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Copyright of Zer: Journal of Communication Studies / Revista de Estudios de Comunicacion / Komunikazio Ikasketen Aldizkaria is the property of Universidad del Pais Vasco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper focuses on public policy making for homosexual unions in Europe. It addresses these policies from the perspective of recognition, a concept drawn on the literature on civil rights and minorities. As a criterion for evaluation, the test of recognition demands the satisfaction of a twofold condition: firstly, democracies must be prepared to accept even the most costly of the demands as presented by the representatives of sexual minorities (in this case the right of joint adoption); secondly, public policies must show respect to the prevailing model of citizenship, not imposing visions of difference when difference-based claims are treated with disregard in the political community, and, conversely, not pursing assimilation and homogeneity where the prevailing tradition points at policies based on the recognition of difference and diversity. Ultimately, this article seeks the development of a new interest on this subject among political scientists and sociologists. The paper draws on the analysis of law-making in Europe since 1989. [ABSTRACT FROM AUTHOR]

In the last twenty years the educational policy of the European Union has sought two objectives: on the one hand, to make the citizens aware of the common European identity and on the other hand, to enable them to make Europe the most dynamic and competitive knowledge-based economy in the world. Education is seen as the most effective tool to face the current challenges in Europe in the context of globalization and economic crisis. It is therefore essential to raise the proper orientation to the present European Education crossroads. The hypothesis of this paper is that the education policy raised at European level does not respond with rigor and depth to the current challenges in Europe since it is predominantly subject to a target of economic progress and growth and to a professional training. Neither does it propose a comprehensive education within a code of ethics that achieves to alleviate the profound moral failings of the current crisis, their breeding ground consisting of nihilism and moral relativism. [ABSTRACT FROM AUTHOR]

Resumen: Los autores ofrecen nuevos datos empíricos sobre la volatilidad en los ingresos y en el mercado de trabajo (incluyendo entradas y salidas del empleo) de los jóvenes en Europa durante la Gran Recesión. Los datos de EU‐SILC para el periodo 2004–2013 revelan grandes disparidades al respecto entre los países europeos. La Gran Recesión incrementó la volatilidad entre los jóvenes. Mediante un ejercicio de descomposición de la varianza se observa una mayor rotación laboral en el sur de Europa. Según un modelo de efectos fijos, un mayor nivel de prestaciones de desempleo y de protección del empleo se asocia con una reducción de la volatilidad. [ABSTRACT FROM AUTHOR]