Do middle powers matter geopolitically to great powers when confronting the unconventional, twenty-first-century threats from nation-states or nonstate actors? Bridging the European Divide explores how key regional middle powers perceived and advocated their political power options in the aftermath of September 11, 2001.

"A useful text and reference book. These essays are at their best in serving both area study and political sociology."--Slavic Review --

Despite fragmentation, heterogeneity and the continuous pressure of the Ottoman Empire, early modern “divided Hungary” witnessed a surprising cultural flourishing in the sixteenth century, and maintained its common cultural identity in the seventeenth century. This could hardly have been possible without intense exchange with the rest of Europe. This three-volume series about early modern Hungary divided by Ottoman presence approaches themes of exchange of information and knowledge from two perspectives, namely, exchange through traditional channels provided by religious/educational institutions and the system of European study tours (Volume 1 – Study Tours and Intellectual-Religious Relationships), and the less regular channels and improvised networks of political diplomacy (Volume 2 – Diplomacy, Information Flow and Cultural Exchange). A by-product of this exchange of information was the changing image of early modern Hungary and Transylvania, which is presented in the third and in some aspects concluding volume of essays (Volume 3 – The Making and Uses of the Image of Hungary and Transylvania). Unlike earlier approaches to the same questions, these volumes draw an alternative map of early modern Hungary. On this map, the centre-periphery conceptions of European early modern culture are replaced by new narratives written from the perspective of historical actors, and the dominance of Western-Hungarian relationships is kept in balance due to the significance of Hungary’s direct neighbours, most importantly the Ottoman Empire.

This book presents analysis of the "learning digital divide" in different countries - developed and developing - and the policies and specific innovations designed to bridge it.

This book analyses male violence against women and children, and the mechanisms society develops to push it out of sight.--

This book explains the concept of education divide in rural India and identifies various factors that shape and sustain such a divide. In doing so, it also discusses a range of attempts undertaken to bridge the education divide. Subsequently, the book has attempted in providing a socio-technical framework towards optimally deploying social technologies for addressing the issue of education divide of marginalized communities. The proposed framework offers a transition from traditional content-centric, teacher-centric and centralized education ecosystem to a connection-centric, learner-centric and decentralized education ecosystem of the socio-digital age. It demonstrates how Internet-enabled digital platforms, based on the principles of sharism and mass collaboration using social technologies, could help to solve one of the greatest problems facing the world: mitigating the extant education divide by delivering quality education to underprivileged sections of society. The book also presents empirical validation of the proposed framework to show how a community-driven blended learning platform can mobilize the dormant knowledge capital of domain experts to teach underprivileged rural Indian children, as well as help form communities of practice to enable lifelong learning for the rural adult population. The book closes by pointing out the challenges involved in building an equitable education ecosystem using social technologies and ultimately the possibility of creating a fair and equitable society. Given its scope, the book offers a valuable resource for researchers, policymakers and practitioners in the domain of education who want to transform education ecosystems by using technological and process-related innovations to improve educational practices for underprivileged sections of society.

Digital collaboration is abundant in today’s world, but it is often problematic and does not provide an apt solution to the human need for comprehensive communication. Humans require more personal interactions beyond what can be achieved online. Returning to Interpersonal Dialogue and Understanding Human Communication in the Digital Age is a collection of innovative studies on the methods and applications of comparing online human interactions to face-to-face interactions. While highlighting topics including digital collaboration, social media, and privacy, this book is a vital reference source for public administrators, educators, businesses, academicians, and researchers seeking current research on the importance of non-digital communication between people.

This volume focuses on language planning in Cyprus, Iceland and Luxembourg, explaining the linguistic diversity, historical and political contexts and current language situation (including language-in-education planning), the role of the media, the role of religion and the roles of non-indigenous languages. The authors are indigenous to the situations described, and draw on their experience and extensive fieldwork there. The three extended case studies contained in this volume draw together the literature on each of the polities to present an overview of the existing research available, while also providing new research-based information. The purpose of this volume is to provide an up-to-date overview of the language situation in each polity based on a series of key questions, in the hope that this might facilitate the development of a richer theory to guide language policy and planning in other polities where similar issues may arise. This book comprises case studies originally published in the journal Current Issues in Language Planning.

The debate about when the middle ages ended and the modern era began, has long been a staple of the historical literature. In order to further this debate, and illuminate the implications of a longue durée approach to the history of the Reformation, this collection offers a selection of essays that address the medieval-modern divide. Covering a broad range of topics - encompassing legal, social, cultural, theological and political history - the volume asks fundamental questions about how we regard history, and what historians can learn from colleagues working in other fields that may not at first glance appear to offer any obvious links. By focussing on the concept of the medieval-modern divide - in particular the relation between the Middle Ages and the Reformation - each essay examines how a medievalist deals with a specific topic or issue that is also attracting the attention of Reformation scholars. In so doing it underlines the fact that both medievalists and modernists are often involved in bridging the medieval-modern divide, but are inclined to construct parallel bridges that end between the two starting points but do not necessarily meet. As a result, the volume challenges assumptions about the strict periodization of history, and suggest that a more flexible approach will yield interesting historical insights.

Of the 400 American veterans of the Spanish Civil War in World War II, Cane was the only one to go ashore with the assault wave on D-Day.".