Suchergebnisse

After the Lisbon Treaty has entered into force, the process of concluding treaties between the EU and third countries or international organizations has sustained significant changes. The most important procedural novelty is the establishment of the ordinary procedure that covers almost all agreements the EU concludes with third parties. Under the Lisbon Treaty, this procedure involves a number of stages: negotiations, signing the agreement, and decision to conclude the agreement. For agreements whose subject matter exclusively or predominantly falls into the domain of common foreign and security policy, there are several derogations from the uniform rules of the ordinary procedure. The same provision of the founding treaty regulates the procedures for amending and suspending the agreement in force, as well as the judicial control procedure of those agreements that are yet to be concluded. The ordinary procedure does not cover two subject-specific proceedings pertaining to relatively narrow areas of EU action. More specifically, they refer to the conclusion of agreements in the area of common trade policy and agreements on the exchange rate of the Euro against the currencies of non-member states. The exclusion of trade agreements is probably the result of the differences that still exist in the division of competencies between the Member States and the EU regarding trade in the area of some services. On the other hand, the enactment of a special procedure for agreements on the Euro exchange rate in relation to the national currency rates of third countries stems from the need to ensure the Union's unique position in this field. On the institutional level, the most important actors in the process of concluding EU agreements are the Council, the Commission and the European Parliament. The Council has retained the central role in all types of treaty procedures, and it decides on essential issues related to the course and outcome of the process. The Commission has retained the major role in initiating and negotiating the agreements, but it is no longer the exclusive initiator and negotiator in the agreement process. Namely, depending on the subject of the treaty, new entrants in that role are the High Representative for Foreign Affairs and Security Policy, and the European Central Bank. The European Parliament has strengthened its position in the procedure for concluding EU agreements and can, therefore, be considered the largest 'net' winner of the Lisbon Treaty reform. This is partly due to its new role in the course of negotiations, which implies the right to be immediately and fully informed about all stages of the proceedings, but to a much greater extent it refers to the powers that this body has in the final stage preceding the conclusion of the agreement. Finally, the EU Court of Justice has an important role in this process; its task is to control the compliance of the EU agreements with the founding treaties prior to their conclusion.

Harmonisation of the foreign policies of the Western Balkan states with the EU Common Foreign and Security Policy (CFSP) within the Charter 31 of the pre-accession negotiations will be a significant obligation and challenge for most of them. Within this context, the author takes as a starting point the regular annual reports on the progress achieved by the states in the region. They show the degree of harmonisation of their foreign policies with this Union's mechanism (within four years in the 2011-2014 period). The author of the article particularly points to the real and substantial discrepancy between the normative framework of the EU CFSP and the specific activities taken by the Western Balkan states in the part concerning their position to the current crisis in Ukraine which, in a way, 'reflects' the geo-strategic interests of the 'West', on one hand, and those of the Russian Federation, on the other. At the same time, he points to the membership in the North Atlantic Alliance as a favourable framework for the acceleration of harmonisation of a country's foreign policy with the EU CFSP.

U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz prizmu različitih prepreka, problema i otežavajućih okolnosti. ; The paper deliberates positive effects of inclusive education and its potential influence on development of entire society, educational institutions and individuals. It indicates key positive changes in the society which opted for inclusive education: (a) improvement of legislation towards providing availability, fairness and equality for children and adults with disabilities in exercising their rights; (b) networking and cooperation between different social systems and institutions; (c) financial benefit gained by using the available resources provided by the regular educational institutions for education of children with disabilities. It stresses the important changes that occur inside the educational institutions due to inclusive education which, in addition to improving educational policy and mind-set in schools, include changes in curricular and extra-curricular practices. The changes in educational institutions are also deliberated from the standpoint of key participants and their benefits from inclusive education. It stresses the potential which the inclusive education, as natural environment, has in development and learning of children with disabilities and in revealing their preserved abilities. It points to importance of such environment in nurturing tolerance, respect for diversity and empathy in other children in the classroom. A special emphasis is put on the changes that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the domain of new skills and competences. The quality of implementation of inclusive education and its potential effects on development of society, educational institutions and individuals are deliberated through the prism of various obstacles, problems and difficulties. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The Republic of Serbia has introduced special circumstances for the determination of sentence for hate crime in the Criminal Code amended in December 2012. If a criminal offence is committed through hate based on race or religion, national or ethnic affiliation, sex, sexual orientation or gender identity of another, the court shall consider any aggravating factors except when it is not stipulated as a feature of the criminal offence. However, the State still neglects to consider mitigating factors. Moreover, it does not pay sufficient attention to eliminating verbal expressions of hatred and discrimination that often precede crimes motivated by hate. The paper discusses the possibility of improving education and coordinated activities of the State, particularly of courts, prosecutors, police and local self-governments, to combat hate speech and hate crimes. The aim of the paper is to present mechanisms of improving institutional capacities to prevent these phenomena that have been implemented within the project "Implementation of Anti-Discrimination Policies in Serbia" financed by the European Union. The paper concludes that central to the success of this process are the education of state actors, and the development of a value system based on equality and acceptance of diversity.

This paper will assess the results of transition in the Yugoslav successor states using objective and subjective criteria. Four objective criteria related to economic growth will be used to compare economic performance in Yugoslavia and its successor states; 1. Speed of recovery after war/change in system, 2. Absolute growth rates, 3. Relative growth rates, 4. Place in world development. This will be supplemented by a survey of public opinion conducted by the European Bank for Reconstruction and Development.All the four objective criteria show that the Yugoslav economy performed much better than the economies of its successor states. The survey shows that only 20 percent of population are happy with the results of transition in South Eastern European countries, while 64 percent are unhappy and 16 percent are undecided. In the former Yugoslavia much less than 20 percent of population are happy with the changes brought by the transition.

Prema definiciji Interseks zajednice Severne Amerike, pojam interseks koristi se za osobe rođene sa hormonskim, hromozomskim ili anatomskim polnim obrascima koji ne odgovaraju društvenim i medicinskim očekivanjima muških ili ženskih polnih karakteristika. Između 0,05 i 1,7% stanovništva rađa se sa nekim od interseks stanja koji imaju veliki broj oblika. Standardna medicinska procedura postupanja sa interseksualnim licima podrazumeva postupak normalizacije pola, odnosno korektivne genitalne hirurške intervencije i horomonsku terapiju, sa ciljem da definiše polne organe u skladu sa jednim od dva priznata pola i odgovori na opresivne zahteve heteronormativnosti u kojoj je interseksualno telo devijacija od "normalne telesnosti". Rasprave o interseksualnosti posebno su aktualizovane na polju bioetike kroz radove E. Feder i A. Dreger. Uvidom u određeni broj teorijskih i empirijskih radova na temu interseksulanosti u oblasti obrazovanja, zaključujemo da je njihova zastupljenost zanemarljiva. Cilj rada bio je da se, pošavši od konceptualnog okvira kvir studija kao analitičkog modela koji locira i eksploatiše nekoherentnost hromozomskog pola, roda i seksualne želje, formulišu smernice za unapređivanje obrazovnog zakonodavstva i obrazovne prakse kojima se na bolji način reguliše status interseks dece i mladih. Osnovu za teorijsku analizu predstavljali su rezultati studije "Interseks – ka stvaranju intersekcionalne platforme" organizacije Geten LGBTIQA iz 2019. godine čiji se globalni zaključak tiče pravne nevidljivosti interseks lica u Srbiji koju prati patologizujući medicinski diskurs. Na osnovu naše možemo zaključiti da je neophodno unaprediti obrazovne politike i prakse koje prepoznajemo i kao ključne predlažemo: vidljivost interseksualnih lica u obrazovnoj legislaturi počevši od predškolskog obrazovanja, informisanje aktera školskog života o stanju interseksualnosti i njegovim varijacijama, prevencija nasilja i diskriminacije prema interseks deci i mladima, ohrabrivanje prava interseks dece i mladih na samoodređenje. Ističe se potreba za osmišljavanjem i sprovođenjem kvalitativnih pedagoških istraživanja intreseksualnosti iz dečje perspektive koja mogu destabilizovati normativni diskurs polnosti/telesnosti i depatologizovati interseksualnost. Inkorporiranost zahteva iz dokumenta Promišljanje obrazovanja: ka zajedničkom globalnom dobru (UNESCO, 2015) vidimo kao dobru startnu osnovu za građenje nacrta obrazovne politike koja se temelji na humanističkim nasuprot utilitarističkim vrednostima. ; According to definition of the Intersex Society of North America, the term intersex is used to refer to persons born with hormonal, chromosomal or anatomical gender patterns which do not correspond with social and medical concepts of male or female gender characteristics. Between 0.05% and 1.7% of the population is born with an intersex condition that may take numerous forms. The standard medical procedure for dealing with intersex persons involves the gender normalizing procedure, i.e. corrective genital surgery and hormone therapy whose aim is to define sexual organs according to one of the two recognized genders and respond to oppressive demands of heteronormativity in which intersex body is a deviation from a "normal corporeality". Discussions about intersexuality have been particularly topical in the field of bioethics through the works of E. Feder and A. Dreger. By examining a number of theoretical and empirical papers on intersexuality in the field of education, we conclude that their representation is meagre. The aim of the paper is, starting from the conceptual framework of queer studies as analytical model that locates and exploits the incoherence of chromosomal sex, gender and sexual desire, to formulate guidelines for improvement of education legislation and practice so as to regulate the status of intersex children and young people better. The starting point for theoretical analysis is the result of the 2019 Geten LGBTIQA study: "Intersex – Towards Building an Intersectional Platform" whose global conclusion concerns the legal invisibility of the intersex persons in Serbia, followed by pathologizing medical discourse. Upon our analysis, we can conclude that it is necessary to improve educational policies and practices. The key improvements we propose are the following: visibility of intersex persons in education legislation starting from the pre-school education, informing the participants of school life about the state of intersexuality and its variations, prevention of violence and discrimination against intersex children and youth, encouraging the right of intersex children and young people to self-determination. The need to design and conduct qualitative pedagogic researches of intersexuality from the children's perspective that can destabilize normative discourse of sexuality/corporeality and depatologize intersexuality is emphasized. Inclusion of requirements from the document: Rethinking education: towards a common global good (UNESCO, 2015) is perceived as a good starting point for creating a draft of education policy which is based on humanistic and not utilitarian values. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Škole se širom sveta nalaze pred novim zahtevima, a jedan od njih, posebno izražen u neoliberalnoj eri i kulturi revizije, jeste standardizacija uspeha učenika preuzeta iz sveta ekonomije. Mišljenja o standardizaciji uspeha učenika ili škola su podeljena. Sistematski smo analizirali relevantnu literaturu kako bismo istražili različita viđenja standarda. Standardi se smatraju dobrim pokazateljima koji omogućavaju poređnje među državama i pružaju smernice za inovacije i/ili reforme, pošto su obrazovni sistemi tradicionalno zasnovani na implicitnim standardima. Postavljanje eksplicitnih standarda olakšava posao nastavnicima i učenicima jer znaju šta se od njih očekuje. Osnovu ovakvog pristupa čini verovanje političara da mogu jasno prepoznati šta bi studenti trebalo da znaju i za šta bi trebalo da budu osposobljeni. Protivnici ovakvom mišljenju smatraju da je postavljanje eksplicitnih standarda inherentno štetno jer može umanjiti kvalitet onoga što se meri. Standardi se ne odnose na potpunu valorizaciju studenata, niti na kompetencije važne za uključivanje u svet rada. Uspeh učenika ima višestruke ciljeve koji se ne odražavaju u standardizovanim testovima, a moguće je i preusmeravanje resursa s jedne grupe učenika na druge, što često nije opravdano ili transparentno. Standardizacija uspeha učenika stvorena je analogijom sa privredom po kojoj studenti postaju ,,proizvodi", a njihovo ponašanje se definiše kao ,,izlazne veštine", ,,kompetencije" i ,,ishodi". Postavljanje standarda počiva na implicitnoj pretpostavci da je obrazovni proces kulturološki neutralan i da ne uzima u obzir etničku pripadnost i društvenu klasu, ali pokušava da homogenizuje učenike stavljajući ih u kvantifikovane kategorije. Sam koncept standarda je nejasan. Stoga, standardizacija baca senku na romantičnu predstavu o poslovnom sektoru kao primeru dobre prakse i iziskuje redefinisanje cilja i svrhe obrazovanja. ; There are new demands for schools around the world, and one of them, particularly expressed in the neoliberal era and audit culture, is standardization of student achievements that has been transferred from the world of economics. The opinions about standardization of student or academic achievements are not united. We used systematic analysis of relevant literature to explore different perspectives on standards. Standards are considered to be a good indicator that allows cross-national comparisons and provides guidance for innovation and/or reform, since education systems are traditionally based on implicit standards. Setting explicit standards makes work easier for teachers and students because they know what is expected from them. The basic foundation of this approach is the politicians' conviction that they can clearly identify what students need to know and what they need to be capable of. The opponents believe that setting explicit standards is inherently damaging because it can reduce the quality of what is measured. Standards do not allow for full valorisation of students or competences that are important for inclusion in the world of work. Student achievement has multiple goals that are not reflected in standardized tests, and it is also possible to redirect resources from one group of students to others, which is often not justified or transparent. Standardization of student achievement was created by analogy to industry, whereby students become "products", and their behaviour is defined as "exit skills", "competences" and "outcomes". Setting standards rests on the implicit assumption that educational process is culturally neutral and does not take into account ethnicity and social class, but tries to homogenize students by placing them in quantified categories. The mere construct standard, is not clear. For this reason, standardization casts a shadow on romantic presentation of the business sector as the example of good practice, and requires redefining the goal and purpose of education. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Cilj rada je kritička ananliza konceptualizacije motivacije za obrazovanjem u političkim dokumentima Evropske unije. Na primeru serije objavljenih Komunikacija Evropske komisije u poslednje dve decenije sagledavaju se ključne karakteristike konceptualizacije motivacije za visokim obrazovanjem. S obzirom na to da Evropska komisija nema legislativna ovlašćenja nad sistemima obrazovanja država članica, ona svoj uticaj može ostvariti pomoću organizovanih političkih inicijativa i iznošenjem svog mišljenja. Komunikacije Evropske komisije predstavljaju značajan vid javnog promovisanja mišljenja, vizija i vrednosti EU u politici visokog obrazovanja. Analizom sadržaja sedam objavljenih Komunikacija u periodu od 2003. do 2018. godine može se zaključiti da obrazovna politika Evropske unije tematizuje problem motivacije za visokoškolskim obrazovanjem prevashodno instrumentalno, kao deo ekonomske agende razvoja društva. Prećutno se podrazumeva dominacija spoljašnje motivacije u sistemu visokog obrazovanja. Visoko obrazovanje se shvata kao usluga, student kao korisnik obrazovnih usluga, a problem individualne motivacije za obrazovanjem konceptualizuje se kao investiranje u ljudski kapital. Sa stanovišta obrazovnih institucija, motivacija za obrazovanjem se razmatra kao problem ponude obrazovnih usluga i usklađivanja sa aktuelnim i budućim potrebama tržišta rada. Vrednost visokog obrazovanja u celini razmatra se iz ekonomske perspektive. Pedagoške implikacije svođenja složenog procesa motivacije za obrazovanjem u okviru celokupnog sistema visokog obrazovanja na instrumentalne spoljašnje podsticaje može se opisati kao redukcionizam, odnosno zanemarivanje mnogostrukih motiva i vrednosti koji visoko obrazovanje čine socijalno poželjnim i individualno potrebnim. ; The aim of this paper is a critical analysis of conceptualization of motivation for education in the European Union political documents. The key characteristics of conceptualization of motivation for higher education are deliberated on the example of a collection of published European Commission Communications in the past two decades. Given that the European Commission has no legislative powers over education systems of the member states, it exerts its influence through instruments of organized policy initiatives and expression of its opinions. European Commission Communications represent an important form of public promotion of EU opinions, visions, and values in higher education policy. By analysing the content of seven published Communications in the period from 2003 to 2018, it can be concluded that in the European Union educational policy, the problem of motivation for higher education is perceived primarily instrumentally, as a part of economic agenda of society development. Dominance of external motivation in the higher education system is tacitly assumed. Higher education is understood as service, the student as user of educational services, and the problem of individual motivation for education is conceptualized as investment in human capital. From the point of view of educational institutions, motivation for education is perceived as the problem of offering educational services and harmonization with current and future needs of the labour market. The value of higher education as a whole is considered from economic perspective. Pedagogical implications of reducing a complex process of motivation for education in the entire higher education system to instrumental external incentives, can be described as reductionism, i.e. neglect of multiple motives and values that make higher education socially desirable and individually necessary. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"

Konvergencija dohodaka je više od polovine veka predmet mnogih teorijskih i empirijskih istraživanja. Brojni istraživači su posvetili veliku pažnju ovom pitanju na koje, do sadašnjeg trenutka, ne postoji jasan odgovor, niti jedinstven rezultat. Iako je strana literatura bogata radovima čiji je predmet istraživanja konvergencija dohodaka među zemljama Evropske unije, kao i uticaj različitih faktora na konvergenciju dohodaka, u domaćoj literaturi ova oblast nije dovoljno istražena. Osim toga, još uvek je mali broj radova koji se bave ispitivanjem postojanja i brzine konvergencije dohodaka između zemalja Evropske unije i zemalja Zapadnog Balkana. S tim u vezi, predmet doktorske diseratcije je dohodovna konvergencija zemalja Zapadnog Balkana i članica Evropske unije u kontekstu evropske ekonomske integracije. Cilj istraživanja u doktorskoj disertaciji je da se pruži odgovor na pitanje da li postoji konvergencija dohodaka među zemljama Evropske unije. Takođe, cilj istraživanja je utvrđivanje razlike u brzini konvergencije dohodaka između razvijenih zemalja Evropske unije, s jedne strane, i Novih zemalja članica Evropske unije i zemalja Zapadnog Balkana, s druge strane. Pored toga, cilj istraživanja u doktorskoj disertaciji je i utvrđivanje faktora koji utiču na konvergenciju dohodaka. Rezultati empirijske analize pokazuju postojanje dohodovne konvergencije među zemljama Evropske unije. Osim toga, dokazano je da Nove zemlje članice Evropske unije i zemlje Zapadnog Balkana, s jedne strane, imaju bržu konvergenciju dohodaka od grupe razvijenih zemalja Evropske unije. Analizom smera i intenziteta delovanja različitih faktora na konvergenciju dohodaka, dobijeni su rezultati koji ukazuju na pozitivan uticaj bilateralne trgovine na dohodovnu konvergenciju, pozitivan uticaj stranih direktnih investicija na dohodovnu konvergenciju centralnoevropskih tranzicionih zemalja u pretkriznim godinama, kao i pozitivan uticaj prisutnosti ekonomskih sloboda u godinama posle Globalne ekonomske krize. Reformski procesi nisu pokazali snažan i kontinuiran uticaj na dohodovnu konvergenciju centralnoevropskih tranzicionih zemalja. ; Income convergence has been the subject of many theoretical and empirical research for more than half a century. Many researchers devoted great attention analyzing income convergence among countries. However, there is still no clear answer, nor a unique result about this topic. Although foreign literature has vast number of papers that examine income convergence among the European Union countries, as well as the effect of various factors on income convergence, this field has not been sufficiently explored in domestic literature. In addition, there is still a small number of papers that test the existence and speed of income convergence between the developed countries of the European Union and the Western Balkan States. In this regard, the subject of the doctoral dissertation is income convergence of the Western Balkan States and European Union member states in the context of European economic integration. The aim of the research in the doctoral dissertation is to determine the existence of income convergence among the European Union countries. Also, the aim of the research is to determine the difference in the speed of income convergence between developed countries of the European Union, on the one hand, and New Member States and Western Balkan States, on the other. In addition, the aim of the research is to determine factors that affect income convergence. The results of the empirical analysis show the existence of income convergence among European Union countries. The results also show higher speed of income convergence of Western Balkan States and New Member States, compared to developed European Union members, depending on the observed subperiod. By analyzing the direction and intensity of various factors on income convergence, results indicate positive impact of bilateral trade, positive impact of foreign direct investment in the pre-crisis years, and positive effect of presence of economic freedom in the years after Global economic crisis. Reform processes haven't shown a strong and continuous effect on income convergence of Central European transition countries.

Visoko obrazovanje u Sjedinjenim Američkim Državama je po većini kvantita¬tivnih i kvalitativnih pokazatelja najbolje na svetu. Univerziteti u Sjedinjenim Američkim Državama, zajedno sa onima u Ujedinjenom Kraljevstvu, privlače najbolje studente ne samo iz Evrope već širom sveta uključujući najmnogoljudnije zemlje i rastuće ekonomije poput Kine, Indije, Brazila ili Indonezije. Istovremeno, priznati profesori i istraživači mahom rade u Sjedinjenim Američkim Državama, imajući u vidu sjajne uslove za rad i istraživanja. Međutim, snaga američkih univerziteta je istovremeno i njihova slabost u kontekstu COVID-19 epidemije. Većina univerziteta su privatni univerziteti koji u potpunosti zavise od tržišta, donacija, a ponajviše studentskih školarina. Epidemija je zaoštrila problem marketizacije obrazovanja u SAD imajući u vidu da većina studenata preispituje nastavak školovanja u novonastalim uslovima, ekonomske neizvesnosti koju epidemija donosi, kao i nesigurnog tržišta rada. Analizirajući studiju slučaja Nortvestern univerziteta, tekst se bavi ekonomskim i društvenim posledicama koje epidemija ima na visoko obrazovanje u Sjedinjenim Američkim Državama, kao i mogućim načinima njegovog prevladavanja.‎ ; Higher education in the United States is the best in the world according to most quantitative and qualitative indicators. Universities in the United States, along with those in the United Kingdom, attract the best students not only from Europe but around the world, including the most populous countries and growing economies such as China, India, Brazil or Indonesia. At the same time, renowned professors and researchers mostly work in the United States, given the excellent working and research conditions. However, the strength of American universities is, at the same time, their weakness in the context of the COVID-19 epidemic. Most universities are private universities that depend entirely on the market, donations, and mostly student tuition. The epidemic has exacerbated the problem of marketing education in the United States, bearing in mind that most students are reconsidering the continuation of schooling due to economic uncertainty that the epidemic brings and uncertain labour market. Focusing on the case study of Northwestern University, the text is analyzing the economic and social consequences of the epidemic on higher education in the United States, as well as possible ways to overcome it.