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AbstractThe mission of the United States Navy expanded significantly because of the presence of the institution of racial slavery on American soil. Most important, both proslavery and antislavery forces favored, for very different reasons, a substantial naval buildup in the late 1850s. The navy had, however, long been engaged in securing the nation's borders against slave smuggling, an activity that also seemed to have broad support at the time. Finally, somewhat more controversially, the navy had been associated with the American Colonization Society's Liberian enterprise from its very inception, deciding to deploy vessels to Africa in an otherwise unimaginable time frame. The relationship between the presence of slavery and the pre–Civil War activities of the navy is a largely untold—or, at best, half-told—story of American state development.

This article touches upon the issues of changes in the educational system in the knowledge society. The main purpose of this research is the study of new teaching methods, with due regard to the needs of society and human potential. For this purpose, educational methods of the US and Russia were analyzed and compared, their advantages and disadvantages were estimated, and common trends in the development of education were identified. It is stated that during the formation of innovative methods of education for future generations, it is necessary to take into account ethical standards of each ethnic group, culture and traditions of specific country, as well as psycho-physical standards of students. It is justified that the idea of the creation of unified teaching methods for the entire planet population is impossible due to geographic, ethnic, political, and economic differences of every country. However, according to research results of popular techniques, it is possible to develop a model of the most appropriate educational method for the vast majority of countries with due consideration of constant development of science as the main influence factor on methods of education. It is concluded that the general trends of global education are individualization and humanization. They lead to the formation of flexible, critical, creative and effective thinking of students in terms of variability and uncertainty of social reality.

Twenty years have passed from the Sorbonne Declaration in 1999 to the current day, atimeframe in which we have seen the incredible changes that have happened in higherschool systems in numerous nations of the world, explicitly the nations having a place withthe European Higher Education Area (EHEA).Four nations began by marking the 1999 Declaration, today there are now forty-eightnations associated with the EHEA.In this article, a visit through the achievements that have been forming and plying the EHEAis made, resolving the most pertinent issues tended to in the various gatherings of thepriests of advanced education. Then, we will stop at quite possibly the most important pointerof the EHEA: the quality affirmation frameworks that, in light of the Bologna Process, havebeen conveyed both at the supranational and public levels. We will make an outlineof the execution of instructive quality in the nations.At long last, we will considerthe effect that the viewpoint of instructive quality has had in the nations of theEuropean Higher Education Area.

PREVIOUS RESEARCH HAS CONCENTRATED ON DIFFERENCES IN GUBERNATORIAL POWER ACROSS STATES. RELATIVELY LITTLE RESEARCH ATTENTION HAS BEEN DEVOTED TO THE SOURCES OF GUBERNATORIAL INFLUENCE OVER STATE AGENCIES. BASED ON DATA COLLECTED FROM STATE ADMINISTRATORS IN 1978, THIS STUDY EXAMINES THE EFFECTS OF FOUR SETS OF FACTORS ON THE PERCEIVED INFLUENCE OF THE GOVERNOR OVER THE STATE ADMINISTRATIVE APPARATUS. THESE SETS ARE: FORMAL POWERS OF THE GOVERNOR, CHARACTERISTICS OF THE AGENCIES, CHARACTERISTICS OF THE POSITIONS HELD BY ADMINISTRATORS, AND PERSONAL CHARACTERISTICS OF THESE OFFICIALS. RESULTS SHOW THAT THESE FACTORS ACCOUNT FOR NEARLY ONE-FOURTH OF THE VARIANCE IN THE INFLUENCE OF THE GOVERNOR OVER STATE AGENCIES, AS REPORTED BY AGENCY HEADS.

Acknowledgments -- Preface -- Race and racism worldwide : a panorama of perspectives and contextual complexities / Diane Brook Napier, University of Georgia, USA -- Illusion of a lost past : educational co-habitation of five ethnies in Manchuria: personal biographical notes and methodological reflections / Shinichi Suzuki, Waseda University, Japan -- Education and the end of the myth of racial harmony in New Zealand / David Small, University of Canterbury, New Zealand -- Beyond social justice agendas : indigenous knowledges in pre-service teacher education and practice in Australia / Juliana M. McLaughlin, Susan L. Whatman, Queensland University of Technology, Australia, and others -- Is the Kenyan child still weeping? : a quest for education within the backdrop of colonial and post-colonial violations / Judith J. Jefwa, University of Nairobi, Kenya -- Official bilingualism and clashing colonial legacies in Cameroon : a historical analysis since reunification in 1961 to the present / Willibroad Dze-Ngwa, University of Yaoundé I, Cameroon -- The making of identity and Africa : voices of the struggle to be African in South Africa / Crain Soudien, Yusuf Sayed, Shervani Pillay, University of Cape Town, South Africa, and others -- European policies on the education of roma children : the case of Spain / Luis Miguel Lázaro, Violeta Álvarez Fernández, Victoria Martín de la Rosa, University of Valencia, Spain, and others -- Special educational needs and foreign children in Italy : interpretations and ambiguities / Melita Cristaldi, Studio Interdisciplinare di Scienze Sociali e Umane, Italy -- Racialisation through "time" in Brazil's cooperation in higher education : an ethnographic case study of UNILAB / Susanne Ress, University of Wisconsin, USA -- Rethinking Costa Rica's racial exceptionalism : race relations, language policy, and development / Joanna Greer Koch, North Carolina State University, USA -- You look and sometimes sound the same : unpacking racism towards Nicaraguan immigrants in Costa Rica / Steven Locke, Carlos J. Ovando, University of Wyoming, USA, and others -- The role of Cuba's educational system towards eliminating racial discrimination / Lidia Turner Martí, Elvira Martín Sabina, Isora Justina Enríquez O'Farrell, José Varona Pedagogical University of Havana, Cuba, and others -- Discrimination and exclusion in the construction of social relations : case study in the telesecundaria of Zozocolco of Hidalgo, Veracruz, Mexico / Sonia Comboni Salinas, José Manuel Juárez Núñez, Universidad Autónoma Metropolitana, Campus Xochimilco, México -- Racism and multicultural education in Canadian schooling / K.P. Binda, Tara J. Hall, Nadia Binda-Moir, Brandon University, Canada, and others -- Quebec identity politics and anti-muslim bias in Quebec secondary schools / Naved Bakali, McGill University, Canada -- Understanding institutional racism from the perspective of racialised female student activists in the Canadian context / Mahtab Nazemi, University of Washington, USA -- Index.

I compare the repression of "pro-state" paramilitary violence with the repression of anti-state insurgent violence. The setting examined is Northern Ireland between August 1972 and November 1975. During this time period, "pro-state" Protestant paramilitaries and "anti-state" Irish Republican paramilitaries engaged in significant levels of violence. Among the state's responses to this violence were the internment, without charge or trial, of suspected paramilitaries, and the confiscation of illegally held weapons. How the state used these methods of repression differently for Protestant paramilitaries vs. Republican insurgents is examined with time-series regression methods, employing data collected at monthly intervals. In general, the state was less repressive of Protestant paramilitaries, and state repression of Protestant paramilitaries tended to reflect attempts by the state to find a political solution to the violence (by both Protestant paramilitaries and Republican paramilitaries) in Northern Ireland, rather than Protestant paramilitary violence per se. In contrast, the state's repression of Republicans was more forceful, and more directly linked to Republican violence.

The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.

RESUMEN. El presente artículo reflexiona acerca del impacto que el desarrollo tecnológico tiene en nuestras sociedades. A lo largo del primer apartado se señala la importancia que la segregación digital tiene en la actual sociedad de la información, confirmándose posteriormente el hecho de que la formación es la única respuesta válida para evitarla. En ese sentido, se enfatiza la oportunidad histórica que la Unión Europea tiene de cara a integrar en su nuevo Espacio de Educación Superior (EEES) soluciones que minimicen este impacto. Las tecnologías de la información geográfica (TIG) son presentadas como un ejemplo de tecnologías que puede generar este tipo de segregación en el futuro próximo, planteándose la necesidad de una reflexión seria acerca del modo en que deben de ser diseñados los programas de futuros cursos postgrado relativos a las TIG. ; ABSTRACT. The following report deals with the concept of digital divide. It is pointed out the importance of this type of segregation in the information society we live and it is showed how education and training has been considered the unique way to avoid it. In this sense, it is also emphasized the chance that the European Union has to face this coming trouble at this particular time. The definition of a new education system at the European Higher Education Area (EHEA) based on lifelong learning philosophy and the Bologna principles give us a new educative context. Geographic Information Technologies (GIT) are presented as an example of expertise that can generate digital segregation in the nearest future making a final point about how the new postgraduate courses related to GIT should be define at the European universities.