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Рассмотрен правовой аспект оказания образовательных услуг в сфере дополнительного образования с использованием дистанционных образовательных технологий, направленный на реализацию социально-правовых гарантий и повышение качества образования. Изменения, происходящие в современном мире, повышают значимость дополнительного образования, необходимого для формирования и удовлетворения потребностей человека в обучении на протяжении его жизни. Всем гражданам без исключения предоставляется возможность овладевания научными и профессиональными знаниями. Все большую значимость приобретает дистанционное обучение как наиболее востребованная форма обучения в сфере повышения квалификации и профессиональной переподготовки кадров. В связи с чем важно, чтобы современное качество образования с использованием дистанционных образовательных технологий (далее – ДОТ) соответствовало современным требованиям науки и производства. Это формирует необходимость координации образовательной политики с опорой на общегосударственное законодательство. Преимуществом использования ДОТ образовательным учреждением является предоставление обучающимся возможности освоения образовательных программ непосредственно по месту жительства обучающегося или его временного пребывания (нахождения). При реализации образовательных программ с применением электронного обучения, дистанционных образовательных технологий местом осуществления образовательной деятельности является место нахождения организации, осуществляющей образовательную деятельность, или ее филиала независимо от места нахождения обучающихся. Кроме того, реализация программ переподготовки и повышения квалификации, обеспечивающая кадровое, научное, учебно-методическое, информационное и материально-техническое обеспечение системы обучения с использование ДОТ, не исключает возможности проведения учебных, лабораторных и практических занятий, практик, текущего контроля, промежуточной и итоговой аттестаций путем непосредственного взаимодействия педагогического работника с обучающимся. Соотношение объема проведенных учебных, лабораторных и практических занятий с использованием ДОТ или путем непосредственного взаимодействия педагогического работника с обучающимся определяется образовательным учреждением. Это также является положительным результатом для формирующейся модели российского образования. Кроме того, создание такой инфраструктуры для образовательного учреждения не всегда выполнено, т. к. зачастую оно отстает от развивающихся цифровых и IT-технологий. Решением этой проблемы может стать возможность привлечения коммерческих компаний – организаторов обучения, которые организуют информационную инфраструктуру, а учебное заведение осуществляет ее наполнение учебными курсами, соответствующими учебному плану дисциплинами. Образовательным учреждениям такие компании обеспечивают полный цикл услуг аутсорсинга бизнес-процессов по внедрению онлайн-обучения, что включает проектирование и производство курса, маркетинг и продажу, техническую поддержку и организацию процесса обучения. ; The legal aspects of the provision of educational services in the field of further education using distance learning technologies aimed at implementing social and legal guarantees and improve the quality of education are considered. The changes taking place in the modern world increase the importance of additional education required for the formation and human needs in education throughout his life. All citizens, without exception, have the opportunity of mastering scientific and professional knowledge. The increasing importance is the distance learning as the most popular forms of training in the field of training and retraining of personnel. In this connection it is important to modernize the education quality using distance learning technologies (hereinafter DOT), that corresponds to the modern requirements of science and industry. It generates the need for coordination of education policy, building on national legislation. The advantage of using DOT educational institution is to give students the possibility of development of educational programs, directly at the place of residence of the student or temporary residence (location). With the implementation of educational programs with the use of e-learning, distance learning technologies place educational activities is the location of the organization, carrying out educational activities, or its affiliate, regardless of the location of students. In addition, the implementation of programs of retraining and providing human, scientific, educational, information and logistics systems training with the use of DOT does not rule out the possibility of educational, laboratory and practical exercises, practices, monitoring, interim and final certifications by direct interaction with the students of teaching staff. The ratio of the volume of conducted educational, laboratory and practical exercises using DOT or by direct interaction with the students of teaching staff is determined by the educational institution. It is also a positive result for only the emerging model of education in Russia. Besides the creation of such an infrastructure for educational institutions are not always satisfied, since it often lags behind the emerging digital and IT-technologies. In connection with this the solution to this problem may be the possibility of the involvement of commercial companies – training providers who organize the information infrastructure and the educational institution carries out its content courses of study relevant to the curriculum subjects. Educational institutions such companies provide a full service business process outsourcing the implementation of online learning that includes the design and manufacture of the course, marketing and sales, technical support and organization of the learning process.

In the apogee of nationalism, i.e. in the period following World War I marked by the creation of the nation state of Lithuania, at first the establishment of national Vilnius University and later the founding of the University of Lithuania were seen as a government priority goal associated with the consolidation of the underlying elements of the nation state. The aim and originality of the article, which is based on the methods of document and comparative analysis, lie in the attempt to divide the policy of science and higher education in the first Republic of Lithuania into stages and define them through the inquiry into national and transnational scientific and educational interests posed by politicians in creation of the nation state of Lithuania and international correlations in favour of higher education in Lithuania searched out in the European sphere. The article raises several questions. First, did the politicians manage to escape ethnocentrism and remain unbiased in science and education-related issues or were state and national interests predominant in the sphere of science and education? Second, what was the role played by the active position of the society which pursued conformity of science and education with contemporary European standards? Third, to what extent professors and scholars were able to participate in the European academic life? The author of the article divides science and higher education policy in the first Republic of Lithuania into fourth main stages. The first stage is related to the establishment of the Lithuanian Vilnius University and covers the period of the German occupation starting from autumn of 1915 and ending in the beginning of 1919. Two different conceptions and strategies of the Lithuanian Vilnius University developed by politicians may be distinguished at this stage. The first conception involved the founding of a secular and autonomous Vilnius University, open to national minorities, whereas the second conception favoured a national Catholic Vilnius University with limited rights of self-rule. Supporters of the first strategy suggested that the opening of the national Vilnius University was rescheduled and the required specialists were educated at foreign universities. Proponents of the second strategy requested immediate opening of the Lithuanian Vilnius University as the country was lacking of well-qualified specialists and foreign universities were unable to educate sufficient numbers of civil servants and economy specialists of various levels; the second stage covers the period from 1919 marked by the loss of Vilnius and its region and the possibility to re-establish Vilnius University by the opening of the University of Lithuania on 16 February 1922. This stage is characterised by the divergence of opinions expressed by political parties, governments, and the academic society regarding higher education in Lithuania. Governments and political parties agreed to put on hold the establishment of the university and confine to the preparation of specialists at foreign universities on the basis of state grants. The academic society, however, held an opposing opinion on the abovementioned issue and initiated the establishment of a private university type school, namely the Advanced Courses in Kaunas; the third stage is related to the founding of the University of Lithuania and covers the period from the opening of the University of Lithuania on 16 February 1922 to the establishment of new universities in the early 1930s. This stage is characterised by the fact that political parties managed to reach a compromise regarding the founding of the University of Lithuania in Kaunas, i.e. the university was intended to meet the interests of both the nation state and [.] ; Nacionalizmo apogėjaus laikotarpiu, t. y. kai po Pirmojo pasaulinio karo buvo kuriama tautinė Lietuvos valstybė, iš pradžių Vilniaus universiteto atkūrimas, vėliau Lietuvos universiteto steigimas tampa viena iš vyriausybių prioritetinių veiklos sričių ir siejamas su tautinės valstybės pagrindų įtvirtinimu. Straipsnyje nagrinėjama, kokie nacionaliniai ir tarptautiniai aukštojo mokslo ir studijų interesai dominavo besikuriančioje tautinėje valstybėje ir kokių sąsajų dėl naujai steigiamo universiteto politikai ieškojo europinėje aukštojo mokslo erdvėje. Pagrindinis to meto Lietuvos politikų tikslas buvo rasti geriausią universiteto modelį Europoje ir juo vadovaujantis kurti universitetą Lietuvoje. Straipsnyje analizuojama keletas klausimų. Pirma, ar politikams pavyko išvengti etnocentrizmo ir likti nešališkiems aukštojo mokslo ir studijų klausimais, ar vis dėlto mokslo ir studijų srityje dominavo valstybiniai ir tautiniai interesai. Antra, kokią reikšmę turėjo aktyvi visuomenės pozicija, siekiant, kad mokslas ir studijos atitiktų to meto europinius standartus. Trečia, kaip profesoriai ir mokslininkai įsiliejo į tarptautinę europinę erdvę.

Hablar de la filosofía de la tecnología aplicada a la educación es un reto y una urgencia para el mundo contemporáneo. el artículo que presentamos es un abordaje a la temática que recoge el significado originario de la palabra -téchne- Aristóteles- en relación estrecha con la -epistémecomo parte del conocer en sentido amplio; desde el hacer salir de lo oculto y cómo lo hacen, hasta como un saber de verdad –alétheia- Heidegger, un saber que busca la virtud para un adecuado gobierno-Platón. Se aborda la tecnología en su origen, buscamos su relación con la ciencia, cuestionando su incidencia y dependencia del sistema capitalista de consumo. Desde aquí se plantean algunas ilusiones planteadas por el sistema como la ilusión de que la ciencia y la tecnología resolverían todos nuestros problemas. O la ilusión que la producción indefinida de nuevos productos tecnológicos no tiene límites; donde se evidencia las incongruencias y las desilusiones que se plantean cuando miramos el horizonte del ser de la tecnología y de la sociedad, enfocado a lo humano. A partir de estos elementos se desarrolla la búsqueda del significado de educar, de educación, desde sus raíces hasta las distintas concepciones que han tomado en la historia. Se plantea, de igual modo, algunas ilusiones de la educación como "la ilusión de que uno enseña y otro aprende, o la ilusión de que la educación libera; la ilusión de que la educación nos haría iguales". Finalmente, se aborda a la educación y la tecnología desde su relación en la búsqueda del saber, del descubrir la verdad –alétheia-, evidenciando la ilusión de que poseer mayor tecnología mejoraría el proceso educativo, así proponer una serie de cuestionamientos que nos ayuden a cambiar la mirada de las ilusiones a realidades para concluir diciendo que deberíamos impulsar el uso de las tecnologías educativas en el aula, pero sin ilusionarnos que ellas resolverán el problema educativo; deberíamos propender la humanización de la educación y del uso de la ciencia y la tecnología; transformar el ejercicio de la política; volviendo a descubrir a la persona como un fin en sí mismo. ; To speak about the philosophy of the technology applied to the education is a challenge and an urgency for the contemporary world; for what the article presents a boarding to the subject matter that Aristotle gathers the original meaning of the word -téchne- - in narrow relation with her -epistéme- as part of to know in wide sense; from to make go out of the secret thing and since they it make, up to like one be able 59 indeed -alétheia- Heidegger, one know that it looks for the virtue for a suitable government – Platon. The technology is approached in his origin, we look for his relation with the science, questioning his incident and dependence of the capitalist system of consumption. From here there appear some illusions raised by the system as the illusion of which the science and the technology would solve all our problems. Or illusion that the indefinite production of new technological products does not have limits; where there are demonstrated the incongruities and the disappointments that appear when we look at the horizon of the being of the technology and of the company, focused on the human thing. From these elements the search of the meaning develops of educating, of education from his roots up to the different conceptions that have taken in the history. One raises of equal way some illusions of the education as the illusion of which it teaches one and learns other one, or the illusion of which the education liberates, the illusion of which the education would make us equal. Finally it is approached to the education and the technology, from his relation in the search of to know, of to discover the truth -alétheia- demonstrating the illusion of which to possess major technology, it would improve the educational process, to propose a series of questions, which help us to change the look of the illusions to realities, to end up by saying that we should stimulate the use of the educational technologies in the classroom, but without having unfounded hopes that they will solve the educational problem; we should tend the humanization of the education and of the use of the science and the technology; to transform the exercise of the politics; returning to discover the person as an end in yes same.

A 1965 status study of vocational Education in Utah sought the opinions of state educators and the genera l citizenry. Two major conclusions from that study follow: The present day school system is not adequately meeting the needs of young people. It serves well the 20 percent who may complete college and some others, but it is woefully short of meeting the needs of nearly 80 percent of the young people of this country. This conclusion is supported by the responses of school directors throughout the country, school district superintendents in Utah, and the school board members and parents in Utah who returned questionnaires. Although vocational education programs have been in operation in this country for approximately a half century, there are not nearly enough persons enrolled in them. These programs must be greatly expanded in trade and industrial education, business and office occupations, distributive education, and perhaps in home economics related to career occupations. This conclusion is supported by the same group mentioned in the preceding conclusion. According to a recent survey of intentions of 16,451 high school seniors in Utah for the school year 1966-67, 64.57 percent said they intend to go to college, 7.25 percent to vocational school, and 3.47 percent to business school. Yet, much less than half of the 64 plus percent actually matriculate and eventually finish college. The Peabody Report on Vocational Education in Utah makes note of the percentage of students who finish college. Studies of high school graduates who enroll in baccalaureate degree programs at the collegiate level do not agree as to the percentage entering college, with the reports varying between 45 and 54 percent. There seems to be agreement, however, that 24 percent of the students starting the first grade 16 or more years ago are now completing college. The disparity between the larger number of students who intend to go to college and the smaller number who actually finish college, gives some indication that the secondary schools ' counseling and/or occupational orientation techniques may not form entirely realistic attitudes in high school students . This might indicate that parents, counselors and students have need for more practical and better quality occupational information and that greater emphasis needs to be placed on the choice of a vocation or of pursuing a technical training program after high school rather than following the college preparatory program merely as a matter of propriety. For a number of years some amounts of state aid for vocational programs have been left unutilized. As an example consider the 1964-65 school year; approximately 19.5 Distribution Units out of 40 possible for vocational classes were utilized by high schools in the State (20.5 units not used in that year would represent about $140,425). Expressed as a percentage, the vocational Distribution Units which we reutilized represented less than two-tenths of one percent of all Distribution Units used in the Utah Minimum School Program. A similar situation existed in the 1966-67 school year when 59.5 Distribution Units were utilized out of an available 77.0 units-. To briefly reiterate these somewhat divergent positions then, it appears that 65 percent of high school seniors think they will go to college; yet, only 24 percent complete college. Parents, school superintendents and school board members feel that high schools are serving well the needs of only the academic, college bound student and not the approximately 80 percent who never complete college. Even vocational teachers as a group apparently do not presently orient students with occupational information (this conclusion is pointed out by a reference under paragraph two, Importance of Study - see footnote 6). Despite this concern, during some years, Utah schools have not fully used the state aid available for vocational education which by legislative appointment is less than two-tenths of one percent. The author of this study feels that this is a situation which would benefit by some means to achieve greater public acceptance, including student acceptance. The author has dedicated and devoted this study to assist in the progress toward this end. Hopefully, the study will be a contribution to the instructional resources needed to promote one of the areas of vocational education, that of training for office occupations.

Education and vocational training are central institutions in today's society. They play an important role in guaranteeing people's social and professional integration. They are also considered strategic pillars of economic growth in "the knowledge society" (CE, 2000). However, despite their basis in democratic values and principles, there are still many inequalities in access and outcomes in both compulsory academic and vocational education. Moreover, because of the increasing flexibility and insecurity of work in the current labor market, a diploma is a necessary, but not sufficient, condition for stable employment. In this context, the rise of Massive Open Online Courses (MOOC) raises questions about their contribution to the educational aims of equality and efficacy. Based on a mixed-methods approach, this thesis addresses the following research problem: To what extent does the formal equality of MOOC give people equal opportunities to use them, succeed in them, and earn tangible and subjective benefits? The analyses are carried out on data collected from 5709 people enrolled in 12 MOOC on the FUN platform, interviewed again one year later (n=1778), and on 32 interviews. Results show that the use of MOOC seems to reproduce social inequalities in educational access. Indeed, the people who enroll already have high levels of human capital and highly stable and qualified employment; furthermore, they are accustomed to professional training and have intense cultural practices. Rather than acting as a new way to access education and training for underserved people, MOOC seem to be a new resource for privileged individuals, and access to them appears to require implicit prerequisites. However, the typology of MOOC uses shows that even for these people, MOOC can be an additional training opportunity. Mainly used for disinterested purposes, such as "edutainment" or cultural interest, they are also real training and educational supports. Nevertheless, these types of uses are not strongly determined. When achievement and certification are used as indicators to assess the success of these social uses, results show no social inequalities in outcomes. However, at least in the short term, participating in a MOOC does not have any tangible impact on professional careers: Rather, their effects are subjective. Considering the "biographical path" of these people (Bourdon, 2010), I find that they use MOOC both to sustain individual and professional identities and to facilitate social transitions. Instead of competing with the role played by diplomas in France, MOOC seem to be a new "halo" of these educational credentials, participating in the development of the need to acquire skills throughout one's career and reinforcing the trend towards life-long learning. ; L'éducation et la formation sont des institutions centrales de notre société. Garantes de l'intégration sociale et professionnelle des individus, elles ont aussi été érigées en piliers stratégiques du dynamisme économique dans la « société de la connaissance » (CE, 2000). Pour autant, bien que porteuses des valeurs démocratiques, elles sont le lieu d'observation de nombreuses inégalités, tant en formation initiale que professionnelle. Dans un contexte de précarisation du marché du travail, où le diplôme est nécessaire mais ne semble plus suffire pour assurer une intégration professionnelle stable, l'essor des Massive Open Online Course (MOOC) questionne. À partir d'une enquête mixte longitudinale, cette recherche s'est attachée à répondre à la problématique générale suivante : dans quelle mesure l'égalité formelle d'accès aux MOOC se traduit-elle par une égalité des chances pour les individus de les utiliser, d'y réussir et d'en tirer des bénéfices (objectifs et subjectifs) ? Cette étude des usages sociaux des MOOC et de leurs effets dans les trajectoires individuelles a été réalisée à partir de l'analyse de 5709 réponses d'inscrits au sein de 12 MOOC de France Université Numérique (FUN), réinterrogés un an plus tard (n=1778), et de 32 entretiens. Arguant en faveur d'une reproduction sociale des inégalités d'accès, les résultats montrent que l'égalité formelle d'accès ne suffit pas à une appropriation par tous de ces ressources. Ces usages restent principalement le fait d'individus détenant un capital humain élevé, bénéficiant d'une « insertion professionnelle assurée » (Paugam, 2007[2000]), coutumiers de la formation professionnelle et ayant d'intenses pratiques culturelles. Plus qu'une nouvelle voie d'accès à la formation, les MOOC semblent constituer un moyen supplémentaire, nécessitant des prérequis implicites. Pour autant, la construction d'une typologie d'usage a permis de mettre au jour que les MOOC peuvent constituer, même pour ces derniers, une réelle opportunité de formation. Majoritairement saisis dans un rapport a priori désintéressé de loisirs culturels, ils sont aussi utilisés pour satisfaire des objectifs formatifs variés. Ces six registres d'usage sont par ailleurs plus faiblement déterminés. L'évaluation de la réussite, lorsque les critères de l'achèvement et de la certification sont pertinents, met en évidence, pour ces individus favorisés, une égalité des chances d'y parvenir. Bien que ces usages sociaux n'aient, à court terme, aucun effet objectivable sur les trajectoires socio-professionnelles, ils sont porteurs de bénéfices plus subjectifs. Selon les particularités et la temporalité des « parcours biographiques » (Bourdon, 2010), ils participent au développement des identités personnelles et professionnelles ainsi qu'à une amélioration du vécu de certaines transitions. Loin de concurrencer en France le rôle des diplômes dans les parcours sociaux, les MOOC semblent plutôt en constituer un nouveau halo et participer à l'avènement d'une ère du signalement tout au long de la vie.

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers. ; Uvod: Ova studija je fokusirana na znacaj ukljucivanja ucenika s poremecajem iz spektra autizma (PSA) u redovna odeljenja. Ovo pitanje je steklo medunarodno priznanje s preporukama vecine zemalja da ovim ucenicima treba pruziti iste mogucnosti kao i onima bez ometenosti. Za ovo istrazivanje odabran je slucaj jordanskih ucitelja u Amanu. Cilj: Cilj istrazivanja bio je da se ispita stanoviste nastavnika o ukljucivanju ucenika sa PSA u redovna odeljenja u Jordanu. Metode: Problem je ispitan primenom studije kvalitativnog dizajna, gdje je virtualno intervjuisano devet nastavnika. Rezultati: Nalazi su ukazali na potrebu za boljom obukom i razvojem vestina o odredenim aspektima i potrebama ucenika sa PSA. Obezbedivanje obuke za nastavnike, kao i materijane i finansijske podrske neophodni su za podrzavanje inkluzivnog ucenja. Nastavnici su takode izvestili o znacajnim ogranicenjima u pogledu nacina na koji se podrzava inkluzija ucenika sa PSA u Jordanu. Kada je rec o inkluziji ucenika sa PSA u Jordanu, njihovi nastavnici, zbog neadekvatne obuke i nedovoljnog iskustva, imaju manjak samopouzdanja i nisko vrednuju vlastite sposobnosti za rad sa ovim ucenicima i organizovanje inkluzivnog razreda. Zakljucak: Nalazi ove studije ukazuju na potrebu da kreatori politike u Jordanu razmotre mogucnost pruzanja posebne obuke svojim nastavnicima specijalne edukacije. ; publishedVersion

The ideal of inclusive society is based on principles of justice and social cohesion. It translates into a desire to include people at risk of poverty and exclusion, to reduce social inequalities and to encourage participation in the life of society. Faced with social inequalities, specific policies are implemented for people with disabilities. They translate into a principle of widespread accessibility to employment, education, built, transport, leisure, culture, digital technologies, etc. In our society where the uses of digital technologies appear to be the cure for all social problems (Proulx, 1990), what benefits can people with disabilities derive from the uses of these technologies? To answer this question, I went to investigate people welcomed in medico-social institutions in Brittany. I accompanied their use of digital technologies and in an ethno-methodological approach (Lapassade, 2000) and ecological of activity (Denis, 2009), I analyzed these uses as a social construct (Jouët, 2000). In this research we will see how the appropriation of digital technologies by people with intellectual disabilities or mental disorders transforms the negative representations they have of themselves and brings out a power to act with digital technologies that participate in their emancipation. ; L'idéal de société inclusive se fonde sur des principes de justice et de cohésion sociale. Il se traduit par une volonté d'inclure les personnes en danger de pauvreté et d'exclusion, de réduire les inégalités sociales et de favoriser la participation à la vie de la société. Confrontées à des inégalités sociales, des politiques spécifiques sont mises en œuvre en faveur des personnes présentant un handicap. Elles se traduisent par un principe d'accessibilité généralisée à l'emploi, l'éducation, le bâti, les transports, les loisirs, la culture, les technologies numériques, etc. Dans notre société où les usages des technologies numériques apparaissent comme le remède à tous les problèmes sociaux (Proulx, 1990), quels bénéfices peuvent tirer les personnes présentant un handicap des usages de ces technologies ? Pour répondre à cette question, je suis allée enquêter des personnes accueillies dans des établissements médico-sociaux en région Bretagne. J'ai accompagné leurs usages des technologies numériques et dans une approche ethno méthodologique (Lapassade, 2000) et écologique de l'activité (Denis, 2009), j'ai analysé ces usages comme un construit social (Jouët, 2000). Dans cette recherche nous verrons en quoi l'appropriation des technologies numériques par les personnes présentant une déficience intellectuelle ou des troubles psychiques transforme les représentations négatives qu'elles ont d'elles-mêmes et fait émerger un pouvoir d'agir avec les technologies numériques qui participent à leur émancipation.

The Ukrainian library and information science/studies (LIS) accumulated many problems that impede the quality training of library staff. In the process of reforming education and science in Ukraine, several initiatives have been implemented at the legislative level for improving quality of research and its presentation by Ukrainian scientists, including research in the library science. In particular, in order to obtain a PhD in Ukraine, the applicant must publish an article in a foreign journal, which, in the opinion of the promoters of the government initiative, should improve the presentation of scientific achievements of Ukrainian scientists in the world. The paper presents the results of the study of the publishing activity of PhD students in the Ukrainian library science (2015- 2017). Data on articles in non-Ukrainian journals are received from the synopses of the theses that were in open access. The journals in which these articles were published were analyzed by country of origin, languages of publications, indexing in the leading abstracts and citation databases and the "misleading metrics", information about the peer review process. The results indicate that Ukrainian LIS PhD students published their papers in the journals with a limited reader audience, mainly in Ukrainian journals and regional journals of the countries bordering with Ukraine. In some journals are noticeable the dubious editorial policy. In the article, the reasons for it are discussed, and some recommendations for overcoming the undesirable practice are provided. ; Ukrayna kütüphane ve enformasyon bilimi/çalışmaları, kütüphane personelinin kaliteli eğitimini engelleyen birçok problemi tespit etmiştir. Ukrayna'da eğitimin ve bilimin reform sürecinde, kütüphanecilik bilimindeki araştırmalar da dâhil olmak üzere Ukraynalı bilim insanlarınca yapılacak olan araştırmaların ve sunumlarının kalitesinin geliştirilmesi için bir dizi yasal girişimlerde bulunulmuştur. Özellikle, Ukrayna'da bir doktora derecesi alabilmek için doktor adayının yabancı bir dergide makale yayımlaması gerekmektedir ki bu, hükümetin girişimlerini destekleyenlerce dünyada Ukraynalı bilim insanlarının bilimsel başarılarının sunulması için bir fırsat olarak değerlendirilmektedir. Bu araştırmada, Ukrayna kütüphanecilik bilimindeki (2015- 2017) doktora öğrencilerinin yayın faaliyetlerinin incelenmesinin sonuçları sunulmaktadır. Ukrayna kökenli olmayan dergilerdeki makalelerin bilgileri açık erişimi bulanan tezlerin özet kısmından alınmıştır. Makalelerin yayımlandığı bu dergiler hakem değerlendirme sürecindeki bilgiler kapsamında menşei ülke, yayın dilleri, öz (abstrakt) ve atıf veri tabanlarında dizinlenme ve "yanıltıcı metrikler" bakımından analiz edilmiştir. Sonuçlar, kütüphane ve enformasyon alanındaki Ukraynalı doktora öğrencilerinin makalelerini kısıtlı okuyucusu olan başlıca Ukrayna dergilerinde ve Ukrayna'ya sınır olan ülkelerin dergilerinde yayımladıklarını göstermektedir. Bazı dergilerde dikkat çeken şüpheli editörlük politikaları bulunmaktadır. Bu araştırmada, bunların nedenleri tartışılmakla birlikte istenmeyen uygulamaların önüne geçilebilmesi için bazı tavsiyelerde bulunulmuştur.

The globalization of the economy has brought the disappearance of borders and the free movement of people. This draws in the educational centers the phenomenon of multiculturalism. Multiculturalism that requires not only legislative changes but also curricular, methodological and, at the base of them, attitudinal. Changes in behavior in families, teachers and students in order to provide answers to these new demands and challenges posed by 21st century society. Hence the importance of this research, whose objective is to try to give a little light to these attitudes, sometimes discriminatory and segregating, that affect the actions and behaviors of teachers but also the students themselves to their peers. From the analysis by means of percentages of their answers, appealing to the highest as configurators of more frequent attitudes, it is possible to conclude the low presence of multicultural elements in the programming, the need to improve the knowledge of other cultures to the rest of the students, and to improve the teacher training in this aspect to accept the differences and treat them as wealth and not pedagogical barrier. Among the positive aspects are the good family-school and student relationships and the cultural enrichment which supposes intercultural education. ; La mundialización de la economía ha traído consigo la desaparición de las fronteras y la circulación libre de personas. Ello dibuja, en los centros educativos, el fenómeno de la multiculturalidad. Multiculturalidad que requiere no solo cambios legislativos sino también curriculares, metodológicos y, en la base de ellos, actitudinales, relativos a familias, profesorado y alumnado para poder dar respuestas a estas nuevas demandas y retos que plantea la sociedad del siglo XXI. De ahí la importancia de esta investigación, cuyo objetivo es descubrir actitudes, en ocasiones discriminatorias y segregadoras, que afectan a las actuaciones y comportamientos docentes pero también de los propios discentes a sus compañeros. Del análisis por medio de porcentajes de sus respuestas, acudiendo a los más altos como configuradores de actitudes más frecuentes, se puede concluir la escasa presencia de elementos multiculturales en la programación, la necesidad de mejorar el conocimiento de otras culturas al resto del alumnado, y de mejorar la formación del profesorado en este aspecto para aceptar las diferencias y tratarlas como riqueza y no barrera pedagógica. Entre los aspectos positivos destacan las buenas relaciones familia-escuela y alumnado y el enriquecimiento cultural derivado de la interculturalidad

Introducción. El concepto de Estudios de Comunicación Global, o Global Communication Studies (GCS), está en vías de definición, sobre todo a la hora de constituirlos como una nueva área de educación formal reglada por el sistema universitario. Al abarcar todo un rango de cuestiones de la Comunicación con demasiada amplitud se hace necesario delimitar su alcance para diferenciarlos de los estudios de periodismo, relaciones públicas, publicidad y comunicación audiovisual, haciendo especial énfasis en las competencias de aprendizaje. Metodología. Se realiza un encuesta a 266 participantes: profesionales, docentes y estudiantes del área de la Comunicación, en la cual se les pide valorar el grado de importancia otorgado a 62 competencias mediante una escala Likert de 5 puntos. Resultados y discusión. Los resultados de la encuesta apuntan a una formulación de los GCS menos vinculados con los aspectos técnicos del sector de la comunicación, pero más fuertemente vinculados con los aspectos políticos y sociológicos de la comunicación. Se observa también una tendencia generalizada que apunta a la valoración positiva del aprendizaje autónomo. ; Introduction. The definition of the concept of Global Communication Studies (GCS) is still evolving, especially when it comes to their establishment as a new formal area of education regulated by the university system. As GCS cover a very wide range of communication-related issues, it is necessary to demarcate their scope to differentiate them from studies of journalism, public relations, advertising and audiovisual communication, and to place special emphasis on learning competencies. Methods. A survey was applied to a sample of 266 communication professionals, teachers and students to assess, through a 5-point Likert scale, the degree of importance given to 62 competencies associated with the exercise of their professional activities. Results and discussion. The survey results point to a formulation of GCS that is less associated with the technical aspects of the communication sector, and more strongly linked to the political and sociological aspects of communication. There is also a generalised trend towards the positive assessment of autonomous learning. ; Este artículo es producto del proyecto de innovación docente titulado "Evaluación y reestructuración de los estudios de comunicación de la UPF" (2014EMQ2 007), financiado por la Agencia de Gestión de Ayudas Universitarias y de Investigación (AGAUR - Generalitat de Catalunya) dentro de la convocatoria de Proyectos académicos estratégicos de mejora de la calidad, la eficiencia y la internacionalización (EMQEI).

The Edmonton Social Planning Council's flagship publication Tracking the Trends contains the latest data of all the important social and economic trends affecting Edmonton. These trends are in the areas of education, employment, cost of living & housing, income, poverty, and government income supports. A special feature of this 11th edition of Tracking the Trends is an in-depth look at Edmonton's increasing racial, ethnic and linguistic diversity at both the City and neighbourhood level.

ABSTRACT Objectives: to draw from the knowledge of children a playful instrument (game) on healthy habits in health; describe what risk factors for chronic diseases school children are exposed to in their environment according to the children and identify whether knowledge over healthy living can make them co-responsible for their own health. Method: qualitative, descriptive, field study conducted with school children assisted in a Military Medical Clinic. Data will be collected through semi-structured interviews and subjected to content analysis by Bardin, with the construction of relevant categories. Project submitted to the CEP of the Antonio Pedro University Hospital, under CAAE No. 16883413.0.0000.5243. Expected Results: data on lifestyle habits and knowledge of the school allowing construction of a board game to be used for health education activities aimed at the prevention of risk factors for chronic degenerative diseases. Descriptors: Health Education; Play And Playthings; Child; Nursing. RESUMO Objetivos: elaborar a partir do conhecimento das crianças um instrumento lúdico (jogo) sobre hábitos saudáveis em saúde; descrever quais fatores de risco para doenças crônicas não transmissíveis a que são expostas as crianças em idade escolar em seus ambientes segundo as próprias crianças e identificar quais são os conhecimentos sobre vida saudável que podem torná-las corresponsáveis pela própria saúde. Método: pesquisa qualitativa, descritiva, de campo, realizada com crianças escolares atendidas em uma Policlínica Militar. Os dados serão coletados por entrevista semiestruturada e submetidos à análise de conteúdo por Bardin, com a construção de categorias pertinentes. Projeto aprovado pelo Comitê de Ética em Pesquisa, CAAE nº 16883413.0.0000.5243. Resultados esperados: dados sobre hábitos de vida e conhecimento dos escolares permitindo construção de um jogo de tabuleiro a ser utilizado para atividades de educação em saúde visando prevenção dos fatores de risco para doenças crônicas não degenerativas. Descritores: Educação em Saúde; Jogos E Brinquedos; Criança; Enfermagem. RESUMEN Objetivos: elaborar a partir del conocimiento de los niños un instrumento ludico (juguetones) sobre hábitos saludables en materia de salud; describir los factores de riesgo que para las enfermedades crónicas a que están expuestos los escolares en su entorno de acuerdo a los propios niños e identificar el conocimiento sobre la vida sana que puede hacerlos co-responsables de su propia salud. Método: estudio cualitativo, descriptivo, de campo, realizado con escolares atendidos en un hospital militar. Los datos serán recogidos a través de entrevistas semiestructuradas y sometidos al análisis de contenido de Bardin, con la construcción de las categorías pertinentes. Proyecto presentado a la CEP del Hospital Universitario Antonio Pedro, bajo CAAE No. 16883413.0.0000.5243. Resultados esperados: los datos sobre hábitos y conocimientos de la escuela permiten la construcción de un juego de mesa que se utilizará para las actividades de educación para la salud dirigidas a la prevención de factores de riesgo para las enfermedades crónicas no degenerativas. Descriptores: Educación en Salud; Juego e Implementos de Juego; Niño; Enfermeira. ; RESUMO Objetivos: elaborar a partir do conhecimento das crianças um instrumento lúdico (jogo) sobre hábitos saudáveis em saúde; descrever quais fatores de risco para doenças crônicas não transmissíveis a que são expostas as crianças em idade escolar em seus ambientes segundo as próprias crianças e identificar quais são os conhecimentos sobre vida saudável que podem torná-las corresponsáveis pela própria saúde. Método: pesquisa qualitativa, descritiva, de campo, realizada com crianças escolares atendidas em uma Policlínica Militar. Os dados serão coletados por entrevista semiestruturada e submetidos à análise de conteúdo por Bardin, com a construção de categorias pertinentes. Projeto aprovado pelo Comitê de Ética em Pesquisa, CAAE nº 16883413.0.0000.5243. Resultados esperados: dados sobre hábitos de vida e conhecimento dos escolares permitindo construção de um jogo de tabuleiro a ser utilizado para atividades de educação em saúde visando prevenção dos fatores de risco para doenças crônicas não degenerativas. Descritores: Educação em Saúde; Jogos E Brinquedos; Criança; Enfermagem. ABSTRACT Objectives: to draw from the knowledge of children a playful instrument (game) on healthy habits in health; describe what risk factors for chronic diseases school children are exposed to in their environment according to the children and identify whether knowledge over healthy living can make them co-responsible for their own health. Method: qualitative, descriptive, field study conducted with school children assisted in a Military Medical Clinic. Data will be collected through semi-structured interviews and subjected to content analysis by Bardin, with the construction of relevant categories. Project submitted to the CEP of the Antonio Pedro University Hospital, under CAAE No. 16883413.0.0000.5243. Expected Results: data on lifestyle habits and knowledge of the school allowing construction of a board game to be used for health education activities aimed at the prevention of risk factors for chronic degenerative diseases. Descriptors: Health Education; Play And Playthings; Child; Nursing. RESUMEN Objetivos: elaborar a partir del conocimiento de los niños un instrumento ludico (juguetones) sobre hábitos saludables en materia de salud; describir los factores de riesgo que para las enfermedades crónicas a que están expuestos los escolares en su entorno de acuerdo a los propios niños e identificar el conocimiento sobre la vida sana que puede hacerlos co-responsables de su propia salud. Método: estudio cualitativo, descriptivo, de campo, realizado con escolares atendidos en un hospital militar. Los datos serán recogidos a través de entrevistas semiestructuradas y sometidos al análisis de contenido de Bardin, con la construcción de las categorías pertinentes. Proyecto presentado a la CEP del Hospital Universitario Antonio Pedro, bajo CAAE No. 16883413.0.0000.5243. Resultados esperados: los datos sobre hábitos y conocimientos de la escuela permiten la construcción de un juego de mesa que se utilizará para las actividades de educación para la salud dirigidas a la prevención de factores de riesgo para las enfermedades crónicas no degenerativas. Descriptores: Educación en Salud; Juego e Implementos de Juego; Niño; Enfermeira. ; RESUMO Objetivos: elaborar a partir do conhecimento das crianças um instrumento lúdico (jogo) sobre hábitos saudáveis em saúde; descrever quais fatores de risco para doenças crônicas não transmissíveis a que são expostas as crianças em idade escolar em seus ambientes segundo as próprias crianças e identificar quais são os conhecimentos sobre vida saudável que podem torná-las corresponsáveis pela própria saúde. Método: pesquisa qualitativa, descritiva, de campo, realizada com crianças escolares atendidas em uma Policlínica Militar. Os dados serão coletados por entrevista semiestruturada e submetidos à análise de conteúdo por Bardin, com a construção de categorias pertinentes. Projeto aprovado pelo Comitê de Ética em Pesquisa, CAAE nº 16883413.0.0000.5243. Resultados esperados: dados sobre hábitos de vida e conhecimento dos escolares permitindo construção de um jogo de tabuleiro a ser utilizado para atividades de educação em saúde visando prevenção dos fatores de risco para doenças crônicas não degenerativas. Descritores: Educação em Saúde; Jogos E Brinquedos; Criança; Enfermagem. ABSTRACT Objectives: to draw from the knowledge of children a playful instrument (game) on healthy habits in health; describe what risk factors for chronic diseases school children are exposed to in their environment according to the children and identify whether knowledge over healthy living can make them co-responsible for their own health. Method: qualitative, descriptive, field study conducted with school children assisted in a Military Medical Clinic. Data will be collected through semi-structured interviews and subjected to content analysis by Bardin, with the construction of relevant categories. Project submitted to the CEP of the Antonio Pedro University Hospital, under CAAE No. 16883413.0.0000.5243. Expected Results: data on lifestyle habits and knowledge of the school allowing construction of a board game to be used for health education activities aimed at the prevention of risk factors for chronic degenerative diseases. Descriptors: Health Education; Play And Playthings; Child; Nursing. RESUMEN Objetivos: elaborar a partir del conocimiento de los niños un instrumento ludico (juguetones) sobre hábitos saludables en materia de salud; describir los factores de riesgo que para las enfermedades crónicas a que están expuestos los escolares en su entorno de acuerdo a los propios niños e identificar el conocimiento sobre la vida sana que puede hacerlos co-responsables de su propia salud. Método: estudio cualitativo, descriptivo, de campo, realizado con escolares atendidos en un hospital militar. Los datos serán recogidos a través de entrevistas semiestructuradas y sometidos al análisis de contenido de Bardin, con la construcción de las categorías pertinentes. Proyecto presentado a la CEP del Hospital Universitario Antonio Pedro, bajo CAAE No. 16883413.0.0000.5243. Resultados esperados: los datos sobre hábitos y conocimientos de la escuela permiten la construcción de un juego de mesa que se utilizará para las actividades de educación para la salud dirigidas a la prevención de factores de riesgo para las enfermedades crónicas no degenerativas. Descriptores: Educación en Salud; Juego e Implementos de Juego; Niño; Enfermeira.

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Original title of the folder: "Correspondence in regards to Various Issues and Obregón's Office. Enrique Torreblanca". Correspondence exchanged among Mr. Enrique Torreblanca, Mr. Fernando Torreblanca and Gen. Alvaro Obregón. Gen. Obregón asks Mr. Enrique Torreblanca to request the President's authorization to donate one hundred and fifty uniforms for boys aged 5 to 12 and wooden rifles made in the Military Supply Plants. He requests that they inform Dr. Puig, the Minister of Education, that two schools are now functioning, that others are close to being opened and that he appreciates the shipment of school supplies. Gen. Obregón asks Mr. Torreblanca to find out the status of a donation for the widow of Cap. Jiménez; he indicates that she already received parts of a tractor. Gen. Obregón recommends that Mr. Roberto S. Silva be represented in shipping issues. He comments on his crops and wishes Mr. Enrique Torreblanca a happy vacation. Mr. E. Torreblanca informs his wife Rita O. de Torreblanca of the date of his arrival in Mexico City. Congratulations to Mr. E. Torreblanca on the birth of his daughter. Condolences for the death of Mrs. Rita's mother as well as the death of the newborn baby girl. Encrypted telegram in which Mr. Torreblanca informs Obregón of the maneuvers of Mr. Miguel Mendoza López, who in collaboration with Mr. Luis N. Morones, dedicated themselves to working against Obregonism and supported the candidacy of Mendoza López. Gen. Obregón congratulates Mr. G.R. Douglas, General Director of the Standard Oil Company of Mexico, for the opening of the refinery established by the "Paso, Texas, Petroleum Company". / Título original de la carpeta: "Correspondencia de Asuntos Diversos y Oficina Obregón. Enrique Torreblanca". Correspondencia entre el Sr. Enrique Torreblanca, el Sr. Fernando Torreblanca y el Gral. Alvaro Obregón, en la que el Gral. Obregón le pide al Sr. Enrique Torreblanca solicite al Presidente de la República autorización para donar ciento cincuenta uniformes para niños de 5 a 12 años y fusiles de madera de los que hacen en los Establecimientos Fabriles y Militares; pide que informen al Dr. Puig, Ministro de Educación, que ya están funcionando dos escuelas, de la pronta inauguración de otras y que le agradezca el envío de material escolar. El Gral. Obregón solicita al Sr. Torreblanca averigue sobre el trámite de un donativo para la viuda del Cap. Jiménez; le informa que ya recibió partes de un tractor. El Gral. Obregón recomienda al Sr. Roberto S. Silva para que se le dé alguna representación en asuntos navieros, comenta sobre sus cultivos y desea felices vacaciones al Sr. Enrique Torreblanca. El Sr. E. Torreblanca informa a su esposa Rita O. de Torreblanca el día de su llegada a la ciudad de México. Felicitaciones por el nacimiento de la hija del Sr. E. Torreblanca. Condolencias por la muerte de la mamá de la Sra. Rita y por la de la niña recién nacida del Sr. Torreblanca. Telegrama cifrado en el que el Sr. Torreblanca informa al Gral. Obregón de las maniobras del Sr. Miguel Mendoza López, quien en colaboración con el Sr. Luis N. Morones se dedican a trabajar contra el obregonismo y a favor de la candidatura del primero. El Gral. Obregón felicita al Sr. G.R. Douglas, Director Gerente de la California Standard Oil Company de México por la inauguración de la refinería establecida por la "Paso, Tex., Petroleum Company".

Economic, strategic and cultural connections to Japan have never been stronger and more students across the breadth of our education system, primary through to tertiary, continue to be interested in studying Japanese. But what, beyond Demon Slayer and Pokemon, motivates them and how can that knowledge help universities to build effective and engaging language programs? Japanese is one of the most popular Asian languages taught at tertiary institutions around the world. According to the Survey Report on Japanese-language Education Abroad 2018 (Japan Foundation, 2020), the number of learners outside Japan reached 3,851,774, the second highest on record, and the number of institutions and teachers was the highest since the Foundation's 1979 survey. Despite the COVID-19 pandemic, enrolment in Japanese language subjects has remained relatively strong, even in 2021. Oceania (the majority from Australia and New Zealand) has the highest number of learners per 100,000 population globally. However, as the authors of this article, we have become increasingly concerned about the sustainability of advanced Japanese language programs in our region—specifically Australia, New Zealand and Singapore. Language education policies (at the governmental and institutional level) and diminishing investment into language education in the higher education sector have put many Japanese Studies/language programs under strain. Advanced-level subjects generally have lower enrolment numbers than beginner- and intermediate-level subjects, and so are most at risk of being merged, cut back or dropped altogether. According to the US Foreign Services Institute (FSI), Japanese is considered to be one of the 'super-hard languages' that require English native speakers three times as long as French or Italian to attain 'professional working proficiency'. This means that without students' long-term commitment (retention to advanced levels) and well supported, quality education, there can be no sustainable future for Japanese language programs producing highly advanced users of Japanese in those nations. Against this backdrop, we recently launched the Network for Teaching Advanced Japanese Project (上級日本語Network), supported by a Japan Foundation Sakura Mini Grant 2020. This project provides a platform to collect data through surveys and interviews to better understand the current state of advanced Japanese language programs at university level in Australia, New Zealand and Singapore, and advocate for communities of practice and ongoing support across the sector. This collaboration involves countries that are members of the Commonwealth. Not only are their universities' medium of instruction English, but they also share similar program structures. The Network for Teaching Advanced Japanese Project approached colleagues from universities in Australia, New Zealand and Singapore in 2020, gathering data on Japanese language programs at 25 institutions in total (Australia 19, New Zealand four, Singapore two). In total, 76 participants responded to the survey and among those respondents, 38 teachers (34 from Australia, two from New Zeland and two from Singapore) participated in online interviews between December 2020 and January 2021. Our survey results show that the 'advanced' level was broadly defined by: the stage of progression at the institution, a proficiency level equivalent to external criteria such as the Japanese Language Proficiency Test or the Common European Framework of Reference for Languages; and the demonstration of specific skills through engagement with types of learning activities or resources (eg progression through language textbooks). What emerged from this is that there is a disparity in what is categorised as constituting the 'advanced level' within different institutional frameworks. Although this may seem merely a comparison with European languages these definitions have significant impact on institutional support for Japanese language. If institutions only support languages through to what we as teachers define as intermediate then it becomes harder for us to graduate advanced users of Japanese. We found that there are subjects with similar content and resources (for example the same textbook) that are called 'advanced' by some universities and 'intermediate' by others. It is common practice that in a three-year university degree program, students who start as beginners can progress to an 'advanced' level in their final year of study, but in many cases, realistically speaking, this 'advanced' level of study is nevertheless perceived as an 'intermediate' level of language acquisition by tertiary teachers of Japanese. The majority of students from the institutions we surveyed usually have three to four hours of class per week (five to six hours at most) during the semester or term. This gives them an average of around 100 class hours per year, and a total of around 300 over their three-year university degree program. It is clear this is insufficient when compared with 2,200 class hours deemed necessary to reach 'professional working proficiency' for Japanese in the aforementioned FSI estimate (for French and Spanish 600-700 and for German 900 class hours). It should be noted that 'class hours' here may assume that language learning does not occur beyond the classroom. Thus, the need to take account of the fact that tertiary students in Australia, New Zealand and Singapore increasingly engage in language learning outside the classroom, for example doing online tasks as part of a blended-learning curriculum, watching Japanese dramas or participating in in-country studies. Our project also found that there is a tendency for the teaching of Asian languages to be adapted to the framework used in the teaching of European languages. It is for example, common practice for universities to offer Levels 1 – 6 in each language with Levels 5 – 6 defined as 'advanced'. This ignores the fact that students progress differently in different languages. The proficiency level reached by students in Japanese language programs at the official 'advanced' level may well be behind those in European language programs. All three countries involved in this project—Australia, New Zealand and Singapore—operate in an English-speaking context associated with the UK tradition of language education which may explain why European languages (which share the Roman alphabet based writing system with English) tend to be privileged in the institutional frameworks. There has been enthusiastic promotion of Asian language education (including Japanese) by the Australian and New Zealand governments since late 1990s, and the ongoing social commitment to multiculturalism. Australia, for example, has released several strategic plans such as the National Asian Language Studies in Australian Schools Strategy (NALSAS, 1995-2002) and recommendations on Asian language studies in the Australia in the Asian Century White Paper (2012). The New Zealand government implemented the Asian Language Learning in Schools (ALLiS) program in 2014, and have committed to a total of $10 million over five years, aiming to support schools by setting up new Asian language learning programs, or strengthening existing ones. In Singapore, mainly in response to industrial demand, the Ministry of Education established their Foreign Language Centre in 1978 to offer couses of French, German and Japanese for secondary school students (the Centre expanded to Ministry of Education Language Centre to offer language couses in wider age groups). Universities and polytechnics in Singapore also established Japanese language programs from the1980s. The development of Asian literacy can be better supported with a less Eurocentric and less English-monolingual mindset. A recent report (May 30, 2021) on the current state of school language programs and assessment in the Australian state of New South Wales suggests European languages such as French are advantaged over Japanese and Arabic, pointing to just such a bias. Further, the dominance of English in the global arena is creating a societal apathy for learning languages other than English. Despite acknowledgement that languages provide a key pathway to fostering 'generalised national multilingualism, social harmony, and economic prosperity' as noted by scholars Shannon Mason and John Hajek, representations of language education in the media can often exacerbate the precarious position of language education in Australia by presenting only superficial, narrow and negative editorial debate.