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This volume of essays is the result of the EU project «EHISTO», which dealt with the mediation of history in popular history magazines and explored how history in the commercialised mass media can be used in history teaching in order to develop the media literacy and the transcultural competences of young people. The volume offers articles which for the first time address the phenomenon of popular history magazines in Europe and their mediating strategies in a foundational way. The articles are intended as introductory material for teachers and student teachers. The topic also offers an innovative approach in terms of making possible a European cross-country comparison, in which results based on qualitative and quantitative methods are presented, related to the content focus areas profiled in the national magazines.

Zusammenfassung. Effektive Prävention erfordert mehr empirisch abgesicherte Kenntnisse zu Risiko- und Schutzfaktoren für den Beginn und den Verlauf des Drogenkonsums. In der vorliegenden Analyse wurde der Einfluß situativer Faktoren beim Erstkonsum und das Erleben des Erstkonsums im Hinblick auf die Entwicklung eines problematischen Drogenkonsums untersucht. Problematischer Konsum ist operationalisiert durch das Auftreten einer Abhängigkeits- bzw. Mißbrauchsdiagnose nach DSM-IV. Die Analysen wurden für eine Gruppe reiner Cannabiskonsumenten und für Opiatkonsumenten durchgeführt. Getrennte Survivalanalysen nach logistischem Modell für Männer und Frauen zeigen für beide Konsumentengruppen, daß die Konsumfrequenz bzw. -intensität zu Beginn des Drogenkonsums ein wichtiger Prädiktor für den weiteren Verlauf ist. Ein frühes Einstiegsalter in den Konsum erwies sich dagegen nur bei weiblichen Opiatkonsumenten als signifikante Einflußvariable. Ein problematischer Konsum legaler Drogen vor dem Erstkonsum illegaler Drogen scheint für Männer und Frauen von unterschiedlicher Bedeutung zu sein.

[EN] EHISTO (European history crossroads as pathways to intercultural and media education) is concerned with the mediation of history in popular (science) media and the question of social and political responsibility of journalists and other mediators of history, especially teachers, in the field of commercial presentation of history. The project responds to the increasing significance of a commercialised mediation of history within the public historical culture and reflects the fact that these representations, which do not always meet the EU standards for history education, can have a lasting impact on the young generation's understanding of history. Using the example of popular history magazines, the project shall, besides the necessary basic research, develop didactically reflected materials for both history education in school as well as initial and in-service teacher training. On one hand enable a media-critical examination of history magazines and on the other hand, by working with the history magazines, the project addresses itself to popular interpretations of history from the participating countries and reflects their similarities and differences in European cultures of remembrance. Therefore, this approach not only trains mediacritical competences but furthermore enables a multi-perspective and comparative access to history. The project EHISTO will last two years and is funded by the EU Lifelong Learning Programme with about 300,000 euros. Partners from six European nations take part in the project.

[EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).