Europe in 20th century 1

Thir project has been funded with the support of the European Comission. This material reflects the views of the authors and the Comission

cannot he held responsible for any use which may be made of the information contained therein.

Europe –transition from traditional to modern society

ROMANIA

In the 20th century



Migrations in Romania

20th century Romania as a country which provided a variety of migratory arrangements 1. migratory causes/ impetus: in the 20th century:

ethnic-based discrimination in Romania

the desire for a better and safer life in the countries to which the ethnic minorities had historical ties (Germany, Hungary)

political violence

Deprivation

largely ineffective and authoritarian administration in the 21st century:

slow and socially burdensome transition (from a central planned economy to an effectively functioning market economy)

the drastic and lasting decline in the number of jobs available in the domestic labour market 2. consequences:

the ageing and population loss

the necessity of outflow workers

provocations regarding the integration of the outflow workers in the Romanian society. 3. types:

caused by territorial changes in the course of the First and Second War: ethnic Hungarians left Transylvania and ethnic Romanians left Northern Transylvania to territories under Romanian control;

caused by Holocaust – Romanian Jewish population was reduced to half

following the Second World War ethnic German were deported to Soviet Union. 4. the Communist era (1947-1989) The Communist policy concerning emigration:

restrictive exit policies limiting international travel;

the passports were held by the Police;

the authorities required prior approval in order to obtain travel documents;

labor migration was exclusively state-managed;

the inflow of foreign migrants:

“aliens” were considered a potential threat

foreign visitors were closely monitored


The asylum- seekers were:

Stigmatized

Harassed

Losing their social and economic rights

The fear of :

1. being discredited

2. loosing legitimacy in the eyes of foreign

governments and remaining citizen

3. Negative impact on the country’s

international standing. Ethnic

minorities (Jews, Germans and

Hungarians) were clearly over-

represented among the group of people

who legally emigrated from Romania

during Communist rule. For example,

although ethnic Germans represented

only 1.6% of the population in the 1977

census, they constituted 44% of the

emigrant population between 1975 and

1989.


The Regime’s impetus

The unemployment can be

characterized as a negative state

of the economy that affects a part

of the active population by the

failure of jobs available.

Unemployment became a problem

with industrial development,

beginning with the second half of

the 18th century.

In our country, the essence of the

concept of unemployment is

similar to that which defines

unemployment as a general

phenomenon, but it has

characteristics according to socio

-economical conditions and

historical specificity.


The u

nem

plo

ym

ent

Employment and the unemployment rate in Romania is

hard to understand if not related to the general employment

structure and other labor market indicators such as the

occupation and activity rate or the role of (short term)

migration.

Unemployment in Romania has been in a

steady decline during the past years of economic

boom and been much lower than in other Eastern

European Countries. Factors :

1. hidden unemployment in the

agricultural sector

2. a sharp decline in the activity rate

( from 85% at the beginning of the 90ies to 65%

after 2000)

3. illicit work in the shadow economy


Unemployment structure :

a completely oversized, yet unproductive

agricultural sector

oversized and unproductive industrial sector

The construction sector follows the trend of the

national economy with a growing share during

periods of growth and a declining share during times

of recession


Officials say the floods damaged many homes and bridges and left a vast area of farmland under water. Some 4000 Romanians were moved for safety. But “ there are the elderly who would rather die than move.” (the Red Cross spokesman).


Cutting down of trees

floods

The Danube

The Danube was once a thriving

ecosystem and a centre of human daily

life. It provided a communication and

transportation system as well as food and

employment.

Today, it attracts raw sewage from

cities, chemicals from agricultural run-

off, waste from factories and bilge oil

from ships.


Environmental groups

In Romania, national environmental

groups seem to have made little impact

in reducing pollution. Reasons for this

inefficacy include there being little

information about environmental groups

and what they aim to achieve. There is a

lack of advertising on their part, a lack

of organization and a lack of funds.

Ecological parties, however, have gained

seats in the Romanian Parliament,

indicating that environmental issues are

of concern to a significant number of

the general population.


LIFESTYLE OF THE 20TH

CENTURY

T h e h i g h l i f e i n

Bucharest was not

different from that of the

other capital cities in

Europe :gambling, parties

in luxurious restaurants,

holidays in and outside

the country, shows,

fashion and dance, all

were aspects of the

highlife.


They were knows as very elegant

women , always in fashion who had

easily adopted the icon that was famous

in Europe.

They freed themselves from the Puritan

conceptions and preferred now the golf

course and the tennis course to

broidering.

In 1927 women wore very thick shoes at

skiing, gabardine , leather or cloth

trousers.

They used to travel alone not being

accompanied by husbands or mothers.

They drove cars .

THE ROMANIAN WOMEN


They wore wigs in

the same colour as the

evening gown and the

back low-cut neck was

way below the waist .

As the magazines

and the newspapers

w e r e f u l l o f

advertisements , it

was very difficult for

women to choose

among fabrics and

models.


THE BIGGEST CHALLENGE The biggest challenge for

women were the cosmetics

advertisments which were

mainly of French origin. D’Argy, Legrain, Bourjois

sau Coty were French

cosmetics manufacturers

very well known by

Romanian women. There

were products for waxing

and losing weight ,

products against sweat,

a d v e r t i s m e n t s f o r

toothpaste.


Miss Magda Demetrescu, Miss

Romania in 1929, was invited at a beauty

contest in the USA, Galveston Texas. She

came in sixth place and was awarded

$100 and a wrist watch.

In 1930 , Mariana Mirica , Miss

Romania, will also be chosen Miss

Europe, when she gets a prize of $500 .

BEAUTY CONTEST CONDITIONS

Age : between 16-24 years old

Not married before or after the contest

to live with her parents

To have prefect morality

No artists or fashion models

Photos in the protfolio –eliminatory

BEAUTY CONTEST IN

ROMANIA OF THE 20TH

CENTURY


THEATRE OR VARITY

SHOW

G o i n g t o t h e

theatre , opera or

concert was almost a

moral duty and, of

course, a highlife event.

It represented the

perfect moment for

showing off the wealth ,

t h e g l a m o r o u s

garments, symbol of the

social status.


Elisse

Capsa Europe –transition from traditional to modern society

The Romanians preferred

holidays abroad . Thus a

cruise during Easter time in

1932 with Oceana cruiseliner

of the society Hamburg

A m e r i c a L i n e , c o s t

approxiamtely 17.500 lei.

Football matches attracted

thousands of fans being a

moment of escape from the

crowded life in the capital .

HOLIDAY



DEMOCRACY AND WOMEN’S VOTE

The aim of the feminist movements : 1.Cultural development of women 2.Fight against the immoral and assuring the protection of girls and women 3. Fight against achoholism and fight for hygiene 4.Change of civil law so that women could benefit from marriage 5. 1932- The Constitution provided women with political rights 6.The right to work on fields of activity that were reserved to man ( doctors, officers,etc) 7.The right to work and build a carer

Women’s prior situation : 1.didn’t benefit from proper education 2. could not choose a profession 3. depended on men from the economic point of view 4. never participated in the political life 5. were never equal to men from the civilian point of view. The period of the two wars is marked by the increased number of societies protecting the women’s rights. As a natural consequence of the economic-social and cultural evolution, there were more and more powerful opinions about women’s situation.


Education in the 20th century Superior Education was annexed to the University of Iasi with 4 departments and University of Bucharest with 5. A medical department in Bucharest A National School of Bridges and Roads that became an Engineering School A Superior School of Veterinarian Medicine 10 Commercial schools 8 trade schools 23 professional workshops for girls

Primary and secondary education Primary education •Free and obligatory •Was completed by law in 1893 and 1901. •In 1903-1904 Romania had 4.222 primary schools Secondary education •Was reorganized by law in 1898 •In 1903-1904 had 19 high schools and 24 junior schools Literacy as extremely reduced : 78% of the total population was illiterate. One of five men and one in ten women knew to read and write.


Education population The official language of instruction is Romanian but, for all levels, teaching is also given in the language of the linguistic minorities ( 14 living languages among which Hungarian, German, Serbian, Ukrainian, Czech, Croatian, Turkish, Rromani). 91% speak Romanian 6.7% speak Hungarian : the largest minority and they live in Transylvania 1.1% speak Romani : the second largest minority Ukrainian – live in the north of the country German – the fourth largest minority and they live in Transylvania 0.1% Turkish – they live in Dobruja in the south of Romania

Europe –transition from traditional to modern society Administrative control A percentage of 96 % of all pupils attend public schools funded by the State. Private establishments are more common at higher education level.

Pre-primary education

Beginning with 2004 Ss start compulsory

education at the age of 6 instead of 7. However,

Ss may begin compulsory education at the age

of 7 provided that their parents or legal

representatives put forward a written request.

Pre-primary education covers the 3 to 6 year-old

age group. This type of education is provided in

special institutions –Kindergartens , most of

them public. Attendance is optional and free of

charge.

Compulsory full-time

education Phases : Compulsory school lasts 10 years and contains 3 phases : primary education , first phase of lower secondary education ( secondary school ) , second phase of lower secondary education (high school ). 2nd phase of General Lower education offers comprehensive education and guides Ss towards continuation of studies in upper secondary education. Or in Arts and Trades Schools , Ss are offered vocational education ,corresponding to various occupational domains and leading to employment.


Class size / students grouping The average class size is 25. The number of pupils per class by law is between 15 and 30. The classes are co-educational and made-up of the same age. In primary schools, subjects are taught only by one teacher (except for religion, sports and foreign languages). At secondary school level , a specialist teacher teaches each subject.

Curricular control and content The curriculum framework for primary and lower education allows school to design their own timetable schemes and includes : the core curriculum and the curriculum at school’s disposal. Subjects are grouped according to 7 curricular areas : 1.Language and communication 2.Mathematics and natural sciences 3.People and society 4.Arts 5.Physical education 6.Technologies 7.Counseling and guidance.

Assessment and qualification Pupils are assessed by teachers throughout the school year. Pupils in difficulty can be made to repeat the year. At the end of primary school pupils move automatically on to the next level ( with no final examination ). At the end of the secondary education pupils will face final national tests devised by the Ministry of Education and Research. Results obtained in these tests together with the results obtained during the four years of the secondary education will enable pupils to choose one of the two institutions for the continuation of lower secondary education .


Marks For the primary classes the system of marking students for their activity is the following : o“Very good “ (Foarte Bine) for those who deserve 9 or 10

o“Good” (Bine) for Ss whose work deserved 7 or 8

o“Sufficient” (Suficient) for Ss who deserved 5 or 6

o“Insufficient” (Insuficient) for Ss who deserved 4 or less

For the secondary classes the system of marking students for their work is the following : 10 is for the best work , being the highest mark in the Romanian educational system and 4 being the lowest mark assessing the knowledge of the students. Cheating during exams or tests is marked with 2 and then 3 is for poor knowledge of the subject .


Food

Over time, people have invented

different kinds of food. Everybody likes fast food. Words like hotdog, pizza, hamburger, burger ,ketchup, name different kinds of food that are known by everyone. People use them because these words make communication easier.


Beauty Women like to go shopping, and to change their look. Women use words like makeup, look, hairstylist, gloss, mascara and lipstick, for things that are useful for beauty.


Everyone that is interested in fashion use these words to be cooler and to be easier for everybody to communicate in this field.


Complicated stuff.. In past, everyone was talking with other people, writing letters. Nowadays, we communicate with the help of the e-mail or messenger. We all know how this stuff works because we use them.


To have an e-mail, we need a computer. We use words like monitor, desktop, mouse, hard disk, webcam, screen, internet, site and blog, to name things that are related to computer.


Can you handle this?

Children like to communicate with their friends, faster. They say that abbreviations like BRB, DND, OMG,PC ,LOL, make their communication easier , faster and funnier. They also say that their parents don’t understand what they write and it’s a coded language.


We all have the same alphabet, excepting some points. We have our own words in our own language. But we have learned to lend and to borrow words and expressions so that we can be friends and communicate easier.

Europe –transition from traditional to modern society Europe –transition from traditional to modern society


Europe –transition from traditional to modern society Europe –transition from traditional to modern society




•Causes: Increase in carbon dioxide (CO2) emissions, which accelerate global warming •Impacts of glacier retreat: Snowline rise Local businesses (hotels,

operators of ski-lifts etc.) might suffer from less tourism

Extinction of alpine plants

Extinction of animals

Shortage of drinking water


Unfreezing of permafrost soil

•Icy layer that stabilises alpine ground („mountain glue“)

•Impacts of an unfreezing of permafrost soil:

1.Increase in mudslides and avalanches (=snowslides)

2. .Alpine buildings might collapse

3. http://www.youtube.com/


More storms

Increase in floodings



Diminish carbon dioxide

emissions and save energy by:

•using energy-saving lamps

•turning off electronic devices

when they„re not being used

taking public transportation

•installing heat insulation

•eating less meat (methane)

•supporting sustainable energy

(solar power, wind power,

geothermal power)

•Attitude of life

•Provocation of the middle-class

•Represents unconscious, dreams and imagination

•Inspiration by Sigmund Freud

•Important founders: Paul Eluard, Louis Aragon, Luis Bunuel, Jean Cocteau, Salvator Dali…

What is surrealism?


The first surrealists •Hieronymus Bosch, 1450-1516 •His work is known for its use of fantastic imagery to illustrate moral and religious concepts and narratives Heaven, Hell, etc •Giuseppe Arcimboldo, 1527-1593 •Best known for creating imaginative portrait heads made entirely of such objects as fruits


Giuseppe Arcimboldo - Spring

Hieronymus Bosch – The Garden of Earthly Delights


Modern surrealism in our countries •Italy: •Spain: •Austria: •Romania: •Turkey: •Netherlands:

ArArt as a reaction

to war t as a

reaction to war

Pablo Picasso

(1881 – 1973)

•Pablo Picasso was strongly against war and he represented his attitude in his painting: „Guernica“ (1937).

•The subject of the painting is that Picasso saw the destruction of the village Guernica. In fact, Franco asked the German airfighters (Legion Condor) to destroy this village and break the resistance of the Spanish Republican Army.

•The picture was painted with oil on canvas and shows legs, army, faces, horses, bulls depicted in an abstract way.



Spain


Austria

After Second World War a group of young painters from Vienna founded a special group: The Vienna School of Fantastic Realism. All these young men studied at the academy of fine arts in Vienna. Their professor was Albert Paris Gütersloh .


Turkey


Romania


Netherlands


M.C. Escher

•Dutch artist who lived in the 20th century

•He played with mathematical problems

•Drew with black pencil

•F e a t u r i n g i m p o s s i b l e constructions, explorations of infinity, architecture and tessellations (mosaic).



WHAT IS AN OFFICIAL LANGUAGE?

An official language is used in governmental events and administrative issues. In Spain there are four official languages: Spanish, Catalonian, Galician and Basque.


SPANISH The origin of the Spanish language is to be found in the Latin language spoken in the Northern part of the country during the Roman invasion in the 1st century B.C. After the fall of the Roman Empire in the 5th century, the Hispanic languages developed under the influence of Latin. CASTILIAN Castilian was the name of the Spanish language. It was called after Castilla, the main region in the centre of Spain, where many castles -“ castillos” in Spanish – stood. The first grammar of the Spanish language was published by Elio Antonio de Nebrija es de 1492. A t that time, after the Conquest, Spanish starts to spread across America.


EL CATALONIAN

CATALONIAN LANGUAGE It is spoken by 3 million people in the North- eastern region of Catalonia. It is spoken in Cataluña, Valencia, Islas Baleares, the eastern part of Aragón, Rosellón (France) y Cerdaña (Italia).


VALENCIAN AND BALEARIC

The Valencian language is similar to Catalonian. The two regions are very close. In the Balearic Isles - a touristic place - 600,000 people speak Catalonian, with some differences in the dialect.


GALICIAN

It is spoken in the North-Western part of Spain. It

shares some features with Portuguese because this region in next to Portugal.


BASQUE

BASQUE It is the only language in Western Europe that does not have an Indoeuropean origin. They say it traces back to the Bronze Era. It was about to dissapear in the 50s and 60s, but its usage was recovered on political grounds. Today it is used by 60% of overall population.


WHERE IS SPANISH SPOKEN?


OTHER LANGUAGES IN

SPAIN In Asturias there is a dialect called Bable. It is not considered a language because there are not sufficient written records of it. There are fragmented social varieties of Aragonian and Aranian( Arán Valley), which is a variety of Gasconian.


The economy was great. Every day there were more jobs, and it was good for the people Increased the prizes. There were many immigrants. We lived very well .

In the United States began the crisis economic, The high prices of the raw materials, a food world crisis, a high planetary inflation, one mortgage crisis and of confidence on the markets. The companies lay off workers. The people of the rich pays spend and travel less. They travel in their countries.

Europe –transition from traditional to modern society The financial crisis affect all the banks of the world

Many Spanish banks have got

financial problems


CONSEQUENCES

Before the crisis, Spain

was one of the most visited countries in

Europe. Now, the tourist is

down.


Low the work and the employees. Increased the unemployed


SOLUTIONS FOR THE CRISIS

The solutions are increase the birth rate, confidence and consumption, agricultural support. To resolve the crisis, the countries have to cooperate and help.


University definition = What is a university? A university is an institution of higher education and research, which grants academic degrees in a variety of subjects. A university is a corporation that provides both undergraduate education and postgraduate education. The word university is derived from the Latin universitas magistrorum et scholarium, roughly meaning "community of teachers and scholars."

FIRST UNIVERSITIES IN SPAIN Spain was among the first countries to have universities. The first universities in Spain were: Palencia University -> 1208 Salamanca University -> 1218 Valladolid University -> 1241


HOW MANY UNIVERSITIES ARE THERE IN SPAIN? •77 universities : 50 state universities 27 private universities •From 1985 a process of descentralization in university education starts and more and more powers are given to the different autonomous communities. Since then the number of universities rises…


Some universities in Spain




CHANGES IN UNIVERSITY EDUCATION IN 1943 •Just after the Spanish Civil War (1936-1939), the winning forces started to build up a new concept of university; concept that was expressed in the 1943 Law for the Planning of the Spanish University (Ley sobre la ordenación de la universidad española o LOUE). •CHANGES: University remained linked to the dominant ideologies of the Falange and Catholicism. Rector / Chancellor = Power centered in the rector who was named by the Department of Education, and who had to be professor and militant of the Falange. Administrative inflexibility, political control and hierarchy = the norm. The pro-Franco regime conceived the university as an instrument of power to his service.



CHANGES IN UNIVERSITY EDUCATION IN 1960s •The citizens' opposition to the 1943 law had its main focus during the sixties, and it was identified by the govemment with the term «the university problem». •That «problem» proved the Spanish university suffered of a deep growing crisis, both in qualitative as quantitative terms. •In the sixties, a very larger number of students began to access to the university, students that were from all social classes. •This overcrowding transformed quickly the ancient elitist university world into a new concept of a congested university for everybody. •This new situation didn't fit well into the strict concepts of the LOUE, which still proposed an outdated archetype of university, of elitist and centralist connotations. •Inevitably, that conflict between social circumstances and legal status produced an intolerable situation that resulted in several partial attempts to change the law and, finally, in the Law of General Education (Ley General de Educación, LGE).


CHANGES IN UNIVERSITY EDUCATION IN 1970s •Law Villar Palasí of 1970 (L.G.E. = Law of General Education)= CHANGES: The university became more free, democratic, dynamic and open for society. Certain autonomy is granted to the universities in matters of teaching and investigation. Appearance of optional subjects. The departments are promoted. University cloisters reappear with certain power. They could propose three candidates to become rector and the final choice continued depending on the Department of Education. Schools of Education and Vocational schools acquire university range.


CHANGES IN UNIVERSITY EDUCATION IN 1980s •Law of University Reform 1983 (L.R.U.), in force until January 13, 2002. CHANGES: Great transformation = the university became free, democratic, dynamic and open for society. Academic freedom: freedoms of chair, of investigation and of study. Rector chosen by the members of the university cloister. To enter university students must pass a “selectividad” exam (entrance examination). The mark in this test counts 40 % in the weighting of the final mark and the process of the baccalaureate, 60 %. Depending on this mark the students can apply to study some careers or others. The students have right to associate in the university area. Grants and scholarships for students.


Student demonstration in the 1970s José María Maravall, Education Secretary (1982-1988) Carmina Virgili, Universtiy and Investigation Secretary (1982-1985)


BOLOGNA PROCESS •Spain is one of the members of the European Higher Education Area since its very beginning in 1999. •In 2010 all Spanish universities implement the Bologna Process. •The purpose of the Bologna Process is to create the European Higher Education Area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe. •The basic framework adopted is of three cycles of higher education qualification. The cycles are defined in terms of qualifications and European Credit Transfer and Accumulation System (ECTS) credits: 1st cycle: typically 180−240 ECTS credits, usually awarding a Bachelor’s degree. 4 years. 2nd cycle: typically 90−120 ECTS credits (a minimum of 60 on 2nd-cycle level). Usually awarding a Master’s degree. 2 years. 3rd cycle: Doctoral degree. No ECTS range given. Depending on each university (usually 3 years).

BOLOGNA PROCESS •One academic year corresponds to 60 ECTS-credits that are equivalent to 1,500-1,800 hours of study. •The way credits are measured reflects how hard a student has worked. •The new evaluation methods reflect not only a student's performance on exams, but also his or her lab experiments, presentations, hours spent on study, innovation capacities, and so forth. There will be a homogenisation and reduction of the number of available courses/careers and masters. •Course fees / credit fees become more expensive. •Grades will be more general and masters will be more specific and more related to the labour market. •The new model comes closer to the North American and Japanese systems. •It gives greater weight to practical training and to intensive research projects.


Europe –transition from traditional to modern society With the Bologna Process implementation, higher education systems in European countries are to be organized in such a way that: it is easy to move from one country to the other (within the European Higher Education Area) – for the purpose of further study or employment; the attractiveness of European higher education has increased, so that many people from non-European countries also come to study and/or work in Europe; the European Higher Education Area provides Europe with a broad, high-quality advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community benefiting from a cutting-edge European Research Area; there will also be a greater convergence between the U.S. and Europe as European higher education adopts aspects of the American system.


INTERNATIONAL STATUS OF SPANISH UNIVERSITIES •In the world universities ranking 2010 Spanish universities do not have a good position. •The first Spanish university appear in 148 position. 148 = Barcelona University 173 = Barcelona Autonomous University 213 = Madrid Autonomous University 269 = Madrid Complutense University


The conservation in Spain Historical and general environment in our country

The concern for environmental conservation in Spain dates back to the middle of this century with some exceptions. The bodies were originally created as a main purpose the development and management of the environment from the standpoint of utilization of resources, especially forest. Instituto forestal de investigaciones y experiencias. 1929 Laboratorio de Fauna Forestal Española de Piscicultura y Ornitología.1931 Instituto para la Conservación de la Naturaleza. 1971 Instituto Nacional de Investigaciones agrarias. 1991 Ministerio de Medio Ambiente. 1996


WILDLIFE PROTECTION IN MID-CENTURY


ENVIRONMENTAL

MOVEMENTS

Overall environmental protection in Spain has not kept pace with

economic growth since joining the European Community in 1986.

Environmental movements predate the official concern, although

Spain have been minority and very scattered in many groups

until 1998, Ecologists in Action was created to adhere to it more

than 300 different groups.


The little concern for the environment in

the past led to a large extent the main

problems today

ENVIRONMENTAL

PROBLEMS



Proliferation of olive and almond crops

(monoculture) (Spain already has the area with the highest

concentration of olive trees in the world).

Europe –transition from traditional to modern society Greenhouses’ proliferation

Europe –transition from traditional to modern society Construction and occupation of river valleys

and other traditional irrigated soils of high agricultural or ecological value to buildings,

roads and dams.

Europe –transition from traditional to modern society Uncontrolled urbanization of our coasts

Europe –transition from traditional to modern society Industrials wastes


A PLACE FOR HOPE Spain is the largest reservoir of biodiversity in

Europe both in widllife and flora due to their

special situation on the continent, its vast variety of habitats and low population to other

surrounding countries. The number of endemic species in Spain is

1700 excluding the Canary Islands (500 sp.

More) It is the European country has more species of birds, mammals and reptiles and

amphibians and fish third Of the 12000 species

of plants in Europe ecisten, 10000 are in Spain


CURRENTLY NATIONAL PARKS


PROTECTED AREA Natural protected areas currently 14 National

Parks Parks 155 Natural Monuments 290 265

Nature Reserves 53 protected landscapes and

other 11.8% of the Spanish land area (almost 6 million hectares)


ELECTORAL SYSTEM

IN

SPAIN


THE CONGRESS

The Spanish Congress of Diputies has

350 members, elected by popular vote

in block lists.

There are 52 constituencies, matching

the 50 provinces plus Ceuta and Melilla.

The number of deputies elected by each

province it not the same but depends on

their population.


SEATS DISTRIBUTION

There are 350 seats to distribute.

2 seats for each province (only one for

Ceuta and Melilla).

The 248 remaining seats are distributed

proportionally, acording to each

province's population.

Once the votes has been casted, seats

are distributed to the parties according

to the d'Hondt Method.


The d’Hondt method is used in Spain to distrib

ute the seats to the

different parties once the v

otes have been casted. It is

a non-

proportional method, itended

to favor large parties and c

oalitions

and, therefore, stability of t

he government.

The total votes cast for each

party in the electoral distric

t is

divided, first by 1, then by

2, then 3, then 4, then... 5

.

The seats are distributed one

by one to the highest number from all

the numbers resulting from these division

s. VOTES %

VOTESV/2V/3V/4V/5PSOE50,71%

243959121979,581319,6760989,7548791,8PP37,73%

18151290756605044537836302,4IU7,05%

33912169561130484786782,4


CHANGES IN THE ELECTORAL SYSTEM

The Spanish current electoral syst

em causes some paradoxes that,

after every election, lead to

protests and arguments, since the

smaller parties consider themselves to be d

iscriminated by the

system.

Pss.

After the past elections, the

State Council was summoned to propos

e

changes to the Electoral Law

in order to increase its prop

ortionality

and fairness. Despite its conc

lusions (“our electoral system

is

unfair”), no measures have been taken so f

ar.


WOMEN IN POLITICS


WOMEN'S SUFFRAGES

It was a social reform movement, which promoted economic and

political right


WOMEN'S VOTES

In 1906, Finland was the

first nation in the world to

recognize the right of full

suffrage.


Europe –transition from traditional to modern society SPAIN SUFFRAGE

Exercised for the first time in 1933 Election during the

Republic.

Revoked during the dictatorship (1936/39-1975).

In 1931, gender equality became a real possibility with the

approval of the new constitution.

The first election in which women participated, was in the

year 1931.

CLARA CAMPOAMOR

Clara was born in Madrid in 1888, was a lawyer and

supported women's suffrage in Spain.

Wrote books like "Women's votes and me: My mortal sin" in

1935 and was a great success.

He died in 1972 in Lausanne (Switzerland) with the

achievement of getting the right to vote for women in Spain.

Europe –transition from traditional to modern society WOMEN IN REGIONAL PARLIAMENTS

Spain is the European country with the highest percentage of elected women in

our regional Parliaments with a 42%. Germany is the second one (33,8%), followed by

Austria (30,6%), United Kindong (30%) and Suitzerland (26,2%).

Regarding the number of women in national Parliaments, however, Sweden leads

the ranking (46,7%) followed by Finland (41,5%) and the Netherlands (41,3%). Spain

is next, with 35,1%, still ahead of Germany (32,2%), Italy (21,1%), UK (19,8%) and

France (18,5%).

The average percentage of women in our national parlaments is only 21,7%, as

most of the countries has a rate below 20%.




ITALIAN DIALECTS The word derives from the Greek “dialektos” (dialect), meaning 'Thread', 'conversation' and even 'language'. In modern languages the word dialect means "regional dialect, " as opposed to the language (national). In practice the distinction is more historical and cultural rather than linguistic.


In Italy, for example, not only every region has its own specific dialect, but there are even differences in individual cities. There are also very large differences between the dialects of regions distant from each other, particularly between the dialects spoken in Northern Italy and Southern Italy. Of all the Italian dialects the Tuscan dialect is the most important. After the unification of Italy the Tuscan dialect was in fact adopted as an official language of the country. In the last fifty years television spread a kind of Italian "standard" that now is the language spoken in most of the country. the dialects are now spoken mainly in rural areas of the country (particularly in the south) and by older people .



The Comenius team of the project “ Europe –transition from traditional to modern society” would like to thank all the teachers and students in the

coordinating and partners’ schools who have contributed their skills to producing this book. We would also like to thank the teachers and students

whose comments and feedback were invaluable in the production of the book. But above all, thanks are due in particular to the teachers and students

for their work, support and patience.

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Europe in 20th century 1