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In the new 'Age of the Anthropocene', the Earth's atmosphere, like other elements of Nature, is rapidly being colonized by a minority of the world's population, at no cost, threatening the security of all humanity and the stability of the planet. The development processes of the great emitters of greenhouse gases have transferred social and environmental costs to all the world population, especially the most impoverished ones. This article is a critical analysis of how the legal climate change regime continues to legitimize the onslaught on the atmosphere. It reflects on the need to move to a new "climate justice law", characterized by responsibilities and obligations centered on the prevention, repair, restoration and treatment of damage and related risks linked to climate change, while protecting human rights and the atmosphere, as a common interest of humanity and the Earth.Keywords: Atmosphere, climate change, common concern of humankind, climate justice law

This article examines the politics of the Lisbon strategy before and after its major watershed reform in 2005, with particular attention to the role of the European Commission. Operating in an ambiguous partial delegation of power, the Commission changed from performing a strong administrative role in the 2000-04 period to performing a political role after 2005. The institutional analysis of this article combines contextual factors and internal factors for explaining this variation. The findings reveal that although internal factors play an important part in explaining change, they are highly related to contextual factors. More precisely, the ability of the Commission to unfold actively its ideological and normative leverage and unfold specific forms of procedural leverage after 2005 is highly related to the member states' decision to clarify the formal division of tasks between them and the Commission. In other words, situations of procedural ambiguity are not necessarily to the advantage of the Commission, since it does not invariably have the ability to use this ambiguity in its favour. Adapted from the source document.

Case study of the regional association of Baden-Würtemburg, Rhône-Alps, Lombardy, and Catalonia, whose borders do not touch. Some focus on the role of European Council policy.

The literature on new modes of governance suffers from a gap between the normative and the positive approaches to legitimacy. This article addresses this gap by studying the patterns of national stakeholders' support for the Open Method of Coordination (OMC). The results of our survey demonstrate that the OMC receives greater support than previously assumed and that the support of national stakeholders is largely associated with their involvement in national procedures. These findings corroborate the assumptions of normative theories of participatory democracy about the importance of involvement. Furthermore, the study's findings underline the pivotal role that national stakeholders play regarding matters of legitimacy in the EU's multi-level system of governance. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

This article examines how evaluation induces policy learning - a question largely neglected by the scholarly literature on evaluation and policy learning. Following a learner's perspective, the article attempts to ascertain who the learners are, and what, and how, learners actually learn from evaluations. In so doing, it focuses on what different types of learners actually learn within the context of the evaluation framework (the set of administrative structures defining the evaluation goals and process). Taking the empirical case of three EU programme evaluations, the patterns of policy learning emanating from them are examined. The findings are that only two types of actors involved in the evaluation are actually learning (programme units and external evaluators), that learners learn different things (programme overview, small-scale programme adjustments, policy change and evaluation methods) and that different learners are in control of different aspects of the evaluation (learning objectives and processes) according to the evaluation framework established by the European Commission. Adapted from the source document.