L'any 1966 va tenir lloc l'accident nuclear de Palomares (Almeria), provocat per la col·lisió d'un avió cisterna (o nodrissa) KC-135 i un bombarder estratègic nord-americà B-52. Aquest últim portava quatre bombes termonuclears, 70 vegades més potents que les d'Hiroshima i Nagasaki que, en aquest cas, no van explotar: una bomba va caure al mar, l'altra es va frenar gràcies al seu paracaigudes i les dues restants van caure a terra i van desprendre plutoni en forma d'aerosol. La zona encara no està descontaminada del tot, greuge ambiental que se suma a l'estigma de la població de la localitat. En aquest context, José Herrera Plaza, periodista de Canal Sur Televisión, investigador i expert en l'accident nuclear, i Salvador López Arnal, matemàtic i professor de la UNED, membre del Centre d'Estudis sobre Moviments Socials (CEMS-UPF) i amb un important bagatge en coneixement nuclear, van presentar el llibre Silencios y deslealtades. El accidente militar de Palomares: desde la Guerra Fría hasta hoy (2019) al Centre d'Història de la Ciència (CEHIC) de la UAB. L'han escrit junts a partir de la seva correspondència i transmès en format de preguntes i respostes amb l'objectiu d'aconseguir una obra divulgativa que arribi al gran públic. ; En 1966 tuvo lugar el accidente nuclear de Palomares (Almería), a raízde la colisión de un avión cisterna (o nodriza) KC-135 y un bombarderoestratégico norteamericano B -52. Este último llevaba cuatro bombastermonucleares, 70 veces más potentes que las de Hiroshima yNagasaki pero, en este caso, no explotaron: una bomba cayó al mar, laotra se frenó gracias a su paracaídas y las dos restantes cayeron entierra y desprendieron plutonio en forma de aerosol. La zona no estádescontaminada del todo, agravio ambiental que se suma al estigma dela población de la localidad. En este contexto, José Herrera Plaza,periodista de Canal Sur Televisión, investigador y experto del accidentenuclear, y Salvador López Arnal, matemático y profesor de la UNED,miembro del Centro de Estudios sobre Movimientos ...
The aim of our article is to present the historical development of the different sports and to analyse the changes of the production of the different sports equipments. As the rules and regulations of the different sports have been indited since the 19th century, the rulebooks of several sports have been also formulated and published. In these rulebooks the exact and strict standards have been created in order to regulate the characteristics of the sports equipments. Economic, social, and familiar circumstances also have effect on the spread of the different sports and on the sporting activity of the people. The production and commerce of the sports equipments represents an important part of the globally increasing sports economics and sports industry. The sports equipments market of the European Union has a great tradition. The importance of the different sports in the Member States of the European Union is distinct and some important sectoral differences can be described between the import and the export of the sports equipments on the level of the European Union. The boats and the water sports tools represent about two third of the EU-level sports equipments export. In case of the sports equipments import we cannot find this kind of centralization. ; Cikkünk célja a sportágak fejlődésének történelmi áttekintése mellett vizsgálni a sportszerek és sporteszközök gyártásának változásait. Ahogy az egyes sportágak szabályrendszerei kialakultak a 19. századtól fogva, úgy egyre több sportág esetében jelentek meg olyan szabálykönyvek és szabványok, amelyek az adott aktivitás műveléséhez szükséges eszközökre vonatkoztak. A sportok elterjedését gazdasági, társadalmi és családi körülmények is befolyásolják – éppúgy, mint az egyének sportolás iránti nyitottságát. A sportszerek gyártása és kereskedelme a globálisan egyre jelentősebbé váló sportgazdaság és sportipar egyre tekintélyesebb részét adja. Az Európai Uniós sporteszköz- és sportszerpiac hagyományosan nagy múltra tekint vissza. Az egyes sportágak jelentősége tagállamonként eltérő, emellett az is látható a statisztikai adatközlések alapján, hogy a sportszerek kivitele és behozatala között szerkezeti különbségek mutathatók ki. Az Európai Unió kivitele szempontjából a csónakok és vízisporteszközök kivitele a legjelentősebb: mintegy kétharmadnyi részesedésével dominál, míg a behozatal esetében ilyen erős jelenléttel egyik termékkör sem bír
El 2007 el Govern de Canàries crea centres de formació prelaboral específics per a Menors Estrangers no Acompanyats majors de 16 anys. Dos d'aquests centres seran gestionats per la Fundación Proyecto Don Bosco, que ha atès 587 MENAS entre maig de 2007 i març de 2010. I s'han construït atenent a quatre referents: el projecte de vida de l'usuari com a element central del procés educatiu, la necessitat d'oferir eines per resoldre problemes reals, la teoria sociohistòrica de Vigotsky com a suport didàctic i el sistema de millora contínua com a forma de treball. Al 2010 apareix un nou repte: el gran nombre d'extutelats en situació irregular que també necessita recursos de suport, orientació i formació. ; In 2007, the Canary Island government created vocational training centres specifically for Unaccompanied Foreign Minors older than 16. Two of the centres are managed by the Don Bosco Project Foundation, which has attended to 587 UFMs between May 2007 and March 2010. They were built with four principles in mind: the user's life project as a central element of the education process, the need to provide tools to solve real problems, Vigotsky's social-historical theory as a teaching aid, and the system of continuous improvement as a method of work. A new challenge appeared in 2010: the large number of minors without guardianship in irregular situations who also need support, orientation and training. ; En 2007 el Gobierno de Canarias crea centros de formación prelaboral específicos para Menores Extranjeros no Acompañados mayores de 16 años. Dos de estos centros serán gestionados por la Fundación Proyecto Don Bosco, que ha atendido a 587 MENAS entre mayo de 2007 y marzo de 2010. Y se han construido atendiendo a cuatro referentes: el proyecto de vida del usuario como elemento central del proceso educativo, la necesidad de ofrecer herramientas para resolver problemas reales, la teoría sociohistórica de Vigotsky como soporte didáctico y el sistema de mejora continua como forma de trabajo. En 2010 aparece un nuevo reto: el gran número de extutelados en situación irregular que también precisa de recursos de apoyo, orientación y formación.
People live in cultural landscapes which they create and consistently change. In order to understand the entire process involved, it is essential to consider the fi ndings about the historical development of the region and its people for recent regional and future-oriented planning. Th e self-conception and self-awareness of a regional population is based on its culturally shaped surroundings. For example, a castle, a monastery, a medieval city ensemble or even prehistorical discoveries can become the central point of regional self-conception though the building may have lost its former signifi cance a long time ago. In this essay, the relation between the cities of a region around 1500 and the identity of the people who live there will be discussed. Th e region is called Franconia, now a part of Northern Bavaria and Northeast Baden-Württemberg. Up to 1806 it never was under a united leadership: Kings, Bishops, Princes, Knights and Imperial Cities had their separate domains. Th is kind of plurality created a huge diversity in the cultural landscape – up to present days. Th e regional historian can contribute to this whole process of regionalization and identifi cation with his/her research. He/She is part of a team consisting of archaelogists, geographers, political scientists, economists and social scientists. It is not his/her goal to continue with an archaic and outdated local historical approach but rather to implement his/her entire range of methodologies concentrated on a small region. Th e regional historian's guideline is: "Within boundaries boundless opportunities.» Th is approach can give a detailed description of the historical development of a certain region and its population over centuries. With the diminishing focus on national history, the regional historian is able to pursue a 'histoire totale' for a certain region. By using this methodological approach, the historian off ers a template of historical research which could also be used by other European regions. ; La gente vive en los paisajes culturales que crean y constantemente cambian. A fin de comprender todo el proceso involucrado, es esencial tener en cuenta los hallazgos sobre el desarrollo histórico de la región y su gente para la regional reciente y orientada al futuro la planificación. L a concepción de sí mismo y auto-conciencia de una población regional se basa en su entorno cultural en forma. Por ejemplo, un castillo, un monasterio, un conjunto medieval de la ciudad o incluso descubrimientos prehistóricos puede ser el punto central de la autonomía regional, aunque la concepción edificio puede haber perdido su anterior signifi cado hace mucho tiempo. En este ensayo, la relación entre las ciudades de una región alrededor de 1500 y la identidad de las personas que viven allí se discutió. ª región e se llama Franconia, ahora una parte del norte de Baviera y el nordeste Baden-Württemberg. Hasta 1806 no estaba bajo una dirección unida: Reyes, obispos, príncipes, caballeros y ciudades imperiales tuvieron su separada dominios. Th es una especie de pluralidad creado una enorme diversidad en el ámbito cultural paisaje - hasta la actualidad. Th e historiador regional puede contribuir a todo este proceso de la regionalización y la identificación de cationes con su / su investigación. Él / Ella es parte de un equipo formado por arqueólogos, geógrafos, politólogos, economistas y científicos sociales. No es su / su objetivo de continuar con un arcaico y obsoleto enfoque local histórico, sino más bien a poner en práctica su / su gama completa de las metodologías se concentró en un pequeña región. Guía Th e historiador regional es: "Dentro de los límites un sinfín de oportunidades ». Th es el enfoque puede dar una descripción detallada del desarrollo histórico de una determinada región y su población de más de siglos. Con el foco disminuyendo en la historia nacional, regional el historiador es capaz de llevar a cabo una 'histoire totale "para una región determinada. Mediante el uso este enfoque metodológico, el historiador de res de una plantilla de la histórica investigación que también podría ser utilizado por otras regiones europeas. ; Menschen leben in Kulturlandschaften, die sie erschaff en und beständig verändern. Um den Gesamtprozess verstehen zu können, ist eine Untersuchung der historischen Entwicklung einer Region und deren Bewohner unerlässlich für jegliche zukunftsorientierte Planung. Das Selbstbild und das Selbstbewusstsein einer regionalen Bevölkerung basiert auf der kulturellen Prägung ihrer Umgebung. So können zum Beispiel eine Burg, ein Kloster, das Ensemble einer mittelalterlichen Stadt oder sogar prähistorische Entdeckungen die Ausgangspunkte eines regionalen Selbstbewusstseins darstellen, obwohl die Gebäude ihre frühere Bedeutung längst verloren haben. In diesem Aufsatz wird der Zusammenhang der Städtelandschaft einer Region um 1500 und der Identität der Menschen, die dort leben, am Beispiel Frankens untersucht. Das Gebiet gehört heute zum Norden Bayerns und zum Nordosten Baden-Würtembergs und war auch bis 1806 nicht unter alleiniger Kontrolle – Könige, Bischöfe, Fürsten, Ritter und Reichsstädte hatten ihre jeweiligen Einfl usssphären. Diese Pluralität hat zu großen Unterschieden innerhalb der Kulturlandschaft geführt, die bis heute anhalten. Der Regionalhistoriker kann zum angesprochenen Prozess der Regionalisierung und Identitätsbildung mit seiner Forschung beitragen. Diese Forschung steht dabei in interdisziplinärem Dialog mit Archäologie, Geographie, Politik-, Wirtschafts- und Sozialwissenschaften. Dabei wird die gesamte Bandbreite vorhandener Methoden auf ein regional begrenztes Gebiet angewandt, statt sich auf die überholten lokalgeschichtlichen Zugänge zu beschränken. Die Maxime der Landesgeschichte ist also: "In Grenzen unbegrenzt." Dieser Zugang kann über Jahrhunderte hinweg sehr detaiuierte Beschreibungen der historischen Entwicklungen einer Region abgeben. Im Gegensatzzun Nationalgeschichte strebt die Landesgeschichte die 'histoire totale' einer Region an; ein methodischer Zugang zur Geschichte, der auch von anderen Regionen Europas mit Gewinn angewendet werden könnte.
A partir de 2011 se ha reforzado el gobierno económico de la UE a través de seis instrumentos legislativos, el llamado Six Pack, que supone fundamentalmente una reforma de la supervisión de la política presupuestaria de los Estados miembros. Más recientemente el Tratado de estabilidad, coordinación y gobernanza de UE de marzo de 2012 (TECGUE) establece un conjunto de normas destinadas a promover la disciplina presupuestaria a través de un pacto presupuestario a reforzar la coordinación de sus políticas económicas y a mejorar la gobernanza de la zona del euro. En el presente trabajo se analiza si este modelo basado en una estricta disciplina presupuestaria es compatible con los postulados del Estado social, y más concretamente con los principios de justicia del gasto público. En efecto, a partir de la reforma del art. 135 de la Constitución Española, el principio de estabilidad presupuestaria debe ser interpretado coordinadamente con otros principios constitucionales que en el momento presente están plenamente vigentes y pueden adquirir una nueva función: la de actuar como límite y medida del objetivo de estabilidad presupuestaria. Del mismo modo se analizan los principios de coordinación entre las políticas presupuestarias y de endeudamiento de los Estados miembros en un Estado con una pluralidad de Haciendas, como es el caso español. ; From 2011 onwards, the Economic Governance of the EU on the Member States has been strengthened through six main instruments of legislation, the so-called Six Pack, which is primarily a supervision reform of the Member States budgetary policy. More recently Treaty on Stability, Coordination and Governance of EU from March 2012 (TECGUE) establishes a set of rules aimed to promote the budgetary discipline through a fiscal pact, to strengthen the coordination of their economic policies and to improve governance within the euro area. In this paper we analyze whether this model based on a strict budgetary discipline is well-matched with the tenets of the welfare state, and more specifically with the public spending principles of justice. Indeed, since the reform of art. 135 of the Spanish Constitution, the principle of budgetary stability should be interpreted in coordination with other constitutional principles which at present are in full force and can acquire a new role: to operate as a boundary and a extent of the budgetary stability objective. Similarly, principles of coordination between the General Government Debt and Budgetary Policies of the Member States within a state with a plurality of Public Finances, such as the Spanish case, have been also analyzed.
The legal relationship between civil servants and the state, is not governed by the theory of sovereignty, which is relevant in the outer relationships between the state and its citizens, though it has some, limited effect on the inner relationships between the civil servant and the state organ, as well. The inner relationship falls into the category of "dependent work" and therefore civil servants must enjoy the employment rights generally applicable to employees with some alterations. Among such rights, two are investigated more closely in the paper: protection against unjust dismissal and collective rights of workers (right to organise, right to bargain collectively, and right to strike). In 2010 the Hungarian state modified its regulations on civil servants and introduced dismissal without notice referring to the argument that the parties of the legal relationship must be treated equally and because the civil servant can resign from its position without notice, the same right should be enjoyed by the state, as well. The Hungarian Constitutional Court and European Court of Justice nullified this law because of violating the right to work, the right to human dignity, and the right to hold public positions. The regulations on collective rights of civil servants have been systematically violated by the Hungarian legislator since 1992, when the first regulation on civil servants passed. Until 2011 the right to organise has been enjoyed without disturbance by civil servants but since than the state has organise the Bar of Hungarian Civil Servants into which all civil servants are obliged to enter. Because the Bar has rights which are usually considered to be union rights, therefore the Bar is a competitor of the civil servants' unions; consequently the regulations on the Bar violate the right to organise. The right to bargain collectively has never been enjoyed by unions of civil servants since 1992, despite such right is generally applied in developed countries app. since 1960-1970s and is also accepted by the international conventions on social and economic rights. The right to strike is also restricted by the Agreement on Right to Strike in Civil Service (1994) which prohibits the rights to strike far beyond the limits established by the Fundamental Law and the Act on Right to Strike (Act No. VII of 1989). Alternative methods of collective dispute settlement (mediation, arbitration) are also neglected by the Hungarian legal regime.
The education has been exceedingly affected by the economic recession, the transformed state governance and the demographic waves, so the educational system of each country underwent some changes. The aim of my research is the comparative study of the educational systems in the East-Central European region. I examined the relationships between the different qualities, historical backgrounds, reforms and I explored the relationship between the current states of the systems (Karsten & Majoor, 1994; Lannert, 1998; Knell & Srholec, 2007; Horn & Sinka, 2007; Báthory, 2008; Dienes, 2007; Kelemen, 2010; Dakowska & Harmsenbert, 2015). My research questions are the following: What were the main reforms in the transformation of education systems? What similarities can be observed in the school systems of the countries? The region I studied is a specific East-Central European region, so the countries I have chosen are Hungary, Romania, Serbia, Croatia, Slovenia, Austria, Slovakia, Czech Republic, Poland. In my study, I have created three groups and I present the changes in the education systems of these countries, taking into consideration economic, social and political issues (Lannert, 2004; Kozma, 2006; Barber & Moirshed, 2007; Valuch, 2009; Kelemen, 2010; Jakubowski, 2015). Analyzing the results, it can be concluded that the regime change has enabled the countries to redefine themselves and find their new status in domestic and international politics, and also in world economy. The world economy situation created same problems for the states of the region, but their resources were different, so the public spending on education, the characteristics of education management and the infrastructure characteristics of the institutions were different. Among the main results, I have identified two groups during compulsory schooling, the first group being countries that introduce compulsory schooling up to the age of 6-15 years, and the other group consists of countries introducing compulsory schooling up to the age of 16. I have examined the curriculum regulation and the textbook market, it can be stated that, as a result of the reforms, new curricula were prepared, the textbooks were adapted according to these. Examining curriculum regulation is the result of countries striving for central regulation, but it has to be emphasized that there are countries that have integrated framework curricula and / or local curricula into a single national core curriculum, thus giving the opportunity to more autonomous management. In summary it can be concluded that the history of the countries studied and the development of their educational systems evolved similarly, however, differences can be observed by examining the different educational characteristics. My theoretical research can contribute to the discovery of the situation in Hungary and to the development tendencies and trends in the region.
Entre agosto y septiembre de 1991, los Países Bálticos forzaron su ruptura con la Unión Soviética, pocos meses antes de que ésta se desintegrara totalmente. A partir de ese momento, la recuperación de su independencia y soberanía nacional -fraguada por primera vez en la época de entreguerras y frustrada por el pacto germano-soviético de 1939-, así como la consolidación de la democracia y el Estado de Derecho y la economía social de mercado, fue de la mano de su aspiración de integración en la Unión Europea y en la Organización del Tratado del Atlántico Norte. Después de más de una década de grandes transformaciones, tanto políticas como socioeconómicas, los tres Países Bálticos -Lituania, Estonia y Letonia- han logrado cumplir con éxito aquellos dos objetivos fundamentales para su futuro en paz, libertad, prosperidad y seguridad en el siglo XXI: el «retorno a Europa» en el marco de la Unión Europea y su vinculazión a la alianza militar euroatlántica dentro de la OTAN. ; Between August and September 1991, the Baltic States forced their break with the USSR, just a few months before the latter disintegrated. From that moment on, the recovery of national independence and sovereignty – first established during the inter-war period only to be thwarted by the pact between Germany and the Soviet Union in 1939 – as well as the consolidation of democracy, the rule of law and a market economy, were given impetus by their desire to join the European Union and the North Atlantic Treaty Organization. After more than a decade of major transformations, both political and socio-economic in nature, the three Baltic States – Lithuania, Estonia and Latvia – have successfully achieved the two fundamental prerequisites for a future of peace, liberty, prosperity and security in the twenty-first century: their «return to Europe» as members of the European Union and their link with the Euro-Atlantic military alliance as members of NATO. ; El presente trabajo se inscribe en un proyecto de investigación (realizado conjuntamente con el prof. Dr. Ricardo Martín de la Guardia) sobre el ideal europeísta y su influencia en los países de la antigua Europa del Este en el camino de éstos hacia su integración en la Unión Europea. Dicho proyecto de investigación ha sido apoyado por el Ministerio de Educación, Cultura y Deporte mediante la vinculación del autor como «Salvador de Madariaga Fellow» al Instituto Universitario Europeo de Florencia en los años 1999 y 2003 (para este último año: Resolución de 28 de marzo de 2003, BOE 15 de abril de 2003).
Over the past few decades, Lifelong Learning has developed into the most important pedagogic paradigm in Europe. At the same time, it has also become a generic term for the reform ideas of the European Union. Ever since the European Year of Lifelong Learning in 1996, this paradigm has been regarded as the most effective way to deal with the rapid social, political and economic changes of the modern world. With the introduction of the Lisbon Process in 2000 to create "the most competitive and dynamic knowledge-based economy in the world," Lifelong Learning has become even more significant. Although this aim has not been achieved, the EU has been endeavouring to generate "smart, sustainable, inclusive growth" since 2010 with its new agenda Europe 2020, thus strengthening the coordination of national and European policies. The idea of Lifelong Learning still plays a great role. This study analyses the reception of the European reform debate about Lifelong Learning in the educational scholarly discourse of two EU member states: Germany, representing the "old Europe", and Hungary, the "new Europe". The focus is on the 1996–2005 period – between the European Year of Lifelong Learning and the halfway point of the Lisbon Process – when EU states attempted to implement the idea of Lifelong Learning in their national educational systems. There are two main discourse lines about Lifelong Learning: (educational) policy and scholarly. The educational scholarly discourse not only reflects the European and national discourse about Lifelong Learning, but also endeavours to find compatibilities between European and German/Hungarian traditions, policy aims and research topics. The study analyses 49 articles about Lifelong Learning in ten volumes of seven educational scholarly journals in Germany and Hungary, which represent three scholarly areas in the field of education: general education, school pedagogy and adult education. Using a three-step "perception – interpretation – adaptation" analysis, it shows the similarities and differences in the German and Hungarian adaptations and the most important influencing factors. As a result, the similarities in the educational debate within these two countries can be traced back to the standardizing effects of EU (educational) policy activities. The differences stem from the different geographical and political situations, durations of EU membership, political and economic traditions after 1945 and structures of the two education systems. ; A tanulmány az Európai Unió Lifelong Learning-koncepciójának adaptációját hasonlítja össze két uniós tagország neveléstudományi vitájában: Németországban, ami a "régi Európát" és Magyarországon, ami az "új Európát" reprezentálja. Az "észrevétel-értelme-zés-adaptáció" többlépcsős elemzési séma segítségével egyrészt feltárja az EU-kon-cepció német és magyar adaptációjának hasonlóságait és különbségeit, valamint be-mutatja és elemzi az azokat befolyásoló legfontosabb tényezőket.
