A nation trained in arms or a militia? Lessons in war from the past and the present,

"A sequel to the recently published volume, Deductions from the worldwar."--p. viii.

Zapfenstreich, Drama in vier Aufzügen,

Mode of access: Internet.

Kriegsbuch der 4. Armee ...

A third and fourth part were in preparation in 1917, but no more published?

Ordonnance du roi du 13 mai 1818, portant règlement sur le service intérieur, la police et la discipline des troupes d'infanterie

[Acte royal. 1818-05-13]

The macroeconomic imbalance procedure and Germany: when is a current account surplus an 'imbalance'? CEPS Policy Brief No. 301, 13 November 2013

In this new Policy Brief, CEPS Director Daniel Gros argues that the 13 November announcement of the European Commission that Germany is running an excessive current account surplus appears to be much ado about little. All the Commission can, and will, do is to start an ‘in depth analysis’. This might lead to strong political reactions and an enormous echo in the media. But nothing of concrete substance is likely to follow.

Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004

Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demographics and organizational structures indicates which children and youth are most likely to grow up less educated and how educational systems distribute educational success and failure. Findings from a German-American comparison show that which students bear the greatest risk of becoming less educated depends largely on definitions of “special educational needs” and the institutionalization of special education systems.