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2009 - WPSA ANNUAL MEETING "Ideas, Interests and Institutions" Pages: 38 pages || Words: 19748 words || 
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1. Cagossi, Alessandro. "The Effects of Non-Negotiable and Partially-Negotiable Domestic Factors in the Monetary Union: Flexible integration, Skeptical Integration and Europeanized Integration" Paper presented at the annual meeting of the WPSA ANNUAL MEETING "Ideas, Interests and Institutions", Hyatt Regency Vancouver, BC Canada, Vancouver, BC, Canada, Mar 19, 2009 Online <PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p316931_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The aim of this paper is to investigate why convergence is so difficult in the EU Monetary Union. My hypothesis is that Non-Negotiable Domestic Factors (N-NDFs) and Partially-Negotiable Domestic Factors (P-NDFs) play a pivotal role in both monetary Integration and Europeanization. N-NDFs are radically or irreducibly different from, while Partially-Negotiable Domestic Factors (P-NDFs) are significantly different from the ones the EU dictates to its members.
I apply these two concepts to redefine two well-known approaches. Looking at “flexible integration”, my hypothesis is that the UK, Denmark and Sweden failed to enter into the Eurozone because some Non-Negotiable leadership’ and citizens’ beliefs prevailed. With regard to “Uploading Europeanization”, Germany was only partly successful in uploading its Deutsche Bank system to the EU level because it was obliged to partially negotiate with other members its proneness to play as a leader in monetary policy.
Furthermore, I use N-NDFs and P-NDFs to define two brand new processes. “Skeptical integration” refers to the cases of Italy’s and Greece’s dubious attitudes toward monetary union caused by Partially-Negotiable Domestic Factors (P-NDFs) such as internal policy heritage that heavily constrained the Euro implementation. Finally, “Europeanized Integration” led to new members of Eastern Europe to obtain a successful entrance delay into the Eurozone because a lack of integration process brought to a forced and subsequently unsuccessful Europeanization, meaning that new members integrated in an already Europeanized context. Taken together, these four approaches synoptically explain rejections that occurred in the EMU by both old and new members.

2008 - Northeastern Political Science Association Words: 22 words || 
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2. Cagossi, Alessandro. "The Effects of Non-Negotiable and Partially Negotiable Domestic Factors in the Monetary Union: Flexible Integration, Skeptical Integration, and Europeanized Integration" Paper presented at the annual meeting of the Northeastern Political Science Association, Omni Parker House, Boston, MA, <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p281812_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper looks at how non-negotiable and partially negotiable factos affected ratification of treaties and support for further integration within the EU.

2011 - Eighteenth International Conference of the Council for European Studies Words: 261 words || 
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3. Schnabel, Annette. and grötsch, florian. "Integration – what integration? The religious impact on social cohesion or the European framing of religious integration?" Paper presented at the annual meeting of the Eighteenth International Conference of the Council for European Studies, Various University Venues, Barcelona, Spain, <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p484806_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Stability and cohesion became in the development of European integration more and more discussed themes. Since the founding of the European Union, religion became an increasingly important aspect of shaping European identity and thereby social cohesion at the European level.
Beside this developments on the European level scholars from social science discussed the role and importance of religion for social cohesion and individual integration.
Social cohesion depends to a high degree on a successfully established distinction between 'us' and 'them'. This distinction is manifested in self-conceptualisations of the (more or less) imagined communities people identify with. Within these self-conceptualisations, religion can be traced as an important marker:
In this paper, we combine a document analysis of central documents of the Commission with a quantitative analysis of individual attitudes in order to test of the central assumption of the European Commission that Religion possesses special powers for integrating and linking people in
the European integration project.
The quantitative analysis is conducted as a multi-level analysis. We therefore employ data from the European Value Survey 1990, 2000, 2008 and country-level data from different sources to include the nation-state's legal and institutional framework. The data show that in fact over a nearly 20 years' period, the perception and role of religion is changing and religion gets interleaved with the European project as an identity project with religion as a key factor.
We will discuss the influences and interferences between the different levels and the different aspects of religion and the role of the religion for social cohesion in Europe and the European member states.

2012 - ACTFL Annual Convention and World Languages Expo Words: 48 words || 
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4. Teng, Chunhong. "Integrated Approach to Teach “Integrated Chinese” at the Elementary Level" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Denver Convention Center, Denver, CO, Nov 17, 2012 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p563478_index.html>
Publication Type: CLTA Paper
Review Method: Peer Reviewed
Abstract: In the framework of communicative language teaching, this paper demonstrates what interactive activities can be designed as an integrated approach to teach beginning Chinese at college level, and how grammatical structures, such as “ba把” construction, can be taught communicatively in context to engage students in more meaningful output.

2012 - ISME World Conference and Commission Seminars Words: 265 words || 
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5. Burgess, Susanne. "Integrating with Integrity: Music as a Curricular Partner" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, Thessaloniki Concert Hall, Thessaloniki, Greece, Jul 15, 2012 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p547827_index.html>
Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: Curriculum integration that includes the arts has been a prominent topic among educators and curriculum designers for at least 25 years. There are many approaches, and multiple claims that support “using” the arts in the service of other subjects. Terms like “Arts Infusion”, “Arts Correlation”, or “Arts Integration” have been used and misinterpreted by many outside of the arts to promote student engagement and facilitate learning transfer without regard to the intrinsic value of the arts themselves. These often vague or superficial arts ‘activities’ are frequently topic- or theme-driven, and offer little or no real arts instruction – but serve, instead, to support a number of peripheral educational issues. Many researchers suggest that the arts contribute distinctly as well as collaboratively to a rich educational environment that is critical to a well-balanced curriculum.
The purpose of this workshop is to introduce a planning process through which foundational concepts, content-specific skills and knowledge, and arts-rich music instruction is scaffolded through Bloom’s Taxonomy and integrated across the broader curriculum. Participants will explore a concept-based approach to interdisciplinary instruction that maintains depth and integrity in music and across the primary curriculum. Contrasts will be drawn between conceptual and thematic methodologies. Music educators will build planning strategies, examine and evaluate curricula, and gain insights into the practical application of quality arts-integrated instruction. Participants will be: 1. Introduced to the conceptual grounding of the approach and become familiar with key criteria for interdisciplinary work; 2. Collaborate to analyze and evaluate music-integrated lessons; and 3. Design instruction for an arts-integrated lesson based on the cognitive stages of understanding developed through Bloom’s Taxonomy.

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