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Includes entries for maps and atlases.
A cumulative list of works represented by Library of Congress printed cards.
The political life-story of one of the great men of European post-war politics, Willy Brandt. From mayor of West Berlin to Chairman of the Social Democratic Party, foreign minister and eventually chancellor, Brandt's rise in Germany was meteoric, and he won the Nobel Prize in 1971. His autobiography has been translated into 20 languages. 32 pages of photographs.
The emergence of green parties throughout Europe during the 1980s marked the arrival of a new form of political movement, challenging established models of party politics and putting new issues on the political agenda. Since their emergence, green parties in Europe have faced different destinies; in countries such as Germany, Belgium, Finland, France, and Italy, they have accumulated electoral successes, participated in governments, implemented policies and established themselves as part of the party system. In other countries, their political relevance remains very limited. After more than 30 years on the political scene, green parties have proven to be more than just a temporary phenomenon. They have lost their newness, faced success and failure, power and opposition, grassroots enthusiasm and internal conflicts. Green Parties in Europe includes individual case studies and a comparative perspective to bring together international specialists engaged in the study of green parties. It renews and expands our knowledge about the green party family in Europe.
The study of lifelong education brings to light aspects of education which go beyond the purely intellectual sphere into all dimensions of being.These dimensions assume great importance for individuals seeking to develop capacities which will enable them to cope successfully with the challenges they will confront throughout life and to participate constructively in the larger processes of development. The subjects covered include communication, corporal man, time, space, art, man as citizen, the ethical domain, technology and the scientific spirit, and from these papers emerges the unifying theme of the interrelationship between morality and technology. This relationship poses the vital question of how individuals should decide which of the new technologies that proliferate in contemporary society is likely to be beneficial to humankind and which destructive. The book is the result of a collective project undertaken by the Unesco Institute of Education (UIE). The approach adopted is new in two respects: first, each theme is treated in terms of learning, and second, each is related to the others in a global and transdisciplinary view of personal development. It is written by experts from various countries who are known internationally for their outstanding contributions to research into the problems of learning as a basis for lifelong education, and will be important reading for all those involved in the study and practice of lifelong education.
This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education.