Suchergebnisse

In the 20th century, the seas off Iceland, Greenland and Newfoundland were the main areas of the German deep-sea fishing fleet for many decades. The fishers and fishing vessels were often only a few nautical miles away from the coasts of the North Atlantic Islands, which was increasingly a source of conflict. On the one hand, the good catches in the North Atlantic created the economic boom of the fishing towns on the German coast. On the other hand, the islands separated from their former European colonial motherland and developed their own interest - not only political but also economic On the sovereignty over the resource fish. The principle of "freedom of the seas" had reached its limits, and fishing conflicts between the European nations and the shores of the fishing areas arose. In the 1970s, they culminated in the so-called "Cod-war" with Iceland. The present study analyzes the German role in these conflicts for the first time on a scientific basis and shows the consequences of the conflicts for the German coastal regions. At the same time, she explained that the drastic reduction of the German deep-sea fishing fleet had not been an unpredictable development since the 1980s, but that its rapid growth almost a century earlier was based exclusively on the colonial status of the shore areas. [From www.dsm.museum] ; https://digitalcommons.odu.edu/history_books/1030/thumbnail.jpg

This article first identifies the nature and substance of the so-called English School of International Relations and outlines a distinct body of thought emanating from its central figures. It then examines in detail an unresolved tension between their strong West-centricity and their acknowledgement of the multicultural character of the contemporary world. A brief conclusion suggests a number of ways in which we may build on their works and transcend their parameters.

Ausgehend von Reformen in der Weimarer Zeit skizziert der Beitrag zunächst die Entwicklung der Lehrer-Schüler-Interaktion auf der Ebene der Konzepte und administrativen Maßnahmen. Dabei wird gezeigt, dass sich Tendenzen zu Individualisierung und Demokratisierung nach einem wechselvollen Prozess stärker zur Geltung zu bringen vermögen. Die schulische Praxis und vor allem der Unterricht erscheinen demgegenüber, wie an Befunden aus einem laufenden Projekt zu "Schule und Sozialisation" deutlich gemacht wird, durch ein hohes Maß an Kontinuität geprägt: Hier dominiert ein lehrerzentrierter und stofforientierter Fachunterricht. Anders als auf der Ebene reformerischer Initiativen erweist sich die Lehrer-Schüler-Interaktion auf der Ebene der Unterrichtspraxis somit als resistent gegenüber politischen Eingriffen wie gegenüber den Einflüssen der Bildungswachstumsschübe. (DIPF/Orig.)