Courses taught in English & in French






A. Heraclides

International Ethics and War: A History

Summer semester 110474

Description ―This course focuses on two main aspects of the history of international ethics and war: ‘just war theory’ and in particular ‘humanitarian intervention’. More specifically it covers the following themes:

1.Introduction to international ethics (the views against ethics and norms in international politics and the views in support of ethics and norms in international politics).

2.The just war doctrine from antiquity until today, with emphasis on Aristotle, Cicero, Augustine, Aquinas, Vitoria, Gentili, Suarez and Grotius, and concluding with the situation today (Walzer).

3.The roots of humanitarian intervention: just war against tyranny, with emphasis on Vitoria, Gentili, Suarez, Grotius, the monarchomachs, Bodin, Vattel and others.

4.International law: the humanitarian intervention juridical debate from the 1830 until the 1930s.

5.Intervention and non-intervention in political theory during the long nineteenth century: the views of Kant, Hegel, Cobden, Mazzini and in particular J.S. Mill.

6.Case studies of humanitarian intervention from the nineteenth century until today

7.Today’s quest for the appropriate international reaction in humanitarian plights; and the key issues in the recent debate on humanitarian intervention.

These seven themes are based on a recent book by Alexis Heraclides, entitled Just War and Humanitarian Intervention: A History in the International Ethnics of War (Athens: I.Sideris, 2019).

The objectives of the course-Expected learning outcomes ― An introduction to international ethics and international normative relations in international politics, at a theoretical as well as practical level.


Bass, Garry. J., Freedom's Battle: The Origins of Humanitarian Intervention (2009).

Chesterman, Simon, Just War or Just Peace? Humanitarian Intervention and International Law (2001).

Christopher, Paul, The Ethics of War and Peace (2004).

Fixdal, Mona and Dan Smith, ‘Humanitarian Intervention and Just War’, Mershon International Studies Review, 42:2 (1998).

Heraclides, Alexis, ‘Humanitarian Intervention Yesterday and Today: A History’, European Review of International Studies, 2:1 (2015).

Heraclides, Alexis and Ada Dialla, Humanitarian Intervention in the Long Nineteenth Century: Setting the Precedent (2015).

Hoffmann, Stanley, ‘The Politics and Ethics of Military Intervention’, Survival, 37:4 (1995-1996).

Rodogno, Davide, Against Massacre: Humanitarian Intervention in the Ottoman Empire, 1815-1914. The Emergence of a European Concept and International Practice (2012).

Tuck, Richard, The Rights of War and Peace: Political Thought and the International Order from Grotius to Kant (1999).

Walzer, Michael, Just and Unjust Wars (1977).

Evaluation methods ―Active participation during the lectures and oral final exams (3 to 9 questions).


Chr. Iordanoglou

Political Economy. Macroeconomic Theory and Policy

Winter Semester 110011

Description ― The course is a non-technical introduction to Macroeconomic theory and policy. The lectures begin by presenting the basic magnitudes the macroeconomists focus upon and explain how they are measured.  In the subsequent lectures we examine the alternative theories about the way the economy behaves in the short, long and very long period. The differences in the conclusions the alternative theories reach are explained and the implications of these differences as to the conduct of economic policy are analysed.

1. Introduction. Macroeconomic theory and its objectives

2. The fundamental macroeconomic magnitudes: Gross Domestic Product (GDP), inflation, unemployment. Their definition and measurement

3. The classical model: a) The determinants of the economy’s aggregate supply of goods and services. b) The economy’s aggregate demand and its basic components. c) How and why the aggregate demand and supply of a closed economy are equalized in the classical model,

4. The macroeconomics of a small open economy.

5. Economic growth. Old and new approaches.

6. Money and inflation

7. Keynesian economics. The national product in the short period, the Keynesian explanations of the economic cycles and the role of macroeconomic policy.

8. The determination of the economy’s aggregate demand in the Keynesian model.

9. The determinants of the economy’s aggregate supply in the short-run. Unemployment in the short and the long run. The unemployment – inflation trade-off.

The objectives of the course ― The main objective of the course is to acquaint students of political science and history with the basic concepts and terminology of macroeconomics. More specifically, the aims of the lectures are: a) To make intuitively clear the reasoning and the working hypotheses lying behind the alternative macroeconomic models, b) To highlight the differences in the conclusions that the alternative theories reach with respect to the way the economies function and c) To clarify the implications that these differences have on the conduct of economic policy, the measures needed to deal with recessions and inflationary episodes and the policies required to speed-up an economy’s growth rate.

Expected learning outcomes ― At the end of the course the students are expected:

To know how the basic macroeconomic magnitudes (GDP, inflation, unemployment rate) are defined and measured. To have a good grasp of the basic national income identity and its component parts: consumption, investment, government spending, balance of foreign trade.To have an intuitive understanding of the reasoning that underlies the classical model for a closed or open economy and be able to grasp the implications of the model as to the scope of government intervention in the economy.To have an idea of the various theories (old and new) about the relationship between money and inflation. To understand the concept of effective demand and the importance that the Keynesian theory attaches to it as the basic explanatory factor of the short-term fluctuations of economic activity observed in all economies. Furthermore, they must understand that the Keynesian theory implies economic policies that are fundamentally different to those implied by the classical theory.Finally, the students must perceive that expansionary Keynesian policies cannot be pursued without limit and beyond a point they may produce undesired side-effects.

Bibliography  ―Mankiw Gregory, Macroeconomics, various editions.

Krugman P. και Wells R, Macroeconomics, various editions.

Evaluation methods ―After each lecture the students are obliged to submit a summary of that lecture. The summary is subsequently graded. The final grade of each student is the average he /she got for the individual essays he /she has submitted. Failure to submit an essay is graded with zero.


A. Kollias

Applied Statistical Analysis in Social Research I.

Principles, Methods and Computer Applications

Winter Semester 110360

Description ― The course is offered in English but key terms and concepts will also be translated in Greek if needed. In this course students learn in an applied way key issues and challenges of statistical data analysis in social sciences and humanities and become familiar in a practical way on essential requirements of empirical scientific research.

Week 1


Week 2

Overview of methods and tools

Week 3


Week 4


Week 5


Week 6


Week 7


Week 8


Week 9


Week 10


Week 11


Week 12


Week 13

Ethics in quantitativeresearch

The objectives of the course ― The course aims to introduce students to the methods and techniques of statistical analysis of social research data using statistical applications.

Expected learning outcomes ― Upon successful completion of the course students will be able: To define the meaning and uses of measurement in the social sciences and humanities.

Indicate what measurement scale is and distinguish different types of measurement scales.

To understand the concepts of sample and population in sampling, realize the importance of the representativeness of the sample, distinguish basic types of random sampling and understand the concepts of sample distribution and the sampling error.

To understand the importance and use of statistical hypotheses.

To code quantitative data for statistical analysis using specific statistical applications.

To apply descriptive statistical data analysis.

To become aware of the data requirements when applying statistical tests on relationships.

To select and apply appropriate statistical test(s) to examine the relationship between variables.

To interpret the statistical analysis results.

To write short research reports based on the statistical results.

Bibliography  ―OpenStax (2016). Introductory Statistics. Download for free at The study materials related to each assignment will be posted with the description of the assignment each week. Regarding the main social/political topics that we are going to explore and discuss during the course you will need to study the following papers, particularly their introductory sections where there is a review of the relevant literature:

Attitudes towards Immigration/Immigrants

Markaki, Y., & Longhi, S. (2013). What determines attitudes to immigration in European countries? An analysis at the regional level. (see also published text in Migration Studies, 1(3), 311-337).

Meuleman, B. (n.d.). The evolution of anti-immigration attitudes. ESS Education net.

Salamońska, J. (2016). Friend or Foe? Attitudes Towards Immigration from Other European Union Countries. SocietàMutamentoPolitica, 7(13), 237-253.

Trust towards state/democratic institutions

Hakhverdian, A., & Mayne, Q. (2012). Institutional trust, education, and corruption: A micro-macro interactive approach. The Journal of Politics, 74(03), 739-750.

Marien, S. (2011). Measuring Political Trust Across Time and Space. In: Hooghe M., Zmerli , S. (Eds.), Political Trust. Why Context Matters. (pp. 13-46). Colchester: ECPR Press.

vanElsas, E. (2015). Political trust as a rational attitude: A comparison of the nature of political trust across different levels of education. Political Studies, 63(5), 1158-1178. (you can download this paper using the Panteion University wifi connection)

Evaluation methods ― During the semester, students will be required to deliver about 7-8 weekly assignments and present a paper chosen from the selected bibliography. The assessment does not include final examinations. The assessment criteria will be included in the description of each assignment which will be accessible to the students from the course site.

www address ―


G. Moschonas

European Party Families: Social Democracy

Spring Semester 110398

Description ― The course presents one of the most important party families in Europe, the social-democratic family. The aim is to examine the transformations of this party family by emphasizing its macro-historical evolution. The analysis will follow the transformation of European social-democratic parties from the end of the nineteenth century to nowadays. The course is offered in English and addresses Erasmus students.

The shaping of the historic left progressivism during the First International (1864-1876).

Historical legacies (1): The Programmatic agenda of social democracy during the Second International (1889-1914).

Historical legacies (2): The partial re-foundation during the interwar years.

Social democracy’s post-war success story.

The Electoral Dynamics of European social democratic parties, 1950-2017

Social democracy in crisis

European Constraints: The EU and the Destabilization of social democracy in Historical Perspective

The Party of European Socialists (PES)

The objectives of the course-Expected learning outcomes ― Students will become familiar with the major interpretations and theories of the literature on social democracy. Better understanding of European politics. Familiarization with the research methodology on party politics.

Bibliography  ―Berman, S. (2006), The Primacy of Politics, Social Democracy and the Making of Europe's Twentieth Century. Cambridge: Cambridge University Press.

Eley, G. (2002), Forging Democracy, The Historyof the Left in Europe, 1850-2000. Oxford:
Oxford University Press.

Moschonas, G. (2017), "European Social Democracy, Communism, and the Erfurtian Model" in William Outhwaite and Stephen Turner (eds), The SAGE Handbook of Political Sociology. London: SAGE.

Moschonas, G. (2009) 'Reformism in a “Conservative” System: the European Union and social democratic identity' in J. Callaghan, N. Fishman, B. Jackson and M. Mcivor (eds), In Search of Social democracy, Responses to Crisis and Modernisation. Manchester, UK: Manchester University Press, pp. 168-193.

Moschonas, G. (2002), In the Name of Social Democracy, The Great Transformation, 1945 to the Present.  London: Verso.

Sejersted, F. (2011) The Age of Social Democracy, Norway and Sweden in the Twentieth Century. Princeton: Princeton University Press.

Evaluation methods ― Students will write a research paper (of 5000 words) which will be presented to the class in the end of the semester and will also conduct a short oral presentation of the course topics.


G. Faraklas

Philosophie politique: Nature et convention

Premier Semestre 110369

DescriptionLes hommes doivent-ils être égaux dans la cité en raison de leur égalité naturelle ou bien en dépit de leur inégalité naturelle? Un changement politique est-il justifié dans la mesure où il rétablit la communauté originelle ou bien en tant qu'il instaure une nouvelle origine? L'économie politique étudie-t-elle la gestion de la maison (oikonomia) ou celle de l'État (politikè)? Ce cours propose une approche thématique de l'histoire de la philosophie politique et s'intéresse à l'évolution de certains concepts tels que nature et convention,l'apparition de la société entre la famille et l'État,changement politique et histoire. Nous lisons et commentons en cours des passages de Platon, République, Politique; Aristote, Politiques; Machiavel, Le prince, Discours sur la première décade de Tite-Live; Hobbes, Léviathan, Le citoyen; Spinoza, Traité politique; Locke, Discours du gouvernement civil; Rousseau, Discours sur l'origine de l'inégalité, Contrat social; Kant, Projet de paix perpétuelle; Hegel, Philosophie du droit, La raison dans l'histoire.

Organisation des cours: 1. L'opposition physei/nomoet sa détermination traditionnelle au moyen de l'opposition oikos/polis. ― 2. Platon: la cité imite la famille car la nature est principe de légitimation de la convention. ― 3. Aristote: la cité n'imite pas la famille bien que la nature demeure principe de légitimation. ― 4-5. Tradition utopique: More, Bacon, Campanella, Morelly (référence à Fourier, Owen). La critique du présent se tourne vers la famille afin d'opposer le naturel au conventionnel. ― 6. Politique de la réforme: Luther, Calvin. Réévaluation de la nature immédiate, dévaluation de la nature trranscendante. ― 7-8.  Tradition réaliste: Machiavel, La Boétie, Spinoza (référence à Marx). L'insertion de la cité dans le conflit naturel d'intérêts retire à la naturalité son caractère transendant et supprime l'appel à la famille. ― 9-11. Tradition contractualiste: Bodin, Hobbes, Locke, Rousseau (référence à Rawls). L'autonomie attribuée au conventionnel coupe la cité tant de la naturalité entendue comme principe de légitimation que de la naturalité au sens de conflit naturel d'intérêts. ― 12. Hegel (référence à Arendt et Castoriadis): Nouvelle topologie: famille/société/État. Le conflit naturel d'intérêts est inclus dans la cité mais au titre de sphère séparée de la politique, de sorte que cette dernière est dégagée de la famille tant au niveau conventionnel que réeel. ― 13. Conclusion: Conséquences de la fin de la nature comme modèle légitimant. Il n'est plus licite de convertir les différences naturelles en inégalités civiles et politiques.

Les séanes 2-12 comprennent une plage de lecture d'extraits des auteurs étudiés.  

Buts-Résultats éducatifs ― Le cours vise à familiariser l'étudiant avec la problématique de la philosophie politique et à le rendre capable de réfléchir de façon critique sur des textes traitant de politique, mais aussi à lui permettre de soutenir de façon argumentée son opinion sur un texte, notamment quant à sa structure, son but, le type de justification qu'il avalise.

Bibliographie ―  Livres en langue française.

M. Abensour, La démocratie contre l'État, PUF, Paris 1997.

H. Arendt, Condition de l'homme moderne, Calmann-Lévy, «Agora», Paris 1983.

―, Qu'est-ce que la politique?, Seuil, «Points», Paris 1995.

Caillé-M. Senellart-Chr. Lazzeri (dir.), Histoire raisonnée de la philosophie morale et politique, Flammarion, «Champs», Paris 2001, 2 tomes.

G. Faraklas, Machiavel. Le pouvoir du prince, PUF, "Philosophies", Paris 1997.

F. Heidenreich-G. Schaal, Introduction à la philosophie politique, CNRS, Paris 2012.

J.-Fr. Kervégan, L'effectif et le rationnel. Hegel et l'esprit objectif,Vrin, Paris 2007.

Bl. Kriegel, Cours de philosophie politique, LGF, «Le livre de poche», Paris 1996.

Cl. Lefort, Écrire à l'épreuve du politique, Calmann-Lévy, «Agora», Paris 1992.

P. Manent, Cours familier de philosophie politique, Gallimard, "Tel", Paris 2001.

J. Rancière, Aux bords du politique, La Fabrique, «Folio», Paris 1998.

Évaluation ― Les étudiants sont notés sur la base d'une dissertation écrite sur l'un des trois sujets d'examen proposés. L'usage de livres et documents est autorisé (mais non celui d'appareils électroniques). La reproduction de passages de livres est néanmoins fortement déconseillée. Ce sera la capacité de faire usage d'outils conceptuels acquis durant le cours dans la tentative d'articuler une problématique personnelle qui sera évaluée positivement. 





Prof. Christina Koulouri, Department of Political Science and History

Ass. Prof. Andreas Lyberatos, Department of Political Science and History

Ass. Prof. AlikiAngelidou, Department of Social Anthropology



(joint course with the Department of Social Anthropology)

Course code: 11M256 (10 ECTS credits)


The course aims to present and examine pivotal questions about past and present transformations in SEE from a history and anthropology perspective. Departing in the 18th century and reaching the early 21st century, we will discuss key aspects of the political, economic, social and cultural change in Balkan societies and approach critically the ways in which they have been conceptualized and theorized in the social sciences and the humanities. We will critically discuss concepts related to the ‘Balkans’, ‘backwardness’, ‘modernization’, 'transition', 'socialism' and 'post-socialism' and explore new research approaching the above-mentioned transformations in a non-essentialist, comparative and transnational fashion which seeks to promote the inscription of the region and its study into global frameworks and discussions.


The interdisciplinary (history and anthropology) postgraduate seminar is designed for Greek and Erasmus postgraduate students and it welcomes participation of PhD students and academics. The language of teaching will be English.

The course will be taught through twelve weekly three-hour seminars over the fall semester.

The final week there will be a one-day student workshop. This workshop will involve presentations bythe students on a theme of their choice, taken from the broad topics of the seminar. These presentations will form the basis of the essays which are part of the coursework for this course. The workshop will be led by the Convenors. All students taking the course will be required to attend all the presentations and take part in the discussions which will accompany each presentation.

Students will write one essay of approximately 3.000 words on one of the seminar topics or related subjects. The deadline for submission of the essay will be two weeks after the oral presentation. The oral presentation and participation in the seminar will receive 30% and the written essay 70% of the total mark. Greek students can write their essay either in English or in Greek.


October 11th: Introduction (Christina Koulouri, Andreas Lyberatos, AlikiAngelidou).

The Balkans: geography, history and the politics of representation

(Andreas Lyberatos, Panteion University)

October 18th: (Re)discovering the Balkans in post-communist Romanian historiography (Silvana Rachieru, University of Bucharest)

FILM PROJECTION (19:30, optional): “Whose is this song?” (by Adela Peeva)

October 25th: From the gaza thesis to modernisation theory and from flexibility to second formation: an outline of Ottomanist historiography

(AntonisHadjikyriacou, Boğaziçi University, Istanbul)

November 1st: Explaining development and backwardness in the Balkans: the case of Late Ottoman and Autonomous Bulgaria (1830s-1908) (Andreas Lyberatos, Panteion University)

November 8th: Nation as political party. Decoding conflict among and within Christian Slav communities in Ottoman Macedonia, 1850s-1912 (TasosKostopoulos, University of the Aegean, Mytilene)

November 15th: Industrial revolution and its impact on the Ottoman/post-Ottoman Balkans: transition from pre-industrial to industrial economy (Pinar Cakiroglu, University of Crete)

November 22nd: Women as economic agents in the Balkans during the 19th c. A comparative approach

(SvetlaIaneva, New Bulgarian University, Sofia)

November 29th: Between ours and the others: refugees from the Greek civil war in FYROM (MiladinaMonova, Bulgarian Academy of Sciences, Sofia)

December 6th: The Balkan Wars and the First World War: rearranging territories, populations and identities (Christina Koulouri, Panteion University)

FILM PROJECTION: “War and peace in the Balkans” (to be followed with discussion with the scientific advisor, Christina Koulouri)

December 13rd:Consumption, goods and identity in socialist and post-socialist Bulgaria (Jeni Krasteva, New Bulgarian University, Sofia)

December 20th: Social transformations in Eastern Europe: anthropological approaches of socialism and postsocialism(AlikiAngelidou, Panteion University & Dimitra Kofti, Panteion University)

FILM PROJECTION: Cracks, 56 min (to be followed with discussion with the scientific advisor, Dimitra Kofti)

January 10th 2019:  Culture and politics in Eastern Macedonia (Greece):  A historically informed anthropological account of the formation of national subjects (1930s- today). (MaricaRombou-Levidi, Independent Scholar, Athens)

January 17th: Students’ workshop


Prof. Christina Koulouri, Panteion University, Athens

Dr.Athena Leoussi, University of Reading, UK


Course code: 11M226

(10 ECTS credits)

Short description

The course is an English-taught international postgraduate seminar designed for students registered on postgraduate courses at the Panteion University and the University of Athens, including  Erasmus international students. It also welcomes the participation of PhD students and academics. Through a series of lectures delivered by an international cast of distinguished guest-speakers, followed by seminar discussions, the course traces the emergence and development of a specific European self-definition, from the eighteenth century onwards. It considers the emergence of this European self-consciousness in the context of those great political, cultural, economic and social transformations which have moulded and re-moulded European societies since the eighteenth century: the Enlightenment and the Counter-Enlightenment/Romanticism, Nationalism, Communism, Imperialism, Fascism, Decolonisation, Regionalisation, Globalisation, and European Integration.


The course aims:

  • To consider concepts related to ‘European identity’ from a historical, anthropological, sociological, and political perspective.
  • To discuss the question of the balance and relationship between a common European identity and national and regional ones.
  • To present and examine pivotal questions about the bases of political community formation in Europe since the 18th century from a multi-disciplinary and comparative perspective.

Intended learning outcomes

The students are expected:

  • To understand the historical processes of the construction of a “European identity” since the eighteenth century.
  • To explore the complementarity or the tension between European and national identities.
  • To debate critically the relationship between concepts such as Western, Eastern, South and Central Europe and to analyse divisions of the Continent.
  • To be aware of the various phases of European integration.


Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, (First published in 1983), New edition, London-New York: Verso, 2006.

Axford, Barrie Berghahn, Daniela and Hewlett Nick (eds.), Unity and Diversity in the New Europe (Oxford: Peter Lang, 2000)

Stefano Bianchini (ed.), Self-Determination and Sovereignty in Europe, Longo, Ravenna, 2013

Brubaker, Rogers, Citizenship and Nationhood in France and Germany, Cambridge, Mass.; London: Harvard University Press, 1992 (esp.`Introduction: Traditions of Nationhood in France and Germany’, pp.1-17).

Cerovic-Uvalic (eds.), Western Balkans’ Accession to the European Union, Faculty of Economics, U. of Belgrade, 2010

Hendriks, Gisela, and Morgan, Annette, The Franco-German Axis in European Integration, Cheltenham, Edward Elgar, 2001.

EricHobsbawmTerenceRanger (eds.),The Invention of Tradition, Cambridge University Press, 1992 – 322 p.

John Hutchinson and Anthony D. Smith (eds.), Nationalism, Oxford-New York: Oxford University Press, 1994.Jenkins, Richard (2008) “The ambiguity of Europe: ‘identity crisis’ or ‘situation normal’?”, European Societies, 10 (2), pp. 153-176. 

Kohn, Hans, The Idea of Nationalism: A Study in its Origins and Background, with a new introduction by Craig Calhoun, Transaction Publishers: New Brunswick, NJ, and London.

Milan Kundera, “The Tragedy of Central Europe”,New York Review of Books Volume 31, Number 7 · April 26, 1984

Jacques Le Rider, « Mitteleuropa, Zentraleuropa, Mittelosteuropa. A Mental Map of Central Europe”,European Journal of Social Theory11(2): 155–169.

Anthony D. Smith, ‘National Identity and the Idea of European Unity’, International Affairs, 68/1, (1992), pp. 55-76.

Soysal, Yasemin (2002) “Locating Europe”, European Societies, Vol.  4 (3), pp. 265-284.

Ray Taras, Europe Old and New, Rowman and Littlefield, Lahnam, 2009

Assessment methods

All students taking the course will be required to attend all the lectures  and take part in the discussions which will accompany each lecture. In the final week there will be a two-day student workshop where those students who are taking the course as an option will make oral presentations on the topic of their final essay. Students will write one essay of 5,000 words (+/- 10%; notes and bibliography excluded) on one of the seminar topics. The deadline for submission of the essay will be two weeks after the oral presentation. Greek students, or students with fluency in the Greek language, can write their essay either in English or in Greek.


Friday 16.00-19.00 at Panteion University, room ΣΤ1/KENI (New Building, 6th floor)

22 February

Prof. Christina Koulouri: History and National Identity in Europe I

1 March

Prof. Christina Koulouri: History and National Identity in Europe II

8 March

Prof. Stefano Bianchini, University of Bologna, Italy: The ‘new’ Europe: Eastern and Southeast Europe

15 March

Dr.Athena Leoussi, University of Reading, UK: Ethnic and civic identities in Europe

22 March

Prof. Christina Koulouri: Balkans or Southeast Europe? A discussion on Eurocentrism

29 March

Prof.Joep Leerssen, University of Amsterdam, Netherlands

The long pen-and-ink war: Alsace and the nationalist mobilization of intellectuals (Germany and France, 1814-1914) 

5 April

Prof. Ulf Brunnbauer, University of Regensburg, Germany: Mitteleuropa and Regionalisms

12 April

Prof. David Bell, Princeton University, USA: French and European Identities in the Age of the French Revolution and Napoleon

19 April

Dr.AthenaLeoussi, University of Reading, UK: Race and Racism in modern Europe

10 May

Dr. Effie Fokas, Senior Research Fellow, Hellenic Foundation for European and Foreign Policy (ELIAMEP); Research Associate, London School of Economics Hellenic Observatory: Religion and European identity

17 MayProf. Bozo Repe, University of Ljubljana, Slovenia: Borders in the Western Balkans and membership in the European Union

30 and 31 May Students’ workshop

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