DOCSLIB.ORG

Germany's New Security Demographics Military Recruitment in the Era of Population Aging

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Germany's New Security Demographics Military Recruitment in the Era of Population Aging Demographic Research Monographs Wenke Apt Germany's New Security Demographics Military Recruitment in the Era of Population Aging 123 Demographic Research Monographs A Series of the Max Planck Institute for Demographic Research Editor-in-chief James W. Vaupel Max Planck Institute for Demographic Research, Rostock, Germany For further volumes: http://www.springer.com/series/5521 Wenke Apt Germany’s New Security Demographics Military Recruitment in the Era of Population Aging Wenke Apt ISSN 1613-5520 ISBN 978-94-007-6963-2 ISBN 978-94-007-6964-9 (eBook) DOI 10.1007/978-94-007-6964-9 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2013952746 © Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) F o r e w o r d This volume, Germany’s New Security Demographics: Military Recruitment in the Era of Population Aging by Dr. Wenke Apt, is the eleventh book of a series of Demographic Research Monographs published by the Springer Verlag. Dr. Apt is currently working as a scientifi c coordinator and consultant at the department of “Demographic Change and Futures Studies” at VDI/VDE-IT, a project managing agency for the Federal Ministry of Education and Research in Germany. From 2009 to 2011, she worked as a researcher in the “International Security” division of the Stiftung Wissenschaft und Politik (German Institute for International and Security Affairs – SWP). She is a graduate of Duke University and the European Doctoral School of Demography. This book is based on her doctoral dissertation, which she completed at the Max Planck Institute for Demographic Research and defended at the University of Potsdam in 2010. This revised version includes new fi ndings and developments, in particular with regard to the suspension of compulsory military service in Germany in 2011. The book focuses on the impact of demographic change on military recruitment. The fi rst chapter sets the stage by introducing the research framework of military manpower demand and supply, and by reviewing new demographic constraints to foreign policymaking. Chapter 2 then provides a detailed account of the military environment, including a discussion of the economic, technological, socio-cultural and geostrategic environments, and about the military roles, missions, and organiza- tion. In Chap. 3 , Dr. Apt considers how demographic change may affect national security, and in Chap. 4 , she discusses the types of manpower needed by the mili- tary. These chapters are based on a thorough review and thoughtful assessment of the literature. In Chap. 5 , the book presents the results of elaborate, multivariate, statistical analyses carried out to study the determinants of military manpower supply. The statistical inference represents the core of the quantitative analysis undertaken by Dr. Apt. This analysis is noteworthy for three reasons: it is apparently the fi rst such analysis of its kind undertaken for Germany; it is carefully done with thoughtful caveats whenever appropriate; and the fi ndings are of considerable interest and value. In Chap. 6 , Dr. Apt uses demographic trends to forecast the manpower v vi Foreword available for military recruitment in 2030. Finally, in Chap. 7 , she summarizes her fi ndings with an emphasis on how demographic change may constrain the range of available foreign policy options and reviews best practices of military recruitment. This book is impressive in its careful discussion of the wide range of issues that must be considered when evaluating the implications of demographic change on military manpower opportunities and hence on German foreign policy overall. This book is not only a substantial effort of literature review with more than 400 references plus extensive statistical analysis – it is a pioneering endeavor of such review and analysis. There has been no research in any country comparable to this work; there has been no unifi ed analysis of the interrelationships between demographic change and national security. In particular, nothing approaching the scope of this work has been attempted for Germany. The issues that Dr. Apt addresses are of fundamental signifi cance to Germany, and the severe problems that she foresees are critically important. Given the synoptic scope of this book, the judicious comparison of alternative arguments and perspectives, the careful interpretation of statistical analyses and forecasting models, and the innovative effort to study how demographic change will affect foreign and security policy, this book is an important scientifi c contribution to interdisciplinary knowledge at the interface of demography and security studies. It draws on theories, data and concepts of demography, sociology, economics and foreign affairs. Its fi ndings will be of interest for scholars and students in these fi elds – and beyond. Furthermore, her fi ndings will provide useful insights to analysts and decision-makers in the fi eld of foreign policy. This book is not the fi nal word, as Dr. Apt stresses in her cautious warnings about limitations imposed by lack of data and uncertainties resulting from disagreements among experts. It is, however, an impressive start on the kind of comprehensive, analytical studies that are needed to put the interrelationship of demography and foreign policy on a fi rmer foundation of fact and knowledge. Rostock, Germany and Odense, Denmark James W. Vaupel June 2013 Editor-in-Chief Acknowledgements This book is a selective and updated version of my doctoral thesis entitled “German Foreign and Security Policy in Transition: New Constraints of Demographic Change” successfully defended at the University of Potsdam in June 2010. It has been revised to incorporate the written and oral comments of my advisors. Since success is never an orphan, I would like to thank a number of people and organizations that were integral to the completion of my research. First and fore- most, I am sincerely grateful to my doctoral advisors, for their precious time, intel- lectual input, and moral support. I thank Erhard Stölting and Gerhard Kümmel for helping me to determine the shape, scope, and contribution of my research. I thank James W. Vaupel for his valuable assistance and guidance over many years, and his seemingly never-ending enthusiasm about opening new areas of research and teaching new ways of looking at things. I am indebted to Gabriele Doblhammer in many respects and, most notably, thank her for her assistance in fi nding solutions to empirical challenges throughout my doctoral research. In equal measure, I thank Andreas Edel for his advice and encouragement. I also recognize, and am grateful for, the fi nancial support of the Max Planck Society. I am much obliged to the German Federal Ministry of Defense, in particular Colonel Hans Hermann Paape and his colleagues at the Personnel, Social Services and Central Affairs Directorate. For their genial support, critical remarks, and technical assistance, I am grateful to Caroline Berghammer, Angelika Frederking, Katharina Frosch, Jutta Gampe, Esther Geisler, Rainer Heuer, Saskia Hin, Jörg Jacobs, Judith Kelley, Christian Leuprecht, Heiner Maier, Vegard Skirbekk, Matthias Teichner, Marlen Toch, Joris Van Bladel, Dirk Vieregg, Christian Wegner, Jana Wenzel, and Christina Westphal. I also thank Richard Jackson, who initiated my interest in the security implications of demographic change. This book is dedicated to my family: my brother, who I thank for his uncondi- tional care, and my parents, who always provided me with the confi ding guidance of a compass and the sense of security that one only fi nds in a safe harbor. vii Contents 1 Introduction ............................................................................................... 1 1.1 Relevance
Load more

Recommended publications
  • Germany-Thuringia "Stiftung Deutsche Landerziehungsheime Hermann
    OECD - Innovative Learning Environment Project Universe Case Germany-Thuringia "Stiftung Deutsche Landerziehungsheime Hermann-Lietz Schule Haubinda" A private full-day boarding school based on reform pedagogic principles by H. Lietz (in tradition of Landerziehungsheime), comprising primary school, secondary school, and technical college for students aged 6 – 20. The school follows official curricula, but in addition emphasizes practical, manual work and cooperative, social skills. Whereas the focus of primary school is on the acquisition of learning methods like individual project work and cooperative learning in mixed-age groups, the higher grades are more subject- oriented. Work forms include participation in scientific competitions, cooperation with local communities, and theatre performances. Communication among teachers is organized (e.g., in teacher groups) in order to encourage interdisciplinary cooperation and unified curricula. A school parliament including students decides on daily school life, and a school board including parents oversees school functioning. Main Focus of Innovation: ORGANISATION, TEACHERS Other keywords: alternative philosophy General Information Name of the ILE: Stiftung Deutsche Landerziehungsheime Hermann-Lietz Schule Haubinda Location/Address: Stiftung 01, 98663 Haubinda, Thuringia, Germany Website: www.lietz-schulen.de ILE submitted by: Thuringian Ministry of Culture and Education 1 OECD - Innovative Learning Environment Project Universe Case Rationale Why do you suggest that it should be included in
    [Show full text]
  • Urban Regularisation of Belgrade, 1867: Trace Vs. ERASURE
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RAF - Repository of the Faculty of Architecture - University of Belgrade S A J _ 2009 _ 1 _ UDK BROJEVI: 711.432.168(497.11)”1867”; 71.071.1:929 Ј о с и м о в и ч Е. ID BROJ: 172311820 URBAN REGULARISATION OF BELGRADE, 1867: TRACE vs. ERASURE A B S T R A C T A gradual urban transformation of Belgrade from Oriental into Occidental city in the nineteenth century in a way prefigured its political change of status from an Ottoman Empire border town into a capital of a European nation state (i.e. the Principality of Serbia internationally recognised in 1878). This paper will explore this process, and will focus on the analysis of the plan of regularisation of Belgrade (1867), by Emilijan Josimović, the first Serbian urbanist. Josimović’s plan laid down proposals for a total reconstruction of the Ottoman urban structure, and consequent transformation of Belgrade into European planned city. Radical though it was, the Plan gave urbanistic rationale and formalisation to what already lasted as an informal process of re-urbanisation parallel to the liberation from the crumbling Turkish rule and the related political processes. Ljiljana Blagojević 27 University of Belgrade - Faculty of Architecture S A J _ 2009 _ 1 _ Belgrade’s position at the confluence of the river Sava into the Danube, is marked historically by the condition of constantly shifting borders of divided and conflicting empires. The river Sava marked a geographical and political borderline from the fourth century division of the Roman Empire into the Eastern and Western Empires, until the mid-twentieth century Third Reich’s remapping of Europe.
    [Show full text]
  • Coordinating Immigrant Integration in Germany Mainstreaming at the Federal and Local Levels
    coordinating immigrant integration in germany mainstreaming at the federal and local levels By Petra Bendel MIGRATION POLICY INSTITUTE EUROPE Coordinating immigrant integration in Germany Mainstreaming at the federal and local levels By Petra Bendel August 2014 ACKNOWLEDGMENTS The author is particularly grateful for the assistance of Sabine Klotz and Christine Scharf in research and useful critiques. She would also like to thank all her interview partners in the different ministeries and agencies at the federal and state levels as well as local administrations for their frankness and for providing useful material on ‘best practices’. This report, part of a research project supported by the Kingdom of the Netherlands, is one of four country reports on mainstreaming: Denmark, France, Germany, and the United Kingdom. MPI Europe thanks key partners in this research project, Peter Scholten from Erasmus University and Ben Gidley from Compas, Oxford University. © 2014 Migration Policy Institute Europe. All Rights Reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from MPI Europe. A full-text PDF of this document is available for free download from www.mpieurope.org. Information for reproducing excerpts from this report can be found at www.migrationpolicy.org/about/copyright-policy. Inquiries can also be directed to [email protected]. Suggested citation: Bendel, Petra. 2014. Coordinating immigrant integration in Germany: Mainstreaming at the federal and local levels. Brussels: Migration Policy Institute Europe. TABLE OF CONTENTS EXECUTIVE SUMMARY ........................................................1 I. INTRODUCTION: THE CONTEXT OF IMMIGRATION AND INTEGRATION IN GERMANY ...........................................2 II.
    [Show full text]
  • Standing up for Equality in Germany’S Schools Standing up for Equality in Germany’S Schools 1
    STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS STANDING UP FOR EQUALITY IN GERMANy’S SCHOOLS 1 INTRODUCTION No country wants to believe that it is It is clear that children from a “migration failing its children in any way. It is difficult background”1 perform significantly to imagine a government that would not worse at school than their native German support the idea of equal education for counterparts. The term “migration back- all. Germany is no exception. And yet, ground” covers children from families in Germany, children of varied ethnic who are still perceived as “foreigners” and racial backgrounds have vastly because of their racial or ethnic identity, different educational opportunities and even though their families may have experiences. arrived in Germany years ago. This should no longer be a surprise. In 2001, an influential European study shocked Germans with the news that their country, which long had prided itself on its excellent educational system, was at the low end of the compara- tive spectrum. The study, undertaken in 2000 by the Program for International Student Assessment (PISA) (an arm of the Organization for Economic Development and Cooperation (OECD)), showed that German children did poorly in reading, math, and science, in comparison to students from 56 other countries. The PISA study described the deep flaws in the German education system. In particular, it explained that at-risk students—including those of migration, or migrant, backgrounds—performed among the worst in the world. They were more often tracked into the lowest level Hauptschule; they were excluded from the best classrooms; and they had far fewer opportunities to attend Gymnasium, which meant they were not permitted to take the state Abitur examination and attend university.
    [Show full text]
  • NAFSA08-Germany
    GERMANY ELEMENTARY AND SECONDARY EDUCATION GENERAL INFORMATION: Location: Germany is located in Central Western Europe. It is surrounded by the Netherlands, Belgium, France, Switzerland, Austria, Czech Republic, and Poland. In the North, Germany borders with the North Sea, Denmark, and Baltic Sea. Language(s) of Instruction: German Grading Scales: Generally, the conventional six-mark scale is used in individual student assessment in schools. The 15-point scale is used on the Zeugnis der allgemeinen Hochschulreife (Certificate of General University Maturity) awarded upon successful completion of a pre-university upper secondary school (Gymnasium) program. Conventional Gymnasiale Oberstufe (Higher Description six-mark scale Gymnasium Level) point system sehr gut (very good) well above required 1 13 – 15 standard 2 10 – 12 gut (good) fully meets required standard befriedigend (satisfactory) generally 3 7 – 9 meets the required standard ausreichend (adequate) generally meets 4 4 – 6 required standard, but with some deficiencies mangelhaft (poor) does not meet the required standard, but the basic 5 1-3 knowledge is there and deficiencies may be made up with time ungenügend (insufficient) deficiencies 6 0 too incomplete to make them up in a reasonable period of time Principal educational authority: The responsibilities of the Federal Government in education are defined in theGrundgesetz (Basic Law). Based on the Basic Law, education in each Land (state) is regulated by the appropriate administrative and legislative state authorities. Each state has its own Ministry of Education, regional, and local educational authorities. Educational reforms are implemented at the state level but discussed at the federal level through the Kultusministerkonferenz (Conference of Ministers for Education and Cultural Affairs)ю Academic Calendar: School year lasts 188 – 208 days (five-six day weeks) from August to July.
    [Show full text]
  • The Sorrows of Empire: Militarism, Secrecy and the End of the Republic Pdf, Epub, Ebook
    THE SORROWS OF EMPIRE: MILITARISM, SECRECY AND THE END OF THE REPUBLIC PDF, EPUB, EBOOK Chalmers Johnson | 400 pages | 27 Mar 2006 | Verso Books | 9781844675487 | English | London, United Kingdom The Sorrows of Empire: Militarism, Secrecy and the End of the Republic PDF Book The next biggest seller was Russia, selling 17 billion. Trivia About The Sorrows of Em It is not a pretty story. Reminding us of the classic warnings against militarism—from George Washington's farewell address to Dwight Eisenhower's denunciation of the military-industrial complex—Johnson uncovers its roots deep in our past. Dangerous Women 3. Strength of the street: Karachi - Kamran Asdar Ali. Share Tweet. I know, a crazy idea, but stick with me, if only to amuse me. It is here that the book reads with an anti-capitalist tome, which is relevant for the subject of exploitation yet so too would the command economy that helps to fund the military and constrains the populaces of the domestic and foreign people subjugated to rule. Sorrows of Empire, indeed. Oh, yeah, that's why It often has a lot of unnecessary detail, and lacks a clear structure. Johnson often conflates the economic lure of open trade with imperial coercion. Are we heading for a military takeover by the pentagon? Oh, and by the way, just in case you are ever asked. This is likely a reflection of the expansive nature of the history of the US empire. War on the waterfront - Peter Cole. Anybody who questions the concept of American Imperialism can put those to rest by reading this book.
    [Show full text]
  • Secondary School
    Secondary school A secondary school is an organization that provides secondary education and the building where this takes place. Some secondary schools provide both lower secondary education and upper secondary education (levels 2 and 3 of the ISCED scale), but these can also be provided in separate schools, as in the American middle and high school system. Secondary schools typically follow on from primary schools and prepare for vocational or tertiary education. Attendance is usually compulsory for students until the age of 16. The organisations, buildings, and terminology are more or less unique in each Tóth Árpád Gimnázium, a secondary school in Debrecen, country.[1][2] Hungary Contents Levels of education Terminology: descriptions of cohorts Theoretical framework Building design specifications Secondary schools by country See also References External links Levels of education In the ISCED 2011 education scale levels 2 and 3 correspond to secondary education which are as follows: Lower secondary education- First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 12-15 years old Upper secondary education- Second stage of secondary education and final stage of formal education for students typically aged 16–18, preparing for tertiary/adult education or providing skills relevant to employment. Usually with an increased range of subject options and streams. Terminology: descriptions of cohorts Within the English speaking world, there are three widely used systems to describe the age of the child. The first is the 'equivalent ages', then countries that base their education systems on the 'English model' use one of two methods to identify the year group, while countries that base their systems on the 'American K-12 model' refer to their year groups as 'grades'.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • New Millennium, New Perspectives UNU Millennium Series
    New millennium, new perspectives UNU Millennium Series Series editors: Hans van Ginkel and Ramesh Thakur The UNU Millennium Series examines key international trends for peace, governance, human development, and the environment into the twenty- first century, with particular emphasis upon policy relevant recommenda- tions for the United Nations. The series also contributes to broader aca- demic and policy debate concerning the challenges that are faced at the international level at the turn of the Millennium, and envisions potential for partnerships among states, international organizations, and civil soci- ety actors in collectively addressing these challenges. New millennium, new perspectives: The United Nations, security, and governance Edited by Ramesh Thakur and Edward Newman © The United Nations University, 2000 The views expressed in this publication are those of the authors and do not neces- sarily reflect the views of the United Nations University. The United Nations University 53-70, Jingumae 5-chome, Shibuya-ku, Tokyo, 150-8925, Japan Tel: +81-3-3499-2811 Fax: +81-3-3406-7345 E-mail: [email protected] http://www.unu.edu United Nations University Office in North America 2 United Nations Plaza, Room DC2-1462-70, New York, NY 10017, USA Tel: +1-212-963-6387 Fax: +1-212-371-9454 E-mail: [email protected] Cover design by Joyce C. Weston Printed in the United States of America UNUP-1054 ISBN 92-808-1054-5 Contents Tables and figures . vii 1 Introduction . 1 Ramesh Thakur 2 Security and governance in the new millennium: Observations and syntheses . 7 Edward Newman Security 3 The Security Council in the 1990s: Inconsistent, improvisational, indispensable? .
    [Show full text]
  • Vorgaben Für Die Klassenbildung
    Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland IVC DS 1932-5(15)3 Vorgaben für die Klassenbildung Schuljahr 2019/2020 Stand: September 2019 Baden-Württemberg Vorgaben für die Klassenbildung im Schuljahr 2019/2020 Schulart Schüler/innen je Klasse Erläuterungen zur Klassenbildung Vorgaben für die Vorgabe eines Vorgabe für die einzelne Klasse Klassenteilers einzelne Schule auf Klassen- (Orientierungswert) stufenebene (Richtzahl) Untergrenze1) Obergrenze1) 1 2 3 4 5 Grundschule2) 16 28 Orientierungsstufe Hauptschule3) 16 30 Schularten mit mehreren Bildungsgängen Realschule 16 30 Gymnasium 16 30 Integrierte Gesamtschule4) 16 28/30 1) Mindestschülerzahl und Klassenteiler sind Richtwerte zur Bedarfsplanung. Innerhalb des zugewiesenen Budgets ist die Klassengröße flexibel. 2) Auch Primarstufe der Gemeinschaftsschule (in BW Grundschulen im Verbund mit der Gemeinschaftsschule). 3) Ab dem Schuljahr 2010/11 führt BW die Werkrealschule und die Hauptschule. 4) Ab dem Schuljahr 2012/13 führt BW die Gemeinschaftsschule. Bei den Gemeinschaftsschulen (Sek. I) liegt der Klassen-/Gruppenteiler bei 28 Schüler/innen; bei der Sekundarstufe II und den Schulen besonderer Art bei 30 Schüler/innen. Bayern Vorgaben für die Klassenbildung im Schuljahr 2019/2020 Schulart Schüler/innen je Klasse Erläuterungen zur Klassenbildung Vorgaben für die Vorgabe eines Vorgabe für die einzelne Klasse Klassenteilers einzelne Schule auf Klassen- (Orientierungswert) stufenebene (Richtzahl) Untergrenze Obergrenze 1 2 3 4 5 1) Für die Orientierungsstufe und für die 2) Grundschule 13 28 Gesamtschule sind Richtwerte bzw. Grenzen nicht explizit festgelegt. Da sich jedoch die Orientierungsstufe1) Personalzuweisungen bzw. Personalkostenzuschüsse bei diesen Schularten an den für die Mittelschule, die Realschule bzw. Hauptschule5) 155) 302), 5) Budget das Gymnasium geltenden Richtlinien orientieren, halten sich auch die Orientierungsstufe und die Schularten mit mehreren Gesamtschule im Wesentlichen an die für die Bildungsgängen Mittelschule, die Realschule bzw.
    [Show full text]
  • Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia
    ZOBODAT - www.zobodat.at Zoologisch-Botanische Datenbank/Zoological-Botanical Database Digitale Literatur/Digital Literature Zeitschrift/Journal: Phyton, Annales Rei Botanicae, Horn Jahr/Year: 1996 Band/Volume: 36_3 Autor(en)/Author(s): Batic Franc, Mayrhofer Helmut Artikel/Article: Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia. 85-90 ©Verlag Ferdinand Berger & Söhne Ges.m.b.H., Horn, Austria, download unter www.biologiezentrum.at Phyton (Horn, Austria) Special issue: Vol. 36 Fasc. 3 (85)-(90) 15.09.96 "Bioindication ..." Bioindication of Air Pollution by Epiphytic Lichens in Forest Decline Studies in Slovenia By FRANC BATIC1-1 & HELMUT MAYRHOFER2) Key words: Bioindication, air pollution, epiphytic lichens, forest decline, Slovenia. Summary BATIC F. & MAYRHOFER H. 1996. Bioindication of air pollution by epiphytic lichens in forest decline studies in Slovenia. - Phyton (Horn, Austria) 36 (3): (85) - (90). Initial studies were based on mapping of cover and frequency of crustose, foliose and fructicose epiphytic lichens on trees and these were also assessed for decline symptoms. Since 1985 the epiphytic lichen vegetation has been assessed by such methods and the results, expressed as a lichen map of Slovenia were used as an air quality indicator for plots of forest die-back inventory. In collaboration with lichenologists from Graz University, Austria, all epiphytic lichen species were mapped in order to obtain better measures of air quality in the area studied. Very polluted and clean, well preserved forest were investigated. From the material collected and determined, a lichen herbarium has been established in the Slovenian Forestry Institute. Possibilities for further research and the use of epiphytic lichens as air quality indicators are discussed.
    [Show full text]
  • Auf Ein Wort Hauptschule in Berlin Eine Schulform Im Wandel Der Zeit
    1 IBS Interessenverband Berliner Schulleitungen e.V. Auf ein Wort Rückblick und Ausblick Sehr geehrte Kolleginnen IBS und langjähriger Leiter einer Hauptschule, würdigt in seinem und Kollegen, Beitrag diese Schulart, die durch die Schulstrukturreform nun der liebe Mitglieder, Vergangenheit angehört. Für diese Ausgabe haben wir zwei Schwerpunkte gesetzt: das dreißigjährige Jubiläum des Zum einen blicken wir zurück auf eine Schulform, die in den IBS hat der Vorstand zum Anlass 1950er Jahren von mehr als der Hälfte aller Oberschülerinnen genommen, um die Verdienste un- und Oberschüler in Berlin-West besucht wurde. Heinz Winkler, seres Verbandes zu würdigen, aber ehemaliger Vorsitzender des IBS und langjähriger Leiter einer Martin Wagner, Vorsitzender auch die Aufgaben und Ziele für Hauptschule, würdigt in seinem Beitrag diese Schulart, deren die Zukunft auszuleuchten. Nach letzte Klassen in diesem Sommer verabschiedet wurden. einem ersten Gedankenaustausch auf unserer Jubiläumssitzung Zum anderen gehen wir der Frage nach, wie die Schulsekre- im August werden wir im Dezember unsere Klausurtagung dafür tariate zum neuen Kalenderjahr von der Verantwortlichkeit der nutzen, unser Leitbild kritisch zu hinterfragen. Die Überarbei- Bezirke in die der Schulen erfolgreich überführt werden können. tung unserer Homepage wird diesen Prozess begleiten. Zu den Voraussetzungen haben wir im Frühjahr 2013 sowohl die Vor den Sommerferien haben wir bei der Senatsschulverwal- Schulsekretärinnen und –sekretäre als auch die Schulleitungen tung die Anerkennung unserer Fortbildungen für die Schullei- befragt. terausbildung beantragt. Eine Entscheidung darüber, in welchem Umfang diese Fortbildungen anerkannt werden, steht noch aus. Einen sonnigen Herbst wünscht Ihnen Für diese Ausgabe haben wir zwei Schwerpunkte gesetzt: Zum einen blicken wir zurück auf eine Schulform, die in den Martin Wagner 1950er Jahren von mehr als der Hälfte aller Oberschüler in Berlin- Vorsitzender West besucht wurde.
    [Show full text]