What do Gaza and Auschwitz have in common? Both are emblematic of the cruelty and resilience witnessed during genocide. Today marks the 80th anniversary of the historical liberation of Auschwitz.
From being the Nazis’ worst extermination camp to the lesser-known resistance of its inmates, Auschwitz remains a symbol of not only the suffering, but also the bravery witnessed during the Holocaust.
And as we remember the liberation of Auschwitz 80 years on, we are reminded of the Auschwitz of our time: Gaza, yet another symbol of bravery amid suffering.
theredstream
From being the Nazis’ worst extermination camp to the lesser-known resistance of its inmates, Auschwitz remains a symbol of not only the suffering, but also the bravery witnessed during the Holocaust.
And as we remember the liberation of Auschwitz 80 years on, we are reminded of the Auschwitz of our time: Gaza, yet another symbol of bravery amid suffering.
theredstream
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🔴 Around 242 million children missed school last year because of the climate emergency, says UN
At least 242 million children in 85 countries had their schooling interrupted last year because of heatwaves, cyclones, flooding and other forms of extreme weather, the United Nations children’s fund warns in a report published today.
UNICEF said it equated to one in seven school-going children across the world being kept out of class at some point in 2024 as a result of climate hazards.
Some countries had hundreds of schools destroyed by weather, with low-income nations in Asia and sub-Saharan Africa hit especially hard, the report says.
In Europe, torrential rains and floods in Italy near the end of the year disrupted school for more than 900,000 children.
Thousands had classes halted after catastrophic flooding in Spain.
While southern Europe dealt with deadly floods and Asia and Africa had flooding and cyclones, heatwaves were “the predominant climate hazard shuttering schools last year,” UNICEF said, as the Earth recorded its hottest-ever year.
More than 118 million children had their schooling interrupted in April alone, UNICEF said, as large parts of the Middle East and Asia, from Gaza in the west to the Philippines in the south-east, experienced a prolonged heatwave with temperatures soaring above 40°C.
UNICEF executive director Catherine Russell said:
Children are more vulnerable to the impacts of weather-related crises, including stronger and more frequent heatwaves, storms, droughts and flooding.
Children cannot concentrate in classrooms that offer no respite from sweltering heat and they cannot get to school if the path is flooded or if schools are washed away.
Around 74 per cent of the pupils affected in 2024 were in middle- and low-income countries, showing how climatic extremes continue to have a devastating impact in the poorest countries.
Flooding ruined more than 400 schools in Pakistan in April. Afghanistan suffered heatwaves followed by severe flooding that destroyed over 110 schools in May, UNICEF said.
Months of drought in southern Africa exacerbated by the el Nino weather phenomenon threatened the schooling and futures of millions of children.
The poor French territory of Mayotte, which lies in the Indian Ocean off the coast of Africa, was left in ruins by Cyclone Chido in December and hit again by Tropical Storm Dikeledi this month, leaving children across the islands out of school for six weeks.
Cyclone Chido also destroyed more than 330 schools and three regional education departments in Mozambique on the African mainland.
UNICEF said the world’s schools and education systems were “largely ill equipped” to deal with the effects of extreme weather.
Morning Star
At least 242 million children in 85 countries had their schooling interrupted last year because of heatwaves, cyclones, flooding and other forms of extreme weather, the United Nations children’s fund warns in a report published today.
UNICEF said it equated to one in seven school-going children across the world being kept out of class at some point in 2024 as a result of climate hazards.
Some countries had hundreds of schools destroyed by weather, with low-income nations in Asia and sub-Saharan Africa hit especially hard, the report says.
In Europe, torrential rains and floods in Italy near the end of the year disrupted school for more than 900,000 children.
Thousands had classes halted after catastrophic flooding in Spain.
While southern Europe dealt with deadly floods and Asia and Africa had flooding and cyclones, heatwaves were “the predominant climate hazard shuttering schools last year,” UNICEF said, as the Earth recorded its hottest-ever year.
More than 118 million children had their schooling interrupted in April alone, UNICEF said, as large parts of the Middle East and Asia, from Gaza in the west to the Philippines in the south-east, experienced a prolonged heatwave with temperatures soaring above 40°C.
UNICEF executive director Catherine Russell said:
Children are more vulnerable to the impacts of weather-related crises, including stronger and more frequent heatwaves, storms, droughts and flooding.
Children cannot concentrate in classrooms that offer no respite from sweltering heat and they cannot get to school if the path is flooded or if schools are washed away.
Around 74 per cent of the pupils affected in 2024 were in middle- and low-income countries, showing how climatic extremes continue to have a devastating impact in the poorest countries.
Flooding ruined more than 400 schools in Pakistan in April. Afghanistan suffered heatwaves followed by severe flooding that destroyed over 110 schools in May, UNICEF said.
Months of drought in southern Africa exacerbated by the el Nino weather phenomenon threatened the schooling and futures of millions of children.
The poor French territory of Mayotte, which lies in the Indian Ocean off the coast of Africa, was left in ruins by Cyclone Chido in December and hit again by Tropical Storm Dikeledi this month, leaving children across the islands out of school for six weeks.
Cyclone Chido also destroyed more than 330 schools and three regional education departments in Mozambique on the African mainland.
UNICEF said the world’s schools and education systems were “largely ill equipped” to deal with the effects of extreme weather.
Morning Star
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state-and-revolution.pdf
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The State and Revolution
The Marxist Theory of the State & the Tasks of the Proletariat in the Revolution
V.I. Lenin
Written: August - September, 1917
@Communism
Join the @Communists
The Marxist Theory of the State & the Tasks of the Proletariat in the Revolution
V.I. Lenin
Written: August - September, 1917
"We are in favor of a democratic republic as the best form of state for the proletariat under capitalism. But we have no right to forget that wage slavery is the lot of the people even in the most democratic bourgeois republic."
Lenin
#Book #PDF #Lenin
@Communism
Join the @Communists
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“We are not utopians, we do not “dream” of dispensing at once with all administration, with all subordination. These anarchist dreams, based upon incomprehension of the tasks of the proletarian dictatorship, are totally alien to Marxism, and, as a matter of fact, serve only to postpone the socialist revolution until people are different. No, we want the socialist revolution with people as they are now, with people who cannot dispense with subordination, control, and "foremen and accountants".”
― Vladimir Ilyich Lenin
The State and Revolution
@Communism
― Vladimir Ilyich Lenin
The State and Revolution
@Communism
❤8
Plekhanov wrote a special pamphlet on the relation of anarchism to socialism, entitled Anarchism and Socialism, which was published in german in 1894.
In treating this subject, Plekhanov contrived completely to evade the most urgent, burning, and most politically essential issue in the struggle against anarchism, namely, the relation of the revolution to the state, and the question of the state in general! His pamphlet falls into two distinct parts: one of them is historical and literary, and contains valuable material on the history of the ideas of Stirner, Proudhon, and others; the other is philistine, and contains a clumsy dissertation on the theme that an anarchist cannot be distinguished from a bandit.
It is a most amusing combination of subjects and most characteristic of Plekhanov’s whole activity on the eve of the revolution and during the revolutionary period in Russia. In fact, in the years 1905 to 1917, Plekhanov revealed himself as a semi-doctrinaire and semi-philistine who, in politics, trailed in the wake of the bourgeoisie.
We have now seen how, in their controversy with the anarchists, Marx and Engels with the utmost thoroughness explained their views on the relation of revolution to the state. In 1891, in his foreword to Marx’s Critique of the Gotha Programme, Engels wrote that “we”—that is, Engels and Marx—"were at that time, hardly two years after the Hague Congress of the [First] International,[1] engaged in the most violent struggle against Bakunin and his anarchists.”
The anarchists had tried to claim the Paris Commune as their “own”, so to say, as a collaboration of their doctrine; and they completely misunderstood its lessons and Marx’s analysis of these lessons. Anarchism has given nothing even approximating true answers to the concrete political questions: Must the old state machine be smashed? And what should be put in its place?
But to speak of “anarchism and socialism” while completely evading the question of the state, and disregarding the whole development of Marxism before and after the Commune, meant inevitably slipping into opportunism. For what opportunism needs most of all is that the two questions just mentioned should not be raised at all. That in itself is a victory for opportunism.
Vladimir Ilyich Lenin
The State and Revolution
@Communism
In treating this subject, Plekhanov contrived completely to evade the most urgent, burning, and most politically essential issue in the struggle against anarchism, namely, the relation of the revolution to the state, and the question of the state in general! His pamphlet falls into two distinct parts: one of them is historical and literary, and contains valuable material on the history of the ideas of Stirner, Proudhon, and others; the other is philistine, and contains a clumsy dissertation on the theme that an anarchist cannot be distinguished from a bandit.
It is a most amusing combination of subjects and most characteristic of Plekhanov’s whole activity on the eve of the revolution and during the revolutionary period in Russia. In fact, in the years 1905 to 1917, Plekhanov revealed himself as a semi-doctrinaire and semi-philistine who, in politics, trailed in the wake of the bourgeoisie.
We have now seen how, in their controversy with the anarchists, Marx and Engels with the utmost thoroughness explained their views on the relation of revolution to the state. In 1891, in his foreword to Marx’s Critique of the Gotha Programme, Engels wrote that “we”—that is, Engels and Marx—"were at that time, hardly two years after the Hague Congress of the [First] International,[1] engaged in the most violent struggle against Bakunin and his anarchists.”
The anarchists had tried to claim the Paris Commune as their “own”, so to say, as a collaboration of their doctrine; and they completely misunderstood its lessons and Marx’s analysis of these lessons. Anarchism has given nothing even approximating true answers to the concrete political questions: Must the old state machine be smashed? And what should be put in its place?
But to speak of “anarchism and socialism” while completely evading the question of the state, and disregarding the whole development of Marxism before and after the Commune, meant inevitably slipping into opportunism. For what opportunism needs most of all is that the two questions just mentioned should not be raised at all. That in itself is a victory for opportunism.
Vladimir Ilyich Lenin
The State and Revolution
#Anarchism #Lenin
@Communism
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My idea, as the whole world knows, is that the capitalist system now doesn't work either for the United States or the world, driving it from crisis to crisis, which are each time more serious.
Fidel Castro
Fidel Castro
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Marx and Engels were the first to show that the working class and its demands are a necessary outcome of the present economic system, which together with the bourgeoisie inevitably creates and organises the proletariat. They showed that it is not the well-meaning efforts of noble-minded individuals, but the class struggle of the organised proletariat that will deliver humanity from the evils which now oppress it. In their scientific works, Marx and Engels were the first to explain that socialism is not the invention of dreamers, but the final aim and necessary result of the development of the productive forces in modern society. All recorded history hitherto has been a history of class struggle, of the succession of the rule and victory of certain social classes over others. And this will continue until the foundations of class struggle and of class domination – private property and anarchic social production – disappear.
Vladimir Ilyich Lenin
Vladimir Ilyich Lenin
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