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The paper aims to reveal the moral and ethical values represented by the lexeme 'happi-ness' that are reflected in the linguistic consciousness of Chinese and Russianuniversity students. To this end, the author studies the semantic structure of the lexeme 'happiness' in the linguistic consciousness of students. Linguistic consciousness is a verbal reflection of our knowledge, our understanding of the world around us. The influence of socio-psychological factors 'gender' and 'nationality' on the understanding of happiness by students is determined in the article. The study employs the method of component analysis, onthe basis of which the semes constituting the meaning of the word 'happiness'in the perception of Rus-sian and Chinese informants are distinguished. In total, there have been identified 24 components in the con-sciousness of Russian informants and 18 components –in the consciousness of Chinese. The components are represented by a semantic field, which is understood as the structure of the lexical meaning of a word. It con-sists of a core, pre-core zone, and periphery. A comparison of semantic fields of the lexeme 'happiness' as perceived by the informants showed both similarities anddifferences in its perception in the linguistic con-sciousness of Russian and Chinese students. Most Russian and Chinese informants understand happiness as a state of contentment, which coincides with the definitions in Russian and Chinese dictionaries. Atthe same time, there are peculiarities in the understanding of happiness in different linguistic societies. Russians see happiness as calmness, fun, and the overcoming of difficulties, while Chinese students consider it to com-prise enjoyment in life, being loved, anticipation of the future, and health.

Goals Since the 1990s, the European Commission has been implementing a lifelong learning policy as a foundation for the European strategy for growth and employment (EC, 1993 ; OJEC, 1997 ; EC, 2000 ; European Council, 2000 ; EC, 2010). The issue of employability aims at achieving convergence of European economic and social policies through the construction of an active welfare state. In French-speaking Belgium universities, continued education has been rising since the same period (MB, 1994 ; Vertongen et al., 2009). Among other things, universities have been implementing so-called "certificates", which are continued education programs not leading to a diploma. Our goal is to compare the justifications of the European Commission, those of French-speaking Belgian authorities and those of university certificates promoters regarding lifelong learning, in order to identify the logical determinants which underlie the rise of university certificates in French-speaking Belgium. Main perspective or theoretical/conceptual framework The cities theoretical framework (Boltanski & Thévenot, 1991 ; Boltanski & Chiapello, 1999) will be used to analyze the public justifications provided by various institutional actors regarding the rise of continued education within universities, and how those principles intersect. The concept of boundary object (Star & Griesemer, 1989) will allow us to describe how university certificates are vested with meanings that vary according to the actors (academics in charge, university authorities). Research design We aim at linking together the macro-, meso- and micro-social levels through lexicometric and content analysis of discourses gathered from actors from those three levels, namely Europe, French-speaking Belgium, and one specific university. Data sources • Public discourses from European Commission, French-speaking Belgian Parliament and universities official documents; • certificates approval files from one specific university; they will be analyzed and categorized according to their goals and their number of ECTS; • semi-structured interviews with the academics and university authorities in charge of the certificates. Results Hypothesis: certificates allow for the coexistence of various – and at times conflicting – justification principles. This diversity is what allows heterogeneous actors to find interest in certificates and to achieve their implementation.

Goals Since the 1990s, the European Commission has been implementing a lifelong learning policy as a foundation for the European strategy for growth and employment (EC, 1993 ; OJEC, 1997 ; EC, 2000 ; European Council, 2000 ; EC, 2010). The issue of employability aims at achieving convergence of European economic and social policies through the construction of an active welfare state. In French-speaking Belgium universities, continued education has been rising since the same period (MB, 1994 ; Vertongen et al., 2009). Among other things, universities have been implementing so-called "certificates", which are continued education programs not leading to a diploma. Our goal is to compare the justifications of the European Commission, those of French-speaking Belgian authorities and those of university certificates promoters regarding lifelong learning, in order to identify the logical determinants which underlie the rise of university certificates in French-speaking Belgium. Main perspective or theoretical/conceptual framework The cities theoretical framework (Boltanski & Thévenot, 1991 ; Boltanski & Chiapello, 1999) will be used to analyze the public justifications provided by various institutional actors regarding the rise of continued education within universities, and how those principles intersect. The concept of boundary object (Star & Griesemer, 1989) will allow us to describe how university certificates are vested with meanings that vary according to the actors (academics in charge, university authorities). Research design We aim at linking together the macro-, meso- and micro-social levels through lexicometric and content analysis of discourses gathered from actors from those three levels, namely Europe, French-speaking Belgium, and one specific university. Data sources • Public discourses from European Commission, French-speaking Belgian Parliament and universities official documents; • certificates approval files from one specific university; they will be analyzed and categorized according to their goals and their number of ECTS; • semi-structured interviews with the academics and university authorities in charge of the certificates. Results Hypothesis: certificates allow for the coexistence of various – and at times conflicting – justification principles. This diversity is what allows heterogeneous actors to find interest in certificates and to achieve their implementation.

Abstract: This study evaluated the role of control and efficacy expectations in the thoughts of life and death of 50 male and 50 female university students and investigated sex differences in this regard. It followed a correlational design and employed measures of tridimensional locus of control, expectations of academic efficacy, thoughts of life and death. A comparison of means revealed that male students did not differ from their female counterparts on any of the variables under study. Stepwise regression coefficients indicated that the two cognitive factors accounted more for thoughts of death than for thoughts of life; expectations of academic efficacy were the single variable that most explained variance. Regression equations by sex showed that thoughts of life were associated with internality and expectations of academic efficacy in females, and that thoughts of death were associated with expectations of academic inefficacy in males. The university counseling personnel should be especially sensitive to youths presenting with expectations of externality and of academic inefficacy. The latter variable seems to be particularly important, regardless of sex.

Since the 1990s, the federal government required public state universities in Mexico to recruit full time faculty members with doctoral degrees and research productivity to increase the academic competitiveness of higher education. After two decades of the implementation of federal mandates, public state universities have not improved their academic life significantly (Chavoya-Peña, et al., 2006). The failure of federal programs for university restructuring can be understood from a variety of perspectives. Central to this failure is the faculty body. Based on a case study approach, this investigation sought to understand the ways in which full time faculty members that entered state public universities since 1996 as part of the Faculty Enhancement Program (PROMEP) negotiate their professional identity within a climate of university restructuring in Mexico. The case site was a public state university in the state of Morelos (UM) in the central valley of Mexico. This investigation included three research questions: What are the contextual factors for the negotiation of academic identity? What are the practices that enable full time faculty to negotiate their academic identity? What are the characteristics of the academic identity of full time faculty? Organizational theory, cultural theory, and professional identity theory shaped the theoretical framework. Empirical data collected through semi-structured interviews, participant observation, and document analysis was interpreted through analytical induction (Erickson, 1986) and reflexive analysis (Aunger, 1995). Three central findings are presented. First, full time faculty members at UM self-defined as researchers. Full time faculty members negotiated their academic identity within two types of Faculties: parochial and modern Faculties. Each type of Faculty had a different cultural orientation and social structure to organize academic life. Second, full time faculty members stressed their reluctance to participate in committee work; yet they engaged actively in institutional service activities in order to create organizational conditions that facilitated the development of research and teaching. Third, through strategies of self-regulation, full time faculty members negotiated three types of self-definitions: the academic as researcher, the academic as change-maker, and the academic as saturated worker. Contributions of this study, implications for practice, and pathways for further research are discussed.

The aim of the paper is to investigate the impact of SEO on the business performance of a private university in Sarajevo. Thus, the main research question provides the finding on how does the implementation of SEO influence the performance of the business. Moreover, the tested hypothesis presents whether SEO positively influences the business performance of International Burch University (IBU). The research strategy is to analyze primary data derived from a case study, which is generated following a conversation with the Head of the IBU Marketing and PR team. The data sample is derived from Google Analytics (focusing on the number of visits and sessions, average engagement time, keywords and SERP positioning). Seobility tools are employed in data analysis. Business performance is calculated through the IBU CRM system, focusing on student enrolment. Findings indicate that increasing a site's rankings on search engine results pages (SERPs) led to a variety of positive outcomes for companies including an increase in the number of visitors to the site, an increase in the average amount of time users spent on the site, increased user engagement, and an increase in student enrollment, which resulted in IBU increased annual sales revenue. It will benefit many different groups, including the government, which will benefit in both microeconomic and macroeconomic senses, digital marketing enthusiasts and SEO experts, and the academic world, which will benefit as a framework for future studies and research in the field of SEO recognition and implementation in business queries.

The aim of the paper is to investigate the impact of SEO on the business performance of a private university in Sarajevo. Thus, the main research question provides the finding on how does the implementation of SEO influence the performance of the business. Moreover, the tested hypothesis presents whether SEO positively influences the business performance of International Burch University (IBU). The research strategy is to analyze primary data derived from a case study, which is generated following a conversation with the Head of the IBU Marketing and PR team. The data sample is derived from Google Analytics (focusing on the number of visits and sessions, average engagement time, keywords and SERP positioning). Seobility tools are employed in data analysis. Business performance is calculated through the IBU CRM system, focusing on student enrolment. Findings indicate that increasing a site's rankings on search engine results pages (SERPs) led to a variety of positive outcomes for companies including an increase in the number of visitors to the site, an increase in the average amount of time users spent on the site, increased user engagement, and an increase in student enrollment, which resulted in IBU increased annual sales revenue. It will benefit many different groups, including the government, which will benefit in both microeconomic and macroeconomic senses, digital marketing enthusiasts and SEO experts, and the academic world, which will benefit as a framework for future studies and research in the field of SEO recognition and implementation in business queries.

La conmemoración de los cien años de la Reforma de Córdoba representa para la auténtica universi- dad venezolana el reconocimiento más excelso a la universidad argentina, dado que tal acontecimiento sacudió el devenir de la política y de la historia de la universidad latinoamericana. El Manifiesto Liminar se constituye en la declaración política de un estu- diantado lúcido y disciplinado, crítico y propositivo que develó la presencia de una universidad sin vida y sin destino; que fue capaz de alzarse contra la acri- ticidad institucional, la intolerancia del profesorado y el marasmo de una dirección universitaria caren- te de liderazgo y futuro. La Reforma de Córdoba y su pensamiento debe ser entendida como la "paidea universitaria de Latinoamérica" porque sus discursos y acciones permiten comprender la esencia de la uni- versidad del subcontinente americano, ella es la con- tribución política más esclarecedora del siglo XX. La Reforma de Córdoba se hace hoy más vigente frente a la avasalladora gula del mercado globalizador y su pensamiento único que todo fagocita. ; The celebration of the 1918 Centennial of the Ar- gentinian University Reform from the authentic Ve- nezuelan university represents a great opportunity to vindicate the influence the Argentinian University reform has played on history and policies of Latin American universities. The Liminar Manifesto is a political declaration from students highly concerned with disciplin, critical thinking, and common pro- posals, and who, by the time, observed and denoun- ced the conditions of no life and no destiny found in universities. This group of students could raise their voices against non-critical, intolerance, and no lea- dership found in universities with no plans for futu- re. The 1918 Cordoba University Reform should be understood as the "university paideia in Latin Ame- rica", because its activities and discourses permit to understand the university essence in the Americas which, in turn, can be considered as the clearest political contribution in the 20th century. The Ar- gentinian University Reform has gained a renewed popularity these days because of the overwhelming presence of global market and the pensée unique that gobble up everything in their path. ; 129 - 143 ; rivaspj@ula.ve; rivaspj12@gmail.com ; Cuatrimestral

Introduction: Voting is a fundamental mechanism for citizens` control over public policies develop­ment, including those in healthcare. Therefore, the citizens` behaviour and attitudes to voting are of crucial importance for public development and democracy. Special research interest in this regard falls on the young perspective people. The aim of this research is to shed a light on the behaviour and attitudes of the students in MU Varna to voting. More specifically we examine whether the students vote based on candidates` platforms and how are they satisfied with the subsequently implemented policies.Materials and Methods: A sociological survey is conducted among Bulgarian and German students of the Medical University - Varna. The questionnaire consists of 11 open and closed questions. A total of 350 students took a part in the survey (200 Bulgarian students and 150 German students). The survey was conducted in December 2017 to January 2018.Results: More than 60% of the Bulgarian students and nearly 70% of the German students have vot­ed in parliamentarian elections in their home country. More than 70% of all respondents voted after a research on the candidates` election platforms. Over 40% of the Bulgarian students are dissatisfied with the conducted policies after the elections. In contrast, approximately 55% of the German stu­dents declare they have been satisfied with policies implemented after the elections.Conclusion: Students in general have an active civil stance. Most of them vote, informed from the can­didates` platforms. However, satisfaction with the policies implemented after the elections vary sig­nificantly between Bulgarian and German students with Bulgarian students being much more dis­satisfied.

The objective of this was to study if social support and empathy predict life satisfaction in Brazilian university students. Through a non-probabilistic sampling for convenience, the voluntary participation of 374 Brazilian university students over 18 years of age from public and private universities was sought. The questionnaires applied were the Zimet Social Support scale, the Jolliffe and Farrington Basic Empathy scale (BES) and the SWLS Life Satisfaction Scale by Diener. The results showed a relationship between the variables Social Support and Empathy with a result of 0.217 (p<0.01), relationship between Social Support and Satisfaction with life is 0.415 (p<0.01). Likewise, a relationship was found between empathy in its Affective dimension -0.103 (p<0.05), and in its Cognitive dimension 0.104 (p<0.05) with satisfaction with life. The regression analysis showed that 18.9% of the variability of Satisfaction with life is explained by the variables Social Support and Empathy. The result of the t test shows that the dimensions of friends and important people of the social support variable and the affective dimension of the empathy variable are significant and has a significant effect for the criterion variable, which is Satisfaction with life. It is concluded that social support and empathy are predictors of life satisfaction with Brazilian university students. This indicates the importance of developing a social support intervention program to improve life satisfaction in students.

Received: 22 February 2023 / Accepted: 18 June 2023 / Published: 5 July 2023