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Author's introductionIssues surrounding what has variously been defined as 'global', 'international' or 'transnational' forms of 'organized crime' are a frequent staple of globalization crisis talk and are frequently used to justify the emergence and elaboration of transnational policing capacities. How well does this functional explanation account for these related sets of phenomena? What are the particular organizational and institutional characteristics of transnational policing institutions? What counts as transnational organised crime? How does the apparent dialectic between transnational organised crime and transnational policing relate to broader issues of global governance? How do the practices of transnational policing relate to the structure of global society more generally? Sociological questions about global crime and policing turn out to be fundamental questions about the nature of the world system.Author recommendsSheptycki, J. (ed.) 2000. Issues in Transnational Policing. London: Routledge, ISBN 0‐415‐19260‐9.This pioneering book opened up the sociology of transnational policing. The book contains chapters by leading scholars in the sociology of policing and is the first to consider the consequences of globalization specific to the institutions of policing. Chapters consider a number of important emerging issues in relation to transnational policing. The introduction attends to the definitions of the book's central terms: 'policing' and 'transnational'. It also provides a typology relating to the field of policing that has had major implications for the understanding of policing accountability under transnational conditions. The first chapter, by Les Johnston, considers the emergence of transnational private security, by mapping the global security market. Chapter two, by Jean‐Paul Brodeur, provides empirical insights into the workings of legal due process in complex transnational criminal enquiries raising questions about the accountability structures in the coming 'age of transnational high policing'. Chapter three, by Didier Bigo, traces the emergence of liaison officer networks across the European policing field. Frank Gregory charts the historical rise of private criminality as a matter of international concern in chapter four, while James Sheptycki undertakes a descriptive analysis of the global system for policing money in chapter five. In chapter six, Peter Manning considers various aspects of policing and technology under conditions of transnationalisation, paying some considerable attention to the policing of 'new social spaces'– that is the rise of so‐called 'cyberspace'. Chapter seven, by James Sheptycki, is a concluding chapter which considers the historical case of the 'international war on drugs' held to be the 'paradigm example of transnational policing'.Sheptycki, J. and A. Wardak (eds) 2004. Transnational and Comparative Criminology. London: Routledge, ISBN 978‐1‐904385‐05‐9.This book advocates that contemporary criminology be both transnational and comparative. The introduction describes the field of criminology by placing it in a global context. One key question is how academic criminologists can cope with the difficulties of cultural relativism in fostering a comparative and transnational view of the field. The book is broken into four sections. In the first, a variety of comparative studies are considered. Difficulties in measuring trends in comparative crime statistics across national jurisdictions, techniques for doing so and the interpretation of such data are all considered. The use of qualitative data in comparative studies is also considered. The authors advocate the combination of different types of data in a 'second best' approach to the interpretation of transnational and other types of crime. In the second section, a variety of 'area studies' are considered. These are: West Africa, Southern Africa, Singapore, China and Saudi Arabia. These chapters each offer extended transnational and comparative treatment of issues of crime, crime definition and crime control in their respective regions. Section 3 deals with specific transnational crime control issues that have been identified. Four separate chapters consider transnational organized crime, transnational white collar crime, transnational corruption in the EU and international sex‐trafficking in the EU. The final section considers transnational control responses to transnational crime and the book concludes with a chapter on reflexivity in the academic study of crime, crime definition and crime control.Goldsmith, A. and J. Sheptycki (eds) 2007. Crafting Transnational Policing. Oxford: Hart Publishing, ISBN‐10: 1841137766.The notion that police around the world share a distinctive outlook has been established, as has the assumption that police must co‐operate internationally if they are to respond effectively to the crime and insecurity associated with the transnational condition. Yet the possibility of developing a genuinely transnational policecraft seems negligible. It is possible to discuss in ideal terms such notions as transnational ethics, global social justice and the like but what, practically speaking, could be meant by a transnational constabulary ethic? Arguably, the situated nature of policing means that there is no such thing as a common transnational policecraft and hence no possibility of an overarching ethic for the constabulary. Liberal democratic theories of policing are also ill‐adapted to the global conditions that are the consequence of prevailing neo‐liberal governmental logics. This book presents a collection of essays that are the results of a workshop at the Onati Institute for the Sociology of Law entitled: Transnational Policing and the Constabulary Ethic. It provides descriptive accounts of transnational policing in a variety of regional settings around the world but grounds the analysis in debates about what would constitute good policing under transnational conditions.Sheptycki, J. 2008. 'Transnationalism, Orientalism and Crime.'Asian Journal of Criminology, 3: 13–35. DOI: 10.1007/s11417-008-9049-0The article asks the question: how applicable are European and North American criminological theories to the situation in Asia? It takes a transnational and comparative perspective in relating contemporary and historical trends in crime, crime definition and crime control in a variety of Asian countries that comprise the so‐called Confucian sphere. It provides a criminological critique of the 'Asian values debate' and, through an analysis of trends in crime, crime definition and crime control in China and Japan, of organised crime across the region, as well as selected examples of state‐organised crime, seeks to provide a perspective on the developing criminological discourses of 'the Orient'. The paper argues that, although cultural aspects are important and interesting in understanding the crime situation in the region, ultimately it is changes in politics and governance, economy and society that are most efficacious in explaining current criminological trends and developments.Sheptycki, J. 2007. 'High Policing in the Security Control Society.'Policing 1(1): 70–9, Oxford University Press.This article considers the nature and practice of high policing in the security control society. It looks at the effects of the new information technologies on the organization of policing–intelligence and argues that a number of 'organizational pathologies' have arisen that make the functioning of security intelligence processes in high policing deeply problematic. The article also looks at the changing context of policing and argues that the circuits of the security–intelligence apparatus are woven into, and help to compose, the panic scenes of the security control society. Seen this way, the habits of high policing are not the governance of crisis, but rather governance through crisis. An alternative paradigm is suggested, viz. the human security paradigm, and the paper concludes that, unless senior ranking policing officers – the police intelligentsia'– adopt new ways of thinking, the already existing organizational pathologies of the security–intelligence system are likely to continue undermining efforts at fostering security.Sheptycki, J. 2007. 'Criminology and the Transnational Condition: A Contribution to International Political Sociology.'International Political Sociology 1: 391–405.This article contributes to international political sociology and the further enhancement of the interdisciplinary study of the global system by introducing the vocabulary of critical criminology into the discourse. It suggests that the contemporary global system is ripe with existential anxieties that are symptoms of momentous historical change and it argues that, for good or for ill, issues of crime definition and control have become central to the transnational condition. As a consequence, criminological theories should be introduced into theoretical discussions about the nature of the contemporary global scene. Such conceptual thinking is vital, given the centrality of the language of criminal threats in the language of global governance and the language of governance globally.Online materialsThe Geneva Centre for the Democratic Control of Armed Forces http://www.dcaf.ch/ Small Arms Survey http://www.smallarmssurvey.org/ One World Trust http://www.oneworldtrust.org/ Open Society Institute http://www.soros.org/ The Jack and Mae Nathanson Centre on transnational human rights, crime and security http://nathanson.osgoode.yorku.ca/ The drug policy alliance network http://www.drugpolicy.org/homepage.cfm The European Monitoring Centre for Drugs and Drug Addiction http://www.emcdda.europa.eu/html.cfm/index190EN.html The Environmental Investigation Agency http://www.eia‐international.org/ Corporate Watch http://www.corporatewatch.org.uk/ SyllabusTopics for lecture and discussion I Introduction and overview Definitions, problems and issues: What is policing? What is crime? What do the terms internationalisation, globalisation and transnationalisation refer to? What consequences follow from a world‐system without world policing?Outside reading:Castells, M. The Rise of the Network Society, Cambridge, MA: Blackwell (1996).Held, D., A. McGrew, D. Goldblatt and J. Perraon 1999. The Global Transformations Reader. Cambridge: Polity Press.Held, D. 2003. Cosmopolitanism, a Defence. Cambridge: Polity.Sklair, L. 2001. The Transnational Capitalist Class. Oxford: Blackwell. II Issues in comparative criminology What is crime and how to academic criminologists study in comparative perspective? The use and abuse of statistics in understanding crime cross‐nationally, cross‐culturally and cross‐jurisdictionally. The uses of qualitative data in interpreting problems in comparative criminology. The comparative study of crime and the emerging world system.Outside reading:Hofstede, Geert 2001. Culture's Consequences, Comparing Values, Behaviours, Institutions and Organizations Across Nations. Beverly Hills: Sage.Reichel, P. 2007. Comparative Criminal Justice Systems, a Topic Approach. Harlow: Pearson Education. III Issues in transnational criminology What is transnational about transnational crime? How are transnational crime problems defined and prioritized? How are transnational crime problems measured and evaluated? What do we know about the various types of transnational crime?Outside reading:Beare, M. 2004. Critical Reflections on Transnational Organized Crime, Money Laundering and Corruption. Toronto: University of Toronto Press.Edwards, A. and P. Gill 2004. Transnational Organised Crime; Perspectives on Global Security. London: Routledge.Reichel, P. 2005. Handbook of Transnational Crime and Justice. London: Sage. IV Issues in transnational policing Who are the transnational police? What is Interpol? What do transnational police agents do? How are transnational policing priorities set? Under conditions of transnationalisation, what is the relationship between law and policing?Outside reading:Anderson, M. et al. 1995. Policing the European Union. Oxford: Oxford University Press.Andreas, P. and T. Snyder. Wall Around the West. Lanham, MD: Rowman and Littlefield.Andreas, P. and E. Nadelmann 2006. Policing the Globe; Criminalization and Crime Control in International Relations. Oxford: Oxford University Press.Ratcliffe, J. 2004. Strategic Thinking in Criminal Intelligence. NSW: Federation Press.Focus questions

What challenges do researchers interested in comparative criminology face and why?
What are comparative and transnational criminology and how are they different? With reference to the contemporary period, can you think of practical elements, themes or questions that are common to both?
What is transnational policing and how can it be made accountable to the global commonwealth?
What are the practices that feature most prominently in transnational discourses about contemporary policing and how are these understood from a human rights, civil liberties or human security point of view?
What does the study of transnational crime and policing reveal about the nature and character of the world system?

Project ideasBased on knowledge acquired from this course, choose a topic in transnational or comparative criminology and create a briefing portfolio. The portfolio will consist of four items: (i) three page statement of purpose; (ii) annotated bibliography; (iii) poster and presentation; and (iv) written essay. As part of the project, students should prepare a poster presentation (approx. 18″× 24″) detailing the chosen topic through the display of quantitative and qualitative types of data together with key concepts, case‐study vignettes, maps and pictures. Students will give an oral presentation based on their poster and create an annotated bibliography and write a short essay on their chosen topic based on the feedback they receive. Some suggested topics: comparative study of gun‐homicide in two or more countries/cultures; comparative study of rape and sexual assault in two or more countries/cultures; comparative student of family violence in two or more countries/cultures; environmental organized crime; policing the global money system; policing and the global drug prohibition regime; controlling piracy on the high seas – then and now; transnational crimes of the powerful and the powerless; policing, tourism and crime; corporate crime and state crime – spot the difference.

Stellungnahme wichtiger Persönlichkeit

В статье рассмотрены возможности оценки методических компетенций будущих педагогов в формировании читательской грамотности школьников в процессе проведения демонстрационного экзамена. В современной системе профессионального образования активно внедряется государственная итоговая аттестация в форме демонстрационного экзамена. Подобная форма работы используется для подготовки студентов к практической деятельности в школе и развития у них профессионального мышления, что является важным аспектом будущей педагогической карьеры [2]. В настоящее время в большинстве образовательных учреждений страны существует высокая потребность в молодых специалистах. Работодатели ожидают от выпускников педагогических колледжей и вузов качественного выполнения своих профессиональных обязанностей. Это требует от студентов не только теоретических знаний, но и практического опыта, который им необходимо получить еще во время обучения. Поэтому возрастает потребность в организации обучения будущих педагогов в соответствии с современными тенденциями в системе основного общего образования. Отметим, что сегодня образовательная школа стремится создать необходимые условия для решения актуальных учебно-воспитательных задач, среди которых формирование читательской грамотности школьников. Однако молодой специалист или будущий педагог не сможет помочь ребенку в освоении читательских компетенций до тех пор, пока не усвоит их сам. В связи с этим в данной статье рассматривается возможность введения в структуру демонстрационного экзамена для будущих педагогов элементов оценки методических компетенций в формировании читательской грамотности школьников. Демонстрационный экзамен является инструментом оценки профессиональных достижений будущих педагогов. В процессе его прохождения студентам необходимо продемонстрировать методические компетенции в реализации целей и задач федеральных государственных стандартов нового поколения, среди которых и формирование у школьников читательской грамотности. Основной вывод исследования заключается в том, чтобы ввести в структуру демонстрационного экзамена оценку методических компетенций будущих педагогов в формировании читательской грамотности школьников. Наблюдаемое развитие демонстрационного экзамена в ГАПОУ ЧР «ЧПК» Минобразования Чувашии помогает оценить возможные риски и проблемы, с которыми могут столкнуться студенты в процессе подготовки к нему. Поэтому для качественного введения в структуру демоэкзамена оценки компетенций будущих педагогов в формировании читательской грамотности школьников необходимо провести дополнительные курсы подготовки в этом направлении для будущих педагогов.
The article examines the possibilities of assessment of methodological competences of future teachers in the formation of reading literacy at schoolchildren in the process of conducting a demonstration exam. In the modern system of professional education, the state final certification in the form of a demonstration exam is being actively introduced. This form of education is used to prepare for practical work at school and the development of professional thinking, which is an important aspect of a future teaching career [2]. Currently, there is a high demand for young specialists in most educational institutions. Employers expect graduates of teacher training colleges to perform their professional duties in a high-quality manner. This requires students not only theoretical knowledge, but also practical experience which they need to gain during their studies. Therefore, there is an increasing need to train future teachers in accordance with modern trends in the system of basic general education. It should be noted that a modern general school strives to create the necessary conditions for solving urgent educational tasks, including the formation of reading literacy at schoolchildren. However, a young specialist or a future teacher will not be able to help a child in mastering reading competences until he/she learns them himself/herself. In this regard, this article considers the possibility of introducing elements of assessment of methodological competences in the formation of reading literacy at schoolchildren into the structure of the demonstration exam for future teachers. The demonstration exam is a tool for the assessment of professional achievements of future teachers. Therefore, in the process of passing it, students need to demonstrate methodological competences in the implementation of the goals and objectives of the federal state standards of the new generation, which include the formation of literacy at schoolchildren. In this regard, we note that the main conclusion of the study is to introduce an assessment of methodological competences of future teachers in the formation of reading literacy at schoolchildren into the structure of the demonstration exam. The observed development of the demonstration exam in the SAPEI CHR «CHPC» of the Ministry of Education of Chuvashia helps to assess the possible risks and problems that students may face in the preparation process, therefore, for a qualitative introduction to the structure of the examination of the assessment of the competences of future teachers in the formation of the competence of schoolchildren, it is necessary to conduct additional training courses for future teachers. Keywords: state final certification, demonstration exam, fut

В статье рассмотрены возможности оценки методических компетенций будущих педагогов в формировании читательской грамотности школьников в процессе проведения демонстрационного экзамена. В современной системе профессионального образования активно внедряется государственная итоговая аттестация в форме демонстрационного экзамена. Подобная форма работы используется для подготовки студентов к практической деятельности в школе и развития у них профессионального мышления, что является важным аспектом будущей педагогической карьеры [2]. В настоящее время в большинстве образовательных учреждений страны существует высокая потребность в молодых специалистах. Работодатели ожидают от выпускников педагогических колледжей и вузов качественного выполнения своих профессиональных обязанностей. Это требует от студентов не только теоретических знаний, но и практического опыта, который им необходимо получить еще во время обучения. Поэтому возрастает потребность в организации обучения будущих педагогов в соответствии с современными тенденциями в системе основного общего образования. Отметим, что сегодня образовательная школа стремится создать необходимые условия для решения актуальных учебно-воспитательных задач, среди которых формирование читательской грамотности школьников. Однако молодой специалист или будущий педагог не сможет помочь ребенку в освоении читательских компетенций до тех пор, пока не усвоит их сам. В связи с этим в данной статье рассматривается возможность введения в структуру демонстрационного экзамена для будущих педагогов элементов оценки методических компетенций в формировании читательской грамотности школьников. Демонстрационный экзамен является инструментом оценки профессиональных достижений будущих педагогов. В процессе его прохождения студентам необходимо продемонстрировать методические компетенции в реализации целей и задач федеральных государственных стандартов нового поколения, среди которых и формирование у школьников читательской грамотности. Основной вывод исследования заключается в том, чтобы ввести в структуру демонстрационного экзамена оценку методических компетенций будущих педагогов в формировании читательской грамотности школьников. Наблюдаемое развитие демонстрационного экзамена в ГАПОУ ЧР «ЧПК» Минобразования Чувашии помогает оценить возможные риски и проблемы, с которыми могут столкнуться студенты в процессе подготовки к нему. Поэтому для качественного введения в структуру демоэкзамена оценки компетенций будущих педагогов в формировании читательской грамотности школьников необходимо провести дополнительные курсы подготовки в этом направлении для будущих педагогов.
The article examines the possibilities of assessment of methodological competences of future teachers in the formation of reading literacy at schoolchildren in the process of conducting a demonstration exam. In the modern system of professional education, the state final certification in the form of a demonstration exam is being actively introduced. This form of education is used to prepare for practical work at school and the development of professional thinking, which is an important aspect of a future teaching career [2]. Currently, there is a high demand for young specialists in most educational institutions. Employers expect graduates of teacher training colleges to perform their professional duties in a high-quality manner. This requires students not only theoretical knowledge, but also practical experience which they need to gain during their studies. Therefore, there is an increasing need to train future teachers in accordance with modern trends in the system of basic general education. It should be noted that a modern general school strives to create the necessary conditions for solving urgent educational tasks, including the formation of reading literacy at schoolchildren. However, a young specialist or a future teacher will not be able to help a child in mastering reading competences until he/she learns them himself/herself. In this regard, this article considers the possibility of introducing elements of assessment of methodological competences in the formation of reading literacy at schoolchildren into the structure of the demonstration exam for future teachers. The demonstration exam is a tool for the assessment of professional achievements of future teachers. Therefore, in the process of passing it, students need to demonstrate methodological competences in the implementation of the goals and objectives of the federal state standards of the new generation, which include the formation of literacy at schoolchildren. In this regard, we note that the main conclusion of the study is to introduce an assessment of methodological competences of future teachers in the formation of reading literacy at schoolchildren into the structure of the demonstration exam. The observed development of the demonstration exam in the SAPEI CHR «CHPC» of the Ministry of Education of Chuvashia helps to assess the possible risks and problems that students may face in the preparation process, therefore, for a qualitative introduction to the structure of the examination of the assessment of the competences of future teachers in the formation of the competence of schoolchildren, it is necessary to conduct additional training courses for future teachers. Keywords: state final certification, demonstration exam, fut

The problem of repatriation is not new in the Armenian reality. Repatriation, as a process coordinated by the state (through official policy), with its periodicity and massiveness, draws special attention especially in the Soviet period of the Armenian history (in particular, in the case of the wave named "Great Repatriation" in 1946-1948 (Stepanyan, 2020)). Later, in the post-Soviet realities, although repatriation processes continue, they differ from previously organized manifestations, which creates the need for new studies reinterpreting the phenomenon. Along with the historical observations which provide important analytical perspectives, it is important to consider the conceptual foundations of the phenomenon of repatriation from a methodological point of view. In particular, according to distinct dictionary definitions of repatriation, it is the return from exile to the homeland, the return of prisoners of war and civilian population who are outside the borders of their homeland to their homeland as a result of military operations (Aghayan, 1976). Nevertheless, refraining from private definitions of the phenomenon, we will rely on the most general modern interpretations of repatriation, according to which repatriation is the process of returning to the country of departure or the ethnic homeland (regardless of the fact that sometimes the country of departure is not considered a homeland after generations (Barseghyan, 2019)). Moreover, it is important to study repatriation not only from the point of view of opportunities, but also from the point of view of the complex problems of the integration nature following the process.
Turning to integration as a social phenomenon, we have used the approaches of Bosswick and Heckmann, according to which social integration is the inclusion of the immigrant in the context of the institutional relations of the host country, as well as in the context of social roles and statuses. The authors consider social integration at four interrelated levels: structural, cultural, interactive, and self-identification. In particular, at the structural level, the necessary rights and opportunities provided for immigrants to participate in the host country's social statuses and basic institutions (such as the economy and labor market, the education system, civic participatory processes, housing services) are considered.
At the cultural level, the authors emphasize the inclusion of the immigrant in the cultural experiences of the host country, in which the acquisition of communication skills (i.e. language skills) about the host country's culture is of special importance. The interactive aspect of integration, in turn, implies the incorporation of the immigrant into the area of social networks and relationships of the host society. At the level of self-identification, Bosswick and Heckmann consider the immigrant's perceptions of self-identification and belonging to social groups in the host country (Bosswick, Heckmann, 2006).
Together with all of this, in the context of the integration issue, we have highlighted the experience of young repatriates, in which risks of integrative nature, with their possible negative impact, can lead to irreversible consequences. Thus, from the point of view of the socialization process, young people are seen as a key stage of human development, during which a person transitions from childhood to adulthood, or, in other words, from a state of dependence to a state of independence or interdependence. It is during youth that the individual creates foundations for the roles of maturity with their decisions (moral, social, economic, cultural, civil) (UNICEF, 2011). Moreover, the problems characteristic of this stage are even more pronounced in the conditions of the migration experience of young people, which is accompanied by unique risk factors. Their short-term and long-term negative manifestations can have irreversible harmful consequences in an individual's life. In particular, at the personal level, these problems can be expressed by the loss of the possibility of full human development, and at the societal level, they can be seen by the waste of the social, economic and cultural development potential of both sending and host countries (IOM Glossary on Migration, 2019).
Thus, within the framework of this article, the results of the analysis of the research data are presented, based on which the main features of the factors that serve as obstacles in the integration processes of the repatriated young people are identified. The article presents the heterogeneity of the mentioned factors (structural-institutional, social, cultural, identity), providing a multifaceted view of the current manifestations of repatriation.

We are excited to note that IASSIST's Africa chapter has continued to grow bigger and stronger. After a successful first IASSIST Africa Regional Workshop in Uganda during January 2021, a second IASSIST Africa Regional Workshop took place in Ibadan, Nigeria in West Africa October 4th through October 7th, 2022. We are delighted to share with you the papers in this issue, most of which were presented at the second IASSIST Africa Regional Workshop at the University of Ibadan, Nigeria.
The first paper unpacks the application of emerging technologies for research support in academic libraries in the modern era. The authors are Dr. Sophia V. Adeyeye and Taofeek Abiodun Oladokun who explain how emerging technologies offer innovative ways of supporting research activities. These emerging technologies provide tools and resources that streamline the research process and ensure proper visibility for the research outputs of academic libraries' clients. The article explores various areas where academic libraries can apply emerging technologies such as data mining, data management, artificial intelligence, library automation and scholarly communication, among others. The article further highlights the setbacks academic libraries in Nigeria are facing in the application of emerging technologies such as lack of infrastructure, librarians' skills, and negative attitude towards change.
The second article, authored by Ms. Akinyoola Oladoyin Grace, is titled" Knowledge and perception of librarians towards cloud-based technology in academic libraries in Southwest, Nigeria". In this paper the author reveals that librarians in academic libraries in Southwest Nigeria are familiar with and use cloud-based technologies. However, the librarians seem to have a negative attitude towards the use of these technologies. Therefore, there is a need for a staff development program that would enable the librarians to keep pace with the latest technologies. Such a program could be funded by government and executed through seminars, conferences, and workshops so as to enhance the librarians' skills with cloud-based technologies.
The third paper presents the preservation of election data and security in the Fourth Industrial Revolution. Election malfeasance and violence have been experienced in Nigerian political systems since 1959. In this paper Sunday Tunmibi and Wole Olatokun explore how the world's gradual move into the Fourth Industrial Revolution (4IR) could be harnessed to ensure the preparation of free and fair elections. The paper suggests specific 4IR technological solutions to electoral data security and preservation challenges. It also suggests policies to serve as catalysts for the Independent National Electoral Commission. Suggested policies for 4IR technologies relate to artificial intelligence, big data, internet of things, robotics, block chain, cloud computing and 3-D printing. These are the 4IR technologies that dictate the pace of activities in all walks of life including security and managing a free and fair national election.
In the fourth paper Ologbosere Oluwatosin Abiodun discusses the significance of data literacy in the era of big data. It emphasizes the role of big data as a fundamental building block of truth focusing on the emergence of data literacy. Data literacy is a crucial subset of information literacy necessary for navigating the virtual landscape. Essential data literacy skills that are needed for navigating the dynamic twenty-first-century environment are highlighted. Integrating data literacy into higher educational programs, particularly in libraries, is stressed for relevance in meaningful information resource utilization. This paper shows how the integration of data literacy in higher education emphasizes the critical role of data literacy in the context of economic growth, development and informed decision-making and fosters sustainable development.
In the fifth paper titled "Data protection and right to privacy legislation in Kenya", author Andrew Matoke Mankome articulates how the Parliament of Kenya enacted the Data Protection legislation in November 2019. This new law guaranteed the right to privacy as a fundamental right. Data Protection and citizens' right to privacy is now a topical concern in Kenya and around the world. This paper expounds how the new law comes at a time when data security and privacy concerns are prevalent and lack of them result in loss of reputation and identity; safety concerns; legal penalties; and compensation for damages or loss of business. This is mainly because of the increasing globalization, cross-border transactions, internet penetration, and the use of social media and digital platforms among citizens, private institutions, and governments. This paper reviews the crucial provisions of the Data Protection law which covers regulated actions seeking compliance by data controllers and processors under the stewardship of the Office of the Data Protection Commissioner ('ODPC'). A comparative analysis of the practice in other jurisdictions is also provided.

The relevance of applying family stress theory in research practice is a consequence of increasingly varied stressful events occurring in the context of the evolution and transformation of such institutions as marriage and parenthood, as well as the unpredictable events taking place in the world. The main purpose of the review is to identify those subject areas of family sociology where the concepts of family stress theory (stressor, stress, crisis, resources, event perception, and strategies for coping with a stressful situation) are most often used or where empirical results are interpreted using this theory.
Analysis was based on articles published in leading journals over the last decade: the Journal of Marriage and Family, the Journal of Family Issues, the Journal of Comparative Family Studies, as well as in open sources. Such papers were selected that contained the results of quantitative research and of using qualitative methods such as interviews with family members.
Two main directions were identified. The first is the impact of pandemic–related stressors on families. The second is the stresses experienced by members of cross-border families and strategies for coping with stressful situations at the individual and family level. A large number of research articles on cross-border families are a result of the topic being relevant in many countries, on both the sending and receiving end. In turn, there is the possibility that cross-border families are more likely than others (depending on the criterion of typology) to be subject to various kinds of stressors.
It is shown that in different countries, social groups and families the results of coping with the stressful events associated with the pandemic were both positive and negative. In some families the mental health of children and adolescents declined during the pandemic, there was a marked increase in parental stress, marital conflicts, frequency of alcohol consumption and domestic violence. The positive consequences of isolation for other families included an increase in the duration of family communication, accelerated development of new technologies in the household sphere, optimization of household financial management, a more equitable distribution of family roles. For example, more fathers became involved in child care and classes with schoolchildren, in helping their wives with household chores. Even studies conducted during the 20th century showed that husbands and fathers become active as soon as difficult situations arise and are removed from family responsibilities when there is no more urgent need for their participation, something that was once again confirmed by the whole pandemic situation.
The analysis allowed identifying the main strategies transnational families use to cope with the stress of separation from family members. You see men and women changing their roles, generally accepted expectations about maternal/paternal roles, creating new families in the host country through cohabitation or marriage, mastering remote skills of coordinating services at home for the care of the elderly and/or children.
These two main areas of application of family stress theory do not exclude others. Such as— families where one of the members is disabled, suffers from various kinds of addictions (alcoholism, workaholism, drug addiction, gambling addiction), adult children have changed their gender, a family member has learned about a partner's infidelity, families in various difficult economic situations (salary cut, job loss), etc.
One of the more promising areas of this theory's application is the study of the increasingly more common family structures of two types in which family members are permanently in a stressful situation. The first is "apart– together" (Living Apart Together– LAT), when one of the spouses works/studies in another city or country, is serving a sentence, is serving in the army, etc., or the second is "together– apart" (Living Apart– LTA), when spouses or adult children/parents are forced to live in the same household.
One practical way of applying the theory is obtaining information about constructive and destructive strategies for coping with stress in various types of families and life situations. At both the individual and family levels it is important to form the correct perception of stress and the use of resources, to promote resilience and flexibility for the successful adaptation of families in a changing social context.

AbstractPollitt and Bouckaert and their neo-Weberian state (NWS) have been chosen as the subject for this essay because the book has become a standard work in the public management movement. It is frequently cited and has been re-published in multiple editions (most recently in 2017). The authors also refer explicitly to Max Weber.This contribution seeks to draw attention to three important aspects, which inevitably overlap with one another:1. There is no Weber in the neo-Weberian State (introduction, 1; section II). Pollitt and Bouckaert fail to grasp that Weber's understanding of the state [the state as an "institution" (Anstalt); and the state as an "idea of validity" (Geltungsvorstellung)] is not identical to his ideal type of modern bureaucracy; it is the features of the latter on which they draw. The ideal type is a standard measure constructed in order to establish how close any concrete, given instance of bureaucracy comes to it (introduction, 3). Meanwhile, the "neutral official" insisted upon by Weber has "taken their leave" in Germany from important positions (section III, 3). Furthermore, Weber did not address those structures and processes internal to the administration which are precisely the object of interest for the new public management reformers. Weber's lack of interest arises from the fact the members of anAnstalt, whether it is the state or the Church (WuG, § 15, no. 2), are subject to imposed orders (oktroyierte Ordnungen) and, as such, do not enjoy the "right to have a say". Scharpf (1973a) was the first to pay particular attention to the problems brought about by specialisation and by the division of labour within the administration that are responsible for an incremental form of politics (section III, 3); even if he later ascribes advantages to the combination of "negative" and "positive coordination" (Scharpf 1991: 18ff.).2. The "legalistic culture" that characterises Germany will be considered in a more differentiated way, drawing on empirical studies which provide information, for example, on how laws (i.e. programmes)actuallyoriginate inside the ministerial apparatus (introduction, 2; section III, 2 and 3) or how use is made of the power of authority (Weisungsrecht) in practice (introduction, 2; section III, 2 and 3), even when, formally, it claims to have validity (section III). In this way, only empirical studies (Benz 1994; Bohne 1981; Dose 1997; Dose/Voigt 1995; Treiber 2007a) prove that the administration that implements laws has often, in practice, become a "negotiative administration" (introduction, 2). Such a phenomenon as a "co-operative administration", which negotiates rather than rules, is a "foreign concept" in Weber's discussion of the state and modern bureaucracy. Scharpf's (1970) comparison between constitutional governance in Germany and legal relief in America is enlightening when it comes to the meaning of the constitutional state (Rechtsstaat) (introduction, 2; section III); the same applies to his discussion of the failed federalist reforms, which sought, among other things, to mitigate, if not entirely eliminate, the opportunities for blockades provided by political entanglement (Politikverflechtung) (section III). Neither was it possible to realise long overdue proposals to reform administrative law (Verwaltungsrecht) (section III, 1), which involved weakening or removing altogether three important assumptions in the dominant administrative doctrine (the "dogmatic normality") and which also included the ambitious intention for the law to achieve tangible impact (Hoffmann-Riem 1994). Nonetheless, while no-one would dispute that reform of the federal government and administration remained "on the agenda" (Scharpf 1991, Mayntz/ Scharpf 1973), the priorities of such a reform were, and still are, different to those of new public management reform [the key terms here arePlanung("planning") and the term that replaced it,Steuerung("management")]1.3. Pollitt and Bouckaert ascribe to the neo-Weberian state extremely varied functions without providing any (theoretical) basis for them. In this way, the notion of public management reform that they present acquires the status of a "reformist philosophy" (introduction, 3; section IV). See Scharpf (1991) for a theoretically well-founded argumentation on the State's ability to act in our days. Scharpf's essay will be discussed briefly (section IV).ConclusionThere is no Weber in the neo-Weberian state. According to the discussion presented here, the neo-Weberian state can only mean: how would a modern state constituted by Weber look today?