DOCSLIB.ORG

A Cultural Approach to the European Dimension 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Cultural Approach to the European Dimension 1 Different and the Same: A Cultural Approach to the European Dimension 1 Different and the Same: A Cultural Approach to the European Dimension ‘This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.’ EDITORIAL TEAM: Chief editor: Violeta Chirea This magazine was created with the contribution of all seven partners. Articles, photos, information were added by teachers from seven schools, as it follows: Romania – Mihail Kogalniceanu Secondary School, Smardan commune, Galati Violeta Chirea, Nina Nedelcu, Adriana Bezman, Maria Firicel Spain - Ies Ingeniero de la Cierva, Murcia Caridad Sanchez, Carmen Perez and Maria Antonia Velázquez Barnes Germany – Gunzelin Realschule, Peine Elke Witek, Fred Kahl, Frank Stöber, Inga Berlinecke, Manfred Schröder, Tim Krabat Sweden – Lagmansskolan, Mjolby Gunilla Haraldsson, Anna Gånge, Ingela Fröjd Ekman, Ann-Charlotte Borg, Gunilla Cörsell, Elisabet Marengård Hungary - Cserháti Technical Secondary School and Dormitory, Nagykanisza Eszter Markó, Zsuzsanna Paksa, Zoltán Faludi Bulgaria – Sofia Vocational Highschool of Tourism, Sofia Irina Pankovska, Antoaneta Tzenova Lithuania - Vilniaus savivildybes Grigiskiu vidurine mokykla, Vilnius Jelena Boroda and Natalija Oniščiuk. 2 Different and the Same: A Cultural Approach to the European Dimension CONTENTS: 1. Partners and coordinating members of the Comenius Multilateral Partnership ……………………………………………… 4 2. Argument – Brief presentation of the Comenius Multilateral Partnership …………………….5 3. General information about the seven partners of this project …………………….6 4. Presentation of the seven partners: 4.1 Romania – “Mihail Kogalniceanu”, Smardan, Secondary School, Galati …. 8 4.2 Spain – Ingeniero de la Cierva, Murcia ..........................................................11 4.3 Sweden – Lagmansskolan, Mjolby .................................................................14 4.4 Germany – Gunzelin-Realschule, Peine .........................................................17 4.5 Bulgaria – Sofia Vocational Highschool of Tourism, Sofia ……………….. 20 4.6 Hungary – Nagykanizsai Műszaki Szakképző Iskola és Kollégium, Cserháti tagintézmény ……………………………………………... 23 4.7 Lithuania - Vilniaus savivildybes Grigiskiu vidurine mokykla, Vilnius … 26 5. Presentation of the mobilities: 5.1 Romania – November 2010 …………………………………………………29 5.2 Spain – February 2011 …………………………………………………… .. 32 5.3 Sweden – April 2011 ………………………………………………………. 35 5.4 Germany – May 2011 ……………………………………………………… 38 5.5 Hungary – October 2011 ……………………………………………………41 5.6 Bulgaria – November 2011 ………………………………………………… 44 5.7 Lithuania – March 2012 ……………………………………………………..47 6. Little dictionary of most common terms ………………………………………...52 7. Conclusions: “Different and the same” ………………………………………………55 8. Webiography …………………………………………………………………….58 3 Different and the Same: A Cultural Approach to the European Dimension 1. PARTNERS AND COORDINATING MEMBERS OF THE COMENIUS MULTILATERAL PARTNERSHIP Comenius Project Team Country Name of the participating Name of the Role of the school coordinating institution member in each in the institution partnership Romania “M. Koganiceanu” Violeta Chirea – Coordinator Secondary School, Smardan, teacher of English Secondary School, Galati language Spain Ies Ingeniero de la Cierva , Maria Antonia Partner Murcia Velazquez Barnes – Music teacher Sweden Lagmansskolan, Mjolby Gunilla Haraldsson Partner – teacher of English and Spanish languages Germany Gunzelin-Realschule Peine Elke Witek – Partner teacher of English language and History Bulgaria Sofia Vocational High Eng. Irina Partner School of Tourism, Sofia Pankovska Hungary Nagykanizsai Műszaki Eszter Marko – Partner Szakképző Iskola és teacher of English Kollégium, Cserháti language tagintézmény, Nagykanisza Lithuania Vilniaus savivildybes Jelena Boroda – Partner Grigiskiu vidurine mokykla, teacher of English Vilnius Language Contact Website: www.comeniusdifferentandthesame.eu e-mail: [email protected] 4 Different and the Same: A Cultural Approach to the European Dimension 2. ARGUMENT – BRIEF PRESENTATION OF THE COMENIUS PROJECT “Different and the Same: A Cultural Approach to the European Dimension” is a Comenius project, a multilateral partnership involving seven schools from seven European countries: Romania - Scoala Gimnaziala “Mihail Kogalniceanu” and Smardan Secondary Schools, Galati, Spain - Ies Ingeniero de la Cierva, Murcia, Sweden, Lagmansskolan, Germany, Gunzelin-Realschule Peine, Bulgaria - Sofia Vocational High School of Tourism, Hungary - Cserháti Sándor Műszaki Szakképző Iskola és Kollégium and Lithuania - Vilniaus savivildybes Grigiskiu vidurine mokykla. The project includes an estimated number of 539 participants, 156 mobilities and 139 000 euros from the European Commission. The theme of this project is focused on local traditions and customs. The partners will display some of their local traditions on certain holidays, which may be common for all countries such as Easter or Christmas, or may be specific to one region only. The key elements followed in the ongoing activities, approaching the general theme of cultural exchange are: to create for the students opportunities of learning according to each individual’s potential, connexion among disciplines (thematic, problems, competencies, values, attitudes.), partnerships among teachers, schools, local community’s representatives, using the resources of the local community to achieve the set goals. Among the main objectives of this partnership mention should be made of the following: to raise the cultural awareness in terms of language, customs and traditions, social practices, manners, living conditions; to observe similarities and differences among cultures grasping the diversity of the European Union; to develop language skills and multicultural competencies; to enhance both professional and personal growth exchanging experience; to support the students' active involvement in the realization of the activities. This project, answers each participating institution's needs of having direct access to knowledge of other European cultures in a true-to-life environment enabling them to embrace and promote the European values, involving a large number of pupils, teachers, local communities, from seven countries. As a consequence, the goals of this project can only be achieved if the partners involved will actually have the unique opportunity of working together as a team, with respect to the national ethos of the "Other". Violeta Chirea – coordinator of the Comenius Multilateral Partnership 5 Different and the Same: A Cultural Approach to the European Dimension 3. GENERAL INFORMATION ABOUT THE SEVEN COUNTRIES INVOLVED IN THE COMENIUS PARTNERSHIP COUNTRY ROMANIA SPAIN SWEDEN Flag Location South Central Europe West-south Europe Northern European Neighbouring Ukraine, Republic of Portugal, France Norway, Finland and countries Moldova, Bulgaria, Denmark Serbia, Hungary Capital Bucharest Madrid Stockholm Area 238.391 km2 506 square km2 475000 km2 Population 21.462.186 million 47,150,819 million 9,4 milions Language Romanian (official), Spanish (Catalan, Swedish recognized Hungarian,Ukrainian, Valencian, Gallego and minority languages: German and Romani Euskera are independent Sami, Finnish Meänkieli minority languages spoken in Catalonia, Valencia, Galicia and the Basque Country) Religion Eastern Orthodox Catholic Protestants are in majority, Roman majority, but Sweden is Catholicism minority secularized Climate Moderate continental Atlantic climate in the Temperate climate with north, continental warm summers and cold temperate Mediterranean in the winters. There are four interior, in the east and distinct seasons south coast. Form of government Semi-presidential Monarchy Parliamentary Monarchy Parliamentary parliamentary democracy democracy representative democratic republic Local time GMT + 2 hours GMT +1 In winter GMT+1 Currency Leu (plural: lei) Euro since 2002 Swedish crowns. 1 euro is appr 9 Swedish crowns National holiday December 1 Great 12th October The 6th of June Union Day 6 Different and the Same: A Cultural Approach to the European Dimension GERMANY BULGARIA HUNGARY LITHUANIA Central Europe Southeastern Europe East-Central Europe Northern Europe Belgium, Greece, Macedonia, Austria , Slovakia , Latvia, Belarus, Poland, Denmark,France, Romania, Serbia, Ukraina , Romania , and Russia Luxemburg, Turkey Serbia , Croatia , Netherlands, Slovenia Switzerland, Austria, Poland, Czech Republic Berlin Sofia Budapest Vilnius 357.111,91 km2 110 910 km2 93,030 km2 65.300 km2 81,729 million 7 093 635 10,197,119 3.394.000 German Bulgarian (official) Hungarian Lithuanian 84.5%, Turkish 9.6%, Roma 4.1%, other and unspecified 1.8% Roman Catholic 30% Orthodox Christianity Roman Catholic Roman Catholic -80% Protestant 29% (majority), Islam, (majority), Protestant, Orthodox, Old Believers Undenominational 34% Roman Catholic Jewish Muslim 5% Temperate zone Temperate; cold, damp Continental Maritime and annual average 8,2 winters; hot, dry continental. The average degrees C summers temperatures are +23°C in July and -4.9°C in January. Parliamentary Parliamentary Republic Parliamentary democracy democracy democracy GMT +1 hour GMT+2 hours In the winter GMT+1 GTM + 2 hours summer: GMT +2 hours hour Euro since 2002 Lev Forint (HUF) Litas (LTL) 3.4528 Lt = 1 euro th 3rd October Liberation
Load more

Recommended publications
  • 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]
  • 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]
  • Ladies and Gentlemen, Dear Guests ! the Lithuanian National Committee
    Ladies and Gentlemen, dear guests ! The Lithuanian National Committee of ICOMOS welcomes the participants of this Forum! This year we celebrate the 20th years anniversary when Vilnius Historic Center as Old Town and 10th years of Kernave archaeological site inscribed into World Heritage List of UNESCO. 25 years ago there was prepared documentation for inscription Vilnius Old Town in the World Heritage List. Two factors helped for the preparation of the documentation: 1. the international information about Vilnius Old Town in the main magazine- “ICOMOS Information” in 1989, Nr. 2; 2. The preparation of the Third project for Vilnius Old Town regeneration. After Vilnius Historic Center has been inscribed to World Heritage List there were accepted the common means of UNESCO, World Bank and Lithuania for Vilnius Old Town revitalization. The result of common efforts worked out Vilnius Old Town Revitalization Strategy. The preparation of the Strategy was financed by World Bank and Vilnius Municipality. The international experts from Denmark, Great Britain (Scotland) worked together with Lithuanian specialists in the preparing the Strategy. In 1998, 1999, 2000 Lithuanian Government assigned the special means to Vilnius Municipality for revitalization of Vilnius Old Town. It helped to improve physical state of buildings and infrastructure of the Old Town. In 1998 Vilnius Municipality established Vilnius Old Town Renewal Agency and adopted the Vilnius Old Town revitalization program from 1998 till 2003. It was very important to prepare and confirm the Vilnius City Official Plans: from 1998- till 2005 and from 2008 till 2015. One of the most important objectives of the Vilnius Official Plan is preservation of Vilnius Old Town as a World Heritage Site.
    [Show 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.
    [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]
  • 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]
  • Picturesque Driving Route in Vilnius City and Its Environs
    Picturesque Driving Route in Vilnius City and its Environs General Information Capital of the Republic of Lithuania: Vilnius Official language: Lithuanian Local time: GMT + 2 hours Currency: Litas (1 EUR = 3.4528 LTL) Population of Vilnius: 554,409 Country Dialling Code: +370 Single Emergency Number: 112 Information Inquiry Service: 118 From Vilnius to… Warsaw – 450 km, Moscow – 930 km, Berlin – 1035 km, Paris – 1690 km, London – 1751 km Tourist Information Centres in Vilnius Vilniaus g. 22 Tel: +370 5 262 96 60 Fax: +370 5 262 81 69 E-mail: [email protected], [email protected] www.vilnius-tourism.lt Didžioji g. 31(Vilnius Town Hall) Tel: +370 5 262 64 70 Fax: +370 5 262 07 62 Geležinkelio g. 16 (Railway Station) Tel/Fax: +370 5 269 20 91 Konstitucijos pr. 3 (Vilnius City Municipal Government) Tel: +370 5 211 20 31. CONTENTS Vilnius by Car ........................................................................ 4 Information about Parking Lots ..................................................... 5 Picturesque Route ................................................................... 6 Useful Tips for Drivers ............................................................. 31 Accommodation .................................................................... 32 Catering ............................................................................. 34 Entertainment ...................................................................... 35 Conventional Signs – place of interest – scenic viewpoint – car parking lot – paid car parking lot – information stand 3 Vilnius by Car Vilnius spreads among cosy old town streets, stone-paved squares, and old buildings that remind us of different historical periods. The centre and the suburbs of the city offer a lot of green places where parks and hills invite peo- ple to stop by and relax in the ambience of nature. For its unique landscapes and architecture, Vilnius is regarded as one of the most beautiful capitals in the European Plain. Its old town proudly stands on the list of UNESCO WORLD Cultural Heritage REGISTER.
    [Show full text]
  • LITHUANIA Wooden Architecture of Vilnius Historie Suburbs
    Heritage at Risk 2004/2005 Lithuania 167 LITHUANIA Wooden Architecture of Vilnius Historie Suburbs In the 2001-2002 edition of Heritage at Risk, the Lithuanian National Committee of ICOMOS mentioned wooden architecture in historic suburbs as the most endangered of several groups of cultural heritage items in Lithuania. The historic centre of Vilnius - Old Town - is inscribed on the World Heritage List, but the survival of the wooden architecture of the historic suburbs of Vilnius remains problematic. For the Vilnius historic suburbs - Uzupis, Zverynas, Antakalnis, Snipiskes, Markuciai - have grown as separate residential areas in the configuration of the town's centre. Wooden architecture has survived there unevenly. Old wooden buildings still dominate in large areas of Zverynas, Snipiskes and Markuciai. In Uzupis and Antakalnis, groups of wooden buildings or individual ones are interwoven with brick buildings surrounded by a new urban environment. V« The wooden architecture in Vilnius has survived from the 19th and the beginning of the 20th centuries, but it is very diverse typo- House in Pavasario Street logically as well as stylistically. We possess a broad spectrum of historical architectural trends and influences which have been there are attempts to destroy them. But these areas are very close reflected in the architecture of the wooden buildings. In the sub• to the Vilnius Old Town World Heritage area and its environment urbs domestic residences were built among abundant Vegetation. falls under the visual protection zone of Vilnius urban heritage. The architecture of the houses was unusual: there are elements of New construetion is regulated by the cultural heritage laws.
    [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]
  • Use of New Materials in a Restoration
    Use of New Materials in a Restoration Alina Samukienė Architect – restorer, Design company “ARCHIVOLTAS”, Svencioniu str, 7 – 2, Vilnius 2014, Lithuania This article will present the subject from an architects’ point of view. Use of new materials in a restoration of cultural heritage objects is related with many problems. First of all – traditions, their physical and esthetical relations with authentic historic elements and materials. Each country had its specific building elements that did not change too much during the history. Continuity of their use is a necessary condition for restoration, renovation or the adoptation for the new use of heritage building or the building which is located in the visual influence zone. New economic relations and recreation of property rights changed the previous state controle of all heritage conservation works in the country. New financial resources appeared, and the state financing of conservation works became much smaller during the last decade. New immovable cultural property owners have their opinion regarding necessary repair or restoration works. This opinion not necessary corresponds with requirements of heritage conservation specialists. Together with new property owners new building contractors come and they are not aquinted with specific of heritage conservation works. During first years of Lithuanian independence (since 1990) it became clear that a lot of unqualified work and use of unsuitable materials should be controled by the introduction of special licenses (for building companies) and qualification certificates for architects-restorers and conservation experts. Now everybody who wants to work with cultural heritage objects has to attend special training course and then to get a qualification certificate.
    [Show full text]
  • Lithuania: an Economic Profile
    An Economic Profile September 1992 Requesters may obtain subscriptions to publications similar to this one by addressing inquiries to: Document Expediting (DOCEX) Project Excbanae and Gift Division Library of Congress Washington, D.C. 20540 or: National Tecbnicallnformation Service 5285 Port Royal Road Springfield, VA 22161 Requesters interested in subscription service may purchase specific publications either in paper copy or microform from: Pbotoduplication Senice library of COIIII'e5S Washington, D.C. 20540 or: National Teclmicallnformation Semce 5285 Port Royal Road Sprinldield. VA 22161 (To expedite senice can the NTIS Order Desk (703) 487-4(50) Comments and queries on this paper may be directed to the OOCEX Project at the above address or by phone (202-707-9527), or the NTIS Office of Customer Services at the above address or by phone (703-487-4660). Lithuania: An Economic Profile September 1992 Reverse Blank Lithuania: An Economic Profile Preface This is one of a series of profiles on the republics of the former Soviet Union that are intended to provide basic reference material as a backdrop for assessing future developments in these new states. The profile provides a description of the geography, population, and economy of Lithuania and compares its level of development, growth, and social welfare to that in Finland and Sweden. International comparisons, particularly for aggregate measures such as GNP, are difficult to make because of differences in definitions and methods used by various countries in compiling statistics. International currency exchange rates are deficient for this purpose because they do not reflect relative purchasing power of different currencies over the whole range of output of goods and services included in GNP.
    [Show full text]
  • Educational Mobility in 20Th Century-Denmark
    THE MAKING AND UNMAKING OF OPPORTUNITY: EDUCATIONAL MOBILITY IN 20TH CENTURY-DENMARK KRISTIAN B. KARLSON RASMUS LANDERSØ STUDY PAPER 158 FEBRUARY 2021 The Making and Unmaking of Opportunity: Educational Mobility in 20th Century-Denmark Study Paper No. 158 Published by: © The ROCKWOOL Foundation Research Unit Address: The ROCKWOOL Foundation Research Unit Ny Kongensgade 6 1472 Copenhagen, Denmark Telephone +45 33 34 48 00 E-mail: [email protected] https://www.rockwoolfonden.dk/en February 2021 The Making and Unmaking of Opportunity: Educational Mobility in 20th Century-Denmark Kristian B. Karlson+ Rasmus Landersø† February 17, 2021 Abstract We study intergenerational educational mobility in Denmark over the 20th century during which the comprehensive Danish welfare state was rolled out. While mobility initially was low, schooling reforms benefiting children from disadvantaged backgrounds led to dramatic increases in mobility for cohorts born between 1940 and 1960. However, the college expansion affecting cohorts born from 1970 onward has mainly benefited children from affluent back- grounds, resulting in rapidly declining mobility. Comparisons to educational mobility trends in the U.S. reveal that the two countries converge in mobility levels for the most recent cohorts despite the dramatically different welfare policies in place. JEL: H0, I0, J0 Keywords: educational mobility, inequality, schooling reforms, skills ∗ We are indebted to generous feedback from many, especially Jesper Birkelund, Richard Breen, Steven Durlauf, Gøsta Esping-Andersen, James J. Heckman, Anders Hjorth-Trolle, Erik Lykke Mortensen, Helena Skyt Nielsen, Hans Henrik Sievertsen, and seminar participants at the ASA conference 2020, the Copenhagen Education Network, the Life-cycle working group at the University of Chicago, the University of Copenhagen, and the 5th IZA Workshop: The Economics of Education.
    [Show full text]