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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

Last updated: 31 July 2025

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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 (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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Wiedermann, Gotthelf. "Alexander Alesius' Lectures on the Psalms at Cambridge, 1536." Journal of Ecclesiastical History 37, no. 1 (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

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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 (2002): 1004–5. http://dx.doi.org/10.1093/ehr/117.473.1004.

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Lazareva, Arina. "Diplomatic Activities of Councillors to the German Princes During the Thirty Years' War, 1618–1648." Novaia i noveishaia istoriia, no. 2 (2023): 34. http://dx.doi.org/10.31857/s013038640023769-3.

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. In this article the author examines the development of the European diplomatic service during the Thirty Years&apos; War, 1618–1648. There was no diplomatic post on the payroll of German princes in the seventeenth century, so it was left to court counsellors to represent the monarch on the foreign policy stage and gather relevant information from outside their dominions, which would influence the choice of international policies. A diplomatic career required a number of factors, among them ancestry, education, and breadth of vision. Practically all of the councillors who represented thei

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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 (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

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De Bruin, Renger Evert. "The commanders’ spouses. The marriages of the Utrecht Teutonic Knights, 1640–1940." Ordines Militares Colloquia Torunensia Historica 28 (December 30, 2023): 131–74. http://dx.doi.org/10.12775/om.2023.006.

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In 1640 the Bailiwick of Utrecht abolished the obligation of celibacy, as a continuation of the Protestantisation process that had started 25 years earlier. After this decision, half of the sitting members married. Most of the knights who joined after 1640 were married. The paper analyses data collected on 221 marriages over three centuries. Most of these marriages fit the Western European Marriage Pattern: entered into by mature people, generally of their own free will, but in good consultation with the family (marriage by consent). The age difference between the partners was usually not very

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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 (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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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 na

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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 al

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

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Leibniz, Gottfried Wilhelm, Freiherr von, 1646-1716, author, ed. "Gottes furcht" und "honnêteté": Die Erziehungsinstruktionen für Friedrich Wilhelm I. von Brandenburg-Preussen durch August Hermann Francke und Gottfried Wilhelm Leibniz. Verlag der Franckeschen Stiftungen Halle, 2016.

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

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

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

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Roland, Naul, and Hardman Ken 1938-, eds. Sport and physical education in Germany. Routledge, 2002.

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Heinz, Sünker, and Otto Hans-Uwe, eds. Education and fascism: Political identity and social education in Nazi Germany. Falmer Press, 1997.

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Loungēs, Tēlemachos. Kōnstantinou VII Porphyrogennētou De administrando imperio (pros ton idion huion Rhōmanon): Mia methodos anagnōsēs. Ekdoseis Vanias, 1990.

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Jean, Meyer. L' éducation des princes en Europe du XVe au XIXe siècle. Perrin, 2004.

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Constantine. A birodalom kormányzása. Lucidus, 2003.

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Specht, Minna. Gesinnungswandel: Beiträge zur Pädagogik im Exil und zur Erneuerung von Erziehung und Bildung im Nachkriegsdeutschland. Lang, 2005.

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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. 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. 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. 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. 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. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_19.

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Brennan, Martin. "Rear Vision: Lessons from Community Education in the 80s." In Schools as Community Hubs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_5.

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AbstractThis chapter presents an historical framework of community education concepts through its roots in the USA and a 1980’s Australian example of a school as a community hub: Princes Hill School Park Centre. The writer’s reflective narrative reveals experience of a rich history of interaction between schools, communities, and local government and how the concept of community education expanded from community use of school facilities to community empowerment and resilience. In the context of reviewing the current largely untapped potential of schools as community hubs, the term ‘rear vision

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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. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5_19.

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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. 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 cou

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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. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6119-3_2.

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Christou, Prokopis A. "Tourism during the Early Modern Period (1500-1750)." In The history and evolution of tourism. 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' t

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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 co

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Andrew, David. "The Another Roadmap Africa Cluster (ARAC) Un/Chrono/Logical Timeline of Histories of Arts Education: From the Wits School of Education to Documenta 15, Kassel Germany." In Arts Research Africa 2022 Conference Proceedings. Arts Research Africa, 2022. http://dx.doi.org/10.54223/10539/35891.

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This paper explores the development and evolution of the un/chrono/logical timeline of histories of arts education initiated by the Another Roadmap Africa Cluster (ARAC) Histories of Arts Education Research Project. The timeline, consisting of multiple iterations, challenges the traditional notions of history and engages with personal narratives, language, and multimodal elements. The research project aims to map and understand the diverse models of arts education, emphasising local perspectives and resistance to imported models. Drawing inspiration from the Medu Art Ensemble, the research fra

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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 i

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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 recogniza

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Milić, Vladan, Raid Mekić, and Rifat Mujanović. "Historical development of sports gymnastics in Novi Pazar." In Antropološki i teoantropološki pogled na fizičke aktivnosti (11). Univerzitet u Prištini-Kosovska Mitrovica - Fakultet za sport i fizičko vaspitanje u Leposaviću, Leposavić, 2025. https://doi.org/10.5937/atavpa25114m.

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The goal of this research was to show the historical development of gymnastics in Novi Pazar. Gymnastics is a term that covers a wide range of physical activities, and people throughout the history of different cultures have engaged in physical activities for different reasons. In ancient Greece, gymnastics was part of education and culture, but it was different from the sports gymnastics we know today. The development of gymnastics as a sport for men and women has taken place over the centuries, and key moments include the work of Friedrich Ludwig Jahn in the 18th century in Germany, as well

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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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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 Republ

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

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Böhm, Luise, Evgeniya Kartashova, and Monika Kubrova. Cottbus hört zu, Cottbus erzählt : Materialien zur Ausstellung im Stadtmuseum Cottbus ; Ausstellungsprojekt in Kooperation mit dem Forschungs- und Citizen Science-Projekt 'Ostdeutsche Migrationsgeschichte selbst erzählen' (MigOst). Gestaltungsbüro Matthies Weber & Schnegg, Berlin, 2024. https://doi.org/10.25368/2024.323.

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How do we talk about the past? Who is part of this ´we‘? Whose memories are heard? Between March 2021 and February 2024, the participatory project ´Ostdeutsche Migrationsgesellschaft selbst erzählen - MigOst‘ (TU Dresden, Dachverband der Migrant*innenorganisationen in Ostdeutschland, BTU Cottbus; funded by the Federal Ministry of Education and Research) approached these questions with regard to the recent history of East Germany. Together with six migrant self-organizations in Cottbus, Halle and Dresden and with well over 100 volunteer participants, we set out on the trail of urban migration s

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