scholarly journals Implementation of Media Education in Europe - Comparison between Media Education in Different Countries in Western and Central Europe

InterNaciones ◽  
2017 ◽  
Author(s):  
Ivana Polakevičová ◽  
Marcel Lincényi
Keyword(s):  
European Union ◽  
General Education ◽  
Central Europe ◽  
21St Century ◽  
International Institutions ◽  
Research Study ◽  
Modern Society ◽  
Media Education ◽  
The European Union ◽  
Anglo Saxon

The first considerations about increasing a person’s media competence aspart of lifelong learning in post-modern society had already appeared inpost-war Europe. International institutions, however, only began paying attention to media education in the 1990’s. At the beginning of the 21st century, the topic of media education has been implemented into the content of general education in most countries of the European Union. In most countries, this topic has been integrated into compulsory subjects, in some countries it is a cross-cutting theme in several subjects, while in some places the increase of media competence is a part of extracurricular education. The situation across countries is differentiated —Anglo-Saxon and Scandinavian countries have the longest history and the highest scores in the Union—. The presented research study deals with comparing the implementation of media education in Western and Central Europe.

scholarly journals The European Union Green Deal: Clean Energy Wellbeing Opportunities and the Risk of the Jevons Paradox

Energies ◽  
2021 ◽  
Vol 14 (14) ◽  
pp. 4148
Author(s):  
Estrella Trincado ◽  
Antonio Sánchez-Bayón ◽  
José María Vindel
Keyword(s):  
Climate Change ◽  
European Union ◽  
Great Recession ◽  
International Institutions ◽  
Smart Cities ◽  
Clean Energy ◽  
The European Union ◽  
The Great Recession ◽  
Financial Framework ◽  
The Common

After the Great Recession of 2008, there was a strong commitment from several international institutions and forums to improve wellbeing economics, with a switch towards satisfaction and sustainability in people–planet–profit relations. The initiative of the European Union is the Green Deal, which is similar to the UN SGD agenda for Horizon 2030. It is the common political economy plan for the Multiannual Financial Framework, 2021–2027. This project intends, at the same time, to stop climate change and to promote the people’s wellness within healthy organizations and smart cities with access to cheap and clean energy. However, there is a risk for the success of this aim: the Jevons paradox. In this paper, we make a thorough revision of the literature on the Jevons Paradox, which implies that energy efficiency leads to higher levels of consumption of energy and to a bigger hazard of climate change and environmental degradation.

scholarly journals Elements of global superiority of The People's Republic of China in the 21st century

Napredak ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 77-102
Author(s):  
Žarko Obradović
Keyword(s):  
United States ◽  
European Union ◽  
21St Century ◽  
The United States ◽  
People’S Republic Of China ◽  
The European Union ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Belt And Road ◽  
The Belt And Road

The Chinese state has existed for more than five thousand years and in the history of human society it has always presented its own specific civilizational attainment, which exerted a considerable influence on the Asian region. In the years since its creation on October 1, 1949, and especially in the last decade, New China has stepped out beyond the region of Asia onto the global scene. With its economic power and international development projects (amongst which the Belt and Road projects stands out), China has become a leader of development and the promoter of the idea of international cooperation in the interests of peace and security in the world and the protection of the future of mankind. This paper will attempt to delineate the elements of the development of the People's Republic of China in the 21st century, placing a special focus on the realization of the Belt and Road initiative and the results of the struggle against the Covid-19 pandemic, all of which have made China an essential factor in the power relations between great global forces and the resultant change of attitude of the United States of America and the European Union towards China. Namely, China has always been a large country in terms of the size of its territory and population, but it is in the 21st century that the PR of China has become a strong state with the status of a global power. Such results in the organization of society and the state, the promotion of new development ideas and the achievement of set goals, would not have been possible without the Communist Party of China, as the main ideological, integrative and organizational factor within Chinese society. In its activities, the Chinese state sublimates the experiences of China's past with an understanding of the present moment in the international community and the need of Chinese citizens to improve the quality of life and to ensure stable development of the country. The United States and the European Union are taking various measures to oppose the strengthening of the People's Republic of China. These include looking after their interests and preserving their position in the international community, while simultaneously trying, if possible, to avoid jeopardizing their economic cooperation with China.

scholarly journals Diversity of education systems in the European Union

2019 ◽  
Vol 55 (3) ◽  
pp. 230-249
Author(s):  
Andrzej Żurawski
Keyword(s):  
Higher Education ◽  
European Union ◽  
General Education ◽  
Educational Systems ◽  
The European Union ◽  
Education Systems ◽  
The United Kingdom ◽  
Eu Policies ◽  
The Impact ◽  
The Eu

Abstract This article explores Bruno Amable’s Diversity of Capitalism approach to analyze educational systems in the European Union (EU28). The main goal is to identify the main clusters of educational systems with regard to their institutional characteristics. Second goal of the analysis is to evaluate the impact of several EU policies and initiatives on the institutional structure of European educational systems. This article identified six clusters in terms of general education and five clusters in terms of higher education systems. The clustering shows, that – with some exceptions (notably the United Kingdom and Ireland) – European education systems have similar structure to other institutional areas, in particular, it confirms the existence of post-communist (in terms of Farkas) or patchwork (in terms of Rapacki et al.) capitalism. The article shows, as well, that subsystem of higher education is much less diverse, what may have a significance for future discussions on the capitalisms in the EU. Results suggests also that there exist significant differences in performance between the clusters, something that may have a crucial importance for an educational policy.

scholarly journals Digital business taxation issues and threats abstract

2020 ◽  
pp. 98-121
Author(s):  
Alanas Gulbinas ◽  
Kamilė Jogminaitė
Keyword(s):  
European Union ◽  
Modern Society ◽  
Current Situation ◽  
Business Taxation ◽  
The European Union ◽  
Bilateral Agreements ◽  
Corporate Profit ◽  
Eu Directive ◽  
The Impact ◽  
The Eu

“Article of digital business taxation issues and threats”, analyzes the impact of the digitalization in modern society and the changes of corporate profit tax. This article has been concentrated on the regulation of the European Union but mentions the international adjustments as well. The article has been written in a discussion of national law and bilateral agreements, which apply to the traditional permanent headquarters concept. This article discusses the current situation, where digital businesses are not being taxed with corporate profit tax, and possibilities to change it according to the needs of the digital economy In addition, when digital businesses emerged, the permanent headquarters concept, which taxed based on the permanent location, required further discussion and a new definition. Therefore, the article talks over the proposals of the European Union to equalize corporate profit taxation. The article analyzes the possible consequences and issues of the adaptation of the EU directive. In question of regulating the corporate profit tax, the authors discussed the competence of the EU.

Is Electronic Knowledge a Plural Thought?

2009 ◽  
pp. 284-285
Author(s):  
Franco Frabboni
Keyword(s):  
European Union ◽  
Old Age ◽  
21St Century ◽  
Knowledge Society ◽  
Social Resource ◽  
The European Union ◽  
Economic Resource ◽  
Bank Account ◽  
The Third ◽  
Eyes Open

With the third millennium a new and attractive scenario has opened up, giving voice to an old face of culture: knowledge. Its “new” identity—holistic, multidimensional, and ecosystemic—was highlighted by the European Union in 2000 at the Lisbon conference. In the 21st century there is a star carrying out on its tail these words: welcome to the knowledge society. Knowledge is an immaterial good needed by any nation, because it’s like a bank account that any complex and changing society needs to have. It’s a capital with three faces: economic, social and human (Frabboni, 2006). a. As an economic resource, knowledge promotes a mass-school, a school for everybody: the competitiveness and reliability of a productive system are based on schooling and on the “well-made heads” of younger generations, b. As a social resource it promotes democracy, because knowledge provides all citizens with the necessary alphabets to create a widespread social cohesion; therefore education must be spread during all the seasons of life, from childhood to old age, c. As a human resource it helps the person-subject to move away from the devastating mass-subject. A school of knowledge and of values (i.e., of mind and heart) will have to invest on a person that is nonduplicable, noneasily influenced, and nonuseful; with his or her eyes open on dreams, utopias, and enchantment. School has the task of forming a plural mind and an ethic of solidarity.

scholarly journals The European Astrophysics Doctoral Network

1998 ◽  
Vol 162 ◽  
pp. 38-41
Author(s):  
Thomas Patrick Ray
Keyword(s):  
European Union ◽  
Human Capital ◽  
Graduate Students ◽  
Central Europe ◽  
European Countries ◽  
The European Union ◽  
Postgraduate Students ◽  
Western European

In 1986, a group of university astrophysics institutes in eleven Western European countries established a federation known as the European Astrophysics Doctoral Network (EADN). The aims of the EADN, then and now, are to stimulate the mobility of postgraduate students in astrophysics within Europe, and to organize pre-doctoral astrophysics schools for graduate students at the beginning of their PhD research. The network has by now expanded to include about 30 institutes in 17 Western European countries, and ways are being actively sought for expanding the EADN even further to include Eastern and Central Europe. The coordinators have been Prof. Jean Heyvaerts (France) until 1992, Prof. Loukas Vlahos (Greece) 1992–1993 and myself since 1993. The network is financially supported by the European Union “ERASMUS” and the “Human Capital & Mobility” programmes as well as by national funds.

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