Journal articles on the topic 'Student unions – Administration'

Abstract Malcolm X participated in over thirty speaking engagements at prominent colleges and universities between 1960 and 1963. His popularity on campuses coincided with a new epoch of civil rights struggle as students became involved in Freedom Rides and sit-in campaigns to desegregate lunch counters and interstate travel. Most invitations were debates on the topic “Integration or Separation?” which pitted Malcolm against an integrationist opponent. The insertion of racial separatism into a discourse that took integration as an unquestioned aim of the movement pushed students to question and defend their own understandings of racial liberalism. Nearly a dozen invitations were extended by NAACP student chapters that had been revitalized amid the new flurry of student involvement. Years before the founding of the first Black Student Union (BSU) at San Francisco State, these chapters were far more ideologically diverse and active than their forbearers, and often invited Malcolm X to speak out of a commitment to students’ rights to free speech and academic freedom. When administrations blocked and cancelled his visits, students became politicized around issues of academic liberties, thereby situating the Nation of Islam and Malcolm X at the nexus of early debates within the student free speech movement. These became part of the early challenge to university paternalism. While these debates and lectures have often been discussed individually, this essay looks at their cumulative effect by situating them during the emergence of student radicalism on campus and the growth of youth participation in the civil rights movement.

The study aimed at establishing the factors which influence low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on expectancy theory of motivation which states that certain behavior leads to expected outcome. In the research, certain behaviors by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.

The study aimed at establishing the factors which influence the low retention of teachers and students in secondary schools of the SDA Church in EKUC. It employed a concurrent mixed methods research design and adopted an exploratory approach using a descriptive survey. This was to investigate the factors which influenced the retention of teachers and students in EKUC schools. Out of the twenty secondary schools in the Union, the researcher targeted eleven which sat for the national exams since 2008. The subjects of the study included teachers, students, principals, the Conferences/Field Education Directors and the BoM chairpersons. The study was based on the expectancy theory of motivation which states that certain behaviour leads to the expected outcome. In the research, certain behaviours by the relevant authorities should lead to high retention of students and teachers. Teachers should be availed bursary funds for career advancement, given incentives for motivation and be made to believe that they are appreciated by the school administration. The administration should assist the needy students to get financial support. The findings showed that two independent variables (school administration and motivation strategies) commonly contributed to the retention of teachers and students. School administration was the most common factor which contributed to low retention, among the two groups. It was found important to carry out exhaustive studies on each of the study variables for comparative purposes in public schools and undertake exploratory and in-depth studies on the same.

In the 20–30s of the 20th century special attention was paid to the formation of the ideological worldview of students of education institutions, future teachers who were to shape the political consciousness of the younger generation with communist ideals. The ideological principles of the party were subordinated to the social activities of youth, in particular, in Kyiv pedagogical educational institutions. The article deals with the work of student clubs and student government bodies, various organizations. Since the mid-20s of the 20th century trade union organizations took over the functions of youth advocates, which were largely influenced by university administrations and controlled the social composition of students, who presented themselves as an exclusively peasant workers. Some of the students were embraced by work in the cells of voluntary societies, the government used to propagate their ideas of socialist construction and the ideological education of the masses. The most active were the cells of Tsoaviakhim, which oversaw the work of the rifle circles. Close to them were sports clubs. Universities also operated cells of MOPR, the Friends of the Children societies, the All-Ukrainian Society for Land Organization of Working Jews OZET, and the Friends of Radio. The ideological work among students was intensified by the student press, the production of “live and light newspapers” that covered the processes of building a higher school, the participation of youth organizations in the proletariat of institutes and technical schools, the life and attitude of students, their participation in cultural work etc. Most of the time, students took part in enriching work. In particular, they worked on various campaigns related to raising funds for the state’s economic needs, participating in fundraising to strengthen defense, days of industrialization, etc.

Transparency is generally defined by political scientists as the principle of allowing the public to obtain information about the operations and structures of a given entity (Etzioni, 2014). Transparency symbolizes a mechanism for promoting good governance and public confidence in a modern and democratic public administration (Jashari and Pepaj, 2018). The theory of open public administration gives the individual a greater role in the adoption of the executive regulations and greater transparency in the operations of the public administration (Bugaric, 2004). A fully transparent administration, either at central level or at local level, involves informing and participating citizens in the decision-making process, becoming an indispensable principle of the rule of law. On the other hand, democratic citizenship involves obtaining information about the problems that affect you and working with others to influence how society will solve those problems (Portelli and Solomon, 2001). The objectives of the study are: (1) Identification of the degree of knowledge of the concept of decision-making transparency in public administration; (2) Analysis of the perception regarding the degree of decision-making transparency and communication of the local and central public administrations in the context of the crisis generated by the Covid-19 pandemic; (3) Analysis of the degree of confidence the crisis management generated by the new Coronavirus by public institutions. The questionnaire, which included 10 items, was applied, on a sample consisting of 200 students and graduates of the Faculty of Law and Administrative Sciences - “Ovidius” University of Constanța (Romania, European Union). The period of application of the questionnaire was April 4-10, 2020. Of these, 80.77% are female, and 19.23% are male, with an average age of 27.5 years. Most of the respondents (56.41%) are undergraduate students, and the remaining 43.59% are study participants are graduates or masters of the same Faculty. At the same time, 71.79% of the study participants come from urban areas, and 28.21% from rural areas.

The common ups and downs of school agendas coupled with the existence of new educational challenges have created a complicated scenario that places the issue of continuing education for teaching staff directly under the spotlight. As a consequence, the role of teachers' trade unions as with other requirements of continuing education is now put centre stage. Within these considerations, we have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. For this purpose we put forth a qualitative and quantitative methodological approach while using documentary analysis as a tool for gathering data as well as discussion groups and Likert type assessment scale questionnaires. In this essay we provide the data obtained during the intensive-qualitative stage of the investigation. The resulting findings although provisional and partial reveal that an improvement in students' education should go hand in hand with the continuing education of teaching staff. It also becomes apparent that training activities are being substantially conditioned by the legislative jungle that is shrouding continuing education, by the lack of resources and by the pragmatic lines followed by the Education Administration. Furthermore, certain pending issues are cropping up such as the need to channel learned contents into our classrooms, to satisfy the emerging concerns of training recipients regarding their training, to perform follow-up and evaluation tasks regarding the training actions that are being undertaken and to strive for an improved coordination between management staff, users and knowledge workers.
 
 Keywords: Non-university personnel, continuing education, professional development, union organisations, education needs or requirements

<p>Nigeria, situated in the West African sub-region of the African continent has an estimated population of over 170 million people with 146 universities. The demand for these universities in the recent past has been unprecedented with an average of 1.5 million applicants for placement annually, the highest anywhere in the world. Regrettably, public funding of the university is grossly inadequate with public expenditure per students as low as N168,000.00 or $1000 (given an exchange rate of N282 to $1). The consequences of the seeming inadequate funding manifest in overcrowded classrooms, inadequate facilities and unfriendly school climate with the attendant restiveness characterizing the behavior of students in the universities. It is the concern expressed by stakeholders about fairness in the administration of social justice that provides the motivation for studies. Three research questions were raised to guide the study perceived to be significant to university administrators, students’ union governments, security agencies and the society at large. The survey research design was chosen to observe and describe the situation of students’ disciplinary problems and the ability of university authorities to fairly administer justice to sanctioning infractions. A questionnaire titled: Students’ Infractions and Administration of Social Justice Questionnaire (SISAQUE) was designed and administered on 454 students and 146 members of Students’ Disciplinary Committees (SDCs) in the sampled schools bringing the total sample size for the study to 600. Data collected were analyzed with percentages, means and standard deviation. The result of data analysis showed that stealing, fighting, involvement in examination mal-practices, battery, intimidation, bullying, cyber crimes and involvement in cultism were the commonly reported infractions in the universities. It was also found among others that students have concerns about fairness in the administration of social justice in the universities. Based on the findings, it was recommended that other tertiary institutions such as polytechnics and colleges be fully developed to attract students with the belief that the unprecedented demand for university education in Nigeria will reduce drastically. It was also recommended that the culture of the rule of law be institutionalized in the process of administering social justice in the universities.</p>

By combining one-half of a regular genetics course with a special half describing the use of genetics in legal decisions, a new course, “Genetics and the Law,” has been offered at Union College for the past few years. The course stresses the interface between strictly genetic discoveries and their use in all fields of law as a basis for judicial actions. The course, open to all except biology majors and premedical or predental students, serves as part of Union College's “Liberal Learning Program,” and as one of the two courses, among many, serving as science credits needed for graduation. The special conditions under which this course is possible, as well as the methods of teaching and the problems encountered both in attracting students and in designing a comparable course are presented.

On 19 April, 1990, 12 delegates from autonomous staff associations of six institutions of higher education in Tanzania adopted the Dar es Salaam Declaration on Academic Freedom and Social Responsibility of Academics. The inaugural workshop was also attended by representatives from some eight other institutions of higher education who do not as yet have staff associations. A student representative from the proposed autonomous students' union of the University of Dar es Salaam was also invited. They all attended as observers who participated fully in the deliberations of the workshop although they did not have a right to vote.In terms of article 51, the Declaration has now come into force as it has been ratified by the membership of two-thirds of the staff associations attending the inaugural workshop. Following the formal launch of the Declaration in July 1991, the next step will be for the staff associations to pressurize the respective administrations at their institutions to accord the Declaration formal recognition. Eventually, the Government itself will be approached to accord the Declaration political acceptance.

Despite the fact that the coronavirus pandemic caused an economic crisis and a significant reduction in demand and supply, it gave a strong impetus to the development and massive use of information technology, in the beginning of a new long wave of the economic cycle. The pandemic is not a challenge only to the world community, but it also tests it - to what extent it is able to quickly and efficiently digitize the economy, transfer production to a new technological level, and ultimately, implement the fourth technological revolution. The Internet, telecommunications already have the opportunity to improve their qualifications in their own or promising specialties of interested persons through appropriate online courses. In countries with developed market economies and before the pandemic, the number of students in such courses was almost equal to the number of university students, and in the coming years, in all likelihood, it will significantly exceed it. This fully fits into the life-long learning trend caused by rapid technological changes, which nullifies the "eternal status" of the acquired profession. In less than a year since the beginning of the global coronavirus pandemic, there have been significant changes in the organization of forms of study and teaching in universities. The latter have to seriously revise their teaching methods in the "rapid chess" mode and abandon outdated forms of teaching. COVID-19 has paved the way for distance learning and work, online lessons, lectures, video conferences. However, the distance, online form of training and work has not only advantages, but also disadvantages, the ultimate level of efficiency. At the same time, at present, not all students, students and even educational institutions have the technical and material capabilities to provide online learning. Knowledge is a multifunctional tool with the help of which a person copes with certain tasks. Taking this into account, the university should equip young people with such knowledge that will have not only informational load, but also great applied value. In the context of the pandemic, universities are faced with serious challenges, most of them are like a downward spiral orbit: on the one hand, online teaching saves money on the maintenance and operation of classrooms, but on the other hand, this means reducing the costs of students (their parents, sponsors, etc. etc.), the appropriate adjustment of their mobility plans, which makes the administration and the state the need to pursue a new, changed educational and economic policy. In the context of a pandemic, the implementation of these tasks faces a serious danger: traditional forms of study and knowledge transfer are disrupted and the market requirements become not entirely clear due to its significant narrowing. The question of the need to reduce the dependence of the cost of studying at universities on the contributions of the students themselves (their parents, sponsors, etc.) is becoming increasingly acute. Such expenses in state universities should be completely borne by the state, which will practically reduce to zero the motivation of the universities to maintain undisciplined students within the walls of the university and will significantly increase the demand towards them (and, accordingly, the quality of education). Which place can online learning take in a pandemic period? In general (without taking into account the mention in the context of the pandemic), the advantage of online education is unambiguous for those specialties, the perspective of which presupposes predominantly the same format. However, it should be remembered that the online format is a specific, actually surrogate form of social relations and professional and personal self-confidence and communication skills are practically not based on it. So, instead of a tug of war between online and offline forms, it is necessary to find the optimal balance between the forms of their complementarity and not interchangeability. Online courses for stakeholders are no less mobilizing. Listening to a lecture in this format is possible at a convenient time (at home, while traveling, while waiting for a bus or waiting in line for purchases, etc.). These courses are a subjective choice of everyone and are not a forced form for gaining some number of so-called credits. Due to high motivation, the degree of development is more stable and higher. Over time, the knowledge gained through such courses will become more valuable in the selection of an employee for a vacant position. Distance learning, in spite of the fact that it has a number of advantages (convenient, economical - it saves costs on transport, time, egalitarian, etc.) is still a substitute - it only partially replaces, but does not replace fully relations between the lecturer and student (as well as between academic staff). It does not replace such aspects of full-fledged student life as the living relations of students, their joint participation in public events. In the online format, it is possible to transfer knowledge, but not the nuances of culture, behavior, creativity, national and regional sensitivity, humor, etc. Online learning and relationships is, figuratively speaking, a movie shot on a flat screen, while classroom learning is a movie in 3D. The focus on distance learning has one very significant side effect: it creates a danger to the level and frequency of mutual communication of academic staff. Because of this, departments and social and professional unions can undergo a serious deformation of their significance. Accordingly, this will increase the degree of alienation of the academic staff from the universities that provided them with jobs. The problem of socialization, from a slightly different perspective, is also faced by persons engaged exclusively in scientific work - how will scientific links, "chained" by common ideas and goals, be formed? The final effectiveness of the chosen training format (online vs. offline format) is determined by the effectiveness of the training process. The latter is largely determined by compliance with the requirements of the labor market. In turn, this compliance is largely predetermined by the systemic (instead of episodic) contact of potential employers with universities. The coronavirus pandemic is directly reflected in the scale and format of employment - it reduces the overall contingent and significantly changes the employment situation, "throws" a significant part of the employees who have retained their jobs online. Remote forms of work, which were already pioneered by higher and general education schools, will develop even more, new, more sophisticated forms of intensification of work of employees employed at remote locations will appear. Here, as in other spheres of economic and social life, the boundaries between the traditional division of working and non-working (free) time will actually be erased. However, online work has refrained level of efficiency. For example, it is very problematic to create a workplace at home - not everyone has the opportunity to organize a separate office, a desk for such work, which creates psychological and, often, physical discomfort. The fact is that online work has a concomitant negative effect. It causes the atomization of the collective, the corrosion of its unity. To the extent that representatives of higher education and the academic sphere can lead the students who have switched online, not only in their studies, but also in the development of skills and feelings of socialization and empathy in them, the future and the maturity of civil society will largely depend on this. It is necessary to find a kind of "golden mean" of relations both between students and academic staff, and with representatives of "their own cluster", in which direct live relationships may not be as intense and daily as before. The rest of the time will be completely transferred to their self-organizing and self-fulfilling "box of time". The final victory over the pandemic will eliminate or significantly alleviate most of the above problems, however, the need to adapt everyday life, study, work to the online format of relationships will remain highly relevant.

The fourth Framework of the European Union, with its greatly increased budget, will have considerable impact on the research activities of universities throughout Europe. The introduction of the SOCRATES and LEONARDO programmes, aiming to combine the various EU programmes broadly relating to education, student mobility and training, has important implications for the future organization and administration of activities both at Europe-wide level and within the individual higher education institutions. In this article, John Kelly assesses the significance of these developments in the light of the ever-increasing involvement of European universities in EU programmes and projects. With the briefcase example of his own university, he also looks at likely administrative changes and developments in individual universities.

This article examines in detail the advantages to students of study abroad and its importance in their subsequent suitability for employment. While accepted wisdom holds that study abroad is by definition a good thing, various research findings suggest that the greater wisdom lies in a more cautious view. Here, Ulrich Teichler details results from extensive surveys of former students who participated in the European Union's ERASMUS programme. He summarizes students' experiences of the study abroad period and its general costs and administration and then assesses the implications of the responses to the surveys in terms of the relationship between study abroad and subsequent career. He concludes, among other things, that while study abroad is obviously significant in the transition from education to a career requiring international competencies, there is no evidence to suggest that ERASMUS students have a better chance than others of a ‘high-flying’ career path. Furthermore, the apparent partial lack of consistency in the specific applicability of study abroad to subsequent career raises the question of whether study abroad should be structured in a more targeted way so that it has more predictable and systematic impacts on employment.

The work of Leopold Kohr has attracted attention from social scientists in the field of international political studies, but few political economists have studied his theoretical argument in detail. Few students have tried to unite economic and polit-ical arguments to understand his contribution in a more analytical way. We will argue that Kohr's principal theory (diseconomies of scale) was inherently econom-ic, an attempt to elaborate on the concept of scale in a broader perspective and in a more complex way, including the idea of quality and, in particular, power rela-tions. In this paper, we try to make sense of Kohr's idea of decentralisation by studying his contributions from a political economy perspective. Moreover, con-clusions will be drawn that relate Kohr's view to present-day governance problems in the European Monetary Union, in which actual governance reflects all dangers that this scholar feared.

Emerging economies are facing problems in the administration and compliance with intellectual property protection in their countries. The IP term is now much more familiar to the public, but it is not well understood completely in a lawful way. The public is misinformed (or, at best, under-informed) about IP leading to higher levels of infringement as well as reducing the use and value of IP. Our study aimed to determine the level of perceptions, awareness, and behavior (PAB) on IP Protection of the medical technology students with the cross-sectional on-line survey on 795 students by electronic European Union Intellectual Property Office (EUIPO) questionnaire. The overall level of PAB was very high, greater than three quarters. The demographic factors related significantly to right PAB on IP protection were sex (female higher than male) and residency (other cities higher than Ho Chi Minh City). Only the awareness had the covariance with the behavior in structural equation modeling (SEM) model with a significant coefficient of 0.55. We should focus on an education program to increase the right awareness, then it would improve the right behavior on intellectual property protection in students who are living in the emerging countries.

Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational education institutions that is implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifications and vocational education curricula. The article provides a general overview of Spain’s vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training.

This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.

The author examines the demonstrations carried out by university students in Istanbul on December 4, 1945 and the raid on the printing operations of the pro-Soviet Tan newspaper, known as the Tan Raid, in light of U.S. State Department documents, namely the related fi les in National Archives Records Administration. The infl uence of the Tan Raid on Turkey’s international relations is discussed in the context of Turkish-American and Turkish-Soviet relations. The Raid is regarded as a signifi cant incident since it coincides with the post WW2 period when Turkey’s relations with the Soviet Union had already deteriorated due to Moscow’s demands to revise the Montreux Convention by 19th of March 1945. Furthermore, Turkish-American diplomatic contacts in the aftermath of the Raid show Washington’s perspective on policy towards Soviet Union, as U.S. offi cials advised a moderate line to their Turkish counterparts. On the other hand, preparations for the Raid seem highly controversial since Turkish government offi cials did not strongly condemn the event and the police did not intervene against the protestors despite of their violent actions towards Tan and some left leaning bookstores. The slogans during the demonstration show its anti-Soviet character, which Ankara denied in order to decrease tensions with the Soviets by arguing that it was Tan ’s owner, the Sertel couple to whom the anger was directed, not the Soviet Union. The intelligence obtained by diplomats at the U.S. Embassy in Ankara, the meetings they conducted with Turkish politicians, their conclusions regarding the process leading up to the raid, and their opinions on Turkish-Soviet relations provide the background for the analysis.

The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.

Abstract The growing youth unemployment across Europe raises the need to take appropriate measures. One of steps taken towards decreasing it by the European Union has been the program Youth Guarantee, implemented by a number of member states. Despite the relatively lower youth unemployment, the Czech Republic has implemented this program as well, and supported the realization of the project Internships for Young Job Seekers, whose aim was to ease the transition for students from schools to the labour market thanks to internships in companies. The effects which internship related project bring for their participants have been evaluated in other EU countries, mainly in Germany, but also in Sweden or France. However, evidence about internships’ effectiveness has been missing for the Czech Republic, and this paper fills this existing knowledge gap with the use of counterfactual impact evaluation methods. In the paper, we have focused on examining the impacts of internships on personal income and economic status of trainees by using the propensity score matching, difference-in-differences estimation and two complementary methods – ordinary least squares and multinomial logit. The results confirmed a positive impact of internships on treated project participants regarding both outcome variables, and thus, are consistent with the majority of literature in the field.

Alcohol is the third risk factor for premature disease and death for the general population of the European Union (EU) after smoking and high blood pressure. In the case of young people, they consume alcohol based on the desire to explore, sometimes associating it with recreational drugs use, thus increasing the risk of negative consequences. The objective of this study was to assess the prevalence of alcohol consumption and its association with other cardiovascular risk factors in first-year medical students. The studied lot consisted of 434 first-year medical students, 30.18% boys, and 69.82% girls, with the mean age of 19.48 ± 0.53 years. The methods included the administration of a questionnaire (CORT 2004 questionnaire on health risk behaviors in first-year medical students) for assessing both alcohol consumption and stress state, as well as blood pressure determination, and anthropometric parameters. The prevalence of alcohol consumption among first-year medical students was 22.58%, with a net prevalence of male gender (57.25% M versus 7.59% F) (p <0.001, X2 = 129.02). The main reasons for alcohol consumption were the festive and official occasions and the desire to integrate into the group. People with whom they prefer to drink alcohol were friends, colleagues, and family. The age at which most people began to consume alcohol was 13-14 years old, and the favorite drink was beer among boys and wine among the girls. Regarding the cardiovascular risk factors, positive correlations were obtained between alcohol and smoking, increased consumption of bread, sedentary lifestyle, and increased body mass index. Students need to be educated from the first year of study on the long-term consequences of alcohol consumption related to the development of the cardiovascular disease, and further studies are needed to see if educational programs really reduce the prevalence of alcohol consumption.

Learning outcomes The learning outcomes of this paper are as follows: to define the scope of digital customer experience, why it is important and how it can be used to create a competitive advantage, to evaluate the various challenges for traditional retail businesses that undertake a digital transformation strategy, to critically assess a chosen digital transformation strategy, to identify the key features of a successful digital transformation strategy and to develop a crisis communication strategy. Case overview/synopsis The Cape Union Mart Group is a typical apparel retail company faced with the challenge of improving the digital customer experience and accelerating digital transformation in the wake of the Covid-19 pandemic. Due to the pandemic, the demand for e-commerce increased dramatically. However, strict lockdown regulations forbade the delivery of clothing. When the lockdown was lifted, there was an order backlog of four weeks. To add to this challenge, the Group was in the midst of a technology update. They moved their entire information technology (IT) backbone to three clouds and, just a week before the lockdown, launched five new websites for its five different retail chains. The ultimate goal with the technology update was to give the company a competitive advantage by improving the customer experience. However, having to do this at an accelerated pace due to the pandemic posed a number of challenges. The case provides a vivid description of how the crisis unfolded and how Grant De Waal-Dubla, the executive of e-commerce and IT at the Group and his team responded to the challenges, together with the marketing team. Based on the success of e-commerce during the lockdown, the owners of the business then tasked Grant with new, aggressive growth targets. Whilst dealing with the aftermath of the lockdown, Grant’s main challenge is to develop a strategy to reach those targets. Complexity academic level The primary target audience for this case are postgraduate students enrolled on programmes such as Master of Business Administration or specialist masters in a business field such as marketing or strategy and also for Executive Education courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

the target for the European Union to make Europe the most competitive and dynamic knowledge-based economy in the world. In this process, the education and training are of great importance for the member states. The restructuring of higher education, the modernization of the universities cannot be achieved without new financial resources. They should be ensured by increasing contribution of the private sector. However it is not enough to invest sufficient funds in the educational and training system, they must be expended efficiently. The free higher education itself doesnot necessarily guarantee the equal access and maximal participation. The quality of higher education and equal opportunity can be improved, if the rising funds are expended on infrastructure development and creating an efficiently working student support system.Quality, equal opportunity, efficiency – they are the most important views for the decision-makers in the higher education reform. In my paper, I would like to interpret definitions relating to higher education and in this way I attempt to evaluate the financing systems of the Hungarian higher education formed since the change of the regime, with special regards to the normative financial system combined with the payment of tuition fees. For classification, it is necessary to present the different basic financial models. Furthermore, on the basis of the above criteria, I try to make recommendations on how to improve the present financial model in order to achieve the Lisbon objectives.The topic is important in our days, because tuition fees will be introduced in Hungary from 2008. The problem is very complex, although the analysts in most cases tend to approach the topic with prejudice, depending on their financial and political interests. My analysis may contribute to discernment in the tangle of the pros and cons.

Regional development is a field of research and a discipline of study that transcends several fields of social sciences, and can be studied by students in the fields of administrative, political, economic, social and humanistic sciences and others that include this subject in the curriculum. Regional development is also an attribute of public administration in all Member States of the European Union, as well as outside Europe, with ministries dedicated to implementing balanced regional development policies. Therefore, the book written by the author Daniela Antonescu, “Dezvoltarea regională. Teorie și practică” [Regional development. theory and practice], published by Lumen Publishing House in Iași, Romania, in 2019, who I consider a great specialist in this field (as she is the organizer of a conference on this topic, that attracts specialists from Romania and abroad), addresses a broad public of readers: both researchers and teachers concerned with development issues, as well as civil servants, members of national governments or parliaments, MEPs, members of other international fora, concerned with regional development, which includes not only the region as a territory but also subdivisions at local level: county, municipality / city, commune, village, on a case-by-case basis.

Levels of nonmarital first childbearing are assessed using recent administrations of the National Longitudinal Survey of Youth, 1997 Cohort; the National Longitudinal Study of Adolescent to Adult Health; and the National Survey of Family Growth. Results confirm that the higher a woman’s educational attainment, the less likely she is to be unmarried at the time of her first birth. A comparison over time shows increases in nonmarital first childbearing at every educational level, with the largest percentage increase occurring among women with college degrees at the BA or BS level or higher. This article projects that 18 to 27% of college-educated women now in their thirties who have a first birth will be unmarried at the time. In addition, among all women who are unmarried at first birth, women with college degrees are more likely to be married at the time of their second birth, and, in a majority of cases, the other parent of the two children was the same person. A growing proportion of well-educated women, and their partners, may therefore be pursuing a family formation strategy that proceeds directly to a first birth, and then proceeds, at a later point, to marriage, followed by a second birth. Possible reasons for the increase in nonmarital first births among the college-educated include the stagnation of the college wage premium; the rise in student debt; decreasing selectivity; and the growing acceptability of childbearing within cohabiting unions, which have become a common setting for nonmarital childbearing, and among single parents.

SELECTED SEGMENTS OF PUBLIC ADMINISTRATION ENVIRONMENT IN THE EDUCATIONAL SPHERE AND THEIR IMPACT ON MEETING EDUCATIONAL OBJECTIVES BY LOCAL GOVERNMENTThis paper is to outline selected segments of the environment of public administration in the light of the ongoing changes in the educational sphere and their impact on the local government education within dynamic transformations and complexity of educational objectives. Education is aconstitutional right and social duty of citizens, public objective and aprerequisite for social, state, cultural and economic development. Since the nineties of the 20th century the Polish school and schooling system has been striving to accommodate to educational transformations and changes in unstable environment.The transformation process in the contemporary school and educational system is visible on the background of global changes, i.e. global access of students to knowledge, global access of gradu­ates to labour markets, global context of school management, global trends in educational markets, commercial value of knowledge, or competition in educational services. School as an institution has been undergoing constant evolutionary change. An example of this is the educational reform that has became apriority among transformations of various spheres of social, economic, cultural life, and local and global challenges, such as the Poland’s accession to the European Union in 2004. School transformations in the age of globalisation are essential, as they are triggered by scientific and tech­nological progress and changeable educational challenges and social expectations. Unstable environ­ment affects changing educational objectives, tasks, goals of educational policy, forms and methods of activities, organisational structures of schools, scope of law regulations, school personnel, and education participants. Changes in the Polish education and schooling system are the result of the pace of political transformation, globalisation processes and the European integration processes.

A extensão universitária é o processo que possibilita articular o ensino e pesquisa de forma a realizar uma maior integração entre a Universidade e a sociedade. O presente trabalho visa apresentar uma instituição que realiza este tipo de atividade no Brasil, a IFMSA Brazil (International Federation of Medical Students Associations of Brazil), e a forma como ela desenvolve a sua parceria com as universidades, além de mostrar os principais resultados de suas ações. A IFMSA Brazil é uma organização estudantil ligada à Organização das Nações Unidas e faz parte da IFMSA, uma instituição formada por estudantes de medicina de mais de 100 países. As principais atividades desenvolvidas pela IFMSA Brazil estão relacionadas a seus comitês permanentes, os quais abrangem desde intercâmbios médicos clínicos, cirúrgicos e de pesquisa) nacionais e internacionais a projetos, campanhas e eventos voltados a áreas como saúde pública, saúde reprodutiva, direitos humanos e educação médica. Dentro de cada comitê local existe uma estrutura administrativa que estabelece a relação entre a Universidade e a IFMSA Brazil, possibilitando a presença dos intercâmbios, estimulando a capacitação dos estudantes de medicina pelos professores e buscando melhorias na qualidade de ensino da faculdade de medicina. Os comitês permanentes não voltados ao intercâmbio são os que fazem a comunicação da IFMSA Brazil com a sociedade, por meio das campanhas, projetos e eventos. Como resultado da qualidade das ações da IFMSA Brazil, em 2014, esta instituição recebeu o prêmio de segundo lugar no concurso Rex Crossley Awards, com um projeto voltado para a melhoria da comunicação entre o estudante de medicina e pacientes autistas.

The article is devoted to the problem of interaction of the labor market and higher education in modern Ukrainian society. On the basis of the analysis of statistical data and the results of sociological surveys of different categories of the population, it is concluded that the market of educational services in the present-day Ukraine functions, mainly in itself, poorly interacting with the labor market. It is noted that the significant manifestation of the structural imbalance of supply and demand in the labor market is the discrepancy between the structure, volume and quality of graduates’ training of higher education institutions for the needs of employers, the economy of Ukraine as a whole, as well as informal and part-time employment, part-time, and the widespread practice of employment of graduates of educational institutions is not specialty, labor migration, the inability of the educational services market to react in a timely manner to the changes taking place in the labor market. Overcoming the separation of higher education from the domestic labor market is impossible without increasing of relationship between theoretical and practical training of students. The article emphasizes that this, as the European experience shows, can be effectively carried out through the introduction of dual education in Ukraine under the current conditions. After all, the dual education system, as one of the modern models of co-operation in training with production, meets the interests of all parties involved in it - employers, students, higher education institutions, as well as the state. The article emphasizes that this, as the European experience shows, can be effectively implemented under the current conditions through the introduction of dual education in Ukraine. After all, the dual education system, as one of the modern models of co-operation in training with production, meets the interests of all parties involved in it - employers, students, higher education institutions, as well as the state. It is noted that the elements of dual education in the form of a combination of work with education in the format of education in the evening or correspondence form of study, as well as in the format of educational institutions at large industrial enterprises, existed in the Soviet Union during the heyday there planning and administrative systems, but in the transition to a market economy in the post-Soviet countries were neglected. Attention is drawn to the fact that dual education should not be idealized, it has not only advantages but also certain limitations. A dual form of training is not suitable for all and not always, not for each specialty. It is best suited for training professionals in areas such as economics, business administration, engineering, social security. Limited possibilities of using dual education in the preparation of art critics and humanists. The article states that the idea of introducing dual higher education in Ukraine is positively perceived as the direction of the branch ministry of education and ordinary citizens. The data of the sociological survey of inhabitants of the Dnieper in the city about the fact that the introduction of dual education, according to citizens, should not be obligatory for all universitys or all students and should start only from the senior courses of study.

The recently discussed issues of education quality are devoted full attention. The systems of quality control are developed, services are certified etc. All EU countries point to education quality as one of the most important political priorities. Despite the fact it is an excellent idea, the questions of how to ensure adequate education and how to achieve equally ranked education certification in all countries of the European Union arise. We can note that different legal and political documents approved by Lithuanian authorities in one way or another emphasize that ensuring quality education is a priority field. What is quality? This question is not so simple. We can agree with general definition that quality generally refers to a certain degree (level) of excellence. It is obvious that there are at least two main perspectives of defining quality, one from the customer of education services and the other one from the producer (education institution). It is obvious, that the quality aspiration is important not only for the companies which produce products or offer service, but also for education institutions of all levels. The central point is the understanding that quality cannot be bought in the market and is not something beyond institution boundaries. Everything will be determined by awareness that quality in a broad sense is conditioned by the quality of management (administration). Only professional management leads to qualified processes (institution work) whereas the latter ensure high-quality service. Another main point is that education and research belongs together. It is as axiomatic truth. Without high-level research a quality management system seems to be a useless thing. As the understanding of quality may vary, a general agreement on the issue discussing quality is very important at least inside the institution. Quality is differently treated by academic staff, teachers, students, employers, social partners of institution, authorities and society in general. Education is a complex system having different levels, sub-systems etc. that closely correlate and determine one another. Finally, we can notice that the best organizations have a systemic and comprehensive focus on quality. Key words: quality of education, managing quality, systemic approach.

Con el nombre de Inglés para Fines Específicos, mas conocido por el acrónimo inglés ESP, nos referimos a la variedad de la lengua inglesa que se enseña a los estudiantes matriculados en carreras como Económicas, Turismo, Medicina e Ingenierías. Desde sus inicios hasta la fecha hemos asistido a un gran crecimiento en el número de estudiantes y cursos ofertados, que ha obligado a poner en marcha prácticas docentes autónomas, es decir sin la participación de expertos en el campo, y replicativas, es decir prácticas que fueron inicialmente diseñadas para el aprendizaje de las destrezas profesionales, como por ejemplo el uso del estudio de casos procedente de los Masters of Business Administration (MBA). Ambos procesos, unidos al desarrollo del inglés como lingua franca y al interés por el desarrollo de una metodología que favorezca la autonomía de los estudiantes, se han traducido en un desarrollo espectacular de herramientas docentes de Internet. En este marco se sitúa este trabajo que se organiza en tres grandes apartados: (1) una precisión del concepto de ESP y una reinterpretación del mismo; (2) una revisión del concepto de lexicografía y del diccionario pedagógico; (3) una descripción de las posibilidades que ofrecen los diccionarios de Internet para poder leer textos de inglés empresarial/inglés económico. El artículo finaliza resumiendo las principales ideas defendidas en este trabajo.From its inception in the early 1960s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching. ESP is usually concerned with the teaching of English used in academic studies and/or professional activities, especially the teaching of English related with Business/Economics, Tourism, Medicine, and Engineering. As the number of courses and students has grown considerably the original team teaching methodology is being substituted by a more autonomous approach in which both ESP instructors and students have to acquire knowledge of the basic concepts of the field by themselves, as well as upgrade their discourse competence. This new approach lends support to recent developments in the field of learner’s autonomy, especially those based on Internet (for example, Moodle) that are being promoted in this era of shortages and lack of resources. Within this framework, this article offers a review of the state of art regarding ESP, formulates a reconceptualization of the concept with the aim of making room to two recent developments: the consolidation of English as lingua franca; and the possibilities offered by the Internet for teaching and learning. It also enumerates the main basic requirements of pedagogically-oriented specialised dictionaries and illustrates some of their potentialities for assisting users in a reading situation. The article finishes by summarising the main conclusions drawn.

The early years of the existence of the Kaliningrad Oblast and the difficulties in constructing the identity of its inhabitantsIn the last two decades, the Kaliningrad Oblast has been subject to changes of a manifold nature, not only political but also societal and cultural. As a result of the dissolution of the Soviet Union, the region has become a semi-enclave which has led to the consequences of the former occupation being even greater. As a result, the Oblast differs from other parts of Russia. Experts involved with the Kaliningrad Oblast, both from Russia and abroad, agree that it constitutes a unique part of the historic, cultural and societal mosaic of Russia. It comes as no surprise that geopolitical processes have left a significant mark on the Kaliningrad Oblast identity. Nowadays the semi-exclave is often described as the most European among the Russian regions. Yet the question of the contemporary identity of the Kaliningrad Oblast’s inhabitants cannot be properly addressed and examined without research into the very first years of the regions’ existence (from 1945 to the end of the 1950s). This paper aims at briefly summing up changes that took place in the northern part of former East Prussia in four areas after the Second World War. This will include: the taking over of control by the Soviet administration of the newly conquered territory; settling the region with a new population and the deportation of Germans still remaining there; replacing German names of towns and villages with Soviet (Russian) ones; the attitude of central and local authorities towards religious communities and attempts to spontaneously organise religious life in the region.All of the above-mentioned elements of post-war life in the Kaliningrad Oblast contributed to the creation of a new politico-social reality which encompassed a total denial of the region’s past. Together with further changes, these elements laid the foundations of the identity of its inhabitants after the dissolution of the Soviet Union. In this sense, they can be considered as a starting point for further research which is my main objective as a PhD student at the Institute of Slavic Studies of the Polish Academy of Sciences. Pierwsze lata istnienia obwodu kaliningradzkiego a problem kształtowania się tożsamości jego mieszkańcówPrzez minione dwie dekady obwód kaliningradzki podlegał różnorakim zmianom – nie tylko politycznym, ale również społecznym i kulturowym. W wyniku rozpadu Związku Sowieckiego obwód stał się półeksklawą, co dodatkowo spotęgowało skutki zachodzących zmian. W rezultacie obwód znacząco różni się od pozostałych część Rosji. Eksperci zajmujący się regionem, zarówno z Rosji, jak i innych krajów, zgodnie twierdzą, że obwód kaliningradzki to unikatowa część historycznej, kulturowej i społecznej mozaiki tego kraju. Nie jest zaskoczeniem, że procesy geopolityczne zostawiły ślad w tożsamości najbardziej europejskiego spośród rosyjskich regionów. Współczesna tożsamość mieszkańców obwodu kaliningradzkiego nie może być jednak dokładnie zbadana i opisana bez analizy pierwszych lat istnienia tego bytu politycznego, tj. okresu od 1945 roku do końca lat 50. Celem niniejszego artykułu jest zwięzłe podsumowanie zmian, które nastąpiły w obwodzie kaliningradzkim, na podstawie czterech umownych dziedzin, tj.: okoliczności przejęcia kontroli administracji sowieckiej nad nowo zdobytym obszarem; zasiedlenie regionu przez nowych osadników i deportację pozostałej tu ludności niemieckiej; zastąpienie niemieckich nazw miejscowości przez nazwy sowieckie (rosyjskie); spontaniczne próby organizacji życia religijnego w regionie oraz stosunek władz centralnych i lokalnych do wspólnot wyznaniowych.Wymienione elementy powojennego życia w obwodzie kaliningradzkim przyczyniły się do stworzenia tu nowej rzeczywistości społeczno-politycznej, która oznaczała całkowitą negację przeszłości regionu. Zmiany owe, a także te, do których doszło w kolejnych latach, położyły podwaliny tożsamości mieszkańców obwodu już po rozpadzie Związku Sowieckiego oraz jej dalszą ewolucję. Pod tym względem mogą być postrzegane jako punkt wyjścia dla dalszej analizy, która jest głównym celem moich badań jako doktoranta w Instytucie Slawistyki Polskiej Akademii Nauk.

ResumenLa Residencia de Señoritas de Madrid fue una institución heredera de los principios krausistas e institucionistas y dirigida por María de Maeztu, creada en el seno de la Junta de Ampliación de Estudios (JAE) en 1915 con el propósito de facilitar a las mujeres, independientemente de su origen o incluso de su posición social, el acceso a las enseñanzas universitarias, al mundo de la cultura y a una buena formación intelectual y moral. Las leonesas, a pesar de proceder de una provincia eminentemente rural y conservadora, fueron un colectivo relevante dentro de la Residencia de Señoritas, no solo en número (103 contabilizadas), sino también por su nivel académico y profesional. Encontraremos entre estas mujeres a estudiantes universitarias de Medicina, Farmacia, Ciencias Exactas, Ciencias Químicas, Filosofía y Letras, Derecho o Pedagogía. Algunas de ellas obtuvieron becas de la JAE para formarse en el extranjero, cuyos principales destinos fueron Francia, los Estados Unidos y Bélgica. No obstante, otras leonesas acudieron a la Residencia para preparar oposiciones a puestos en la administración, para realizar estudios musicales o recibir clases de cultura general, o para acudir al Instituto-Escuela, con el objetivo de conseguir el título de Bachiller.AbstractHeir to the principles of Krausism and institucionism, the Residence for Young Ladies of Madrid was an institution founded by María de Maeztu in October 1915. It was created within the Board for Advanced Studies and Scientific Research (referred to by its Spanish acronym JAE), whose purpose was to make access to university easier, bring culture closer and provide good intellectual and moral training for women, regardless of their origin or even their social status. Leonese women, despite being from a rural and conservative province, were an important group within the Residence for Young Ladies, not only in number (103 have been recorded) but also because of their academic and professional skills. Among these women, university students of Medicine, Pharmacy, Exact Sciences, Chemical Sciences, Arts, Law or Pedagogy can be found. Some of them were awarded scholarships from the JAE to pursue further education abroad, mainly in France, the United States and Belgium. Nevertheless, other women from León went to the Residence for the purpose of preparing exams to work in the public administration, completing their musical studies or taking general knowledge lessons, as well as attending the Instituto-Escuela in order to receive a certificate of secondary education.

The aim of this study was to describe the international academic mobility experienced by the Fishing Engineering students in other countries. The data was collected through an electronic semi-structured questionnaire hosted on an electronic platform by Google. A total of nine students answered the questionnaire, in which they chose countries such as France, Spain, Ireland, Canada, the United States and Australia to study abroad in. The student’s satisfaction with the Science without Borders Program (SwB) was extremely positive, where all the interviewees stated that they had learned the language from the hosting country. In relation to the negative aspects, 67% of the interviewees pointed out that they struggled to understand the language in the beginning of the academic mobility, and 78% of the students said that they missed their families during the student mobility period. In conclusion, the academic mobility performed by students from the Fishing Engineering course was rated as excellent, and as a unique and an enriching opportunity, both in professional and personal aspects.ResumoO trabalho teve como objetivo discutir sobre a mobilidade acadêmica vivenciada por estudantes de Engenharia de Pesca em outros países. A coleta de dados foi feita através de um questionário eletrônico semiestruturado, hospedado em uma plataforma eletrônica de formulários da Google. Um total de nove discentes respondeu ao questionário, realizando a mobilidade na França, Espanha, Irlanda, Canadá, Estados Unidos e Austrália. A satisfação dos estudantes com o Programa Ciência sem Fronteiras (CsF) foi positiva, todos os entrevistados afirmaram terem aprendido o idioma do país que escolheram. Em relação aos aspectos negativos, 67% dos entrevistados apontaram que tiveram dificuldades no entendimento do idioma do país no início da mobilidade acadêmica e 78% sentiram saudade da família no período da mobilidade. Concluindo, a mobilidade acadêmica realizada por discentes do Curso de Engenharia de Pesca foi classificada como excelente, sendo uma experiência única e enriquecedora tanto pelo lado profissional, quanto pessoal.Palavras-chave: Educação, Aprendizado, Internacionalização, Programa Ciência sem Fronteiras.Keywords: Education, Learning, Internationalization.ReferencesALTBACH, P. G. Comparative Higher Education: Knowledge, the University, and Development. Hong Kong: University of Hong Kong, p. 240, 1998.ANDRADE, B. P. S. O “Ciência sem Fronteiras” pelo olhar da comunidade acadêmica: O caso da Unifal-mg e da Unifei. 2018. 185f. Dissertação (Mestrado em Divulgação Científica e Cultural). 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The study examined the management strategies for controlling students’ disciplinary problems in the universities south east geopolitical zone of Nigeria. Descriptive survey design was used for the study. The population of the study comprises of about 5037 administrators and student union executives; the sample of study was 1712 (980 males and 732 females) made up of 1,536 university administrators and student union executives in the ten public (five federal and five state-owned) universities in South East Geopolitical Zone. Five percent of 3,501 lecturers were selected using proportionate random sampling technique. Structured questionnaire, oral interview and focus group discussion guide were developed and used for data collection after validation by two experts in educational administration and educational evaluation. The instruments were trial-tested for reliability using Cronbach Alpha reliability coefficient to a random sample of 30 university administrators outside the study area. The overall internal consistency yielded 0.97.
 Four research questions and one hypothesis guided the study. Mean and standard deviation were used to answer the four research questions, while oral interview and focus group discussion guide were analyzed qualitatively; t- test statistic was used to test the null hypothesis at 0.05 level of probability. There were no significant differences in the mean ratings of males and females, experienced and less experienced and institutional ownership on university administrators on the management strategies for controlling students’ disciplinary problems in universities. The result also revealed that there are students’ disciplinary problems that constrain the acts of teaching and learning in universities and management strategies like Administrative strategies, which include banning of the sale of alcohol and drugs in the school premises; Security strategies which include searching and ceasing all dangerous weapons from students from time to time; Education/Enlightenment strategies, which will create forum for university administrators and students dialogue in Universities in South East Nigeria.

PurposeThe study examines the impact of presence, synchronicity of exposure and other variables on allocative decisions reached following a participatory budgeting event.Design/methodology/approachThe study analyzes the distributive decisions reached following a participatory budgeting event, which took place in an academic institution, and students were asked to determine the distribution of a portion of the student union budget. Some students viewed the event live (physically or remotely), while others watched it in delay.FindingsThe main variable affecting allocative decisions was whether decision-makers were exposed to the event physically or remotely. There was a significant and large difference between allocation decisions of participants who were physically present at the event and those who were exposed to it remotely.Practical implicationsThe discussion elaborates on the implications of the findings for the importance of presence and media selection in public engagement events.Originality/valuePublic engagement events are becoming widespread, with the Internet being a major tool in their administration. This study demonstrates that using the Internet to make such events accessible to the non-physically present can create significant changes in decisions reached by participants.

<p>Proceedings from a conference held in January 1975 on systems development with emphasis on the role and involvement of the various groups of individuals who are affected by the installation of new systems. Participants in the conference were labour union representatives, people employed in industrial and administrative management at various levels, system developers, and students and researchers in computer science, economics and business administration.</p><p>2 volumes. 770 pp. Scandinavian languages</p>

Abstract Background Despite young African American adults (ages 18–24) being among the highest risk groups for HIV infection, little is known about their awareness of HIV pre-exposure prophylaxis (PrEP) – a once daily pill shown to be > 90% effective in preventing HIV. To explore awareness and acceptability of PrEP among college students in this demographic, we conducted a survey of attendees at two large historically Black universities (HBCU) in North Carolina. Methods We administered a 14-item questionnaire to students at two HBCUs in North Carolina between February and April 2018. Questions were formatted in a yes/no or multiple choice format. Questionnaire items specifically addressed PrEP awareness and acceptability. Surveys were administered to students at a campus health fair and while transiting the campus student union via iPad. Response to all questions was optional. We fit a logistic regression model to determine association of key demographic determinants with PrEP acceptability and awareness. Statistical analyses were conducted using SAS 9.4 (SAS, Cary, NC). Results Overall, 210 students participated in the survey, of which 60 completed all survey items as presented. The survey cohort was 75% female, 89% heterosexual and 39% freshmen. The mean age of respondents was 19.8 years (SD: 1.8). Fifty-two percent of survey respondents reported that they were aware of PrEP prior to the time of survey administration. Only 3% of respondents reported that they were on PrEP. The most common sources of information on PrEP were campus health services (24%) and non-social media advertising (15%). Of respondents who were aware of PrEP, 61% reported that they had heard about in the 6 months prior to survey administration, while only 19% say they were aware of it for more than a year. Regarding acceptability of PrEP, 58% of respondents reported that they would take a once a day pill for HIV if they were at risk. Our logistic regression analysis found no statistically significant associations between key demographic factors and PrEP awareness. However, persons who perceived themselves to be at risk for HIV acquisition were more likely to find once daily oral PrEP (relative risk 2.66 (95% CI 1.31–5.42)) as an acceptable prevention strategy than the rest of the survey cohort. Conclusions African American HBCU students are becoming aware of PrEP, and generally perceive the intervention as acceptable and worth consideration.

iSchools Project is one of the extension projects of the College of Computing and Information Technology of Isabela State University Cauayan Campus in cooperation with the Commission on Information and Communications Technology (CICT) now the Information Technology Office (ICTO) using the e-government fund. The project was implemented from 2008-2013. The chief purpose of this study is to assess the extent of assistance provided by Isabela State University to the recipients of iSchools Project in Isabela, Quirino, Nueva Viscaya, Cagayan, Ifugao, Benguet, Ilocos Norte, Ilocos Sur, La Union, Kalinga and Apayao. The questionnaire was con­structed based on the Log Frame Analysis of the iSchools Project and Benefits Moni­toring Form iSchools Monitoring and Evaluation Survey Administration Guideline of CICT. Findings revealed that satisfaction on State Universities and Colleges (SUC) assistance was mainly due to the good services of the handling SUC such as immedi­ate response in providing technical assistance and providing information of upcom­ing activities and trainings of the teachers. Results also showed that Information and Communication Technology (ICT) application in teaching had a positive effect on student learning; however, teachers’ skills became a hindrance in providing learning to students. Overall, the project was successful due to full cooperation of all stake­holders.Keywords: Social Science, iSchools Project, SUC, descriptive design, Isabela, Philippines

Abstract Understanding how Public Service Motivation (PSM) is tied to ethical or unethical conduct is critically important, given that civil servants and other public-sector employees throughout the world have been shown to exhibit high PSM levels. However, empirical evidence about the relationship between PSM and ethical or unethical behavior remains limited, due in part to the challenges of observing unethical conduct and overcoming social desirability bias in self-reported measures. We address these challenges by employing incentivized experimental games to study the relationships between PSM and two types of unethical behavior—corruption and dishonesty—as well as one type of ethical behavior: altruism. Based on data from approximately 1,870 university students at three research sites in Russia and Ukraine, we find evidence of a robust negative association between PSM and willingness to engage in corruption and a positive association between PSM and altruistic behavior. Results concerning dishonesty are more mixed. Our findings indicate that corruption and dishonesty are related yet fundamentally distinct concepts, particularly with respect to their compatibility with PSM. The findings additionally demonstrate that hypotheses about PSM and behavioral ethics generated in the Western context generalize well to the starkly different institutional context of the former Soviet Union.

Summary Nonformal education methodology is promoted by the European Union as a priority. Western Balkan countries are supported in using this methodology via access Community funds (Erasmus +, previously Youth in Action). Nonformal education (proven as the most effective education method for youth) is expected to have the same impact if used in Public Health. We aimed to explore how nonformal education methodology contributes to health promotion through elaborating the example of transitional Albania. An Exploratory Sequential Mixed Methods design was used. We organized two focus groups: one with students of medical sciences and another with none medical students. We randomly selected eight participants per focus group from the Beyond Barriers association database (Contact point for Erasmus+ Programme in Albania). We used conventional content analysis to analyze qualitative data. Exploratory group interviews were conducted previously, using a questionnaire, which was piloted prior to administration. Of a population of 581 youth who participated in nonformal education activities during 2007–2013, 113 youths were interviewed. Ninety percent of interviewees declared that nonformal education activities have influenced improvement of their skills/competences or helped to acquire new ones; 53% declared that they reflected a change into personal behavior/actions/attitudes. Trainees learned through practice. They intended to retain the healthy behavior even when the activity was finished. Nonformal education activities offered equal opportunities to all youth despite their gender or field of study. Nonformal education methodology is recommended to be used in health promotion campaigns targeting young people as a very effective tool.

Academic collaboration in Mexico mainly follows a traditional pattern of North-South cooperation (primarily with the United States as well as some central European Union countries). Higher Education Institutions have also developed South-South cooperation in Latin and Central America and some are now exploring new opportunities in Asia, essentially with China, Japan and Korea. While there are fewer alternative schemes for student mobility, scientifc exchanges or joint degrees, innovative opportunities have emerged. It is important to consolidate such initiatives in light of the Trump administration’s position on migration that could negatively impact the current Mexican internationalisation model for higher education and research. La collaboration académique au Mexique suit principalement le schéma traditionnel d’une coopération nord-sud (principalement avec les EtatsUnis et quelques pays majeurs de l’Union Européenne). Les institutions d’enseignement supérieur ont aussi développé des coopérations sud-sud en Amérique centrale et latine, et certaines poursuivent aujourd’hui de nouvelles opportunités en Asie, essentiellement avec la Chine, le Japon et la Corée. Bien qu’il y ait peu d’alternatives à la mobilité étudiante, aux échanges scientifques ou aux diplômes communs, des approches novatrices émergent. Il est important de renforcer de telles initiatives étant donné la position du gouvernement de Trump sur l’immigration qui pourrait avoir un impact négatif sur le modèle actuel d’internationalisation de l’enseignement supérieur et de la recherche au Mexique.

En este artículo se analizan las consecuencias de la migración internacional en los procesos académicos y administrativos escolares, para ello se examinaron las funciones directivas en la inscripción de los menores migrantes de retorno a México. Los resultados se obtuvieron a partir de los datos recopilados en 34 escuelas primarias públicas de Hermosillo, Sonora, durante el ciclo escolar 2014-2015. Se aplicó una entrevista semiestructurada a 34 directores y a 3 funcionarios de la Secretaría de Educación y Cultura del estado, para identificar la dinámica administrativa que realizan al momento de recibir a los niños y las niñas con experiencia educativa en Estados Unidos, y conocer el grado de capacitación y conocimiento que tienen los directores, para facilitar el proceso de incorporación de los nuevos estudiantes al sistema educativo de Sonora.Returning migrant minors: academic problems and administrative process in the Sonoran school systemThis article analyzes the consequences of international migration for the school academic and administrative processes; for this purpose, management functions in the enrollment of migrant minors returning to Mexico were examined. The results were obtained from data collected in 34 public primary schools in Hermosillo, Sonora during the 2014-2015 school year. A semi-structured interview was conducted with 34 school principals and three officials of the state Secretariat of Education and Culture in order to identify the administrative dynamics involved when receiving children with school experience in the United States, as well as to determine the level of training and knowledge of school principals with the aim of facilitating the process of incorporation of new students into Sonora’s education system.

Problem setting. In the conditions of transition from command-administrative to market economy, decentralization reform of public administration, new priorities in connection with the European integration course of Ukraine, models of the state youth employment policy at the regional level have changed significantly. Trends of job cuts, increase in both open and hidden youth unemployment, as well as the level of young people’s outflow abroad call for development of new approaches and methods of relevant public policy. This necessitates the study of the processes of forming and implementing state youth employment policy at the regional level in Ukraine during its independence.Recent research and publications analysis. The greatest attention of scientists has been drawn to the issues of organizational and legal support of the state youth employment policy (A. Batiuk, Ye. Borodin, M. Dolishnii, I. Piron, I. Khokhriakova, I. Shkindiuk). The application of active methods of state policy/regulation of youth employment has become the subject of research by D. Krasivskyi, S. Bandur, O. Kovenska. Analysis of the dynamics of youth employment in regions and cities in the scientific works of economists (L. Golubovska, I. Zaiukov, E. Libanova, P. Rossokhatskyi, L. Semenova) allowed identifying the results of state youth employment policy at the regional level.Highlighting previously unsettled parts of the general problem. At the same time, today there are no comprehensive works exploring the change of approaches to the formation and implementation of state youth employment policy at the regional level in Ukraine in 1991 – 2020.Paper main body. The main directions of the state youth employment policy at the regional level in Ukraine at the beginning of its independence were determined by the Soviet approaches laid down in the government resolution “On the Establishment of the State Employment Service in the Ukrainian SSR” and the law “On Employment of the Population” adopted in 1990 – 1991. At the regional level, public authorities created institutions: to promote youth employment – regional and district employment centers; social services for young people; to provide social protection and adaptation of the young generation under market conditions – regional branches of the Fund of social adaptation of youth of Ukraine. In order to promote youth employment, the authorities have been developing annual and long-term territorial employment programs since 1991.Since the 1992 Declaration on General Principles of State Youth Policy in Ukraine, the provision of youth employment has been proclaimed one of the main directions of state youth policy. The youth age in Ukraine, enshrined in law, was changed several times. In 1993 – 1998, it was 15 – 28 years of age (Law of Ukraine “On Promotion of Social Formation and Development of Youth in Ukraine”). In the period of December 1998 – March 2004, the Law of Ukraine “On Youth and Children’s Public Organizations” defined youth as the age group of the population from 14 to 28 years. Since March 2004 to present day, citizens aged 14 to 35 have been referred to as young people. Attempts made in 2013 to limit the age of young people to 28 were rejected in 2016.In the conditions of transition from administrative methods of the state youth employment policy at the regional level to market ones, in 1997 the model of youth employment due to cooperation of local executive bodies, associations of employers and trade unions was established. The application of active methods of social policy in the field of youth employment (2000) marked a shift from a paternalistic model of state youth employment policy at the regional level to a market model. Functioning of youth labor centers (2001), economic incentives for employers to create first jobs for young people; as well as educational institutions’ training young people in specialties and professions of high demand in the labor market, aimed at pursuing a marketing policy for their graduates (2004); the establishment of career centers and units to promote the employment of students and graduates of higher educational institutions on the basis of these institutions (2008) testified to the fact that the state policy of youth employment at the regional level was at the intersection of the domains of youth, education and regional social policies.After the so-called optimization of the system of central executive bodies in 2010, the Ministry of Education and Science, Youth and Sports of Ukraine was created by merging of the two ministries. However, the ministry did not have the function of youth employment among its powers. A gradual decline in the functioning of youth labor centers was observed. The mechanism of paying compensation to employers (50% of the amount of the accrued single contribution (since 2012)) for creation of additional jobs to employ the unemployed youth appeared to be an ineffective incentive for employers (the compensation was less than the subsidy established in 2004). The announced internship of students acquired the form of a formal procedure.The decentralization reform of public administration; the resumed functioning of youth labor centers in the regions (2016); creation of youth centers – new institutions (in communal and private ownership); promotion of youth employment part-time employment, and youth entrepreneurship (2017); involvement of young people to addressing employment issues have had a positive impact on the implementation of youth employment policy at the regional level. In 2018, for the first time since Ukraine gained its independence, the rate of youth employment exceeded by 1,3% the average employment rate of the country’s able-bodied population. Therefore, in the conditions of decentralization of public administration, the state youth employment policy at the regional level has proved effective.Conclusions of the research and prospects for further studies. The study of the process of formation and implementation of state youth employment policy at the regional level in Ukraine during 1991 – 2020 allowed identifying 4 periods of change in approaches and methods. At the first stage (1991 – 2000), in Ukraine there existed a paternalistic model of state youth employment policy at the regional level, resulting from the Soviet approaches: the use of public procurement, administrative methods, the state allocation of young professionals. The application of active methods of social policy in the field of youth employment since 2001, the emergence of new institutions set to address the problem of youth employment in the regions, that is, youth labor centers testified to the start of using a market model of state youth employment policy at the regional level. The third period – 2010 – 2016 – was characterized by the removal of youth employment from the domain ofyouth and educational policies, the ruining of the network of youth labor centers, reduction in the effectiveness of state youth employment policy at the regional level in Ukraine. The period from 2016 to present day has been marked by a positive impact of decentralization reform on the effectiveness of state youth employment policy at the regional level; the focus of regional employment programs on supporting flexible forms of youth employment; formation of a model for the implementation of youth policy in the context of decentralization; effective involvement of young people in the formation and implementation of youth employment policy at the regional level.

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Introduction A snapshot, not unlike countless photographs likely to be found in any number of family albums, shows two figures sitting on a park bench: an elderly and amiable looking man grins beneath the rim of a golf cap; a young boy of twelve smiles wide for the camera — a rather banal scene, captured on film. And yet, this seemingly innocent and unexceptional photograph was the site of a remarkable and wide ranging discourse — encompassing American conservatism, celebrity politics, and the end of the Cold War — as the image circulated around the globe during the weeklong state funeral of Ronald Wilson Reagan, 40th president of the United States. Taken in 1997 by the young boy’s grandfather, Ukrainian immigrant Yakov Ravin, during a chance encounter with the former president, the snapshot is believed to be the last public photograph of Ronald Reagan. Published on the occasion of the president’s death, the photograph made “instant celebrities” of the boy, now a twenty-year-old college student, Rostik Denenburg and his grand dad. Throughout the week of Reagan’s funeral, the two joined a chorus of dignitaries, politicians, pundits, and “ordinary” Americans praising Ronald Reagan: “The Great Communicator,” the man who defeated Communism, the popular president who restored America’s confidence, strength, and prosperity. Yes, it was mourning in America again. And the whole world was watching. Not since Princess Diana’s sudden (and unexpected) death, have we witnessed an electronic hagiography of such global proportions. Unlike Diana’s funeral, however, Reagan’s farewell played out in distinctly partisan terms. As James Ridgeway (2004) noted, the Reagan state funeral was “not only face-saving for the current administration, but also perhaps a mask for the American military debacle in Iraq. Not to mention a gesture of America’s might in the ‘war on terror.’” With non-stop media coverage, the weeklong ceremonies provided a sorely needed shot in the arm to the Bush re-election campaign. Still, whilst the funeral proceedings and the attendant media coverage were undeniably excessive in their deification of the former president, the historical white wash was not nearly so vulgar as the antiseptic send off Richard Nixon received back in 1994. That is to say, the piety of the Nixon funeral was at once startling and galling to many who reviled the man (Lapham). By contrast, given Ronald Reagan’s disarming public persona, his uniquely cordial relationship with the national press corps, and most notably, his handler’s mastery of media management techniques, the Reagan idolatry was neither surprising nor unexpected. In this brief essay, I want to consider Reagan’s funeral, and his legacy, in relation to what cultural critics, referring to the production of celebrity, have described as “fame games” (Turner, Bonner & Marshall). Specifically, I draw on the concept of “flashpoints” — moments of media excess surrounding a particular personage — in consideration of the Reagan funeral. Throughout, I demonstrate how Reagan’s death and the attendant media coverage epitomize this distinctive feature of contemporary culture. Furthermore, I observe Reagan’s innovative approaches to electoral politics in the age of television. Here, I suggest that Reagan’s appropriation of the strategies and techniques associated with advertising, marketing and public relations were decisive, not merely in terms of his electoral success, but also in securing his lasting fame. I conclude with some thoughts on the implications of Reagan’s legacy on historical memory, contemporary politics, and what neoconservatives, the heirs of the Reagan Revolution, gleefully describe as the New American Century. The Magic Hour On the morning of 12 June 2004, the last day of the state funeral, world leaders eulogized Reagan, the statesmen, at the National Cathedral in Washington, D.C. Among the A-List political stars invited to speak were Margaret Thatcher, former president George H. W. Bush and, to borrow Arundhati Roi’s useful phrase, “Bush the Lesser.” Reagan’s one-time Cold War adversary, Mikhail Gorbachev, as well as former Democratic presidents, Jimmy Carter and Bill Clinton were also on hand, but did not have speaking parts. Former Reagan administration officials, Supreme Court justices, and congressional representatives from both sides of the aisle rounded out a guest list that read like a who’s who of the American political class. All told, Reagan’s weeklong sendoff was a state funeral at its most elaborate. It had it all—the flag draped coffin, the grieving widow, the riderless horse, and the procession of mourners winding their way through the Rotunda of the US Capitol. In this last regard, Reagan joined an elite group of seven presidents, including four who died by assassination — Abraham Lincoln, James Garfield, William McKinley and John F. Kennedy — to be honored by having his remains lie in state in the Rotunda. But just as the deceased president was product of the studio system, so too, the script for the Gipper’s swan song come straight out of Hollywood. Later that day, the Reagan entourage made one last transcontinental flight back to the presidential library in Simi Valley, California for a private funeral service at sunset. In Hollywood parlance, the “magic hour” refers to the quality of light at dusk. It is an ideal, but ephemeral time favored by cinematographers, when the sunlight takes on a golden glow lending grandeur, nostalgia, and oftentimes, a sense of closure to a scene. This was Ronald Reagan’s final moment in the sun: a fitting end for an actor of the silver screen, as well as for the president who mastered televisual politics. In a culture so thoroughly saturated with the image, even the death of a minor celebrity is an occasion to replay film clips, interviews, paparazzi photos and the like. Moreover, these “flashpoints” grow in intensity and frequency as promotional culture, technological innovation, and the proliferation of new media outlets shape contemporary media culture. They are both cause and consequence of these moments of media excess. And, as Turner, Bonner and Marshall observe, “That is their point. It is their disproportionate nature that makes them so important: the scale of their visibility, their overwhelmingly excessive demonstration of the power of the relationship between mass-mediated celebrities and the consumers of popular culture” (3-4). B-Movie actor, corporate spokesman, state governor and, finally, US president, Ronald Reagan left an extraordinary photographic record. Small wonder, then, that Reagan’s death was a “flashpoint” of the highest order: an orgy of images, a media spectacle waiting to happen. After all, Reagan appeared in over 50 films during his career in Hollywood. Publicity stills and clips from Reagan’s film career, including Knute Rockne, All American, the biopic that earned Reagan his nickname “the Gipper”, King’s Row, and Bedtime for Bonzo provided a surreal, yet welcome respite from television’s obsessive (some might say morbidly so) live coverage of Reagan’s remains making their way across country. Likewise, archival footage of Reagan’s political career — most notably, images of the 1981 assassination attempt; his quip “not to make age an issue” during the 1984 presidential debate; and his 1987 speech at the Brandenburg Gate demanding that Soviet President Gorbachev, “tear down this wall” — provided the raw materials for press coverage that thoroughly dominated the global mediascape. None of which is to suggest, however, that the sheer volume of Reagan’s photographic record is sufficient to account for the endless replay and reinterpretation of Reagan’s life story. If we are to fully comprehend Reagan’s fame, we must acknowledge his seminal engagement with promotional culture, “a professional articulation between the news and entertainment media and the sources of publicity and promotion” (Turner, Bonner & Marshall 5) in advancing an extraordinary political career. Hitting His Mark In a televised address supporting Barry Goldwater’s nomination for the presidency delivered at the 1964 Republican Convention, Ronald Reagan firmly established his conservative credentials and, in so doing, launched one of the most remarkable and influential careers in American politics. Political scientist Gerard J. De Groot makes a compelling case that the strategy Reagan and his handlers developed in the 1966 California gubernatorial campaign would eventually win him the presidency. The centerpiece of this strategy was to depict the former actor as a political outsider. Crafting a persona he described as “citizen politician,” Reagan’s great appeal and enormous success lie in his uncanny ability to project an image founded on traditional American values of hard work, common sense and self-determination. Over the course of his political career, Reagan’s studied optimism and “no-nonsense” approach to public policy would resonate with an electorate weary of career politicians. Charming, persuasive, and seemingly “authentic,” Reagan ran gubernatorial and subsequent presidential campaigns that were distinctive in that they employed sophisticated public relations and marketing techniques heretofore unknown in the realm of electoral politics. The 1966 Reagan gubernatorial campaign took the then unprecedented step of employing an advertising firm, Los Angeles-based Spencer-Roberts, in shaping the candidate’s image. Leveraging their candidate’s ease before the camera, the Reagan team crafted a campaign founded upon a sophisticated grasp of the television industry, TV news routines, and the medium’s growing importance to electoral politics. For instance, in the days before the 1966 Republican primary, the Reagan team produced a five-minute film using images culled from his campaign appearances. Unlike his opponent, whose television spots were long-winded, amateurish and poorly scheduled pieces that interrupted popular programs, like Johnny Carson’s Tonight Show, Reagan’s short film aired in the early evening, between program segments (De Groot). Thus, while his opponent’s television spot alienated viewers, the Reagan team demonstrated a formidable appreciation not only for televisual style, but also, crucially, a sophisticated understanding of the nuances of television scheduling, audience preferences and viewing habits. Over the course of his political career, Reagan refined his media driven, media directed campaign strategy. An analysis of his 1980 presidential campaign reveals three dimensions of Reagan’s increasingly sophisticated media management strategy (Covington et al.). First, the Reagan campaign carefully controlled their candidate’s accessibility to the press. Reagan’s penchant for potentially damaging off-the-cuff remarks and factual errors led his advisors to limit journalists’ interactions with the candidate. Second, the character of Reagan’s public appearances, including photo opportunities and especially press conferences, grew more formal. Reagan’s interactions with the press corps were highly structured affairs designed to control which reporters were permitted to ask questions and to help the candidate anticipate questions and prepare responses in advance. Finally, the Reagan campaign sought to keep the candidate “on message.” That is to say, press releases, photo opportunities and campaign appearances focused on a single, consistent message. This approach, known as the Issue of the Day (IOD) media management strategy proved indispensable to advancing the administration’s goals and achieving its objectives. Not only was the IOD strategy remarkably effective in influencing press coverage of the Reagan White House, this coverage promoted an overwhelmingly positive image of the president. As the weeklong funeral amply demonstrated, Reagan was, and remains, one of the most popular presidents in modern American history. Reagan’s popular (and populist) appeal is instructive inasmuch as it illuminates the crucial distinction between “celebrity and its premodern antecedent, fame” observed by historian Charles L. Ponce de Leone (13). Whereas fame was traditionally bestowed upon those whose heroism and extraordinary achievements distinguished them from common people, celebrity is a defining feature of modernity, inasmuch as celebrity is “a direct outgrowth of developments that most of us regard as progressive: the spread of the market economy and the rise of democratic, individualistic values” (Ponce de Leone 14). On one hand, then, Reagan’s celebrity reflects his individualism, his resolute faith in the primacy of the market, and his defense of “traditional” (i.e. democratic) American values. On the other hand, by emphasizing his heroic, almost supernatural achievements, most notably his vanquishing of the “Evil Empire,” the Reagan mythology serves to lift him “far above the common rung of humanity” raising him to “the realm of the divine” (Ponce de Leone 14). Indeed, prior to his death, the Reagan faithful successfully lobbied Congress to create secular shrines to the standard bearer of American conservatism. For instance, in 1998, President Clinton signed a bill that officially rechristened one of the US capitol’s airports to Ronald Reagan Washington National Airport. More recently, conservatives working under the aegis of the Ronald Reagan Legacy Project have called for the creation of even more visible totems to the Reagan Revolution, including replacing Franklin D. Roosevelt’s profile on the dime with Reagan’s image and, more dramatically, inscribing Reagan in stone, alongside Washington, Jefferson, Lincoln and Teddy Roosevelt at Mount Rushmore (Gordon). Therefore, Reagan’s enduring fame rests not only on the considerable symbolic capital associated with his visual record, but also, increasingly, upon material manifestations of American political culture. The High Stakes of Media Politics What are we to make of Reagan’s fame and its implications for America? To begin with, we must acknowledge Reagan’s enduring influence on modern electoral politics. Clearly, Reagan’s “citizen politician” was a media construct — the masterful orchestration of ideological content across the institutional structures of news, public relations and marketing. While some may suggest that Reagan’s success was an anomaly, a historical aberration, a host of politicians, and not a few celebrities — Bill Clinton, George W. Bush, and Arnold Schwarzenegger among them — emulate Reagan’s style and employ the media management strategies he pioneered. Furthermore, we need to recognize that the Reagan mythology that is so thoroughly bound up in his approach to media/politics does more to obscure, rather than illuminate the historical record. For instance, in her (video taped) remarks at the funeral service, Margaret Thatcher made the extraordinary claim — a central tenet of the Reagan Revolution — that Ronnie won the cold war “without firing a shot.” Such claims went unchallenged, at least in the establishment press, despite Reagan’s well-documented penchant for waging costly and protracted proxy wars in Afghanistan, Africa, and Central America. Similarly, the Reagan hagiography failed to acknowledge the decisive role Gorbachev and his policies of “reform” and “openness” — Perestroika and Glasnost — played in the ending of the Cold War. Indeed, Reagan’s media managed populism flies in the face of what radical historian Howard Zinn might describe as a “people’s history” of the 1980s. That is to say, a broad cross-section of America — labor, racial and ethnic minorities, environmentalists and anti-nuclear activists among them — rallied in vehement opposition to Reagan’s foreign and domestic policies. And yet, throughout the weeklong funeral, the divisiveness of the Reagan era went largely unnoted. In the Reagan mythology, then, popular demonstrations against an unprecedented military build up, the administration’s failure to acknowledge, let alone intervene in the AIDS epidemic, and the growing disparity between rich and poor that marked his tenure in office were, to borrow a phrase, relegated to the dustbin of history. In light of the upcoming US presidential election, we ought to weigh how Reagan’s celebrity squares with the historical record; and, equally important, how his legacy both shapes and reflects the realities we confront today. Whether we consider economic and tax policy, social services, electoral politics, international relations or the domestic culture wars, Reagan’s policies and practices continue to determine the state of the union and inform the content and character of American political discourse. Increasingly, American electoral politics turns on the pithy soundbite, the carefully orchestrated pseudo-event, and a campaign team’s unwavering ability to stay on message. Nowhere is this more evident than in Ronald Reagan’s unmistakable influence upon the current (and illegitimate) occupant of the White House. References Covington, Cary R., Kroeger, K., Richardson, G., and J. David Woodward. “Shaping a Candidate’s Image in the Press: Ronald Reagan and the 1980 Presidential Election.” Political Research Quarterly 46.4 (1993): 783-98. De Groot, Gerard J. “‘A Goddamed Electable Person’: The 1966 California Gubernatorial Campaign of Ronald Reagan.” History 82.267 (1997): 429-48. Gordon, Colin. “Replace FDR on the Dime with Reagan?” History News Network 15 December, 2003. http://hnn.us/articles/1853.html>. Lapham, Lewis H. “Morte de Nixon – Death of Richard Nixon – Editorial.” Harper’s Magazine (July 1994). http://www.harpers.org/MorteDeNixon.html>. Ponce de Leon, Charles L. Self-Exposure: Human-Interest Journalism and the Emergence of Celebrity in America, 1890-1940. Chapel Hill: U of North Carolina P, 2002. Ridgeway, James. “Bush Takes a Ride in Reagan’s Wake.” Village Voice (10 June 2004). http://www.villagevoice.com/issues/0423/mondo5.php>. Turner, Graeme, Frances Bonner, and P. David Marshall. Fame Games: The Production of Celebrity in Australia. Cambridge: Cambridge UP, 2000. Zinn, Howard. The Peoples’ History of the United States: 1492-Present. New York: Harper Perennial, 1995. Citation reference for this article MLA Style Howley, Kevin. "Always Famous: Or, The Electoral Half-Life of Ronald Reagan." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/17-howley.php>. APA Style Howley, K. (Nov. 2004) "Always Famous: Or, The Electoral Half-Life of Ronald Reagan," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/17-howley.php>.