The slides provide an outline of some of the issues Claiming our Future may incorporate into its agenda for change. Participants at the Reinventing our Democracy event on May 26 in Croke Park will have the opportunity to decide the proposals that Claiming our Future should prioritize
The slides provide an outline of some of the issues Claiming our Future may incorporate into its agenda for change. Participants at the Reinventing our Democracy event on May 26 in Croke Park will have the opportunity to decide the proposals that Claiming our Future should prioritize
This presentation is a project that I had in Civics. I created my own government and describe it. This is a democratic government. The leader of this country, Leon, is the Prime Minister. His name is Niel McMillen.
Equality in the European Union, 2015
Gender equality is a vital aspect of the European integration process. Although specific legislation concerning gender issues was included in the establishing Treaties, in the Charter of fundamental rights and in a dozen other directives, non-discriminatory principle has also been strengthened by the jurisdiction of the Court of Justice of the European Union which formed a judgment in more than 200 cases. Nowadays, the EU equality legislation has moved far beyond basic gender issues, and this is also discussed in the article. It focuses not only on the fundamentals of EU legislation concerning gender equality but also on the level of its implementation and its most important limitations. Such considerations are broadened by a discussion on the EU actions which may be also treated as the implementation of non-discriminatory legislation.
An overview given in this presentation about the local Governance systems followed in many regions with main countries examples,
Although it can not be generalized to over all systems but these are major system followed with changes according to counties and regions creed,social norms and culture etc.
This presentation by Gary Pienaar (www.idasa.org) was given at a Transparency International conference –
Zimbabwe workshop on Political Finance in the SADC Region - the South African Experience.
August 2009
See more at www.idasa.org
The 1st Poster session about the EU history, institutions and budget was held the 10th of October 2013. Professors and students from “The economics of Spain and the EU” module in Economics and Business faculty, Oviedo University (Spain) discussed about several topics the students had prepared and presented through posters. In this ppt all the posters presented can be consulted.
This presentation is a project that I had in Civics. I created my own government and describe it. This is a democratic government. The leader of this country, Leon, is the Prime Minister. His name is Niel McMillen.
Equality in the European Union, 2015
Gender equality is a vital aspect of the European integration process. Although specific legislation concerning gender issues was included in the establishing Treaties, in the Charter of fundamental rights and in a dozen other directives, non-discriminatory principle has also been strengthened by the jurisdiction of the Court of Justice of the European Union which formed a judgment in more than 200 cases. Nowadays, the EU equality legislation has moved far beyond basic gender issues, and this is also discussed in the article. It focuses not only on the fundamentals of EU legislation concerning gender equality but also on the level of its implementation and its most important limitations. Such considerations are broadened by a discussion on the EU actions which may be also treated as the implementation of non-discriminatory legislation.
An overview given in this presentation about the local Governance systems followed in many regions with main countries examples,
Although it can not be generalized to over all systems but these are major system followed with changes according to counties and regions creed,social norms and culture etc.
This presentation by Gary Pienaar (www.idasa.org) was given at a Transparency International conference –
Zimbabwe workshop on Political Finance in the SADC Region - the South African Experience.
August 2009
See more at www.idasa.org
The 1st Poster session about the EU history, institutions and budget was held the 10th of October 2013. Professors and students from “The economics of Spain and the EU” module in Economics and Business faculty, Oviedo University (Spain) discussed about several topics the students had prepared and presented through posters. In this ppt all the posters presented can be consulted.
The European Union (EU) is a unique economic and political union between 27 European countries. The EU that we know today has its roots in several treaties signed in the aftermath of the Second World War.
Instructions Your initial post should be at least 500 words T.docxmaoanderton
Instructions: Your initial post should be at least 500 words
The readings this week apply different theoretical perspectives to analyze the European Union as a regional IO. For example, in the articles, we read about rationalism, social constructivism, multi-level governance, enforcement and management theory, and more. In addition, the lesson notes discuss intergovernmentalism, supranationalism, and veto player theory. Which theoretical perspective(s) do you find the most persuasive and why when it comes to analyzing EU policymaking? Which is the least persuasive and why? Please incorporate specific examples to support your arguments.
Reading and references:
Lesson 7 | Regional Organizations: The European Union
In this lesson, we will turn our attention to regional organizations, taking the European Union (EU) as our case study. We examine and assess several theories that explain how EU policy-making works. At the end of this lesson, students will be able to:
Examine the institutions of the EU
Assess important issues in EU policymaking
Apply concepts and theories about IOs to the operation of the EU
The European Union (EU): An Overview
The purpose of this lesson is not to master the history of European integration; rather, we focus here on setting up the framework for the study of the European Union (EU) as a regional organization. It makes sense to approach the complex processes of economic enlargement and political integration by first providing a brief overview of the different key stages of enlargement.
View the interactive map of the current EU member states. This is worth taking 10 minutes to explore. You can filter by states using the euro currency, by prospective member states, and more.
EU Website
1951
Six states enter into the European Coal and Steel Community (ECSC): Belgium, France, Italy, Luxembourg, the Netherlands, and West Germany.
1957
The six states enter into the Treaty of Rome. This treaty extended the European Coal and Steel Community, established a customs union through the creation of the European Economic Community (EEC), and created the European Atomic Energy Community (Euratom) for cooperation in developing nuclear energy.
1973
The first enlargement occurs with the membership of Denmark, Ireland, and the UK (for a total of 9 total members).
1979
This year marks the first direct, democratic elections to the European Parliament.
1981
Greece enters into full membership, in part to “lock in” democracy after a period of military dictatorship. With Greece’s membership, the total stands at 10 members.
1986
Spain and Portugal become members, bringing the total to 12.
1990
East Germany was folded in by way of its unification with West Germany after the fall of the Berlin Wall.
1993
The Maastricht Treaty formally establishes the European Union (EU).
1995
Austria, Finland, and Sweden join the EU, bringing the total to 15 members.
2002
The Euro is introduced as the.
In order to study the impact of a Flipped classroom design in a “World Economy” first-year English as Medium of Instruction (EMI) module, this poster discus which are the language requirements that students have at the Faculty of Business and Economics at a traditional, face-to-face (Face2Face) Spanish publicly-funded institution, the University of Oviedo (Spain). A Flipped Classroom instructional design combines different types of teaching and learning elements to promote students' performance and involvement in their own learning. Multimedia academic materials and active learning practices constitute the core of the design and give the opportunity to move content coverage outside the classroom, in order to spend in-class time to promote high order thinking skills. Nevertheless, as this module follows a Content and Language Integrated Learning (CLIL) approach, both academic content, necessary language skills and fluently communication requirements for the active involvement are also introduced in the instructional design.
Thus, the central idea displayed in the poster is the different levels of language requirements this EMI module has and how different communicative skills are structured to inform students and professors about the language skills required.
In order to study the impact of a Flipped classroom design in a “World Economy” first-year English as Medium of Instruction (EMI) module, this poster discus how language support is provided to students at the Faculty of Business and Economics at a traditional, face-to-face (Face2Face) Spanish publicly-funded institution, the University of Oviedo (Spain). A Flipped Classroom instructional design combines different types of teaching and learning elements to promote students' performance and involvement in their own learning. Multimedia academic materials and active learning practices constitute the core of the design and give the opportunity to move content coverage outside the classroom, in order to spend in-class time to promote high order thinking skills. Nevertheless, as this module follows a Content and Language Integrated Learning (CLIL) approach, both academic content, necessary language skills and fluently communication requirements for the active involvement are also introduced in the instructional design.
Thus, the central idea displayed in the poster is which the main elements of language support are and how they are structured to assist students in their learning performance.
After several months of study about Flipped Learning and sharing ideas and opinions with the rest of the FL International Faculty, I have resolved that FL 3.0 is like an umbrella when it is raining. Under FL 3.0 umbrella, teachers and practitioners can apply any one favourite teaching strategies; under this umbrella, passive classes could be transformed into active classes; under this umbrella global teaching and learning could be transformed…but, as an image is worth more than thousands of words, here you have my idea in an infographic.
Online International Collaboration in Economics: Technology, learning and mul...Nuria Hernandez Nanclares
In order to enhance the multicultural experience of Spanish students in a bilingual Grade in a Spanish public University (Universidad de Oviedo), we have organised an online international Collaboration (COIL) with an American higher-education institution (West Liberty University). The COIL experience consists in working together, in mixed UNIOVI-WLU small groups on a common economic topic, since the experience is developed in Economic Faculties from both Universities.
This project aims to promote students’ intercultural skills and improve their capacity to work in multicultural teams using English as a second language. In the experience, all students are in contact with a variety of international students, since in both Universities local students are mixed with others coming from very different parts of the world. So, the acculturation process of change as a result of the interaction of two or more cultures (Berry, 2005) is richer in this occasion than in the common case, allowing multi-dimensional transitions for local and international students (Jindal-Snape and Rienties, 2016).
Therefore, we aim at finding out to what extent this online international experience resembles a real experience abroad. Secondly, to what extent are students forced to experience similar transitions than moving-abroad students experiment, even if the former do not physically move. Finally, we would like to explore how students adapt to communicate in a L2 in collaboration with other native and non-native speakers, and the level of multicultural learning this experience generates.
Also, the project has a technological component to support the online collaboration. Using Moxtra as the application through which the group work will be developed, allows an effective monitoring of the experience. Having a detailed record of what groups are doing enables researchers to assess different aspects of the experience, from group effectiveness to improvements in student’s acculturation process and transitional dimensions.
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
Dra. Núria Hernández Nanclares (Universidad de Oviedo, Spain) presented in the 15th EARLI Conference celebrated in August in Munich, a summary of her research in collaboration with Prof. Bart Rienties (University of Surrey, UK). Using Social Network Analysis, the authors studied the learning networks in an active team learning classroom.
Dra. Núria Hernández Nanclares, from Universidad de Oviedo, has prepared this presentation to show her students that there are amazing ways to present ideas or projects: sliduments are killing us so, please, be creative and enjoy presenting.
There are three stages necessary to do a superb presentation: Fist, preparation; second, design, and third, delivery. Go through this presentation to gather some useful ideas about them.
CLIL in Higher Education: Dra. Nuria Hernandez Nanclares created this presentation for a CLIL workshop in Universidad Jaume I in Castellon (Spain). The aim of the workshop was to explain the experience of teaching a module in English using CLIL at Economics Faculty in Universidad de Oviedo (Spain)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. 2. THE SINGLE
MARKET
PROGRAMME
(1992)
Before (1973-1986)
Euro-Pessimism
Political shocks
Economic shocks
Bright spots
Decision-making Jam
Deep economic integration
Failure of monetary integration
& deeper trade integration
Democracies (Spain, Portugal, Greece)
1965: Merger Treaty
1978: EMS
1979: EU Parliament direct election
Reinforce the “four freedoms”:
free movement og goods,
services, people and capital
Majority voting, no
unanimity
-Goods trade liberalization
-Elimination of border
formalities
-Harmonization of VAT
-Removal of all capital
controls
-Increase in capital market
integration
It was necessary due to the
discontent of European
Community members that
wanted to harmonize laws among
countries and resolve policy
discrepancies.
Fuentes Salas, Claudia
González Vázquez, Ignacio
3. 3. The 5 Institutions of the
EU
The Commission
Enforces the Treaties
Proposals are usually based on
general guidelines by the
Councils, the Parliament or the
Treaties
Manages EU budget
Right to initiate proposals of
acts
Shall save the competition
Each specific area of EU
policies has one Commissioner
The Council of the
EU
Main decision-making body
All Eu members are elected
democratically
Responsabilities in all-first
pillar areas
It takes thee decisions
referring to Common foreign
and security policies
One representative from each
EU member (27 ministers, for
example agriculture,
representing national
governments)
The European
Parliament
Democratic supervision of
the EU
Shares legislative powers
with the Council and the
Comission and overseeing
all EU institutions
750 members directly
elected by EU citizens in
national elections every 5
years
Number of members of the
European Parliament per
nation varies with population
The Court of Justice
EU LAW: supranational legal
system; no formal institution, so EU
law is created via case law
The Court of Justice settles disputes
in interpretation of law
Disputes between
Member States
EU and Member States
EU institutions
Individuals and the EU
One judge from each MS, appointed
by common accord of MS, serve for
6 years
1. Sends
proposal to:
The European
Council
The highest political level in the
EU
It provides political guidance, it
instigates EU initiatives and
policies
Its members are the leaders of
their respective nations
(decisions taken by consensus)
President of the European
council (2 and a half years, can
not hold a member state,
selected by qualified majority
voting, represents the EU at
international summits)
Tim Klancnik
Luis Paquet
Carmen Ovies
Rita Tiemann
4. “Co-decision
becames the
Legislative
process”
Which is central
to the
Community’s
decision-making
system.
Outcome: EU
institutional
framework
resembels a dual
legisive system.
Introduced
by the
Treaty of
Maastrich
(1993),
Parlament is
divided along party
political lines.
Council
reflects
national
interest
EUROPEAN
PARLIAMENT
COUNCIL
(MEMBER STATES)
Regions
comittee
Extended by the
National
parlaments
Treaty of
Amsterdam (1999)
Grew further
under the
Nice Treaty
(2003).
EUROPEAN
COMISSION
Other authorities
Represents citizens.
751 members(elected every five
years by universal suffrage)
Since 1950 Parliament power
have grown generating more
equality with the Council.
Parliament has the power of
censure.
Represents the nactional
government of member
states.
Composed by 28 member
states
Votes are weighted with
respect of the population
of each state.
• Was established in 1958.
• Is the executive body of EU.
• Responsabilities: draft
legislation and arbitrate in the
legislative process,make rules
and regulations and represent
the EU in trade negotiations.
Social and
economic
comittee Velarde Cadierno, Ignacio
Vilar Cueto, Alba
5. 28 EU countries have a total of 352 votes
260
UNANIMITY…
65 %
55% members
Inability to make decisions
LISBON T.
According to
population
“Double
Majority”
Weights
NICE T.
Demographic
verification”
Number of votes
increased from
250 to 255
T. OF ROME
• Designed the
QMV (Council)
• According to
population
Inequality between
countries
Charles De Gaulle
(1965)
Single European Act
(1986), extension
Maastrich T.
• Home affairs
incorporations
Amsterdam T.
• New areas
1995, small states
in the EU
TODAY
Álvarez Ortega, Marta
Sierra Zapico, Ana
Suarez Peláez, Alfonso
6. IS THE DECISION MAKING IN THE EU DEMOCRATIC?
EU: Governed by elected or appointed
representatives through the European
Parliament and the Council ,the European
Commission, the European Council and
the EU Court.
Democracy as a control mechanism
There is a divergence of interests between voters and
decision-makers.
However, in order to get elected, politicians make
decisions close to the interest of the average citizen.
Subsidiary principle: decisions should be made as
close to the people as possible in the EU.
Democratic deficit within the
European Union
Idea: the governance of the European Union
lacks of democratic legitimacy in issues facing
the EU. Proponents of Pro-Europeanism
argue: the European Union should reform its
institutions to make them more accountable.
Different criticisms to the main European
institutions. Many Europeans = losing faith
in the political system.
Efficiency of decision making in the EU
Qualified majority voting in the Council.
Populous members = more votes (but not proportional to
population).
Shift from unanimity to QMV (80%) after the Single
European Act (1987) boosted efficiency.
Power distribution and power
measures among EU members
Power = ability to influence EU decisions by being
in a position to make the winning coalition in the
Council.
-Most direct measure of political power = national
voting shares in the Council
-More votes = more power?
-Another manifestation of power = budget
allocation to the European Union.
Vote shares = natural measure of
power
Problems: simple majority rule (+50%
win)
Votes = incorrect view of power
Power depends on: complex interaction
of majority + exact distrobution of votes
Law of large numbers
Tactic applied for the distribution of the
power among EU members
Each member vote = crucial
Take into account: power in the EU
Power shifts
Nice Treaty
Constitutional Treaty = hardly accepted by EU leaders
Lisbon Treaty
Finally: new voting rules = change power
distribution between large and small countries +
additional power to smallest states
Democratic legitimacy
Legitimacy = “in the other person´s shoes”
rule
Individuals = happy with: Equiality
Natural legitimacy principle
EU = union of states (power per nation) +
union of people (power per person)
Nice Treaty voting rules = democracy is
applied but it has deficit
EU court
Decides: allocation of policy areas
Helps the Treaties
EU = subsidiarity and proportionality principle
Tasks = allocated to national and sub-national
governments
Old three-pillar structure of the EU
Democracy
As a control device = decentralization
7. 7.What is meant by subsidiarity and proportionality?
Both principles of European Union Law
Subsidiarity in the EU: 2 goals
Allow the EU to act if a problem cannot be
adequately addressed by national policies
alone.
Guard national sovereignty in those areas
that cannot be dealt with more effectively at
the EU level.
Principle since 1992 Treaty
of Maastricht
Proportionality
Principle since EU
inception in 1957
Actions taken by the Union, in terms of its form and content,
does not exceed what is required to achieve the objectives set
out in the Constitution..
National parliaments are in charge of
making sure that the Commission does
not take initiatives for which it is not
competent
How do they work together?
According to the subsidiarity principle VAT should harmonized at EU level although the
proportionality principle says only some harmonization is needed so maximum and minimum
VAT rates are set and members set it within those limits.
Violation of proportionality and subsidiarity will
take decision power from national parliaments. National parliaments have six
weeks, starting from the date on
which a draft European legislative
act is forwarded to inform if they
feel any principle is violated.
‘’I value subsidiarity highly. For me, subsidiarity is not a technical concept. It is a fundamental
democratic principle. An even closer union among the citizens of Europe demands that
decisions are taken as openly as possible and as closely to the people as possible’’ Jose
Manuel Barroso – President of the European Commission
González Moral, Inés
Llorente Álvarez, Santiago
8. 8. What are the major eu budget receipts and spending
areas? Discuss the historic evolution of the EU
expenditure
THE BUDGET IS FUNDED
THROUGH FOUR MAIN
SOURCES OF REVENUE: CET,
AGRICULTURAL LEVIES, VAT
RESOURCE AND GNP BASED.
EACH MEMBER PAYS
REGARDLESS OF ITS INCOME
LEVEL
TOTAL EU SPENDING WAS
€148,408 IN 2013. EVEN IF
IT SEEMS A LOT, IT ONLY
ACOUNTS FOR AROUND
1% OF EU27 GDP
THE BUDGET IS SPENT MAINLY
ON AGRICULTURAL
PROGRAMMES AND ON
COHESION
THE DISTRIBUTION OF
NET CONTRIBUTIONS IS
QUITE UNEQUAL. THE
BIGGEST NET RECIPIENTS
ARE LUXEMBOURG AND
THE 3 POOREST
MEMBERS (GREECE,
PORTUGAL AND SPAIN)
Montes García , Cristina
Odoardi, Valerio
Otegui Prado, Maria