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FRANK the Fulbright Alumni E.V
15FRANK The Fulbright Alumni e.V. Newsletterly Ausgabe 2004 Content Letter from the editor Greetings from the President 1 Dear friends of the The Board 2 Fulbright idea, What sets the Fulbright Program apart a warm welcome to all of you By Rolf Hoffmann 4 holding our 15th issue of the 100 Years James William Fulbright 5 FRANKly in hands. Special Feature: Where Continents Meet Fulbright Berlin Conference ‘04 Our special features the Berlin feels well prepared Fulbright Berlin Conference By Klaus Wowereit 6 of 2004, for the first time Redefining a continent: EU-enlargement organized in close coopera- By Joe Kristensen, Steffen Schmuck-Soldan, Jörg Geier 7 tion between the Fulbright Common challenge or internal divide Alumni e.V. and the German- By Sebestyén L. v. Gorka 10 American Fulbright Why is this publication called „FRANKly“? 12 Commission. This is exactly what the Senator had in mind: Impressions of the Berlin PowWow people of different origin and academic backgrounds united By Crister S. Garrett 13 with a goal and despite all diversity summing it up with the Prof. Dr. Gesine Schwan words “Where Continents Meet“. By Jürgen Simon 14 On gravitation and moving targets My Fulbright Conference was held in Chicago in 1988 and By Steffen Schmuck-Soldan 15 I will never forget one girl from Honduras. She set up a tape Fulbright Berlin Conference player one evening and said: “In Honduras, we can dance“. By Monica Steger 16 And she threw off her shoes and began to dance in front of Hanseatic Challenge in Hamburg 2004 approximately 200 Fulbright scholars from all over the world. -
Fulbright Scholar Program Advanced Research and University Lecturing Awards in the United States
Application for the Fulbright Scholar Program Advanced Research and University Lecturing Awards in the United States THE FULBRIGHT PROGRAM The flagship international educational exchange program sponsored by the U.S. government, widely known as the Fulbright Program, is designed to increase mutual understanding between the people of the United States and those of other countries. With this goal as a starting point, the Fulbright Program has provided more than 300,000 participants—chosen for their leadership potential—with the opportunity to observe each other’s political, economic and cultural institutions, exchange ideas and embark on joint ventures of importance to the general welfare of the world’s inhabitants. The Fulbright Program was established in 1946 under legislation introduced by former Senator J. William Fulbright of Arkansas. The Fulbright Program is administered by the Bureau of Educational and Cultural Affairs of the United States Department of State. Since the establishment of the Program, 46,800 Fulbright Visiting Scholars have conducted research or taught in U.S. universities, and more than 45,200 Fulbright U.S. Scholars have engaged in similar activities abroad. The Fulbright Program awards approximately 800 grants to Visiting Scholars each year. Currently, the Program operates in approximately 155 countries worldwide. The primary source of funding for the Fulbright Program is an annual appropriation made by the United States Congress to the Department of State. Participating governments and host institutions in foreign countries and in the United States also contribute financially through cost-sharing and indirect support, such as salary supplements, tuition waivers and university housing. The J. William Fulbright Foreign Scholarship Board (FSB) , composed of 12 educational and public leaders appointed by the President of the United States, formulates policy for the administration of the Program, establishes criteria for the selection of candidates and approves candidates nominated for awards. -
Fulbright Scholar Program Increasing “Mutual Understanding Between The
Fulbright Program The Fulbright Program is the U.S. government’s flagship INTERNATIONALIZING international educational exchange program and is Opportunities designed to increase mutual understanding between the people of the United States and the people of other countries. Established in 1946 under legislation introduced by U.S. Senator J. William Fulbright, the Fulbright Program provides participants—chosen for their academic merit and leadership potential—with the opportunity to study, teach and conduct research, exchange ideas, and contribute to finding solutions to shared international concerns. The Fulbright Program Opportunities for U.S. Scholars operates in over 160 countries worldwide. Approximately 8,000 grants are awarded annually. and Visiting Scholars Contact Information For more information, visit www.cies.org or email us at [email protected] Twitter: @FulbrightSchlrs Fulbright Scholar Program Fulbright Increasing “mutual understanding between the people of SCHOLAR PROGRAM the United States and the people of other countries” Enjoy a unique opportunity to establish Administered by the Council for International Exchange of lasting relationships with faculty members at Scholars, a division of the Institute of International Education. For more information, contact us at [email protected] or universities abroad and to build upon current 202-686-4000, or visit www.iie.org/cies. efforts to internationalize campuses and surrounding communities. The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the U.S. government’s flagship international exchange program and is supported by the people of the United States and partner countries around the world. For more www.cies.org information, visit eca.state.gov/fulbright. -
Fulbright Gateway Orientation
Fulbright Gateway Orientation Wayne State University August 6-10, 2018 This activity is sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs as part of the Fulbright Program, the U.S. government’s flagship international exchange program supported by the people of the United States and partner countries around the world. For more information, visit fulbright.state.gov. This activity is administered by the Institute of International Education (IIE). The Fulbright Gateway Orientation Program is a benefit made available to foreign Fulbright student grantees arriving in the U.S. It is sponsored by the U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA), as part of its flagship Fulbright Program, and designed by the Institute of International Education (IIE). The Gateway Orientation is intended to address two main components: 1) the participants’ roles and responsibilities as Fulbrighters and 2) skill development for successful academic and professional lives in the U.S. As Fulbrighters: The Gateway Orientation Program provides an overview of the Fulbright Program, administration of grants and students’ rights and responsibilities as exchange visitors. The Program also aims to provide professional development activities and leadership training to Fulbright students. As foreign students: Participants should receive an introduction to the U.S. academic system and culture as part of the overall goal of promoting mutual understanding and to assist with their entry into their U.S. academic -
THE TURKISH FULBRIGHT COMMISSION NEWSLETTER January - June 2017 Volume 6 Issue 1
THE TURKISH FULBRIGHT COMMISSION NEWSLETTER January - June 2017 Volume 6 Issue 1 Inspiring Story Prof. Ersin Kalaycıoğlu Political Scientist Fulbright Alumnus ‘77 In This Issue: Prominent American Alumni: Ms. Mary Ellen Mark News from the Commission News from Our Alumni Stories from Our Turkish and American Grantees Educational Advising Activities Mary Ellen Mark Our Commission in Numbers www.fulbright.org.tr TURKEY From the Executive Director An Inspiring Story Prof. Ersin Kalaycıoğlu is a renowned Political Dear Fulbright friends, Scientist who currently teaches at the Faculty of Arts and Social Sciences at Sabancı University in İstanbul. Formerly, he taught at İstanbul and I hope you’re all having a happy and healthy holiday Boğaziçi Universities and was the Rector of Işık season. I’d like to welcome you to our winter edition of University in İstanbul between 2004-2007. the Turkish Fulbright Commission newsletter. I’d also like to bring to your attention two highlights from the past Prof. Kalaycıoğlu completed his Bachelor’s six months at the Commission. The first of these is the degree at İstanbul University, and then received launching of a brand new post-doctorate grant as part a Fulbright scholarship to pursue his graduate of our Turkish programs. We’ve already received huge studies in Political Science at the University of interest in this new initiative, a clear sign that it is going Iowa in 1973. He earned his Ph.D. at the University to fill an important gap in supporting the research and of Iowa in 1977, and returned to Turkey. His first professional development of young Turkish scholars. -
The Shaping of Bulgarian and Serbian National Identities, 1800S-1900S
The Shaping of Bulgarian and Serbian National Identities, 1800s-1900s February 2003 Katrin Bozeva-Abazi Department of History McGill University, Montreal A Thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements of the degree of Doctor of Philosophy 1 Contents 1. Abstract/Resume 3 2. Note on Transliteration and Spelling of Names 6 3. Acknowledgments 7 4. Introduction 8 How "popular" nationalism was created 5. Chapter One 33 Peasants and intellectuals, 1830-1914 6. Chapter Two 78 The invention of the modern Balkan state: Serbia and Bulgaria, 1830-1914 7. Chapter Three 126 The Church and national indoctrination 8. Chapter Four 171 The national army 8. Chapter Five 219 Education and national indoctrination 9. Conclusions 264 10. Bibliography 273 Abstract The nation-state is now the dominant form of sovereign statehood, however, a century and a half ago the political map of Europe comprised only a handful of sovereign states, very few of them nations in the modern sense. Balkan historiography often tends to minimize the complexity of nation-building, either by referring to the national community as to a monolithic and homogenous unit, or simply by neglecting different social groups whose consciousness varied depending on region, gender and generation. Further, Bulgarian and Serbian historiography pay far more attention to the problem of "how" and "why" certain events have happened than to the emergence of national consciousness of the Balkan peoples as a complex and durable process of mental evolution. This dissertation on the concept of nationality in which most Bulgarians and Serbs were educated and socialized examines how the modern idea of nationhood was disseminated among the ordinary people and it presents the complicated process of national indoctrination carried out by various state institutions. -
Sofia Model”: Creation out of Chaos
The “Sofia Model”: Creation out of chaos Pathways to creative and knowledge-based regions ISBN 978-90-75246-62-9 Printed in the Netherlands by Xerox Service Center, Amsterdam Edition: 2007 Cartography lay-out and cover: Puikang Chan, AMIDSt, University of Amsterdam All publications in this series are published on the ACRE-website http://www2.fmg.uva.nl/acre and most are available on paper at: Dr. Olga Gritsai, ACRE project manager University of Amsterdam Amsterdam institute for Metropolitan and International Development Studies (AMIDSt) Department of Geography, Planning and International Development Studies Nieuwe Prinsengracht 130 NL-1018 VZ Amsterdam The Netherlands Tel. +31 20 525 4044 +31 23 528 2955 Fax +31 20 525 4051 E-mail: [email protected] Copyright © Amsterdam institute for Metropolitan and International Development Studies (AMIDSt), University of Amsterdam 2007. All rights reserved. No part of this publication can be reproduced in any form, by print or photo print, microfilm or any other means, without written permission from the publisher. The “Sofia Model”: Creation out of chaos Pathways to creative and knowledge-based regions ACRE report 2.10 Evgenii Dainov Ivan Nachev Maria Pancheva Vasil Garnizov Accommodating Creative Knowledge – Competitiveness of European Metropolitan Regions within the Enlarged Union Amsterdam 2007 AMIDSt, University of Amsterdam ACRE ACRE is the acronym for the international research project Accommodating Creative Knowledge – Competitiveness of European Metropolitan Regions within the enlarged Union. The project is funded under the priority 7 ‘Citizens and Governance in a knowledge-based society within the Sixth Framework Programme of the EU (contract no. 028270). Coordination: Prof. -
The Internal Macedonian-Adrianople Revolutionary Organization and the Idea for Autonomy for Macedonia and Adrianople Thrace
The Internal Macedonian-Adrianople Revolutionary Organization and the Idea for Autonomy for Macedonia and Adrianople Thrace, 1893-1912 By Martin Valkov Submitted to Central European University Department of History In partial fulfilment of the requirements for the degree of Master of Arts Supervisor: Prof. Tolga Esmer Second Reader: Prof. Roumen Daskalov CEU eTD Collection Budapest, Hungary 2010 “Copyright in the text of this thesis rests with the Author. Copies by any process, either in full or part, may be made only in accordance with the instructions given by the Author and lodged in the Central European Library. Details may be obtained from the librarian. This page must form a part of any such copies made. Further copies made in accordance with such instructions may not be made without the written permission of the Author.” CEU eTD Collection ii Abstract The current thesis narrates an important episode of the history of South Eastern Europe, namely the history of the Internal Macedonian-Adrianople Revolutionary Organization and its demand for political autonomy within the Ottoman Empire. Far from being “ancient hatreds” the communal conflicts that emerged in Macedonia in this period were a result of the ongoing processes of nationalization among the different communities and the competing visions of their national projects. These conflicts were greatly influenced by inter-imperial rivalries on the Balkans and the combination of increasing interference of the Great European Powers and small Balkan states of the Ottoman domestic affairs. I argue that autonomy was a multidimensional concept covering various meanings white-washed later on into the clean narratives of nationalism and rebirth. -
Fulbright Scholar Liaison Handbook
Fulbright Scholar Liaison Handbook Fulbright Scholar Program 1 Program Fast Facts Competition Opens: February /fulbright Application Deadline: September 15 @Fulbrightprgrm @the_Fulbright_program IEA Seminar Deadlines: Throughout the year /the-fulbright-program Award Activities: Teaching, Research, Professional Projects, and International Education Administrator Seminars Awards Available: 800 Award Length: Administrators: 10–14 days; Scholars: 2–12 months Contact Information Phone: 202.686.4000 Website: cies.org Email: [email protected] 2 Contents Welcome Julie Taylor, Ph.D. 2 Director of Academic Relations for Fulbright Programs Institute of International Education Program About the Fulbright Program 3–7 Overview • Overview • The Mission of the Fulbright Program • The Fulbright Scholar Program • Institute of International Education (IIE) Why Participate Participation Benefits 8–9 in the Fulbright • Benefits to Participants Scholar Program? • Benefits to Institutions • Fulbright Visiting Scholar Program Scholar Liaison About the Scholar Liaison Network 10–37 Network • Overview • Role of a Scholar Liaison • Attend a Training Workshop • Resources for Liaisons Appendix Examples of Campus Policies 38–43 • Policy on Unpaid Leave—Colorado College • Recommendations and Future Directions of the Fulbright Scholar Program—The Ohio State University • Policy on Fulbright and other Scholarly Awards— Grand Valley State University 3 Welcome JULIE TAYLOR, PH.D. Greetings and welcome to the Fulbright family! You are part of Director of Academic Relations a vital network of representatives at colleges and universities for Fulbright Programs across the country that directly supports the flagship educa- Institute of International Education tional exchange program for the United States. If you have questions or need additional Your role is essential to the Fulbright Scholar Program’s success. -
Smith Alumnae Quarterly
ALUMNAEALUMNAE Special Issueue QUARTERLYQUARTERLY TriumphantTrT iumphah ntn WomenWomen for the World campaigncac mppaiigngn fortififorortifi eses Smith’sSSmmitith’h s mimmission:sssion: too educateeducac te wwomenommene whowhwho wiwillll cchangehahanngge theththe worldworlrld This issue celebrates a stronstrongerger Smith, where ambitious women like Aubrey MMenarndtenarndt ’’0808 find their pathpathss Primed for Leadership SPRING 2017 VOLUME 103 NUMBER 3 c1_Smith_SP17_r1.indd c1 2/28/17 1:23 PM Women for the WoA New Generationrld of Leaders c2-50_Smith_SP17.indd c2 2/24/17 1:08 PM “WOMEN, WHEN THEY WORK TOGETHER, have incredible power.” Journalist Trudy Rubin ’65 made that statement at the 2012 launch of Smith’s Women for the World campaign. Her words were prophecy. From 2009 through 2016, thousands of Smith women joined hands to raise a stunning $486 million. This issue celebrates their work. Thanks to them, promising women from around the globe will continue to come to Smith to fi nd their voices and their opportunities. They will carry their education out into a world that needs their leadership. SMITH ALUMNAE QUARTERLY Special Issue / Spring 2017 Amber Scott ’07 NICK BURCHELL c2-50_Smith_SP17.indd 1 2/24/17 1:08 PM In This Issue • WOMEN HELPING WOMEN • A STRONGER CAMPUS 4 20 We Set Records, Thanks to You ‘Whole New Areas of Strength’ In President’s Perspective, Smith College President The Museum of Art boasts a new gallery, two new Kathleen McCartney writes that the Women for the curatorships and some transformational acquisitions. World campaign has strengthened Smith’s bottom line: empowering exceptional women. 26 8 Diving Into the Issues How We Did It Smith’s four leadership centers promote student engagement in real-world challenges. -
First Investment Bank AD Points for Servicing Customers of the 'Corporate Commercial Bank'
First Investment Bank AD Points for servicing customers of the 'Corporate Commercial Bank' Points for Type of Customers Name of Business hours (Monday servicing Address servicecash/ Individual/ branch/office through Friday) customers non-cash Corporate Asenovgrad Asenovgrad Asenovgrad 4230, 3, Nickolay Haytov Sq. 9:00 - 17:30 cash/ non- cash ind./ corp. Balchik Balchik Balchik 9600, 25, Primorska St. 9:00 - 17:30 cash/ non- cash ind./ corp. Bansko Bansko Bansko 2770, 68, Tzar Simeon St. 9:00 - 17:30 cash/ non- cash ind./ corp. Bansko Bansko Municipality Bansko 2770, 12, Demokratziya Sq. 9:00 - 12:00 + 13:00 - 17:30 cash/ non- cash ind./ corp. Bansko Strazhite Bansko 2770, 7, Glazne St. 9:00 - 22:00 (15.12-30.03), cash/ non- cash ind./ corp. 9:00 – 17:30 (01.12-14.12 и 31.03-15.04), 9:00 - 13:00 + 14:00 - 17:30 (16.04-30.11) Belene Belene Belene 5930, 2, Ivan Vazov St. 9:00 - 17:30 cash/ non- cash ind./ corp. Blagoevgrad Blagoevgrad Blagoevgrad 2700, 11, Kiril i Metodiy Blvd. 9:00 - 17:30 cash/ non- cash ind./ corp. Blagoevgrad GUM Blagoevgrad 2700, 6, Trakia St. 9:00 - 17:30 cash/ non- cash ind./ corp. Borovets Rila Hotel Borovets 2010, Rila Hotel 9:00 –19:00 cash/ non- cash ind./ corp. Botevgrad Botevgrad Botevgrad 2140, 5, Osvobozhdenie Sq. 9:00 - 17:30 cash/ non- cash ind./ corp. Burgas Bratya Miladinovi Burgas 8000, Zh. k. (Quarter) Bratya 9:00 - 17:30 cash/ non- cash ind./ corp. Miladinovi, bl. 117, entr. 5 Burgas Burgas Burgas 8000, 58, Alexandrovska St. -
Environmental and Social Data Sheet
Luxembourg, 28 September 2018 Public Environmental and Social Data Sheet Overview Project Name: Sofia Municipality Metro Line 3 Stage II Project Number: 2018-0004 Country: Bulgaria Project Description: An investment loan to Sofia Municipality for the construction of the second stage of Sofia Metro Line 3. The project includes a twin-track metro line approximately 3.8 km in length, 4 metro stations, and a railway stop for connection to the national railway network at the last metro station. EIA required: no Project included in Carbon Footprint Exercise1: no Environmental and Social Assessment Environmental Assessment Environmental Impact Assessment The construction of Sofia Metro Line 3 falls under Annex II of the Environmental Impact Assessment Directive 2011/92/EU amended by Directive 2014/52/EU. In this case, based on preliminary environmental assessments, the Competent Authorities screened out metro line 3 (Stage 1, 2 and 3) and therefore no full EIA was necessary (Decision No. 10-PR/2013). A second decision (No. 10-PR/2015) was issued to confirm that the changes due to final design in the metro depot and the alignment along Vladimir Vazov boulevard did not have significant impact. The implementation of the project (Sofia Metro Line 3 Stage II) started at the end of May 2017 and the expected completion date is December 2019. Strategic Environmental Assessment The Sofia Metro Line 3 project is strongly linked with the strategic transport plan for Sofia and has been part of the Operational Programme Transport (OPT) under the National Development Plan of the Republic of Bulgaria 2014-2020, for which a Strategic Environmental Assessment (SEA) in accordance with Directive 2001/42/EC has been completed.