Suchergebnisse

This article addresses the question of legitimacy, both in a general theoretical perspective and more specifically in relation to policy making in the European Union. It is argued that Jürgen Habermas' recent theories of discursive will formation provide a useful frame work for understanding the current problems of legitimacy in European policy making. The main proposition is the central connection between communication and legitimacy, and it is argued that improving the communicative character of policy making should be a central aspect of the democratization efforts in Western Europe.

"It's a cacophony. It's ridiculous". This is how an EU diplomat described the flow of EU statements following the outbreak of the war between Israel and Hamas. The divergent reactions reveal the existence of institutional tensions about the Union's external representation, which undermine the coherence and credibility of the EU's external action. The war between Israel and Hamas concerns issues of foreign and security policy. Whether one likes it or not, this is an area where the Commission has a more limited role – also with respect to external representation. A certain restraint or, at the very least, closer coordination with the Member States and the European External Action Service could have been expected.

The years 2002-2004 showed that political integration in the European Union for the foreseeable future has gone as far as it can go. The Iraqi war demonstrated that, while able to agree on low politics, the member states are clearly divided about the finalite politique of the EU, the strategic culture they should adopt, & their attitude to the US. Kagan was partly right on the philosophical divide between the Americans & some in Europe, but that division also stretches among the European Union of twenty-five. They are faced with having to resolve whether to go down the Franco-German European integrationist route or the more intergovernmental & Atlantic road of the British. 2002-2004 also showed that on issues of high politics, member states rely on their perception of their national interest rather than on neorealism or neoliberal institutionalism. Adapted from the source document.

In the modern European Union, disability policy (which was paid extremely little attention in the framework of traditional social policy in the late twentieth century) became one of the priorities of legal regulation. Today, this area of social policy includes not only social protection and integration in the labor market, but also takes care of the problem of ensuring equal rights and non-discrimination. In the context of this evolution, the article examines these questions: what is the legal nature of the European Union? What impact does the emergence of a supranational level of legal regulation have on disability policy? How does the international law and European legal regulation in the field of disability relate? How has the terminology changed in the regulations of the international, regional and national levels? How has EU disability policy evolved and what factors influenced on it? The article presents the results of a systematic analysis of EU regulations on disability policy, covering the period from 1951 to 2020.

The planned broadening of the common internal market into an economic and monetary union as proposed in the Delors Plan means a significant qualitative leap in the process of European integration, which should ultimately lead to political union in Europe. Is this objective realistic? In what ways could it be achieved?

It is no exaggeration to describe the relationship between the European Union and international arbitration as the most dramatic confrontation between two international legal regimes seen in a great many years. International law scholars commonly lament the "fragmentation" of international law, i.e., the co-existence of multiple international legal regimes whose competences overlap and whose policies may differ, resulting in a degree of regulatory disorder. However, seldom do these regimes actually "collide." By contrast, the two international regimes in which we are interested this evening international arbitration and the European Union may be described, without hyperbole, as on a collision course. Arguably, the collision has already occurred. The emergence of hostilities on this scale in recent years came about as something of a surprise to me. At Columbia and elsewhere, I have taught EU law and international arbitration law concurrently in different courses, of course for more decades than I care to count. Over that period, I have written and spoken about the EU and international arbitration as separate and distinct enterprises. Rarely did teaching, writing or speaking of one necessitate, or even prompt, discussion of the other.

This paper has aimed to investigate the education – economic development nexus in the selected European Union (EU) countries during the period of 1997 – 2016. Descriptive statistics analysis and econometric techniques have been applied for this purpose. Research results have revealed statistically significant interrelationships between education and economic growth in majority of the selected countries. However, only Belgium, France, Ireland and United Kingdom have demonstrated causal relationships between the variables under consideration. In these countries the unidirectional causality running from education to economic development has shown that increase in the share of population having tertiary education promotes economic performance. In the remaining countries neither increasing share of tertiary education effects on economic development nor growing real GDP promotes tertiary education of the population. The insights of the research could be useful in achieving the goals for Europe 2020, where tertiary education is highlighted as one of the five measurable targets.

This paper has aimed to investigate the education – economic development nexus in the selected European Union (EU) countries during the period of 1997 – 2016. Descriptive statistics analysis and econometric techniques have been applied for this purpose. Research results have revealed statistically significant interrelationships between education and economic growth in majority of the selected countries. However, only Belgium, France, Ireland and United Kingdom have demonstrated causal relationships between the variables under consideration. In these countries the unidirectional causality running from education to economic development has shown that increase in the share of population having tertiary education promotes economic performance. In the remaining countries neither increasing share of tertiary education effects on economic development nor growing real GDP promotes tertiary education of the population. The insights of the research could be useful in achieving the goals for Europe 2020, where tertiary education is highlighted as one of the five measurable targets.

This paper has aimed to investigate the education – economic development nexus in the selected European Union (EU) countries during the period of 1997 – 2016. Descriptive statistics analysis and econometric techniques have been applied for this purpose. Research results have revealed statistically significant interrelationships between education and economic growth in majority of the selected countries. However, only Belgium, France, Ireland and United Kingdom have demonstrated causal relationships between the variables under consideration. In these countries the unidirectional causality running from education to economic development has shown that increase in the share of population having tertiary education promotes economic performance. In the remaining countries neither increasing share of tertiary education effects on economic development nor growing real GDP promotes tertiary education of the population. The insights of the research could be useful in achieving the goals for Europe 2020, where tertiary education is highlighted as one of the five measurable targets.

This paper has aimed to investigate the education – economic development nexus in the selected European Union (EU) countries during the period of 1997 – 2016. Descriptive statistics analysis and econometric techniques have been applied for this purpose. Research results have revealed statistically significant interrelationships between education and economic growth in majority of the selected countries. However, only Belgium, France, Ireland and United Kingdom have demonstrated causal relationships between the variables under consideration. In these countries the unidirectional causality running from education to economic development has shown that increase in the share of population having tertiary education promotes economic performance. In the remaining countries neither increasing share of tertiary education effects on economic development nor growing real GDP promotes tertiary education of the population. The insights of the research could be useful in achieving the goals for Europe 2020, where tertiary education is highlighted as one of the five measurable targets.