Europe in 20th century 1

Europe –transition from traditional to modern society
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.

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 Regime’s impetus

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 unemployment can be
The unemployment
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.

Employment and the unemployment rate in Romania is
hard to understand if not related to the general employment
Unemployment in Romania has been in a
structure and other labor market indicators such as the
steady decline during the past years of economic
occupation and activity rate or the role of (short term)
boom and been much lower than in other Eastern
migration.
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 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.

The Danube

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
The highlife in
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
were full of
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,
advertisments for
toothpaste.

BEAUTY CONTEST IN Miss Magda Demetrescu, Miss
ROMANIA OF THE 20TH Romania in 1929, was invited at a beauty
CENTURY 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

THEATRE OR VARITY
SHOW
Going to the
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 ,
the glamorous
garments, symbol of the
social status.


Elisse

Capsa

 The Romanians preferred
holidays abroad . Thus a
cruise during Easter time in
HOLIDAY
1932 with Oceana cruiseliner
of the society Hamburg
America Line, cost
approxiamtely 17.500 lei.
 Football matches attracted
thousands of fans being a
moment of escape from the
crowded life in the capital .


DEMOCRACY AND WOMEN’S VOTE
Women’s prior situation :
The aim of the feminist movements :
1.didn’t benefit from proper education 1.Cultural development of women
2. could not choose a profession 2.Fight against the immoral and assuring the
protection of girls and women
3. depended on men from the economic point of view
3. Fight against achoholism and fight for hygiene
4. never participated in the political life
4.Change of civil law so that women could benefit
5. were never equal to men from the civilian point of view. from marriage

The period of the two wars is marked by the increased 5. 1932- The Constitution provided women with
number of societies protecting the women’s rights. As a political rights
natural consequence of the economic-social and cultural
evolution, there were more and more powerful opinions 6.The right to work on fields of activity that were
reserved to man ( doctors, officers,etc)
about women’s situation.
7.The right to work and build a carer

Education in the 20th century

Superior Education was annexed to the University of Iasi
with 4 departments and University of Bucharest with 5.
Primary and secondary education Primary
A medical department in Bucharest education

A National School of Bridges and Roads that became an •Free and obligatory
Engineering School
•Was completed by law in 1893 and 1901.
A Superior School of Veterinarian Medicine
•In 1903-1904 Romania had 4.222 primary
10 Commercial schools schools

8 trade schools Secondary education

23 professional workshops for girls •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

Administrative cont Compulsory full-time
A percentage of 96 % of ro l
all pupils attend public
State. Private establishm
ents are more common
schools funded by the education
level. at higher education
Phases : Compulsory school lasts
10 years and contains 3 phases :
primary education , first phase of
ion
ry educat ry
lower secondary education
Pre-prima ulso comp
( secondary school ) , second phase of
004 Ss start
lower secondary education (high
2 ever,
Be ginning with 6 inste ad of 7. How school ).
ucation a t the age of ation at the
age 2nd phase of General Lower
ed educ
n compulsory r legal education offers comprehensive
Ss may begi at the ir parents o st. education and guides Ss towards
of 7 provided th ard a w ritten reque continuation of studies in upper
esentativ es put forw he 3 to 6 ye
ar-old
repr vers t secondary education.
primary e ducation co n is provide
d in Or in Arts and Trades Schools , Ss
Pre- ucatio
h is type of ed st of are offered vocational
age group. T inder gartens , mo
stitutions –K of education ,corresponding to various
spec ial in s optio nal and free
ttendance i
occupational domains and leading to
.A
them public employment.
charge.

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-
Curricular control and content
educational and made-up of the same age. In primary
The curriculum framework for primary and lower
schools, subjects are taught only by one teacher education allows school to design their own timetable
(except for religion, sports and foreign languages). At schemes and includes : the core curriculum and the
secondary school level , a specialist teacher teaches curriculum at school’s disposal.
each subject. Subjects are grouped according to 7 curricular areas :

1.Language and communication
Assessment and qualification
2.Mathematics and natural sciences
Pupils are assessed by teachers throughout the school
year. Pupils in difficulty can be made to repeat the year. At
3.People and society
the end of primary school pupils move automatically on to
the next level ( with no final examination ). At the end of the
4.Arts
secondary education pupils will face final national tests
devised by the Ministry of Education and Research.
5.Physical education
Results obtained in these tests together with the results
obtained during the four years of the secondary education
6.Technologies
will enable pupils to choose one of the two institutions for
the continuation of lower secondary education .
7.Counseling and guidance.


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.


•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/


Increase in floodings

More storms


Dimi
n
emis ish carb
sions on d
•usin and ioxid
g en save e
•turn e
ing o rgy-savi energy
when ff ele ng la by:
c m
takin they„re n tronic de ps
g pu
•inst blic t ot being vices
al ra u
•eat ling hea nsporta sed
ing le t t
•sup ss m insulatio ion
porti
(sola ng s eat (met n
r pow ustain hane
geot )
herm er, wind able ene
al po powe rgy
wer) r,


What is surrealism?

•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…

The firs t sur r ealis
•Hieronymus Bosc h ts
, 14 50-1516
•His work is kno
wn for its use o
fantastic imagery f
to illustrate mora
and religious conc l
epts and narrativ
 Heaven, Hell, e es
tc
•Giuseppe Arcimb
oldo, 1527-
1593
•Best known for c
rea
portrait heads ma ting imaginative
de entirely of suc
objects as fruits h


Hieronymus Bosch – The Garden of Earthly
Delights

Giuseppe Arcimboldo - Spring


Moder n su ArArt as a reaction
r r eal ism in
our c ountr to war t as a
•Italy: ies
•Spain: reaction to war
•Austria:
•Romania:
•Turkey: Pablo Picasso
•Netherlan (1881 – 1973)
ds:

•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. In the United States began the crisis
Every day there were economic, The high prices of the
more jobs, and it was raw materials, a food world crisis, a
good for the people high planetary inflation, one
Increased the prizes. mortgage crisis and of confidence
There were many
on the markets.
immigrants.
We lived very well . The companies lay off workers. The
people of the rich pays spend and
travel less. They travel in their
countries.


The financial crisis affect
all the banks of the world

Many Spanish
banks have got
financial
problems

Before the
crisis, Spain
was one of the
most visited
countries in
Europe. Now,
the tourist is
down.
CONSEQUENCES

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).



•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.


•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.


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 PR
OTECTION IN
MID-CENTUR
Y


ENVIRONMENTAL
MOVEMENTS pt pace with
ection in Spain has not ke
Overall environmental prot in 1986.
ing the European Community
economic growth since join l concern, although
Environmental mov ements predate the officia
many groups
Spain have been min ority and very scattered in
re to it more
until 1998, Ecologists in Action was created to adhe
than 300 different groups.



t in
e env ironmen
once rn for th the main
Th e little c large extent
to a
the past led ay
problem
s tod
NM ENTAL
ENVIRO EMS
PROBL

Prolifera
tio
(monocu n of olive and al
ltu mond cr
(Spain a re) ops
lready ha
concentr s
ation of o the area with the
live trees hi
in the wo ghest
rld).


Greenhou
ses’ prolif
eration

Construct
and other ion and o
traditiona ccupation of river v
agricultur l ir a
al or ecolo rigated soils of hig lleys
roads and gical valu h
dams. e to buildin
gs,

Uncontroll
ed urbaniz
ation of o
ur coasts

Industrials
wastes

A PLACE
Spain is t FOR HOP
Eu
he larges
t rese E
rope both r
special sit in widllife voir of biodiversity
and flora i
uation on
the contin due to the n
variety of
habitats a ent, its va ir
surroundin nd low po st
g pulation to
The numb countries. other
er of ende
1700 exclu mic specie
ding the C s in Spain
More) It is anary Isla is
the Europ nds (500
species o e sp
f birds, m an country has mo .
amphibian ammals a re
s and fish nd reptile
of plants i third Of th s and
n Europe e 12000 s
ecisten, 1 pecies
0000 are
in Spain

CURREN
TLY NATI
ONAL
PARKS

Natural pr
PRO TECTED
Parks Par
otected a
reas curre
AREA
ks 155 Na ntly 14 Na
Nature Re tural Mon tional
serves 53 uments 2
other protected 90 2
landscape 65
11.8% of s and
the Spanis
(almost 6 h
million he land area
ctares)


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.


ION
SEAT S DISTRIBUT
ibute.
seats to distr
There are 350 e for
ch pr ovince (only on
2 seats for ea
lla).
Ceuta and Meli ributed
ining seats are dist
The 248 rema each
proportionall y, acording to
tion.
pr ovince's popula , seats
s ha s been casted
Once the vote ing
to the parties accord
a re distributed
od.
to the d'Hondt Meth

ats to the
Spain to dis tribute the se
hod is used in t is a non-
The d’Hondt met
votes have b een casted. I
ties once the oalitions
nt par parties and c
differe o favor large
eth od, itended t
proportional m vernment.
, stab ility of the go al district is
a nd, therefore each party in the elector
The total v otes cast for n 3, then 4,
then... 5.
en by 2, the r from all
first by 1, th highest numbe
divided, y one to the
dist ributed one b . VOTES %
The seats are hese divisions
lting from t
the numbers resu
50,71%
3V/4V/5PSOE P37,73%
VOTESV/2V/ 9,7548791,8P
1319,676098
243 959121979,58 IU7,05%
05044 537836302,4
181512907566
84786782,4
339 121695611304

EM
ELEC TORAL SYST
CHAN GES IN THE
es that,
causes some paradox
t ele ctoral system ce the
The S panish curren tests and arguments, sin
very electio n, lead to pro iscriminated b
y the
after e es to be d
s cons ider themselv
smaller partie
system. propose
uncil was summoned to
Pss. ns, the State Co ortionality
After th e past electio er to inc rease its prop
cto ral Law in ord ystem is
chan ges to the Ele lusions (“our electoral s
De spite its conc
and fairness. ve been taken
so far.
asures ha
u nfair”), no me


WOMEN IN POLITICS

RAGES
WO MEN'S SUFF omic and
t, which p romoted econ
l ref orm movemen
It was a socia political right


OTES
WOMEN'S V
the
In 1906 , Finland was
rld to
first na tion in the wo
full
recogniz e the right of
suffrage.

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.

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.

Europe in 20th century 1

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