Geography of Development of Eastern Europe
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Globalisation, Democratisation and Nation-Building As Competing
Nation-Building, Democratization and Globalization as Competing Priorities in Ukraine’s Education System Summary: This article examines how consecutive governments in Ukraine have reconciled the different demands that nation-building, democratization and globalization pose on the national education system. It argues that nation-building conflicts with democratization and with globalization and engages in a review of Ukraine‘s educational policies from Perestroika to the present to illustrate this argument. It shows that nation building in post-Soviet Ukraine was primarily a language project aimed at the ukrainianization of schools and institutes of higher education. It further observes that nation-building was given priority over democratization and globalization in shaping the education system in the first decade following independence. From 2000, however, globalization has become an increasingly important discourse in education removing nation-building from the top of the political agenda. 1. Introduction One of the greatest challenges currently facing the new states in Central and Eastern Europe is educational reform. After obtaining independence in the early 1990s, these states were confronted with the immense task of transforming an outdated centralized education system, which was aimed at delivering a loyal communist workforce, into a modern system that would be much more responsive to consumer demands and would recognize and further individual talent. The immensity of the undertaking lies in the fact that three prerequisites make simultaneous demands on the education system: nation-building, democratization and globalization. The need for nation-building is felt particularly strong in those new states which derive their legitimacy from former minority nations. The political elites of these states consider nation-building a vital tool for the resuscitation of languages and cultures that have 1 played a subordinate role under the past communist regime. -
Book of Abstracts
BORDERS AND CROSSINGS TRAVEL WRITING CONFERENCE Pula – Brijuni, 13-16 September 2018 BOOK OF ABSTRACTS BORDERS AND CROSSINGS 2018 International and Multidisciplinary Conference on Travel Writing Pula-Brijuni, 13-16 September 2018 BOOK OF ABSTRACTS Published by Juraj Dobrila University of Pula For the Publisher Full Professor Alfio Barbieri, Ph.D. Editor Assistant Professor Nataša Urošević, Ph.D. Proofreading Krešimir Vunić, prof. Graphic Layout Tajana Baršnik Peloza, prof. Cover illustrations Joseph Mallord William Turner, Antiquities of Pola, 1818, in: Thomas Allason, Picturesque Views of the Antiquities of Pola in Istria, London, 1819 Hugo Charlemont, Reconstruction of the Roman Villa in the Bay of Verige, 1924, National Park Brijuni ISBN 978-953-7320-88-1 CONTENTS PREFACE – WELCOME MESSAGE 4 CALL FOR PAPERS 5 CONFERENCE PROGRAMME 6 ABSTRACTS 22 CONFERENCE PARTICIPANTS 88 GENERAL INFORMATION 100 NP BRIJUNI MAP 101 Dear colleagues, On behalf of the Organizing Committee, we are delighted to welcome all the conference participants and our guests from the partner institutions to Pula and the Brijuni Islands for the Borders and Crossings Travel Writing Conference, which isscheduled from 13th till 16th September 2018 in the Brijuni National Park. This year's conference will be a special occasion to celebrate the 20thanniversary of the ‘Borders and Crossings’ conference, which is the regular meeting of all scholars interested in the issues of travel, travel writing and tourism in a unique historic environment of Pula and the Brijuni Islands. The previous conferences were held in Derry (1998), Brest (2000), Versailles (2002), Ankara (2003), Birmingham (2004), Palermo (2006), Nuoro, Sardinia (2007), Melbourne (2008), Birmingham (2012), Liverpool (2013), Veliko Tarnovo (2014), Belfast (2015), Kielce (2016) and Aberystwyth (2017). -
“Crush Zone”: Geopolitical Games in Post-Cold War Eastern Europe
Ordering the “Crush Zone”: Geopolitical Games in Post-Cold War Eastern Europe John O’Loughlin1 Institute of Behavioral Science University of Colorado Campus Box 487 Boulder, CO. 80309-0487 Email: [email protected] Word count: 8357 Biography John O’Loughlin is Director of the “Globalization and Democracy” graduate training program, funded by the National Science Foundation, in the Institute of Behavioral Science at the University of Colorado, Boulder. His research interests are in the diffusion of democracy, the relationship between economic and political transitions in Russia and Ukraine, and the changing identities of the peoples of the post-Soviet states. He is editor of Political Geography. 1 Abstract In the aftermath of the Cold War, no consensus has emerged in American political circles on a replacement for the containment geopolitical code of the 1945-1990 era. Various geopolitical paradigms are on offer, each emanating from a world-view that is heavily coloured by domestic political ideologies. Seven of these paradigms are described and considered in light of the momentous geopolitical decision in 1998 to expand NATO into Eastern Europe. Eastern Europe has been considered a “crush zone” by political geographers for over a century and the region has been intimately connected with the geopolitical re-orderings of this century. Strenuous avoidance of geopolitical issues, including long-term relations with Russia, was notable during the NATO expansion debates. The stark contrast of “chaos” (Russia and its neighbours in the former Soviet Union) to “ cosmos” (the European Union and three new central members of NATO) dominated the NATO enlargement debate. The end-consequence of recent NATO and U.S. -
Poland and the UK – a Comparative Study Term: Autumn
Springwood School Medium Term Planning Topic: Poland and the UK – a comparative study Term: Autumn Pre Formal Semi Formal Formal Suggested Activities Suggested Activities Suggested Activities 1 Experience a range of foods from Poland and Explore and recognise a range of foods from Investigate different Traditional UK and the UK. Record responses and likes/dislikes. Poland and the UK. Polish foods. Discuss and understand the Food similarities and differences. Explore a range of foods from Poland and the Taste a range of traditional Polish and UK dishes. UK with our senses – smell, touch and taste. Use a variety of ways to communicate to show Use a range of traditional Polish and UK foods Observe and record responses and likes/dislikes. as a basis for different activities. likes/dislikes. Use traditional ingredients to make items from Investigate which foods are traditional Polish Make a range of traditional Polish or UK foods both countries that are similar, eg traditional and traditional UK, particularly linked to that are sensory in nature– compare and soup – compare and contrast. Christmas. contrast, eg breads. Explore different foods that are traditionally Design a traditional UK or traditional Polish Link to traditional foods that are eaten during eaten at Christmas in both countries. Use as a menu. Christmas time in both countries – taste, basis for writing and creative work. touch, smell a range of these foods. Visit a local Polish food shop to investigate Make own representations through cookery Set up a role play café area in class linked to both the type of foods that are traditionally eaten. -
The Polish-Lithuanian Commonwealth As a Political Space: Its Unity and Complexity*
Chapter 8 The Polish-Lithuanian Commonwealth as a Political Space: Its Unity and Complexity* Satoshi Koyama Introduction The Polish-Lithuanian Commonwealth (Rzeczpospolita) was one of the largest states in early modern Europe. In the second half of the sixteenth century, after the union of Lublin (1569), the Polish-Lithuanian state covered an area of 815,000 square kilometres. It attained its greatest extent (990,000 square kilometres) in the first half of the seventeenth century. On the European continent there were only two larger countries than Poland-Lithuania: the Grand Duchy of Moscow (c.5,400,000 square kilometres) and the European territories of the Ottoman Empire (840,000 square kilometres). Therefore the Polish-Lithuanian Commonwealth was the largest country in Latin-Christian Europe in the early modern period (Wyczański 1973: 17–8). In this paper I discuss the internal diversity of the Commonwealth in the sixteenth and seventeenth centuries and consider how such a huge territorial complex was politically organised and integrated. * This paper is a part of the results of the research which is grant-aided by the ‘Grants-in-Aid for Scientific Research’ program of the Japan Society for the Promotion of Science in 2005–2007. - 137 - SATOSHI KOYAMA 1. The Internal Diversity of the Polish-Lithuanian Commonwealth Poland-Lithuania before the union of Lublin was a typical example of a composite monarchy in early modern Europe. ‘Composite state’ is the term used by H. G. Koenigsberger, who argued that most states in early modern Europe had been ‘composite states, including more than one country under the sovereignty of one ruler’ (Koenigsberger, 1978: 202). -
Campaign Book of the European Year of Languages 2001
Campaign Book of the European Year of Languages 2001 Modern Languages Division Council of Europe Strasbourg November 2001 2 Introduction This ‘Campaign Book’ of the European Year of Languages 2001 has been prepared by the Secretariat (Modern Languages Division, Strasbourg) so as to provide a general overview of how the aims of the Year are being realised in practice at European, national and local level. The European Year of Languages is jointly organised by the Council of Europe and the European Union. The current edition of the Book provides a mid-term account of developments with regard to the forty five participating countries based on information supplied by the (Council of Europe) National Co-ordinators to the Secretariat. Updated versions will appear later. Strasbourg, August 2001 Joseph SHEILS Head of the Modern Languages Division Council of Europe EYL Campaign Book 3 Contents Introduction ......................................................................................................... 2 Foreword ............................................................................................................... 4 Aims and organisation of the European Year of Languages 2001 .................... 5 Aims .............................................................................................. 5 Objectives ...................................................................................... 5 Target groups ................................................................................ 6 Expected results ............................................................................ -
Financial Stability 15, July 2015
No. 15 Year 8 VII 2015 Financial Stability No. 15, Zagreb, July 2015 PUBLISHER Croatian National Bank Publishing Department Trg hrvatskih velikana 3, 10002 Zagreb Phone: +385 1 45 64 555 Contact phone: +385 1 45 65 006 Fax: +385 1 45 64 687 www.hnb.hr Those using data from this publication are requested to cite the source. ISSN 1847-0017 (online) Contents Introductory remarks 5 Overall assessment of the main risks and challenges to financial stability policy 7 Macroeconomic environment 9 Box 1 Redesigning the systemic risk map 17 Government sector 19 Household sector 23 Box 2 Interest rate risk in the Republic of Croatia 28 Real estate 32 Box 3 Preliminary research of residential real estate market liquidity as a determinant of price dynamics 34 Non-financial corporate sector 37 Box 4 Forecasting the probability of default of non-financial corporations by means of sectoral micro models with macroeconomic variables 42 Banking sector 45 Stress testing of credit institutions 53 Introductory remarks Finance plays a key role in the allocation of resources, i.e. the Services Supervisory Agency (HANFA), which are responsible process of transforming savings into investments, and there- for the regulation and supervision of non-banking financial in- fore into economic growth and an increase in the overall level stitutions. Furthermore, owing to the high degree to which the of social welfare. At the same time, because financial stabili- banking system is internationalised, as reflected in the foreign ty is based on the confidence of financial market participants, ownership of the largest banks, the CNB also cooperates with it large ly depends in turn on their perceptions and behaviour, the home regulatory authorities and central banks of parent fi- which are subject to cyclical swings. -
Jerusalem: City of Dreams, City of Sorrows
1 JERUSALEM: CITY OF DREAMS, CITY OF SORROWS More than ever before, urban historians tell us that global cities tend to look very much alike. For U.S. students. the“ look alike” perspective makes it more difficult to empathize with and to understand cultures and societies other than their own. The admittedly superficial similarities of global cities with U.S. ones leads to misunderstandings and confusion. The multiplicity of cybercafés, high-rise buildings, bars and discothèques, international hotels, restaurants, and boutique retailers in shopping malls and multiplex cinemas gives these global cities the appearances of familiarity. The ubiquity of schools, university campuses, signs, streetlights, and urban transportation systems can only add to an outsider’s “cultural and social blindness.” Prevailing U.S. learning goals that underscore American values of individualism, self-confidence, and material comfort are, more often than not, obstacles for any quick study or understanding of world cultures and societies by visiting U.S. student and faculty.1 Therefore, international educators need to look for and find ways in which their students are able to look beyond the veneer of the modern global city through careful program planning and learning strategies that seek to affect the students in their “reading and learning” about these fertile centers of liberal learning. As the students become acquainted with the streets, neighborhoods, and urban centers of their global city, their understanding of its ways and habits is embellished and enriched by the walls, neighborhoods, institutions, and archaeological sites that might otherwise cause them their “cultural and social blindness.” Jerusalem is more than an intriguing global historical city. -
A New Geography of European Power?
A NEW GEOGRAPHY OF EUROPEAN POWER? EGMONT PAPER 42 A NEW GEOGRAPHY OF EUROPEAN POWER? James ROGERS January 2011 The Egmont Papers are published by Academia Press for Egmont – The Royal Institute for International Relations. Founded in 1947 by eminent Belgian political leaders, Egmont is an independent think-tank based in Brussels. Its interdisciplinary research is conducted in a spirit of total academic freedom. A platform of quality information, a forum for debate and analysis, a melting pot of ideas in the field of international politics, Egmont’s ambition – through its publications, seminars and recommendations – is to make a useful contribution to the decision- making process. *** President: Viscount Etienne DAVIGNON Director-General: Marc TRENTESEAU Series Editor: Prof. Dr. Sven BISCOP *** Egmont - The Royal Institute for International Relations Address Naamsestraat / Rue de Namur 69, 1000 Brussels, Belgium Phone 00-32-(0)2.223.41.14 Fax 00-32-(0)2.223.41.16 E-mail [email protected] Website: www.egmontinstitute.be © Academia Press Eekhout 2 9000 Gent Tel. 09/233 80 88 Fax 09/233 14 09 [email protected] www.academiapress.be J. Story-Scientia NV Wetenschappelijke Boekhandel Sint-Kwintensberg 87 B-9000 Gent Tel. 09/225 57 57 Fax 09/233 14 09 [email protected] www.story.be All authors write in a personal capacity. Lay-out: proxess.be ISBN 978 90 382 1714 7 D/2011/4804/19 U 1547 NUR1 754 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publishers. -
Studies of the Eastern World Page 1 of 4
IUPUI/IMA Community Project > Activities > Instructional Units > Studies of the Eastern World Page 1 of 4 Studies of the Eastern World by Aimee Burman and Elizabeth Danville Middle School Danville Community School Corporation Studies of the Eastern Worlds presents aspects of Eastern culture through the presentation and viewing of visual images. Students will view artwork from Thailand, China, Indian, Japan, Pakistan, Burma, Indonesia, Philippines, and Korea. Students will be challenged to discover similarities and differences in the culture of each of the countries by looking at the art from each country. The students will test their hypothesis and assumptions through further research in the media center. The final presentation of their research will include the creation of a cultural map of the Eastern World. Lesson Plan Title: Studies of the Eastern Worlds: Cultural Maps Keywords: Eastern World/Cultures/History/Geography/Interdisciplinary Curriculum Area: Cultures Grade Level: Seventh grade Appropriate Group Size: Whole Class Time Expected to Complete Instructional Plan: 5 days Instructional Objectives: 1. Students will learn of aspects of eastern culture by viewing various artworks. 2. Students will determine similarities and differences of eastern culture in the various countries by viewing the artworks. 3. Students will work successfully in cooperative learning groups. 4. Students will discover religion, language, life styles, and historical figures in various eastern world countries through researching. 5. Students will present the material they discover to classmates using visuals. Indiana State Proficiencies: Indiana State Social Studies Proficiencies Guide Geographical Relationships: Explain the relationship between physical and cultural features on the earth’s surface. Economics: Demonstrate the influence of physical and cultural factors upon the economic systems found in countries of the Eastern World. -
[email protected] Bloomington, in 47405 Website
JASON SION MOKHTARIAN Department of Religious Studies Indiana University 230 Sycamore Hall, 1033 E. 3rd St. Email: [email protected] Bloomington, IN 47405 Website: www.jasonmokhtarian.com ACADEMIC EMPLOYMENT Indiana University, Associate Professor with tenure (2018-present; Assistant Professor, 2011-2018), Department of Religious Studies Director, Olamot Center for Scholarly and Cultural Exchange with Israel (2018– present) Core Faculty, Borns Jewish Studies Program Adjunct Professor in Central Eurasian Studies, History, Near Eastern Languages and Cultures, Ancient Studies, and Islamic Studies EDUCATION University of California, Los Angeles Ph.D., Dept. of Near Eastern Languages and Cultures (Late Antique Judaism), 2011 University of California, Los Angeles M.A., Dept. of Near Eastern Languages and Cultures (Ancient Iranian Studies), 2007 Hebrew University of Jerusalem Research Fellow in Talmud and Iranian Studies, 2006 University of Chicago Divinity School M.A., History of Judaism, 2004 University of Chicago B.A./A.M., English and Religious Studies, 2001 RESEARCH INTERESTS Rabbinics, ancient Iranian studies, Talmud in its Sasanian context, comparative religion, ancient Jewish magic and medicine, Aramaic magic bowls, Zoroastrianism, Middle Persian (Pahlavi) literature, Judeo-Persian literature, religious interactions in early Islamic Iran, Jews of Persia RESEARCH LANGUAGES Hebrew, Aramaic (Talmud), Old Persian, Middle Persian, Modern Persian, Avestan, Arabic, French, German MOKHTARIAN, Curriculum Vitae 2 ______________________________________________________________________________________________ PUBLICATIONS BOOKS Rabbis, Sorcerers, Kings, and Priests: The Culture of the Talmud in Ancient Iran. Oakland: University of California Press, 2015. Medicine in the Talmud: Natural and Supernatural Remedies between Magic and Science. Under review. JOURNAL ARTICLES “Zoroastrian Polemics against Judaism in the Škand Gumānīg Wizār (Doubt-Dispelling Exposition).” Mizan: Journal for the Study of Muslim Societies and Civilizations 3 (2018). -
Hiking Austria's Lechweg
Hiking Austria’s Lechweg August 24 – September 6, 2019 (Trip #1937) Hello! I am pleased you are interested in joining me hiking Austria’s Lechweg, a guided trip following the Lech River from western Austria into Germany. Please read the information carefully, and then contact me if you have specific questions about this trip: Éva Borsody Das 781-925-9733 (before 9pm); [email protected] . GENERAL INTRODUCTION The Lechweg follows the River Lech for almost 78 miles, from its spring near the Formarinsee lake in Austria to the Lechfall waterfall in Füssen in Germany. Our route includes days in the high mountains which rise above the valley, as well as days in the valley wending our way through pretty villages on good paths and tracks. The villages in the Lechtal Valley are famous throughout Tirol for their elaborate frescos painted on the facades of farmhouses. Dating back to the 18th century, they show scenes from everyday farm life and stories from the Bible. Holzgau has a particularly large number of these paintings. The Lechweg crosses over the longest-span swing bridge in Austria, and up to the royal castles of King Ludwig II of Bavaria. OVERVIEW 12 nights guided trip with baggage transfers between hotels. 9 hiking days and 2 days off. 11-14 participants. Hiking days range from 4 ½ to 7 hours per day, not counting breaks. The hikes range in length from 8 – 15 ½ miles. The highest altitude is 8300 feet. The greatest total daily ascent is 2300 feet, and the greatest total daily descent is 3700 feet.