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Ever since Independence in 1962, the army has played a critical role in the political life of Algeria. "The army's prominence is based on three factors: its historical legitimacy, the personal popularity and charisma of Colonel Houari Boumediene, and the army's populist discourse, which offered the prospect of a form of social and economic development oriented towards poverty alleviation. By the start of crisis in the 1980s, the historical legitimacy of the army had declined with the renewal of succeeding generations. Having failed to deliver on its promises, the populist discourse had also lost its credibility and influence.[1] From being based on the charismatic leadership of a popular figure, the Algerian regime evolved into a military oligarchy after the death of Boumédiene in 1978. The appointment of the notably uncharismatic and politically unambitious officer, Colonel Chadli Bendjedid, as President in 1978 was to lead the regime into a particularly violent period of crisis. In an effort to escape from this dead-end, the same regime that had appointed Bendjedid then nominated Abdelaziz Bouteflika as President. By doing so, the regime expressed the desire to turn back the clock and return to the successes of the past, by choosing in Bouteflika a former 'brother in arms' of Boumediene.

The notion of 'enterprise culture' emerged in the United Kingdom as a central motif in political thought under Margaret Thatcher's administration. The notion represented a profound shift away from the Keynesian welfare state to a deliberate attempt at cultural restructuring and engineering based upon the neo-liberal model of the entrepreneurial self - a shift characterised as a moving from a 'culture of dependency' to one of 'self-reliance'. In education this shift took the form of the 'enterprise education' and the 'enterprise curriculum'. This paper, utilising the perspective of Michel Foucault, analyses the 'generalization of an 'enterprise form' to all forms of conduct' (Burchell) and the way in which the promotion of an enterprise culture has become a style of government characteristic of both neoliberalism and Third Way politics.

Every college and university has built new capacity to deliver new experiences for students through study abroad, community service, career development, health and fitness, cultural understanding, or spiritual growth. They come to college to broaden their experience, and colleges and universities are the only places where people of all backgrounds, religions, ethnicities, classes, and politics come together to explore who they are and who they might become. Going to college is a defining time in their lives, and there is much more we can do to make it a liberating and transformative experience.

Transcript of annual speech given by Governor David M. Beasley to both houses of the state legislature in joint opening session to report on the condition of the state of South Carolina.

Transcript of annual speech given by Governor David M. Beasley to both houses of the state legislature in joint opening session to report on the condition of the state of South Carolina.

Drawing evidence from North and South America, Europe, Asia, and the Middle East, the contributors illustrate that even within the common framework of economic globalization, the ways in which the interests of state actors and the agency of migrants intersects continuously shapes and reshapes both home and destination societies.

In the prevailing worldwide situation, the virtual learning environment has grown to be inseparable part of life. Covid- 19 has taken a grip of the globe, affecting every sector of the economy drastically. Education has also suffered a setback in the manner that all schools, colleges and universities have shut down due to the complete lockdown. However, social distancing, which is the new motto to stop the spread of the deadly virus, has created opportunities for virtual world. In addition to education, all other sectors of nation's development have also utilized the avenues of 'digitalisation'. Learning systems pertaining to school education, university education, etc. have also grown technologically. Teachers and students have refined their skills of virtual/ online learning to meet the educational needs. Be it a MOODLE course, or a class group meeting on video conference calls, or submitting assignments on Google Classroom, or taking online tests, or registration through google forms, or other numerous web tools, learning and associated formalities have become accessible and easier for all. The present article explores the prevalence, utility and challenges faced in the tremendous growth of virtual learning environments. The author has reviewed the scope of virtual learning and discussed the various practical ways by which learning remains unaffected, even in the present crisis of COVID- 19

This analytical study within the field of education aims to explore the situation of migrants in the education system. Of importance in this context are the questions as to the educational involvement and achievements of migrants, on the one hand, and the extent to which young migrants have to fight against discrimination within the field of education on the other. In order to assess the situation of children and young people with a migrant background in the German education system, on the one hand, official education statistics were employed, in particular those of the Federal Statistical Office (Statistisches Bundesamt). On the other hand, recourse was made to various empirical studies. These studies, in which differentiation is not only made between nationality, but also, in part, the place of birth, with the consequence that ethnic German migrants (Aussiedler) or second-generation migrants, for example, could also be identified, provide results which supplement the analysis of the official statistics, but which also, in part, put them into perspective.

A name is not merely a personal identifier but an object over which state and corporate bodies regard themselves
as having the right of control. In the modern state, ideologies of citizenship, ethnocentrism, colonialism, have long entailed
the manipulation of personal names. The married change-name is, among other things, a psychological act, an imprinting
by society on the (bride-bridegroom) initiate's consciousness. A newly-coined married name encodes new
information about the man or woman. It connotes primarily that a new social relationship has occurred. A new name is
a symbol of allegiance to a new person, a new nexus of relations, a starting-over. Fufu
bessei is the practice
in Japan of the retention of former surnames after marriage. Retention of the surname is a ruptus in traditional
symbolic reference, a social and psychological discontinuity. A review of global practice regarding post-marriage naming
reveals no uniformity but rather variation. At the same time, there appears to be many possible reasons why an individual
decides to change or not to change. Marriage name-change/name-retention thus comprise an ideological speech-act: a
linguistic expression of a form of consciousness which sustains and legitimates a state of affairs or which, conversely,
indicates rejection of particular practices and institutions.

Early childhood education's role in increasing equality in society has been highlighted by international organizations. However, it is unclear what is meant by the concept of equality in different situations, as the meaning fluctuates and reflects the cultural political contexts in which it is embedded. In this paper, we analyse the equality discourses of local early childhood education and care (ECEC) policymakers in Finland, drawing on different conceptualizations of equality and social justice. In doing so, we show that the way in which equality is conceptualized differs – along with the suggested remedies – depending on whether the subjects of equality are adults, children at the border of an institutional setting, or children within the ECEC institution. ; peerReviewed

Public expenditure provides resources for the universalisation of school education. The role of government is more important in developing and under developed countries; where the inequalities of income and other socio-economic problems persist. the paper highlights that the goal of free, compulsory, universal and quality based school education could become a reality only if there is a joint dedication between the central and state governments to investment in elementary education which contributes massive benefits to existing generation and upcoming generations. Many studies suggest that investing in education include the socio-economic returns, decline in acute poverty and exclusion of inequalities, fertility rates, demographic and health indicators; political and economic stability; dynamic positive externalities connected with public expenditure on education and better quality of life for everyone.