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by Nikola Stjepanovic This article is a quasi-statistical analysis of local government structure in Yugoslavia as it appears after the September 1955 reform. The inter-relations between the municipalities, the districts and the governments of the Federated and the Federative Republics are described by comparison with the former system, which comprised towns, non-autonomous urban districts, autonomous boroughs within towns, non-urban municipalities and, finally, districts or counties, which were all much more numerous than the present administrative units. Under the new system, only two types of unit have been retained: the Federated Republics are divided into districts, each of which includes a number of municipalities. Municipalities. The basic organ of local self-government is the People's Municipal Council, and enactments by either the Federated or the Federative Republics determine the competence of each of the four rungs of the administrative ladder. All matters not expressly reserved by the Constitution are within the scope of the municipal authorities; they include economy and finance, town planning, public health, social welfare, labour relations and, broadly speaking, home affairs. The People's Municipal Council is unicameral and elected for a three-year term by all the permanent residents. The number of councillors varies between 15 and 50, according to local conditions. A President, i.e. mayor, and sometimes also a Vice-President, are elected by the Council from among its members and are remunerated. The Council may set up committees, for one year terms, composed of at least two councillors assisted by a variable number of citizens chosen for their competence. The chairman of such a health, education, social affairs or other committee is entitled to speak in all council debates on the business of his committee, even if he is not a councillor. A municipal chief clerk, with the title of Secretary, who is a professional civil servant, is in charge of the clerical and executive administrative services, and is empowered to suspend any decision of a committee, provided that he can show that it transgresses the law. The size of the administrative services is proportional to the population of the municipality, and the minimum of five sections (general administration and budget; economic affairs; culture, welfare and health; national defence; taxation), under the direct authority of the Secretary, will be found in municipalities, of 5,000 inhabitants or less. Where the population exceeds 5,000, there is a Tax Collector in addition to the Secretary. Municipal employees are State civil servants. The fundamental principle of political philosophy in Yugoslavia is that all powers stem from the people. It follows that separation of powers is less marked than separation of duties. Other forms of expression of direct democracy are also part of the organisation of local government. Ward committees, of which the municipal councillors are ex officio members, may be elected. Meetings of electors may be convened, especially in rural areas, and must be held if one-tenth of the electorate so requests, but municipal councillors are not allowed to preside over them, although expected to attend. Moreover, local referendums may be organised and are, indeed, compulsory at the request of one-fifth of the electorate. Mr. Stjepanovic proceeds to a detailed examination of the economy of the municipalities and their competence in that field, and of the legal position of the municipalities in the general structure of the State. The municipalities are legal entities both in private and public law. Districts. The administrative status of districts has not been modified by the Act of 1955. The district serves as a reviewing and controlling authority: all local decisions must be referred to it, and are subject to possible suspension or annulment within a period of two months. Appeal may then be lodged with the Federated Republic within 15 days of notification by the District Council of its adverse decision. The District Council is also empowered to enforce mandatory measures if the municipality refuses or neglects to fulfil its obligations. Although the municipalities may appeal against action by the higher authorities, both to the Federated or the Federative Republic, on matters reserved by law to either, or even to their respective People's Assembly if the appeal is against a Government, such action is not in itself suspensive. The competence of the Districts extends to affairs of common interest to all the municipalities in their geographical area. The District implements, or controls the implementation of, the laws of the Federative Republic and the Federated Republics. In particular it is competent in matters pertaining to printing and publishing, the rights and privileges of inventors, the establishment and termination of public undertakings and their workers' councils, local budget control, marine fisheries, nature conservation and afforestation, public markets, tax assessment, town planning and building, public health control, narcotics, pharmacy, health resorts, social security and welfare, supervision of labour relations, secondary schools, school inspection, para-military defence training, archives and museums, home affairs such as elections, prisons, the lower courts, the public registry of births, marriages and deaths, citizen identification, capital executions, religious processions and collections outside the church premises, and so forth. District Assemblies are bi-cameral; they have a District Chamber and a Chamber of Producers. The first is elected by universal, direct, uninominal and secret ballot. The Chamber of Producers is composed of delegates of workers in (1) industry, transport, trade and crafts, and (2) agriculture, proportionally to each group's contribution to the product of the district. Both chambers have equal precedence. The District, as a corporate body, is, like the municipalities, an entity at law, both public and private. It similarly has a president, a secretary, Assembly chairmen, committees, and so on. In conclusion, attention is drawn to what was published in our issue No. 1 of 1954: the basic characteristic of Yugoslav administration is decentralisation and self-government. The Chambers of Producers and the Workers' Councils provide the Socialist means to this end. And the State itself is no longer conceived as a coexisting, coercitive factor in public administration.

Author's introductionAlthough criminologists have long dominated the field of school violence research, there has been a growing body of research by cultural sociologists in this area as well. In many ways, a cultural approach to understanding school violence has taken school violence beyond the realm of just criminal and physical acts of violence. These scholars have begun to examine verbal, emotional, sexual, and racial expressions violence, as well as violence that is perpetuated by institutions, what Bourdieu has called symbolic violence. Courses that take this perspective explore how cultural concepts, or what Swidler calls a 'cultural toolkit', can be used as a lens for analyzing the experiences and practices of school violence. This can include, for example, an examination of how the dominant American ideology of meritocracy and competition can foster fights between middle school students, or how a feminine identity might push girls to be relationally aggressive towards each other rather than physically aggressive. In this regard, cultural sociology broadens our understanding of what constitutes school violence to uncover a wide spectrum of behaviors, attitudes and beliefs that may indeed lead to more overt expressions of violence. In doing so, a cultural approach can also help educators rethink discipline policies that have been created to resolve this social problem.Author recommendsSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review51: 273–86.Swidler's concept of a cultural toolkit provides a strong foundation for any cultural sociology course. Swidler defines a cultural toolkit as the symbols, stories, rituals, beliefs, ideologies and practices of daily life through which people use to shape their behavior. This paper presents a broad understanding of culture, which Swidler argues is not a unified system, but rather a set of complex and changing concepts from which we select different pieces from in order to construct different strategies of actions. When considering cultural approaches to school violence, it is useful to consider this broad definition of culture.Henry, Stuart 2000. 'What is School Violence? An Integrated Definition.'Annals of the American Academy of Political and Social Science567: 16–30.Henry provides a definition of school violence that transcends physical violence and interpersonal violence between students to include psychological, emotional, ethical and moral violence that occurs not only between students, but also includes harm committed by teachers and organizations against students. This latter form of harm can include tracking, school security, sexual harassment, or essentially anything that hinders the creativity, learning and academic success of a student. Henry argues that school violence must include symbolic violence, which he defines as the use of authority, power, and coercion to dominate an individual or group of people.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor, MI: University of Michigan Press.Ferguson builds on Bourdieu's concept of symbolic violence and Foucault's theory of disciplinary power to examine an intervention program for 'at‐risk' students, which was comprised of mainly 5th and 6th grade African‐American males. Her ethnography provides a great example of the benefit of using a cultural approach to studying violence, discipline and punishment in schools. For example, Ferguson argues that fighting among boys should be seen as a symbolic expression of masculinity and a space for boys to do emotional work, as well as a site for the production of power and a form of resistance to authority. Her work also explores how teachers and administrators can enact a form of symbolic violence onto students. She observed how the cultural behaviors of African‐American boys, for example, their use of Black English, was often translated by the teachers as 'problem behavior' and resulted in their label of 'Troublemaker'. Such labels often condemned the boys to the bottom rung of the social order and negatively impacted their academic success.Spina, Stephanie Urso, ed. 2000. Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.This edited collection examines school violence as a complicated and multi‐faceted phenomenon, exploring how political, economic, ideological and discursive practices contribute to school violence. This interdisciplinary book includes chapters from Donna Gaines, Henry Giroux, Peter McLaren, Stanley Aronowitz, and Paulo Freire and Donald Macedo. The authors expand the definition of violence by arguing that youth violence, adult violence and societal violence are all intricately connected, and therefore prevention of school violence would requires educators to move beyond reform that only takes place in the school system. Instead, violence prevention needs to implore a broader strategy for change that includes schools, families, communities, and beyond.Brown, Lyn Mikel 2003. Girlfighting: Betrayal and Rejection among Girls. New York, NY: New York University Press.Mikel Brown conducted qualitative interviews with more than 400 girls from first grade through high school who were from different economic, racial and geographic backgrounds. She begins the book by analyzing the cultural messages that girls receive in the media; messages and images that she argues provide girls with a context for fighting among their peers. She draws on Paulo Freire's notion of horizontal violence to look at how girls' meanness to other girls is a result of their struggle to make sense of gender‐saturated images of beauty and heterosexuality that often reinforce their subordinate status in the world. Girlfighting then becomes an avenue to power for young girls in a culture that is rife with sexism. Unlike many other recent books on relational aggression among girls, Mikel Brown interrogates the complicated intersections of race, ethnicity, and class as it relates to girlfighting.Casella, Ronnie 2001. 'Being Down': Challenging Violence in Urban Schools. New York, NY: Teachers College Press.Casella's ethnography of Brandon High School, a small city school in a diverse neighborhood in upstate New York, takes a cultural‐ecological approach to school violence, capturing systemic, interpersonal and hidden forms of violence. He provides a thoughtful critique of intervention strategies that have been created to deal with school violence, such as peer mediation programs, the use of police officers in the hallways, and D.A.R.E. programs, because these programs only address individual acts of violence and do not account for the realities of urban environments, prejudice, economic injustice and poverty that underlie and contribute to school violence.Merten, Don E. 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly25(1): 29–43.Don Merten has published several articles that provide a useful framework for examining aggressive behavior from a cultural standpoint. The data from this article come from a larger ethnographic project of predominantly middle class students in a suburban area who recently transitioned from elementary to junior high school. Merten argues that middle class culture promotes and celebrates individualism, success and hierarchy, which in turn creates a culture that promotes aggressive behavior among students, because students learn that meanness can be an easy avenue for gaining power and status in the hierarchy of cliques in schools.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives48(1): 25–48.Morris draws on Bourdieu's classic reproduction theory to look at the relationship between cultural capital and bodily discipline as it relates specifically to clothing styles and manners. This article is based on an ethnographic study of an urban middle school in Texas that recently enlisted a 'Standard Mode of Dress' uniform policy. The regulation of dress became a constant source of conflict between the students and staff at the school, but had the most punitive effect on poor and racially ethnic minority students, whose cultural styles tended to be negatively stereotyped by the teachers. These students were more likely to punished for violating the policy, even though all social class and racial groups, to some degree, violated the policy. This harsher punishment engendered resistance and alienation among the minority students, which Morris argues had the potential of pushing these students away from school, further reproducing the very inequalities that the school was trying to change.Online materials http://nces.ed.gov/programs/crimeindicators/crimeindicators2008/ The National Center for Education Statistics puts out an annual report on indicators of School Crime and Safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. The report covers not just overt forms of school violence, such as bringing a weapon to school, fighting, and teacher injuries, but also covers bullying, victimization, student perceptions of school safety, and availability and use of drugs and alcohol. http://www.cdc.gov/HealthyYouth/yrbs/index.htm The Youth Risk Behavioral Surveillance System is a school‐based survey conducted by the Centers for Disease Control and Prevention. The survey is conducted every 2 years and provides a representative sample of 9th through 12th graders in public and private schools in the United States. The YRBSS asks a wide variety of questions, but most relevant to school violence include self‐reported responses about behaviors that might lead to unintentional injuries and violence, such as carrying a weapon to school, being threatened by a weapon or being in a fight on school grounds. These data serve a useful comparison between student self‐reporting of violent behavior and school reporting of incidents of school violence. http://www.sshs.samhsa.gov/default.aspx The Safe Schools/Healthy Students website is a federal initiative by the U.S. Departments of Education, Justice, and Health and Human Services. It provides many useful resources, including links federal reports on school safety, a list of related websites, and video podcast discussions of school violence that can be used in the classroom. http://www.hrw.org/legacy/reports/2001/uslgbt/toc.htm 'Hatred in the Hallways: Violence and Discrimination against Lesbian, Gay, Bisexual and Transgender Students in U.S. Schools' is a report conducted by the Human Rights Watch. Data consists of interviews with 140 students, ages 12–21, and 130 parents, teachers, administrators and counselors across seven states, in every region of the U.S. The findings discuss a broad spectrum of violent behavior, including verbal harassment, homophobia, and physical violence. It can be useful for classroom discussion because each finding section of the report includes a 'case study' of one of the participants with direct quotes from their interview. http://www.aauw.org/research/hostile.cfm 'Hostile Hallways: Bullying, Teasing and Sexual Harassment in School' is a national report conducted by American Association of University Women on 8th to 11th grade students. The study found that 8 in 10 students experienced some form of harassment during their time in school. Both the executive summary and entire report are available to download on the website.Sample syllabusCourse outline and selected reading assignmentsSection 1: Introduction to cultural sociologyDefining CultureSwidler, Ann 1986. 'Culture in Action: Symbols and Strategies.'American Sociological Review 51: 273–86.Jepperson, Ronald and Ann Swidler 1994. 'What Properties of Culture Should We Measure?'Poetics 22: 359–71.Cultural Capital and Symbolic ViolenceBourdieu, Pierre and Jean‐Claude Passeron 1977. Reproduction in Education, Society and Culture. London: Sage.Lareau, Annette, and Elliott B. Weininger 2003. 'Cultural Capital in Educational Research: A Critical Assessment.'Theory and Society 32: 567–606.Reproduction TheoryMacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 2, 'Social Reproduction in Theoretical Perspective.' Pp. 11–24 and Chapter 8, 'Reproduction Theory Reconsidered,' pp. 135–54.Cultural PedagogyGiroux, Henry 2000. 'Representations of Violence, Popular Culture and Demonization of Youth.' Pp. 93–105 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. Edited by Stephanie Urso Spina. New York, NY: Rowan and Littlefield.Section 2: Broadening the definition of school violenceHenry, Stuart 2000. 'What is School Violence? An Integrated Definition.' Annals of the American Academy of Political and social Science 567: 16–30.Watkinson, Ailsa 1997. 'Administrative Complicity and Systemic Violence in Education.' Pp. 3–24 in Systemic Violence in Education: Promise Broken. Edited by Juanita Ross Epp and Ailsa M. Watkinson. Albany, NY: State University of NY Press.Urso Spina, Stephanie 2000. 'Violence in Schools: Expanding the Dialogue.' Pp. 1–40 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and LittlefieldCasella, Ronnie 2001. 'What is Violent about School Violence? The Nature of Violence in a City School.' Pp. 15–46 in Preventing Violence in Schools: A Challenge to American Democracy. Edited by Joan Burstyn. Mahwah, NJ: Lawrence Erlbaum Associates.Elliott, Delbert S., Beatrix Hamburg, and Kirk R. Williams 1998. 'Violence in American Schools: An Overview.' Pp. 3–30 in Violence in American Schools. Edited by Delbert S. Elliott, Beatrix A. Hamburg, and Kirk R. Williams. Cambridge, UK: Cambridge University Press.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part I, Chapters 1–3, pp. 3–76.Section 3: Ideology and aggressionMerten, Don 1994. 'The Cultural Context of Aggression: The Transition to Junior High School.'Anthropology and Education Quarterly, v. 25 (1): 29–43.Willis, Paul 1977. Learning to Labour: How Working Class Kids Get Working Class Jobs. Farnborough, England: Saxon House.Newman, Katherine 2004. Rampage: The Social Roots of School Shootings. NY: Basic Books. Read Part II, Chapters 4–7, pp. 77–178.MacLeod, Jay 1987. Ain't No Makin' It: Aspirations and Attainment in a Low Income Neighborhood. Oxford: Westview Press. Read Chapter 6, 'School: Preparing for Competition,' pp. 83–111.Devine, John 1997. Maximum Security: The Culture of Violence in Inner‐City Schools. Chicago: University of Chicago Press. Read Chapter 1, 'Schools or 'Schools'? Competing Discourses on Violence,' pp. 19–46.Section 4: Cultural scripts – masculinityKimmel, Michael S. and Matthew Mahler 2003. 'Adolescent Masculinity, Homophobia, and Violence.'The American Behavioral Scientist 46(10): 1439–58.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 4, 'Naughty by Nature,' pp. 77–99 and Chapter 6, 'Getting into Trouble,' pp. 163–96.Bender, Geoff 2001. 'Resisting Dominance? The Study of a Marginalized Masculinity and its Construction within High School Walls.' Pp. 61–78 in Preventing Violence in Schools: A Challenge to American Democracy. Mahwah, NJ: Lawrence Erlbaum Associates.Klein, Jessi and Lynn S. Chancer 2000. 'Masculinity Matters: The Omission of Gender from High‐Profile School Violence Cases.' Pp. 129–62 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 5: Cultural scripts – femininityEder, Donna 1985. 'The Cycle of Popularity: Interpersonal Relations among Female Adolescents.'Sociology of Education 58(3): 154–65.Merten, Don 1997. 'The Meaning of Meanness: Popularity, Competition, and Conflict Among Junior High School Girls.'Sociology of Education 70(3): 175–91.Merten, Don 2005. 'Transitions and 'Trouble': Rites of Passage for Suburban Girls.'Anthropology and Education Quarterly 36(2): 132–48.Artz, Sibylle 2004. 'Violence in the Schoolyard: School Girls' Use of Violence.' Pp. 167–90 in Girls' Violence: Myths and Realities, edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Morris, Edward W. 2007. ''Ladies' or 'Loudies'? Perceptions and Experiences of Black Girls in Classrooms.'Youth & Society 38: 490–515.Mikel Brown, Lyn 2003. Girlfighting: Betrayal and Rejection among Girls. NY: New York University Press.Section 6: Culture resources and school violence – languageLanguage and Symbolic ViolenceFerguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 7, 'Unreasonable Circumstances,' pp. 197–226.Youth Talk about ViolenceDiket, Read M. and Linda G. Mucha 2002. 'Talking about Violent Images.'Art Education March: 11–7.Morrill, Calvin, Christine Yalds, Madelaine Adelman, Michael Musheno, and Cindy Bejarano 2000. 'Telling Tales in School: Youth Culture and Conflict Narratives.'Law & Society Review 34(3): 521–65.Burman, Michele 2004. 'Turbulent Talk: Girls Making Sense of Violence.' Pp. 81–103 in Girls' Violence: Myths and Realities. Edited by Christine Alder and Anne Worrall. Albany, NY: State University of New York Press.Obidah, Jennifer 2000. 'On Living (and Dying) with Violence: Entering Young Voices in the Discourse.' Pp. 49–66 in Smoke and Mirrors: The Hidden Context of Violence in Schools and Society. New York, NY: Rowan and Littlefield.Section 7: Culture resources and school violence – clothingClothing and School Safety DebatesHolloman, Lillian and Velma LaPoint, Sylvan I. Alleyne, Ruth J. Palmer, and Kathy Sanders‐Phillips 1996. 'Dress‐Related Behavioral Problems and Violence in Public School Settings: Prevention, Intervention, and Policy—A Holistic Approach.'The Journal of Negro Education 65(3): 267–281.Stanley, M. Sue 1996. 'School Uniforms and Safety.'Education and Urban Society 28(4): 424–35.Gereluk, Dianne 2008. 'Limiting Free Speech in the United States.' Pp. 41–64 in Symbolic Clothing in Schools: What Should Be Worn and Why. New York, NY: Continuum.Brunsma, David L., ed. 2006. Uniforms in Public Schools: A Decade of Research and Debate. Lanham, MD: Rowman & Littlefield Education.Clothing, School Policies and Symbolic ViolenceHorvat, Erin McNamara 1999. '"Hey, Those Shoes are Out of Uniform": African American Girls in an Elite High School and the Importance of Habitus.'Anthropology and Education Quarterly 30(3): 317–42.Morris, Edward 2005. '"Tuck in that Shirt!" Race, Class, Gender and Discipline in an Urban School.'Sociological Perspectives 48(1): 25–48.Ferguson, Ann Arnett 2000. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press. Read Chapter 3, 'School Rules,' pp. 49–73.FilmsTough guise: violence, media, and the crisis in masculinity (2002)This Media Education Foundation film explores the relationship between popular culture and the construction of violent masculinity. Of particular relevance to this class, the film examines how the construction of masculinity relates to school shootings. The film is directed by Sut Jhally and narrated by Jackson Katz. This film could be used in the section Cultural Scripts – Masculinity.Wrestling with manhood: boys, bullying and battering (2004)This Media Education Foundation film, written and directed by Sut Jhally, examines the relationship between professional wrestling and the construction of masculinity. The film looks at how wrestling contributes to homophobia, violence against women and bullying in school. This film could be used in the section Cultural Scripts – Masculinity.School violence: answers from the inside (2000)This film originally aired on PBS''In the Mix,' a television series created by and for teens. The film examines stereotyping and conflict in schools through the eyes and voices of teenagers attending a diverse suburban high school. This film could be used in the section Cultural Resources – Language.The killer at Thurston high (2000)This PBS Frontline film focuses on Kip Kinkel, who in 1998, at the age of 15, shot his mother and father, and then opened fire at his school in Springfield, Oregon, killing two and injuring 25. He is currently serving 111 years in prison. The film provides an understanding of the tragedy through multiple viewpoints, including interviews with Kip's sister, teachers and psychiatrists. This film could be used in the section Broadening the Definition of School Violence.Mean girls (2004)Written by Tina Fey and based on Rosalind Wiseman's book, Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and Other Realities of Adolescence, this fictional account of 'mean girls' is a film that most college students will be familiar with. Clips from the film can be used in the section Cultural Scripts—Femininity to begin a discussion about relational aggression between girls in schools. It can also be used to examine the role that racism and classism play in our public perception of violent behavior, particularly since 'mean girls' in this film tend to be constructed as white and upper class, whereas in contrast, 'violent girls' in film have historically been constructed as poor, young women of color.Project ideas1. Social Policy and Intervention. This assignment is intended to get students critically thinking about how educators approach school violence. Have students pick either a national intervention program, such as D.A.R.E., or a local school policy created to deal with school violence. Begin by analyzing how school violence is defined and what type of intervention/prevention is being proposed. Require students to use a cultural approach to understand and critique the policy. In writing the paper, students should consider the following questions. How would a cultural sociologist define violence? What types of violence are missing from this policy? How would this policy be different if it took into account a cultural approach? The book, 'Being Down': Challenging Violence in Urban Schools (2001) by Ronnie Casella provides a good background resource for completing this assignment.2. Observation Project: Clothing and School Safety. Students will begin by gaining permission to observe at a local middle school or high school. Begin by analyzing the school policy towards clothing. Some schools might have an official uniform policy, whereas others might have policies regarding certain types of clothing (i.e. gang clothing, clothing with profanity, etc.) Next, spend several days observing students in non‐classroom settings, like the hallways, cafeteria, bus or playground. Take detailed fieldnotes. Pay particular attention to the clothing that students wear, any discussion made about clothing by either students or teachers, the relationship between clothing and identity, how clothes are used as a site of resistance, and how clothes might cause conflict between students, or between students and teachers. (You may also want to informally interview students about their perception of the school's policy on clothing, how they negotiate rules about clothing, and how they see clothing policies as contributing to conflict and violence, as well as school safety.) As a class, develop a coding scheme for the fieldnotes. Each student will then individually write an analysis paper on the relationship between clothing, conflict, discipline policies, and school violence.3. Mean Girls: Examining Relational Aggression in Schools. There has been much public attention in recent years to 'mean girls.' As a class, view the film Mean Girls during the course section, Cultural Scripts – Femininity. As a class, develop an interview guide with about six open‐ended questions (i.e. What were your experiences with 'mean girls' in high school? How did you or a close friend deal with being the victim of relational aggression? To what extent did you ever participate in being a 'mean girl'? How did teachers at your school respond to relational aggression between girls?) Next, have students interview six female students using the class interview guide. Students can work individually or in groups to write a paper that compares and contrasts the social construction of mean girls in the film with the actual perceptions of mean girls from their research participants. The analysis should be grounded in the social science research that students are reading on relational aggression.

ABSTRACT: This study aims to comprehensively examine the determinants of household poverty in Brazil, placing a specific emphasis on the heads of households as the primary unit of analysis. Household poverty is a critical and multifaceted issue in developing countries, a reality that holds true for Brazil as well. Understanding the intricate web of factors that contribute to household poverty is of paramount importance to policymakers, researchers, and advocates dedicated to poverty alleviation and socioeconomic development. Household poverty remains a persistent challenge in Brazil, with far-reaching social and economic consequences. To address this issue effectively, it is essential to identify the factors that contribute to poverty among households, particularly those led by individuals who are the primary income earners. These households often face unique economic and social challenges that demand targeted interventions. To analyze household poverty determinants, this study utilizes data from the "Pesquisa Nacional por Amostras de Domicílios Contínua" (Continuous National Household Sample Survey) (PNADC). The dataset provides comprehensive information on the individual characteristics of the household head and household-level attributes, offering a nuanced view of the factors at play. A probit model is employed to estimate the probability of a household head experiencing poverty, allowing for a examination of various factors. The research findings reveal several significant determinants of household poverty in Brazil. Firstly, households led by men are found to be less likely to be in a situation of poverty, shedding light on gender-related disparities in income and opportunities. Secondly, households with heads who have attained higher levels of education exhibit a lower probability of being in poverty, underscoring the importance of education as a pathway out of poverty. Moreover, urban households are found to be less prone to poverty compared to their rural counterparts, since households led by individuals who work in agricultural-related activities are more likely to experience poverty. This emphasizes the need for targeted rural development strategies. Additionally, households located in the North and Northeast regions of Brazil face a higher likelihood of poverty, possibly due to regional economic disparities that require specific policy attention. These findings have important policy implications for poverty alleviation efforts in Brazil. Policymakers should consider targeted interventions that focus on improving access to education, particularly in regions with higher poverty rates, as education is a powerful tool for poverty reduction. Efforts to promote gender equality and enhance economic opportunities in rural areas are also essential to address the diverse causes of poverty. Additionally, regional disparities in poverty should be addressed through comprehensive regional development initiatives that take into account the unique challenges faced by different areas of the country. Our results also highlight the importance of community-specific social programs, including conditional-cash transfers and incentives for childhood education, which can play a pivotal role in breaking the cycle of poverty in Brazil's diverse communities.

A questão sobre a juvenilização da Educação de Jovens e Adultos (EJA) no Brasil, em particular no Ensino Médio, tem sido objeto de pesquisas e debates, o que faz emergir a problemática sobre o caráter da sua oferta em determinados contextos territoriais. O presente trabalho teve por objetivo principal analisar a relação entre o fenômeno do crescimento de matrículas de jovens na modalidade EJA, na etapa do Ensino Médio, no município de São João de Meriti (SJM) localizado na grande região da Baixada Fluminense – RJ – e a ausência de políticas públicas neste município. Ancorada na perspectiva do materialismo histórico-dialético procedeu-se ao levantamento de sinopses estatísticas com acesso a dados abertos, a partir dos quais buscou-se compreender a dinâmica desta modalidade educacional em interfaces com a realidade vivenciada pelos jovens nesta cidade. Os resultados apontam que os jovens da EJA de São João de Meriti trazem a marca social da classe trabalhadora. As múltiplas determinações contribuem para o fenômeno da juvenilização da EJA do Ensino Médio, sendo agravadas em um município de periferia do capital, mas, necessário a este, articulado pelas relações de forças entre os governantes e os grupos sociais hegemônicos que constituem o poder local. A gestão governamental recorreu a estratégias políticas educacionais, institucionalizando a migração compulsória de jovens para a EJA, o que explicita o alinhamento da modalidade às orientações em curso fomentadas pelos organismos internacionais.
Palavras-chave: Direito à Educação. Educação em Periferias Urbanas. Juventude Trabalhadora.
AbstractThe question on the juvenilization of Youth and Adult Education (EJA) in Brazil, particularly in High School, has been the subject of research and debate, which gives rise to the issue of the character of is offer in certain territorial contexts. The main objective of this work was to analyze the relationship between the phenomenon of growth in enrollment of young people in the EJA modality, in the high school stage, in the municipality in São João de Meriti (SJM) located in the large region of Baixada Fluminense – RJ – and the absence of public policies in this municipality. Anchored in the perspective of historical-dialectical materialism, statistical synopses were surveyed with access to open data, from which an attempt was made to understand the dynamics of this educational modality in association with the reality experienced by young people in this town. The results indicate that young people from EJA in São João de Meriti bring the social mark of the working class. The multiple determinations contribute to the phenomenon of juvenilization of EJA in High School, being aggravated in a municipality on the outskirts of the capital, but, necessary for this, articulated by power relations between the rulers and the hegemonic social groups that constitute the local power. Government management resorted to educational political strategies, institutionalizing the compulsory migration of young people to EJA, which explains the alignment of the modality with the ongoing guidelines promoted by international organizations.
Keywords: Right to Education. Education in Urban Peripheries. Working Youth.

The subject of this study is the augmentation of portrayal of reality in fiction films by inclusion of documentary sequences. This article explores a hypothesis that in the spacetime continuum, film borders of cinematic genres, the divide between documentary and fiction cinema is disregarded. This divide appears if not artificial, then subordinated to the unity of each particular film as a text. The concept of con- nectivity can be applied to describe the relation of spaces of the documentary and the fictional sequences in a film. The Latvian cinema offers a wide range of instances for the generic fusion of the documentary and the fiction film as genre. The practice of including documentary sequences into the fiction films – in a tradition of the Riga poetic documentary school in the case of this study – (re)presents historical dynamics in film poetics. The appearance of several genre s paces in one spacetime continuum of a film (re)constructs the social space of film's production momentum. The documentary sequences in the fiction film function both as an added and illustrative value to the main fictional visual narrative, and gradually become a meaning-making element in the wholeness of this cinematic text. Initially in the short film Divi ("Two", 1965), directed by Mihails Bogins, filmed by Rihards Pīks, and later by Henrihs Pilipsons the documentary sequences were employed to (re)create the modern urban space. Later, as the practice of documentary inclusion became common in the middle of 1960s, the documentary sequences appeared in the musical film Elpojiet dziļi ("Breathe Deeply", 1967, directed by Rolands Kalniņš, cinematographed by Miks Zvirbulis) to construct multiplicity of spaces, uniting creative and factual realities in the narrated space of the film. The film Elpojiet dziļi demonstrates that the merger of genres, styles and spaces is creative to the extent of spilling off the screen and into the non-cinematic reality. The film is a story of a fictional boy band. It inspired formation of the band Menuets to re-enact the songs written for and performed in the film. The con nectivity of the documentary and the fiction sequences in this film achieve a level of connection where it is no longer possible to speak of subjugation of one genre to the other. It can be described as a construction of a new connected and permeable cinematic space. A further instance of the connectivity of documentary and fiction generic spaces in a film is the film Ābols upē ("Apple in the River", 1974, directed by Aivars Freimanis, cinematographed by Dāvis Sīmanis (sen)). This film represents a stream of multiple genres and a flow of various citations, inspirations and ideas featuring the cultural space of late Soviet republic of Latvia. In this film the connectivity of the documentary and the fictional episodes becomes rhetorical means of cinematic expression.

PurposeThis study aims to examine the comparative link between mobile money (MoMo) and entrepreneurship in East Africa. Apart from analysing the data to examine locational, gender and age heterogeneities in the MoMo–entrepreneurship nexus, the authors explore the potential roles of digital savings and access to digital credit in serving as transmission channels in the link between MoMo adoption and entrepreneurship.Design/methodology/approachThis paper uses nationally representative samples from Kenya, Tanzania and Uganda which were extracted from the fifth wave of the InterMedia Financial Inclusion Insights (FII) Program. The authors employ a suite of quasi-experimental microeconometric techniques—standard instrumental variable estimation, Lewbel two-stage least squares (2SLS) and propensity score matching.FindingsOverall, the authors' preferred endogeneity-corrected result suggests that adopters of MoMo are 24.4 percentage points more likely to engage in entrepreneurship. This result is robust to alternative ways of conceptualising MoMo adoption and different methods used in resolving endogeneity. The association between MoMo and entrepreneurship is stronger in Kenya compared to Uganda and not significant in Tanzania. The significant positive association between MoMo and entrepreneurship is observed among women and rural residents and not for their male and urban-located counterparts. MoMo significantly enhances entrepreneurship among the youth and adults but not the elderly. Digital savings and access to digital credit serve as important channels through which FinTech adoption influences entrepreneurship.Practical implicationsThe entrepreneurship-enhancing effect of MoMo adoption can be extended to discuss the possibility of employing MoMo as a policy tool to contribute to the attainment of Sustainable Development Goal (SGD) 8 which seeks to ensure full and productive employment and decent work for all. Incomes that accrue from entrepreneurial activities can also increase households' purchasing power to decrease poverty (SDG 1), reduce food insecurity (SDG 2) and provide resources needed to purchase clean and modern cooking and lighting fuels (SGD 7).Social implicationsThe growing rate of unemployment and vulnerable employment in Africa has been an issue of concern to policy makers. These problems have been caused by the inability of policy makers to create adequate jobs. The study's findings show that policies geared towards enhancing the diffusion of MoMo can augment efforts being made by governments to decrease the unemployment rate in Africa through increased entrepreneurship. The employment effect of MoMo can also be realised through the emergence of digital entrepreneurship which has been identified as having the potential to transform African economies to knowledge-based economies for sustainable development.Originality/valueThis study contributes to the MoMo literature by deviating from the focus of existing studies which have emphasised more on the intermediate outcome (performance) and less on the immediate (i.e. entrepreneurship or small business venturing). This helps to highlight the entrepreneurship effect of MoMo which has evolved from a simple peer-to-peer payment system to a complex one that provides savings, credit, insurance and other products.

Environmental alert in Mexico City: In May 2019, the air pollution situation worsened to such an extent that the environmental alert was declared for several days. The people in the metropolis of almost 22 million inhabitants were exposed to extreme concentrations of various air pollutants. But even when the environmental alert has not been declared, there is an increased health risk in the Mega City for almost the entire year.
Parallel to this, environmental precaution in urban development is gaining international importance. The "Health in all Policies" strategy of the World Health Organization makes it clear that spatial planning has a responsibility for the health of the population. This can be used to justify an obligation to develop strategies that counteract the causative factors of deficient conditions in terms of climate and air quality. In the case of Mexico City, the causative factors can be identified in particular as anthropogenic processes, such as road traffic, but also topographical conditions, enormous uncontrolled urbanization that took place in the past, certain weather conditions and, last but not least, climate change.
Green infrastructure offers a major contribution to environmental care in cities. Green infrastructure can filter air pollutants, brings cooling, and can also be a ventilation pathway for cold and fresh air flows. Beyond this, however, there are many more environmental synergies. The recreational function that Green Infrastructure provides should also not be underestimated.
The research work took place within the author's master's thesis. It is about the potentials that Green Infrastructure has to improve the conditions of climate and air quality in Mexico City. It examines the possibilities of improving the general situation, the possibilities of preventing extreme climatic events, and the possibilities of contributing to a livable and healthy city. For this purpose, it analyzes where exactly the problems lie, which planning concepts in relation to Green infrastructure can counteract these problems and, furthermore, which lessons can be learned from previous policies and measures in this regard in order to be able to ensure the feasibility of recommended measures.
The result of this work is concrete proposals for a green and open space strategy that has its scope of application not only in Mexico City itself, but beyond that in the entire metropolitan region. The green and open space strategy proposes four fields of action to expand the stock of green infrastructure: the systematization of roadside greenery, the development of new green areas, the greening of roofs and facades, and the maintenance and upgrading of climatically effective and valuable areas. These fields of action are to be implemented in particular in the form of individual projects. Two concrete project examples illustrate possible organizational structures and potential spatial alternatives within the existing settlement structure.
This article presents the main analysis results and formulated recommendations and concepts from the research.

The relevance of the solution to the problem of sustainable development is due to the current situation in the entire world economy, the aggravation of socioeconomic contradictions. The aim of this study is to gain an idea of the transformation trends in the main implementations of a person's ability to work in Russia. The author justifies the need to expand opportunities in the system of labour relations for a gradual and sustainable transition from labour as a need to work as a self-realization of the employed. The following conclusions were obtained. (1) The employed can be roughly equally divided into two groups in terms of the role of labour (labour as selfrealisation and labour as necessity). (2) It should be assumed that the implementation of a person's ability to work by representatives of each of these groups can be carried out in the form of wage and non-wage labour. (3) The desired trend is to create the conditions for expanding the possibilities of a gradual transition from labour as a necessity to labour as a self-realisation of those employed in each of these two forms. (4) The processes that take place in each of the forms differ in their results. (5) It is necessary to purposefully develop the national training system for professional workers of various levels of complexity and qualifications. (6) Entrepreneurial activity is not an exclusive economic activity. It can be considered both as a condition for personal self-realisation and as a necessary activity for a person. (7) Self-employment cannot be attributed only to non-wage labour. When analysing employment, it is necessary to take into account the heterogeneity of the group of the self-employed: the hired self-employed, the moonlighting self-employed, etc. The structure of self-employment at the macro-level and in Tomsk Oblast is approximately the same. (8) The trend for secondary employment should be its steady decline. Secondary employment itself contradicts the perception of labour as a condition for a person's self-realisation. The existing official data confirm the emerging trend towards its decline. (9) The presence of informal employment and its scale make it possible to judge about the degree of equality of opportunities for self-realisation through labour. (10) There is a significant reserve of labour, which needs to be more effectively and efficiently managed using one of the forms of implementing the ability to work (wage and non-wage labour). The highest level of underutilisation of the labour force is characteristic of the age group 15-24. One in four has no conditions for implementing their ability to work to the fullest. This group includes graduates of higher and secondary special educational institutions. The underutilisation rate of labour ability among women is higher compared to men. For all age groups in rural areas, the underemployment rate is higher than in urban areas.