Suchergebnisse

In March 2020 the European Commission adopted exceptional state aid rules in the context of the COVID-19 outbreak caused by coronavirus SARS-CoV-2. Its goal is to enable member states to support their economy using aid measures, which under current state aid rules are either not possible to be issued at all or only after time consuming notification procedures. This so-called Temporary Framework1 is being presented as a significant tool with several possibilities such as aid for research and development projects and research infrastructures. Since its adoption, dozens of measures across the whole European Union have been notified, using different sections of the Temporary Framework according to their focus. This article is concerned with the practical use and impact of such sections regarding R&D aid, with the underlying questions as to what extent the presentation of the Temporary Framework is justified.

The objective of this article is to show how issues concerning women in science and the problem of gendered science, often treated separately, are interconnected. To examine how research on women in science and research on gender and science relate to each other, some feminist epistemological perspectives, mainly feminist contextual empiricism, are used in order to show how the feminist philosophical conceptual framework may be useful for understanding the problems currently faced by women in science. After reflecting and elaborating on the very thesis of gendered science, the author analyses in more detail the concept of epistemic communities and the concept of trust as an epistemic factor. Through these concepts the author argues that philosophical/epistemological considerations are fruitful for studying the experience of individual women in science. Both of these interrelated concepts are considered highly relevant in the search for an epistemological framework facilitating the thematic study of women in science on a theoretical level and research on the current situation of women in the academic world in Slovakia.

This paper aims to review the existing debate on the relations between national and European levels in the EU and identify existing gaps. It aims at showing the current compartelization of the academic debate and suggesting a possible remedy. It discusses the current trends in Europeanization studies and shows that one of the dimensions (bottom-up) remains understudied. Similarly, the concept has been applied in the area of foreign policy in a very limited way to the detriment of our understanding of reality. Following these findings, the article suggests, firstly, that the relationship between the adjustment to European integration and the ability to pursue one's interest should be studied, both in terms of form and results, and, secondly, that foreign policy should be included in this research framework. ; This paper aims to review the existing debate on the relations between national and European levels in the EU and identify existing gaps. It aims at showing the current compartelization of the academic debate and suggesting a possible remedy. It discusses the current trends in Europeanization studies and shows that one of the dimensions (bottom-up) remains understudied. Similarly, the concept has been applied in the area of foreign policy in a very limited way to the detriment of our understanding of reality. Following these findings, the article suggests, firstly, that the relationship between the adjustment to European integration and the ability to pursue one's interest should be studied, both in terms of form and results, and, secondly, that foreign policy should be included in this research framework.

This article provides a look at the main turning points in research on educational inequalities, both at the level of the fi eld's subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, signifi cantly advancing analysis and knowledge in the fi eld of research on educational inequalities. In the article the authors propose viewing researchers in the fi eld of educational inequalities through the lens of their era and in relation to the major turning points between them, which can be identifi ed in terms of subject matter and methodology, and even chronologically. The authors define three basic periods, and for each one present two key concepts. The first period is represented by the basic model of the stratification process and by the socio-psychological model. The second period is characterised by the concept of educational allocation and the theory of 'maximally maintained inequality' (MMI). Presented for the third period are the multinomial transition model and the theory of 'effectively maintained inequality' (EMI). Across these stages of development the authors highlight three of the cited concepts as ground-breaking methodological innovations (the basic model of the stratification process, the concept of educational allocation, and the multinomial transition model) and the other three as innovations in subject matter (interpretive), though closely tied to the advancement of quantitative methods used in the analysis of educational inequalities (the socio-psychological model and the MMI and EMI theories).