legal owners. It is not like other forms of colonization that come with soldiers and only go back to their original countries under the pressure of natives’ resistance, and that is all! Zionism was aware, since it was established about 125 years ago, of this obvious fact. So, it proceeded to planning and to creating financial, social and political institutions in order to seize the most possible area of Palestine land; for without it, the Zionism couldn’t establish its “national homeland”. In the course of this planning, and this creating, Keren Hayesod was established, the fund that undertook the mission of providing money to seize the lands if Palestine and building colonies on them in any way and in all ages; from the Ottoman era to its successor (the British occupation) 1918-1948. About Keren Hayesod and its plans and performance, Professor Elham Shamaly has devoted her MA thesis, and here it is in the form of a book. For that, Shamaly went on research, assiduously, in Zionist and English references without neglecting the reliable of the Arab references.
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JudaismThe Jewish National Fund (JNF) and its Role in the Zionist Movement in Palestine (1901: 1948)
by Ilham Shamaly (Dr.)
The establishment of the Jewish National Fund (JNF) in 1901 has been a turning point in the history of the Zionist movement. It played a prominent role in serving the Zionist project, as it was the most important Zionist institution and the cornerstone of the Jewish national home project. This study - which is originally a PhD thesis discussed in Modern History major at Ain Shams University - sought to search for the role played by the JNF as a Zionist institution that emerged from the Zionist organization and played an important role in seizing the lands of Palestine from 1901 until 1948. Whereas through the Mandate Government's embrace of the Zionist project, it was able to seize parts of the land of Palestine and establish settlements on it to receive Zionist immigrants from all over the world. The JNF was provided with all the British procedures and legislations that paved the way for establishing the Zionist entity on the land of Palestine. The JNF launched the Zionist activity from the stage of Zionist ideas and visions to the stage of implementation and practical application of the principles that the Zionist movement called for including the occupation of land and work, which was entirely applied and was the most important foundation that allowed it to tighten its control over the Palestinian land that it seizes. Those principles shown the real face of this usurping entity, which not only took the saying "a land without a people for a people without a land" as a slogan, but also worked to implement it in a racist and blatant manner, violating all religious, historical and legal rights of the Palestinian people in their land to cause a demographic imbalance in favor of the Zionist project. The Zionist propaganda carried out by the JNF among Jewish communities in the world countries had a significant role in allowing it continue its work. Donations, grants and financial loans arrived from Jewish governments, institutions and individuals who played an important role in covering its activities. Hence, Fund committees left no method of Collecting donations unless linked to the Torah to make Jews, wherever they are, donate to the JNF in application to religious beliefs that have been enshrined for some of them. Undoubtedly, the JNF worked to exploit its relations inside the United States to obtain significant financial support. The United States has been the largest donor to the JNF, which means that its role before 1948 was no less than the support that the Zionist project obtained from Britain. The JNF’s job has also been characterized by integration with the rest of the Zionist institutions within the Zionist organization. Zionist competition was to support immigration and settlement, regardless of the deep differences that were sidelined when it came to the common Zionist goal.
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Bruise
by Elham Fallah
This is different novel in the background of war that depicts the blackness and whiteness of this disaster differently and innovatively. This novel is about the story of a young named ‘Amer’ and a girl that loved him and about a strange destiny that war that is determined for them by war. The author in the present novel presents a new experience from a narration about war in which he merges truths and lies. The setting of the story starts from the war time and continues until now. This novel is the story of a family that during these times encounter many events and incidents that have strong influences in their life and identity. The further the story proceeds, the readers face more incidents and accidents that are sometimes very moving. When the curtains fall down the characters spirits and their real face will be clear and the readers will find out that who tells the right and who the liar is. In this novel war is the setting of story. War does not enter the people’s life and influences on them on their own volitions. It enters people’s life and change it unintentionally and sometimes for reasons except defending homes and the land of one’s country. The protagonist was not in the habit of participating in a war and he was after something else for taking part in the war and it finally determines him his
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May 2024Nurturing Math Curiosity With Learners in Grades K–2
(Grow your students’ math curiosity.)
by Rumsey, Chepina
Building students’ confidence and conceptual understanding early sets a solid foundation for reasoning and exploration. Nurturing Math Curiosity With Learners in Grades K–2 offers educational tools and strategies teachers can use to integrate mathematical argumentation in early elementary classrooms, allowing space for students’ natural wonder and curiosity to shine while, at the same time, providing opportunities for students to see mathematics content in a new light. This book will help K–2 teachers: Discover ways to explore early mathematical concepts Integrate classroom community building, teacher tools, and instructional strategies to nurture an environment of playful exploration Read real examples from teachers who have implemented argumentation in their classrooms Follow the layers of argumentation through an in-depth concrete example Reflect as mathematics learners with features that activate prior knowledge Contents: Introduction Part 1: Nurturing Our Classroom Community and Growing Our Teacher Toolbox Chapter 1: Creating a Vision Chapter 2: Nurturing a Classroom Community Chapter 3: Growing Our Teacher Toolbox Chapter 4: Connecting the Classroom Environment and Teacher Toolbox Through Routines Part 2: Growing the Layers of Argumentation Chapter 5: Exploring the First Layer—Notice, Wonder, and Beyond Chapter 6: Exploring the Second Layer—Conjecturing Chapter 7: Exploring the Third Layer—Justifying Chapter 8: Exploring the Fourth Layer—Extending Part 3: Growing More Mathematical Ideas Chapter 9: Finding Opportunities for Argumentation Chapter 10: Using Children’s Literature to Engage in Argumentation Epilogue Appendix A: Blank Template Appendix B: Choral Counting Appendix C: Number of the Day Appendix D: Number of the Day With Annotations Appendix E: True or False? Appendix F: Mathematical Ideas Across Chapters References and Resources Index
