Wiener Multi-Kulti Im Mittelalter? – Das Zusammenleben Der Verschiedenen Ethnien, Kulturen Und Religionen in Der Mittelalterlichen Stadt Wien.“

Total Page:16

File Type:pdf, Size:1020Kb

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. In den darauffolgenden Jahrhunderten gab es immer wieder einen Wechsel von kulturell, ethnisch und religiös unterschiedlichen geprägten Herrschern, die dem Wiener Raum bzw. in weiterer Folge der Stadt Wien ihren Stempel aufdrückten. Auch die Zusammensetzung der Bevölkerung war bei weitem nicht so homogen wie dies heutzutage oft dargestellt wird, sondern war im Laufe der Jahrhunderte immer wieder grundlegenden Änderungen unterworfen. Der Fokus meiner Arbeit wird auf dem Zusammenleben jener Personen liegen, welche durch die Universität Wien und den Handel nach Wien gekommen sind, sowie jene jüdische Personen die sich der jüdischen Wiener Gemeinde angeschlossen haben, werde ich spezifisch untersuchen. Diese drei Personengruppen waren jeweils einer anderen Gerichtsbarkeit unterordnet, welche. Dadurch wird das Zusammenleben in der mittelalterlichen Stadt Wien grundlegend bestimmt. Die Stadt Wien, wird aufgrund der historischen Realität, welche bereits zur Zeit der Habsburger vorherrschte, oft als Schmelztiegel bezeichnet. Dabei bedeutet das Konzept des Schmelztiegels nicht, dass verschiedene Ethnien, Kulturen und/oder Religionen in einen Topf geworfen werden und zu einer neuen Wiener Identität verschmolzen werden, sondern dass Wien Raum bietet für plurikulturelle Konzepte.1 In meiner Arbeit werde ich mich auf das multikulturelle Wien fokussieren, und das Zusammenleben der verschiedenen Ethnien, Kulturen und Religionen im mittelalterlichen Wien untersuchen. Da ich selbst väterlicherseits einen Migrationshintergrund habe, hat mich die Frage des Zusammenlebens der unterschiedlichen Ethnien, Kulturen und Religionen Zeit meines Lebens beschäftigt. Nun am Ende meines Studiums, möchte ich mein gesammeltes Wissen nutzen und es konzentriert in dieser Arbeit bündeln, indem ich aufzeige, dass die Bevölkerung der Stadt Wien im Mittelalter ähnliche Sorgen und Ängste hatte wie die Menschen heute. Wer galt als fremd und wer wurde akzeptiert? 1 Gero Fischer, Gernot Heiß, Michael Mitterauer, Hildegard Pruckner und Waltraud Weisch, Vorwort, In: Erich Zöllner, Schmelztiegel Wien. Einst und Jetzt. Zur Geschichte der Zuwanderung und Minderheiten, 2. Verbesserte Auflage (Wien 1993) S.IX Danksagung Ich möchte an dieser Stelle einigen Menschen danken, die an der Entstehung dieser Diplomarbeit maßgeblichen Anteil hatten. Zu aller Erst möchte ich mich bei Frau Ao. Univ. Prof. Mag. Dr. Meta Niederkorn bedanken, die mich von den ersten Gedanken der Themenfindung, bis hin zum Schreibprozess begleitet hat. Dabei möchte ich Frau Ao. Univ. Prof. Mag. Dr. Meta Niederkorn vor allen Dingen dafür danken, dass sie sich immer wieder Zeit genommen hat um mir Anregungen und Hinweise im Rahmen der Quellen- und Literatursuche zu geben, und mir mit ihrer freundlichen Art helfend zur Seite stand. Des Weiteren möchte ich mich bei meiner Familie bedanken, welche es mir ermöglicht hat zu maturieren und den Weg der akademischen Ausbildung einzuschlagen; besonders möchte ich mich bei meiner alleinerziehenden Mutter Susanne Fries und meiner Großmutter Ingeborg Fries bedanken. Zu guter Letzt möchte ich mich bei meiner Verlobten Mag. Claudia Windhager bedanken, die mir während meines gesamten Studiums als seelische und moralische Stützte Kraft und Auftrieb gegeben, mich in schwierigen Zeiten aufgemuntert und stets so gut es ging unterstützt hat. Inhaltsverzeichnis 1 Forschungsfrage und Zielsetzung ........................................................................... 1 1.1 Aufbau und Gliederung der Arbeit ........................................................................... 1 2 Topographischer Überblick über die Stadt Wien und ihre Entwicklung ................... 4 2.1 Bevölkerungs- und Stadtentwicklung Wiens ............................................................. 5 2.2 Wiener Wappen .................................................................................................... 10 3 Überblick über die Geschichte Wiens ................................................................... 12 3.1 Wien in der Urzeit ................................................................................................. 12 3.2 Wien in der Römerzeit ........................................................................................... 13 3.2.1 Vita Sancti Severini .................................................................................................................. 18 3.3 Wien vom 5. Jahrhundert bis zum 12. Jahrhundert ................................................. 22 3.3.1 Awaren .................................................................................................................................... 24 3.3.2 Karolinger und Ungarn ............................................................................................................ 26 3.3.3 Babenberger ............................................................................................................................ 27 3.4 Wien vom 12. Jahrhundert bis zum 16. Jahrhundert ............................................... 27 3.4.1 Tauschvertrag von Mautern .................................................................................................... 28 3.4.2 Privilegium minus .................................................................................................................... 29 3.4.3 Wien wird Residenzstadt ......................................................................................................... 30 3.4.4 Der letzte Babenberger, das Interregnum und die Habsburger .............................................. 34 4 Einteilung der Epoche Mittelalter ........................................................................ 40 5 Definition einer mittelalterlichen Stadt ................................................................ 44 5.1 Besonderheit einer mittelalterlichen Stadt ............................................................. 47 5.2 Mittelalterliche Städtetypen .................................................................................. 49 5.3 Recht und Gerechtigkeit in der mittelalterlichen Stadt Wien ................................... 50 6 Stadt und Land .................................................................................................... 53 6.1 Räumliche und wirtschaftliche Trennung vom Umland ........................................... 53 6.1.1 Die Zunft in der mittelalterlichen Stadt.................................................................................... 56 6.1.2 Interaktion zwischen Stadt und Umland .................................................................................. 57 7 Das Stadtgebiet der mittelalterlichen Stadt Wien ................................................ 61 7.1 Abgrenzung des Stadtgebietes ................................................................................ 61 7.2 Das Wiener Umland ............................................................................................... 62 8 Bevölkerungsgruppen in der mittelalterlichen Stadt Wien .................................... 64 8.1 Einwohnergruppen ................................................................................................. 66 8.1.1 Bürgertum in Wien ................................................................................................................... 67 8.1.2 Inwohner .................................................................................................................................. 69 8.1.3 Geistlichkeit .............................................................................................................................. 69 8.1.4 Universität
Recommended publications
  • Austria's Pre-War Brown V. Board of Education Maria L
    Fordham Urban Law Journal Volume 32 | Number 1 Article 4 2004 Austria's Pre-War Brown v. Board of Education Maria L. Marcus Follow this and additional works at: https://ir.lawnet.fordham.edu/ulj Part of the Civil Rights and Discrimination Commons Recommended Citation Maria L. Marcus, Austria's Pre-War Brown v. Board of Education, 32 Fordham Urb. L.J. 1 (2004). Available at: https://ir.lawnet.fordham.edu/ulj/vol32/iss1/4 This Article is brought to you for free and open access by FLASH: The orF dham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Urban Law Journal by an authorized editor of FLASH: The orF dham Law Archive of Scholarship and History. For more information, please contact [email protected]. CHRISTENSENMARCUS 2/3/2011 9:57 PM AUSTRIA’S PRE-WAR BROWN v. BOARD OF EDUCATION Maria L. Marcus∗ INTRODUCTION On May 19, 1930, a Viennese newspaper published an article under the title, “His Magnificence The Rector: Scandal at the University of Vienna.”1 The author analyzed and attacked the government-sponsored University’s new regulations dividing the students into four “nations”—German, non- German (e.g., Jewish), mixed, or “other.” These regulations had been presented by the Rector as vehicles for voluntary association of students with common ethnic roots. The article noted, however, that under the new system, individuals were precluded from deciding themselves to which nation they belonged. A student would be designated as non-German even if he was a German-speaking Austrian citizen descended from generations of citizens, unless he could prove that his parents and his grandparents had been baptized.2 ∗ Joseph M.
    [Show full text]
  • Austria FULL Constitution
    AUSTRIA THE FEDERAL CONSTITUTIONAL LAW OF 1920 as amended in 1929 as to Law No. 153/2004, December 30, 2004 Table of Contents CHAPTER I General Provisions European Union CHAPTER II Legislation of the Federation CHAPTER III Federal Execution CHAPTER IV Legislation and Execution by the Länder CHAPTER V Control of Accounts and Financial Management CHAPTER VI Constitutional and Administrative Guarantees CHAPTER VII The Office of the People’s Attorney ( Volksanwaltschaft ) CHAPTER VIII Final Provisions CHAPTER I General Provisions European Union A. General Provisions Article 1 Austria is a democratic republic. Its law emanates from the people. Article 2 (1) Austria is a Federal State. (2) The Federal State is constituted from independent Länder : Burgenland, Carinthia, Lower Austria, Upper Austria, Salzburg, Styria, Tirol, Vorarlberg and Vienna. Article 3 (1) The Federal territory comprises the territories ( Gebiete ) of the Federal Länder . (2) A change of the Federal territory, which is at the same time a change of a Land territory (Landesgebiet ), just as the change of a Land boundary inside the Federal territory, can—apart from peace treaties—take place only from harmonizing constitutional laws of the Federation (Bund ) and the Land , whose territory experiences change. Article 4 (1) The Federal territory forms a unitary currency, economic and customs area. (2) Internal customs borders ( Zwischenzollinien ) or other traffic restrictions may not be established within the Federation. Article 5 (1) The Federal Capital and the seat of the supreme bodies of the Federation is Vienna. (2) For the duration of extraordinary circumstances the Federal President, on the petition of the Federal Government, may move the seat of the supreme bodies of the Federation to another location in the Federal territory.
    [Show full text]
  • 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).
    [Show full text]
  • Conrad Von Hötzendorf and the “Smoking Gun”: a Biographical Examination of Responsibility and Traditions of Violence Against Civilians in the Habsburg Army 55
    1914: Austria-Hungary, the Origins, and the First Year of World War I Günter Bischof, Ferdinand Karlhofer (Eds.) Samuel R. Williamson, Jr. (Guest Editor) CONTEMPORARY AUSTRIAN STUDIES | VOLUME 23 uno press innsbruck university press Copyright © 2014 by University of New Orleans Press, New Orleans, Louisiana, USA All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced or transmitted in any form, or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher. All inquiries should be addressed to UNO Press, University of New Orleans, LA 138, 2000 Lakeshore Drive. New Orleans, LA, 70119, USA. www.unopress.org. Printed in the United States of America Design by Allison Reu Cover photo: “In enemy position on the Piave levy” (Italy), June 18, 1918 WK1/ALB079/23142, Photo Kriegsvermessung 5, K.u.k. Kriegspressequartier, Lichtbildstelle Vienna Cover photo used with permission from the Austrian National Library – Picture Archives and Graphics Department, Vienna Published in the United States by Published and distributed in Europe University of New Orleans Press by Innsbruck University Press ISBN: 9781608010264 ISBN: 9783902936356 uno press Contemporary Austrian Studies Sponsored by the University of New Orleans and Universität Innsbruck Editors Günter Bischof, CenterAustria, University of New Orleans Ferdinand Karlhofer, Universität Innsbruck Assistant Editor Markus Habermann
    [Show full text]
  • 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.
    [Show full text]
  • 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,
    [Show full text]
  • Bundes-Verfassungsgesetz (B-VG) Federal Constitutional Law Stf: Bgbl
    1 von 165 Fassung vom 1.1.2021 Bundes-Verfassungsgesetz (B-VG) Federal Constitutional Law StF: BGBl. Nr. 1/1930 (WV) idF BGBl. I Nr. 194/1999 (DFB) ⇐ Original version Änderung as amended by: BGBl. Nr. 103/1931 (NR: GP IV 60 AB 103 S. 24.) (list of amendments published in the Federal Law Gazette) BGBl. Nr. 244/1932 (NR: GP IV 333 AB 418 S. 99.) StGBl. Nr. 4/1945 StGBl. Nr. 232/1945 BGBl. Nr. 6/1946 BGBl. Nr. 211/1946 (NR: GP V RV 208 AB 218 S. 31. BR: S. 12.) BGBl. Nr. 143/1948 idF BGBl I Nr. 194/1999 (DFB) (NR: GP V RV 584 AB 625 S. 83. BR: S. 32.) BGBl. Nr. 19/1949 (NR: GP V RV 550 u. 756 AB 514, 594, 714 u. 776 S. 73., 82., 91. u. 101. BR: S. 29., 32., 36. u. 37.) BGBl. Nr. 8/1955 (NR: GP VII AB 415 S. 58. BR: S. 98.) BGBl. Nr. 281/1955 (NR: GP VII AB 691 S. 90. BR: S. 112.) BGBl. Nr. 269/1956 (NR: GP VIII RV 166 AB 167 S. 22. BR: S. 121.) BGBl. Nr. 12/1958 (NR: GP VIII RV 315 AB 386 S. 51. BR: S. 130.) BGBl. Nr. 271/1958 (NR: GP VIII RV 543 AB 554 S. 68. BR: S. 139.) BGBl. Nr. 37/1959 (NR: GP VIII RV 603 AB 605 S. 79. BR: S. 141.) BGBl. Nr. 171/1959 (NR: GP IX RV 12 AB 28 S. 5. BR: S. 147.) BGBl. Nr. 148/1960 (NR: GP IX RV 21 AB 241 S.
    [Show full text]
  • 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:
    [Show full text]
  • 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.
    [Show full text]
  • SUSTAINABLE ENERGY for ALL STATUTES Approved on 28 October 2016 Revised on 6 Ju Ly 2017 Revised on 17 June 2019
    SUSTAINABLE ENERGY FOR ALL STATUTES Approved on 28 October 2016 Revised on 6 Ju ly 2017 Revised on 17 June 2019 1. NAME, SEAT, BUSINESS YEAR 1.1. The name of the organization is Sustainable Energy for All (“SEforALL”) 1.2. The seat of SEforALL shall be Vienna. Its non-profit activities extend worldwide. 1.3. The business year of SEforALL shall be the calendar year. 1.4. SEforALL is made up of persons and entities of its administrative board. These shall be natural persons of different nationality or legal persons established according to the legal order of different states. 2. OBJECTIVES 2.1. SEforALL pursues exclusively and immediately non-profit and social impact objectives, in particular within the meaning of Sections 34 et seq of the Austrian Federal Fiscal Code and the Austrian Federal Act on Granting of Privileges to Non-Governmental International Organizations. SEforALL serves the general public and not the members of a body of SEforALL, it does not aim at profits and does not pursue its own economic interests. 2.2. SEforALL serves as a catalyst for action through partnerships to achieve its objectives. Its objectives are closely aligned with and supportive of the United Nations Sustainable Development Goals, in particular Sustainable Development Goal 7, which includes, by 2030, to ensure universal access to affordable, reliable, and modern energy services, to increase substantially the share of renewable energy in the global energy mix, and to double the global rate of improvement in energy efficiency. SEforALL’s objective is to support governments, private sector, and civil society to achieve these goals.
    [Show full text]
  • October 25 2020 Bulletin
    BlessedBlessed SacramentSacrament 1119 South Seventh Street, Quincy, IL 62301 Parish Office: 222-2759 • Fax: 222-6463 • School Office: 228-1477 E-Mail: [email protected] • Parish Email: [email protected] Parish Website: www.blessedsacramentqcy.org • Diocesan Website: www.dio.org STAFF PASTOR: Fr. Tom Meyer PASTOR EMERITUS: Monsignor Michael Kuse PERMANENT DEACON: Deacon Terry Ellerman PARISH BOOKKEEPER: Linda Ohnemus PARISH SECRETARY: Sally Kroner DIRECTOR OF ADULT CHOIR: Steve Buckman GRADE SCHOOL PRINCIPAL: Christie Dickens Bliven GRADE SCHOOL SECRETARY: Lori Quevillon PARISH CUSTODIAN: Jennifer Cunningham SCHOOL CUSTODIAN: Rick Epping CELEBRATION OF THE EUCHARIST MONDAY NO MASS Tuesday 8:30 a.m. School Mass Wednesday 8:00 a.m. and 5:20 p.m. Thursday 8:30 a.m. School Mass Friday 7:00 a.m. Saturday 8:00 a.m. 1st and 3rd Saturday Spanish Mass 8:00 a.m. Sunday 8:00 a.m., 10:00 a.m., and 5:00 p.m. SACRAMENT OF RECNCILIATION Wednesday 4:30-5:00 p.m. Saturday 8:30-9:00 a.m. Call Fr. Tom for an appointment SACRAMENT OF BAPTISM On Sunday Preparation Session for Parents on the First Sunday of Feb., April, June, August, Oct. & Dec. SACRAMENT OF THE SICK Schedule a time with Fr. Tom PARISH MISSION STATEMENT We are a Community of Disciples Gathering at the Banquet Table Joyfully Proclaiming Jesus Christ Celebrating our Gifts of Prayer, Hospitality, Faith Formation and Service. Mass Intentions FATHER TOM’S COLUMN Monday October 26 mind; and (2) You shall love your neighbor as your- No Mass self. A good indicator of our love for God is to Tuesday October 27 8:30 a.m.
    [Show full text]
  • 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.
    [Show full text]