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The statute of March 15, 2004, that banned religious symbols in the French schools & State high schools, was the last act of the Headscarf Affair which had been regularly returning to the limelight of the French political scene since 1989. The review of several recent sociological books devoted to the phenomena of islamization helps to buttress the main assumption of the article that the Affair is a symptom of a failing integration of the immigrants from the Muslim countries. These populations are disproportionately hit by social & economic marginalization while, at the same time, summoned to assimilate culturally. Dogmatic republicanism conceives of the assimilation as a necessary precondition for the political integration. In the situation of an increasing social exclusion, however, the push to assimilation adds a cultural offense to an economic injury & incites a contrary reaction: a proud self-assertion of the Muslim identity. The statute banning the headscarves only intensifies this vicious dynamic. The analyses in the reviewed books seem to lead to a different solution: a reasonable response would rather be to tolerate the expressions of religious distinctiveness while, at the same time, trying to integrate people of immigrant origins both economically & politically. This would require, however, a reconstruction of the French republicanism which -- at least in its dogmatic form -- does not distinguish between the cultural & political sides of integration. 9 References. Adapted from the source document.

Teachings of economic policy were present at the VSE from its inception in 1953 needless to say that most activities were highly influenced by the ruling political climate. Despite all limitations there were some achievements of value, esp. works of prof. Olsovsky and his team in 50s and early 60s. Till the economic reform of Ota Sik was real engagement people from the VSE in economic policy limited (Kurt Rozsypal arrived to the VSE years after his reform was already enacted). 70s were again years of high political influence characterized by creation of Institute of Marxism-Leninism where consisting of all original social science departments 80s were characterized by the hidden duality of teaching when dominating teachings of political economy of socialism was supplemented by teachings of political economy of capitalism mostly in a guise of history of economic theories. In 90s a full renaissance of economic policy as a subject followed. Adapted from the source document.

The article deals with circumstances in which finance as a branch of study at the University of Economics, Prague (UEP) has been developed. Finance is taught both as a theoretical part of economic science and as a subject preparing students for practical work in the field of finance. Finance is one of the oldest branches existing at the UEP established at the same time as the University, in September 1953. At that time the soviet economic model was applied on the Czechoslovak economy including the field of finance. So the translations of soviet textbooks were used in addition to the Czech ones. In the sixties the problems in development of the Czechoslovak economy intensified and the necessity to strengthen the role of money in the economy was emphasized. This tendency reflected in the contents of teaching process. The period of normalization broke these efforts, but the teaching had never been completely restored to the position it had in the sixties. After 1989 the teaching concentrated on the role of finance in the conditions of market economy. Study program provides knowledge of the issues of financial markets, banking, insurance, national and local budgets and public finance. Adapted from the source document.

Foreign and Internal Trade as the main disciplines in the field of research and study have developed theoretical systems that reflected historical development of international economic and business environment, governmental trade policy and international and domestic businesses. They created a basis, on which the Faculty of International Relations after 1989 has designed a new profile discipline "International Trade" in the framework of the "International Economic Relations" program. Very important features of the discipline, both of study and research areas, are a deep internationalization and an interdisciplinary approach. The discipline's development reflects world trends, international scientific knowledge and domestic specificities and introduces new terminology for new qualitative processes of international business to the Czech economy. To the discipline's development, very many excellent teachers and important personalities of the Czechoslovak and Czech economy contributed. The modern discipline comprehends analysis of global economic and institutional relations and of theoretical concepts, together with practical managerial branches. A prove of high standards of teaching and research is a prestigious accreditation EPAS by which the discipline "International Trade" has been awarded by the European Foundation of Management Development in 2012. Adapted from the source document.

Každý univerzitní učitel by se čas od času měl zamyslet nejen nad tím, co učit, ale také jak to učit. Jednou z moderních metod výuky jsou tzv. výukové případové studie. Uplatnění nacházejí nejvíce v aplikovaných společensko-vědních disciplínách, nejvíce tam, kde vyučovaná látka zahrnuje nějaké rozhodování lidí na různých pozicích. ; Teaching cases is quite well-known powerful educational tool, which belongs to modern methods of teaching and learning. They are distinguished from case studies used for research purposes.

This study deals with the phenomenon of paradiplomacy, or parallel diplomacy. Paradiplomacy refers to international activities of cities and regions and includes marketing and public diplomacy, cross-border cooperation, functional trans-border cooperation, cultural and educational cooperation, and other activities. Paradiplomacy developed in the last third of the 20th century as a result of economic globalization, state decentralization, nationalism and the strengthening of regional identity, European integration, and the internationalization of cultural, educational, environmental, transport and other topics labelled as "low politics". Thus, we can identify both economic and political foundations of paradiplomacy. The first part of the study presents a review of literature on paradiplomacy; the second part is a case study of foreign policy instituted by the City of Prague in the electoral term 2006-2010. This case study confirmed initial hypotheses: first, that paradiplomacy is influenced by three supra-national factors: economic globalization (a), regional and global political and economic regimes (b), and transnational networks, mainly based in the EU (c); second, that paradiplomacy is influenced by institutional and constitutional relations between the centre and regions; third, that paradiplomacy is influenced by the antagonistic nature of these relations. Adapted from the source document.

Článek se soustředí na důrazy na výchovu a vzdělávání obsažené v politických programech pěti největších stran první československé republiky. Vychází z oficiálních stranických dokumentů, jako byly volební programy, rezoluce schvalované na sjezdech nebo prohlášení významných představitelů strany. Ačkoliv nelze už ze samé podstaty dokumentů předpokládat, že všechny postuláty v politických prohlášeních skutečně měly vliv na vzdělávání, zachycují vývoj uvažování o výchově vzdělávání jako o součásti kulturní politiky. Přestože vybrané strany uvažovaly o výchově a vzdělávání velmi podobným způsobem a zabývaly se stejnými problémy, uplatňovaly nezřídka odlišné důrazy. Cílem příspěvku je popsat stranické koncepce vzdělávání ve vztahu k ideovým odlišnostem a širšímu kulturnímu i politickému kontextu. ; This paper focuses on educational goals that were emphasised in the political programs of five the largest political parties of the First Czechoslovak Republic. The article is based on official documents of political parties such as programs approved by party congresses and election programs or statements of prominent party representatives. The character of all those documents was influenced by the goal to form statements and inform party members or persuade possible voters. It means those documents are subjective and their content was not necessarily a political commitment. Therefore it cannot be assumed that all the postulates in the programs had a real influence on the education. On the contrary the documents depict the development of the considerations about education as a part of cultural policy. Political parties of the First Czechoslovak Republic were considering education in very similar way and in continuity with development before 1918. They were concerning about same issues especially in the social context but with different emphasises. This contribution aims to describe the party-specific concepts of education in relation to the ideological peculiarities of the individual parties and their cultural and political context.