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AbstractThis article presents a case study about how norms relating to masculinity, sexuality and reproduction were produced in relation to the healthy, ailing, or aging prostate in early twentieth century medicine. It shows how the ailing prostate tied in with norms about healthy, abnormal or illicit sexual and reproductive practices. Engaging with insights from the history of medicine, feminist science studies, and men and masculinity studies, it highlights how the prostate became a diagnostic catch‐all for a wide range of physical and mental conditions, producing demarcations between femininity and masculinity, manliness and unmanliness, health and illness, and moral and vice.

The professional training of candidates for the teaching practice has become a topic of concern for all those dedicated to it professional, academic and politically. In this sense, it is important to identify the qualities (knowledge, skills and other competencies) which a highly qualified teacher must have. This issue is now more essential since the current convergence policies of the European Union raise more demands and needs in preparing excellent teachers, requiring a thorough study prior to the design of any training proposal. The present work is a clear contribution in this direction; we analyze in detail the professional profile required by the university professor in order to contribute to the training of internationally qualified professionals.

The article examines the controversial issues associated with understanding the category of "society", which is of key importance for reflective social philo­sophy and theoretical sociology. The author criticizes the extremely broad inter­pretation of society as a social reality – a substantively independent subsystem of the world around us, isolated from nature and different from it. Society is understood by the author as an institutional form of the existence of social rea­lity – a self-sufficient human collective capable of producing and reproducing all the necessary conditions for the individual and collective existence of peo­ple, including their formation as social beings. The author views society as a real social group consisting of interconnected people who carry out joint coor­dinated activities aimed at realizing common interests and goals. The point of view is criticized, which denies the ontological reality of society, considering it as an "imaginary community" of people, a product of their project conscious­ness. The author criticizes the approach according to which the interpretation of society as a real group is not applicable to a society divided into classes with multidirectional interests that cause permanent conflicts between their carriers. The author analyzes the phenomenon of self-sufficient existence, which distin­guishes society from non-self-sufficient social groups, distinguishes between actual and potential forms of self-sufficiency, examines its real content associ­ated with the production of subjective, material, informational and organiza­tional elements of social life necessary for its maintenance. The article exam­ines the polemics of representatives of "methodological individualism" and "methodological collectivism" associated with the interpretation of society as an integrative subject with its own needs, interests and goals that are absent from the people who form the society.

During the twentieth century juvenilia received increasing critical attention. This provided a rise in the literary status of writing by children. However, even now, in the twenty-first century, it remains one of the more neglected literary forms. This thesis adds to the growing body of literature recognising juvenilia as an authentic literary genre, worthy of the critic's attention. Two key ~underline this thesis: firstly, juvenilia can be of importance to the scholar in their own right whether this Is due to their social and/or political impact, their influence on other authors, their development of a literary style or methodology, or the merit of their aesthetic quality -a variety of issues examined in chapters focussing on Marla Edgeworth, William Ainsworth, George Eliot and Emily Bronte. Secondly, juvenilia are precursors to the adult writing of the examined authors, with many of the advances to their writing that are the subject of praise in their adult work having been established long before in their juvenilia. This is demonstrated in representative early works by the same authors, examined alongside their later novels. An Appendix of Edgeworth's unpublished play The Double Disguise Is also included. These are not entirely new contentions, but, notwithstanding some attention from a handful of scholars, little research has been done to confirm and demonstrate their merit. This thesis suggests that critics should evaluate an author's body of work as an "entire entity" rather than confining their research to the author's mature writing. To dismiss something just because it is titled "juvenilia" is to dismiss a major part of the author's development and literary career.

Modern society is characterized by wide ranging ideas on many different topics. This can be reflected in the manner university governments treat their university museums. At the University of Ghent Zoology Museum, we aim to provide the most diverse range of exhibitions and events possible for a non-university public, thus involving the community with our museum. This, in combination with collaborative exhibits with other institutions, means that our University government can no longer ignore us. This is an important benchmark, and as a result, the Ghent University administration is starting to develop our own University Museum Policy.

"References" at the end of each chapter except the third and fifth. ; The historical background of the war.--The launching of the war, the record of twelve days.--The plot against democracy.--Our debt to France.--The military masters of Germany.--The discipline of the individual in Germany.--How Germany prepared for war by peaceful penetration.--The "Greater empire" of German expansion, "Deutschtum im ausland".--How Germany makes war, atrocities under system.--German conspiracies against the United States.--America's attitude toward the war, the preparedness movement.--Pacifist propaganda and its consequences.--"Peace without victory."--The "freedom of the seas".--German preparations for the next war.--The peace terms of democracy.--Internationalism versus a league of the democratic nations.--The teaching of patriotism.--Afterword.--Index. ; Mode of access: Internet.

Amidst the upheaval of American society in the 1960s, the University of Mississippi's administration found itself in a precarious position. A long-standing institution that prided itself on its ties to the Old South, the university was being challenged by integrationists and liberal notions of equality and social justice. The university was forced to decide between abetting the alumni that padded university pockets and the tides of change that were rippling through the university campus. Their main way of combatting this was through the surveilling of students and the vetting of potential guest speakers who may spread "controversial ideas." While students tended to be in favor of allowing anyone on campus to speak, university officials and alumni saw this as a potential threat against the Mississippi "way of life." As a means of appeasing overbearing alumni and state government officials, the university began taking measures to limit free speech on campus, thus lessening the spread of liberal ideas. This thesis provides an in-depth look into the actions the university took to limit free speech on campus between 1955 and 1970.

The University Consortium on the Environment involved collaboration among Waterloo, York, and seven Indonesian universities in Java and Sulawesi in a comprehensive effort to enhance the capacitiy of Environmental Studies Centres in Indonesian universities to support good environmental management. Focussing on graduate student education (for both Indonesians and Canadians), joint faculty research, workshops and the preparation of academic publications and practical training manuals, this large, complex project yields a number of important lessons. Important factors relating to success include forms of participation, leadership and management, institutional relations and structures, communication. (InWent/DÜI)