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[Smith, T.]: The domestic sources of American policies on the Middle East conflict. - S. 17-20 [Tibi, B.]: The EU faces culture and religion in the Middle East conflict. - S. 21-24 [Kaye, D. D.]: The Middle East and transatlantic relations: where are we heading? - S. 25-29 [Hubel, H.]: The Israeli-Palestinian conflict in the EU-U.S. relationship. - S. 30-32 [Wergin, C.]: Media perceptions and the Middle East in Europe. - S. 33-36 [Erlanger, S.]: Faces of conflict : a journalist's perspective. - S. 37-39

The review article addresses the monograph Transforming Girls: The Work of Nineteenth-Century Adolescence by Julie Pfeiffer (2021), in which she juxtaposes American 19th-century girls' novels and German Backfischromane. The article reviews individual chapters of the book, in which Pfeiffer incorporates key perspectives on the differences and similarities between eight novels. According to the author of the article, the monograph makes an important contribution to the state of research on this literary genre.

The purpose of this article is to compare three ICT initiatives for education reforms by three countries representing different continents with different cultural backgrounds: the Republic of Korea, the Federal Republic of Germany and the United States of America. Through comparison, some convergences and divergences were found as anticipated. Convergences were found especially in terms of intervention of central government and the spectrum of core policies. Divergences were found especially in implementation approaches and processes of policy decision-making regarding ICT integration into education. Comparing divergences among the three countries reveals common tasks for which they may cooperate on in order to resolve mutual problems. Through the observation of school sites of each country, as well as related literatures, one can see that ICT integration is still far from being satisfactory. Thus, it is implied that, in addition to individual country's efforts such as increasing teacher training, diverse international cooperation focused on common problems must be devised among the three countries. ; The purpose of this article is to compare three ICT initiatives for education reforms by three countries representing different continents with different cultural backgrounds: the Republic of Korea, the Federal Republic of Germany and the United States of America. Through comparison, some convergences and divergences were found as anticipated. Convergences were found especially in terms of intervention of central government and the spectrum of core policies. Divergences were found especially in implementation approaches and processes of policy decision-making regarding ICT integration into education. Comparing divergences among the three countries reveals common tasks for which they may cooperate on in order to resolve mutual problems. Through the observation of school sites of each country, as well as related literatures, one can see that ICT integration is still far from being satisfactory. Thus, it is implied that, in addition to individual country's efforts such as increasing teacher training, diverse international cooperation focused on common problems must be devised among the three countries.