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Global Learning in Austria: Towards a National Strategy and Beyond
Global Learning in Austria: Towards a National Strategy and Beyond Neda Forghani-Arani University of Vienna (Austria) Helmuth Hartmeyer Global Education Network Europe and University of Vienna (Austria) Abstract This paper discusses the development of Global Learning in Austria, paying special attention to the process and outcome of the major undertaking of developing a national strategy.The first part of the paper provides a descriptive outline of the contextual development, while the second part conjoins the description of the process of strategy development with policy discourse analysis to ask how the idea of a pedagogical response to globalisation affects policy and how engaging with policy affects that idea. The concept of Global Learning as defined in the strategy document is examined in its orientation and intent using a conceptual framework that highlights differing approaches to global citizenship education, in an attempt to situate the Strategy’s conceptual approach in the broader international discourse. Keywords: Global Learning, global education, Austria, formal education, policy discourse analysis Introduction The history and development of Global Learning1 in Austria is diverse and complex. The term ‘Global Learning’ was first used in discussions on education in the early 1990s; its conceptual roots, however, go back several decades. From the outset, far- reaching international influences have shaped the discourse on the conceptual orientation of Global Learning in Austria. Today, many actors with various orienta- tions and approaches are active in the field. The conceptual and institutional development of Global Learning in Austria has been documented, described and examined in recent years (Hartmeyer, 2008; Forghani-Arani and Hartmeyer, 2008). -
Schoen Consulting Claims Conference Holocaust Topline – AUSTRIA, US, CANADA March 2019 Screening Questions
Schoen Consulting Claims Conference Holocaust Topline – AUSTRIA, US, CANADA March 2019 Screening Questions United States Canada Austria • {Age} 18 and older 100% Under 18 [TERMINATE] --1 General Awareness - Open Ended Questions Intro: Thank you for your participation in this survey. The next questions in the survey are about a particular historical topic – the Holocaust. These questions don’t have right or wrong answers, so please be as honest and open as you can. 1. Have you ever seen or heard the word Holocaust before? Yes, I have definitely heard about the 89% 85% 87% Holocaust Yes, I think I’ve heard about the Holocaust 7% 9% 9% No, I don’t think I have heard about the 3% 3% 2% Holocaust No, I definitely have not heard about the 1% 3% 2% Holocaust IF NO, SKIP TO Q9 2. In your own words, what does the term Holocaust refer to? OPEN ENDED WITH PRECODES (MULTIPLE ANSWERS ACCEPTED) Extermination of the Jews/Jewish people 62% 64% 58% Genocide generally 18% 19% 27% World War II 4% 32% 16% The Nazis 3% 24% 7% Adolf Hitler 3% 15% 6% Other 14% 8% 15% Not sure 3% 4% 5% 1 Throughout this document “--” indicates no response while a “blank space” indicates that the question or answer choice was not asked in that specific country. Schoen Consulting Claims Conference Holocaust Topline – AUSTRIA, US, CANADA March 2019 United States Canada Austria 3. Who or what do you think caused the Holocaust? OPEN ENDED WITH PRECODES (MULTIPLE ANSWERS ACCEPTED) Adolf Hitler 83% 48% 39% The Nazis 67% 19% 21% Jews 10% 3% 8% World War I 6% 3% 4% Germany 36% 12% 2% Antisemitism -- -- 2% Other 1% 18% 19% Not sure 4% 8% 6% 4. -
Teaching the Empire: Education and State Loyalty in Late Habsburg Austria
Purdue University Purdue e-Pubs Purdue University Press Book Previews Purdue University Press 5-2020 Teaching the Empire: Education and State Loyalty in Late Habsburg Austria Scott O. Moore Follow this and additional works at: https://docs.lib.purdue.edu/purduepress_previews Part of the Cultural History Commons, and the European History Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. TEACHING THE EMPIRE Central European Studies Charles W. Ingrao, founding editor Paul Hanebrink, editor Maureen Healy, editor Howard Louthan, editor Dominique Reill, editor Daniel L. Unowsky, editor Nancy M. Wingfield, editor The demise of the Communist Bloc a quarter century ago exposed the need for greater understanding of the broad stretch of Europe that lies between Germany and Russia. For four decades the Purdue University Press series in Central European Studies has enriched our knowledge of the region by producing scholarly monographs, advanced surveys, and select collections of the highest quality. Since its founding, the series has been the only English-language series devoted primarily to the lands and peoples of the Habsburg Empire, its successor states, and those areas lying along its immediate periphery. Among its broad range of international scholars are several authors whose engagement in public policy reflects the pressing challenges that confront the successor states. Indeed, salient issues such as democratization, -
Global Education in Austria
The European Global Education Peer Review Process North-South Centre Austria of the Council of Europe The European Global Education Peer Review Process was initiated in the framework of the Maastricht Declaration on Global Education in Europe. This process highlights good practice and engages in critical review of Global Education policy and provision in member states of the Council of Europe. Countries reviewed so far include Cyprus, Finland, the Netherlands and, with this report, Austria. The Peer Review Process on Global Education in Austria consulted and involved Austrian ministries, agencies, non-governmental organisations, civil society, other sectors; and the Austrian Strategy Group for Global Education. The international Peer Review of Austria included reviewers Global Education in from Finland, Germany, Ireland and Slovakia. The European Peer Review Process has been supported by InWEnt and BMZ, Germany; the Ministry of Foreign Affairs, Luxembourg; the Austria National Committee for International Cooperation and Sustainable Development (NCDO), the Netherlands; the Ministry of Foreign Affairs, the Netherlands; the Ministry for Foreign Affairs, the Ministry of Education and the National Board of Education of Finland; Irish Aid and the Austrian Development Agency (ADA), along with the other member states of the North-South Centre. The process was facilitated by the North-South Centre of the Council of Europe. North-South Centre of the Council of Europe Avenida da República, 15-4° P-1050-185 Lisbon The European Global Education Tel: -
Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit Anglo-Austrian Cultural Relations between 1944 and 1955. Influences, Cooperation and Conflicts. Verfasserin Isabella Lehner angestrebter akademischer Grad Magistra der Philosophie (Mag. phil.) Wien, im Juli 2011 Studienkennzahl lt. Studienblatt: A 312 Studienrichtung lt. Studienblatt: Geschichte Betreuer: Univ.-Prof. Mag. DDr. Oliver Rathkolb 2 Eidesstattliche Erklärung Ich erkläre eidesstattlich, dass ich die Arbeit selbständig angefertigt, keine anderen als die angegebenen Hilfsmittel benutzt und alle aus ungedruckten Quellen, gedruckter Literatur oder aus dem Internet im Wortlaut oder im wesentlichen Inhalt übernommenen Formulierungen und Konzepte gemäß den Richtlinien wissenschaftlicher Arbeiten zitiert, durch Fußnoten gekennzeichnet beziehungsweise mit genauer Quellenangabe kenntlich gemacht habe. Die vorliegende Arbeit wurde bisher weder in gleicher noch in ähnlicher Form einer anderen Prüfungsbehörde vorgelegt und auch noch nicht veröffentlicht. Ort Datum Unterschrift 3 Acknowledgements This thesis owes much to the generosity and cooperation of others. Firstly, I am highly indebted to my supervisor Professor Oliver Rathkolb for his guidance and support. I owe a special thank you to Dr. Jill Lewis and (soon to be PhD) Helen Steele for repeatedly inspiring and encouraging me. Furthermore, I would like to thank Mag. Florentine Kastner for her support. Thank you for a friendship beyond history. Sincere thanks also go to the staff at The National Archives in Kew, and to the Institute of Germanic and Romance Studies at the University of London, especially Dr. Martin Liebscher, for assisting me during my research in London. A very special thank you goes to Raimund! Without your inspiring ideas, support and understanding this thesis would never have been completed. 4 Contents 1. -
Citizenship Education in Austria and Europe
SEEING THE BIGGER PICTURE EPALE and Erasmus+ Adult Education 2019 Citizenship Education in Austria and Europe Objectives, methods and future prospects | E-Platform for Adult Learning in Europe SEEING THE BIGGER PICTURE EPALE and Erasmus+ Adult Education 2019 Citizenship Education in Austria and Europe Objectives, methods and future prospects CONTENT 4 Editorial, EPALE Team Austria 16 Democracy MOOC – Education for democratic citizenship for adults 6 Introduction, Doris Wyskitensky Gerhard Bisovsky, Christin Reisenhofer 22 Political education for adults in Austria – CONTRIBUTIONS Historical developments and current challenges Hakan Gürses, Sonja Luksik 8 EPALE & Erasmus+ Adult Education – Recent developments 26 Trauma and learning Carin Dániel Ramírez-Schiller Barbara Kuss, Mats Mikiver 11 Adult Education as a path to social inclusion: 30 Speaking Out Loud – empowerment through towards active citizenship through economic, community-based media social and civic participation Natalie Konyalian, Petra Pint Natasha Kersh © OeAD-GmbH/APA-Fotoservice/Hörmandinger 34 DEMOS: Democracy and equality matters EPALE for our society – political participation Herbert Depner 48 EPALE – what is in it for you? 50 Effectively using EPALE for your Erasmus+ project 37 European values in adult education – The ‘European Values through European Intelligence’ (EVEQ) project Tino Boubaris 40 EMAC – Ethical Media for Active Citizenship Helmut Peissl 43 Erasmus+ supports political education – Enjoy the benefits of the Erasmus+ programme! Karin Hirschmüller EDITORIAL Citizenship education becomes particularly important in times Around 120 participants from the world of citizenship education of economic and social change. Democracy has to be relearned for adults and related fields discussed how political content can be in each generation. Adult education plays a key role in impart- communicated in the context of social changes. -
The Transnational and the Transcultural in Medieval German
Beihefte zur Mediaevistik: Band 29 2016 Andrea Grafetstätter / Sieglinde Hartmann / James Ogier (eds.) 2016 , Islands · and Cities in Medieval Myth, Literature, and History. Papers Delivered at the International Medieval Congress, Univer-sity of Leeds, in 2005, 2006, and 2007 (2011) Internationale Zeitschrift für interdisziplinäre Mittelalterforschung Olaf Wagener (Hrsg.), „vmbringt mit starcken turnen, murn“. Ortsbefesti- Band 29 gungen im Mittelalter (2010) Hiram Kümper (Hrsg.), eLearning & Mediävistik. Mittelalter lehren und lernen im neumedialen Zeitalter (2011) Olaf Wagener (Hrsg.), Symbole der Macht? Aspekte mittelalterlicher und frühneuzeitlicher Architektur (2012) N. Peter Joosse, The Physician as a Rebellious Intellectual. The Book of the Two Pieces of Advice or Kitāb al-Naṣīḥatayn by cAbd al-Laṭīf ibn Yūsuf al-Baghdādī (1162–1231) (2013) Meike Pfefferkorn, Zur Semantik von rike in der Sächsischen Weltchronik. Reden über Herrschaft in der frühen deutschen Chronistik - Transforma- tionen eines politischen Schlüsselwortes (2014) Eva Spinazzè, La luce nell'architettura sacra: spazio e orientazione nelle chiese del X-XII secolo tra Romandie e Toscana. Including an English summary. Con una introduzione di Xavier Barral i Altet e di Manuela Incerti (2016) Christa Agnes Tuczay (Hrsg.), Jenseits. Eine mittelalterliche und mediävis- tische Imagination. Interdisziplinäre Ansätze zur Analyse des Unerklär- lichen (2016) Begründet von Peter Dinzelbacher Herausgegeben von Albrecht Classen LANG MEDIAEVISTIK MEDI 29-2016 271583-160x230 Br-AM PLE.indd 1 24.01.17 KW 04 09:06 Beihefte zur Mediaevistik: Band 29 2016 Andrea Grafetstätter / Sieglinde Hartmann / James Ogier (eds.) 2016 , Islands · and Cities in Medieval Myth, Literature, and History. Papers Delivered at the International Medieval Congress, Univer-sity of Leeds, in 2005, 2006, and 2007 (2011) Internationale Zeitschrift für interdisziplinäre Mittelalterforschung Olaf Wagener (Hrsg.), „vmbringt mit starcken turnen, murn“. -
Austria: a Rapidly Expanding Higher Education Sector
Chapter 13 Austria: A Rapidly Expanding Higher Education Sector 13.1 Education System Between 2002 and 2011, the number of Austrians in tertiary education increased by 55 %. (Eurostat 2014 ) 1 Austrian universities receive more students each year. This is in line with govern- ment policy to have a well-educated population, but it also leads to a high drop-out rate and discussion about the future of the university system. In the last decade, Austria’s tertiary education participation has gone from well below the EU-27 aver- age to well above this average (Eurostat 2014 ; BMUKK 2013a ) 2 One of the reactions to this development is the slow rise of honors programs in higher education in recent years. This is a logical step in the Austrian context, after the development of extensive programs and projects for talented and gifted children in primary and secondary education in earlier years. Austria – like Germany – is a federal republic consisting of Bundesländer (Box 13.1 ), but educational matters are signifi cantly more in federal hands than in Germany. While primary and secondary education programs are administered by the Bundesländer, tertiary education is the responsibility of the federal government. The education system is quite stable, as federal legislation on education can only be amended or introduced with a two-thirds majority in parliament (Box 13.2 ). Differentiat ion is made early in the Austrian school system. Primary level is 4 years from age 6. Lower secondary school starts around age 10, also lasts 4 years, and is divided in four different levels. Academic secondary school lower level (AHS Unterstufe ) is the one preparing students for university education. -
Study Guide Study & Research in Austria
Study Guide study & research in austria The OeAD ist the Austrian agency for international mobility and cooperation in education, science and research. www.oead.at study & research in austria Study Programmes A Brief Guide for International Students Vienna, August 2019 Preface Welcome to Austria Are you interested in studying in Austria ? Due to its rich cultural past and present Austria is cherished by people all over the world. The varied landscape is of great importance for tourism, there are many skiing resorts; in the summer there are lots of opportuni ties for hiking and climbing or for water sports on the numerous lakes. Other factors for a stay in Austria are the great social security, the economic stability and the great hospitality of the Austrians. The Austrian educational system offers you a broad spectrum of educational oppor tu nities. This is why Austria is an ideal place for studying and living. This new edition of the ›Study in Austria‹ ACKNOWLEDGEMENTS: Editor and Publisher: OeAD [Österreichische Austauschdienst]Ge bro chure will provide a general overview sellschaft mit beschränkter Haftung. Austrian Agency for International Cooperation in Education and serve as a basic guide: By providing and Re search [OeADGmbH] | 1010 Vienna | Ebendorferstraße 7 | T +43 1/534 080 | [email protected] | information about entry and residence www.oead.at | Head Office: Vienna | FN 320219 k | Commercial Court Vienna | ATU64808925 regulations, general conditions for Responsible for the content: Eva Müllner, Julia Auer MSc | Translation: Mag. Irmgard Schmoll | Graphic Design and Cover Design: FH JOANNEUM – University of Applied Sciences Graz / Bettina Hoffellner, Daniela Bisail | ad mission and necessary steps to take after Illustration: Daniela Bisail, Birgit Preiner | Printed by: Print Alliance HVA Produktions GmbH | Produced and financed arrival in Austria we want to help you plan with the support of the Austrian Federal Ministry of Education, Science and Research | Vienna 2019 your stu dies in Austria. -
Wiener Multi-Kulti Im Mittelalter? – Das Zusammenleben Der Verschiedenen Ethnien, Kulturen Und Religionen in Der Mittelalterlichen Stadt Wien.“
DIPLOMARBEIT / DIPLOMA THESIS Titel der Diplomarbeit / Title of the Diploma Thesis „Wiener Multi-Kulti im Mittelalter? – Das Zusammenleben der verschiedenen Ethnien, Kulturen und Religionen in der mittelalterlichen Stadt Wien.“ verfasst von / submitted by Mobeen Fries angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Magister der Philosophie (Mag. phil.) Wien, 2018 / Vienna, 2018 Studienkennzahl lt. Studienblatt / A 190 313 456 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / UF Geschichte, Sozialkunde, Politische Bildung degree programme as it UF Geographie und Wirtschaftskunde appears on the student record sheet: Betreut von / Supervisor: ao. Univ. Prof. Mag. Dr. Meta Niederkorn Vorwort In meiner Diplomarbeit möchte ich aufzeigen, dass die Stadt Wien bereits im Mittelalter viele verschiedenen Ethnien, Kulturen und Religionen beheimatet hat und dabei näher beleuchten, wie die Menschen aus den unterschiedlichsten Ethnien, Kulturen und Religionen zusammengelebt haben. Das Thema dieser Diplomarbeit habe ich gewählt, da es mir ein besonderes Bedürfnis ist, meine Heimat Wien unter einem Gesichtspunkt zu analysieren, der heute noch immer für ähnliche Diskussionen sorgt wie im Mittelalter. Das Zusammenleben der verschiedenen Ethnien, Kulturen und Religionen in Wien wird heutzutage in den Medien, in den sozialen Netzwerken, in der Stadtregierung und auch auf Regierungsebene bzw. im Nationalrat äußerst kontrovers diskutiert. Man könnte beinahe Eindruck bekommen, dass die Migrations- und Flüchtlingsströme ein Phänomen der letzten Jahre geworden sind. Dass dem nicht so ist, werde ich unter anderem in meiner Diplomarbeit aufzeigen. Der Wiener Raum war bereits zu Zeiten der Römer zu einem Schmelztiegel geworden, indem verschiedene Gruppen zusammenfanden um hier zu leben und es sollten im Laufe der Jahrhunderte immer mehr werden. -
Country Summaries
COUNTRY SUMMARIES The following summaries are based on the contributions provided by the members of the Thematic Working Group on Early Language Learning (ELL) in the framework of the Open Method of Coordination (OMC). They provide an overview of the recent developments and future perspectives in early language learning policy in each Member State, as well as a description of the general framework and organisation of ELL. They also provide basic information on ELL content and processes provided and on ELL staff qualifications. Structured data on ELL at pre-primary school level are rarely available. The information on certain countries contained in the present annex is therefore hardly exhaustive or comparable. Nevertheless, the set of summaries provides a realistic – albeit sketchy - picture of the current situation of ELL in Europe, of its main trends and challenges. TABLE OF CONTENTS AUSTRIA............................................................................................................................3 BELGIUM (FRENCH COMMUNITY) ...........................................................................11 BELGIUM (FLANDERS)................................................................................................15 BULGARIA ......................................................................................................................20 CYPRUS............................................................................................................................23 CZECH REPUBLIC..........................................................................................................27 -
Nature & Adventure
Nature & Adventure Nature Nature & Adventure An Overview of the Best Options Natur-Erlebnis_en_27-11.indd 1 01.12.14 17:30 Natur-Erlebnis_en_27-11.indd 2 01.12.14 17:30 Content Page Experience Trails 8 1 Limes Experience Trail, Glashütten–Ober-Mörlen 10 2 Taunus Educational Trail, Saalburg–Hessenpark 11 3 Schinderhannes Trail, Circular Tour 12 4 Circular Celtic Trail, Oberursel (Taunus) 13 Rocks & Cliffs 14 5 Großer Feldberg (Large Feldberg), Schmitten im Taunus 16 6 Eschbacher Klippen (Cliffs of Eschbach), Usingen 18 7 Hattsteinweiher (Bathing Lake) 20 8 Hochtaunusstraße (Holiday Route) 22 9 Naturpark Taunus (Nature Reserve) 24 10 Heilklima-Park Hochtaunus (Climatic Healing Park) 26 11 Naturpark Rhein-Taunus (Nature Reserve) 44 Parks & Gardens 46 12 Kurpark (Spa Park), Bad Homburg v. d. Höhe 48 13 Victoriapark, Kronberg im Taunus 49 14 Arboretum, Eschborn 50 15 Kurpark (Spa Park), Bad Nauheim 51 16 Kneipp-Kurpark (Spa Park), Bad Camberg 52 Observation Towers 54 17 Atzelbergturm Watchtower, Kelkheim (Taunus)-Eppenhain 56 18 Herzbergturm Watchtower, Bad Homburg v. d. Höhe 57 19 Observation Tower on the Großer Feldberg, Schmitten im Taunus 58 20 Römerturm Roman Tower, Idstein-Dasbach 60 21 Pferdskopf Observation Tower, Schmitten im Taunus-Treisberg 61 Natur-Erlebnis_en_27-11.indd 3 01.12.14 17:30 9 Nature Reserve Taunus 11 Nature Reserve Rhein-Taunus Schinderhannes Trail 3 Weilrod Spa Park Bad Camberg 16 Taunus Educational Trail Pferdskopf Observation Tower 21 Observation Tower Hochtaunusstraße Holiday Route 8 Large Feldberg 5 Limes Experience