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The article concerns the idea as well as the form of international cooperation between states and international organizations, illustrated by the example of the relationship between the European Union and the Pacific region. There is some useful literature on the subject but this needs be to completed. The influences of the world's leaders collide on the Pacific Ocean, which gives this area primacy in geopolitical domination, slowly downgrading the Atlantic Community. The main purpose of the paper is, therefore, to research the possibilities and methods of legal and extrajudicial cooperation betweentwo continents which are very distant from each other. This work underlines the difference between official policy, presented by the regional intergovernmental organizations, and the individual policies of member states, who are not tied down by Brussels politics and may maintain their own foreign relations. ; The article concerns the idea as well as the form of international cooperation between states and international organizations, illustrated by the example of the relationship between the European Union and the Pacific region. There is some useful literature on the subject but this needs be to completed. The influences of the world's leaders collide on the Pacific Ocean, which gives this area primacy in geopolitical domination, slowly downgrading the Atlantic Community. The main purpose of the paper is, therefore, to research the possibilities and methods of legal and extrajudicial cooperation between two continents which are very distant from each other. This work underlines the difference between official policy, presented by the regional intergovernmental organizations, and the individual policies of member states, who are not tied down by Brussels politics and may maintain their own foreign relations.

The development of the information society has initiated the need for creating new instruments with the help of which the authorities can reach out to citizens. Therefore, cyberspace has recently become a place of activity of a number of entities including state and international organizations (together with the European Union). The result of this phenomenon is the creation of the so-called digital diplomacy as new quality in the so-called diplomacy of the EU. The EU diplomacy currently uses a number of e-tools, among others, Facebook, MySpace, Daily Motion, YouTube, etc. These tools are a very good method to improve and warm up the image of the Union in the international arena. This kind of diplomacy was only formed at the beginning of the twenty-first century and has a great prospect of development, thus, it is worth considering in which direction its evolution should follow. Digital diplomacy is a de facto response to the problem of the EU communication with the outside world and the growing number of Internet users.

Ensuring internal security is one of the core objectives of European integration in the context of the establishment of an area of freedom, security and justice of the European Union (E.U.). The aim of the internal security policy of the E.U. is to support Member States with regard to the maintenance of law and order and the safeguarding of internal security. In the last 20 years in the area of internal security of the E.U. many important initiatives, political agendas and legal instruments at the E.U. level have arisen. This article aims to show the development of the internal security policy of the E.U., its most important guidelines and the challenges in the coming years.

The purpose of this text is to present the results of a research in which the author analysed succeeding crisis situations that could constitute the basis for some of the changes in the political system of the EC/EU and subsequently made an attempt to delineate a certain scheme behind such behaviours. It is justified to seek the answer to the following question: What is the underlying reason for introducing changes in such situations and is it possible to pinpoint certain shared elements in different cases?To achieve that goal the author takes a closer look on the "empty chair" crisis, Schengen Area crisis and the recent financial crisis in Europe. In order to confirm the actual value of the conducted research, the author will make an attempt to relate his observations to the current geopolitical situation in Eastern Europe with reference to the EU competences in the existing political system.

The purpose of this text is to present the results of a research in which the author analysed succeeding crisis situations that could constitute the basis for some of the changes in the political system of the EC/EU and subsequently made an attempt to delineate a certain scheme behind such behaviours. It is justified to seek the answer to the following question: What is the underlying reason for introducing changes in such situations and is it possible to pinpoint certain shared elements in different cases?To achieve that goal the author takes a closer look on the "empty chair" crisis, Schengen Area crisis and the recent financial crisis in Europe. In order to confirm the actual value of the conducted research, the author will make an attempt to relate his observations to the current geopolitical situation in Eastern Europe with reference to the EU competences in the existing political system.

This paper is an attempt to analyse European leadership and the role played by a reunited Germany in the European Union. The author proposes five fundamental theses: 1) the reunification of Germany ruined the balance of power in Europe; 2) the Eastern enlargement of NATO and the EU has moved the zone of political and military influence of the USA to the line of the Bug river; 3) the Germans have confirmed their position as a European power; 4) the foreign policy of Angela Merkel is a continuation of Gerhard Schroder's policy, meaning a transfer of the focus from European policy to prioritising German national interests; 5) the German issue has remained open. ; This paper is an attempt to analyse European leadership and the role played by a reunited Germany in the European Union. The author proposes five fundamental theses: 1) the reunification of Germany ruined the balance of power in Europe; 2) the Eastern enlargement of NATO and the EU has moved the zone of political and military influence of the USA to the line of the Bug river; 3) the Germans have confirmed their position as a European power; 4) the foreign policy of Angela Merkel is a continuation of Gerhard Schroder's policy, meaning a transfer of the focus from European policy to prioritising German national interests; 5) the German issue has remained open.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.

In the early stages of European integration, an education policy had not been identified as a political area for joint actions of the Member States. The first initiatives with regard to education by the European Communities of sizable political impact were undertaken in 1976. In December 1991, the Maastricht Treaty of the European Union finally laid the grounds for a legitimate role to be played by the EC Commission in the field of education. European Cummnity does not regulate the content of teaching and the organization of education systems of the Member States. The education policy of the European Union at present is mainly implemented through a series of programmes concerned with education and training. It is interesting to note that, while Member States of the Community are fiercely defending their own right to establish a content and methods of national education, the Community is recommending quite a different approach to the countries of Central and Eastern Europe. As a result, people in Central and Eastern Europe are starting to feel that the transfer of knowledge, experience, and paradigms, which takes place, on the whole, rather uncritically, threatens their cultural identity. Nevertheless, we should not underestimate the substantial positive impact of the programmes providing assistance to newly developing democracies, which were established by the Community after the fall of the Communist regimes in 1989 and 1990.