24 resultados para Isabel Clara Eugenia, Infanta of Spain, 1566-1633.


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From the Introduction. On October 12th the Nobel Committee announced that the annual Nobel Peace Prize would be awarded to the European Union for, “promoting peace, democracy and human rights over six decades”.1 This was a bit of good news for the EU who had produced nothing but bad press with the Euro Crisis, the bailouts of struggling countries like Greece, and protests in the southern member states of Spain, Portugal, and Italy. At such a momentous occasion the EU’s next challenge was to figure out who would be the rightful head of the EU to accept the award. The EU has made their decision by opting to send its top three officials Jose Manuel Barroso the President of the European Commission, Herman Van Rompuy the President of the European Council, and Martin Schulz the President of the European Parliament2 as a sign that the EU is not headed by one person but instead is an supranational economic and political bloc that seeks to unify the European continent. Their symbolic acceptance of the award is in response to what Geir Lundestad, the Secretary of the Norwegian Nobel Committee, called, “an accumulated record.”3 This record has ushered the EU into the international spotlight as a beacon for countries in the EU’s periphery to want to join the bloc.

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From the Introduction. The subject of the position of Spain in the world (through history, recent times, and today) has been described by scholars and casual observers by a combination of qualifiers. It is considered paradoxical, unique and influential, riddled with isolation and ambition, resulting in frustration and success. In any event, Spain’s record in modern times has to be considered as below its potential in historical terms, geographical position, culture and world presence through migration and the results of the empire. In any way, Spain deserves to be included among one of about twenty five countries that, for one reason or another, play a role in the overall current global panorama. 1

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The year 2010 will be remembered in the European Union (EU) circles of governmental Spain as a crucial milestone regarding the role of the country in one of the most important alliances of world history. During the first semester, from January to June 2010, Spain had previously been scheduled to hold the rotating presidency as done since the times of the inception of the predecessor of the EU, the European Economic Community (EEC). Furthermore, on June 12, Spain would be ready to celebrate the 25th anniversary of its adhesion (along with Portugal) to the European integration experiment, by signing the treaty, effectively acceding to the European Community (EC) on January 1, 1986. While all of this was set to occur, the new Reform Treaty (“of Lisbon”) was set to be implemented as a substitute for the failed constitutional text floated during the first years of the new century. Moreover, these spectacular events unraveled in the middle of one of the worst economic crises of the world, with considerable impact on the evolution of the EU and, most especially, Spain. This paper will review the background, context and impact of particular novel aspects of the new treaty governing the EU and several milestones regarding the experience of Spain in the European process.

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International large-scale assessments (ILSAs) and the resulting ranking of countries in key academic subjects have become increasingly significant in the development of global performance indicators and national level reforms in education. As one of the largest international surveys, the Programme for International Student Assessment (PISA) has had a considerable impact on the world of international comparisons of education. Based on the results of these assessments, claims are often made about the relative success or failure of education systems, and in some cases, such as Germany or Japan, ILSAs have sparked national level reforms (Ertl, 2006; Takayama, 2007, 2009). In this paper, I offer an analysis of how PISA is increasingly used as a key reference both for a regional2 entity like the European Union (EU) and for national level performance targets in the example of Spain (Breakspear, 2012). Specifically, the paper examines the growth of OECD and EU initiatives in defining quality education, and the use of both EU benchmarks and PISA in defining the education indicators used in Spain to measure and set goals for developing quality education. By doing so, this paper points to the role of the OECD and the EU in national education systems. It therefore adds to a body of literature pointing to the complex relationship between international, regional, and national education policy spaces (cf. Dale & Robertson, 2002; Lawn & Grek, 2012; Rizvi & Lingard, 2009).

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A guide to information sources on the Kingdom of Spain, with hyperlinks to information within European Sources Online and on external websites (For other language versions of this record click on the original url)

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In the last few years, several EU member states have reduced support to renewable energy, leading to numerous claims that these policy changes retroactively affected existing investments and that the practice of ‘grandfathering’ should have been observed. Among these, the case of Spain stands out, both due to the material size of the cuts and the large volume of investments affected, although the Czech Republic, Bulgaria, Poland, Romania and Italy have also introduced reforms with deleterious consequences to their renewable energy sectors.