scholarly journals Wpływ języka polskiego na rozwój świadomości narodowej młodzieży galicyjskiej w dobie autonomicznej

2017 ◽  
Vol 24 (1) ◽  
pp. 175-192
Author(s):  
Peter Zimmermann
Keyword(s):  
School System ◽  
School Council ◽  
National Consciousness ◽  
Public Officials ◽  
Language Of Instruction ◽  
Primary And Secondary Education ◽  
German Speaking ◽  
Polish Language ◽  
Main Language

After the Austro-Hungarian compromise in 1867 the Galician parliament and provincial administration gained extensive privileges and prerogatives, especially in education. Galicia was the first crownland that had a school council, which was sanctioned already in 1867. After almost a century the ongoing process of Germanization ended as in the following years the majority of German speaking public officials were replaced by Poles and the Polish language became the main administrativ language and the main language of instruction in school. The article describes changes in the school system and shows the role of the Polish language in primary and secondary education during this so-called epoch of Galician autonomy. A comparison of historical documents and memories from schooldays from former Galician school children allows a realistic insight on the role which the Polish language played in the lives of young Galicians. The analysis shows that the Polonisation of the Galician school system effected the development of Polish national consciousness within young Galicians very slowly and not until the beginning of the 20th century.

scholarly journals Uwarunkowania historyczne roli i statusu języka polskiego w systemie edukacji w Galicji 1. połowy XIX wieku

2016 ◽  
Vol 23 (2) ◽  
pp. 245-262
Author(s):  
Peter Zimmermann
Keyword(s):  
World War I ◽  
Education System ◽  
National Consciousness ◽  
World War ◽  
Realistic Interpretation ◽  
Social Ideology ◽  
German Speaking ◽  
Polish Language ◽  
The 19Th Century ◽  
School Laws

During the partitions of Poland in 1772, 1795 and 1815 its southern part was annexed by the Habsburg Monarchy and integrated into the Austrian Empire as the Kingdom of Galicia and Lodomeria. Till the end of World War I the inhabitants of Galicia were citizens of the Austrian Empire and their lives were influenced by the political and social ideology of the Austrian government. One of the most significant changes were connected to the language issue. Austrian or German-speaking officials came to Galicia and so did German as it became the main administrative language. This was also the case for the Austrian education system, which mainly focused on teaching German language as they wanted to integrate the multilingual and multicultural inhabitants of the Austrian Empire under the leadership of the Austrian rulers.This article deals with the issue how the Austrian education system influenced the development and understanding of national consciousness of the Polish population in Galicia in the first half of the 19th century by analysing which role the Polish language played in the primary and secondary school system. This period is important because it shows the main intentions of the Austrian educational system and also because the first important School Laws were passed, which influenced the education system in Galicia for over half the century.This article is structured in two parts. The first part contains an analysis of the most important School Laws. The aim is to show the intentions and the ideology which guided the Austrian government in creating the education system and to analyse which role the Polish language played in it. The second part deals with the actual effects of the Austrian education policy for the young Polish generations of Galicia. This will allow a more realistic interpretation of the influence the education system in Galicia had on building or suppressing the development of a Polish national consciousness. This part includes analyses of school statistics and most importantly memories from schooldays from former Galician school children which gives an inside on the role the Polish language played in the school and in their own lives.

scholarly journals Geopolitical concepts of Central Europe and current reality: language perspective

2021 ◽  
pp. 13-27
Author(s):  
Bořivoj Hnízdo
Keyword(s):  
Central Europe ◽  
Empirical Data ◽  
Research Question ◽  
Main Research ◽  
German Speaking ◽  
Geopolitical Region ◽  
Social Linguistics ◽  
Visegrad Group ◽  
Main Language

The article presents a critical analysis of the theory of geopolitical understanding of Central Europe, basing on the evaluation of region’s contemporary situation and supported by the empirical data. The main research question is the following: is it possible in recent situation to still speak of Central Europe as a geopolitical region? The article is focused on the three traditional geopolitical concepts of Central Europe considered from the perspective of the current role of Germany as a traditional communication factor in this region. First, the idea of Mitteleuropa is analysed. Then, the perspectives of the Visegrad, concept of Austria-Hungary legacy and finaly CENTROPE are closely viewed. Analysis is mostly based on empirical data available in the official documents published by EU institutions as well as official national statistical data of Central European countries. Adopted research method is a combination of historical, political geography and social linguistics approaches to the topic. The concept of Central Europe with its centre in the German-speaking countries may be currently economically and politically significant, especially from a pan-European perspective, however German linguistic hegemony is not present in any of the neighbouring countries. Furthermore, the Visegrad Group today does not include all regions and states and German is not considered there as the main language of communication.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

The Return of Alsace to France, 1918-1939

2018 ◽  
Author(s):  
Alison Carrol
Keyword(s):  
National Policy ◽  
Third Republic ◽  
French Society ◽  
German Empire ◽  
Cross Border ◽  
The First World War ◽  
German Speaking ◽  
A Site ◽  
First World

In 1918 the end of the First World War triggered the return of Alsace to France after almost fifty years of annexation into the German Empire. Enthusiastic crowds in Paris and Alsace celebrated the homecoming of the so-called lost province, but return proved far less straightforward than anticipated. The region’s German-speaking population demonstrated strong commitment to local cultures and institutions, as well as their own visions of return to France. As a result, the following two decades saw politicians, administrators, industrialists, cultural elites, and others grapple with the question of how to make Alsace French again. The answer did not prove straightforward; differences of opinion emerged both inside and outside the region, and reintegration became a fiercely contested process that remained incomplete when war broke out in 1939. The Return of Alsace to France examines this story. Drawing upon national, regional, and local archives, it follows the difficult process of Alsace’s reintegration into French society, culture, political and economic systems, and legislative and administrative institutions. It connects the microhistory of the region with the macro levels of national policy, international relations, and transnational networks, and with the cross-border flows of ideas, goods, people, and cultural products that shaped daily life in Alsace. Revealing Alsace to be a site of exchange between a range of interest groups with different visions of the region’s future, this book underlines the role of regional populations and cross-border interactions in forging the French Third Republic.

scholarly journals How do Public Officials Learn About Policy? A Field Experiment on Policy Diffusion

2021 ◽  
pp. 1-8
Author(s):  
Miguel M. Pereira
Keyword(s):  
United States ◽  
Interest Group ◽  
Policy Diffusion ◽  
The United States ◽  
Causal Link ◽  
Policy Learning ◽  
Learning Context ◽  
Public Officials ◽  
Non Profit

Abstract Prior research suggests that partisanship can influence how legislators learn from each other. However, same-party governments are also more likely to share similar issues, ideological preferences and constituency demands. Establishing a causal link between partisanship and policy learning is difficult. In collaboration with a non-profit organization, this study isolates the role of partisanship in a real policy learning context. As part of a campaign promoting a new policy among local representatives in the United States, the study randomized whether the initiative was endorsed by co-partisans, out-partisans or both parties. The results show that representatives are systematically more interested in the same policy when it is endorsed by co-partisans. Bipartisan initiatives also attract less interest than co-partisan policies, and no more interest than out-partisan policies, even in more competitive districts. Together, the results suggest that ideological considerations cannot fully explain partisan-based learning. The study contributes to scholarship on policy diffusion, legislative signaling and interest group access.

Il rumore delle onde

2021 ◽  
Vol 101 (1) ◽  
pp. 58-86
Author(s):  
Camilla Tenaglia
Keyword(s):  
World War Ii ◽  
Mass Media ◽  
Catholic Church ◽  
Third Reich ◽  
Neutral Position ◽  
Holy See ◽  
Radio Broadcasting ◽  
German Speaking ◽  
The Third Reich

Abstract This essay addresses the relations between Pius XII and Germany at the beginning of his pontificate through the role of Vatican Media, especially Vatican Radio. During the interwar period, the Vatican media system (media ensemble) underwent major transformations, including the creation of a radio broadcasting station in 1931. Pacelli was one of the main agents of these improvements: as Secretary of State supporting Guglielmo Marconi’s project, as Pope through his extensive use of the mass media at his disposal, from radio to cinema. At the end of the 30s the difficult diplomatic relations between the Holy See and the Third Reich also had an impact on mass media, as shown by the election of Pacelli in March 1939. The role of Vatican Radio in Vatican diplomacy towards Nazi Germany was already clear during the events surrounding the Anschluss in 1938 and it became a tool for unofficial communication to convey more explicit stances on the regime during World War II. The same strategy was employed during the Option in Südtirol in 1939, when Catholics were able to deliver anti-Nazi propaganda thanks in part to radio in the attempt to avoid the voluntary resettlement of German-speaking Italian citizens from the area. The Holy See maintained a neutral position throughout the events, but at the same time Vatican Radio broadcast programmes in German about the condition of the Catholic Church under the Nazi regime. These broadcasts supported the efforts especially of the Archbishop of Trento Celestino Endrici and his clergy, who opposed the resettlement. Once again Vatican Radio proved a crucial tool for conveying unofficial communications while maintaining the neutral stance typical of the Holy See‘s foreign policy.

The role of the media in the formation of shame in the national consciousness

2021 ◽  
Author(s):  
Alaigul Karabaevna Bekboeva
Keyword(s):  
National Identity ◽  
Social Meaning ◽  
National Consciousness ◽  
Social Phenomenon ◽  
Human Relationships ◽  
Social Existence ◽  
A Value ◽  
State And Society ◽  
The Media

This article considers the role of the media as a partner of the state and society, as well as spontaneity. Due to this, media serve as one of the factors in the formation of national self-consciousness and its elements, such as shame. The author analyzes such element of national identity as national shame. It is proved that national shame as a social phenomenon has a social meaning of the regulator of human relationships in social existence. It is noted that national shame is socially determined, has a permanent character, and its socially significant semantic principles are passed from generation to generation as a form of behavior through implantation and interspersing it as a daily norm of people's behavior, giving each act a value-significant meaning.

The role of second language in higher education: A case study of German students at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Lidy Zijlmans ◽  
Anneke Neijt ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learning ◽  
Mother Tongue ◽  
Research Question ◽  
Educational Background ◽  
Primary Concern ◽  
Study Results ◽  
Main Language

AbstractThis article reports on an investigation of the challenges and benefits of university students taking a degree course in a language other than their mother tongue. Our study was conducted from the point of view of the non-native students themselves, and our primary concern was the role of language. We investigated the academic achievement of German students studying in a Dutch-English academic environment. Dutch is the main language of instruction, and English the main language of the literature used. In search of predictors for successful learning of Dutch (our first research question), LexTALE tests were administered to determine linguistic competence in the students’ first language, German, and their second language, English. In addition, we collected data on their educational background and language learning history. None of the LexTALE scores stood out as ‘the’ predictor for success in learning Dutch; German was a slightly better predictor than English. The best predictor appeared to be the students’ general educational level, expressed in mean grades for final exams in secondary education. We then studied the role of proficiency in the foreign languages needed for academic success. Language data on L3 Dutch were gathered at the start and were compared to study results after the first six months and at the end of the first year. The level of Dutch as a second language correlated with study results, expressed in ECTS; the correlation was even higher with mean grades on exams. This indicates that language proficiency does play a role in study success.

Deliberative Democracy and Science

2018 ◽  
pp. 639-654
Author(s):  
Alfred Moore
Keyword(s):  
Deliberative Democracy ◽  
Scientific Knowledge ◽  
Science Studies ◽  
Public Officials ◽  
Policy Makers ◽  
Consensus Conferences ◽  
Scientific Knowledge Production ◽  
Science And Politics ◽  
Emergence Of Institutions

What might a deliberative politics of science look like? This chapter addresses this question by bringing together science studies and the theories and practices of deliberative democracy. This chapter begins by discussing the importance of considering the role of deliberation within scientific communities and institutions, particularly as it bears on the production of scientific judgments and decisions at the boundary between science and politics. The chapter then discusses the emergence of institutions for communicating scientific knowledge to policy-makers, public officials and citizens, which include not only expert tribunals but also the development of citizen panels, consensus conferences, and other forms of mini-publics. Finally, the chapter considers the role of “uninvited” ’ participation in science, emphasizing the role of social movements and critical civil society in both challenging and informing scientific knowledge production.

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