«Духовное» и «политическое» «ядра» «локальной цивилизации» и их столкновение в истории России
The study aimed to analyze the EU contribution towards defining the G8 priorities and values as well as implementation within the G8 the main global governance functions: domestic political governance, deliberation, direction setting, decision making, delivery and global governance development. A specialized data base was formed, comprised of documents of both institutions. The programme allowed to undertake a quantitative and qualitative analysis of the evidence base. The content analysis of the documents focused on priorities, values and commitments shared by the G8 and the EU and specific to each institution, on the basis of search, accounting and comparison of the number of documents, references and symbols and their distribution by priorities and functions in accordance with functional analysis methodology.
The paper analyses the process of creating the single electricity market in the European Union. It examines supranational efforts for creation and integration of member states' competitive electricity markets and identifies the key challenges that supranational authorities, member states and EU power supply companies face within the process of the single European electricity market development.
The paper presents the key results from the monitoring of the implementation of the EU programme Education & Training 2010 during the last two-year period. It examines the main aspects of the programme implementation on the overall European as well as on the national level. It summarizes further political steps and perspectives to be implemented for the future European education and training system development before and after 2010. As the final 2008 joint progress report shows the most part the EU member countries could provide positive results from the later two-year period of the EU programme implementation. While the progress achieved by different countries in separate programme's strands as experts noted doesn't prove the overall positive changes across Europe and must be strengthened in future. The paper attempts to address the following questions: What programme's strands enjoyed most positive results and had been developed better during the time period considered? And which of them are remained insufficiently developed? How effective were the national political steps of different countries? What is the national context for the EU programme Education & Training 2010 main goals delivery and implementation? As well as how reachable the priority for the lifelong learning development in Europe can be? And how it is possible to provide the favorable conditions to deliver lifelong learning for knowledge, creativity and innovation in Europe?