Academic literature on the topic 'National book policies'

Based on a typological model borrowed from sociology, this article analyzes literary translation support mechanisms in the world and especially in Slovenia. It tracks the growing inclusion of translation policies in the national cultural policies and subsequent growth of the translated books in the book subsidy system and their strong presence in the reading field. With the help of statistical data it shows the status of translated litera­ture in Slovenian reading habits.

Based on a typological model borrowed from sociology, this article analyzes literary translation support mechanisms in the world and especially in Slovenia. It tracks the growing inclusion of translation policies in the national cultural policies and subsequent growth of the translated books in the book subsidy system and their strong presence in the reading field. With the help of statistical data it shows the status of translated litera­ture in Slovenian reading habits.

Families Caring Across Borders, Migration, Ageing and Transnational Caregiving by Baldassar, Loretta; Baldock Vellekoop Cora and Wilding Raelene, (2007) Hampshire: Palgrave Macmillan, 259 pp.Contemporary Polish Migration in Europe, Complex Patterns of Movement and Settlement Edited by Anna Triandafyllidou, (2006) The Edwin Mellen Press, Lewiston, New York, 319 pp.Turkey’s Modernization: Refugees from Nazism and Ataturk’s Vision Arnold Reisman (2006) New Academia Publishing, LLC.Innovative Concepts for Alternative Migration Policies: Ten Innovative Approaches to the Challenges of Migration in the 21st Century Edited by Michael Jandl, (2007) IMISCOE Reports, Amsterdam University Press, Amsterdam, 153 pp.The Europeanization of National Policies and Politics of Immigration between Autonomy and the European Union edited by Thomas Faist and Andreas Ette (eds.) (2007), Palgrave Macmillan, New York, 270 pp.Immigration Under New Labour by Will Somerville (2007), the Policy Press, Bristol, 232 pp.

This thesis examines law and policy in the book publishing industry in Ghana, with an evaluation of the success of government-sponsored institutions that have been established for the purpose of publishing development in the country. Issues concerning publishing development in Ghana and other countries in Africa have attracted considerable debate and coverage in the literature. The focus of the debate has been mainly centred on challenges confronting publishing development in the continent and the promotion of sustainable schoolbooks provision. Whilst there is a body of existing literature on the historical development of book publishing and its challenges, the role of law and policy, and the contributions of government-sponsored institutions to publishing development has not been explored. This thesis therefore provides the first analysis of law and policy, and an evaluation of government-sponsored institutions. In an attempt to fill this gap, this research identifies law and policy, examines the rationale for policy formulation, the policy-making process itself, the experiences of various stakeholders in the formulation of these policies and issues relating to the implementation of policy. It also evaluates the success of government-sponsored institutions by examining how their work has influenced book development and publishing in the country. The data for this research comprise legislation, policy documents and recorded interviews. These were analysed using the framework that was developed for book policy analysis. The use of the framework has been particularly useful in the analysis because it is compatible with the critical realist approach. Over two empirical chapters, the use of content analysis provides a thorough insight of the social, economic and political context, within the context of Ghana, for which institutions dedicated to publishing development were established as well as the formulation of book policies. Although government-sponsored institutions have provided considerable support to publishing development, the findings suggest that their operations are hindered due to a lack of funds and logistics. The findings again suggest that both national and international legislation have not been adequately beneficial to publishing development. A third empirical chapter, which focuses on the interview data for policy development offers an in-depth analysis into the policy-making process and the challenges that are associated with the implementation of policy. The findings suggest existing policy is limited in terms of scope of book publishing, and even with this limitation, there is a lack of transparency in the procurement process. A major challenge of the book publishing industry in Ghana is the lack of resources to enforce legislation and implement policies. Public policy analysis is not a new concept, however this research developed a framework for book policy analysis, a framework that combines concepts from general public policy analysis and in the specific area of information science as well as guidelines from UNESCO s guide to formulating book policies in a way that allowed the content of book policies to be analysed. The research also recommends that institutions should be strengthened through review and restructuring, and to review the textbook policy towards the development of a national book policy that will recognise book publishing as a strategic national industry.

À partir d’une approche socio-historique, la thèse propose une analyse des mécanismes de fabrication d’une politique du livre en Bretagne. En restituant les logiques sociales à l’œuvre dans le processus de naturalisation d’une politique publique de la culture, de la période de la Libération à la période actuelle, l’étude entend retracer les configurations successives de négociations et de luttes – entre les agents de l’Etat et les agents sociaux qui composent l’espace régional (notamment au sein des champs éditorial et politique) – pour le monopole de la définition d’une « identité régionale ». Dans cette perspective, « le livre » constitue un instrument légitime de production et de promotion de perceptions antagonistes de « la culture ». De sorte que le retour sur les conditions sociales et historiques d’émergence d’une catégorie d’intervention publique révèle les usages différenciés du « livre » et les enjeux politiques de « la culture », en les rapportant aux trajectoires individuelles et collectives des agents investis dans l’espace des mouvements sociaux bretons, en fonction d’une conjoncture nationale de prise de conscience régionale et de remise en cause de l’ordre symbolique établi. Il conduit par ailleurs à repérer le travail de représentation politique des institutions régionales consistant à homogénéiser une politique culturelle et le sens public qui en découle. De l’incorporation d’une indignité culturelle au renversement de l’ordonnancement légitime du monde social, l’histoire de la politique du livre en Bretagne met ainsi au jour les rapports de force engagés, avec et contre l’Etat, pour l’institutionnalisation de la région<br>From a sociohistorical perspective, this thesis analyses the different developments that lead to the creation of a political identity through the use of the book in Brittany (France). By restoring the social logistics at work in the process of institutionalisation of a cultural policy, from the Liberation (1945) up to the present day, this study aims to retrace the path of the successive struggles – between State bodies and local bodies (particularly editors and politics) – in monopolizing the definition of a “regional identity”. In this regard, “the book” constitutes a legitimate instrument in the production and promotion of opposing views of “the culture”. Consequently, looking back on the social and historical conditions of the emergence of a public intervention highlights the different ways the book is used and also the political stakes of “the culture”. That must be put in parallel with both individual and collective paths of the bodies invested in the Breton social movements, which are taking place in a nationwide growth of a regional awareness and challenge of the established symbolic order. It is also necessary also to notice the work of the regional institutions in their political representation in order to homogenize a cultural policy and the public meaning that follows. From the acceptance of a cultural unworthiness to the overhauling of the legitimate order of the social field, the history of the book policy in Brittany highlights the power struggles engaged with and against the State for the institutionalisation of the region

Orientador: Pedro da Cunha Pinto Neto<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-22T11:53:15Z (GMT). No. of bitstreams: 1 Pereira_RosanedeBastos_D.pdf: 2634538 bytes, checksum: 1e7300a5dceb3a449730a8c484003d27 (MD5) Previous issue date: 2013<br>Resumo: Esta tese tem como objetivo analisar o Programa Nacional Biblioteca da Escola (PNBE) e sua representatividade na sistemática de funcionamento das escolas públicas brasileiras como um dos sustentáculos do Programa Nacional do Livro e Leitura (PNLL), uma Política de Estado que entrou em vigor em 2006. O PNBE, criado em 1997 pelo Ministério da Educação (MEC), com o apoio do Fundo Nacional de Desenvolvimento da Educação (FNDE) e da Secretaria de Educação Básica (SEB), distribui, desde 1998, acervos literários, obras de referência e de pesquisa a estudantes e professores de escolas públicas do Ensino Infantil, Fundamental, Médio e Educação de Jovens e Adultos cadastradas pelo censo escolar realizado, anualmente, pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP). O trabalho de campo foi realizado de 2008 a 2013 e foram escolhidas duas escolas públicas de Campinas (SP) que estrearam, em 2009, o Programa "Sala de Leitura" da Secretaria da Educação do Estado de São Paulo. Os procedimentos envolveram análise documental do PNBE e PNLL, levantamento dos acervos de ambas as escolas, identificação dos livros e seus respectivos programas de origem, o acompanhamento e observação da dinâmica das Salas de Leitura, com vistas a analisar a utilização dos acervos e a visitação dos alunos. Os dados revelam que os livros do PNBE ainda não foram incorporados ao contexto escolar, o tempo concebido aos alunos para uso da sala e exploração dos livros é pequeno, as professoras responsáveis pelas Salas de Leitura não têm uma função definida, o que compromete o processo de formação de leitores. Também foi possível constatar que o PNBE e o PNLL atuam em contextos separados e estanques e que as políticas de leitura federal, estadual e municipal se sobrepõem em movimentos mais divergentes do que convergentes em termos de formação de leitores. A temática da distribuição de livros e das políticas de leitura é aqui ampliada com uma pesquisa in loco na Inglaterra (Reino Unido), com o objetivo de analisar situações distintas, porém com algumas características similares, quanto ao uso do livro e estímulo à leitura em escolas públicas. A principal contribuição desta pesquisa é tentar identificar os caminhos que impedem a efetivação das políticas públicas de leitura dentro das escolas públicas, a partir da indagação central que permeia a tese: "Afinal, se distribuir livros não forma leitores, então qual deve ser o rumo das políticas para o fomento da leitura no Brasil?". Os resultados da pesquisa revelam que a distribuição de livros, sem a formação de mediadores de leitura, como está previsto no PNLL, não resolve o anacrônico problema da leitura no País, e que a não efetivação das políticas de leitura se deve a uma limitação governamental em definir que tipo de educação se quer para o País.<br>Abstract: This thesis aims to analyze the National School Library Programme (PNBE) and its representation in the structure of Brazilian public schools as one of the pillars of the National Book and Reading Policy (PNLL), that came into effect in 2006. The PNBE, created in 1997 by the Ministry of Education (MEC), with support from the National Fund for Education Development (FNDE) and the Department of Basic Education (SEB), distributes, since 1998, literary collections, reference works and Research to students and teachers in public schools - from Primary to Middle Education, and Youth and Adults Education - enrolled at school census conducted annually by the National Institute for Educational Studies and Research Anísio Teixeira (INEP). Fieldwork was conducted from 2008 to 2013 and two public schools in Campinas (SP) were chosen to start, in 2009, the program "Reading Room" of the Department of Education of the State of São Paulo. The procedures involved documentary analysis of PNBE and PNLL, inventory of both school collections, identification of books and programmes which they belong to, monitoring and observation of the Reading Rooms dynamics, aiming to analyze the use of the collections and the room visitation. The data reveals that the books of PNBE have not yet been incorporated into the school context, the time designed for students to use the room and explore the books is short, the teachers in charge of the Reading Rooms do not have a defined function, which compromises the readers' formation process. It was also possible to learn that the PNBE and the PNLL operate in separate contexts and that the local, state and federal reading policies overlap each other in a more divergent than convergent movement related to the reading formation. The thematic of book distribution and reading policies is here extended to a research in loco in England (United Kingdom) in order to analyse different situations, however, with some similarities related to the use of the book and reading stimulation in state schools. The main scientific contribution of this work is trying to identify the ways that prevent the state policies of reading from being effective inside schools, what starts with the initial question that permeates this work: "After all, if distributing books doesn't make readers, then how should be the policies to promote reading in Brazil? ". The research results show that book distribution, without the formation of reading facilitators, as suggested in PNLL, does not solve the anachronistic reading problem in the country, and that the lack of effectivity relating the reading policy is due to a governmental limitation in defining what kind of education is expected.<br>Doutorado<br>Ensino e Práticas Culturais<br>Doutora em Educação

The aim of this study was to investigate the extent of access to and use of library electronic resources and their implications on remote users at the National Open University of Nigeria. Specific objectives were formulated to: find out the different types of electronic resources available in the NOUN Library; investigate academic staffs’ and students’ level of awareness of electronic resources available in the NOUN library; explore the various types of electronic resources used by academic staffs and students of NOUN; find out how academic staffs and students access and use electronic resources in NOUN library; analyze the policies that enable access to and use of electronic resources by academic staffs and students at NOUN; find out the perceptions and attitudes of academic staffs and students toward the electronic resources available in the NOUN library; and identify the challenges associated with access to and use of electronic resources by the academic staffs and students of NOUN. The study adopted a quantitative research approach and survey research method was employed. The study targeted 1,680 population samples of which include 1,513 Students, 140 Academic staffs, and 27 Academic Librarians. Probability (Stratified random and systematic) sampling and nonprobability (purposive) sampling methods were adopted. Two sample frames were used: Students - classified into subgroups (Level) in each selected study centers and Academic staff - classified into subgroups (academic staff/academic librarian). Online (Google form) self-administered closed-ended questionnaire was sent to participants’ email. Data collected were analyzed through Statistical Package for the Social Sciences (SPSS). This finding revealed that electronic journals and electronic books are readily available in the NOUN library. Academic staff most likely, interact with the library staff or visit the library to be aware of library electronic resources, however, the students struggled to be aware through personal efforts. NOUN library creates awareness through the email and notice boards. The academic staff and students access and use the library electronic resources for various multidimensional purposes, however, there is a low patronage of these electronic resources by academic staff and students as less than 40% of academic staff and students access and use the library electronic resources. Electricity outage, low internet connectivity speed and high cost of access to internet were presented as challenges encountered while accessing and using electronic resources. Recommendations: the library management should develop awareness programmes that is appropriate for an ODL university community through the use of modern communication tools, and emphasy should be on the use of electronic resources in the university curriculum.<br>Information Science

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

This book is a collection of selected papers presented at the XVI Inforum World Conference organized by the European University of Lefke, North Cyprus, in September 2008. Inforum (Interindustry Forecasting Project at the University of Maryland) was founded in 1967 by Dr. Clopper Almon, now Professor Emeritus at the University of Maryland. At international level, partners build national econometric models for their own country sharing a common modelling approach based on a sectoral representation of the economy. The contributions presented here illustrate the wide variety of issues that can be explored using these models, with particular emphasis on energy policies and competitiveness analyses, which are very high on the agenda of policymakers worldwide.

Policies intended to bring stability to fragile states tend to focus almost exclusively on building institutions and systems to get governance right. Simply building the state is often seen as sufficient for making it stable and legitimate. But policies like these, René Grotenhuis shows in this book, ignore the question of what makes people belong to a nation-state, arguing that issues of identity, culture, and religion are crucial to creating the sense of belonging and social cohesion that a stable nation-state requires.

Based on long-term ethnographic research in the art world of Istanbul and Berlin, The National Frame rethinks the role of art in state governance. It argues that artistic practices, arts patronage and sponsorship, collecting and curating art, and the modalities of censorship, just like official cultural policies, continue to be refracted through the conceptual lens of the nation-state—despite the intensified and much-studied globalization of art. By examining discussions on the civilizing function of art in Germany and Turkey and moments in which art is seen to cede this function, the book reveals the histories of violence on which the production, circulation, and presentation—indeed our very understanding—of art are predicated. It is in the process of disavowing this violence that contemporary art as a global practice keeps being called back into the national frame. Turkey and Germany occupy different places in dominant geopolitical and civilizational imaginaries that have construed the world in terms of “East” and “West,” and, more recently, “Islam” and “Christianity” as incommensurable entities. Unlike German art, art from Turkey is often seen as merging “traditional” and modern motifs, and expressive of “Turkish culture.” Working against this asymmetric perception the book fosters a comparative perspective by showing that Germany and Turkey share a long, troubling history of cultural encounters and political affiliation and similar struggles in claiming modern nationhood. The joint analysis of both cases reveals how art is configured politically and socially and why art has been at once vital and unwieldy for national projects.

The topic of national development banks was largely neglected in the academic literature for a long period, and was limited to a debate between admirers and detractors of these institutions. Since the 2007/9 financial crisis, interest in and support for these institutions have broadly increased, in developing, emerging, and developed countries alike. The key issues are understanding how such development banks work, what their main aims are, what instruments, incentives, and governance work better in general and in particular contexts, and what are their links with the private financial and corporate sector, as well as with broader government policies. This book aims to provide an in-depth study of several key cases of national development banks (in Brazil, Chile, China, Colombia, Mexico, Germany, and Peru) as well as horizontal issues such as their role in innovation and structural change, infrastructure financing, financial inclusion, environmental sustainability, the countercyclical role of development financing, and the regulatory rules that are best for these institutions. From both a research and a policymaking perspective, this book concludes that development banks can make a significant contribution to development. It analyses their roles, the link with broader economic policies, their governance, and the main instruments they use to perform their functions. The book has important policy implications for countries that have development banks, so they can improve them, but also for countries which do not yet have them, and can learn from best practice should they wish to establish them.

In the context of an ‘activation turn’ in many European welfare states, the local level gained increasing relevance in the last decades and brought local social policies and national employment policies more closely together. At the same time, at the European level the European Social Fund (ESF) made a career from an unconditional simple financing instrument towards a complex governance tool; meant to back up European social and employment policies in close combination with tools such as reporting or benchmarking. Greater coordination of domestic policies in social and employment policies, where the EU had no regulative competences, was sought to be achieved via ‘bypass strategies’ which directly focused on the subnational implementation systems of the member states. Against the backdrop of these scenarios, the book is interested in the actual role of the ESF in local activation policies. It wants to know how local social and employment policy fields react to the ESF, what shapes their reactions, and what the effects of these reactions are in terms of change in local policy fields. By drawing on both sociologists’ and political scientists’ literature, the book develops a unique perspective on the role of supranational money at the local level. By comparing comprehensive qualitative data from 18 local case studies in six European countries (Sweden, France, Poland, UK, Italy, and Germany) and deploying an innovative mixed-method approach, the book provides rich insights into a field where so far comparative qualitative research is missing.

This chapter situates the book in theoretical and empirical contexts. It provides a brief overview of competing theoretical approaches to explaining trajectories of economic reform in continental Europe in the era of austerity and transnational neoliberalism since the early 1990s. Since standard analyses of “neoliberal” reform fail to capture these dynamics of economic reform in continental Europe, as do conventional institutionalist and interest-based accounts, it argues for an approach that emphasizes the political power of ideas and highlights the influence of national liberal traditions—French “statist liberalism,” German “corporate liberalism,” and Italian “clientelist liberalism.” It provides a brief overview of the remainder of the book, which uses a study of national liberal traditions to explain trajectories of reform in fiscal, labor-market, and financial policies in France, Germany, and Italy, three countries that have rejected neoliberal approaches to reform in a neoliberal age.

AbstractSocioeconomic segregation has become a common phenomenon, both in the Global North and Global South, and highly relates to income inequality. The merging of these two notions affects the geography of residential areas which are based on the socio-occupational composition. This chapter focuses on the Jakarta Metropolitan Area (JMA). Not only is Jakarta the largest metropolitan area in Southeast Asia, it is also one of the most dynamic. Batavia, the colonial capital of the former Dutch East Indies in the first half of the twentieth century, was a small urban area of approximately 150,000 residents. In the second half of the century, Batavia became Jakarta, a megacity of 31 million people and the capital of independent Indonesia was beset with most of the same urban problems experienced in twenty-first-century Southeast Asia, including poverty, income inequality, and socioeconomic segregation. This study aims to identify the correlation among income inequality, socioeconomic segregation, and other institutional and contextual factors which caused residential segregation in JMA. The analysis consists of two stages. First, we examine income inequality measured by the Gini Index as well as the occupational structure based on the International Standard Classification of Occupations (ISCO). Second, we investigate residential segregation by using the Dissimilarity Index as a result of socioeconomic intermixing in residential areas. The data in this study comes from multiple sources including Indonesia’s Central Bureau of Statistics, Indonesia’s National Socio-economic Survey (Susenas), Indonesia’s Economic Census, Jakarta’s Regional Bureau of Statistics, and policies related to the housing system and investment in the JMA. This study also produces maps of socioeconomic segregation patterns from several sources including Jakarta’s Geospatial Information Centre, Jakarta’s Spatial Plan Information System, and the Indonesian Poverty Map by the SMERU Research Institute.

AbstractThe chapter draws the lines of discussion of the book together and scrutinises the findings from the perspectives motivating the EduMAP study. A multiplicity of adult education policies, programmes and actions presented in the book sought answers to the question: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe? Each contribution in this volume approached the question from original social and educational starting points, which may further be elaborated on within the national, European and wider contexts. Chapter includes reflections on alternatives to the discourse of Neo-liberal Life-Long Learning and Adult Education, the expectations vs. reality of Adult Education as a means to prevent social exclusion, and key conclusions outlining the future challenges for Active Participatory Citizenship pursued through adult education.

AbstractUndocumented Migrants and their Everyday Lives: The Case of Finland discusses the processes and practices through which migrants become undocumented; what their everyday lives consist of; which local, national, and international policies and practices affect them; and how they deal with them. In addition, the book reflects on how research on undocumented migrants can best be conducted using quantitative, qualitative, and mixed methods, and reflects on research ethics and methodologies. The empirical focus of the book is Finland and, more broadly, the European Union (EU), but the themes connect to a broader geographical scope.The topic of irregular migration and undocumented migrants is becoming increasingly important in Europe. The book asks who these undocumented migrants are; what their everyday lives are like, what key issues concern them; and how the society regards them—particularly in Finland. Among the key themes addressed are the asylum processes and their failures; the housing, employment, and social networks of undocumented migrants; their migration journeys to, within, and beyond Finland; their healthcare; and their uses of the internet and social media. This introductory chapter outlines the book, describes the Finnish context, and reviews the literature concerning the emergence of the undocumented migrant phenomenon.

AbstractThis book provides a unique approach to the Moroccan context. Many researchers have conducted fieldwork in Morocco, departing from migration studies (e.g., De Haas 2003, 2006, 2010; Czaika and De Haas 2011; De Haas and El Ghanjou 2000), while others solely focused on environmental and climate changes (e.g., Schilling et al. 2012), leaving the interplay between both to be explored more in-depth. The Moroccan context offers a unique research context because it is confronted with gradual environmental change over the last decades and has initiated considerable action at the national level to develop policies or strategies to counteract these changes. Hence, Morocco in 2019 ranked among the leading countries in the fight against climate change on the Climate Change Performance Index (Burck et al. 2019). Furthermore, Morocco evolved into one of the world’s leading emigration countries in the second half of the twentieth century, being characterized by unexpected developments, including colonial migration, labour migration, family reunification, and, recently, undocumented migration. This led to a high degree of internal differentiation within the Moroccan migrant population and strong and influential migrant networks (De Haas 2007; Schilling et al. 2012; cf. Chap. 10.1007/978-3-030-61390-7_3).

Part III of the book focusses on Zvërnec, a small village located in the southern part of the Lagoon of Nartë, on a promontory over a small gulf (Gjiri i Vogël), which looks like a miniature of the ‘great’ Gulf of Vlorë (Gjiri i Vlorës). Zvërnec is part of the Protected Landscape Vjosë-Nartë and is well-known for the suggestive island which hosts the Byzantine church of the Dormition of Mary (Category I Cultural Monument), which every year attracts many faithful and tourists alike, both Albanian and foreign. In the first chapters, the importance of the intangible heritage is stressed. In Zvërnec the cultural traditions in the lagoon area play a pivotal role, especially the fishing tradition together with the culinary tradition connected to sea products. In the following chapters, the multiple aspects of the tangible heritage are analysed. The protected landscape of Vjosë-Nartë requested a special attention. It includes a number of habitats, which constitute one of the most significant assets in terms of biodiversity at a national level. Unfortunately, both active and dismantled industrial sites present in the area as well as questionable development policies, threaten the fragile and delicate lagoon landscape. As far as the built heritage is concerned, the Church of the Dormition of Mary, traditional dwellings and the abandoned military heritage were thoroughly analysed. For each of the aforementioned issues, the theoretical and historical analysis are closely bound to an evaluation of those features of the cultural heritage that could be enhanced to guarantee a sustainable tourism development of the area. Each chapter ends with a consistent set of specific intervention strategies. They are substantive tools for action aimed at public and private local actors.

This book examines policy interventions driven or influenced by human development or human security concerns and how a capability approach can be implemented to achieve more just societies and foster equal opportunities for individuals and groups across the social and class spectrum. It also analyses the discrepancies and obstacles that actual policies present to what a capability approach could mean in social policy practice. The primary goal of the capability approach is to advance democracy at the community, local and national level in ways that promote genuine possibilities for agency to enable everyone to actively participate in shaping public policy. The book considers how the capability approach has been conceptualised and operationalised into practice in different parts of the world, including India, Buenos Aires, South Africa, England and New York City.

The word eugenics was coined in 1883 by the English scientist Francis Galton, who took the word from a Greek root meaning “good in birth” or “noble in heredity”. Eugenics aimed to assist states in implementing negative or positive policies which would improve the quality of the national breed. The intensive applications of eugenic policies coincide between two World Wars. İn the decades between 1905 and 1945, eugenics politics implemented in more than thirty countries. &#x0D; The method of this study is based on a literature survey on the sources of the eugenic subject. The sources of the data are documents such as books, articles, journals, theses, projects, research reports about the politics and legal regulations of the countries on the family, population, sport, health and body. This study comparatively examines eugenic policy-making in Turkey and in Western countries: Britain, United States, France, Germany (1905-1945). &#x0D; This study aims to discuss the relation of eugenic politics in countries with nation building process, ethnic nationalism, and racism. This is a basic claim that the eugenic practices in Turkey contain more positive measures and that there is no racial-ethnic content of eugenics in Turkey.&#x0D; &#x0D;

ABSTRACT Background: The availability of resources is important in running a program. The implementation of the Non-Specialist Referral Policy has experienced many obstacles due to the lack of resource availability. This study aims to determine the availability of resources for the implementation of the Non-Specialist Outpatient Referral Policy in the National Health Insurance Era at the Public health center in Ngawi Regency, East Java. Subjects and Method: This study was a descriptive qualitative study conducted at Public Health Center in 2017, A total of 31 sources was selected by mapping and purposive sampling. The data were collected by means of triangulation of sources and in-depth interviews, observation, secondary document study. The data were analyzed by reduction, presentation and verification. Result: Obstacles stems from the absence of a recruitment decree from the regent and no funding from Public health center to recruit under the BLUD scheme. Health equipment available is only 43% to 60% of the need. The main obstacle is the regent approves the high price of equipment and not all budget estimates. Good medicine, if certain conditions are less spent than capitation funds. Finance is sufficient because the sources of funds vary, from capitation, DAK, DAU, BK, BOK, etc. Conclusion: The availability of medicine and finance is sufficient, but human resources and equipment are still lacking. It requires commitment and policies from Ngawi District Government, public health center policies and public health center commitments to realize the BLUD scheme to overcome resource shortages. Keywords: Resources, Non-Specialistic Referral, JKN, Public health center Correspondence: Maria Yeny Eskawati. Institute of Science and Health Technology Insan Cendekia Medika, Jombang, Jawa Timur. Email: mariayenyeskawati@gmail.com. Mobile: +6289796348186 DOI: https://doi.org/10.26911/the7thicph.04.16

Health care delivery requires a sufficient number of manpower. It is recognized that the shortage of health workforce is the most important issue for the health sector. Health manpower distribution should be in a balanced across the country. National human resources for health policies require evidence-based planning. Health manpower planning involves issues such as planning, employment and management of workforce. The main objectives of this study are determine physician numbers, compare the data to OECD and other countries, distribution of physicians, proportion of health employees to each other. The main criteria used in health manpower planning are that the numerical situation of manpower, while the other is distinguishes of manpower according to the regions, provinces and institutions. The Ministry of Health of Turkey Health Statistics Year Books (last one published in 2013 for 2012 data) and the other statistics were used for obtaining data. In Turkey, physicians total has increased by 41,1%, in this period. Specialist physician increased by 54, 2%, general practitioner 25, 8%, medical residents 33, 4%. In 2002, 62, 4% of physicians total were working in the Ministry of Health while 21.9% universities, 15.7% private sector. In 2012, 56.8% of physicians total were working in the Ministry of Health, 20.8% universities, 22.4% private sector. In 2002, Turkey had 139 physicians per 100.000 populations while the number is 172, in 2012. According to the tenth five-year development plan, the number of physicians per 100.000 people are estimated to be 176 for 2013, while 193 for 2018.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.