Around the Bloc: Armenia Seeks Patch for Frayed EU Relationship
The pact does not commit Yerevan to much of anything, leader Sargsyan explains.
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The pact does not commit Yerevan to much of anything, leader Sargsyan explains.
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News agencies in Estonia and Latvia cease their cooperation with the Baltic branches of Russian government-controlled news agency.
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Accepting a challenge sent Filip Flisar blasting through the streets of Maribor.
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The Jazz Singer (1927), a film based on Samson Raphaelson’s short story, “The Day of Atonement,” published in 1922, and inspired by the life of one of the most successful twentieth century Jewish actors, Al Jolson, played an important role in the film industry, as it anticipated the end of the silent film era, and it also managed to offer a closer look at the atmosphere of the Jewish American life, illustrating the main issues that the Jewish American families had to deal with at the beginning of the twentieth century. Later on, three more films were made, and they adapted the original story to the realities of the periods when they were shot, the 1950s, and the 1980s, respectively. The aim of this paper is to highlight the way in which the film industry addressed intergenerational dynamics in Jewish American families during the 1920s and the 1980s, respectively, by comparing and analyzing the original Jazz Singer (1927) and its 1980 remake, with respect to the arising conflict between tradition and ambition, to identity issues, and to the relations established between family members, in conversation with critical sources by Vincent Brook, Joel Rosenberg, and Stephen Whitfield.
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This essay reads Charles Chesnutt’s final published novel The Colonel’s Dream as an early work of Afrofuturism because of its speculation of the South as the site of a possible utopia for African Americans. The novel’s protagonist, Colonel Henry French, dreams of creating a capitalist utopia in his hometown of Clarendon, North Carolina, where both white Americans and African Americans who are eugenically fit can rise both socially and economically. However, in the end, the Colonel’s dream fails because he finds that the South has not progressed from the psychological hold that racism has on the mindset of white southerners.
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The paper describes in form of a diary the preparation stages of the performance of the play Reigen (La Ronde) written by Arthur Schnitzler, performed at the graduation exam by the students from the performing Arts Department in German language, West-University of Timisoara.
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Poniższe zadania przygotowane są przez PPP IBE dla III i IV etapu edukacyjnego. Niektóre z nich skonstruowano na potrzeby badania Laboratorium Myślenia i odtajniono po II jego cyklu. Nigdy wcześniej nie były publikowane. Prezentowane zadania mają silny kontekst praktyczny i poruszają realne problemy, z którymi uczniowie mogą się zetknąć w życiu codziennym.
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The author, using autoethnography, shows several images of academic life that break the community and are irritating. He tries to show the atmosphere that hinders the development of critical thought and socially committed attitude. At the same time, by reference to the concept of the camp, present in the works of Agamben and the state of exception as well as a sovereign from Schmitt writing, the author introduces the metaphor of “the camp made of ivory”, as a specific form of empowerment of employees and real forms of power that are hidden either in a formal academic democracy or community demands or “peer systems.” “The camp is the space that opens up when the state of exception starts to become the rule” (Agamben, 2008, p. 230). The functioning of the university as the camp made of ivory effectively blocks the appearance of divine wrath, which could fill the campers. Emphasizing the destructive trends in the academy grew out of concern for the unfulfilled promise of friendship, and the advocate for the critical, involved function of science and the university.
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The text constitutes a specific attempt to report the most important and priority events taking place during the unique, because the jubilee, 30th Summer School for Young Pedagogues under the scientific guidance of professor Maria Dudzikowa and co-organized by the Committee of Pedagogical Sciences of Polish Academy of Sciences and the University of Silesia with the Faculty of Pedagogy and Psychology as a host. Considerations of this year’s School oscillated around the theme: “Research traps over education”. The aim of the meeting of Young Pedagogues was to exchange views and experiences on methodological ambiguities and complexities and to create convenient, interdisciplinary space of an inspiring, explaining, targeting and building character.
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A bill soon to go before lawmakers will oblige NGOs to submit financial details and foreign funding sources.
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The review describes various urban motifs explored in this multifarious volume which presents historical and contemporary literary representations of former Polish capital city. What receives further attention is the city’s presence in numerous media and diverse practices of Cracow inhabitants.
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The article is ispired by the pioneering book Allotopie by Krzysztof M. Maj, which describes the feeling of immersion in fictional world evoked by fantasy fiction. Maj chooses the immersion strategy of reception over the predominant mimetic interpretation, which he sees as incomplete in that it omits the fundamental for allotopy act of world creation. Immersion reflects the idiosyncrasy of creation and genre reception. Moreover, Maj’s book does not fail to address the traditional questions about the value of fantasy fiction.
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This paper explores the attitudes of teachers towards the (non) sexist content of didactic materials, and the influence of hidden curricula in the transmission of ideologies in the Spanish L2 classroom. The study is based on the information gathered through an anonymous e-survey distributed to 20 current and former Spanish teachers at the Department of Iberian Studies, University of Belgrade. The questions in the survey addressed the gender ideology of the teachers and the ways they deal with gender stereotypes in textbooks they use in the classroom. A qualitative analysis of their responses, carried out in the theoretical frame of Critical Applied Linguistics, confirms the hypothesis that the treatment of gender stereotypes in the classroom depends not only on the didactic material, but also on teachers’ attitudes and values, which can have an important impact on the transmission of ideas and ideologies in learning process.
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