There are numerous examples of how religion and nationalism intertwine. In some cases, a common religion is the fundamental marker of a nation's identity, whereas in others secular nationalism tries to hold together people of different religious beliefs. This book examines the link between religion and nationalism in contemporary polities. By exploring case studies on India, Russia, Israel, Canada, Chechnya, Bosnia-Herzegovina, Belgium, Northern Ireland, Scotland, Sri Lanka, Catalonia and the Basque Country, it seeks to understand the relationship between these two key societal forms of diversity and assess the interaction between religious and nationalist perspectives. Expert contributors examine a variety of phenomena, including secular nationalism, secessionism, and polities in which religious pluralism is evolving. This book will be of interest to students and scholars of political science, religion and politics, nationalism, federalism, secession, political philosophy, racial and ethnic politics and comparative politics.

This book examines the link between religion and nationalism in contemporary polities. It seeks to understand the relationship between two key societal forms of diversity, comparing 12 different case studies.

In some instances, religion can be the main marker of the minority nation, whereas in others, religious differences influence the identity of a nation. Through analysis of case studies on India, Russia, Israel, Canada, Chechnya, Bosnia-Herzegovina, Belgium, Northern Ireland, Scotland, Sri Lanka, Catalonia and the Basque Country, this book sheds light on the relationship between the two elements of diversity. The case studies illustrate the variety of forms of interaction between religious and nationalist interests. Expert contributors examine secular nationalism in the face of existing religious differences, secessionism and the link to religious differences, and polities in which religious divisions are decreasing.

This book will be of interest to students and scholars of Political Science, Religion & Politics, Nationalism, Government, Federalism, Political Philosophy, Racial & Ethnic Politics and Comparative Politics.

The large-scale application of new silvicultural systems has become a political reality in many parts of the world. This involves a gradual transformation of traditional silvicultural practice towards Continuous Cover Forestry, also known as near-natural forest management, favouring mixed uneven-aged stands, site-adapted tree species and selective harvesting. Selective harvesting systems have a long tradition. Specific CCF-related resource assessment, forecasting and sustainable harvest control techniques have been developed, but details about their use are not widely known. The objective of this volume is to present state-of-the-art research results and techniques relating to CCF management with an emphasis on systems engineering and modelling. Using a very simple classification based on the development of timber volume over age or time we may distinguish two types of sustainable forest management systems. Rotation forest management (RFM) systems, characterized by standard silvicultural treatments and repetitive cycles of clearfelling followed by planting; and continuous cover forestry (CCF) systems which are characterized by selective harvesting and natural regeneration, resulting in uneven-aged structures and frequently also in multi-species forests. The distinction is usually the result of decisions relating to the cost of timber harvesting, simplicity of management, or various intangible benefits. The oldest and most perfect examples of CCF systems are the so called plenter selection forests found in France, Switzerland, Slowenia and Germany. Today, CCF systems are encountered in various regions of Europe, North America and in some tropical and sub-tropical forests of South Africa, Asia and South America.

Between 1350 and 1750-a time of empires, exploration, and exposure to radically different lands and cultures-the world reached a tipping point of global connectedness. In this volume of the acclaimed series A History of the World, noted international scholars examine five critical geographical areas during this pivotal period: Eurasia between Russia and Japan; the Muslim world of the Ottoman and Persian empires; Mughal India and the Indian Ocean trading world; maritime Southeast Asia and Oceania; and a newly configured transatlantic rim. While people in many places remained unaware of anything beyond their own village, an intense period of empire building led to expanding political, economic, and cultural interaction on every continent-early signals of a shrinking globe. By the early fourteenth century Eurasia's Mongol empires were disintegrating. Concurrently, followers of both Islam and Christianity increased exponentially, with Islam exerting a powerful cultural influence in the spreading Ottoman and Safavid empires. India came under Mughal rule, experiencing a significant growth in trade along the Indian Ocean and East African coastlines. In Southeast Asia, Muslims engaged in expansion on the Malay Peninsula, Sumatra, Java, and the Philippines. And both sides of the Atlantic responded to the pressure of European commerce, which sowed the seeds of a world economy based on the resources of the Americas but made possible by the subjugation of Native Americans and the enslavement of Africans.

Studienarbeit aus dem Jahr 2007 im Fachbereich Biologie - Genetik / Gentechnologie, Note: 1,3, 20 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Die Hausarbeit beschreibt die Entwicklung, Durchfuhrung und Evaluation eines Unterrichtskonzeptes, welches Schuler/-innen eines Biologie-Leistungskurses der Jahrgangsstufe 12 das Einnehmen begrundeter Pro- oder Kontra-Positionen hinsichtlich der Frage ermoglichen sollte, ob einzelne Gentechnologien vor dem Hintergrund ihrer moglicherweise existierenden Chancen und ihrer moglicherweise existierenden Risiken aus ihrer Sicht erstrebenswert sind oder nicht. Das Unterrichtskonzept sollte die Schuler/-innen in ihrem eigenstandigen konstruktiven Lernprozess unterstutzen und das weitgehend unbeeinflusste Einnehmen thematischer Positionen ermoglichen. Zentraler Bestandteil der Entwicklung des Unterrichtskonzeptes war die Erweiterung der Methode WebQuest" um Aktivitaten des selbstgesteuerten Lernens und um kooperative Sozialformen zum neuen didaktischen Konzept kooperativer WebQuest." WebQuests sind computergestutzte Lernumgebungen, die Lernenden die Losung umgrenzter Problemstellungen mittels Internetrecherche ermoglichen. In der durchgefuhrten Unterrichtseinheit wurden Aufgaben zu den folgenden vier Themenkomplexen gelost: a) Gentherapie beim Menschen, b) Mogliche Risiken bei der Nutzung gentechnisch veranderter Pflanzen, c) Beispiel Bt-Mais: Herstellung, Nutzung, Kritik, d) Beispiel gentechnisch veranderte Kartoffeln: Herstellung, Nutzung und Kritik. Eine Besonderheit der durchgefuhrten Unterrichtseinheit besteht darin, dass sie fur Kurse ohne molekularbiologische Vorkenntnisse konzipiert wurde und damit als motivierender Einstieg in eine molekulargenetische Unterrichtsreihe sowie fur den facherverbindenden Unterricht, z.B. mit einem Philosophie- oder Religionskurs, geeignet ist.