Suchergebnisse

There have been recent steps toward the integration of tertiary education in the EU and Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree and two-year postgraduate degree as a European standard. Course credits are to be common and transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established and run schemes to promote the mobility of students, teachers, and workers in their education. These schemes, and the integration of tertiary education, are being extended to Central and Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history and definitions of an appropriate research process as well as perspectives on the development of culture and identity. Specific regional challenges await the extension of the process to Southeastern Europe.

There have been recent steps toward the integration of tertiary education in the EU & Europe more widely. The intergovernmental Bologna Agreement has resulted in the adoption of an Anglo-Saxon three-year undergraduate degree & two-year postgraduate degree as a European standard. Course credits are to be common & transferable. In spite of fears of a loss of standards, the new arrangements are being widely adopted. The Maastricht Treaty gave the EU's common institutions specific but limited responsibilities with regard to education. They have established & run schemes to promote the mobility of students, teachers, & workers in their education. These schemes, & the integration of tertiary education, are being extended to Central & Eastern Europe, but not Russia as yet. Major difficulties in educational integration include the existence of conflicting interpretations of history & definitions of an appropriate research process as well as perspectives on the development of culture & identity. Specific regional challenges await the extension of the process to Southeastern Europe. 44 References. [Copyright 2003 Sage Publications, Inc.]

'A History of European Integration Since 1914' by Peter Stirk is reviewed.

Field reviews 'Political Data Handbook: OECD Countries, 2nd edition' by Jan-Erik Lane.

Thus, the goal of this article is to provide strategies for integrating professional identity development exercises into the traditional tax classroom.[17] In doing so, this article advances our understanding of how to help students develop ethical professional identity, particularly for those students interested in pursuing a career in tax.[18] And this article helps to answer the call for "plug and play" curriculum[19] that faculty can use to advance the student learning objective of teaching ethical professional identity formation.[20] In addition, given that professional identity development is equally important for practicing tax lawyers, they can use this article as a self-study tool, and the exercises herein can be used for CLE workshops.[21] Part II of this article provides background by elaborating on the concept of "professional identity" and explaining why this is an important part of legal education. Part III then argues for incorporating professional identity pedagogy into a specific context—the traditional tax classroom. Part IV provides an exercise that can be used in any upper-division tax course to integrate professional identity building into the traditional tax classroom; a reader primarily interested in the specific exercises might want to skip directly to this part. Part V identifies several challenges with integrating a professional identity module into the tax classroom and discusses variations and alternatives to help professors overcome or mitigate these challenges. This enables tax professors to tailor the experience to their goals and their students' needs. Part VI concludes. Ultimately, the goal of this article is to try to empower tax faculty to help students reflect seriously on who they are and who they want to be as soon-to-be lawyers in the tax profession.