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Relevant bibliographies by topics / Education of princes – Germany – History

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Academic literature on the topic 'Education of princes – Germany – History'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Education of princes – Germany – History"

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Doney, John Christopher. "The Catholic Enlightenment and Popular Education in the Prince-Bishopric of Würzburg, 1765–95." Central European History 21, no. 1 (March 1988): 3–30. http://dx.doi.org/10.1017/s0008938900012644.

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In the last decades of the eighteenth century the Enlightenment (Aufklärung) flourished in Catholic Germany, developing a distinctive character there. Nothing lay more at the heart of enlightened interests than the reform of pedagogy, and in particular the education of children in parish schools and catechetical classes. This article focuses on the reform of popular education in the Prince-Bishopric (Hochstift) of Würzburg between 1765 and 1795 both to help in defining the goals and policies of the Catholic Enlightenment and to evaluate the extent of its success.

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Sanderson, M. "Prince Albert and the Development of Education in England and Germany in the Nineteenth Century." English Historical Review 117, no. 473 (September 1, 2002): 1004–5. http://dx.doi.org/10.1093/ehr/117.473.1004.

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Wiedermann, Gotthelf. "Alexander Alesius' Lectures on the Psalms at Cambridge, 1536." Journal of Ecclesiastical History 37, no. 1 (January 1986): 15–41. http://dx.doi.org/10.1017/s0022046900031894.

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In the summer of 1535 Anglo-German relatios assumed a new dimension. Faced with the prospect of a Catholic alliance on the continent and the possibility of a general council in the near future, Henry VIII was forced to consider more seriously than ever before a defensive alliance with the German Protestants. In August of that year, while Robert Barnes was approaching Wittenberg via Hamburg, commissioned by Henry both to prevent Melanchthon's rumoured visit to France and to make preparations for a full diplomatic mission to the princes of Lutheran Germany, Philip Melanchthon sent copies of the latest edition of his Loci Communes to the king of England, to whom they had been dedicated. The envoy on this mission was the Scottish Augustinian, Alexander Alesius, who was lecturing at the University of Wittenberg at that time. Alesius had received his own university education in St Andrews. Upon his graduation in 1515, he had entered the Augustinian priory there and subsequently proceeded to the study of theology. As a successful student of scholastic theology he had felt himself called to refute Lutheran theology as soon as it began to be debated in Scotland. In February 1528 he was commissioned to bring about the recantation of Patrick Hamilton, but the discussions with this first martyr of the Scottish Reformation as well as the latter's steadfast death at the stake led to a profound questioning of his own convictions. In the following year Alesius emerged as a severe critic ofthe old Church, for which he paid dearly by persecution and imprisonment. After an adventurous escape from St Andrews and months of travelling he finally reached Wittenburg, where he was inscribed in the faculty of arts in October 1532. So far very litde is known about Alesius' activities in Wittenberg. Yet there are two reasons why some elucidation of his academic activities and theological development during his three years at Wittenberg is highly desirable. First, it would be surprising indeed if his first experiences at this university, and especially the direct contact with Luther and Melanchthon, had not left a mark on his thought and career as a reformer. Second, his close friendship with the English reformers and his involvement in the doctrinal debates in England during the late 1530s suggests that Alesius formed an important link between the Reformation in England and in Germany.

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Anna, Mallek. "Pedagogika muzealna. Cele, idea, kierunek rozwoju i zastosowanie w praktyce na przykładzie „lekcji muzealnej” w polskim muzeum historycznym." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 114–27. http://dx.doi.org/10.5604/01.3001.0008.5676.

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Museum education is a subdiscipline of Pedagogy which has been changing rapidly during the current century. The beginning of such education was inevitably related to the origin of the museum. The richest royal men as kings, princes and priests set up their own individual collections which were displayed only to chosen people. The fi rst museums are claimed to have existed during the Italian Renaissance, for instance Pope Sixtus IV hired Michaelangelo Buonarrotti to create a special place for ancient collections. During the French Revolution it was believed that art had got an unique ability to rehabilitate those members of society who suffered from alcoholism and other kinds of pathology. The Louvre was opened to the public in 1793 and, since that time, art collections have started to be organised in special exhibition form. At the end of the 19th century two German art historians and educationists Alfred Lichtwark and Georg Kerchensteiner started to form a special educational programme for children and young people, concerning the museum collection. In the history of Pedagogy they are claimed to be the forerunners of museum education which has been developing into one of the most infl uential and potential kinds of cultural education in the 21st century. Among history studies, I would like to present museum education in the context of one selected Polish historical museum and then analyze and interpret the ‘museum lesson’ in comparison with contemporary movements in museology and critical, progressive pedagogy.

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Louthan, Howard, and H. C. Erik Midelfort. "Mad Princes of Renaissance Germany." Journal of Interdisciplinary History 26, no. 4 (1996): 706. http://dx.doi.org/10.2307/205065.

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Winter, E. L. "Book Review: Prinz Albert und die Entwicklung der Bildung in England und Deutschland im 19. Jahrhundert--Prince Albert and the Development of Education in England and Germany in the 19th Century." German History 20, no. 1 (January 1, 2002): 128–30. http://dx.doi.org/10.1177/026635540202000115.

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Mora, George. "Mad princes of renaissance Germany." Journal of the History of the Behavioral Sciences 34, no. 1 (1998): 107–8. http://dx.doi.org/10.1002/(sici)1520-6696(199824)34:1<107::aid-jhbs37>3.0.co;2-t.

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Cheyette, Fredric L., and Benjamin Arnold. "Princes and Territories in Medieval Germany." Journal of Interdisciplinary History 25, no. 3 (1995): 494. http://dx.doi.org/10.2307/205720.

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Freed, John B., and Benjamin Arnold. "Princes and Territories in Medieval Germany." American Historical Review 97, no. 3 (June 1992): 831. http://dx.doi.org/10.2307/2164799.

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Gekht, Anton. "Prince Eugene of Sweden. A painter’s brief biography." Scandinavian Philology 20, no. 2 (2022): 402–10. http://dx.doi.org/10.21638/11701/spbu21.2022.211.

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This article tells about the main stages of the biography of the famous Scandinavian painter Prince Eugene, a representative of the Bernadotte dynasty, who left a noticeable mark on the history of Swedish culture. Having no prospects of ever taking the royal throne, Eugene, after receiving the traditional upbringing and education for the heir to the throne, devoted himself to the study of painting. Having experienced the serious influence of the French Impressionist masters of the last third of the 19th century during his studies in Paris, he worked fruitfully in various genres for a long time, leaving an extensive creative legacy: his brush owns not only numerous canvases presented both in leading museums in Sweden and world-class collections (the British Museum, the Metropolitan Museum), but also monuments of monumental painting — in particular, frescoes in the Stockholm City Hall and the Royal Drama Theater. The activity of Prince Eugene as a representative of the Swedish royal court during the period on the eve of the dissolution of the Swedish-Norwegian union is a significant research interest. Prince Eugene made certain efforts to preserve the unity of Sweden and Norway by popularizing such ideas in the Norwegian creative environment, where he had wide acquaintances and a certain popularity and was even proposed by such famous figures of Norwegian culture as K. Hamsun and B. Bjornson as a possible candidate for the role of king of Norway. The prince-artist is also noteworthy as a public figure who held anti-Nazi positions during the period before and during World War II: he not only condemned the policies of the Third Reich, but also criticized Swedish public figures who expressed sympathy for the actions of the Nazi regime in Germany. Nowadays, the extensive creative heritage of Prince Eugene is on display in the collection of the art museum located in his estate Waldemarsudde in Stockholm, where he lived and worked for most of his life and where he was buried after his death.

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Dissertations / Theses on the topic "Education of princes – Germany – History"

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Arnhold, Nina. "The evaluation of East German higher education and research by the Wissenschaftsrat : a study with particular reference to the Teacher Education Commission and its work." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670214.

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Finkelstein, Jonathan David. "Education in Nazi Germany: Ideology, Hitler Youth, and Elite Schools." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1494.

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This thesis focuses on the basics of education in Nazi Germany. A state, which necessitated the need for indoctrination into radical thinking used the schools as a way to promote National Socialism to the country's youth. Consequently, Nazi Party leaders went to great lengths to secure the loyalty of the nation's youth, using education as their main platform.

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Bunge, Hans-Henning. "Comparing Ancient History Textbooks of Imperial Germany and the Weimar Republic." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1197059579.

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Gaebel, Mary Kate. "An Intersectionality Approach to Understanding Turkish Women’s Educational Attainment in Germany." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338252812.

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Roche, Helen Barbara Elizabeth. "Personal and political appropriations of Sparta in German elite education during the 19th and 20th centuries : with a particular focus on the Royal Prussian Cadet-Corps (1818-1920) and the Nationalpolitische Erziehungsanstalten (1933-1945)." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610857.

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Lanson, Kirsty. "Passive minds or critical thinking : history education in Germany and Japan as reflected in current textbooks /." Title page and contents only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arl295.pdf.

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Miller, Aaron Michael. "The Duality of the Hitler Youth: Ideological Indoctrination and Premilitary Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955087/.

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This thesis examines the National Socialists' ultimate designs for Germany's youth, conveniently organized within the Hitlerjugend. Prevailing scholarship portrays the Hitler Youth as a place for ideological indoctrination and activities akin to the modern Boy Scouts. Furthermore, it often implies that the Hitler Youth was paramilitary but always lacks support for this claim. These claims are not incorrect, but in regard to the paramilitary nature of the organization, they do not delve nearly deeply enough. The National Socialists ultimately desired to consolidate their control over the nation and to prepare the nation for a future war. Therefore, they needed to simultaneously indoctrinate German youth, securing the future existence of National Socialism but also ensuring that German youth carry out their orders and defend Germany, and train the youth in premilitary skills, deliberately attempting to increase the quality of the Wehrmacht and furnish it with a massive, trained reserve in case of war. This paper relies on published training manuals, translated propaganda, memoirs of former Hitler Youth members and secondary literature to examine the form and extent of the ideological indoctrination and premilitary training--which included the general Hitler Youth, special Hitler Youth subdivisions, military preparedness camps akin to boot camp, and elaborate war games which tested the youths' military knowledge. This thesis clearly demonstrates that the National Socialists desired to train the youth in skills that assisted them later in the Wehrmacht and reveals the process implemented by the National Socialists to instill these abilities in Germany's impressionable youth.

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Crowder, Max Ramme. "Ray Stannard Baker's "Seen in Germany" and Militarized Masculine Identity around 1900." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342551792.

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Sait, Bryce Murray. "Ideological education in the Wehrmacht." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648242.

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Lewark, Siegfried. "Learning experiences in the forests around Freiburg (Germany)." Technische Universität Dresden, 2019. https://tud.qucosa.de/id/qucosa%3A34336.

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The study programme of forest sciences was established at the University of Freiburg in 1920 - the main reason named for the choice of Freiburg was the diversity of forests around the city, which would serve for leaming in the forests as well as for research. These forests today mostly belong to the City of Freiburg and the State of Baden-Württemberg. The forests closest to the university may be accessed on foot, by bicycle or tram. The forests around Freiburg are suitable for leaming experiences in virtually all subjects of the forest related study programmes and have been extensively used all the time. Good relationships have been maintained between the staff of the forest management and the teaching personnel of the university. lt is concluded that for in-forest leaming it does not necessarily need university owned forests. Examples for personal experience of the author as student and as teacher are presented, including courses from the fields of forest utilization, forest work science and forest road construction as well as the ESPRO (First-Semester-Project).

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Books on the topic "Education of princes – Germany – History"

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Prinzenerziehung in der 2. Hälfte des 19. Jahrhunderts: Zum Bildungsverhalten des preussisch-deutschen Hofes im gesellschaftlichen Wandel. Frankfurt am Main: P. Lang, 1995.

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Dienen lernen, um zu herrschen: Höfische Erziehung im ausgehenden Mittelalter (1450-1550). Berlin: Akademie Verlag, 2012.

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Die Prinzenreise: Bildungsaufenthalt und Kavalierstour im höfischen Kontext gegen Ende des 17. Jahrhunderts. Berlin: Lukas, 2011.

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Dr. Becker in geheimer Mission an Queen Victorias Hof: Die Briefe des Prinzenerziehers und Bibliothekars Dr. Ernst Becker aus seiner Zeit in England von 1850-1861. Hamburg: Jahn & Ernst Verlag, 1996.

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5

Arnold, Benjamin. Princes and territoriesin medieval Germany. Cambridge: Cambridge University Press, 1991.

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Midelfort, H. C. Erik. Mad princes of renaissance Germany. Charlottesville: University Press of Virginia, 1994.

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Mad princes of renaissance Germany. Charlottesville, Va: University Press of Virginia, 1994.

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Princes and territories in medieval Germany. Cambridge [England]: Cambridge University Press, 1991.

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Pine, Lisa. Education in Nazi Germany. Oxford: Berg, 2010.

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Education in Nazi Germany. Oxford: Berg, 2010.

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Book chapters on the topic "Education of princes – Germany – History"

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Schubring, Gert. "Mathematics Education in Germany (Modern Times)." In Handbook on the History of Mathematics Education, 241–55. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9155-2_12.

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Pagenstecher, Cord, and Dorothee Wein. "Learning with Digital Testimonies in Germany: Educational Material on Nazi Forced Labor and the Holocaust." In Oral History and Education, 361–78. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95019-5_18.

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Binder, Deanna. "Pathways to Olympic Values Education: Historical Perspectives." In Sportgeschichte in Deutschland - Sport History in Germany, 213–38. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27822-9_11.

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Bilewicz, Michal, Marta Witkowska, Silviana Stubig, Marta Beneda, and Roland Imhoff. "How to Teach about the Holocaust? Psychological Obstacles in Historical Education in Poland and Germany." In History Education and Conflict Transformation, 169–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54681-0_7.

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Pingel, Falk. "Federal Republic of Germany." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 259–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_19.

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Ringer, Fritz. "Theories of History and of Education in Germany and France During the 19th Century." In Methodology of the Social Sciences, Ethics, and Economics in the Newer Historical School, 491–509. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5_19.

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Weymann, Ansgar. "Integration and the Education State. Institutional History and Public Discourse in England, France, Germany, and the US." In Integration and Inequality in Educational Institutions, 21–41. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6119-3_2.

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Brill-Carlat, Matthew, and Maria Höhn. "Rebuilding After War and Genocide: Learning with and from Refugees in the Transnational Digital Classroom." In Migration, Displacement, and Higher Education, 267–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_22.

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AbstractThe Covid-19 emergency spurred a flurry of teaching innovations as higher education institutions turned to online or blended learning models, and as international collaborations have moved nearly entirely online. These circumstances inspired us to revisit the digital transatlantic seminar, “Germany 1945: History and Memory in Germany after WWII,” taught by Höhn in Spring 2018 to a group of seven Vassar students (Brill-Carlat among them) and six advanced high-school students—between the ages of 17 and 22—who had come to Berlin as asylum seekers from Syria, Iraq, and Afghanistan. The course dealt with history and memory of World War II and the Holocaust in Germany. As such, it reflected a core commitment of the Consortium on Forced Migration, Displacement, and Education (CFMDE), founded by Höhn at Vassar and partners (Bard, Bennington, Sarah Lawrence, the New School, and the Council for European Studies): the importance of providing opportunities for our undergraduate students to learn with and from refugees and displaced individuals if they are to understand and tackle the global, multidimensional challenges of forced migration. As institutional resistance to digital teaching necessarily vanished with the Covid-19 pandemic in Spring 2020 and the direction of future online-learning policies is up for debate, we revisit the 2018 class to examine lessons learned and how this project points the way to another digital venture: digitally “hosting” displaced scholars at liberal arts campuses.

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Christou, Prokopis A. "Tourism during the Early Modern Period (1500-1750)." In The history and evolution of tourism, 45–55. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781800621282.0004.

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Abstract The Early Modern Period is the first third of the Modern Period and covers the period after the voyage of Christopher Columbus in 1492 and the establishment of a more global network, ending in 1750. Some people who lived towards the end of this period witnessed the development of some forms of restaurants as we know them today. Restaurante Botin, which was founded in 1725 in Madrid by a French cook named Jan Botin, cooked food that guests brought in since selling food was banned because it could damage other businesses (Marples, 2020). This era witnessed the rise of the 'Grand Tour' that was undertaken mainly by a wealthy social elite in continental Europe for a combination of culture, education and pleasure purposes. The tour often included a circuit of Europe, centred principally on France, Italy, Germany, Switzerland and the Low Countries, and was undertaken principally (yet not exclusively) by the British. This is a phase in the history of tourism which established the travel and route itinerary.

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Graßl, Hartmut, Stefan Bauberger, Johann Behrens, Paula Bleckmann, Rainer Engels, Eberhard Göpel, Dieter Korczak, Ralf Lankau, and Frank Schmiedchen. "The Ambivalences of the Digital—Humans and Technology Between New Dreams/Spaces of Possibility and (Un)Noticeable Losses." In Studies in History and Philosophy of Science, 221–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91597-1_11.

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AbstractEvery new technology is used by us humans almost without hesitation. Usually the military use comes first. Examples from recent history are the use of chemical weapons by Germany in the First World War and of atomic bombs in the Second World War by the US. Now, with the rapid advances in microelectronics over the past few decades, a wave of its application, called digitization, is spreading around the world with barely any control mechanisms. In many areas this has simplified and enriched our lives, but it has also encouraged abuse. The adaptation of legislation to contain the obvious excesses of “digitization” such as hate mail and anonymous threats is lagging behind massively. We hear almost nothing about technology assessment through systematic research; it is demanded at most by a few, usually small groups in civil society, which draw attention to the threats to humankind—future and present—and the Earth's ecosystem. One such group, the Federation of German Scientists (VDW) e.V., in the spirit of the responsibility of science for the peaceful and considered application of the possibilities it creates, asked three of its study groups to jointly organize its 2019 Annual Conference. The study groups “Health in Social Change,” “Education and Digitization,” and “Technology Assessment of Digitization” formulated the following position paper for the 2019 VDW Annual Conference, entitled “Ambivalences of the Digital.”

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Conference papers on the topic "Education of princes – Germany – History"

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Heinrichova, Nadezda. "Learning History Through Stories About East Germany." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.41.

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Astashkina, P. G. "National Identity In Russia And Germany Through The Prism Of Pedagogy." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.15.

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Rubenis, Rudolfs. "Possibilities to Obtain Higher Education in Germany for Latvian Baltic German Students." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.91.

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With the formation of the Parliamentary Republic of Latvia in the early 1920s, higher education in Latvia underwent the changes that affected the Baltic Germans. The necessity to obtain higher education in the Latvian language was perceived with mixed feelings, and the interest in the establishment and development of the University of Latvia (UL) and involvement in the reorganisation of the Riga Polytechnic Institute (RPI) went hand in hand with the reluctance to accept the full Latvianization of higher education. In the circumstances, the students used contacts established by their student corporations and sought for higher education in Germany, where it could be obtained in German but later equated to the higher education obtained in Latvia. Thus, the aim of the article is to evaluate the possibilities for the Baltic German students from the parliamentary state of Latvia (1920–1934) to study in German universities. The research is based on the documents of UL and Baltic German student corporations from the Latvian State Historical Archive (LVVA), Baltic German student corporation press (journals and anniversary books) kept in the UL Library, UL activity reports (1924–1931) stored in UL Museum history collection and available research on the Baltic German minority in the Parliamentary Republic of Latvia. The study showed that during the parliamentary period, the Latvian Baltic Germans used the state granted minority rights to find alternative ways to obtain higher education in German. The parliamentary system did not discriminate against the Baltic Germans for their use of the German language and allowed them to study in Germany but demanded that their diplomas be equated with the diploma obtained at the UL. The contacts established by student corporations helped Baltic German students to better integrate into the German study environment offering accommodation on the premises of student corporations in Germany. At the same time, additional knowledge through lectures on the political situation of Baltic Germans in the parliamentary state of Latvia did not allow them losing their historical connection with the Baltic region.

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LĂȚCAN, Mihail Cătălin. "CAPTAIN COMMANDER MICLESCU GHEORGHE, KNIGHT OF THE ROMANIAN WINGS." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.24.

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Descendant of a large family of Moldavian boyars, Lieutenant Commander Miclescu Gheorghe represents in the history of Romanian aeronautics a complex personality, the spirit of the perfect soldier, endowed with an boundless love of country and people, tireless in his desire to improve continuously, his career beginning as cavalry, later aerial observer and pilot, specializing as a fighter pilot. With an exceptional training, with studies and specializations at the great aviation schools in France, England, Germany, fearless and bold defender of the sky of his homeland Romania, he participated in all the battles for the defense of airspace in the Second World War , the liberation of Bessarabia and the defense of the Black Sea airspace, the defense against the Anglo-American bombings, the fight against the German bombings of Bucharest. Through the position he held as commander of Hounter Group in the operations on the front, he gave an admirable personal example to his comrades through his courage, patriotism and spirit of initiative.

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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?

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Ignjatijević, Svetlana, and Jelena Vapa Tankosić. "ECONOMIC ANALYSIS OF INTERNATIONAL TRADE IN PERSONAL AND BUSINESS TRAVEL SERVICES." In The Sixth International Scientific Conference - TOURISM CHALLENGES AMID COVID-19, Thematic Proceedings. FACULTY OF HOTEL MANAGEMENT AND TOURISM IN VRNJAČKA BANJA UNIVERSITY OF KRAGUJEVAC, 2021. http://dx.doi.org/10.52370/tisc21517si.

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Abstract:

The world today is facing one of the worst pandemics in modern history. Around the world, financial markets are in serious difficulties, the consequences of which have begun to spill over into the tourism sector. Covid-19 has caused sharp contractions in economic development, reduced mobility and has contacted tourism flows as the international tourist arrivals in most world sub-regions recorded declines from -60% to -70%. The aim of this paper is to analyze the international travel in the field of personal and business travel in the period of 2010-2019 exported to and imported from the Republic of Serbia. The findings show that the international travel for personal purposes has achieved the greatest value over the years, the second place is taken by travel for business purposes, whereas education-related travel achieved the third place. Exported and imported values of the category Travel, Personal and Travel, Business has the highest value of exports and imports from Serbia to European Union (EU 28), with Germany, Greece, Austria and Italy having the highest flows of exported and imported values. In 2020 Asia and the Pacific, was the region to suffer the hardest impact of Covid-19. On the second place there is Europe, followed by the Americas, Africa and the Middle East.

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