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Evaluates the effects of shipwrecks and peoples’ reactions following them, with regard to their feelings of preventability on someone’s part. In particular to the Erika in 1989, and the Prestige in 2002. The European Union (EU), which theretofore seemed to be neglecting maritime safety appears to have developed a maritime culture. The EU seems to have adopted the International Maritime Organisation’s (IMO) attitude regarding safety protocols, which must be a right and proper thing to do. Concludes that shipping has needed, and is now receiving, a proactive approach with regard to safety from the EU which should limit, as far as possible, disasters of both a human and ecological kind for the maritime world.

In just a short half century, the European Union (EU) has emerged as a paradigm of supranational, continent-based, integrated single economy with its micro- and macroeconomic parameters. The process began soon after World War II. The initial steps, which started with the Benelux Customs Union and the European Coal and Steel Community (ECSC) of France and Germany in 1951, soon progressed to the European Economic Community (EEC) in 1957 (see Chapter 1). A unique framework of Free Trade Area (FTA) came into existence. Its success called for the Single Europe Act (SEA) in 1986, followed by the Maastricht Treaty in 1992, whereby a select group of sovereign nation state economies on one common geography volunteered to become one single economy. The Amsterdam Treaty and the Treaty of Nice followed. The EU-25 as of 2004, on to the EU-27 as of 2007, became an epochal event.

Describes two‐way dialogue, between each side of industry, is a key element in social policy. Proposes to analyse and comment on some of the social dialogue, in particular both the role and significance of this notion in the soon‐to‐be enlarged Europe. Acknowledges that the ten candidate countries that join on 1 May 2004 must build a social dialogue and negotiate and conclude collective agreements.

EU social policy is perhaps the most controversial aspect of European integration yet, despite all the political clashes on the matter, concepts like “social Europe” or “social dimension” remain ill‐defined and imprecise terms. Intends to outline and clarify in detail the debate about whether or not the European Union should have competence with regard to labour market affairs. A key message is that social policy has been controversial because it has become embroiled in the debate about the future political direction of the EU. In particular, three contrasting political models –symbiotic integration, integrative federalism and neo‐liberalism – have been put forward as organizing principles for the EU and each has a coherent view of what form social policy should take at the European level. It is the clash between these three models that has caused EU social policy to be so contestable and intractable.

Aims to examine the impact of health and safety legislation emanating from the European Community and to analyse what effect, if any, it will have on British occupational health and safety law. An examination of the social action programmes shows that the pace of change has increased rapidly since the Single European Act was incorporated into the Treaty of Rome and became operative from July 1987. Because of rapid changes that are occurring on a broad front there was a need to be selective. Emphasizes to some extent, therefore, the construction industry because it would appear that European legislation is likely to have a major impact on British law and practice in this industry.

Discusses several options to remedy the emerging European 3G (third‐generation) paradox with regard to mobile hype. Emphasizes 5 major proposals and actions brought up by the e‐mobility 2001 EU Information Society Conference, convened in Goteborg, prior to the EC Summit there. Sums up that the e‐mobility conference includes a strong plea for more research relating to the information society.

Europe is comprised of geographically and politically diverse countries, with different cultures and languages, at different stages in their progress towards achieving inclusive education for diverse ranges of learners. This chapter discusses cross-country collaborative work conducted within the European Agency for Special Needs and Inclusive Education. The work supports countries in meeting commitments to Sustainable Development Goals in Quality Education, by developing and implementing more inclusive education systems. This collaborative approach is based on a shared vision and evidenced-based key principles to guide policy development. It highlights the challenges alongside the progress achieved in European Country contexts towards SDG 4 targets.