Anke Seltmann (16 results)

Condition: New.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2006 in the subject Politics - International Politics - Region: USA, grade: A, Uppsala University, course: Culture in Armed Conflicts, language: English, abstract: 1 The School of the Americas'Chartered by the U.S. Congress, the Western Hemisphere Institute for Security Cooperation (WHINSEC - former: the School of the Americas) provides professional education and training for civilian, military and law enforcement students from nations throughout the Western Hemisphere' . The Institute's Mission according to the self-projection on the website of the WHINSEC is the following: 'Our mission comes directly from the Congressionally approved legislation that authorizes and directs WHINSEC's existence (10 U.S.C.2166).The purpose of the Institute is to provide professional education and training to eligible personnel of nations of the Western Hemisphere within the context of the democratic principles set forth in the Charter of the Organization of American States (such charter being a treaty to which the United States is a party), while fostering mutual knowledge, transparency, confidence, and cooperation among the participating nations and promoting democratic values, respect for human rights, and knowledge and understanding of United States customs and traditions.' The WHINSEC is an U.S. Army facility at Fort Benning in Columbus, Georgia. A precursor - the Latin American Ground School - was established in 1946 in the Panama Canal Zone. After some changes this U.S. Army facility, training especially Latin American military personnel, became the School of the Americas (SOA) in 1963. In 1984 it was relocated to Fort Benning in Columbus, Georgia. As Lesley Gill points out 'the establishment of the Ground School coincided with renewed U.S. expansionist ambitions in the Americas and partially filled a power vacuum created by World War II, which ruptured long-standing military ties between European imperial powers - particularly France, Italy, and Germany - and Latin American.' Further she argues that, 'the Ground School, however, did much more than train students in the tactics of warfare. It initiated their incorporation into the ideology of the 'American way of life' by steeping them into a vision of empire that identified their aspirations with those of the United States, a process that, [.] continues today.'.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2006 in the subject Pedagogy - School System, Educational and School Politics, grade: B, Uppsala University, course: Education and Reform Strategies in Sweden, language: English, abstract: IntroductionSweden is the third largest country in the European Union after France and Spain. It has approximately 9 million inhabitants thereof ca. 1 million immigrants . Till the end of August 2006 there had 64,681 Immigrants been given excess to Sweden. So the population is heterogeneous and is concentrated in mainly three areas of the country. 'In an international comparison, the Swedish overall rate of participation in education is one of the highest.' The basic principle of education in Sweden is equality. This means equality of opportunities / access but also equality of outcomes / results. Everybody in Sweden must have access to an equivalent, uniform education, regardless of sex, irrespective of their social or ethnic backgrounds or their place of residence, because a well-educated society is a prerequisite for the expansion of the country's economic and the further development of the Swedish welfare state. There is also a big awareness of the importance of research and development. Due to this the cost for the education system in Sweden are very high, among the highest in the world .In the following pages I want to outline the Swedish educational system. I will start with a sketch of the reforms and according to the lights of this essay I will begin with the 20th century. The goal is to shed light on the needs of the society and on political reasons of the reforms. Furthermore I will represent an overview of the today's system and discuss the differences between the 'old' and the 'new' strategies as well as advantages and disadvantages. The History of Sweden's Education - short ReviewIn the 19th century Sweden rapidly transformed from an agricultural, traditional society into an industrialised society. During this industrialisation and also democratisation the well-known Swedish model developed (1920s). By this is the specific model of a social welfare system is meant. It was characterized by centralism, universalism and cooperation between the capital and labour (consensus). At that time the focus was on developing a (social) welfare system this includes also focus on the education system. In this inclusive and centralised welfare state, science was a tool for modernising society in large reforms. The peak was reached in the 1970s. During this decade the demands for decentralisation as well as pluralism increased.[.].

Condition: New. Print on Demand pp. 20.

Condition: New. Print on Demand pp. 20.

Condition: New. PRINT ON DEMAND pp. 20.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Studienarbeit aus dem Jahr 2006 im Fachbereich Pädagogik - Geschichte der Päd., Note: 1,5, Technische Universität Dresden, Veranstaltung: Hochschulen und ihre Institution im Wandel , Sprache: Deutsch, Abstract: EinleitungMit der Kapitulation Deutschlands im Mai 1945 kam es in den Besatzungszonen zu tief greifenden gesamt gesellschaftlichen Veränderungen. Auch im Bereich der Bildung, speziell der Hochschulpolitik kam es zu umfassenden Reformen.Die vorliegende Arbeit befasst sich mit dem Thema Hochschulreformen in der Sowjetischen Besatzungszone Deutschlands und der Deutschen Demokratischen Republik. Die Arbeit verfolgt den Anspruch einen informativen Überblick zum genannten Thema zu geben.Es gilt die Reformen, deren Rahmenbedingungen und das Bildungssystem darzustellen und auf die bildungsökonomische Bedarfsplanung und die Effekte im Beschäftigungssystem einzugehen. Weiterhin soll versucht werden darzustellen, welche Auswirkungen die Reformen im Bereich des Hochschulwesens auf die Studienbedingungen der damaligen Zeit hatten. Darauf folgend wird die Einflussnahme politischer Verbände am Beispiel der Funktion der Freien Deutschen Jugend (FDJ) im Hochschulsystem aufgezeigt. Im Folgenden sollen die wesentlichsten Merkmale der sozialistischen Umgestaltung des Bildungssystems aufgezeigt werden.

Taschenbuch. Condition: Neu. Das Hochschulsystem der SBZ und DDR - Entwicklung, Reformen und Neugestaltung seit 1945 | Anke Seltmann | Taschenbuch | 28 S. | Deutsch | 2009 | GRIN Verlag | EAN 9783640370856 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2006 in the subject Pedagogy - School System, Educational and School Politics, grade: B, Uppsala University, course: Education and Reform Strategies in Sweden, language: English, abstract: IntroductionSweden is the third largest country in the European Union after France and Spain. It has approximately 9 million inhabitants thereof ca. 1 million immigrants . Till the end of August 2006 there had 64,681 Immigrants been given excess to Sweden. So the population is heterogeneous and is concentrated in mainly three areas of the country. 'In an international comparison, the Swedish overall rate of participation in education is one of the highest.' The basic principle of education in Sweden is equality. This means equality of opportunities / access but also equality of outcomes / results. Everybody in Sweden must have access to an equivalent, uniform education, regardless of sex, irrespective of their social or ethnic backgrounds or their place of residence, because a well-educated society is a prerequisite for the expansion of the country's economic and the further development of the Swedish welfare state. There is also a big awareness of the importance of research and development. Due to this the cost for the education system in Sweden are very high, among the highest in the world .In the following pages I want to outline the Swedish educational system. I will start with a sketch of the reforms and according to the lights of this essay I will begin with the 20th century. The goal is to shed light on the needs of the society and on political reasons of the reforms. Furthermore I will represent an overview of the today's system and discuss the differences between the 'old' and the 'new' strategies as well as advantages and disadvantages. The History of Sweden's Education - short ReviewIn the 19th century Sweden rapidly transformed from an agricultural, traditional society into an industrialised society. During this industrialisation and also democratisation the well-known Swedish model developed (1920s). By this is the specific model of a social welfare system is meant. It was characterized by centralism, universalism and cooperation between the capital and labour (consensus). At that time the focus was on developing a (social) welfare system this includes also focus on the education system. In this inclusive and centralised welfare state, science was a tool for modernising society in large reforms. The peak was reached in the 1970s. During this decade the demands for decentralisation as well as pluralism increased.[.] 16 pp. Englisch.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2006 in the subject Politics - International Politics - Region: USA, grade: A, Uppsala University, course: Culture in Armed Conflicts, language: English, abstract: 1 The School of the Americas'Chartered by the U.S. Congress, the Western Hemisphere Institute for Security Cooperation (WHINSEC - former: the School of the Americas) provides professional education and training for civilian, military and law enforcement students from nations throughout the Western Hemisphere' . The Institute's Mission according to the self-projection on the website of the WHINSEC is the following: 'Our mission comes directly from the Congressionally approved legislation that authorizes and directs WHINSEC's existence (10 U.S.C.2166).The purpose of the Institute is to provide professional education and training to eligible personnel of nations of the Western Hemisphere within the context of the democratic principles set forth in the Charter of the Organization of American States (such charter being a treaty to which the United States is a party), while fostering mutual knowledge, transparency, confidence, and cooperation among the participating nations and promoting democratic values, respect for human rights, and knowledge and understanding of United States customs and traditions.' The WHINSEC is an U.S. Army facility at Fort Benning in Columbus, Georgia. A precursor - the Latin American Ground School - was established in 1946 in the Panama Canal Zone. After some changes this U.S. Army facility, training especially Latin American military personnel, became the School of the Americas (SOA) in 1963. In 1984 it was relocated to Fort Benning in Columbus, Georgia. As Lesley Gill points out 'the establishment of the Ground School coincided with renewed U.S. expansionist ambitions in the Americas and partially filled a power vacuum created by World War II, which ruptured long-standing military ties between European imperial powers - particularly France, Italy, and Germany - and Latin American.' Further she argues that, 'the Ground School, however, did much more than train students in the tactics of warfare. It initiated their incorporation into the ideology of the 'American way of life' by steeping them into a vision of empire that identified their aspirations with those of the United States, a process that, [.] continues today.' 20 pp. Englisch.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Studienarbeit aus dem Jahr 2006 im Fachbereich Pädagogik - Geschichte der Päd., Note: 1,5, Technische Universität Dresden, Veranstaltung: Hochschulen und ihre Institution im Wandel , Sprache: Deutsch, Abstract: EinleitungMit der Kapitulation Deutschlands im Mai 1945 kam es in den Besatzungszonen zu tief greifenden gesamt gesellschaftlichen Veränderungen. Auch im Bereich der Bildung, speziell der Hochschulpolitik kam es zu umfassenden Reformen.Die vorliegende Arbeit befasst sich mit dem Thema Hochschulreformen in der Sowjetischen Besatzungszone Deutschlands und der Deutschen Demokratischen Republik. Die Arbeit verfolgt den Anspruch einen informativen Überblick zum genannten Thema zu geben.Es gilt die Reformen, deren Rahmenbedingungen und das Bildungssystem darzustellen und auf die bildungsökonomische Bedarfsplanung und die Effekte im Beschäftigungssystem einzugehen. Weiterhin soll versucht werden darzustellen, welche Auswirkungen die Reformen im Bereich des Hochschulwesens auf die Studienbedingungen der damaligen Zeit hatten. Darauf folgend wird die Einflussnahme politischer Verbände am Beispiel der Funktion der Freien Deutschen Jugend (FDJ) im Hochschulsystem aufgezeigt. Im Folgenden sollen die wesentlichsten Merkmale der sozialistischen Umgestaltung des Bildungssystems aufgezeigt werden. 28 pp. Deutsch.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Seminar paper from the year 2006 in the subject Politics - International Politics - Region: USA, grade: A, Uppsala University, course: Culture in Armed Conflicts, language: English, abstract: 1 The School of the Americas¿Chartered by the U.S. Congress, the Western Hemisphere Institute for Security Cooperation (WHINSEC ¿ former: the School of the Americas) provides professional education and training for civilian, military and law enforcement students from nations throughout the Western Hemisphere¿ . The Institute's Mission according to the self-projection on the website of the WHINSEC is the following:¿Our mission comes directly from the Congressionally approved legislation that authorizes and directs WHINSEC's existence (10 U.S.C. 2166).The purpose of the Institute is to provide professional education and training to eligible personnel of nations of the Western Hemisphere within the context of the democratic principles set forth in the Charter of the Organization of American States (such charter being a treaty to which the United States is a party), while fostering mutual knowledge, transparency, confidence, and cooperation among the participating nations and promoting democratic values, respect for human rights, and knowledge and understanding of United States customs and traditions.¿The WHINSEC is an U.S. Army facility at Fort Benning in Columbus, Georgia. A precursor ¿ the Latin American Ground School ¿ was established in 1946 in the Panama Canal Zone. After some changes this U.S. Army facility, training especially Latin American military personnel, became the School of the Americas (SOA) in 1963. In 1984 it was relocated to Fort Benning in Columbus, Georgia. As Lesley Gill points out ¿the establishment of the Ground School coincided with renewed U.S. expansionist ambitions in the Americas and partially filled a power vacuum created by World War II, which ruptured long-standing military ties between European imperial powers ¿ particularly France, Italy, and Germany ¿ and Latin American.¿ Further she argues that, ¿the Ground School, however, did much more than train students in the tactics of warfare. It initiated their incorporation into the ideology of the ¿American way of life¿ by steeping them into a vision of empire that identified their aspirations with those of the United States, a process that, [¿] continues today.¿Books on Demand GmbH, Überseering 33, 22297 Hamburg 20 pp. Englisch.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Seminar paper from the year 2006 in the subject Pedagogy - School System, Educational and School Politics, grade: B, Uppsala University, course: Education and Reform Strategies in Sweden, language: English, abstract: IntroductionSweden is the third largest country in the European Union after France and Spain. It has approximately 9 million inhabitants thereof ca. 1 million immigrants . Till the end of August 2006 there had 64,681 Immigrants been given excess to Sweden. So the population is heterogeneous and is concentrated in mainly three areas of the country.¿In an international comparison, the Swedish overall rate of participation in education is one of the highest.¿ The basic principle of education in Sweden is equality. This means equality of opportunities / access but also equality of outcomes / results. Everybody in Sweden must have access to an equivalent, uniform education, regardless of sex, irrespective of their social or ethnic backgrounds or their place of residence, because a well-educated society is a prerequisite for the expansion of the country¿s economic and the further development of the Swedish welfare state. There is also a big awareness of the importance of research and development. Due to this the cost for the education system in Sweden are very high, among the highest in the world .In the following pages I want to outline the Swedish educational system. I will start with a sketch of the reforms and according to the lights of this essay I will begin with the 20th century. The goal is to shed light on the needs of the society and on political reasons of the reforms. Furthermore I will represent an overview of the today¿s system and discuss the differences between the ¿old¿ and the ¿new¿ strategies as well as advantages and disadvantages.The History of Sweden¿s Education ¿ short ReviewIn the 19th century Sweden rapidly transformed from an agricultural, traditional society into an industrialised society. During this industrialisation and also democratisation the well-known Swedish model developed (1920s). By this is the specific model of a social welfare system is meant. It was characterized by centralism, universalism and cooperation between the capital and labour (consensus). At that time the focus was on developing a (social) welfare system this includes also focus on the education system. In this inclusive and centralised welfare state, science was a tool for modernising society in large reforms. The peak was reached in the 1970s. During this decade the demands for decentralisation as well as pluralism increased.[.]BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt 16 pp. Englisch.

Taschenbuch. Condition: Neu. Swedens Educational System | A brief Overview | Anke Seltmann | Taschenbuch | 16 S. | Englisch | 2009 | GRIN Verlag | EAN 9783640371600 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu Print on Demand.

Taschenbuch. Condition: Neu. The School of the Americas | Anke Seltmann | Taschenbuch | 20 S. | Englisch | 2009 | GRIN Verlag | EAN 9783640371594 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu Print on Demand.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Studienarbeit aus dem Jahr 2006 im Fachbereich Pädagogik - Geschichte der Päd., Note: 1,5, Technische Universität Dresden, Veranstaltung: Hochschulen und ihre Institution im Wandel , Sprache: Deutsch, Abstract: Einleitung Mit der Kapitulation Deutschlands im Mai 1945 kam es in den Besatzungszonen zu tief greifenden gesamt gesellschaftlichen Veränderungen. Auch im Bereich der Bildung, speziell der Hochschulpolitik kam es zu umfassenden Reformen. Die vorliegende Arbeit befasst sich mit dem Thema Hochschulreformen in der Sowjetischen Besatzungszone Deutschlands und der Deutschen Demokratischen Republik. Die Arbeit verfolgt den Anspruch einen informativen Überblick zum genannten Thema zu geben. Es gilt die Reformen, deren Rahmenbedingungen und das Bildungssystem darzustellen und auf die bildungsökonomische Bedarfsplanung und die Effekte im Beschäftigungssystem einzugehen. Weiterhin soll versucht werden darzustellen, welche Auswirkungen die Reformen im Bereich des Hochschulwesens auf die Studienbedingungen der damaligen Zeit hatten. Darauf folgend wird die Einflussnahme politischer Verbände am Beispiel der Funktion der Freien Deutschen Jugend (FDJ) im Hochschulsystem aufgezeigt. Im Folgenden sollen die wesentlichsten Merkmale der sozialistischen Umgestaltung des Bildungssystems aufgezeigt werden.Books on Demand GmbH, Überseering 33, 22297 Hamburg 28 pp. Deutsch.