The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Tutu, he aha ke ano o keia mea kanu" i ninau ai o Kalei. "He lai kena," i pane aku ai kona kupuna kane. "I mea aha ka lai" "Nui na ano hana a ka lai. Hiki ia oe ke lei i ka lai. Eia. "...

The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

O Wakea, o ia hoi ka makuakane o na mokupuni o Hawaii nei, o ia ke kane. O Hoohokukalani ka wahine. Hapai o Hoohokukalani a nui aela kona opu. O kana pepe mua ana keia, o ia hoi kana hiapo. Hanau o Hoohokukalani. He pepe eepa kana; he keiki alualu. Olelo ia o ia e kanu i ia pepe ma ka aoao hikina o ka hale, o ia hoi ma ka aoao e pii mai ai ka la i ke kakahiaka....

The internationally known ‘Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ‘Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ‘Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distr...

Kula Kaiapuni Hawai’i is usually a stream of classes within an English medium school. While children in the English medium classes often admire the ability to speak Hawaiian, they also sometimes tease Kula Kaiapuni Hawai’i students for being different. Although all children tease each other, being teased while in a minority position requires some positive support. This book was written in response to parents' requests for help in dealing with a true-life situation: the derision of Hawaiian cultural practices by non Hawaiian-speaking children. This story provides a traditional strategy for ignoring teasing as well as reinforcement for practices and values of Kula Kaiapuni Hawai’i students that parents view as positive....

The internationally known ‘Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ‘Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ‘Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distribut...

Page 1-Many things can go! -- Page 2-How do you go? You go with your two feet. -- Page 4-How does a dog go? It goes with its four legs. -- Page 7-How does a horse go? It goes with its hooves. -- Page 9-How does a fish go? It goes with its fins. -- Page 10-How does a crab go? It goes with its ten legs. -- Page 12-How does a tricycle go? It goes with its three little wheels. -- Page 15-How does a car go? It goes with its wheels. -- Page 17-How does a big truck go? It goes with its big wheels. -- Page 18-How does a centipede go? It goes with its many legs. -- Page 20-How does a rock go? How indeed? --...

What is Philosophy? Is it the exclusive domain of those who dream in abstract? Or is it the manifestation of the struggle of those who practice in material? Does it originate in the minds of professors like a Ganges flowing out from the hair-locks of "Lord" Shiva? Or is it rustic and puerile, evolving into maturity through the experiences of common men. I started writing philosophy without actually knowing that I was writing one. To start with, it was an outlet to project my frustration in the form of writings. Pretty often, it carried abuses hurled at none in particular, but at the system through its agents. But I don’t know when those ramblings started getting matured into Philosophy and all puerility and abuses purified themselves on the way – a Ganges doesn’t become pure by its origin but by the treatment people give to it on its way. In my book “Writings @ Ankur Mutreja”, I included a section on my personal philosophy and thought nobody would be interested in reading it. But, fortunately, I have found some kind-hearted people, who have given me their valuable feedback. I am reproducing my philosophy below by selecting those top...

You know you have a porn problem but you can't seem to find the motivation to deal with it. This book can help you move from contemplation to action. Over 300 questions to reflect on, bringing you face-to-face with the consequences of your porn viewing. This book is a a companion to Porn Escape: Confidently Walk Away from the Prison of Pornography, by the same author....

The object is this book is to provide you with the motivation you need to completely eradicate every last vestige of pornography usage from your life. What you’re about to embark on is not an easy undertaking. Porn is not a game. Porn is an evil, lethal enemy to be battled relentlessly and ruthlessly until it’s completely exterminated. This is not a walk in the park: it’s WAR! In Porn Escape: Confidently Walk Free from the Prison of Pornography, I presented a practical program to help people break free from the porn habit. The book includes dozens of tips, based on the latest scientific research into willpower and self-control. I’m convinced that these methods work — if people will only use them. Yet, not everyone is ready to do that. As I’ll explain later in this book, some people need help to move beyond contemplation and begin taking action. The fact is, you’re not going to get anywhere in your fight against pornography unless your mind is resolutely made up to do so. You have got to be 100% committed. If you aren’t, you’ll fail and you’ll watch porn until you die. The relaxed mentality that got you into watching porn wo...

Each token theme is summarized and placed in context. Other related art is depicted to enhance the presentation.

A wonderful series of Nürnberg – Fürth Strassenbahn (Streetcar) tokens were issued during the Weimar Republic, following the Great War. While they can be classified as transportation tokens they are commonly attributed as German notgeld (emergency money). Notgeld was used during the inflationary period brought on by reparations payments stipulated by the terms of the Treaty of Versailles after WWI....

There is a wide spread belief that the banking sector created the current crisis. In this essay I explain in very simple words why private banks are not responsible for the crisis, and more specifically why private banks cannot create what is called "inflationary money". I explain that inflationary money is always and everywhere created by governments. I also explain how and why governments do so. Finally I say a few things about conspiracy theories concerning the central banks, since the latter play a key role on what we call "inflationary money". This essay is written for non economists with an interest on the subject . Even though I have postgraduate studies in economics I am not a specialist, and this document is the knowledge I gathered in an attempt to answer my own questions. Moreover, English is not my first language so you will have to excuse my syntax....

The internationally known ?Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ?Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ?Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai?i State Department of Education and the Ka Haka ?Ula O Ke?elikolani College of Hawaiian Language of the University of Hawai?i at Hilo. Additional operations include production and distribut...

He wahine malihini o Pele i holo kona manao e holo mai i Hawaii nei. Aole i maikai kona noho ana me kona kaikuaana, me Namakaokahai a ua makemake o ia e holo mai i kekahi aina okoa....

The Hale Kuamoo–Hawaiian Language Center supports and encourages expansion of Hawaiian language as the medium of education, business, government, and other contexts of social life in Hawaii. The Center provides professional and material resources necessary to address this goal including educational support in the development of curriculum materials for Hawaiian medium education, teacher training, Na Maka O Kana Hawaiian language newspaper, and the Mamaka Kaiao dictionary of contemporary Hawaiian terms....

He Alii nui o Lonoikamakahiki no ka mokupuni o Hawaii ma hope iho o ko Keawenuiaumi make ana; he kanaonokumamaha hanauna maia Wakea mai. O Keawenuiaumi kona makua kane, a o Kaihalawai kona makuahine; ma Napoopoo kona wahi i hanau ai, a ma laila no o ia i hanai ia ai a nui, e kona mau kahu, e Hauna laua me Loli, a me ka laua wahine o Kohenemonemo. I ko Lonoikamakahiki wa opiopio, oiai ua hoomaka ae kona noonoo ana, i ia manawa nana aela o Lonoikamakahiki, e kau ana na mea lealea a kona makua kane he nui ma loko o ka hale alii. Ike aela o ia e kau ana na ihe pahee. Nana loihi aela o ia, a liuliu, a laila, ninau akula o ia i kona mau kahu: “He aha keia mau mea loloa e kau nei i luna o ka hale”...

Kona Ao ia ana i ka Wa Opiopio. 1 -- Ko Lonoikamakahiki Imi ana i na Hana Oi o ka Waiwai. 6 -- Ka Ili Mua ana o ka Aina ia Lonoikamakahiki. 10 -- Ka Holo ana o Lonoikamakahiki i Oahu; Ko Ohaikawiliula Hiki ana mai; Ko Lonoikamakahiki Hoopaa ana me Kakuhihewa. 13 -- Ka Pili Ana O Kakuhihewa Me Lonoikamakahiki. 7 -- Ka Hoopapa Alua ana, Akolu, Aha, a me ka Lima, a me ka Hiki ana mai o Kaikilani. 6 -- Ka Hoopapa hou ana o Kakuhihewa me Lonoikamakahiki no Hauna. 41 -- Ka Hoike ana a Lonoikamakahiki i ka Iwi o na Alii i Make ia Keawenuiaumi. 45 -- Na Hoouka Kaua a Lonoikamakahiki. 52 -- Ka Hee ana o Kanaloakuakawaiea me na Kipi; Ka Lanakila ana o Lonoikamakahiki. 55 -- Ka Holo ana o Lonoikamakahiki i Maui e Ike me Kamalalawalu. 58 -- Ka Hoi ana o Kauhipaewa a me Kihapaewa i Hawaii; Ka Holo ana o Kamalalawalu i Hawaii. 63 -- Ka Hoouka Kaua ana ma Waimea; Ka Lanakila ana o Lonoikamakahiki; Auhee o Kamalalawalu me Kona Make ana. . 68 -- Ka Hooponopono Hou ana o Lonoikamakahiki i ke Aupuni; Kona Holo ana i Kauai; Haalele ia o Lonoikamakahiki e ka Lehulehu. 74 -- Hoonoho ia o Kapaihiahilina i Kuhina Nui; Ka Imihala ia ana; Kana Mele Aloha. 77...

ELT teachers' personal philosophy statements and reflections on the issue of classroom discipline.

Teaching or imposing discipline? A teacher's dilemma.

Contents Introduction page 1 Enhancing student self-discipline through a process of promoting positive achievement and behaviour by Eleni Aliataki 3 “Stir and Settle”: the key points for a successful classroom by Eleni Chatziandreou 13 Classroom management: mix and match and be prepared to adjust by Ioanna Chioni 18 Teaching: a mission never accomplished? by Dimitra Chioti 25 The art of classroom discipline: tricks and tips for teachers by Dimitra Dalpanagioti 30 The Holy Grail of classroom management by Marika Dimitriadou 35 Teaching or imposing discipline? a teacher’s dilemma by Zacharenia Dimitriadou 46 My personal philosophy statement on classroom management by Maria Koukourikou 51 Does a teacher possess the power to make a child’s life miserable or joyous? by Chryssoula Lazou 58 Keep calm, be aware and teach on! by Sophia Petridou 67 Abbreviations 73 ...

First Part[edit] It describes the naive Parvateesam running away from home in Mogaliturru, a small town that he calls a "famous historical city" in the West Godavari district of Andhra Pradesh, to become a barrister.[1] The novel depicts the troubles he faced in dealing with other languages, and the naive way he behaves with people from the outside world. It ends with his reaching the shores of England. With the struggle for independence barely beginning in south India, Parvateesam decides to leave for England because of the way he is taunted by his teacher and friends; he thinks becoming a barrister is the only way to redeem himself. He runs away from home without much money. He knows no language other than Telugu (spoken in Andhra Pradesh), and believes that once he reaches Madras (the capital city of Tamil Nadu; now Chennai) he can take a ship to England. He knows nothing of the hardships of this journey. Second Part[edit] The second part begins with him reaching the shores of England. After spending a few days in London, he travels to Edinburgh in Scotland on the advice of a recent acquaintance to study at university th...

Barrister Parvateesam part 1 Barrister Parvateesam part 2 Barrister Parvateesam part 3 Barrister Parvateesam part 4 Barrister Parvateesam part 5 Barrister Parvateesam part 6 Barrister Parvateesam part 7...

"This collection of stories is like a blanket woven from 100% wanderlust under which you can hide as Frances M. Thompson tucks you in with her words and keeps you warm with her descriptions of characters you'll love and places you can tell she knows by heart." Gesa Neitzel, www.bedouinwriter.com Shy Feet: Short Stories Inspired by Travel is a collection of twelve quirky, charismatic and touching tales of travel. The inquisitive Ruth tells the story of The Lost Children of Gatwick Airport and in Max's Holiday we learn what a seven-year-old boy considers a "proper holiday" to be. In The Flowers Sleep Tonight, we meet Thomas and Carly, two solo travellers whose paths keep crossing... because that's exactly what Thomas wants. A spontaneous plan to elope is revealed in The Runaways and Homes from Homes is about the lessons Patricia learns from the hotel bellboy she has a fling with. Oh, Henry is the story of how a dream holiday can mean two different things to two lovers and Katie's Maps is an offbeat love letter to a vast collection of maps. Extracts from a travel journal tell one woman's life story in All the Beaches are Made of ...

SHY FEET Part One Thirty-seven years ago, I was born into debt. I arrived two weeks early, surprising both my mother and the woman whose hair she was cutting. Before I’d even entered the world, I owed my mother the price of her customer’s leather loafers. Thirty years ago, a teacher told my mother to keep an eye on me. I was “frighteningly astute" and “abnormally self-aware” for my age. In other words, I was going places. Twenty-eight years ago, I paid my mother back for those leather loafers with money I made from selling jars of jam to our neighbours. Every Sunday evening I would stand on a stool in front of our gas stove and stir a viscose pink liquid around a giant saucepan. Behind me, my mother would hold her breath as I poured the hot mixture into jars, never spilling a drop. Twenty-six years ago, I began secondary school. Within weeks I learnt that with very little effort I could get top marks in most subjects. I rarely studied more than I had to and I blitzed through my homework on the school bus home. While Mum finished work in the front room, I cooked dinner for us both, listening to her scissors snip through ...

Shy Feet - Part One The Flowers Sleep Tonight The Lost Children Homes from Homes The Runaways Oh, Henry Katie's Maps Scorpion The Road is Long Max's Holiday See the Amalfi Coast All the Beaches are made of Pebbles Shy Feet - Part Two...

Claude Simon was trained as a humanist in arts and sciences in France, the UK and the USA. He worked as a teacher, researcher and consultant in schools, universities and private companies. He lived in London for ten years, then in Princeton and New York for eight years. He met the artist Cynthia in New York and they’ve been together ever since. They both traveled extensively through South America, Europe, Africa and Asia. Claude now lives in France. Throughout his life, he kept diaries of his numerous professional and personal experiences. He decided then to put his notes into readable formats, whether short stories, novels or poetry. Claude still occasionally teaches and coaches people, but he is now focusing his energies on finalizing book projects conceived over the past twenty years. With the “Mirror …” poems, from beautiful love feelings to mysterious existential questioning, Claude takes you through fireworks of suggestions, sensations and dreams. In turn plain and simple, soul searching or uncomfortably dizzy, his thoughtful melodies will carry you across unknown yet familiar spiritual landscapes. We hope they bri...

(…) Here I am, with you, like an alien brother, You are here, with me, Intimate kin stranger, The door opens, The flood drowns us And sweeps away All words and thoughts. I am here in you, You are here in me, We are together in our unknown home, We are together, both in everything, Both with everything. (…) (from “Being in Nothingness”)...

SENSELESS LOVE p. 7 LEARN AND UNLEARN p. 11 RESPONSIBLE p. 17 UNIFORM p. 21 REVOLUTION p. 25 A STORY OF A TIME p. 29 IN AND OUT p. 33 EVERYMAN AND NOBODY p. 41 I AM NOT ME p. 43 NO MONEY WORLD p. 51 ONE DAY p. 55 EVIL GOOD p. 57 INFINITE p. 61 A STORY WITHOUT A PLOT p. 67 MY NEW HOME p. 79 A PATH LIKE ANY PATH p. 81 BEING IN NOTHINGNESS p. 87 ...

The authors use linguistic paradoxes, play against the grain on linguistic clichés, and employ mathematical combinations of words involving contradictions, antitheses, oxymoron, which fully characterize the paradoxism movement in literature and science....

A descris ceva de nedescris. ● Unul venea după bani, iar celălalt după amiază. ● Memoria, fiind de genul feminin, mă cam înşeală. ● A avut o tentativă de omor prin imprudenţă. ● El a rămas repetent, iar ea a rămas gravidă. ● A legat un cal putere de un arbore cotit, într-un câmp electromagnetic. ● Unul avea ochi albaştri, iar celălalt avea darul beţiei. ● L-a scos din minţi şi l-a băgat în spital. ● Nevasta generalului în retragere era mereu în atac. ● Este fondatorul unui partid extremist de centru. ● Elevii de la şcoala de marină învăţau lecţiile ca pe apă. ● I-a venit pe chelie să-şi lase plete. ● Era în stare de staţionare interzisă. ● Îi merge vorba că ar fi mut. ● A avut o cădere înălţătoare: din lac în puţ. ● Culmea fericirii: să pleci bou şi să te întorci taur. ● De ce le zice pui de găină, dacă mama lor este o cloşcă? ● A împărţit un măr în trei jumătăţi inegale, în mod echitabil. He described the indescribable. ● One coming after money, and the other in the afternoon. ● Memory, being feminine, I kind of cheating. ● He had attempted manslaughter. ● He retained student, and she got pregnant. ● A tied...

The history of a small town in central Virginia (1700s to 1900s) with bibliography and photographs

My grandmother used to tell me stories of the very small community I grew up in. My memory isn't as good as it shouold be so I wrote it all down. When I wanted to find our more about my home town, there was nothing written. so I set out to see if what she told me was true. The 50 year investigation (part time of course) and interviews with residents was intriguing. My family loves to tell stories. The stories I heard growing up brought to life several generations of residents of the community of Rapidan going all the way back to my great grandfather’s time. There were tales of the Civil War, the railroad, milling, flooding of the Rapidan River at twenty year intervals, and other Rapidan themes. In organizing this diversity of information, I have primarily attempted to give a history of the “community” of Rapidan, Virginia over time. I’ve also included information about another community by the same name, Rapidan, in Minnesota and stories told me by the crew of the USS Rapidan, a Navy oiler that served in World War II. Bear with me as I attempt to describe a kaleidoscope of folklore and stories presented as a narrative ove...

Chapter I. The Native Americans. The Native American communities near Rapidan were made of "long houses", woven stick huts covered with grass mats or tree bark. Native American women raised corn, squash and pumpkins and gathered several hundred varieties of nuts, berries and roots. The men hunted deer, wild turkeys, birds and woodland buffalo and got fish using trap lines and plant poisons. Local folklore says that the nearby community of Buena had a population of Native Americans who may have come from Wolftown. [Emma (Beeler) Strother by Pat Hurst 11,60] . . . . . . . . . . . . . . . . . . . . . . . . . page 5. Chapter II. The Settlers. In 1772 at the area known as Alexander Waugh's Ford, wagons camped along the river carrying goods between the Shenandoah valley and Fredericksburg. A miller, and land grantee, "Gentleman Billy" Willis, petitioned the English King, George III, to grant a tract of land on which to build a grist mill to grind feed for oxen and horses and to grind flour for the settlers. [The Orange Review centennial Edition, 1936 88] . . page 8. Chapter III. The Civ...

The frustration, fear and search for answers to the economic disaster that was America's great depression. A common man's insight into why we do what we do....

Our Depression Scene I 9 Scene II 13 Scene III 23 Scene IV 31 Scene V 41 Scene VI 49 Scene VII 55 Scene VIII 62 Scene IX 69 Reflections in Verse Resonance Along the Rio Grande 75 Mary McCrea 78 The Demagogue 83 That’s Texas 85 Between the Colorado’s Canyon Walls 87...

This paper presents an historical account of the operations of United States Army Air Forces (USAAF) special operations units in the French campaign of 1944. The purpose of this paper is two-fold. First, it is intended to be a brief history of the creation, development and combat record of these units. Second, it is intended for use as an example of the utility and effectiveness of air force special operations in high intensity conventional warfare....

This book examines the German air force (GAF) monograph project, also known as the Karlsruhe project, through which the US Air Force employed former Luftwaffe generals to record the history of World War II from the German perspective....

1 AN OVERVIEW OF AMERICAN WORLD WAR II OFFICIAL MILITARY HISTORY PROJECTS . . . .1 The von Rohden Project (1945–47) . . . . . . . 4 The Naval Historical Team, Bremerhaven (1949–52) . . . . . . . . . . . . . . . . . . . . . . . .6 The US Army’s German Military History Program (1945–61) . . . . . . . . . . . . . . . . . 8 2 CHRONOLOGY OF THE KARLSRUHE PROJECT (1952–69) . . . . . . . . . . . . . . . . .17 Stepchild of the Army’s History Program . . . 18 Topic Selection and the Prioritization of Soviet Studies . . . . . . . . . . . . . . . . . . 21 Assignment of Key Personnel and Early Research Obstacles . . . . . . . . . . . . . . . . . 23 Documentary Sources Become Available, 1954 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Personnel Issues Arising from the Late Start of the Karlsruhe Project . . . . . . . . . . . . . . 30 A Second Full-Time USAF Employee Comes Aboard, 1955 . . . . . . . . . . . . . . . 34 The Final Phase: 10 Years, One Editor, and 40 Drafts . . . . . . . . . . . . . . . . . . . . . 35 3 THE “UNFORESEEN BY-PRODUCT”: TOWARDS A NEW WEST GERMAN–AMERICAN AIR FORCE RELATIONSHIP . . ...

The European Union, NATO, the euro, and central and eastern Europe after the fall of communism.

The journal was established in 1841 by Moriz Haupt as the Zeitschrift für deutsches Alterthum (older spelling) with the objective of applying the same rigour to the philology and textual criticism of medieval German texts as was already current with Greek and Latin.[1] With volume 13 (1867) the Zeitschrift für deutsches Alterthum began a new series (German: Neue Folge).[2] In 1876, with volume 19 (New Series 7) its name was changed to the present Zeitschrift für deutsches Altertum und deutsche Literatur and a supplement, the Anzeiger, began publication as a journal of reviews;[3] this sometimes overshadowed the parent journal.[4] The journal has appeared in quarterly issues since 1931. It was originally published by the Weidmannsche Buchhandlung, first in Leipzig, from 1856 in Berlin. With the third issue of volume 82 (1948/50), Franz Steiner Verlag took over publication.[5] The current publisher is S. Hirzel Verlag. Since volume 140 (2011) the editor-in-chief has been Jürgen Wolf (University of Marburg).[6]...

I. European Union and NATO – The Competing Alliances II. The War in Iraq III. How the West Lost the East IV. Left and Right in a Divided Europe V. Forward to the Past – Capitalism in Post-Communist Europe VI. Transition in Context VII. Eastern Advantages VIII. Europe’s Four Speeds IX. Switching Empires X. Europe’s Agricultural Revolution XI. Winning the European CAP XII. History of Previous Currency Unions XIII. The Concert of Europe, Interrupted XIV. The Eastern Question Revisited XV. Europe’s New Jews XVI. The Author XVII. About "After the Rain"...