Legitimacy intermediation in the multilevel European polity and its collapse in the euro crisis

This essay re-examines the dual – republican and liberal – foundations of democratic legitimacy in the Western traditions of normative political theory. Considered in isolation, the European Union conforms to liberal standards but cannot satisfy republican criteria. Given these conflicting standards, debates on the alleged European democratic deficit have remained inconclusive. Moreover, they have failed to pay sufficient attention to the multilevel character of the European polity and to the normative potential of legitimacy intermediation in its two-step compliance and legitimating relationships. I argue, however, that the capacity of democratic member states to legitimate the exercise of European governing functions is being destroyed in the present euro crisis, and I briefly discuss the implications of this new constellation.In der westlichen Tradition der normativen politischen Theorie beruht demokratische Legitimität auf der doppelten Grundlage republikanischer und liberaler Prinzipien. Für sich betrachtet entspricht die Europäische Union zwar liberalen Kriterien, aber eben nicht den republikanischen Anforderungen. Angesichts so unterschiedlicher Kriterien konnte es auch im Streit über das angebliche europäische Demokratiedefizit keine Einigung geben. Überdies ignorierte diese Diskussion den Mehrebenen-Charakter der europäischen Politik und das normative Potenzial der Legitimationsvermittlung zwischen Union und Bürgern durch die demokratisch verfassten Mitgliedstaaten. Die gegenwärtige Eurokrise allerdings zerstört die Fähigkeit demokratischer Mitgliedstaaten, die Ausübung europäischer Herrschaftsfunktionen zu legitimieren. Der Aufsatz erörtert die Implikationen dieser neuen Konstellation.1 Introduction 2 Legitimacy discourses The republican discourse The liberal discourse Differences 3 Constitutional democracies – and the European Union? 4 Legitimacy intermediation in the multilevel European polity 5 The end of legitimacy intermediation in the euro crisis Monetary Union and the failure of output legitimacy Rescuing the euro through supranational intervention 6 Legitimate supranational government? Input-oriented European legitimacy? 7 Reducing the burden on European legitimacy Reference

Computer Science: CRAFTY Curriculum Foundations Project, Bowdoin College, October 28-31, 1999

The general conclusion of the workshop participants is that undergraduate computer science majors need to acquire mathematical maturity and skills, especially in discrete mathematics, early in their college education. The following topics are likely to be used in the first three courses for computer science majors: logical reasoning, functions, relations, sets, mathematical induction, combinatorics, finite probability, asymptotic notation, recurrence/difference equations, graphs, trees, and number systems. Ultimately, calculus, linear algebra, and statistics topics are also needed, but none earlier than discrete mathematics. Thus, such a discrete mathematics course should be offered in the first semester and the prerequisite expectations and conceptual level should be the same as for the Calculus I course offered to mathematics and science majors. Our detailed recommendations respond directly to the series of questions of direct relevance to the CUPM Initiative posed by the Workshop hosts. While the authors of this report have all been involved in computer science curriculum design in the past, this report does not represent the position of any official ACM or IEEE sanctioned curriculum committee

Why Math?

The mathematical thinking, as well as the mathematics, in a computer science education prepares students for all stages of system development, from design to the correctness of the final implementation

Laboratories In The Computer Science Curriculum

From the beginning, the discipline of computer science has been a laboratory science. In this regard, it stands alongside biology, chemistry, geology, and physics, where students and practitioners formulate conjectures and then design and carry out experiments to study the validity of those conjectures. The laboratory is an integral component of both education and practice in these sciences. In computer science, the laboratory component has been less formal, and most laboratory work has been performed in computer centers, sharing the resources with those who use computers as tools in other disciplines. This arrangement has been unsatisfactory for a number of reasons. It is, therefore, appropriate and timely to consider the nature and relevance of the laboratory session in the computer science curriculum. This report, which is based on deliberations of the Liberal Arts Computer Science Consortium, is a follow‐up to the model curriculum (Gibbs & Tucker, 1986) and considers the role of the computer science laboratory in undergraduate computer science education. This report begins with a description of the laboratory component of computer science. The functional components of the laboratories will then be identified and translated into facilities required

Developing The Breadth-First Curriculum: Results Of A Three-Year Experiment

This article summarizes the results of designing, class-testing, and developing teaching materials (texts, laboratory manuals, and software) for a novel introductory curriculum in computer science known as the “breadth-first curriculum.” This curriculum covers the first four one-semester courses in an undergraduate computer science major, and has been class-tested in several colleges of science, engineering, and liberal arts. It differs fundamentally from the traditional model because it emphasizes breadth of discipline coverage, regular structured laboratory experiences, incorporation of theory, and inclusion of the social context as essential parts of each course

Non-Programming Resources For An Introduction To CS: A Collection Of Resources For The First Courses In Computer Science

Well constructed non-programming resources have proven invaluable in aiding students master introductory CS topics. Unfortunately, such resources are hard to identify and/or develop. A working group was convened concurrent with the ITiCSE 2000 conference to examine this issue. This paper, and an accompanying Web page (http://csis.pace.edu/~bergin/iticse2000) have therefore been developed to foster the development and distribution of resources that educators can use to introduce important introductory computer science topics without programming