Jurica Pavičic - Böcker

The story begins in 1989 on the Dalmatian Coast of Croatia. The investigation into a young woman’s disappearance falters as Yugoslavia plunges into a fratricidal war. Another three decades will pass before the truth is revealed. Inspector Gorki Šain, haunted by his failure to unravel the case the first time, returns to solve the crime in 2017.A PRIZE WINNER. The novel was awarded the Ksaver Šandor Gjalski Prize for best Croatian novel in 2018, and the Fric Prize for best Croatian fiction in 2019. In France in 2022 it won theGrand prix de la literature policière, previously awarded to such writers as Mary Higgins Clark and Michael Connelly, the Prix Mystère de la critique, and the Prix Le Point. SUSPENSE FICTION AS A GATEWAY TO HISTORY. Like Graham Greene's The Third Man, Martin Cruz Smith's Stalin's Ghost or Damascus Station by David McCloskey,an evocation of the sordid aftermath of violent regime change in authoritarian countries.We are barely two months before the fall of the Berlin Wall, only “an instant” before the shift from one world to another, the shift toward tragedy for a country ultimately forged by war.

Croatia, autumn 2022. The tourist season has ended, and Split settles into an uneasy quiet. Ines works the reception desk of a seaside hotel. Her mother, Katja, a cleaner, keeps the family afloat and cares for Ines and her younger brother, Mario.When Inspector Zvone is called to an abandoned factory on the city’s edge, he finds the body of seventeen-year-old Viktorija, daughter of a respected local doctor. The murder shocks the community and sends ripples through the lives of Ines, Katja, and Zvone—each forced to confront truths they would rather keep buried.As suspicion deepens and loyalties fracture, Mother of Sorrows becomes a devastating exploration of love, guilt, and denial. With quiet ferocity, Pavičić asks: what are we willing to sacrifice to protect those we love—and what are the consequences when we do?

This book analyses selected critical concepts of policy and practice in educational leadership in five European countries. The editors and contributors cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and emerging from traditional structures and discourses under global, trans-national and regional influences. Focusing on both the macro and micro levels, this book examines a range of topics including international benchmarking, inclusive education practices and digital transformation. It will be of interest and value to scholars of educational leadership in Europe, particularly within smaller countries.“Today’s local educational leadership policies and practice are connected with the historical roots of five small European countries. In the analysis, perspectives from within each country and comparisons are used interestingly. Both levels of analysis bring out new understandings of the relationship between policy and practice and how they have been related to leadership in a historical discourse. In my opinion the different country chapters and the comparisons represent important new knowledge and I recommended the book as reading for school leaders and policy makers in the field of educational leadership.”—Professor Olof Johansson, Umeå University, Sweden “The book fills a gap in the research of cross-national research, comparing school leadership issues in two Balkan countries, Croatia and Slovenia, one Baltic country, Lithuania, and two Scandinavian countries, Norway and Denmark. To my knowledge it is the first time there has been this sort of cross-investigation of commonalities and differences in school leadership conditions between these countries in the age of globalization. I am sure that many scholars and practitioners can benefit from this book and hereby recommend it. “—Associate Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark

This book analyses selected critical concepts of policy and practice in educational leadership in five European countries. The editors and contributors cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and emerging from traditional structures and discourses under global, trans-national and regional influences. Focusing on both the macro and micro levels, this book examines a range of topics including international benchmarking, inclusive education practices and digital transformation. It will be of interest and value to scholars of educational leadership in Europe, particularly within smaller countries.“Today’s local educational leadership policies and practice are connected with the historical roots of five small European countries. In the analysis, perspectives from within each country and comparisons are used interestingly. Both levels of analysis bring out new understandings of the relationship between policy and practice and how they have been related to leadership in a historical discourse. In my opinion the different country chapters and the comparisons represent important new knowledge and I recommended the book as reading for school leaders and policy makers in the field of educational leadership.”—Professor Olof Johansson, Umeå University, Sweden “The book fills a gap in the research of cross-national research, comparing school leadership issues in two Balkan countries, Croatia and Slovenia, one Baltic country, Lithuania, and two Scandinavian countries, Norway and Denmark. To my knowledge it is the first time there has been this sort of cross-investigation of commonalities and differences in school leadership conditions between these countries in the age of globalization. I am sure that many scholars and practitioners can benefit from this book and hereby recommend it. “—Associate Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark

This edited book analyses the implementation of green transformation policies and the UN Sustainable Development Goals across the European Union, in the context of lifelong learning and educational practices.

Over the last decades waves of deindustrialization have swept across European countries leaving potential consequences across cities, regions, and countries.

Over the last decades waves of deindustrialization have swept across European countries leaving potential consequences across cities, regions, and countries. Once prosperous and advancing communities have suddenly found themselves in need to search for new development models and ways to secure their social sustainability and urban functioning. This book explores the future of cities and regions in a post-industrial world. In particular, it looks at the socio-spatial implications of industrial transformation on urban change from demographic, educational, and environmental perspective; assesses potential ways move urban landscapes forward in a post-industrial society; and looks for methods of promoting environmental sustainability in a post-industrial landscape. Featuring insights and findings from research and experiences of The European University of Cities in Post-Industrial Transition (UNIC) member universities, this book is not only beneficial for academic and scholars, but also provides practical guidance to policy makers and practitioners.

This book analyzes educational management in the context of developing effective schools in South-Eastern European countries and situates the discussion within ongoing education debates in EU countries.

This book analyzes educational management in the context of developing effective schools in South-Eastern European countries and situates the discussion within ongoing education debates in EU countries.

While individual countries from the Nordic-Baltic region are praised for their educational achievements, the SEE region could be considered as a (post)transitional landscape: these two educational contexts present their own unique challenges, notably international benchmarking and the ‘Europeization’ of educational policy.