The sponges / by Robert von Lendenfeld.

v.42 (1915) text

Relationships of pocket gophers of the genus Geomys from the Central and Northern Great Plains / by Lawrence R. Heaney and Robert M. Timm.

no.74 (1983)

Variation in Bornean frogs of the Amolops jerboa species group, with description of two new species / Robert F. Inger, Paul A. Gritis.

n.s. no.19(1983)

Comparative regional perspectives: the Bologna process and higher education attainment. Jean Monnet/Robert Schumann Paper Series Vol 13 No. 11, August 2013

Since 1999, countries have voluntarily chosen to reform their higher education systems to join the European Higher Education Area. This paper compares Bologna Process implementation across four regions within the European Union. While there are 47 countries participating in the Bologna Process, this paper uses statistical analysis to consider 25 of the 28 EU Member States. The time period of analysis is 2000-2011, prior to Croatia’s accession to the EU on 1 July 2013. Across Europe there are inter-regional differences in how the Bologna Process has been implemented and in the political economy contexts that influence higher education reform for policy convergence. There are three explanatory variables in the political economy context: 1. competitive economic pressures and globalization 2. domestic politics at the national level 3. leadership from the supranational European Union that socially constructs regional norms Tertiary education attainment is the dependent variable of interest in this research. The objective of 40%, for 30-34 year olds, is Europe 2020 benchmark target. There are additional higher education reform criteria encompassed in the Bologna Process. These criteria concern Credit and Degree Structure, Quality Assurance, and Recognition of academic degrees among countries in the EHEA. This tertiary education attainment variable, which is of interest in this paper, does not capture the entire implementation process. Nevertheless, it is a measure of one important indicator of success in providing higher education access to populations within the context of democratic governance. This research finds that statistically GDP Per Capita is the most significant variable in relationship to tertiary education attainment across four regional areas in the European Union.

The euro before the financial crisis of 2008: an integrating and stabilizing factor. Jean Monnet/Robert Schuman Vol. 13 No. 9, June 2013

From the Introduction. The main focus of this study is to examine whether the euro has been an economic, monetary, fiscal, and social stabilizer for the Eurozone. In order to do this, the underpinnings of the euro are analysed, and the requirements and benchmarks that have to be achieved, maintained, and respected are tested against the data found in three major statistics data sources: the European Central Bank’s Statistics Data Warehouse (http://sdw.ecb.europa.eu/), Economagic (www.economagic.com), and E-signal. The purpose of this work is to analyse if the euro was a stabilizing factor from its inception to the break of the financial crisis in summer 2008 in the European Union. To answer this question, this study analyses a number of indexes to understand the impact of the euro in three markets: (1) the foreign exchange market, (2) the stock market, and the Crude Oil and commodities markets, (3) the money market.

Austeridad fiscal vs gasto ubernamental: historia de la crisis europea = Fiscal austerity versus governmental spending: history of the European crisis. Jean Monnet/Robert Schuman Papers Series Vol. 13 No. 8, June 2013

No abstract.

Law practice in a globalized world: the European experience. Jean Monnet/Robert Schuman Paper Series Vol. 13 No. 7, June 2013

From the Introduction. In this paper I plan to give a simple overview on how the legal profession is integrating in a globalized world within the European Union (“EU”).

The Arab Spring: where was the EU, and what is its future in the region? Jean Monnet/Robert Schuman Paper Series Vol. 13 No. 4, February 2013

From the Introduction. In 2010 the martyring of Mohamed Bouazizi began a ripple of civil uprisings across the Middle East, and would lead to a wave of revolutions that the media would dub the Arab Spring. From North Africa to the Gulf Region, these civil uprisings made major headlines but found little intervention on behalf of world superpowers such as the United States or the European Union. Acting as more of an observer than as an active participant in these revolutions, it would seem that the European Union played a small role in preventing civil unrest, or in aiding in the policing of these oppressive governments. By example of the passive position held by Europe during these revolutions, the EU appears to be ill equipped to handle security issues such as the massive revolutionary chain witnessed across the Mediterranean. Now, however, they have a new opportunity to be involved in a post- Arab Spring Mediterranean. This paper seeks to address some reasons behind the Arab Spring, describe the institutional framework previously and currently in place, as well as to analyze the progress of Europe’s relationship with the Mediterranean by analyzing the EU’s past and current role in the Mediterranean. It will also look at critiques of the EU’s role in the Arab Spring, as well as the opportunities to be taken in the Mediterranean region.

Modelo Europeu como referencia par a integracao na American Latina do seculo XXI = Europe as a model in the integration of Latin American in the 21st century. Jon Monnet/Robert Schuman Paper Series Vol. 13 No. 5, February 2013

No abstract.