Journal articles on the topic 'Language policy – European Union countries'
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1
Park, Soo-Young. "European Union and Hungarian Language Policy." International Area Review 8, no. 2 (June 2005): 155–65. http://dx.doi.org/10.1177/223386590500800208.
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Eastern European countries has been historically multiracial European countries, therefore, the language policy of EU becomes a test case for the practical lives of peoples on the question of the preservation of national identities without national boundaries. This thesis shows what kind of language policy that EU practices to integrate its member states' peoples which practically transcend the borders and how each state deals with these necessities with European Integration and the Globalization. In my paper, Hungary was analyzed as an example.
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Yuskiv, Bohdan, and Nataliia Karpchuk. "Multilingualism Factors of the European Union Member-States." Історико-політичні проблеми сучасного світу, no. 43 (June 15, 2021): 136–45. http://dx.doi.org/10.31861/mhpi2021.43.136-145.
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Languages are the basis for Europeans who want to coexist and work together. To do this, the Europeans need to understand each other, the EU's neighbors and partners as well, and to teach and promote the linguistic heritage of the Member States. The motto of the European Union – “Unity in diversity” – reflects multilingualism as the basis of the EU, which is enshrined in a number of documents at the pan-European level. Multilingualism makes business and citizens more competitive and mobile. Promoting multilingualism is a great way to unite Europeans, to build a truly inclusive society where citizens' rights are respected. In the EU “multilingualism” is treated as the ability of communities, groups and individuals to use more than one language in their daily activities on an ongoing basis. The European Commission (together with national governments) coordinates the goal of multilingualism and the goals of the language strategy. Languages should not be an obstacle to participation in society, and marginalized language groups should be identified, represented and included in society. However, the national language policy is the sphere of competence of each state. The article substantiates the assumption that there are certain factors that determine the specifics and level of multilingualism of the EU Member-States. The multilingualism index of each EU Member-State was calculated and the countries were ranked according to a number of sub-indices, in particular: official languages, foreign language skills, language education and study, foreigners (migrants) and language policy, everyday languages, international communications. It was found out that according to the integrated index of multilingualism, the top 5 countries are represented by Luxembourg, Germany, Finland, Sweden and the Netherlands. The most important factors determining the policy of multilingualism are the following: the influence of citizens who are interested in learning foreign languages, as well as foreigners, migrants who study the state language to assimilate in society, the influence of using foreign languages in practice and online communication.
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Koroliova, Larisa. "THE INFLUENCE OF THE EUROPEAN UNION MULTILINGUALISM POLICY ON THE TRAINING OF FOREIGN LANGUAGE TEACHERS IN ROMANIAN UNIVERSITIES." English and American Studies 1, no. 16 (September 7, 2019): 75–80. http://dx.doi.org/10.15421/381909.
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The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.
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Gazzola, Michele. "Multilingual communication for whom? Language policy and fairness in the European Union." European Union Politics 17, no. 4 (July 29, 2016): 546–69. http://dx.doi.org/10.1177/1465116516657672.
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This article compares the effectiveness and the fairness of four alternative policies aimed at managing multilingual communication in the European Union. The current multilingual regime, based on the formal equality among the official languages of the European Union Member States disenfranchises only a small percentage of residents. On the contrary, an English-only language policy would exclude 45% to 79% of adult residents in the 25 countries for which data are available, depending on the indicator used. A language regime based on English, French and German would disenfranchise 26% to 49% of residents, whereas a regime based on six languages would bring the shares of the excluded population down to 9–18%. In addition, results show that economically and socially disadvantaged individuals are less likely to speak languages other than their own native tongue, and therefore they are much more likely to be adversely affected if the European Union stops using their language. The current full multilingual policy of the European Union based on translation and interpreting not only is (and will be for the foreseeable future) the most effective language policy among the alternatives examined; it is also the only one that is truly inclusive at a relatively reasonable cost. The British withdrawal from the European Union is likely to increase rather than decrease the importance of a multilingual language policy.
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Kuiken, Folkert, and Elisabeth van der Linden. "Language policy and language education in the Netherlands and Romania." Dutch Journal of Applied Linguistics 2, no. 2 (October 7, 2013): 205–23. http://dx.doi.org/10.1075/dujal.2.2.06kui.
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The European Union encourages all its citizens to be able to speak two languages in addition to their mother tongue. However, since the content of educational systems is the responsibility of individual member states, promoting multilingualism depends on the language policy of each member state. Still, countries may learn from practices and experiences in other countries. The similarities and differences between two case studies may be instructive from that point of view. In this paper, language policy and language education in two EU member states are compared with each other: the Netherlands on the one hand and Romania on the other. Questions that will be raised are: what are the linguistic rights of the minority groups, which languages are taught to whom, and to which degree is multilingualism an issue in both countries? Despite differences between the two countries, some striking similarities are observed.
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Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES." Near East University Online Journal of Education 3, no. 1 (January 29, 2020): 55–61. http://dx.doi.org/10.32955/neuje.v3i1.184.
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The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about different cultures. In order to provide a better language education, training prospective language teachers in accordance with current educational principles has a significant role. European Commission has introduced several documents for teaching, learning, assessing and teacher training in Europe according to the European Educational Policy. This study examines the documents developed for prospective language teachers in order to identify the European policy about training European language teachers. In the study, qualitative method based on document analysis was used. The results of the study showed that …………..
Keywords: European policy, training language teachers, language teaching, European documents
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Druviete, Ina. "Language as a Value in a Pragmatic World: Global and National Approach." Baltic Journal of English Language, Literature and Culture 11 (2021): 41–51. http://dx.doi.org/10.22364/bjellc.11.2021.03.
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The article deals with the perception of language and languages in the economy-oriented contemporary world and its specific features in such language-centered countries as Latvia. Two main levels could be discussed concerning the ‘intellectual’, ‘symbolic’ and practical treatment of language: a global (supra-national) and a national one. In majority of countries special laws have been adopted or national level programs have been enacted in order to protect the most significant elements of respective national identities – folklore, traditional ways of life, beliefs and languages in particular. At the beginning of the 21st century, economic and political goals of the European Union have been associated with the ideas of European culture and European identity. At the same time, the popularization of the languages, histories, and traditions of the member states have also been emphasized. The Republic of Latvia belongs to the countries where the diversity of thoughts and viewpoints on language are ever present and intense in both the political debates and even in many informal conversations. The paper gives an insight in Latvian language policy against the background of global and European sociolinguistic processes and wide usage of so-called international languages, English in particular.
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Kovalevych, L. "Policy of the states of the European Union against sessesionism." Bulletin of Taras Shevchenko National University of Kyiv. Geography, no. 64 (2016): 74–77. http://dx.doi.org/10.17721/1728-2721.2016.64.13.
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The role of domestic policy in solving of inter-regional conflicts and counteracting secessionist processes are disclosed in the article. A mixed populatіon in any area can live either in peaceful coexistence and political stability or in violent conflicts. This is mostly dependent on the internal ethnic policy. Variety of the government’s reactions to the strengthening of centrifugal tendencies in some regions are explored; among which the approval of separatist demands, the advancement of conditions of underprivileged minorities, adoption of “asymmetric federalism”, allowance for minorities to participate in politіcal debate through parliamentary voting, referendums, etc., establishment of a confederation with only limited links between countries are distinguished. Another way to solve regional conflicts is to create a “multinational federation.” The main features of the state policy of the European Union’s countries which have regions with high potential secessionist conflict are analyzed. The necessities of a balanced domestic policy of the government to prevent the escalation of internal contradictions are emphasized. The influence of the form of government on minimizing of inter-regional conflicts is investigating. After correlating data about current regional conflicts and the forms of government of the hosting countries, it was found that the form of government (from unitary to federalism) is not the only decisive factor for solving of regional conflicts. However, taking into account the historical, cultural, linguistic, economic factors, it is important to understand that political mechanisms can give an initial impulse, the first impetus to resolve the conflicts. Therefore, political factors are some of the key one in regularizing of secessionism. Moreover, examples of the successful resolution of regional conflіcts by particular European states are considered. Experience of an effective resolving of regional conflicts in western European countries showed that in all the cases (Switzerland, Germany, Spain and Great Britain) the mechanisms of the institution of parliamentarism and solving of the language issue were used. The geographic decentralization policy of the supreme power (Germany) and legitimization of government decisions through referendums (Switzerland) are equally effective.
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Groenendijk, Kees. "Pre-departure Integration Strategies in the European Union: Integration or Immigration Policy?" European Journal of Migration and Law 13, no. 1 (2011): 1–30. http://dx.doi.org/10.1163/157181611x558191.
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AbstractSeveral States require immigrants from outside the EU to participate in language or integration courses after arrival. In recent years, some EU Member States made passing a language test (Netherlands and Germany) or participating in a language course (France) a condition for a visa for family reunification for immigrants from certain third countries. Denmark and the UK introduced a similar requirement in 2010. The focus of his article is on three aspects: the political debate, the legal constraints and the effects. Firstly, the development of the pre-departure integration strategies is analyzed. What was the rationale behind the introduction and does is vary between Member States? Secondly, the legal constraints of EU and international law are discussed. Finally, the results of the first studies evaluating this policy instrument are presented. Is pre-departure a good predictor for immigrant’s ability to integrate? Does it actually assist integration, and what are the unexpected or counterproductive effects?
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.
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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immigrants to study their mother language in Norway, France, the Netherlands and Spain. The research is relevant as it provides a brief overview of the language policy of the European Union, and in particular Norway, France, the Netherlands and Spain, and analyses the existing opportunities for immigrants (or children of immigrants) to learn their native language in a new country of residence. In addition, it presents an analysis of the demand for knowledge of different languages (including Russian) in European countries. Research methods included analysis of the legal documents regulating the language policy, analysis of educational programmes in educational institutions of the country, questionnaires of students from the schools participating in the Leo “Effect. Learn from each other effectively,” monitoring of the labour market for the demand for knowledge of different languages (Russian, in particular). As a result of the project “Leo Effect. Learn from each other effectively” the external factors affecting acquisition of the mother tongue outside the language environment were studied. These factors include: the official language policy of the state governing the teaching of the mother tongue, the existing opportunities for learning the mother tongue in the country, the demand for knowledge of different languages on labor market, and the popularity of a particular language in a particular state. The study showed that the education of a multilingual citizen in Europe is basically a family task. State educational institutions do not provide enough support in the issue of teaching the mother tongue and reading and writing in the mother tongue are usually taught by commercial or non-profit organizations created by the immigrants themselves.
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Ferris, Elizabeth. "Making Sense of Public Policy on Refugee Integration." ANNALS of the American Academy of Political and Social Science 690, no. 1 (July 2020): 200–224. http://dx.doi.org/10.1177/0002716220941577.
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While immigrant integration is increasingly important for policy-makers, governments of countries approach the challenge of integration differently. In this article, I frame the issue of migrant/refugee integration in the larger context of political debates and policies about the entry of refugees and migrants. I then go on to analytic comparison of refugee integration policies in eleven developed countries, focusing on the interrelated domains of citizenship, language acquisition, and employment. These three domains are interrelated: acquiring language skills facilitates employment and (for most countries) is required for citizenship. I find considerable variation across these countries, which reflects their different historical contexts, but also the different policy choices that have been made in the countries. Even within the European Union, there is considerable variation between Member States in the emphasis they place, for example, on employment of refugees. While the study focuses primarily on policies developed at the national level, I conclude by stressing the importance of local initiatives to support refugee integration.
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Toggenburg, Gabriel N., and Karen McLaughlin. "The European Union and Minorities in 2013." European Yearbook of Minority Issues Online 12, no. 1 (November 24, 2015): 255–79. http://dx.doi.org/10.1163/9789004306134_011.
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This article reflects selected developments that took place from 1 January to 31 December 2013 both in the EU’S internal policies (Section ii) as well as in the EU’S external relations (Section iii). With regard to the internal dimension, developments in the field of Roma integration, the fight against hate crime and the protection of minority languages are traced. For the external dimension, the article covers the EU’S enlargement policy, its policies vis-à-vis countries in its wider neighbourhood in the East and in the South, and finally, the EU’S engagement at the broader international level.
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Ślęzak, Jarosław. "Polityka migracyjna Unii Europejskiej a problem integracji imigrantów w Niemczech, Francji i Holandii." Cywilizacja i Polityka 16, no. 16 (November 30, 2018): 392–403. http://dx.doi.org/10.5604/01.3001.0013.1598.
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Several stages can be distinguished in the EU migration policy. Member States within the European Communities have adopted internal regulations on economic migrants. Since the 1980s, the process of regulating the migration problem by the countries of the European Community has begun. The most important activities are TREVI agreement, Schengen, the TAMPERE Program, the Hague Program, FRONTEX, EURODAC, the Integrated Border Management Fund and the European Return Fund. The European Union has demonstrated a global approach to migration. The migration crisis has influenced the emergence of a new immigrant integration policy in Germany, France and the Netherlands. Contracts have been created for immigrants, which force them to learn a language, take up jobs and adhere to the principles of European values and culture.
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Rogulska, Oxana, and Olga Tarasova. "Polish Experience of Foreign Language Teachers’ Training." Comparative Professional Pedagogy 9, no. 2 (June 1, 2019): 13–19. http://dx.doi.org/10.2478/rpp-2019-0014.
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AbstractStudying the experience of foreign language teachers’ professional training in developed foreign countries opens up new opportunities for improving the system of pedagogical education in conditions of its adaptation to the requirements of the European educational space. Of a significant scientific interest are the progressive achievements of countries that demonstrate a high level of foreign language teachers’ professional training in accordance with international standards; have rich historical traditions of education that contributes to their leading role in science and education at the regional and global levels; have gained considerable experience in the field of foreign language teachers’ professional training in the new socio-cultural conditions. It is emphasized that the language policy of the European Union demonstrates the crucial importance of language learning in the integration processes. It is also underlined that in modern international documents on the modernization of the foreign language teachers’ professional training it is stated that modern educational transformations should facilitate the implementation of a European dimension in the foreign languages teachers’ training. The establishment of new values related to the search for a multicultural, multi-ethnic and multi-linguistic Europe depends to a great extent on the ability of the teacher to develop a European consciousness and an individual sense of moral responsibility in a pluralistic society. The paper presents the results of collective scientific research, in particular, the peculiarities of the foreign language teachers’ professional training in Poland are presented and the recommendations on the creative use of constructive ideas of the progressive experience in the process of updating the system of pedagogical education are outlined.
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Žindžiuvienė, Ingrida, and Austė Sruogaitė- Kuliešienė. "LIFELONG LANGUAGE LEARNING IN EUROPE: POSSIBILITIES AND CHALLENGES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 503. http://dx.doi.org/10.17770/sie2013vol2.606.
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Recent demographic changes in Europe (ageing, migration and others) demonstrate the importance of senior adult education – an urgent issue at both national and European Union policy levels. The problem of the research is grounded in the challenges that many European societies currently face: the retirement age being extended, employees need to adapt to the changed working conditions and satisfy urgent demands of the market. The aim of this research is to examine the current situation of senior adult language education in the EU. The research objectives question one of the basic needs faced by senior citizens - to acquire or maintain multilingual skills, without which their status in the competitive market would become complicated. In many European countries, senior adult education is viewed as an integral part of the whole education system that is directed towards engagement of senior citizens into active social life, job maintenance, development of cross-cultural communicative and language skills and more diverse opportunities for self-realization.
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Poshka, Agim, and Emilia Conforti. "A Comparative Study of Language Policies for Minorities in Italy vs. Macedonia." International Journal of Linguistics 11, no. 2 (April 30, 2019): 97. http://dx.doi.org/10.5296/ijl.v11i2.14753.
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This article analyses language rights in the larger language context between Italy, a country who is well established in language minority rights sphere in European Union and Republic of Macedonia. Language diversity is an on-going process impacted by migration and globalization. In this regard, this paper analyses the language policy development of the same language but in two different context. The first scenario is Arbreshi/Albaninan language spoken in Southern Italy after their immigration from Albania in the 15th century, and the Albanian language spoken in the Former Yugoslav Republic of Macedonia. Although it is the same language, the dynamics of globalization, absence of economic opportunities, local and the international political context and the status of a minority language in both countries have stirred the same language in different directions in Italy and Macedonia. The study investigates the possible scenarios that these languages could be considered endangered as a result of assimilation in Southern Italy or massive emigration which the case in Macedonia is. The biggest challenges seem to be the disability to fight in the aggressive economic race and are lacking vitality and policy mechanisms to survive. The study investigates how languages are overpowered because they do not present an economic factor in their community and as a consequence they first lose their rank in the local community and consequently they lose their chance for revitalization The paper also analyses the current legal status of these languages in both aforementioned countries and possible scenarios of being endangered languages as a result of urbanization and economic competition in this globalized reality.
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Bilozir, Olga. "POLYLINGUAL EDUCATION. EXPERIENCE OF COUNTRIES OF THE WORLD AND PROSPECTS FOR THE IMPLEMENTATION OF MULTILINGUAL EDUCATION IN UKRAINE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 217–22. http://dx.doi.org/10.36550/2415-7988-2020-1-191-217-222.
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The importance of polylingual education has grown significantly in recent decades. Recognizing the importance of multilingual education, the language policy of the European Union provides for the preservation and development of the native language of the EU, as well as a perfect knowladge of at least two foreign languages. The introduction of polylingual education has already reached the scale of public policy in many EU countries, including Greece, Denmark, Estonia, Iceland, Italy, Cyprus, the Netherlands, Portugal, Romania, Finland, Sweden and Switzerland. Multilingualism should be considered not only as a communicative compulsion, but as a necessity for the sustainable development of society in any country of the world and an important factor in life in the period of global development. Analysis of publications shows that multilingualism is a feature of the modern country, demonstrates the successful coexistence of multilingual societies. These facts reveal the importance of the transformation of school education. Particular importance is attached to the problem of mastering foreign languages. The European Center for Modern Languages provides examples of successful introduction and functioning of polylingual education in educational institutions of different countries. All these projects are included in the general project of the European Center for Modern Languages of the Council of Europe "PlurCur". The language concept of Ukrainian education needs changes and improvements, reorientation to polylingual education. The experience of the PlurCur project in a common educational context in all languages studied is especially useful for Ukraine. We make assumptions about the possibility of introducing a model, programs and other components of this project in the education system of Ukraine. The idea of polylingual education is considered in the article and the schemes of the polylingual program in the form of the diagrams by Britta Hufeisen and Jonas Erin are offered. Taking into account the proposed models of multilingual education programs, as well as taking into account the national language and educational context of Ukraine, we propose a general model of multilingual education, which can be considered as one of the possible options for multilingual education in Ukraine, for the development of polylingual competence of students.
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Melnyk, N. V. "TRANSLATION PECULIARITIES OF THE ABBREVIATIONS OF EDUCATIONAL AND PAEDAGOGICAL ORGANIZATIONS OF THE EU COUNTRIES." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 363–71. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-363-371.
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Translation of professional vocabulary forms the basis of scientific translation, is an important means of intercultural communication, and constantly attracts the attention of researchers, actualization of the issue of foreign language scientific communication and cooperation. Of particular relevance is the acquisition of the process of comparative studies that provide an analytical component in the description and description of two or more educational systems, and therefore an important role is played by the English competence of the researcher. The study presents the peculiarities of the translation of abbreviations of educational and pedagogical organizations and institutions of the EU countries. The author established that the abbreviations of pedagogical subjects can be divided into three main groups: the names of organizations, structures, documents; abbreviations used to indicate the educational process and related methodological and methodological terms; reductions used in professional communication between educators, academics and practitioners. Since the uniqueness of stable phrases.
The study also found that the main features of the translation of abbreviations of educational and pedagogical organizations of the European Union are: transformation by adding or lowering words, differences in the use of singular and plural in the English and Ukrainian languages, the difference between the translation of individual abstract concepts, the names of individual educational organizations , names of some organizations that carry out educational policy and influence the specifics of the functioning of educational institutions, differences in the expression of collective concepts. The author determines that the best ways of translating abbreviations of educational and pedagogical organizations of the European Union into the Ukrainian language are: translation of the corresponding full form of a word or phrase, direct borrowing method, descriptive method, transcoding of the abbreviation.
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Putranti, Ika Riswanti. "MULTILINGUALISM AND ASEAN SINGLE MARKET: IN THE PERSPECTIVE OF INTERNATIONAL TRADE FACILITATIONS." JURNAL ILMU SOSIAL 16, no. 2 (July 18, 2018): 112. http://dx.doi.org/10.14710/jis.16.2.2017.112-134.
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The European Union is a successful common market role model through regional economic integration. The formation of common market by several countries within a country brings widespread implications not only in economic and legal aspects but also socially and culturally. There are four basic principles in the formation of a common European Union market of freedom of movement of goods, freedom of movement of services, freedom of movement of capital, freedom of movement of people. The application of the four principles within the framework of economic integration is strongly influenced by the social and cultural interactions taking place within the market structure. The part of culture is an essential element in doing economic interaction is the language. Multilingualism in the EU affects common market dynamics and policy patterns in trade facilitation.
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Babenko, Oksana Vasil'evna, and Vasilii Nikolaevich Babenko. "Ukraine within the European security system: problems and prospects." Международные отношения, no. 4 (April 2020): 1–10. http://dx.doi.org/10.7256/2454-0641.2020.4.34192.
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This article explores the problems of Ukraine's integration into the European security system. Special attention is given to the questions of cooperation with the European Union, NATO and the OSCE that play an important role in promotion of security in the European continent. Emphasis is made on the analysis of the Ukrainian normative legal framework responsible for inclusion of Ukraine into the core structures of European security. Since 1991 to the present, all presidents of post-Soviet Ukraine from L. Kravchuk to V. Zelensky contributed considerably to the country’s integration into the European security system. With the development of relations with NATO, EU and OSCE, Ukraine sought to cooperate with the Eastern European countries within the framework of the key institutions of European security. Ukraine’s relations with certain Balkan states have experienced intense contradictions, for example dispute over the plan to liquidate Bolhradsky district in Odessa Region that was predominantly populated by ethnic Bulgarians. Since 2004, the territorial dispute between Ukraine and Romania pertaining to delimitation of continental shelf around the Snake Island has not been fully settled. The conflict between the two countries also aggravated due to the policy of reducing the Romanian-language educational establishments in Ukraine. Ukraine’s inclusion into the key structures of the European security is also impeded by Donbass armed conflict, the fact that the government of Ukraine does not recognize the Republic of Crimea's claim to sovereignty, as well as regularization of relations with the Russian Federation. The acquired results allow determining the motives underlying the foreign policy course of Ukraine that is aimed at its accession to the European Union and NATO, as well as the attempts to take its place within the European security system.
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Sehl, Annika, Richard Fletcher, and Robert G. Picard. "Crowding out: Is there evidence that public service media harm markets? A cross-national comparative analysis of commercial television and online news providers." European Journal of Communication 35, no. 4 (February 28, 2020): 389–409. http://dx.doi.org/10.1177/0267323120903688.
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The impact of public service media (PSM) on media competition has become a topic of debate in many European countries. Some argue that PSM could starve commercial media, or discourage them from entering markets in the first place because they shrink commercial audiences, lowering both advertising income for free commercial television and willingness to pay for commercial products. Despite its prevalence as a policy argument, there has been limited research about the crowding out concept – and almost no research that is independent, comparative, and considers broadcasting as well as online markets. This article addresses these shortcomings by examining whether there is any evidence to support the crowding out argument by analysing national broadcast and online markets in all 28 European Union countries. More specifically, we focus on data on market resources, audience performance and payment for digital news. The analysis reveals little to no support for the crowding out argument for broadcasting and related online markets.
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LEVCHYK, IRYNA. "CONTENT-LANGUAGE INTEGRATED LEARNING IN THE CONTEXT OF EUROPEAN INTEGRATION." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 169–76. http://dx.doi.org/10.25128/2415-3605.22.1.20.
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The conditions of formation of content-language integrated learning (CLIL) have been characterized with a number of theoretical and methodological factors, that have influenced the process of development from different perspectives. The origin of CLIL is connected with the prior methodological approach to second language acquisition – content based language instruction. It has been established with aim to reduce the gap in knowledge of English learners between spoken everyday English and Academic language. The reflection of the psycholinguistic views in CBI led to adoption of concepts of comprehensive output, input hypothesis and proximal zone of development in its subsidiary method (CLIL). Besides this, another methodology affecting formation of content-language integrated learning, known as “English for special purposes”, is also contextualized by specialty content, and they share common goals of learning. However, ESP keeps its focus on language, not content. The comparative analysis of CBI and ESP key features reveals the theoretical and methodological conditions of CLIL formation.
The modified variations of CLIL approach, applied all over Europe like Bilingual Content Teaching, Bilingual Subject Teaching or Content-Based Language Teaching, relied on a common concept of learning a foreign language with a shift of focus from the language itself to the content expressed in this language. The bilingual model of education in European countries adopted the provisions of content-language integrated learning methods at the mainstream level in school education in France, Ireland, Finland, Estonia, Latvia, Poland, the Czech Republic, and it has been partially implemented within pilot projects in the UK, Spain, Germany, Italy and Sweden. The method was strongly supported by policy of the European Union and European Commission with an aim of promotion of language learning and linguistic diversity. The support of the European language policy and ideology was reflected in a number of projects launched in order to promote methods based on international cooperation, such as “Content and Language Integrated Learning in Germany” (CLILiG), as well as with the support of the Council of Europe “CLIL Quality Matrix” (2004) and the European Regional Action Scheme for the Mobility of University Students (ERASMUS).
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Dadashov, Kanan. "History of Formation and Development of Relations between the South Caucasus States and the EU." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 2 (2022): 51. http://dx.doi.org/10.31857/s086919080019380-5.
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The article examines the history of the formation and development of relations between the states of the South Caucasus (Armenia, Georgia, Azerbaijan) with the European Union. Methods: system analysis, forecasting, comparison. In the course of the research, special attention is paid to the conditions and determinants of the formation of the European vector of development of the countries of the South Caucasus region at the turn of the 20–21 centuries. The results obtained in the course of the study led to the conclusion that in the 1990s, the European Union largely viewed the South Caucasus (Azerbaijan, Georgia, Armenia) through the prism of Moscow, taking into account the fact of Russia's presence in the region and its active actions. The situation changed in the 2000s, when the EU’s interests and its interaction with the region intensified, as well as after the armed conflict in Georgia, when Europe became concerned about the need to respect and strengthen security in the region. Subsequently, the security policy was supplemented with new dimensions in cooperation, namely: political, economic, humanitarian. It should be noted that today the states of the South Caucasus region are much more fragmented than ever, and the only integration projects that have taken place are related to external actors. Therefore, in order to intensify cooperation with the EU and achieve real tangible results, the South Caucasus republics should balance their foreign policy, clearly define development priorities, overcome socio-political confrontation within the country, and achieve a peaceful settlement of “frozen” conflicts.
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Arik, Beril T., and Engin Arik. "The role and status of English in Turkish higher education." English Today 30, no. 4 (November 11, 2014): 5–10. http://dx.doi.org/10.1017/s0266078414000339.
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Kachru's (1992) Eccentric Circles framework has been very influential in understanding and explaining trends in the unprecedented spread of English around the world. However, so far the research within the World Englishes paradigm has focused mostly on Inner and Outer Circle countries and their English varieties (Seidlhofer, 2009), rather than Expanding Circle countries. While Expanding Circle countries in Asia (e.g. Chang, 2006) or parts of the European Union (e.g. Coleman, 2006) have been gaining increasing attention in recent years, Expanding Circle countries like Turkey have not been examined to the same degree. Notable exceptions include Doğançay-Aktuna (1998), Büyükkantarcı (2004), and Selvi (2011), which we summarize below. As in many Expanding Circle countries, the spread of English has not been equally distributed in all domains of life in Turkey. For example, little is known in the field regarding English in the higher education context compared with other domains, such as language policy, business, or media, both in Turkey and in other Expanding Circle countries. We address this issue through this study.
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Skoglund, Ekaterina, and Astrid Bretthauer. "Starting Early with Language Learning. Enhancing Human Capital and Improving the Integration of Migrant Families in the Danube Region. Examples from Bavaria." Südosteuropa 67, no. 2 (June 26, 2019): 234–63. http://dx.doi.org/10.1515/soeu-2019-0016.
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AbstractGermany is an important destination for migrants from other European countries. That is particularly true of the Danube region, a European Union (EU) macroregion with deep economic and historical interconnections. Immigrants tend to be younger than the average of the German population, with children accounting for 15% of all migrants. The authors start with a short overview of the theoretical and empirical literature on preschool and early education as a tool for acquisition by immigrant children of the host country’s language. The focus is then shifted to the policy sphere, with the example of Germany and in particular the federal state of Bavaria, in the context of the challenges and best practices used to tackle the integration of such children. The article considers Regensburg, the fourth-largest city in the State of Bavaria, and the Landkreis (district) Kelheim to the southwest of Regensburg as case studies to illustrate the similarities and differences of their municipal approaches to the promotion of German language acquisition by immigrant children and their parents.
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Trezubov, Matvey D. "The concept of “Old” and “New” Europe by Roman Dmowski and its role in the discourse of modern Polish foreign policy." Rusin, no. 69 (2022): 213–32. http://dx.doi.org/10.17223/18572685/69/12.
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Roman Dmowski, a Polish nationalist and a founder of the independent Polish state, occupies an important place in Polish history. After the restoration of Poland on the political map of Europe, there was a need for a certain foreign policy that could give prosperity to a country de facto deprived of its agency for 123 years. Dmowski argues that the national identity can be protected from the Protestant countries of the West only through defining it as a main guardian of the Latin civilization. He formulated this thesis on the basis of Houston Chamberlain's The Foundation of the 19th Century, Oswald Spengler's The Decline of Europe and numerous works of Feliks Koneczny, who had a fundamental influence on Dmowski. His concept aimed at saving the Latin civilization (Italy, Poland, and France, led by Charles Maurras) from the affects of Jewish civilization and Protestantism in particular, representing the Latin civilization largely due to the reinterpretation of the Protestant countries and its further antagonization. This bloc was purely defensive and wasn't implemented in practice. Speaking about the discourse of modern Polish foreign policy, one can find many allusions to Dmowski, although it should be understood that the Polish government are not endecja (Narodowa Demokracja). So, for example, the “German-Pole” dichotomy, which was used Dmowski, is now in many ways one of those associated with the intra-European crisis. Now, in connection with the events of February 24, Poland potentially has every chance of becoming a hegemon in the Eastern European policy of the European Union, since it fully supports Ukraine and close integration with it. Since Ukraine is already a candidate for EU membership, this will allow it to compete with Germany in EU politics and possibly even result in EU reforms, due to its active pro-Ukrainian policy.
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ÇOBAN ORAN, Filiz, and Adem Emre KÖSE. "İspanya Dış Politikasında İmparatorluk Geçmişi ve Latin Amerika." Journal of Social Research and Behavioral Sciences 7, no. 13 (July 10, 2021): 197–219. http://dx.doi.org/10.52096/jsrbs.6.1.7.13.11.
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In Spain’s foreign policy, the relationships with the Spanish-speaking Latin American countries have a special privileged place which dates back to the country’s imperial past. Based on a narrative of common language and a shared cultural history and identity with the Latin American people, Spain still aims to maintain its leading role in diplomatic relations, cultural investment, and foreign aid more than any country. Moreover, the ongoing relationships with this region has been one of the key areas of Madrid’s foreign policy for its global role expanding from the Iberian Peninsula to the entire world. Since Spain emphasises on the concept of Ibero-American identity in its relations with the Latin America, this study attempts to use a social-constructivist approach in analysing the place of the Latin America in the contemporary Spanish foreign policy. Specifically, it searches for the influences of Spain’s European Union membership on these relationships. Consequently, it argues that European identity of the nation has gained a greater weight than its Ibero-American identity since the democratisation process of 1980s. Thus, the relationships with Europe have pushed the Latin America to a secondary position in the foreign affairs.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Ramonienė, Meilutė, and Jogilė Teresa Ramonaitė. "Language attitudes, practices and identity in the new Lithuanian diaspora." Russian Journal of Linguistics 25, no. 4 (December 18, 2021): 1024–46. http://dx.doi.org/10.22363/2687-0088-2021-25-4-1024-1046.
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After the changes in the socio-political situation in many countries of Eastern and Central Europe in the last decade of the 20th century, these countries experienced a major growth of emigration. In the context of the European Union, Lithuania is one of the countries that has faced the highest rates of emigration. The quick and somewhat sporadic emigration mainly for economic reasons is of interest both to linguists and language policy makers in order to support and give guidelines for the maintenance of the heritage language and identity. This paper deals with the data of the new post-Soviet wave of Lithuanian emigrants analysing the language behaviour and language attitudes. The aim is to look into the issues of language attitudes, practices and identity through the tripartite theoretical model - beliefs, emotions and declared language practices - of this wave and to compare it to the overall context of Lithuanian diaspora. The data analysed in this paper has been collected using quantitative (online surveys) and qualitative methods (in-depth interviews) in two research projects in the Lithuanian diaspora in 2011-2017. The main focus is on the use of the heritage Lithuanian language in various domains (home, community, friendship, church), comparing the use of Lithuanian by the post-Soviet emigrants with the language behaviour of the emigrants of earlier emigration waves. The results show equally positive beliefs and affective attitudes of the post-Soviet emigrants compared to previous waves, but a different language behaviour especially when comparing to the emigrants of the end of World War II.
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Rakel, Eva. "IX. Paradigms of Iranian Policy in Central Eurasia and Beyond." Perspectives on Global Development and Technology 2, no. 3 (2003): 549–71. http://dx.doi.org/10.1163/156915003322986398.
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AbstractIran and CEA have historically close links going back as far as the sixth century BC when the Persian Achaemenid Empire conquered the region. For a long time, Persian was the main language of the elite in CEA. Since the disintegration of the USSR, Iran has been determined to re-strengthen its position in CEA, particularly in economic and security terms. Iran is an active player in the Economic Co-operation Organization (ECO). It also promotes the construction of southern pipelines from CEA to export the region's oil and gas resources as it hopes to profit from it for its own oil and gas export. However, it has to be noted that Iran in no way is a dominant player in the region. The rivalry between the various political factions of the Iranian political elite - the Conservative Traditional Right (Rast-e Sonati), Traditionalist left (Chap-e Sonati), Revolutionary or New Left or Hizbollah, Conservative Modern Right Rast-e Modern - leads to incoherence in Iran's foreign policy and makes Iran an unreliable actor to cooperate with not only the countries of CEA but also for other countries interested in the region (i.e., the United States, European Union, Turkey, Russia, China, Saudi Arabia). Additionally, the great national economic problems in Iran are an obstacle for Iran to become more active economically in CEA.
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LO PORTO, GIUSEPPE. "Cultural diplomacy: building an international cooperation network." Public Administration 22, no. 1 (2020): 58–60. http://dx.doi.org/10.22394/2070-8378-2020-22-1-58-60.
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The article is devoted to problems in the field of communication between the states. It investigates the role of language in modern society, its impact on understanding and the image of the country as a whole. The author analyzes the perception of the language by the recipients and adaptation of the acquired skills through the language. Learning and understanding the language is quite important for the best work in the field of trade, culture, and the exchange of experience. The concept of “cultural diplomacy” and its role between the participating countries in the international arena are considered. The author explains the concept of “soft power”, its specific role in the field of close cooperation and the creation of an international network of collaboration. Cultural diplomacy may seem more indefinite than other traditional diplomatic practices related to the economic-commercial or political sector, exists clearly and has also been in practice for years, at least bilaterally. Cultural diplomacy is operated by the European Union, with the promotion of cultural diversity. The underlying logic is to place cultural cooperation at the center of the Union’s diplomatic relations with third partner countries. From a broader perspective, this strategy also contributes to the foreign policy priority of making the EU a stronger global player on the world stage.
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Zhigalev, Boris, and Anna Prokhorova. "Linguistic Security of Russia in the Mode of Multilingualism." Nizhny Novgorod Linguistics University Bulletin, Special issue (December 31, 2020): 139–52. http://dx.doi.org/10.47388/2072-3490/lunn2020-si-139-152.
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The article examines the problem of linguistic security of Russia within the logic of integration into the world community. A new language situation is developing in the context of modern socio-economic and political reforms in Russia. While, on the one hand, there is a rejection of monolingualism and a tendency towards the development of Russian national polylingualism, on the other hand, there is a clear orientation towards promoting multilingualism as a consequence of rapprochement with Europe. The European Union is actively promoting the policy of multilingualism, encouraging learners to expand their linguistic repertoires. Like other representatives of non-EU countries, young Europeans entering Russian universities are mostly multilingual, and for them the Russian language offered as part of their university course is just another foreign language. To promote the Russian language and culture through educating foreign students, faculty members of Russian universities seek to create a special language environment, activating all possible means and technologies to optimize the process, teaching Russian courses for international students, and organizing engaging extra-curricular activities. Despite such serious efforts, however, many foreign students perceive this as an imposition that limits them in the study of other languages and cultures. The authors of the article see a potential solution to this problem in using a multilingual approach as a mechanism for “subtle engagement and promotion” of the Russian language and culture among foreign students. They offer a case study of implementing this approach in a technical university where Russian is taught as a foreign language to future engineers and describe the functional characteristics of multilingual modules built into the Russian language course (facilitative, accelerative, communicative, organizational, and transferable), highlighting the advantages and prospects of the multilingual approach in the formation of linguistic security.
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Rіeznikov, Valeriі. "State industrial policy in conditions European integration of Ukraine." Public administration and local government 45, no. 2 (July 23, 2020): 146–53. http://dx.doi.org/10.33287/102030.
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Since the beginning of 2020, there have been crisis phenomena around the world due to the global slowdown in economic growth and the introduction of quarantine due to the coronavirus pandemic. In this situation, the most vulnerable are developing countries with a small margin of safety, which, unfortunately, also applies to Ukraine, whose economy is open and highly dependent on external markets.
Due to the slowdown in the growth of the global economy, the situation in one of the main export industries of Ukraine – industry is deteriorating first of all. The European Union has become one of the important export markets for Ukraine’s industrial products in recent years, which has raised the issue of shaping a relevant state industrial policy in today’s challenging environment. The purpose of the article is to determine the directions of formation and implementation of state industrial policy in the conditions of European integration of Ukraine in modern conditions. In 2020, due to the economic crisis and the pandemic of the coronavirus, the Ukrainian industry may lose even more due to low demand for ferrous metals in world markets, including in EU countries.
The Agreement on Conformity Assessment and Acceptance of Industrial Products is a way of eliminating technical barriers to trade between Ukraine and the EU. The Agreement on Conformity Assessment and Acceptance of Industrial Products is a type of mutual recognition agreement that requires a partner country to align its legislation, practices and infrastructure with EU rules.It is envisaged that in the sectors covered by this Agreement, Ukrainian exporters will be able to label their products with the CE mark and to sell them freely on the EU market without additional EU certification. Potentially, the Agreement on Conformity Assessment and Acceptance of Industrial Products could cover up to a fifth of Ukraine’s exports to the EU, notably mechanical engineering products. The formation and implementation of state industrial policy in the conditions of European integration of Ukraine should take place using the following algorithm:1. Study of the new EU Regulation 2019/1020 of 20.06.2019 on market surveillance and conformity of products and elaboration of relevant amendments to the legislation of Ukraine.2. Concentration of the function of legal coordination of draft regulatory acts (including technical regulations) aimed at implementing the Association Agreement and preparation for the Agreement on Conformity Assessment and Acceptance of Industrial Products in one state instance, equipped with specialized personnel with adequate knowledge of EU law and languages.3. Strengthening the requirements for the accreditation and oversight process for accredited bodies, as well as the process of designating and monitoring conformity assessment bodies to ensure that their technical competence is adequate and to prevent fraud and the use of fraudulent practices.4. In the absence of a rapid prospect of concluding an Agreement on Conformity Assessment and Acceptance of Industrial Products, the harmonization of procedures and requirements that are too burdensome for exporters and importers, first and foremost.5. Paying particular attention to capacity building of state market surveillance authorities.6. Raising awareness of business entities and enhancing the role of business associations in raising such awareness.7. Increasing the EU’s interest in providing Ukraine with effective technical assistance for the development of legislation and the proper functioning of quality infrastructure and market surveillance authorities.
Introduce the position of Deputy Prime Minister for Industry and launch support programs for the real economy.
Thus, Ukraine’s further integration with the European Union is largely linked to the formulation and implementation of relevant industrial policy, which should be to continue reforming all sectors of the economy, in particular, to modernize the industrial complex. And the signing of the Agreement on Conformity Assessment and Acceptance of Industrial Products in the three priority sectors («industrial visa waiver») in the medium term should become one of the main foreign economic priorities of Ukraine’s European integration in the face of the current challenges of today.
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Ciutacu, Ileana, Iulian Săvulescu, and Luminiţa Mihaela Dumitraşcu. "Tandem Economic Development Of Two Regions Or Countries." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 577–80. http://dx.doi.org/10.2478/cplbu-2014-0102.
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AbstractIn today's economy, one speaks mostly of regions than of countries, at least on European Union territory. So even if the territorial point of view is changing, the economic expectations remain unchanged: how much will that country/region grow and develop over time. The objective of this research is to see the way in which the economies of two regions develop in tandem over time and why. We plan to do this by designing and constructing an agent-based model that simulates a dummy world economy composed of two regions. Each region that can also be seen as a country has its own firms that produce goods and its own inhabitants who work for the firms and consume their goods. The two regions have their own currency, but ‘do commerce’ mainly through the movement of their inhabitants between them. In this research we chose to construct an agent-based model that simulates economic development and uses NetLogo programming language and interfaces, because of the advantages of this particular approach. Thus, after building the initial Netlogo model and simulating with it certain scenarios and examples of regional economies, by simply changing some variables any user can easily adapt it to other examples, real or not; do the simulations and obtain the desired number of development paths for his or her example. Thus, the result that we expect to obtain is creating agent-based model that can be used as a tool by policy-makers for seeing how different policies can affect or stimulate regional economic development.
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Mckendry, Eugene. "Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools." Studia Celtica Posnaniensia 2, no. 1 (December 20, 2017): 1–19. http://dx.doi.org/10.1515/scp-2017-0008.
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Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.
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Krzak, Mariusz. "Is the EU’s Resource Base of Copper Ore Deposits Large? A Fuzzy Set Theory Approach." Resources 10, no. 2 (January 27, 2021): 11. http://dx.doi.org/10.3390/resources10020011.
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Copper raw materials have not been identified as a critical raw material for the economy of the European Union (EU). Demand for metal for use within the EU is satisfied mainly by imports of raw materials in various processing stages and from recycling. Imports include not only copper concentrates, but also refined metals, alloys, and intermediate and finished products. In terms of EU imports, mining supplies represent a minor share of demand. It is likely that copper demand will grow in the coming decades and that global as well as European reserves of copper will be depleted more rapidly. For Europe, no complete and harmonised dataset presenting estimates of total EU copper resources and reserves exists, with the exception of the attempted Minerals4EU project. In colloquial language, many imprecise concepts aim at describing reality. Classic probability tools cannot be used to describe imperfect information. There are no sharp thresholds between the boundaries of many measurements; instead, smooth transitions are observed. This gradation between full and partial membership and non-membership is not included in classical set theory; thus, the capacity for describing such effects is provided by fuzzy set theory. An attempt is made in the present paper at a fuzzy description of the copper reserve base in the EU countries. The basic terminology of fuzzy sets is presented and useful logical operators are indicated. The copper reserve base in the EU countries was assessed in relation to world reserves and an appraisal of this base within these countries was carried out.
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Hoyte-West, Antony. "Some Characteristics of the Conference Interpreting Profession in Malta and the Republic of Ireland: a Comparative Overview." Translation Studies: Theory and Practice 2, no. 1 (3) (June 1, 2022): 17–26. http://dx.doi.org/10.46991/tstp/2022.2.1.017.
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With the rise of multilingual international organisations over the past eight decades, the conference interpreting profession has developed accordingly. In the case of the European Union (EU), the range of official languages now includes less widely spoken languages such as Maltese and Irish. Through examination of the domestic professional landscapes of the conference interpreting professions in two EU member states, Malta and the Republic of Ireland, this exploratory contribution offers a comparative overview of the historical and contemporary development of the domestic conference interpreting profession in both countries, together with contextual information regarding multilingualism policy and the specific cases of Maltese and Irish as official languages of the EU. As such, core details regarding education, training, and professional organisations for conference interpreters in both Malta and the Republic of Ireland are outlined and compared, thereby offering a suitable basis for subsequent empirically-based research.
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Howaniec, Honorata, and Marcin Lis. "Euroregions and Local and Regional Development—Local Perceptions of Cross-Border Cooperation and Euroregions Based on the Euroregion Beskydy." Sustainability 12, no. 18 (September 22, 2020): 7834. http://dx.doi.org/10.3390/su12187834.
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The cross-border regions, which are the peripheral regions, are struggling with m troubles. They often include high unemployment, insufficiently developed infrastructure, or inadequate language skills of residents, which are barriers to exploiting the potential of such regions. One kind of remedy is the assumption of the European Union’s regional policy, under which Euroregions are created. These units, constituting a form of cooperation between the regions of the European Union member states, candidate countries, and the regions of their neighbors, with the support of local and regional authorities, constitute support for the competitiveness and development of border areas. The purpose of this study is to verify how people perceive the activity and effectiveness of Euroregions, as well as to try to determine whether they think Euroregions contribute to local and regional development. In this research, an online and self-administered survey was used, with two parts: one related to Euroregions in general, and the other to a specific, selected Euroregion. Despite the fact that the Polish experience has not been as long as in other parts of Europe, the results show that the Euroregions are positively evaluated by people, and they rate them as important for development of the regions.
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Hovakimyan, Hasmik, Milena Klimek, Bernhard Freyer, and Ruben Hayrapetyan. "Sustainable Shift from Centralized to Participatory Higher Education in Post-Soviet Countries: A Systematic Literature Review." Sustainability 13, no. 10 (May 15, 2021): 5536. http://dx.doi.org/10.3390/su13105536.
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Since the fall of the Soviet Union, higher education (HE) in post-Soviet reality continues to face complex challenges, including hierarchical structures, antiquated teaching methods, and lack of international standards. In the meantime, in the US and in Europe, HE has recently focused on participatory curriculum development (PCD) and programs that seek to directly connect student learning to “real-world” problems, accelerating positive change in curricula and through their contributions to regional communities. Accepted into the Bologna Process—the standardization of European HE—Armenian HE institutions struggle to satisfy requirements and related sustainable development goals with centralized standards, inhibiting them from being internationally competitive and regional sustainability change agents. In this article, we examine post-Soviet HE development since 1991 and challenges, with a particular focus on Armenia; what participatory curriculum building may offer; and how it contributes to HE and regional sustainability transitions. A systematic literature review was applied, using specific combinations of important terms restricting the search with criteria such as language, year of publication, and descriptive or critical in nature. The results illustrate the status quo of post-Soviet HE, synthesize current barriers of HE as potential change agents, and highlight PCD as a way to overcome these barriers.
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Krajter Ostoić, Silvija, Dijana Vuletić, Špela Planinšek, Urša Vilhar, and Anže Japelj. "Three Decades of Urban Forest and Green Space Research and Practice in Croatia and Slovenia." Forests 11, no. 2 (January 23, 2020): 136. http://dx.doi.org/10.3390/f11020136.
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Background and Objectives: Urban forests and green space contribute to human wellbeing. Green infrastructure is recognized by the European Union as a planning tool that contributes to the implementation of many public policies, with urban forests and green space as its main building blocks. Croatia and Slovenia are young democracies and recent members of the European Union. Hence, they also need to contribute to the implementation of those policies. Previous review studies on urban forests and green space rarely addressed scientific or professional publications in those countries. Furthermore, the body of knowledge about urban forest and green space research and practice in post-socialist countries is still rather weak. The goal of the paper is (a) to show that urban forest and green space research and practice is much stronger in these countries than it is possible to assume based only on previous review papers or only by searching Scopus and Web of Science, and (b) to describe publications written by scientists and professionals in the past 30 years. Materials and Methods: We used a trilingual systematic literature review to identify scientific and grey literature in various databases, as well as a snowballing technique, and yielded 211 publications in Croatia and 84 in Slovenia. Results: We identified many more publications on urban forests and green space science and practice in Croatia and Slovenia than it was possible to assume based only on previous review papers and when searching solely publications in English. Croatian authors showed continuity over time in terms of number of publications, while Slovenian publications have been on the rise in the past decade. In both countries, scientific papers were most frequent, and the vast majority of studies addressed capital cities. Croatian publications mainly focused on parks and park-forests, while Slovenian publications focused on urban forests. Interestingly, Croatian authors were affiliated with over 60 organizations, and in comparison to Slovenian authors, have stronger preference towards publishing in their local language. Green space planning and design followed by resource inventory were the most frequent themes. The least addressed themes in both countries were resource management, economic aspects, policy, legislation or governance. Conclusions: Important discussion in the future, especially in Croatia, would be regulation of urban forestry as a profession. Cross-sectoral and interdisciplinary studies, as well as focusing on cities other than capitals in future, can help in addressing issues such as climate change or application of participatory approaches.
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Peruzzo, Katia. "European English and the translation of the Italian Code of Criminal Procedure." Between specialised texts and institutional contexts – competence and choice in legal translation 3, no. 1 (May 11, 2017): 5–19. http://dx.doi.org/10.1075/ttmc.3.1.02per.
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Abstract The English translation of the Italian Code of Criminal Procedure (Gialuz, Lupária, and Scarpa 2014) represents a step forward in fostering judicial and police cooperation in Europe. This is made possible by making the content of the Code accessible to a wide English-speaking audience. Given the informative purpose of the translation (Cao 2007), whose intended readers are mainly European citizens, the target language chosen by the translation team is European English, i.e. the English used in European Union texts, the international English used in Council of Europe texts, the English found in the translations of the Codes of Criminal Procedure of other European countries and the English used by law scholars (Scarpa, Peruzzo, and Pontrandolfo 2014). The European continent is a multidimensional and multilayered legal reality in which different languages co-exist and legal transplants and terminological transfers are commonplace. Based on such premises, however, the embeddedness of the Code of Criminal Procedure in the Italian legal system poses several translation difficulties, especially in the search for supranational/international English translation equivalents for terms that refer to nationally developed legal concepts. For these terms, established translation equivalents are not necessarily available. The aims of this paper are threefold: to describe the features of the interdisciplinary translation team consisting of ten members (linguists and lawyers), to lay out the peculiarities of the translation process in which professionals with a different background were involved, and to illustrate the methodology applied as regards terminological choices. To do so, a concrete example from the translated text will be provided to lay out the challenges faced and the solution adopted by the translation team.
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Godhe, Anna-Lena. "Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula." Media and Communication 7, no. 2 (June 11, 2019): 25–35. http://dx.doi.org/10.17645/mac.v7i2.1888.
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This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.
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Estévez-López, Fernando, Jesus Castro-Marrero, Xia Wang, Inger Johanne Bakken, Andrejs Ivanovs, Luis Nacul, Nuno Sepúlveda, et al. "Prevalence and incidence of myalgic encephalomyelitis/chronic fatigue syndrome in Europe—the Euro-epiME study from the European network EUROMENE: a protocol for a systematic review." BMJ Open 8, no. 9 (September 2018): e020817. http://dx.doi.org/10.1136/bmjopen-2017-020817.
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IntroductionMyalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is a chronic disease involving central nervous system and immune system disorders, as well as cardiovascular abnormalities. ME/CFS is characterised by severe chronic fatigue lasting for at least 6 months, including clinical symptoms such as tender cervical or axillary lymph nodes, muscle pain, joint pain without swelling or redness, post-exertional malaise for more than 24 hours and unrefreshing sleep. Studies on the epidemiology of ME/CFS in Europe only include single countries and, therefore, the prevalence and incidence of ME/CFS in Europe (as a whole) is unknown. One of the purposes of the European Network on ME/CFS (EUROMENE; European Union-funded COST Action; Reference number: 15111) is to address this gap in knowledge. We will systematically review the literature reporting figures from European countries to provide a robust summary and identify new challenges.Methods and analysisWe will systematically search the literature databases Scopus, PubMed and Web of Science for studies published in the last 10 years (ie, after 2007). No language restriction will be applied. Two independent reviewers will search, screen and select studies as well as extract data about their main characteristics and evaluate their methodological and reporting quality. When disagreements emerge, the reviewers will discuss to reach a consensus. We plan to produce a narrative summary of our findings as we anticipate that studies are scarce and heterogeneous. The possibility of performing meta-analyses will be discussed in a EUROMENE meeting.Ethics and disseminationEthical approval is not required as only publicly available data will be included. Findings will be described in EUROMENE reports, published in peer-reviewed journal(s) and presented at conferences. The findings will be also communicated to policy-makers, healthcare providers, people with ME/CFS and other sections of society through regular channels including the mass-media.PROSPERO registration numberCRD42017078688
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Luts-Sootak, Marju. "Dear reader,." Juridica International 24 (October 9, 2016): 1. http://dx.doi.org/10.12697/ji.2016.24.00.
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The number of legal journals published in Estonia has always been limited. On the one hand, the reasons for such scarcity have always rested with the small population, which limits the size of the Estonian legal audience and thus the potential number of readers. On the other hand, the twists and turns of (recent) history have always meant interruptions in the publication of legal journals. Publishing two, three or even four journals at the same time has proven possible only in a very limited number of years. There is usually no reason to talk about decades in this context. All the more reason for us, as the publishers and authors of this journal, to be proud of the publication of yet another issue of our magazine. The first issue of Juridica International – the foreign language companion to the Estonian language journal Juridica, which has been published since 1993 – appeared twenty years ago, in 1996. Professor Paul Varul, Editor-in-Chief of Juridica International from 1996–2015, took a look back at these first twenty years in the editor’s column of our last issue. Juridica International has acted like a seismograph when it comes to reflecting reforms in Estonian law and legal education. When Estonia joined the European Union in 2004, new and significantly more international challenges alreadly came along during the preparatory stage, not to mention the subsequent active participation in the harmonisation processes of European Union law. The foreign language journal, published at and with the means of the Faculty of Law of Estonia’s own national university, the University of Tartu, has given our legal practitioners a chance to express their views among an international community of scholars in a highly visible manner. Juridica International has also played an important part in publishing materials from legal conferences and seminars held in Estonia. Juridica International has become an attractive international journal that reaches well beyond the borders of Estonia and the European Union. This widespread circulation has been assisted by free access online – a decision made by Juridica International years before “open access” became a keyword of global research policy. In the span of only a couple of decades, the journal that first started as the “calling card” of the Faculty of Law at the University of Tartu, mainly introducing and analysing Estonia’s own legal developments, has become an internationally open, peer-reviewed legal journal that is represented in the most acknowledged databases. Since Juridica International is a universal legal journal by its very essence, and this number is not a topically focused conference issue, the geography of both the authors and the topics covered reflect points of interest and concern in the legal science of our region. A special place is reserved for the principal foundations of the European Union and European legal culture in general, and the latest developments in the law of Europe, Estonia, and other countries are addressed as always. One of the obvious causes for concern is Russia’s legal concept, and the legal situation of both it and its neighbours deserves an observant analysis. As the new Editor-in-Chief of the journal, I thank all the editors, colleagues at the editorial board, and the technical team for their continued energy and hard work. For our readers, as well as current and future authors, I hope this issue will be thought-provoking, give you topics to reflect on, and a reason to join us time and again.
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BROŽIČ, LILIANA. "EDITORIAL, SECURITY PERSPECTIVES." CONTEMPORARY MILITARY CHALLENGES 2022, no. 24/3 (September 30, 2022): 11–13. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.24.3.00.
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This is the title of the third issue in the twenty-fourth volume of the Contemporary Military Challenges. We started from the changes that have taken place over the last few years. We have had in mind the increased migration flows towards the European Union, the experience of the Covid 19 epidemic, the climate change that surprises us time and time again, despite the fact that we are aware of it, and that we are trying to adapt and respond to it accordingly. In March this year, the "Strategic Compass for Security and Defence - For a European Union that protects its citizens, values and interests and contributes to international peace and security" was launched, and at the end of June, the new NATO Strategic Concept. Both with the aim of rethinking, aligning and unifying the way we look at existing security challenges and developing new security perspectives. At the beginning of this year, we were taken by surprise by the Russian Federation's armed attack against Ukraine. Some had predicted it; others only foresaw it. Many were convinced, however, that such a phenomenon was not possible in a modern democratic society. Huntington's theory of a clash of civilisations, which seemed to have outlived its usefulness in modern European society, has become relevant again. A realistic view of the contemporary security, social and political situation in the world and, above all, the crisis of values and the consequent need for unification have encouraged the European Union to aspire to become a global security actor in the international environment. The war in Ukraine is forcing the European Union to act. It has prepared a package of economic measures or sanctions to influence the Russian Federation in terms of expressing its disapproval of its unilateral moves. However, the Member States are not entirely united on how to confront and counter the situation. Without unity, united political positions and united action, the European Union cannot become the global security actor that it has claimed to be in its strategic compass. In this context, it is also worth mentioning its Common Security and Defence Policy, which is first and foremost a policy, and the fact that the European Union does not have its own military capabilities to manage. The Member States have military capabilities, and they spend varying amounts on their defence. Over the last decade, most Member States have been reducing their defence expenditure, despite the fact that it was agreed at the NATO summit in Wales in 2012 that it would amount up to 2% of GDP. Not all Member States of the European Union are members of the Alliance, but there are twenty-one of them that are members of both. Douglas Barrie and his colleagues produced a special report in 2020 on 'European defence policy in an era of renewed great-power competition', which concluded that, assuming that all Member States did indeed spend 2% of GDP on defence, the European Union and its Member States would need ten to fifteen years to be adequately prepared in terms of security capabilities for a possible aggression by a country with the military capabilities of the Russian Federation today. With investments in this area as they are in 2022, it would take twenty years. This leads to the logical conclusion. There are only two ways of stopping the Russian Federation in its territorial and, of course, political ambitions. The first and most appropriate is political, the second military. Since the European Union does not represent a serious opponent in defence and military terms to this large and militarily powerful country, the only way for it to achieve its status as a global security actor is politically. The military conflict in Ukraine is a major test for both the Union and the Alliance. The European Union now has the opportunity to test how strong and credible its ideals, values and beliefs are. Are its senior representatives wise and innovative enough to look beyond economic sanctions to other diplomatic avenues to achieve what they have written in their strategic compass – to be a global player? Time will answer this question. Until then, however, scholars and other experts will be studying the various influences and phenomena in the security domain. Some of them will also share them with the readers of Contemporary Military Challenges. In a time of economic sanctions imposed by the European Union, Tamas Somogyi and Rudolf Nagy focus on the protection of critical infrastructure, of which the financial sector is an important part. In their article Cyber threats and security challenges in the Hungarian financial sector, they explore the security risks facing the banking system in their country. The paper Geostrategic perspectives of Slovenia in a changing world draws on two geopolitical theories by Mackinder and Spykman, who develop their views on the European space. Uroš Tovornik explored Slovenia's geostrategic position on the basis of their theories, focusing on its geopolitical characteristics. He summarised his findings into four possible scenarios, which are determined by these characteristics and from which possible future geopolitical orientations are derived. Olusola Kolawole Oluwagbire explored the influence of the world’s major powers and how this is reflected in the case of each country. Africa, as a very large continent, is made up of many and diverse countries. The influence of the major powers has always been very strong and integral to African life and the security of its people. In his article An assessment of the impact of relations with major powers on national security: Nigeria in perspective, the author presents how this has changed in recent years and how it affects the security of each country in. Mariann Minkó-Miskovics and Csaba Szabó note that there is an inconsistency between European and Hungarian legislation in the field of dual-use regulation, i.e. for civil and defence purposes. Moreover, they are convinced that this inconsistency may pose a security risk. What this means in practice is presented in the article Interpretation of civil vs. military equipment in European case law - EU and Hungary. Jarosław Włodarczyk writes on the importance of a proper understanding of language between different stakeholders in the international military environment. His study focuses on the teaching of English among military personnel in Poland and on those types of words that do not have a direct translation from Polish into English or vice versa. A particular challenge here is how to adequately explain and teach this to military personnel in the educational process. He summarised his findings in his paper The problem of lexical gaps in teaching military English.
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Nicholson, Fiona, Rikke Krogshave Laursen, Rachel Cassidy, Luke Farrow, Linda Tendler, John Williams, Nicolas Surdyk, and Gerard Velthof. "How Can Decision Support Tools Help Reduce Nitrate and Pesticide Pollution from Agriculture? A Literature Review and Practical Insights from the EU FAIRWAY Project." Water 12, no. 3 (March 11, 2020): 768. http://dx.doi.org/10.3390/w12030768.
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The FAIRWAY project reviewed approaches for protecting drinking water from nitrate and pesticide pollution. A comprehensive assessment of decision support tools (DSTs) used by farmers, advisors, water managers and policy makers across the European Union as an aid to meeting CAP objectives and targets was undertaken, encompassing paper-based guidelines, farm-level and catchment level software, and complex research models. More than 150 DSTs were identified, with 36 ranked for further investigation based on how widely they were used and/or their potential relevance to the FAIRWAY case studies. Of those, most were farm management tools promoting smart nutrient/pesticide use, with only three explicitly considering the impact of mitigation methods on water quality. Following demonstration and evaluation, 12 DSTs were selected for practical testing at nine diverse case study sites, based on their pertinence to local challenges and scales of interest. Barriers to DST exchange between member states were identified and information was collected about user requirements and attitudes. Key obstacles to exchange include differences in legislation, advisory frameworks, country-specific data and calibration requirements, geo-climate and issues around language. Notably, DSTs from different countries using the same input data sometimes delivered very different results. Whilst many countries have developed DSTs to address similar problems, all case study participants were able to draw inspiration from elsewhere. The support and advice provided by skilled advisors was highly valued, empowering end users to most effectively use DST outputs.
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Yakubova, L. A. "MIGRATION PARADIGM IN GERMANY IN 2000S: CHANGE OF PRIORITIES." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2019): 12–17. http://dx.doi.org/10.36906/2311-4444/19-3/02.
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The given paper touches upon the problem of German migration policy in contemporary period. The on-going processes allow us to conclude that the German migration paradigm has been changing as well as one of the most successful states in the European Union and as a state endowed with the greatest peace load after the crisis of 2008. The study gives the main qualitative and quantitative characteristics of the German migration policy in the 2000s. First of all, it is characterized by changes in the geography of migration flows. In 2004, with ten new countries entering the EU, the inflow of migrants from Eastern Europe countries began to increase. During this period, the number of immigrants from Poland has almost doubled. After Bulgaria and Romania joined the EU, the number of people from these countries also increased by more than three times. At the period of 2008 crisis, the inflow of migrants from Italy, Spain, Greece and the Balkan countries intensified; the number of migrants from Croatirapidly increasedafter this country joined the EU in 2013. The author analyzes the qualitative composition of migrants and concludes that, from the beginning of the 21st century, the working migration, having dominated for many decades, is gradually changing in favor of skilled workers’ migration. The important role of universities in order to attract highly qualified specialists is substantiated. The migration impact on the labor market is studied with a special attention. It is due to the fact that, when arriving in the country and getting the opportunity to apply skills and realize their human capital, a migrant becomes a kind of investor in the hosting country economy, contributing to its growth. One of its main advantages is that, already having a certain set of knowledge and skills (the hosting country does not need to pay for his education), he can generate new knowledge, create innovations, thereby increasing the competitiveness of the recipient country economy. Germany has a policy of attracting highly qualified migrants to the country. The paper touches upon the innovations in the migration policy of Germany in the 21st century. A “Blue Card” has been introduced for highly qualified professionals in accordance with the EU directive and labor market regulation has been changed. The need to reduce the number of legal restrictions for migrants from third countries, and to improve attitudes towards migrants, despite the failure of the multiculturalism policy, is indicated too. There are still many obstacles to immigrants’active participation in the labor market, such language difficulties, differences in educational systems, and lack of information about vacancies.
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Barn, Ravinder, Roberta Teresa Di Rosa, and Theano Kallinikaki. "Unaccompanied Minors in Greece and Italy: An Exploration of the Challenges for Social Work within Tighter Immigration and Resource Constraints in Pandemic Times." Social Sciences 10, no. 4 (April 12, 2021): 134. http://dx.doi.org/10.3390/socsci10040134.
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The number of unaccompanied minors (UAMs) arriving in the European Union (EU) has been increasing dramatically over recent years resulting in the formulation of EU policy directives around safeguarding and well-being. Notably, the majority of UAMs enter Europe irregularly through two main gateways to the European continent: via Italy, using the Central Mediterranean Sea route; or through Greece, transiting through the Eastern Mediterranean route from Turkey, mostly via sea. Profiles of UAMs travelling via the two different routes are significantly diverse, reflecting Italy’s and Greece’s geographical proximity to North Africa and the Middle East, respectively. Although Italy has witnessed a decline since 2018 (Todaro and Romano 2019), the two countries have faced a significant increase in UAMs, and this has required a considerable reorganisation of the reception systems and, more generally, of their welfare systems. However, difficulties in securing adequate reception for UAMs seeking protection have persisted in both countries. Through an analysis of the impact of the pandemic on the Italian and Greek reception systems and social interventions with UAMs, we utilised a multiple embedded case study approach within a comparative analysis, to identify key changes in the main services which should be guaranteed to minors—namely, hosting/housing, guardianship, foster care, family/relatives reunification, school integration, language, job training for care leaving, and preparation for leaving care after 18 years (Di Rosa 2017; Buchanan and Kallinikaki 2018; Barn et al. 2020). Against a background of critical reviews of the main issues related to policies and reported social work practice in a context of COVID-19 precarity, set within a wider EU framework, this paper contributes to the literature with an analysis of the current situation and the tightening of the conditions of reception, inclusion and integration that await UAMs in these gateway countries today. We conclude that with the suspension of key services and amenities, and with a practical halt to the due process of immigration and asylum, social workers are facing a difficult challenge to prevent the deterioration of UAMs’ mental health and well-being.
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Kovtun, О. V. "DEVELOPMENT OF FAMILY FARMING PRODUCTION AS THE GUARANTY OF STABLE FOOD SECURITY: REVIEW OF THE SITUATION IN UKRAINE AND SOME COUNTRIES OF THE WORLD." Animal Breeding and Genetics 56 (December 4, 2018): 141–48. http://dx.doi.org/10.31073/abg.56.19.
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In this study we introduce a comparative analysis of the current situation in the sector of small yield agriculture in Ukraine and some countries belonging to the Community of Portuguese Language Countries, such as Portugal, Brazil, and Cape Verde, in the context of the international policies for the Strategy of Nutritional and Food Security (Estratégia de Segurança Alimentar e Nutricional). We used materials from the United Nations on Food Security, secondary sources from Ukrainian, Portuguese, Brazilian, and Cape Verdean researchers on the characteristics of the sector, as well as, the results from personal experience and research during the stay in those countries. Portugal and Ukraine are both European countries, Portugal is a member European Union and Ukraine is on its way to joining. Portugal, Brazil and Cape Verde are characterized by their common history, dating back to the days of colonialism, and belong to The Community of Countries of Portuguese Language. All these countries are located in different economic-geographical zones and because of their levels of development they belong to different worlds in economy. It is noticeable, in any of them, that small rural agricultural businesses have an important role in ensuring sustainable food security. Also shared by all three is the fact that small agricultural producers suffer from being invisible to public policy, in comparison with larger industrial agriculture, taking into account the different factors from each country in particular. As such, one of the main goals of the present study is to reflect on the importance of small agriculture, or family agriculture, on providing for society and ensuring nutritional and food security in those countries. According to Ukrainian researchers, the per capita consumption of food products has significantly decreased over the past two decades, which is reflected in a steady decrease in the amount of milk and meat in the daily consumption of dietary products. This is a very important factor for the food safety of the entire population and, above all, the preservation of the health of the most vulnerable groups, including children. The Community of Countries of Portuguese Language (Comunidade dos Países de Língua Portuguesa, CPLP), to which Brazil, Cape Verde and Portugal belong to, has approximately 250 million of inhabitants. It is predicted that that number will increase up to 323 million in 2050. Today, in absolute terms, and considering the CPLP as a whole, around 28 million people are malnourished. In general, from all the countries in the CPLP, Portugal is the only country free from problems having to do with food security, but the level of dependence from imports has risen in the last decade, especially of cereals (from 55.6% to 82.8%). Brazil reduced the prevalence of malnutrition to less than half, in comparison with the levels from 1990 and the dependence on imports of cereals in this country remains the lowest compared to other countries and stands at 14.2%. Cape Verde maintains a high level of dependence on imports of food products, including cereals (94.3%). It turns out that in all the countries studied it is common ground that, despite their importance for sustainable food security, small family farms do not receive the necessary support from the state authorities for their technical and technological progress, in order to produce and sell on equal conditions with large enterprises its products in competitive markets. The lack of competitiveness from national food products, which is also seen in all countries, is one of the first factors that cause the objective necessity of an innovative transformation of the field of small agricultural production.
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Hren, Zoriana. "JOURNALISM OF EDWARD LUCAS IN UKRAINIAN MEDIA." Proceedings of Research and Scientific Institute for Periodicals, no. 11(29) (2021): 211–24. http://dx.doi.org/10.37222/2524-0331-2021-11(29)-10.
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The article emphasizes the role of prominent British journalist and writer, expert on Central and Eastern Europe and energy and cyber security Edward Lucas for the formation of the Ukrainian media space and the implementation of world standards of quality journalism. In particular, special attention is paid to the study of his author’s texts published in Ukrainian publications during the 1990s – 2021, in particular in the magazine The Ukrainian Week and the The Day newspaper. The main genre forms of E. Lucas’s journalism are singled out, in particular the article and the author’s column embodied in the genre of commentary, political portrait, version, review, analytical article. The main thematic dominants of publications are identified (international politics and economics, political process in countries that are key players on the world map, US and European foreign policy, collective se curity issues, information wars, Britain’s exit from the EU, growing threat from Russia and China, consequences of the pandemic). The peculiarities of E. Lucas’ stylistics (bright language, expressive and evaluative vocabulary, metaphors, breadth of generalizations) are noted. Personalized content and biographical-memoir elements of texts are singled out. It is emphasized that Lucas’s journalism is based on a deep study of historical and economic processes, mental characteristics, interests of various strata of national societies, political contradictions within the governments of nation states, as well as supranational entities such as the European Union and NATO. The social and journalistic reception of Edward Lucas’s journalism in the Ukrainian media is studied and examples of its influence on the socio-political life of Ukraine are given. Keywords: Edward Lucas, journalism, political journalism, columnism, information warfare.