Democratizing the European Union: Issues for the Twenty-first Century

Transaction Publishers
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The European Union's "democratic deficit" and ways that might be found to resolve it are hot issues in both academic debate and practical politics. Democratizing the European Union offers a fresh approach to this subject by bringing together a diverse range of authors who have been actively involved either in analyzing the activities of the European Union or participating in them.

The contributors go beyond a primarily institutional approach by highlighting issues having to do with values, participation, and exclusion. Collectively this volume also transcends the limitations of abstract theory. Embracing a range of perspectives, and including discussions of major contemporary challenges, such as enlargement and economic and monetary union, this book contains a detailed analysis of the response of New Labour to the democratization debate. The contributions include: Sue Cohen, "Social Solidarity in the Delors Period"; Sverker Gustavsson, "Reconciling Suprastatism and Accountability: A View from Sweden"; Stefano Fella, "A Europe of the Peoples? New Labour and Democratizing the EU"; John Lambert and Catherine Hoskyns, "How Democratic is the European Parliament?"; Valerio Lintner, "Controlling Monetary Union"; Mary Kaldor, "Eastern Enlargement and Democracy"; Richard Kuper, "Democratization: A Constitutionalizing Process"; and Catherine Hoskyns, "Democratizing the EU: Evidence and Argument."

Democratizing the European Union is essential reading for all those with an interest in the EU and broader questions of democracy. It is also particularly useful for students of European Studies and practitioners involved in EU policymaking and lobbying.

Catherine Hoskyns is Jean Monnet Professor of European Studies at Coventry University. She is the author of Integrating Gender: Women, Law and Politics in the European Union, and her articles have appeared in the European Journal of Women's Studies and Women's Philosophy Review.

Michael Newman is Jean Monnet Professor of European Integration Studies and a professor of politics at the University of North London. He is the author of Democracy, Sovereignty and the European Union, Harold Laski: A Political Biography, and Socialism and European Unity.

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Publisher
Transaction Publishers
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Pages
212
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ISBN
9781412821582
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Language
English
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Genres
Political Science / International Relations / General
Political Science / Political Ideologies / Democracy
Political Science / Political Process / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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This book discusses the future of the European Union following the failure of the Constitutional and reform treaties, examining the transformations, dynamics and major issues facing present-day Europe.

Discussing key questions relating to the future of the European project, this book brings together leading academics and practitioners, including: Adrienne Héritier, Jan Zielonka, Yves Mény, Maurizio Cotta, Philippe Schmitter, ECJ Advocate General Miguel Maduro and former President of the European Parliament, Pat Cox. These contributors provide provocative and innovative accounts of developments within the European Union, contrasting theoretical reflections with a more professional perspective based on first-hand experience in running European affairs. The contributions focus on three key challenges: enlargement, the end of the permissive consensus and the need for democratization of the European Union, considering questions such as:

What does Europe represent to neighbouring countries and how is it addressing their expectations?

How could a larger Union be governed efficiently?

Are European citizens willing to delegate responsibility to their leaders to tackle European integration?

Is it accurate to accuse the European Union of a "democratic deficit"?

Institutional Challenges in Post-Constitutional Europe will be of interest to students and scholars of European politics, especially those with an interest in European integration/enlargement, constitutionalism, and democratization.

Winner of the Lincoln Prize

Acclaimed historian Doris Kearns Goodwin illuminates Abraham Lincoln's political genius in this highly original work, as the one-term congressman and prairie lawyer rises from obscurity to prevail over three gifted rivals of national reputation to become president.

On May 18, 1860, William H. Seward, Salmon P. Chase, Edward Bates, and Abraham Lincoln waited in their hometowns for the results from the Republican National Convention in Chicago. When Lincoln emerged as the victor, his rivals were dismayed and angry.

Throughout the turbulent 1850s, each had energetically sought the presidency as the conflict over slavery was leading inexorably to secession and civil war. That Lincoln succeeded, Goodwin demonstrates, was the result of a character that had been forged by experiences that raised him above his more privileged and accomplished rivals. He won because he possessed an extraordinary ability to put himself in the place of other men, to experience what they were feeling, to understand their motives and desires.

It was this capacity that enabled Lincoln as president to bring his disgruntled opponents together, create the most unusual cabinet in history, and marshal their talents to the task of preserving the Union and winning the war.

We view the long, horrifying struggle from the vantage of the White House as Lincoln copes with incompetent generals, hostile congressmen, and his raucous cabinet. He overcomes these obstacles by winning the respect of his former competitors, and in the case of Seward, finds a loyal and crucial friend to see him through.

This brilliant multiple biography is centered on Lincoln's mastery of men and how it shaped the most significant presidency in the nation's history.
This qualitative multi-case study of academic literacy is the first research to assume the premises of the Multiliteracies Project of the New London Group of literacy researchers. It takes a multimodal view of literacy, not limited to reading and writing, and sets about to uncover the Design (the flexible structuring of rules and principles) that students and teachers both follow and create in college courses. This Design takes the form of a game in which students channel content from sources, such as texts and lectures, to assessments of various kinds. Students are then rewarded in the form of grades to the extent that the content they display matches the criteria the professor sets up.

The students in this study had to determine which content would or would not match these criteria, which of six types of information (facts, concepts, connections, processes, principles, or metainformation, e.g., rhetorical patterns) were desired and how best to supply them. To move content from source to target they used four operations. These include exposure (making themselves conscious of the information), extraction (a process of selecting information), manipulation (changing or synthesizing information), and display (showing the information). Greater awareness of this Design led to greater success. Pedagogical implications of this model include establishing a more realistic curricula for academic literacy programs and educating professors to better match grading criteria with learning goals.

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