Journal articles on the topic 'Catholic Education Office (CEO)'

The Every Student Succeeds Act, passed by Congress in 2015, was meant to rein in the over-testing of public school students. Since then, however, standardized testing hasn’t eased up much, and it isn’t likely to go away anytime soon, notes PDK’s CEO Joshua P. Starr. As long as our schools are required to administer frequent tests, he argues, school system leaders should use the resulting data as best they can, letting it inform their interactions with community members, parents, educators, students, and colleagues in the central office.

PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.

The discussion above can be summarized in three points that refer back to the introductory remarks.1. On the basis of their social origin and social integration, both Protestant pastors and Catholic pastoral clergy were a part of that bourgeois group who acted in the service of the secular authority; this applies to all of early modern Europe. What the pastors' family achieved on the social level through familial contacts in Protestant areas was established through the mediated connections of extended family, clientage, and friendship in Catholic areas. The similarities are strengthened by the comparable form and contents of education and of educational institutions. Insofar as the state of research allows generalization, it seems that the pastoral clergy of both confessions had attained a comparable level of education by the seventeenth century. In Catholic areas university study was the exception but priests were required to complete their education at a seminary, whose standards surely met the qualifications for a specialized professional education. A complete course of study in theology was not the rule within Protestantism, either; having graduated from a philosophical faculty was a sufficient qualification. In comparison with the standards of pre-Reformation education, there was a clear improvement in education that can be called the early modern “path toward a profession.” This, together with the development of a social and familial network, allows us to characterize the pastoral clergy of Europe during the later sixteenth and seventeenth centuries as a part of that “power elite”144 who were essential for the early modern period.2. The formal conditions for the suitability of clerical officeholders reached cum grano salis a comparable level in all confessions throughout Europe during the seventeenth century. The disagreements concerning the evaluation of these conditions stem from the measures by which historical change is characterized. For the group of pastoral clergy examined here, the category of modernization proves to be insufficient, since there was a tendency transcending the confessions to appeal to prereformatory traditions in establishing an understanding of office. Historians must be able to describe how tradition was able both to accommodate and to be transformed.3. From this point of view the question of the clergy’s suitability for the goal of the developing modern state encompasses only half of the historical reality. The clergy and their contemporaries who comprised their congregations were also concerned with their role as mediators of the holy, of “the religious” in the world. Clerical perception of self and of office was decisively stamped by the conviction that despite all contradictions these formed an insoluble unity. For this reason we must also consider for both confessions the broad impact of the doctrine of the Christian state, whose core was the doctrine of the three estates. In the political and social controversies of the late sixteenth century the political impulse of this doctrine grew in strength in a way more clearly seen in Protestantism than in the territories that remained Catholic. Nevertheless the concept of the monarchia temperata in the Catholic understanding of authority also gave the clergy a right to criticize the ruler. The long tradition of the correctio principis was put into practice through the clerical understanding of office in both confessions and became a very concrete reality for people in the sixteenth and seventeenth centuries. This is a typically early modern way of developing tradition further through the consensus of generations, whose relevance the historian of the early modern period must take just as seriously as the attempts of the secular authority to use the power elites in their own interests.

PurposeThe study discovers a crisis of authority and administration in Catholic mission of Taiwan during 1910 and 1920s. It aims to discover the reasons and the significance of the problem.Design/methodology/approachThe author works on the reports and correspondence of Jean de Guébriant, apostolic visitor of China missions in 1919–1920. He received some reports from the Dominican Prefect Apostolic of Formosa, Clemente Fernandez.FindingsThe author discovers a severe problem of authority brought about some conflicts between the Prefect Apostolic Clemente Fernandez, o.p. and some Dominican missionaries in the mission, conflicts reflecting ambiguous status of this prefecture apostolic with regard to not only the Dominican Provincia del Santo Rosario, headquarters of Dominican missions in East Asia, but also the Dominican apostolic vicariate of Southern Fujian in China, and even the Japanese Catholic church, because Taiwan had been conceded to the Japanese empire since 1895 until 1945.Research limitations/implicationsThe author has not yet consulted the archives in Propaganda Fide in Vatican circle and in Dominican archives. Still, some questions remain unanswered for lack of related archives. This study calls for further works in the future.Originality/valueVery few relevant studies are found on the Dominican mission in Taiwan during 1860–1949. This study reveals a serious problem on the structure of Catholic mission due to an unclear status of Taiwan. It reflects, in fact, the delicate situation in ecclesial and political aspects between China, Japan and Spanish missions in Manila, Philippines.

This article aims to examine the implementation of Catholic religious education in the Church (Parish) for Catholic students who attend public schools, and do not receive Catholic religious education because there are no Catholic teachers who teach in public schools at the elementary, junior high, high school and vocational school levels. The research was conducted on 47 Catholic churches that carry out Catholic religious education for Catholic students studying in public schools in the Special Capital Region of Jakarta with 78 respondents. The finding is that quite some public schools at the elementary, junior high, high school, and vocational levels with 15 students and above do not receive Catholic teaching in their schools because there are no Catholic religious teachers who teach at these schools. The main problem of this research is: can efforts to improve the quality of Catholic religious education for public students in the Catholic Church in the Special Capital Region of Jakarta overcome the problem of the lack of Catholic religious teachers teaching in public schools?. Efforts to improve the quality of the implementation of Catholic religious education for public students carried out in the Catholic Church have a positive impact on fostering Catholic students and in fulfilling the obligations of academic demands to get the value of Catholic religious education and character in public schools. This research recommends the importance of improving the quality of Catholic religious education for public students in the Church; such as coaching for Catholic Religion teachers who teach in the church and the assessment process so that it is by the assessment standards in the applicable curriculum. For this reason, it is important to collaborate with the Directorate General of Catholic Guidance at the Ministry of Religion of the Republic of Indonesia to prepare a budget for the development of Catholic religious teachers/catechists who teach Catholic students attending public schools. And the importance of good planning by the Directorate General of Catholic Guidance at the Ministry of Religion of the Republic of Indonesia and the Provincial Government of DKI Jakarta for the formation of Catholic Religion teachers in public schools. In addition, optimal efforts and cooperation are needed for the Catholic Community Service Regional Office of the Ministry of Religion of the Special Capital Region of Jakarta with the Jakarta Archdiocese Catechetical Commission, the role of family/Parents, so that the implementation of Catholic teaching for public students at 47 churches/parishes in DKI Jakarta can be implemented. The quality is improved because it can overcome the problem of the shortage of teachers who teach Catholicism in public schools.

Sudan is today a country self-defined as Islamic (97% of the population) and Arab. In this context the schools of the Catholic Church have played and play a relevant role in the instruction of the elites of the country and in the provision of education to the displaced and refugee communities (3.58 million persons of concern of UNHCR in 2016). This article studies the development of these schools and their change of role along the following historical periods: the part of the Turco-Egyptian rule that corresponds with the foundation of the first Catholic Schools and the work of the great promotor of education in Sudan, Daniel Comboni (1843-1881); the Anglo-Egyptian Condominium which meant their expansion (1898-1956); and the Independent Sudan where they mainly focused on the service to displaced and refugees (1956-2017). The article describes this evolution and the current situation based upon the revision of published bibliography and unpublished materials from the archives of the Education Office of the Archdiocese of Khartoum and of the Comboni Missionaries in Sudan, especially for the most recent periods.

Purpose This paper aims to examine the leadership strategy of the publicly owned organisation, Innovation Norway, between 2014 and 2019, when it was under the leadership of former CEO Anita Krohn Traaseth. Design/methodology/approach The author, Vlatka Hlupic, Professor of Leadership and Organisational Transformation at Hult Ashridge Executive Education and CEO of The Management Shift Consulting Ltd, looked at Anita’s examples of courageous leadership while in office. Anita drew upon the different “levels” of individual mindset and corresponding organisational culture in the Emergent Leadership Model, in Vlatka’s book: The Management Shift. Findings Vlatka’s leadership strategy allowed Anita to oversee a cultural change in Innovation Norway from a traditional bureaucratic set-up to one based on entrepreneurship. Through trust and transparency, Anita was open with her staff and the Norwegian society at large about the transitional work, sharing not only good results but also difficult times and resistance, publishing her personal working contract as well as the organisation’s goals. Anita found Vlatka’s Emergent Leadership model an effective and honest way of guiding an existing culture into another culture. Originality/value Readers should come away with an understanding of how courageous leadership requires an acceptance that those in power cannot control everything. Delivering a process, a new way of thinking and working, can be an extremely challenging and risky transition, but effective leaders will believe in that process and follow it through, even if criticism and dissatisfaction occurs, in the knowledge that by being open and honest with their team throughout, they will reach business goals, unified and empowered.

Tujuan penelitian ini adalah untuk mengetahui efektivitas pelaksanaan Pendidikan dan Pelatihan Teknis Substantif Penelitian Tindakan Kelas Kantor Kementerian Agama Kabupaten Timor Tengah Selatan Tahun 2018. Total sampling dari penelitian ini berjumlah 40 (empat puluh) orang terdiri dari guru-guru agama Kristen, Katolik, Islam, dan Hindu yang berasal dari Kantor Kementerian Agama Kabupaten Timor Tengah Selatan. Sedangkan metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif dengan teknik pengumpulan data melalui angket dan wawancara. Pengukuran efektivitas pendidikan dan pelatihan menggunakan tiga pengukuran berdasarkan Kirk Patrick yaitu reaksi atau tanggapan, pembelajaran (learning) dan perilaku (behavior). Kesimpulan hasil penelitian adalah Pendidikan dan Pelatihan Teknis Substantif PTK di Kantor Kementerian Agama Kabupaten Timor Tengah Selatan Tahun 2018 yang dilaksanakan di Aula Kantor Kementerian Agama Kabupaten Timor Tengah Selatan dari tanggal 26 Pebruari sampai dengan 3 Maret 2018 telah terlaksana dengan kategori efektif dengan persentase keberhasilan efektivitas 88,88%. The purpose of this study is to determine the effectiveness of the implementation of the Education and Training in Classroom Action Research Office of the Ministry of Religion of Timor Tengah Selatan District in 2018. The total sampling from this study amounted to 40 (forty) people consisting of Christian, Catholic, Islamic, and Hindu religious teachers from the Office of the Ministry of Religion, South Timor Tengah Regency. The method used in this study was descriptive quantitative with data collection techniques through questionnaires and interviews. Measurement of the effectiveness of education and training uses three measurements based on Kirk Patrick, namely reactions or responses, learning and behavior. It can be concluded that the Education and Training of PTK in the Office of the Ministry of Religion of Timor Tengah Selatan Regency in 2018 held in the Hall of the Ministry of Religion of Timor Tengah Selatan Regency from 26 February to 3 March 2018 has been carried out in an effective category with 88 effectiveness effectiveness, 88%.

Learning outcomes The learning outcomes focus on enabling students to view operational model changes critically, as they pertain to: ■ evaluating different management styles and uses of the ADKAR change management model in decision-making moments in times of crisis (such as COVID-19) in non-profit organisations (NPOs); ■ evaluating different ways in which NPOs pivot to sustainability, including the use of social enterprise models and change management; ■ anticipating and managing change in institutional formations through new technologies; ■ articulating trade-offs between grant and non-grant resource mobilisation for African philanthropy; and ■ application of change management theory to organisations’ sustainability journeys. Case overview/synopsis In May 2020, working from her home office just over one month into a nationwide lockdown because of the COVID-19 pandemic, Masego Madzwamuse, chief executive officer (CEO) of the Southern Africa Trust (the Trust), knew that it could once again be at a crossroads. In 2015, the Trust had found itself in a quandary when its primary donor gave notification of its intention to withdraw its funding. The Trust had responded by making changes to its structure and strategy. Now, with uncertainty rife throughout South Africa, the CEO knew that she had to consider whether the changes that had been implemented over the past five years had prepared the Trust not only to respond to, but also to survive the pandemic and continue its vital work long into the future. Complexity academic level Postgraduate Diploma in Management, MBA, Masters in Management. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.

AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The data reported in this study relates to support services accessed by schools and their perceived efficacy as well as impacts of dealing with challenging behaviour on the school community. A total of 51 students were identified as having severe challenging behaviour using very conservative criteria. In-school supports were most frequently used and rated as most efficacious. External supports services tended to be used less frequently and were rated as less efficacious. Parental support was seen as limited and a range of family factors was viewed to both facilitate and hinder support of students. A range of significant impacts on the school community was documented. The support of students with severe challenging behaviour in regular school settings will clearly present an ongoing issue and several suggestions arising from the present research are offered.

This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.

Tommy Wells is the director of the District Department of the Environment (DDOE). He first came to the District in 1983 after receiving his bachelor’s degree from the University of Alabama and a master’s degree in social work from the University of Minnesota. Wells focused on child welfare issues for over two decades, first at the city’s child protective services agency and then as director of the Consortium for Child Welfare, a coalition of nonprofit organizations advocating for children, youth, and families in the District. During that time he attended law school at night, receiving his degree from the Catholic University of America in 1991.Wells first held elected office in 1995, as a member of the Advisory Neighborhood Commission in Ward 6. Following a stint on the DC State Board of Education, he ran for city council, where he represented Ward 6 for eight years. During his time on the council, Wells sat on the committees responsible for legislation affecting the environment, health, human services, and transportation. In 2014, he ran in the Democratic primary for mayor, finishing third to current mayor Muriel Bowser and then-mayor Vincent Gray.On March 18, Wells spoke with Christine Mellen of Policy Perspectives at his office. Their conversation touched on topics such as the District’s disposable bag fee, energy and the environment, and the District’s streetcar system.

This paper has argued that over some four decades the Catholic charismatics have been pulled in different directions regarding their political views and allegiances and that this is a result of contrasting dynamics and competing loyalties which renders conclusions as to their political orientations difficult to reach. To some degree such dynamics and competing loyalties result from the relationship of the charismatics in the Roman Church and the juxtaposition of the Church within USA politico-religious culture. In the early days of the Charismatic Renewal movement in the Roman Catholic Church the ‘spirit-filled’ Catholics appeared to show an indifference to secular political issues. Concern with spiritually renewing the Church, ecumenism and deep involvement with a variety of ecstatic Christianity drove this apolitical stance. If anything, as the academic works showed, the Catholic charismatics seemed in some respects more liberal than their non-charismatic counterparts in the Church. To some extent this reflected their middle-class and more educated demographic features. More broadly they adopted mainstream cultural changes while remaining largely politically inactive. As they grew closer to their Protestant brethren in the Renewal movement Catholic neo-Pentecostals tended to express more conservative views that were then part of the embryonic New Christian Right - the broad Charismatic movement becoming more overtly politicised in the 1980s. Somewhat later the Catholics were being pulled towards the traditional core Catholicism at a time the Renewal movement found itself well beyond its peak and influence in the mainstream denominations including the Roman Church. The Catholic charismatics were ‘returning to the fold’. During this period too the New Christian Right increased its attempt to marshal a broad coalition of conservative minded Protestants and Catholics. Throughout the 1980s and 1990s this proved to be largely ineffectual. The 2004 American Presidential election saw the initiation of the second office of George Bush. It seems clear that without the support of the New Christian Right - fundamentalist, Evangelicals, Pentecostals, charismatics - the victory would not have been secured. Based on research in South Carolina, however, suggests that the CR continues to be inwardly split and quarrels with other wings of the Republican Stephen J. Hunt: BETWIXT AND BETWEEN: THE POLITICAL ORIENTATIONS OF ROMAN CATHOLIC NEO-PENTECOSTALS • (pp. 27-51) THE CONTEMPORARY ROMAN CATHOLIC CHURCH AND POLITICS 49 Party, particularly business interests are evident.59 It is also apparent that into the twenty-first century there has proved to be an uneasy alliance in the New Christian Right, threatening to split along lines already observable in the 1970s and 1980s. For one thing the some of the political and social, if not moral teachings of the Catholic Church are at variant with such organizations as the Christian Coalition. The re-invention of the New Christian Right has not fully incorporated conservative Catholics nor Catholic charismatics. A further dynamic is that lay Catholics, charismatics or otherwise, have increasingly adopted a ‘pick and choose’ Catholicism in which there is a tendency to exercise personal views over a range of political issues irrespective of the formal teachings of the Church. To conclude, we might take a broader sweep in our understanding of the role of Catholicism in USA politics, in which the Catholic charismatics are merely one constituency. Recent scholarly work has pointed to the often under-estimated political influence of Roman Catholics in the USA. Genovese et al.60 show how today, as well as historically, Catholics and the Catholic Church has played a remarkably complex and diverse role in US politics. Dismissing notions of a cohesive ‘Catholic vote,’ Genovese et al. show how Catholics, Catholic institutions, and Catholic ideas permeate nearly every facet of contemporary American politics. Swelling with the influx of Latino, Asian, and African immigrants, and with former waves of European ethnics now fully assimilated in education and wealth, Catholics have never enjoyed such an influence in American political life. However, this Catholic political identity and engagement defy categorization, being evident in both left-wing and right-wing causes. It is fragmented and complex identity, a complexity to which the charismatics within the ranks of the Catholic Church continue to contribute.

AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.

Materials of the regional religious administration units in the Szczecin State Archives as a source on the history of the relations between the state and the Roman Catolic Church between 1945 and 1989 The purpose of the article is to analyse the materials of the Szczecin National Archives created by the regional administration units responsible for religious matters as the sources regarding the history of the relations between the state and the Roman Catholic Church between 1945 and 1989. It defines the group of entities implementing the religious policy at a central and regional level, with a special focus on administration. It analyses the contents of the archival fonds that included materials created by organisational units responsible for religious issues. The following methods were used to address the research problem: a historical method, an institutional & legal method, the system method and case study. The files of the religious administration unit can be found in the Szczecin archives in the following fonds: the Szczecin Regional Office, the Executive Committee of the Regional National Council in Szczecin, Regional Office in Szczecin. The materials from those fonds make it possible to recreate various aspects of the religious policy pursued by the state: hindering the pastoral work and religious education for children and teenagers, limiting the property of the church, attempting to create a rift between the clergymen. They contain important information about the social and political attitudes of priests.

This study aims to determine the effect of the quality of human resources and public accountability on the performance of financial management at the Ministry of Religion Office of Central Buton Regency either simultaneously or partially. The research population was carried out in 5 work units within the Ministry of Religion Office of Central Buton Regency, namely the Secretariat General Satker (418902), Islamic Community Guidance Satker (401843), Islamic Education Satker (418133), Catholic Organizers Satker (418503) and Hajj and Umrah Organizing Satker (418418) with observations as many as 8 (respondents) are financial management officials. The analytical method used is multiple linear regression with hypothesis testing. The results showed that the quality of human resources and public accountability either simultaneously or partially have a positive effect on the performance of financial management. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh kualitas sumber daya manusia dan akuntabilitas publik terhadap kinerja pengelolaan keuangan di Kantor kementerian Agama Kabupaten Buton Tengah baik secara simultan maupun parsial. Populasi penelitian dilakukan pada 5 satuan kerja di lingkungan Kantor kementerian Agama Kabupaten Buton Tengah yakni Satker Sekretarian Jenderal (418902), Satker Bimbingan Masyarakat Islam (401843), Satker Pendidikan Islam (418133), Satker Penyelenggara Khatolik (418503) dan Satker Penyelenggaraan Haji dan Umrah (418418) dengan observasi sebanyak 8 (responden) merupakan pejabat pengelola keuangan Metode analisis yang digunakan adalah regresi linear berganda dengan pengujian hipotesis. Hasil penelitian menunjukkan bahwa, kualitas SDM dan akuntabilitas publik baik secara simultan maupun parsial berpengaruh positif terhadap kinerja pengelolaan keuangan.

Materials of the regional religious administration units in the Szczecin State Archives as a source on the history of the relations between the state and the Roman Catolic Church between 1945 and 1989 The purpose of the article is to analyse the materials of the Szczecin National Archives created by the regional administration units responsible for religious matters as the sources regarding the history of the relations between the state and the Roman Catholic Church between 1945 and 1989. It defines the group of entities implementing the religious policy at a central and regional level, with a special focus on administration. It analyses the contents of the archival fonds that included materials created by organisational units responsible for religious issues. The following methods were used to address the research problem: a historical method, an institutional & legal method, the system method and case study. The files of the religious administration unit can be found in the Szczecin archives in the following fonds: the Szczecin Regional Office, the Executive Committee of the Regional National Council in Szczecin, Regional Office in Szczecin. The materials from those fonds make it possible to recreate various aspects of the religious policy pursued by the state: hindering the pastoral work and religious education for children and teenagers, limiting the property of the church, attempting to create a rift between the clergymen. They contain important information about the social and political attitudes of priests.

This article explores the relationship between capital and education through the experiences of a British secondary school following a grading by the Office for Standards in Education, Children’s Services and Skills that placed the school into special measures, considering the underlying assumptions and inequalities highlighted and obfuscated by the special measures label. The formulaic and ritualistic manner in which operational and ideological methods of reconstruction were presented as the logical (and only) pathway towards improvement is examined in an effort to disentangle the purpose of the ‘means-to-an-end’ approach within prevailing hegemonic structures, requiring a revisit to contemporary positioning of Gramscian concepts of ideology through the work of Gandin. The decontextualisation of schools from their socio-economic environments is probed in order to expose the paradoxes and fluidity of resistant discourse. The ambiguities between a Catholic ethos, neo-liberal restructuring and the socio-economic context of the school and the greater demands to acquiesce to externally prescribed notions of normativity are considered as a process that conversely created apertures, newly formed sublayers and corrugations where transformation could take root. Unforeseen epiphanies and structures of dissent are identified and will enrich the narrative of existence and survival in a special measures school in an economically deprived northern town in the UK.

With the consecration in Southwark Cathedral of James Brown as first Bishop of Shrewsbury, the restoration of the hierarchy in England and Wales was completed. Originally intending to leave several sees vacant for a time, Rome unexpectedly hurried him into office in the face of the Ecclesiastical Titles Bill, an attempt to prevent the new Roman Catholic bishops from assuming territorial titles. At 39, he was one of the youngest of the bishops. Brown came to his diocese from the world of education. In 1845 he had joined the staff of his old school at Sedgley Park, assuming the presidency of the college in 1848. These were years of reform: he supervised improvements to the buildings, reorganised the course of studies, and introduced an annual school retreat. Before returning to Sedgley Park, Brown had been on the staff at Oscott, staying on after his ordination to the priesthood there in 1837. He was thus a member of staff when the newly-consecrated Wiseman arrived to assume the presidency of Oscott in September 1840. One might surmise that, like others at Oscott, Brown was a little unsettled by Wiseman’s flamboyance and rather bemused by the stream of visitors the new president’s presence attracted. Brown was by this time prefect of studies, an office he accepted in 1839 and which he surrendered in 1844 to George Errington, Wiseman’s former vice-president in Rome, and who, at Wiseman’s request, had come to Oscott the previous year. Brown’s time as prefect of studies had witnessed the grant of a royal warrant allowing students from Oscott to enter for external examinations in the University of London.

Business and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 5, Number 2 Andrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKDalia Susniene, Kaunas University of Technology, LithuaniaDereje Teklemariam Gebremeskel, Gent University, BelgiumFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJayalakshmy Ramachandran, Multimedia University, MalaysiaKherchi Ishak, UHBC University, AlgeriaLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMike Rayner, University of Portsmouth, UKMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanNalina Ganapathi, International Labour Office, SwitzerlandOksana Seroka-Stolka, Technical University of Czestochowa, PolandRaimundo Lima Filho, University of State of Bahia, BrazilRashedul Hasan, International Islamic University Malaysia, MalaysiaRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaSandeep Kumar , Tecnia Institute of Advanced Studies, Affiliated to GGSIP University Delgi, IndiaZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com

The article clarifies the views of one of the brightest and most significant figures of the Ukrainian church — Metropolitan Ilarion (Ivan) Ohienko on the spiritual and secular service to Ukraine and his practical activities, which naturally effectively combined these two aspects. This article notes that an important element that united the two ministries and substantiated them was the deep level of their interpenetration, where Orthodoxy acquired a national character based on traditions. The article concludes that during this ministry his views on the church did not undergo nonlinear evolution, but only acquired depth and system. Even when Ivan Ohienko was in public office or abroad, he attached great importance to moral, ethical and ecclesiastical issues. Despite the ideological closeness with the views of another prominent Ukrainian church figure Andrei Sheptytsky on church-state relations, education and revival of the Ukrainian nation, language and culture as factors of Ukrainian identity, Ivan Ohienko was still skeptical of the Ukrainian Greek Catholic Church, seeing in it is an instrument of Catholicization of the Ukrainian people. Ohienko believed that in reality only an autocephalous church could be Ukrainian, which relied exclusively on the traditions and needs of the people. This was the criterion of the truth of Orthodoxy for him.

International Journal of Chemistry wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Chemistry publishes their work, appreciate the helpful feedback provided by the reviewers.   Reviewers for Volume 13, Number 2       Abdallah El-Gharbawy, Alexandria University, Egypt Ahmad Galadima, Usmanu Danfodiyo University, Nigeria Ahmet Ozan Gezerman, Toros Agri-Industry, Research and Development Center, Turkey Ayodele Temidayo Odularu, University of Fort Hare, South Africa Brice Ulrich Saha Foudjo, Catholic University of Cameroon, Cameroon Farhaoui Mohamed, National Office of Electricity and Drinking Water (ONEE), Morocco Gholam Hossain Varshouee, National Petrochemical Company, Iran Ho Soon Min, INTI International University, Malaysia Kevin C. Cannon, Penn State Abington, USA Khaldun Mohammad Al Azzam, Batterjee Medical College for Sciences and Technology, Saudi Arabia Nanda Gunawardhana, Saga University, Japan Nanthaphong Khamthong, Rangsit University, Thailand Nejib Hussein Mekni, Al Manar University, Tunisia Rafael Gomes da Silveira, Federal Institute of Education, Brazil Rania I.M. Almoselhy, FTRI&ARC, Egypt Severine Queyroy, Aix-Marseille Université, France Sintayehu Leshe, Debre Markos University, Ethiopia Sitaram Acharya, Texas Christian University, USA Tony Di Feo, Natural Resources Canada, Canada   Albert John On behalf of, The Editorial Board of International Journal of Chemistry Canadian Center of Science and Education

International Journal of English and Cultural Studies (IJECS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJECS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 2, Number 1 Abdelhamid M. Ahmed, Helwan University, EgyptAli Dabbagh, Gonbad Kavous University, IranAlvaro Recio, University of Salamanca, SpainAna Costa Lopes, Higher School of Education of Viseu, Viseu Polytechnic Institute, PortugalChia-Cheng Lee, Portland State University, USAElena Orduna, Universidad Complutense de Madrid, SpainEllie Boyadzhieva, South-West University, Blagoevgrad, BulgariaEmmanuel Chibuzor Okereke, National Examinations Council, Enugu State Office, NigeriaFarzaneh Shakki, Islamic Azad University, IranGillian Steinberg, SAR High School, USAJerald Sagaya Nathan, St. Joseph’s College , IndiaJonah Uyieh, University of Lagos, NigeriaJoseph Hokororo Isamail, Institute of Judicial Administration Lushoto, TanzaniaKeeley Megan Buehler Hunter, Southern New Hampshire University, SwitzerlandLeo H. Aberion, NIVERSITY OF SAN JOSE-RECOLETOS, PHILIPPINESMałgorzata Podolak, Maria Curie-Skłodowska University in Lublin, PolandMariam Nemsadze, Akaki Tsereteli State University, GeorgiaMohammed Nasser, Wasit University, IraqNeil Mc.Caw, University of Winchester, UKNicolau Nkiawete Manuel , Agostinho Neto University, AngolaRaven Maragh, Gonzaga University, USAShashi Naidu, Ball State University, United StatesSilvia Pellicer-Ortín, University of Zaragoza, SpainStevanus Ngenget, Catholic University of De La Salle Manado, IndonesiaTorbjörn Lodén, Stockholm University, SwedenVasfiye Geckin, Bogazici University, TurkeyVesselina Anastasova Laskova, University of Udine, Italy Nina HowardEditorial AssistantInternational Journal of English and Cultural StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97006-6018, USAWebsite: http://ijecs.redfame.com

IntroductionSchool canteens are the most frequently accessed take-away food outlet by Australian children. The rapid development of online lunch ordering systems for school canteens presents new opportunities to deliver novel public health nutrition interventions to school-aged children. This study aims to assess the effectiveness and cost-effectiveness of a behavioural intervention in reducing the energy, saturated fat, sugar and sodium content of online canteen lunch orders for primary school children.Methods and analysisThe study will employ a cluster randomised controlled trial design. Twenty-six primary schools in New South Wales, Australia, that have an existing online canteen ordering system will be randomised to receive either a multi-strategy behavioural intervention or a control (the standard online canteen ordering system). The intervention will be integrated into the existing online canteen system and will seek to encourage the purchase of healthier food and drinks for school lunch orders (ie, items lower in energy, saturated fat, sugar and sodium). The behavioural intervention will use evidence-based choice architecture strategies to redesign the online menu and ordering system including: menu labelling, placement, prompting and provision of feedback and incentives. The primary trial outcomes will be the mean energy (kilojoules), saturated fat (grams), sugar (grams) and sodium (milligrams) content of lunch orders placed via the online system, and will be assessed 12 months after baseline data collection.Ethics and disseminationThe study was approved by the ethics committees of the University of Newcastle (H-2017–0402) and the New South Wales Department of Education and Communities (SERAP 2018065), and the Catholic Education Office Dioceses of Sydney, Parramatta, Lismore, Maitland-Newcastle, Bathurst, Canberra-Goulburn, Wollongong, Wagga Wagga and Wilcannia-Forbes. Study results will be disseminated through peer-reviewed publications, reports, presentations at relevant national and international conferences and via briefings to key stakeholders. Results will be used to inform future implementation of public health nutrition interventions through school canteens, and may be transferable to other food settings or online systems for ordering food.Trial registration numberACTRN12618000855224.

Reviewer AcknowledgementsBusiness and Management Studies (BMS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether BMS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1 Andrzej Niemiec, Poznań University of Economics and Business, PolandAshford Chea, Benedict College, USAAthina Qendro, Robert Gordon University, UKBahram Abediniangerabi, University of Texas, USAFábio Albergaria de Queiroz, Catholic University of Brasília, BrazilFlorin Peci, University of Peja, KosovoFouad Jawab, Universite Sidi Mohamed Ben, MoroccoFuLi Zhou, Zhengzhou University of Light Industry, ChinaGabriela O. Chiciudean, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaIulia Cristina Muresan, University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, RomaniaJason Caudill, King University, USAJulia Stefanova, Bulgarian Academy of Sciences, BulgariaKonstantinos N. Malagas, University of the Aegean, GreeceLucie Andreisová, University of Economics in Prague, CzechMarica Ion Dumitrasco, Academy of Sciences of Moldova, MoldovaMichael Okoche, University of South Africa, UgandaMr. Abdul-Kahar Adam, University of Education, Winneba, GhanaMythili Kolluru, College of Banking and Financial Studies, OmanOksana Seroka-Stolka, Technical University of Czestochowa, PolandOzgur Demirtas, Inonu University, TurkeyRaimundo Lima Filho, University of State of Bahia, BrazilRashedul Hasan, International Islamic University Malaysia, MalaysiaRegina Lenart-Gansiniec, Jagiellonian University, PolandRocsana Tonis, Spiru Haret University, RomaniaSammy Kimunguyi, Office of The Auditor-General, KenyaXhavit Islami, University of Prishtina, KosovoYang Zhao, Sanofi Genzyme, USAZeki Atıl Bulut, Dokuz Eylul University, TurkeyZoran Mastilo, University of East Sarajevo, Bosnia and Herzegovina Ellery WillianmsEditorial AssistantOn behalf of,The Editorial Board of Business and Management StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://bms.redfame.com

Introduction. The strategy for the development of international education ERASMUS 20.30 stimulates the study of how intellectual integration programmes are introduced into the system of further education of universities around the world. The research is relevant, for studying the integration of intellectual potential in a single space of higher and further education EHEA allows to determine the efficacy of application of world benchmarking technologies in the management of SMART/UNI-Q systems and the convergence of world universities. The EU Education Department conditioned the significance of the research content by the target request to investigate the change in the benchmarking mission at the international education market and to make a thorough informational review of its application in the international activities of universities in the EU, CIS and the Russian Federation for the dissemination of information by international partner universities of ERASMUS central office. The study aims at identifying general and specific indicators of sustainable international partnerships that affect consumer demand at the international education and labour markets by means of concretization of an extensive descriptive analysis of the intellectual integration benchmarking and the description of the processes of benchmarking technology application, its scientific identification and implementation in individual universities, university alliances and consortia. Researchers were looking for an answer to the question: why, with high interest and theoretical recognition of technology benchmarking in quality management, universities show low rates of benchmarking in assessing the quality of their international activities. Materials and Methods. It is the first time that the research of benchmarking intellectual integrations in the university international activities uses the method of descriptive analysis. The study identifies active sectors of the SMART / UNI-Q benchmarking for the entire set of data voluntarily submitted by the universities participating in the projects of the Austrian Institute for Intellectual Integrations in the pre-pandemic period of 2017-2020. The participating countries have analyzed the share of key participants and the share of published benchmarking studies. The study analyzes the changes in the benchmarking mission in the international education market in accordance with the needs of global consumers. The analysis uses the data of the bases of the EU Department of Education, the ETINED platform and open-access European dissertation reviews portals. The research uses the WERGELAND European Resource Center data as the comparison point indicators. The study presents an analysis of five segments of international benchmarking: transparency, diversity, “product line”, digital activity, and digital management tools. Modus infographics shows the real, improved and ideal models. The applied comparative analysis studies the asynchrony of academic mobility during the COVID crisis. Results. The research findings show low value of efficiency indicators for the use of intellectual integration benchmarking in the international cooperation of university alliances. The predominance and stable efficiency in the use of benchmarking takes place at certain universities in Europe during periods of activity in implementing new strategies of international education and only for a short time most often during the periods of university accreditation. The model for overcoming sustainable development asynchronies in the management of SMART/UNI-Q systems according to the criterion of guaranteeing the quality of higher education in international cooperation EHEA is not final and today it is possible to characterize it through descriptive indicators. Amid the economic crisis and turbulence associated with the COVID-19 pandemic, a decline in large-scale academic mobility is an inevitable trend. However, due to the growing difference in the responses of economies and management in the field of higher vocational education between developed and less developed countries, as well as with the strengthening of general trends in economic integration, the number of academic migrants is likely to increase. Asynchrony, that is, unevenness, of opportunities and adaptation to the new digital environment of university consortia and the possibility to implement the opportunities in practice has become a psychological problem of scientific migration. Discussion and Conclusion. The materials of this article will be useful to CEO-s of international universities, heads of departments of international activities, employees of ERASMUS national offices, coordinators of ERASMUS+ projects, departments of continuing professional education and academic mobility in the development of promising strategies for external and internal benchmarking of inter-university projects of intellectual integration and international activity quality management.

The following article is an edited version of the keynote presented at the 13th International docomomo Conference that took place in Seoul, Korea, on September 2014. The paper discusses how “Western” architecture was first introduced to Korean soil: a French Catholic missionary-architect built the Seoul Cathedral at the end of the 19th century. American and Canadian architects built educational buildings for the Protestant missionary-founded colleges in Korea. Japanese civil servant architects built some public buildings during the colonial rule. The work of two prominent Korean architects, Kim Chung-Up and Kim Swoo-Geun are discussed. The author discusses his education at Mies van der Rohe’s Illinois Institute of Technology (IIT) in mid-1950s, his work for the Master during the 1960s, and his teaching at IIT 1966 and 1978. He describes how his dual position of teaching at IIT and working for Mies gave him the opportunity to work on three projects of importance: the Mies Retrospective in Berlin in 1968; the exhibition proposal for the extension of the Museum of Fine Arts in Houston of 1969; the Toronto-Dominion Bank executive floor and Banking Pavilion of 1966–1968. The author discusses several works of Mies van der Rohe to “demystify” the general perception that Mies was a rigid aesthetician: how Mies van der Rohe would arrive at design decisions not always sticking to the module, grid and geometry, contrary to the conventional reading of his architecture. The author then discusses five works from his three decades of practice with sac International in Seoul, highlighting where Mies’ influences might be found in these works: the Korea Military Academy Library of 1982; Seoul Hilton Hotel of 1983; the Weight-lifting Gymnasium for ‘88 Seoul Olympics of 1986; Kyongju Museum of Art of 1991; and the SK Group Office Building in Seoul of 1999. The paper also reflects on its relationship to the main theme of the recent International docomomo Conference in Seoul, Expansion and Conflict.

The article is devoted to a peculiar episode of the struggle of Lithuanians against the policy of persecution based on nationality which was pursued by Imperial Russia between 1864 and 1904. Its participants were representatives of the parts of the Lithuanian nation separated by the border between Germany and the Russian Empire – Martynas Jankus (1858–1946), a German citizen, a Lithuanian of East Prussia, the owner of a printing office in Tilsit (Lith. Tilžė, currently Sovetsk, a town in Kaliningrad Oblast, the Russian Federation) and a group of Lithuanian young people who were operating illegally, a group of citizens of the Russian Empire. The time under discussion is the 1890s. During that period, the Lithuanian national movement was rapidly developing and strengthening while striving to bring together both parts of the nation and the USA-based Lithuanian diaspora community. One of the most important measures of the common struggle was the distribution of publications printed in Latin characters in the Lithuanian language which were banned to be published in the territory of Russia but were legally printed in East Prussia and smuggled across the border into Lithuania. From there, the publications were sent to Lithuanian communities all over the Russian Empire. This struggle resulted in victory: the ban was lifted by Order of the Cabinet of Ministers of Russia issued in 1904. To strengthen the political opposition, Lithuanian intellectuals printed not only books, brochures and newspapers but also various minor publications – political leaflets. Students of Russian universities and Lithuanian intellectuals graduates of these higher education institutions prepared texts and sent funds intended for their publication to the printing offices of Lithuanians and Germans in East Prussia. The number of such leaflets surviving to the present day is very small. One of these publications was an anonymous card of the size of a standard German postcard (95 x 140 mm). Thus far, three of them have been found in Lithuanian libraries and archives, and one has been discovered in the National Library of Russia in Saint Petersburg. A composition of two illustrations is printed on one side of the card: a Lithuanian countrywoman and a Cossack standing in front of her with a raised whip and a bottle of vodka as a gift for obedience. This symbolised a spread of orthodoxy and the deportation of Lithuanians from their native land. The following exclamation of the Cossack is printed: Are you a Lithuanian? Go to Russia! The explanation of the content of the illustration and the encouragement (first of all, to Catholic believers) to oppose the plans of the authorities are printed in small characters. They are related to the colonisation of Siberia. The statements are well-grounded, the exposition of the subject is logical and written in the correct Lithuanian language. Most probably, it was created by the graduate of the Faculty of Law of the University of Moscow Vladas Mačys (1867–1936). Vaclovas Biržiška, Professor of Law at the University of Lithuania in Kaunas and Director of the University Library, was the first to describe this publication bibliographically. The author regarded this publication as a postcard, attributed it to Martynas Jankus’ printing office and dated it ‘1892’. A more precise description was publicised in the fundamental work of Lithuanian national bibliography Lietuvos TSR bibliografija. Serija A: Knygos lietuvių kalba (Bibliography of the Lithuanian SSR. Series A: Books in the Lithuanian Language; vol. 2: 1862–1904. Book 2 (Vilnius, 1988, p. 401, No. 4065). It was compiled in the Soviet era, and the only available copy stored in Mikhail J. Saltykov-Shchedrin State Public Library (currently renamed the Russian National Library in Sankt Petersburg) served as the basis for it. The present author amended the publication date of the postcard (1891) and specified the circumstances of its distribution, while also ascertaining that the artist of the illustrations was the lithographer of Tilsit Johann Mai.

Čenču Jezups or Dzērkste (real name Jezups Kindzuļs, 1888–1941?) was a Latgalian public figure, agronomist, publicist and writer. Date of his death is unknown – he was arrested in February 1941 by NKVD (People's Commissariat for Internal Affairs), but after that there is no information about his further life. He participated in the Latgalian Awakening movement at the beginning of 20th century. Later J. Kindzuļs was one of the organizers of the Latgalian congress (1917) in Rēzekne and a member of Constitutional Assembly of Latvia (1920–1922). He was an editor of such periodicals as “Latgalīts” (1921), “Latgolas Zemkūpis” (1924–1935), “Latgolas lauksaimnīks” (calendar, 1924–1935). He wrote his novel “Pīters Vylāns” between 1935 and 1941. It was first published in Daugavpils in 1943 by writer and publisher Vladislavs Luocis. Later it was published again in Germany in 1967.Čenču Jezups’ novel “Pīters Vylāns” was analysed by Miķelis Bukšs, Ilona Salceviča, Oskars Seiksts. The mentioned papers reveal the meaning of Latgalian self-confidence, which is disclosed in “Pīters Vylāns”, but unfortunately the author of this novel seems to be forgotten. Therefore the aim of this research is to “decode” factors of inspiration in Čenču Jezups’ novel “Pīters Vylāns” to gain more information about author’s life and his value system.Inspiration is always connected with writer’s life experience. Furthermore, the writer creates his own world. Vladislavs Luocis wrote that J. Kindzuļs planned to write a trilogy (Lōcis 1965: 26), but because of Latvia’s occupation by the Soviet Union this intention was not fulfilled. Factors of inspiration are divided into two groups: literary and non-literary (Lukaševičs 2007: 5). Non-literary factors of inspiration are those connected with J. Kindzuļs’ life (social and political events, education and public activities, private life). Literary and cultural factors of inspiration refer to his interests and Latgalian self-identification.Novel “Pīters Vylāns” was written during the authoritarian regime of Kārlis Ulmanis (1934–1940) and deals with peasants’ life during the Russian Revolution of 1905 (1905–1907) in Latgale. The problems of Latgalian identity (to be russified or polonized, quest for identity as a possibility) are dealt with by means of such characters as Vera Semjonova, Stefa, Meikuls Stumbris and Buks. It may be that the characters Pīters Vylāns and Ontons Sleižs are the two sides of J. Kindzuļs’ alter ego. His life experience until World War I is revealed in Pīters Vylāns, but after 1920 – in Ontons Sleižs. J. Kindzuļs may have studied either agronomy or law in Petersburg (after 1907). He took part in Latgalian Musical society and later he worked in the editorial office of newspaper “Drywa” (1908–1912). J. Kindzuļs was involved in the First World War and after that he worked in Rēzekne Commerce School (1919). After 1922 he started farming in his household “Pelēķi” in Laucesa rural municipality and was busy with issues of agronomy in Latgale.J. Kindzuļs’ private life is revealed in two women characters: Elvira and Stefa. Kindzuļs himself had three wives: unknown (married before 1919), Hortenzija Kindzule (Dardedze, married about 1921), Jadviga Kindzule (Kondrāte, married before 1933). J. Kindzuļs became a widower twice. He had two sons: Česlavs (from his first marriage) and Andrivs Jēkabs (from the second marriage). The third child was a daughter, but he and his wife Jadviga lost her because she died of an illness when she was 3.Because of lack of information about J. Kindzuļs, there is no possibility to find out his interests. The only way to get more information about J. Kindzuļs is to research his novel “Pīters Vylāns”. From the novel we know that for J. Kindzuļs there are three groups of literary and cultural factors of inspiration. Firstly, it is Latgalian self-confidence, which appears in the use of Roman Catholic elements such as rites, prayers and honour songs for God. Secondly, it is syncretism of Christian faith and paganism, which is presented as rewriting of folksongs by hand and “vakariešona” or evening gathering. Thirdly, it is European culture, because it is clear that J. Kindzuļs knew, for example, such writers as Goethe, Dostoevsky, Tolstoy, classical music (F. F. Chopin) and architecture. The amount of information about J. Kindzuļs must be enriched and research must be continued. Novel “Pīters Vylāns” was written after 1935 and it is autobiographical. Such characters as Pīters Vylāns and Ontons Sleižs reflect the personality of J. Kindzuļs, but Elvira and Stefa reveal some traits of his wives Hortenzija and Jadviga. J. Kindzuļs glorifies values which became significant after 1934: land and farming, peasants and unity. He describes the Latvians of Latgale during the Russian Revolution of 1905 (1905–1907), but at the same time he criticizes the tendency to be latvianized. The same attitude he has to russification. He accepts the ideological course of Kārlis Ulmanis policy and this ideological position of J. Kindzuļs is manifested as a form of rebellion.

FELIKS (Fostering English Language in Kimberley Schools) is a Catholic Education Office initiative having its beginnings in the early eighties when the need to teach English as a second language to Aboriginal students in the Kimberley was recognised. The professional development package, designed and successfully trailed by the Language Team members of the CEO Kimberley Region, is targeted at classroom teachers, Aboriginal Teaching Assistants (ATAs) and Aboriginal community members.

The purpose of this study is to analyze the impact of the chief executive officer (CEO) demographic characteristics including CEO age, CEO gender, and CEO education on the performance of firms in the scientific research and technology development (SRTD) industry context. The cross-sectional data employed are collected from the General Statistics Office of Vietnam’s survey on corporations in 2017 with 3 samples, which include SRTD firms, certified SRTDs as CSRTD firms, and the SRTD industry as a whole. The least-squares analysis, robust regressions, statistical parametric and non-parametric tests are conducted to analyze the data. Firstly, it is found that the association between CEO age and firm performance is different between SRTD firms and CSRTD firms and statistically non-significant to the SRTD industry as a whole. Secondly, female CEOs of SRTD firms operate their businesses better than their male counterparts while the opposite is witnessed in CSRTD firms. For the whole SRTD industry, male CEOs outperform. Thirdly, for SRTD firms, the higher education of CEOs does not ensure higher performance. Nonetheless, CEOs with master’s degrees do have better performance than CEOs with bachelor’s degrees. These results are consistent in all estimation models being employed. The study is the first to examine factors affecting the performance of firms in the SRTD industry.

Institutions of higher learning continue to face many challenges, from declining revenues and increasedcosts (Fain, 2008) to lack of confidence in their ability to meet the needs of the students and the societythey serve (Smith, 2004). At the center of the institution is its CEO: the president. It is in this office andat this person that the buck stops. It is here where decisions are made that will affect the institution andall of its constituencies. As the literal and symbolic leader, the vitality of a given institution is dependentupon the effectiveness of its president (Rhodes, 1998). Yet, it is not uncommon to have hundreds ofpresidential positions in higher education open in any given year (Alton & Dean, 2002), and institutionalgoverning boards are continually faced with the daunting task of searching for, and selecting, theseimportant leaders.

American Catholic sisterhoods of European origin usually featured a subgroup of servant nuns known as lay or coadjutrix sisters. Generally from poor backgrounds and with limited education, the coadjutrices did most of the physical labour in convents and were excluded from many of the privileges of choir sisters. Obliged to wear distinctive clothing that marked their inferior status, they were segregated from choir sisters during meals and recreation, denied opportunities for self-improvement, and excluded from singing the Divine Office and from governance of the community. Choir sisters, on the other hand, monopolized professional work, such as teaching, had access to higher education, and controlled all the leadership positions in the congregation. This paper examines the often difficult relations between lay and choir sisters and agitation by the former for better treatment and greater equality in the United States in the century prior to the Second Vatican Council.

American Catholic sisterhoods of European origin usually featured a subgroup of servant nuns known as lay or coadjutrix sisters. Generally from poor backgrounds and with limited education, the coadjutrices did most of the physical labour in convents and were excluded from many of the privileges of choir sisters. Obliged to wear distinctive clothing that marked their inferior status, they were segregated from choir sisters during meals and recreation, denied opportunities for self-improvement, and excluded from singing the Divine Office and from governance of the community. Choir sisters, on the other hand, monopolized professional work, such as teaching, had access to higher education, and controlled all the leadership positions in the congregation. This paper examines the often difficult relations between lay and choir sisters and agitation by the former for better treatment and greater equality in the United States in the century prior to the Second Vatican Council.

The current Royal Commission into Institutional Responses to Child Sexual Abuse has demonstrated serious long-term failures to prevent and adequately respond to child sexual abuse by institutions. Rather than regarding the law as a system of responsibility, this article argues that it can be read instead as organising irresponsibility, drawing upon Scott Veitch’s ideas in Law and Irresponsibility. His key argument is that legal institutions operate as much to deflect responsibility for harms suffered as to acknowledge them. This article focuses on the ways in which the criminal justice system is complicit in organising irresponsibility for systemic failures through an analysis of the Royal Commission Case Study No 6: The responses of a primary school and the Toowoomba Catholic Education Office to the Conduct of Gerald Byrnes. Through concrete examples, this article analyses the ways in which criminal law organises irresponsibility through the individuation of responsibility and the emphasis upon subjective culpability. These practices ensure irresponsibility for actors for systemic failures.

Abstract Background The Swedish Work Environmental Authority (2015) states that about 60% of the Swedish workforce work in various office settings, a primarily sedentary environment (Prince, Elliott, Scott, Visintini, Reed, 2019). Today many workplaces offer their employees tax deductible preventive health services, i.e., wellness allowance to promote physical activity. Previous surveys indicate that 50% of the Swedish working population have access to wellness allowance (Hanson, 2007; Weightwatchers, 2017). However, 40% do not take advantage of this benefit (Weightwatchers, 2017; Kjellman & Höglind, 2006). Further, there is still little knowledge about how companies in Sweden promote an active lifestyle at work. This study describes how companies current Workplace Health Promotion (WHP), i.e., wellness allowance and other services related to physical activity, are implemented. Their purpose for providing WHP and the policymakers visions and possible hinders. Method Qualitative semi-structured interviews were used to explore how nine policymakers (i.e., human resource managers or CEO) describe WHP related to physical activity analyzed with the framework method. Results Physical activity is facilitated through wellness allowance, flexible working hours, step-challenges, walk and talk meetings, and health education. The companies also use the office setting by providing fitness facilities. Accessibility and convenience are described as important for WHP uptake. The provision of WHP related to physical activity is described as employee-driven, where employee initiatives and work-life balance are essential. The purpose of providing WHP described by the informants was to maintain health and productivity among employees and employee branding. Their visions are to reach a broader range of employees by providing easier access to physical activity and more life-friendly solutions. Hinders related to WHP are economic interest, lack of flexibility, and distrust among employees and leaders. The wellness allowance must also be up to date with market prices to be attractive among employees. Conclusions Companies have several strategies to facilitate physical activity during and after working hours to maintain employee health and attract and retain top talents. To increase WHP usage and physical activity during and after working hours, we suggest improvements in organizational support, wellness allowance in line with market prices, and easy access to in-house fitness facilities.

The purpose of this PKM is to provide insight into the higher education system as well as to find out the potential of students based on their brain color so that when choosing a study program when continuing their studies in higher education according to their potential. The method of implementing this PKM activity is in the form of counseling and personal tests. PKM partners are 99 students of SMAN 08 Tangerang City, Banten. Counseling uses zoom, while personal tests use google forms. After conducting the outreach activities, participants' knowledge of the higher education system was better than before. From the results of the personal test, the distribution of students' brain color was 44% A (office executive, CEO), 8% B (scientist, researcher, accountant, engineer, legal expert, chemist/physicist), 16% C (creative worker, TV presenter, artists, marketing professionals), 15% D (entrepreneurs), and 16% mix from AD. Participants are included in the A-D mix category because their personal test scores on several types of brain color are the same. It is recommended to test participants who are included in the A-D mix to do a personal test again to ensure the type of brain color. If the results are still included in the A-D mix, it means that the participant has multi-talents.Tujuan PKM ini untuk memberikan wawasan tentang sistem pendidikan tinggi serta untuk mengetahui potensi siswa berdasarkan brain colornya agar ketika memilih program studi ketika melanjutkan studi di perguruan tinggi sesuai dengan potensinya. Metode pelaksanaan kegiatan PKM ini berupa penyuluhan dan personal test. Mitra PKM adalah 99 siswa SMAN 08 Kota Tangerang, Banten. Penyuluhan menggunakan zoom, sedangakan personal test menggunakan google form. Setelah dilakukan kegiatan penyuluhan, pengetahuan peserta mengenai sistem pendidikan tinggi lebih baik dibandingkan sebelumnya. Dari hasil personal test, sebaran brain colour siswa 44% A (eksekutif kantor, CEO), 8% B (ilmuwan, peneliti, akuntan, engineer, ahli hukum, ahli kimia/fisika), 16% C (pekerja kreatif, presenter TV, artis, profesional pemasaran), 15% D (pengusaha), dan 16% bauran dari A-D. Peserrta masuk kategori bauran A-D karena skor personal testnya pada beberapa jenis brain color sama. Disarankan kepada peserta test yang masuk dalam bauran A-D untuk melakukan personal test ulang untuk memastikan jenis brain colornya. Jika hasilnya tetap masuk dalam bauran A-D, maka berarti peserta tersebut memiliki multi talent.

Introduction: Can religious beliefs associated with the prior knowledge about the disease and treatment promote therapy adherence in hypertensive patients? Objective: To identify association between the religiosity index (DUREL), level of education and performance on the knowledge test and blood pressure control. Method: Cross-sectional study of a quantitative approach, were eligible 63 hypertensive patients for which knowledge tests were used, Morisky Green, and the Religion Index (DUREL). The research was approved by the Ethics and Research Committee. The surveys were applied on the occasion of the nursing consultation and measurement of blood pressure (BP) of Office and by Ambulatory Blood Pressure Monitoring (ABPM) Results: Regarding the socio demographic characteristic predominated in this study: female 55.6%, the average age of 53.48±10 years, high school complete 31.7%, Catholic religion 79.4%, ethnicity 52.4% white, marital status married 66.7%, average BMI 30.14±5 kg/m 2 . In BP Office showed average systolic blood pressure (SBP) 153.58±27 mm/Hg) and the diastolic blood pressure (DBP) 91.38 ± 15 mm/Hg. The mean values of SBP obtained with ABPM was 148.93±19 mm/Hg and 91.78±15 mm/Hg to DBP at day time, and 135.78 ±18 mm/Hg to SBP and 79.33 ±15 mm/Hg to DBP sleep time. In relation to the test of Morisky-Green to correlate with the values of the BP Office showed statistical significance (p = 0.004), for patients with therapy adherence in relation to the SBP; identified 20 adherent patients (score=4) vs non-adherent patients 43 (score ≤ 3). In relation to the blood pressure values of ABPM showed statistical significance also for SBP in the sleep time (p=0.000), and DBP (p= 0,017) the Morisky test. In relation the analysis of the performance test of prior knowledge and the blood pressure values, there was no statistical significance. Concerning the association of the Religiosity index with the values of the BP Office and ABPM there was no statistical significance. Conclusion: The Index of Religiosity (DUREL) and the performance of prior knowledge about the disease and treatment were not sensitive to identify patients with better blood pressure control, unlike the Morisky Gren test, which was sensitive in identify patients with therapy adherence.

<p>As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students sampled, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.</p>

This paper will identify significant roles of Catholic Bishops’ Conference of the Philippines as a critical collaborator with the State. Instead of retribution and legal execution, the leaders of the Church in the Philippines are calling the government to encourage non-retribution-based justice; a non-retaliatory principle based on love, mercy and justice being taught by Jesus. Other than theological and Biblical perspectives to support above key points, multi-disciplinary approaches such as juridical, sociological, psychological, criminal justice and other fields of thought will also be used to explain the relevance of the statement of the Catholic Bishops’ Conference of the Philippines as a willing yet critical cooperator with the affairs of the State. References 1997. Catehism of the Catholic Church. 2nd. Vatican City: Libreria Editrice Vaticana. http://www.vatican.va/archive/ccc_css/archive/catechism/p3s. 2010. “The New American Bible.” Vatican Website. http://www.vatican.va/archive/ENG0839/_INDEX.HTM. Adams & Bastoy. 2010. “Sentenced to Serving the Good Life in Norway.” Time Magazine. July 12. http://content.time.com/time/magazine/article/0,9171,2000920,00.html. Ager, Maila. 2017. “”Pacquiao invokes Bible to defend death penalty.”.” Philippine Daily Inquirer. January 17. http://newsinfo.inquirer.net/863105/ pacquiao-invokes-bible-to-defend-death-penalty. Amnesty International. 2017. “Amnesty International Global Report: Death Sentences and Executions 2016.” Accessed January 2019. https://www.amnesty.org/download/Documents/ACT5057402017ENGLISH.PDF. Angeles, Albert Lee G. 2013. “Wrongful Conviction and the Case for Forensic Evidence in the Philippine Criminal Justice System .” Ateneo Law Journal 1155-1174. Asian Network of People who Use Drugs (ANPUD). 2017. “An open letter to Tim Cook: Immediately remove apps that are promoting war on drugs in the Philippines.” Asian Network of People who Use Drugs (ANPUD). October 10. http://www.anpud.org/an-open-letter-to-apple-ceo-mr-tim-cookimmediately-remove-apps-that-are-promotingwar-on-drugs-in-the-philippines/. Aurelio, Julie. 2017. “Pope lauds parish-based drug rehab: ‘This is the path to take’.” Philippine Daily Inquirer. October 22. Accessed July 6, 2019. https://newsinfo.inquirer.net/939723/war-on-drugs-drug-rehabilitation-drug-killingsextrajudicial-killings-sanlakbay-luis-antoniocardinal-tagle-oscar-albayalde-pope-francis. Bandura, Albert. 1977. Social learning theory. Englewood Cliffs, N.J.: Prentice Hall. Barkan, Steven E. 2012. Criminology: A Sociological Understanding (5th edition). New Jersey: Prentice Hall. Bernas, Joaquin G. 2009. The 1987 Constitution of the Philippines: A Commentary. Quezon City: Rex Bookstore, Inc. Bureau of Corrections. n.d. Bureau of Corrections. Accessed July 6, 2019. http://bucor.gov.ph. Catholic Biishops Conference of the Philippines. n.d. “Catholic Biishops Conference of the Philippines News.” Catholic Biishops Conference of the Philippines Statements. Accessed June 25, 2019. http://cbcpnews.net/cbcpnews/category/statements/cbcp-statements/. _______________ 1998. “Catechism on the Church and Politics.” CBCP Documents. May 11. Accessed January 16, 2019. http://www.cbcponline.org/documents/1990s/1998-church_politics.html. _______________ 1998. CBCP Media Office. May 11. http://www.cbcponline.net/documents/1990s/1998-church_politics.html. _______________ 2017. “CBCP Pastoral Statement on Death Penalty.” CBCP News. March 19. http://cbcpnews.net/cbcpnews/cbcp-pastoral-statementon-death-penalty/. _______________ “Preamble / Constitution.” CBCP Online. Accessed February 17, 2018. http://cbcpwebsite.com/preamble.html. Delaney, Tim. 2016. Classical and Contemporary Social Theory: Investigation and Application. New York: Routledge. Fair Punishment Project. 2016. “Too Broken to Fix: Part I, An In-depth Look at America’s Outlier Death Penalty Counties.” Fair Punishment Project.August. http://fairpunishment.org/wp-content/uploads/2016/08/FPP-TooBroken.pdf. Falcon, Florio R. February 4, 1991. The Separation of Church and State in the Philippine Constitution: A Myth or a Reality? Manila: unpublished thesis presented to the Faculty of Canon Law. Francis. 2017. “Address to participants in the meeting promoted by the Pontifical Council for Promoting the New Evangelization.” Vatican Website. October 11. Accessed July 4, 2019. https://w2.vatican.va/content/francesco/en/speeches/2017/october/documents/papa-francesco_20171011_convegnonuova-evangelizzazione.html. Gould, Jon, Julia Carrano, Richard Leo, and Katie Hail-Jares. 2014. “Predicting Erroneous Convictions.” 99 Iowa Law Review 471 489. Hass, Moloney, Chambliss. 2017. Criminology: Connecting Theory, Research and Practice. London: Routledge. Hill, John Lawrence. 2016. After the Natural Law: How the Classical Worldview Supports Our Modern Moral and Political Values. San Francisco: Ignatius Press. Hontiveros, Romeo. 2016. “What is the true meaning of separation of Church and State?” PagadianDiocese. org . May 26. http://www.pagadiandiocese.org/2016/05/26/what-is-the-true-meaning-ofseparation-of-church-and-state/. John Paul II. 1995. Encyclical Letter Evangelium Vitae. http://w2.vatican.va/content/john-paul-ii/en/encyclicals/documents/hf_jp-ii_enc_25031995_evangelium-vitae.html. _______________ 2000. “Jubillee in Prisons.” Vatican Website. July 9. Accessed January 15, 2019. http://w2.vatican.va/content/john-paul-ii/en/homilies/2000/documents/hf_jp-ii_hom_20000709_jubilprisoners.html. John XXIII. 1963. Pacem in Terris. April 11. http://w2.vatican.va/content/john-xxiii/en/encyclicals/documents/hf_j-xxiii_enc_11041963_pacem.html. Kendall, Diana. 2016. Sociology in Our Times. Boston, MA: Cengage Learning. McCrudden, Christopher. 2008. “Human Dignity and Judicial Interpretation of Human Rights.” The European Journal of International Law 19 (4): 656-657.

During 2002, the 107th Congress passed landmark legislation, the Nurse Reinvestment Act, P.L. 107-205. This article discusses the specific provisions of P.L. 107-205 within the context of the contemporary literature and the experience of the nursing shortage. The authors ask nurses to examine what the Nurse Reinvestment Act means for their career development. In laying out the anatomy of the Nurse Reinvestment Act, title by title, and section by section, the article presents the Congressional plan for addressing the two faces of the shortage: Nurse Recruitment, Title I, and Nurse Retention, Title II. Under Title I, Nurse Retention, Section 101 presents Definitions used in the public law. Section 102, promotes the development of Public Health Service Announcements about the nursing profession. In the last section of Title I, Section 103, Congress establishes a National Nurse Service Corps. Title II, Nurse Retention, Section 201, is directed toward Building Career Ladders and Retaining Quality Nurses. In Section 202, the development of Comprehensive Geriatric Education is encouraged. Section 203 establishes a Nurse Faculty Loan program, while the last section of Title II, Section 204, mandates reports from the General Accounting Office. The 107th Congress adjourned in November 2002 without acting on the appropriation bill that would have made the Nurse Reinvestment Act a reality. Before the new Congress meets in January 2003, nurses must join with their colleagues to assure adequate funding for P.L. 107-205. The websites of the American Nurses Association (www.nursingworld.org), the National League for Nursing (www.nln.org), The American Association of Colleges of Nursing (www.aacn.org), and the Specialty Nursing Organizations (www.aspanlorg/Spec) provide direction in approaching members of Congress. However, because of the importance of the Nurse Reinvestment Act, nurses must also align themselves with representatives from the many groups who supported the legislation. Readers of this Online Journal in Nursing article should be empowered to contact the American Hospital Association, the Catholic Hospital Association, the American Association of Retired Persons, the American Medical Association, the National Association for Home Care, and the Service Employees International Union for their assistance and the support of their membership in the passage of the FY 2002 Labor/HHS/Education Appropriations Bill.

In a media saturated world, doodles have recently received the kind of attention usually reserved for coverage of racy extra marital affairs, corrupt governance, and product malfunction. Former British Prime Minister Blair’s private doodling at a World Economic Forum meeting in 2005 raised suspicions that he, according to one keen graphologist, struggled “to maintain control in a confusing world," which infers he was attempting to cohere a scattershot, fragmentary series of events (Spiegel). However, placid-faced Microsoft CEO Bill Gates, who sat nearby, actually scrawled the doodles. In this case, perhaps the scrawls mimicked the ambience in the room: Gates might have been ‘tuning’–registering the ‘white noise’ of the participants, letting his unconscious dictate doodles as a way to cope with the dissonance trekking in with the officialspeak. The doodles may have documented and registered the space between words, acting like deposits from his gestalt.Sometimes the most intriguing doodles co-exist with printed texts. This includes common vernacular graffiti that lines public and private books and magazines. Such graffiti exposes tensions in the role of readers as well as horror vacui: a fear of unused, empty space. Yet, school children fingering fresh pages and stiff book spines for the first few times often consider their book pages as sanctioned, discreet, and inviolable. The book is an object of financial and cultural investment, or imbued both with mystique and ideologies. Yet, in the e-book era, the old-fashioned, physical page is a relic of sorts, a holdover from coarse papyrus culled from wetland sage, linking us to the First Dynasty in Egypt. Some might consider the page as a vessel for typography, a mere framing device for text. The margins may reflect a perimeter of nothingness, an invisible borderland that doodles render visible by inhabiting them. Perhaps the margins are a bare landscape, like unmarred flat sand in a black and white panchromatic photo with unique tonal signature and distinct grain. Perhaps the margins are a mute locality, a space where words have evaporated, or a yet-to-be-explored environment, or an ambient field. Then comes the doodle, an icon of vernacular art.As a modern folklorist, I have studied and explored vernacular art at length, especially forms that may challenge and fissure aesthetic, cultural, and social mores, even within my own field. For instance, I contend that Grandma Prisbrey’s “Bottle Village,” featuring millions of artfully arranged pencils, bottles, and dolls culled from dumps in Southern California, is a syncretic culturescape with underlying feminist symbolism, not merely the product of trauma and hoarding (Ensminger). Recently, I flew to Oregon to deliver a paper on Mexican-American gravesite traditions. In a quest for increased multicultural tolerance, I argued that inexpensive dimestore objects left on Catholic immigrant graves do not represent a messy landscape of trinkets but unique spiritual environments with links to customs 3,000 years old. For me, doodles represent a variation on graffiti-style art with cultural antecedents stretching back throughout history, ranging from ancient scrawls on Greek ruins to contemporary park benches (with chiseled names, dates, and symbols), public bathroom latrinalia, and spray can aerosol art, including ‘bombing’ and ‘tagging’ hailed as “Spectacular Vernaculars” by Russell Potter (1995). Noted folklorist Alan Dundes mused on the meaning of latrinalia in Here I Sit – A Study of American Latrinalia (1966), which has inspired pop culture books and web pages for the preservation and discussion of such art (see for instance, www.itsallinthehead.com/gallery1.html). Older texts such as Classic American Graffiti by Allen Walker Read (1935), originally intended for “students of linguistics, folk-lore, abnormal psychology,” reveal the field’s longstanding interest in marginal, crude, and profane graffiti.Yet, to my knowledge, a monograph on doodles has yet to be published by a folklorist, perhaps because the art form is reconsidered too idiosyncratic, too private, the difference between jots and doodles too blurry for a taxonomy and not the domain of identifiable folk groups. In addition, the doodles in texts often remain hidden until single readers encounter them. No broad public interaction is likely, unless a library text circulates freely, which may not occur after doodles are discovered. In essence, the books become tainted, infected goods. Whereas latrinalia speaks openly and irreverently, doodles feature a different scale and audience.Doodles in texts may represent a kind of speaking from the ‘margin’s margins,’ revealing the reader-cum-writer’s idiosyncratic, self-meaningful, and stylised hieroglyphics from the ambient margins of one’s consciousness set forth in the ambient margins of the page. The original page itself is an ambient territory that allows the meaning of the text to take effect. When those liminal spaces (both between and betwixt, in which the rules of page format, design, style, and typography are abandoned) are altered by the presence of doodles, the formerly blank, surplus, and soft spaces of the page offer messages coterminous with the text, often allowing readers to speak, however haphazardly and unconsciously, with and against the triggering text. The bleached whiteness can become a crowded milieu in the hands of a reader re-scripting the ambient territory. If the book is borrowed, then the margins are also an intimate negotiation with shared or public space. The cryptic residue of the doodler now resides, waiting, for the city of eyes.Throughout history, both admired artists and Presidents regularly doodled. Famed Italian Renaissance painter Filippo Lippi avoided strenuous studying by doodling in his books (Van Cleave 44). Both sides of the American political spectrum have produced plentiful inky depictions as well: roughshod Democratic President Johnson drew flags and pagodas; former Hollywood fantasy fulfiller turned politician Republican President Reagan’s specialty was western themes, recalling tropes both from his actor period and his duration acting as President; meanwhile, former law student turned current President, Barack Obama, has sketched members of Congress and the Senate for charity auctions. These doodles are rich fodder for both psychologists and cross-discipline analysts that propose theories regarding the automatic writing and self-styled miniature pictures of civic leaders. Doodles allow graphologists to navigate and determine the internal, cognitive fabric of the maker. To critics, they exist as mere trifles and offer nothing more than an iota of insight; doodles are not uncanny offerings from the recesses of memory, like bite-sized Rorschach tests, but simply sloppy scrawls of the bored.Ambient music theory may shed some light. Timothy Morton argues that Brian Eno designed to make music that evoked “space whose quality had become minimally significant” and “deconstruct the opposition … between figure and ground.” In fact, doodles may yield the same attributes as well. After a doodle is inserted into texts, the typography loses its primacy. There is a merging of the horizons. The text of the author can conflate with the text of the reader in an uneasy dance of meaning: the page becomes an interface revealing a landscape of signs and symbols with multiple intelligences–one manufactured and condoned, the other vernacular and unsanctioned. A fixed end or beginning between the two no longer exists. The ambient space allows potential energies to hover at the edge, ready to illustrate a tension zone and occupy the page. The blank spaces keep inviting responses. An emergent discourse is always in waiting, always threatening to overspill the text’s intended meaning. In fact, the doodles may carry more weight than the intended text: the hierarchy between authorship and readership may topple.Resistant reading may take shape during these bouts. The doodle is an invasion and signals the geography of disruption, even when innocuous. It is a leveling tool. As doodlers place it alongside official discourse, they move away from positions of passivity, being mere consumers, and claim their own autonomy and agency. The space becomes co-determinant as boundaries are blurred. The destiny of the original text’s meaning is deferred. The habitus of the reader becomes embodied in the scrawl, and the next reader must negotiate and navigate the cultural capital of this new author. As such, the doodle constitutes an alternative authority and economy of meaning within the text.Recent studies indicate doodling, often regarded as behavior that announces a person’s boredom and withdrawal, is actually a very special tool to prevent memory loss. Jackie Andrade, an expert from the School of Psychology at the University of Plymouth, maintains that doodling actually “offsets the effects of selective memory blockade,” which yields a surprising result (quoted in “Doodling Gets”). Doodlers exhibit 29% more memory recall than those who passively listen, frozen in an unequal bond with the speaker/lecturer. Students that doodle actually retain more information and are likely more productive due to their active listening. They adeptly absorb information while students who stare patiently or daydream falter.Furthermore, in a 2006 paper, Andrew Kear argues that “doodling is a way in which students, consciously or not, stake a claim of personal agency and challenge some the values inherent in the education system” (2). As a teacher concerned with the engagement of students, he asked for three classes to submit their doodles. Letting them submit any two-dimensional graphic or text made during a class (even if made from body fluid), he soon discovered examples of “acts of resistance” in “student-initiated effort[s] to carve out a sense of place within the educational institution” (6). Not simply an ennui-prone teenager or a proto-surrealist trying to render some automatic writing from the fringes of cognition, a student doodling may represent contested space both in terms of the page itself and the ambience of the environment. The doodle indicates tension, and according to Kear, reflects students reclaiming “their own self-recognized voice” (6).In a widely referenced 1966 article (known as the “doodle” article) intended to describe the paragraph organisational styles of different cultures, Robert Kaplan used five doodles to investigate a writer’s thought patterns, which are rooted in cultural values. Now considered rather problematic by some critics after being adopted by educators for teacher-training materials, Kaplan’s doodles-as-models suggest, “English speakers develop their ideas in a linear, hierarchal fashion and ‘Orientals’ in a non-liner, spiral fashion…” (Severino 45). In turn, when used as pedagogical tools, these graphics, intentionally or not, may lead an “ethnocentric, assimilationist stance” (45). In this case, doodles likely shape the discourse of English as Second Language instruction. Doodles also represent a unique kind of “finger trace,” not unlike prints from the tips of a person’s fingers and snowflakes. Such symbol systems might be used for “a means of lightweight authentication,” according to Christopher Varenhorst of MIT (1). Doodles, he posits, can be used as “passdoodles"–a means by which a program can “quickly identify users.” They are singular expressions that are quirky and hard to duplicate; thus, doodles could serve as substitute methods of verifying people who desire devices that can safeguard their privacy without users having to rely on an ever-increasing number of passwords. Doodles may represent one such key. For many years, psychologists and psychiatrists have used doodles as therapeutic tools in their treatment of children that have endured hardship, ailments, and assault. They may indicate conditions, explain various symptoms and pathologies, and reveal patterns that otherwise may go unnoticed. For instance, doodles may “reflect a specific physical illness and point to family stress, accidents, difficult sibling relationships, and trauma” (Lowe 307). Lowe reports that children who create a doodle featuring their own caricature on the far side of the page, distant from an image of parent figures on the same page, may be experiencing detachment, while the portrayal of a father figure with “jagged teeth” may indicate a menace. What may be difficult to investigate in a doctor’s office conversation or clinical overview may, in fact, be gleaned from “the evaluation of a child’s spontaneous doodle” (307). So, if children are suffering physically or psychologically and unable to express themselves in a fully conscious and articulate way, doodles may reveal their “self-concept” and how they feel about their bodies; therefore, such creative and descriptive inroads are important diagnostic tools (307). Austrian born researcher Erich Guttman and his cohort Walter MacLay both pioneered art therapy in England during the mid-twentieth century. They posited doodles might offer some insight into the condition of schizophrenics. Guttman was intrigued by both the paintings associated with the Surrealist movement and the pioneering, much-debated work of Sigmund Freud too. Although Guttman mostly studied professionally trained artists who suffered from delusions and other conditions, he also collected a variety of art from patients, including those undergoing mescaline therapy, which alters a person’s consciousness. In a stroke of luck, they were able to convince a newspaper editor at the Evening Standard to provide them over 9,000 doodles that were provided by readers for a contest, each coded with the person’s name, age, and occupation. This invaluable data let the academicians compare the work of those hospitalised with the larger population. Their results, released in 1938, contain several key declarations and remain significant contributions to the field. Subsequently, Francis Reitman recounted them in his own book Psychotic Art: Doodles “release the censor of the conscious mind,” allowing a person to “relax, which to creative people was indispensable to production.”No appropriate descriptive terminology could be agreed upon.“Doodles are not communications,” for the meaning is only apparent when analysed individually.Doodles are “self-meaningful.” (37) Doodles, the authors also established, could be divided into this taxonomy: “stereotypy, ornamental details, movements, figures, faces and animals” or those “depicting scenes, medley, and mixtures” (37). The authors also noted that practitioners from the Jungian school of psychology often used “spontaneously produced drawings” that were quite “doodle-like in nature” in their own discussions (37). As a modern folklorist, I venture that doodles offer rich potential for our discipline as well. At this stage, I am offering a series of dictums, especially in regards to doodles that are commonly found adjacent to text in books and magazines, notebooks and journals, that may be expanded upon and investigated further. Doodles allow the reader to repopulate the text with ideogram-like expressions that are highly personalised, even inscrutable, like ambient sounds.Doodles re-purpose the text. The text no longer is unidirectional. The text becomes a point of convergence between writer and reader. The doodling allows for such a conversation, bilateral flow, or “talking back” to the text.Doodles reveal a secret language–informal codes that hearken back to the “lively, spontaneous, and charged with feeling” works of child art or naïve art that Victor Sanua discusses as being replaced in a child’s later years by art that is “stilted, formal, and conforming” (62).Doodling animates blank margins, the dead space of the text adjacent to the script, making such places ripe for spontaneous, fertile, and exploratory markings.Doodling reveals a democratic, participatory ethos. No text is too sacred, no narrative too inviolable. Anything can be reworked by the intimate graffiti of the reader. The authority of the book is not fixed; readers negotiate and form a second intelligence imprinted over the top of the original text, blurring modes of power.Doodles reveal liminal moments. Since the reader in unmonitored, he or she can express thoughts that may be considered marginal or taboo by the next reader. The original subject of the book itself does not restrict the reader. Thus, within the margins of the page, a brief suspension of boundaries and borders, authority and power, occurs. The reader hides in anonymity, free to reroute the meaning of the book. Doodling may convey a reader’s infantalism. Every book can become a picture book. This art can be the route returning a reader to the ambience of childhood.Doodling may constitute Illuminated/Painted Texts in reverse, commemorating the significance of the object in hitherto unexpected forms and revealing the reader’s codex. William Blake adorned his own poems by illuminating the skin/page that held his living verse; common readers may do so too, in naïve, nomadic, and primitive forms. Doodling demarcates tension zones, yielding social-historical insights into eras while offering psychological glimpses and displaying aesthetic values of readers-cum-writers.Doodling reveals margins as inter-zones, replete with psychogeography. While the typography is sanctioned, legitimate, normalised, and official discourse (“chartered” and “manacled,” to hijack lines from William Blake), the margins are a vernacular depository, a terminus, allowing readers a sense of agency and autonomy. The doodled page becomes a visible reminder and signifier: all pages are potentially “contested” spaces. Whereas graffiti often allows a writer to hide anonymously in the light in a city besieged by multiple conflicting texts, doodles allow a reader-cum-writer’s imprint to live in the cocoon of a formerly fossilised text, waiting for the light. Upon being opened, the book, now a chimera, truly breathes. Further exploration and analysis should likely consider several issues. What truly constitutes and shapes the role of agent and reader? Is the reader an agent all the time, or only when offering resistant readings through doodles? How is a doodler’s agency mediated by the author or the format of texts in forms that I have to map? Lastly, if, as I have argued, the ambient space allows potential energies to hover at the edge, ready to illustrate a tension zone and occupy the page, what occurs in the age of digital or e-books? Will these platforms signal an age of acquiescence to manufactured products or signal era of vernacular responses, somehow hitched to html code and PDF file infiltration? Will bytes totally replace type soon in the future, shaping unforeseen actions by doodlers? Attached Figures Figure One presents the intimate graffiti of my grandfather, found in the 1907 edition of his McGuffey’s Eclectic Spelling Book. The depiction is simple, even crude, revealing a figure found on the adjacent page to Lesson 248, “Of Characters Used in Punctuation,” which lists the perfunctory functions of commas, semicolons, periods, and so forth. This doodle may offset the routine, rote, and rather humdrum memorisation of such grammatical tools. The smiling figure may embody and signify joy on an otherwise machine-made bare page, a space where my grandfather illustrated his desires (to lighten a mood, to ease dissatisfaction?). Historians Joe Austin and Michael Willard examine how youth have been historically left without legitimate spaces in which to live out their autonomy outside of adult surveillance. For instance, graffiti often found on walls and trains may reflect a sad reality: young people are pushed to appropriate “nomadic, temporary, abandoned, illegal, or otherwise unwatched spaces within the landscape” (14). Indeed, book graffiti, like the graffiti found on surfaces throughout cities, may offer youth a sense of appropriation, authorship, agency, and autonomy: they take the page of the book, commit their writing or illustration to the page, discover some freedom, and feel temporarily independent even while they are young and disempowered. Figure Two depicts the doodles of experimental filmmaker Jim Fetterley (Animal Charm productions) during his tenure as a student at the Art Institute of Chicago in the early 1990s. His two doodles flank the text of “Lady Lazarus” by Sylvia Plath, regarded by most readers as an autobiographical poem that addresses her own suicide attempts. The story of Lazarus is grounded in the Biblical story of John Lazarus of Bethany, who was resurrected from the dead. The poem also alludes to the Holocaust (“Nazi Lampshades”), the folklore surrounding cats (“And like the cat I have nine times to die”), and impending omens of death (“eye pits “ … “sour breath”). The lower doodle seems to signify a motorised tank-like machine, replete with a furnace or engine compartment on top that bellows smoke. Such ominous images, saturated with potential cartoon-like violence, may link to the World War II references in the poem. Meanwhile, the upper doodle seems to be curiously insect-like, and Fetterley’s name can be found within the illustration, just like Plath’s poem is self-reflexive and addresses her own plight. Most viewers might find the image a bit more lighthearted than the poem, a caricature of something biomorphic and surreal, but not very lethal. Again, perhaps this is a counter-message to the weight of the poem, a way to balance the mood and tone, or it may well represent the larval-like apparition that haunts the very thoughts of Plath in the poem: the impending disease of her mind, as understood by the wary reader. References Austin, Joe, and Michael Willard. “Introduction: Angels of History, Demons of Culture.” Eds. Joe Austion and Michael Willard. Generations of Youth: Youth Cultures and History in Twentieth-Century America. New York: NYU Press, 1998. “Doodling Gets Its Due: Those Tiny Artworks May Aid Memory.” World Science 2 March 2009. 15 Jan. 2009 ‹http://www.world-science.net/othernews/090302_doodle›. Dundes, Alan. “Here I Sit – A Study of American Latrinalia.” Papers of the Kroeber Anthropological Society 34: 91-105. Ensminger, David. “All Bottle Up: Reinterpreting the Culturescape of Grandma Prisbey.” Adironack Review 9.3 (Fall 2008). ‹http://adirondackreview.homestead.com/ensminger2.html›. Kear, Andrew. “Drawings in the Margins: Doodling in Class an Act of Reclamation.” Graduate Student Conference. University of Toronto, 2006. ‹http://gradstudentconference.oise.utoronto.ca/documents/185/Drawing%20in%20the%20Margins.doc›. Lowe, Sheila R. The Complete Idiot’s Guide to Handwriting Analysis. New York: Alpha Books, 1999. Morton, Timothy. “‘Twinkle, Twinkle Little Star’ as an Ambient Poem; a Study of Dialectical Image; with Some Remarks on Coleridge and Wordsworth.” Romantic Circles Praxis Series (2001). 6 Jan. 2009 ‹http://www.rc.umd.edu/praxis/ecology/morton/morton.html›. Potter, Russell A. Spectacular Vernaculars: Hip Hop and the Politics of Postmodernism. Albany: State University of New York, 1995. Read, Allen Walker. Classic American Graffiti: Lexical Evidence from Folk Epigraphy in Western North America. Waukesha, Wisconsin: Maledicta Press, 1997. Reitman, Francis. Psychotic Art. London: Routledge, 1999. Sanua, Victor. “The World of Mystery and Wonder of the Schizophrenic Patient.” International Journal of Social Psychiatry 8 (1961): 62-65. Severino, Carol. “The ‘Doodles’ in Context: Qualifying Claims about Contrastive Rhetoric.” The Writing Center Journal 14.1 (Fall 1993): 44-62. Van Cleave, Claire. Master Drawings of the Italian Rennaissance. Cambridge, Mass.: Harvard UP, 2007. Varenhost, Christopher. Passdoodles: A Lightweight Authentication Method. Research Science Institute. Cambridge, Mass.: Massachusetts Institute of Technology, 2004.

The COVID-19 pandemic and the resultant economic downturn has brought to the forefront the need for expeditious action to create answers for the diagnosis, treatment and prevention of this newest human malady. This crisis has crystalized the prioritization of expenditures of resources for medical research, clinical practice and public health measures in combating this deadly virus. The Johns Hopkins School of Public Health Coronavirus Resource Center has counted a total of 46,168,459 cases and 1,196,891 deaths worldwide (November 1, 2020). The data for Ukraine is 407,573 cases and 7,515 deaths. It is now 10 months since the recognition of the worldwide involvement of the SARS-COV-2 virus as the etiologic agent of this pandemic. Although progress has been made, there is still a large gap in our efforts to find a cure and create an effective vaccine for the world population. A corollary lesson is the need for life-long learning and the acceptance of change in everyday practice. Harvard and Ukrainian Catholic University Professor of business management Adrian Slywotzky develops a succinct idea in his book «David Conquers: The Discipline of Asymmetric Victory». He states that David’s sling is a modest investment that results in a giant return. Such is our modest investment in this scholarly medical journal: Proceedings of the Shevchenko Scientific Society. Medical Sciences. We rely heavily on the social media mechanism of «word-of mouth» to promote our journal and its offerings of current medical breakthroughs and findings. Our wide range of interest is underscored by the more than 101 countries from whence our readers query our online journal. This is our modest investment on behalf of our readers to gain current information, an example of our asymmetric battle with the giant coronavirus. In this issue (Vol. 59, No.2 [62]) we inaugurate a video supplement of the proceedings of the Fourth International Symposium “SMARTLION2020’ which took place as a virtual meeting on 29 September 2020. O Danyliak and I Stryjska have collated the sessions related to the coronavirus pandemic. [4] The speakers include: 1. Boris Lushniak, Professor and Dean, School of Public Health, University of Maryland, USA: «A short history of pandemics». 2. Serhuy Souchelnytskyi, Professor at the College of Medicine, Quatar University, Doha, Quatar: «Why is COVID-19 so aggressive? Molecular insights with clinical application». 3. Andriy Cherkas, PhD candidate, Scientist, Sanofi, Frankfurt am Main, Germany: «COVID-19 and diabetes - a dangerous combination». 4. Armen Gasparyan, Associate Professor of Medicine, University of Birmingham, UK and Expert Reviewer of SCOPUS journals: «Infodemic and Misinformation in the COVID-19 era». 5. Oksana Souter, PhD, CEO of Swiss Organic Solutions, Zurich, Switzerland: “The systemic evaluations of proximity tracing app SwissCovid.” Next, S Souchelnytsky discusses the effectiveness of coronavirus testing that relies on the identification of the infrastructure of nucleic acids. This deepens our understanding of the importance of the procedure of detecting, amplifying and sequencing the coronavirus genome. [5] Our knowledge of the etiology, pathogenesis, clinical course and treatment regimens of the coronavirus is evolving and ever changing. Yesterday’s knowledge is superseded by today’s investigations and discoveries. In this light we present the latest case studies of the cardiovascular complications of COVID-19 by N Oryshchyn and Y Ivaniv [6]. M Cherkas et al discuss the critical care management of COVID-19 with emphasis on the MATH+algorithm [7]. PS Gaur et al inform us how to obtain valid information and recognize disinformation in medical research publications as a result of the adaptation of a changing paradigm in research [8]. The advice based on the thinking of Joseph Aoun, taken from his book «Robot-Proof: Higher Education in the Age of Artificia Intelligence» Here he proposes a strategy of how to prepare future scientists in the era of artificial intelligence [9]. In today’s medicine, smart machines and deep learning compete with the thinking of highly educated professionals. It is rare to see a modern era physician without instant access to the latest scientific research and sophisticated electronic devices that rely on algorithms of artificial intelligence to produce that information. Without such machine learning, we would not have the great advances in the diagnosis and treatment of cardiovascular, hematologic, oncologic diseases, infertility and many other medical dilemmas. It is critically important to have timely publications that introduce these innovations in medicine to the practitioner. We therefore also present to you the latest information about cardiovascular treatments in Lviv by D Beshley et al [10], and introduce you to the use of robotics in gynecologic surgery by A. Brignoni and O. Mudra [11]. In this era of artificial intelligence and the knowledge that comes to us with lightening speed, we must expect that all research be conducted in an ethical manner. The window to this work is through publications. We summarize a series of webinars held this year by the editorial board of this journal that focused on academic integrity and its reflection through scholarly writing [12]. Their full video is presented too [13]. «The ethical code of researchers» is published as a guide for our scientists on conducting and reporting research in a transparent and ethical fashion [14]. The title page of this publication reflects its contents. The collage “Life, idea, innovation" embodies the interplay of past and present, of history and innovation. At the center, the image of the human heart symbolizes life and self-sacrifice - in all of its aspects. More than a century ago, man devoted himself to science, bequeathing his heart to teach the next generation . The heart pictured is a reflection of the mummified specimen of the human heart found in the Anatomical Museum of the Department of Normal Anatomy, Danylo Halytsky Lviv National Medical University. The history of the creation and development of this museum can be found in a recently published monograph reviewed in this issue by A. Pitukh-Novorolska[15]. The heart on the cover of this journal is the personification of a physician, who lives by the motto "Consumor aliis inserviendo" (Latin: "I am consumed by being nice to others”). How relevant especially now - during the COVID-19 pandemic - when loss of human life is so high. In this crisis, ideas are generated. Many of them are veiled in histograms. They arise not from nothing, but from a scientific basis. It is the sacrifice of scientists that is their source. The latest book by S. Komisarenko reagarding important scientific achievements in biochemistry and immunology leading to the awarding of the Nobel Prize is herewith reviewed by S. Sushelnytsky [16]. Returning to the cover, the number of icons from the heart decreases the further ir goes : some are lost, others scatter and a few create innovation. The final elements of the collage represent the contemporary world. Building on previous sacrifices, ideas and life, innovation is the future. The aortic valve prosthesis for transcatheter aortic valve implantation (TAVI) and the image of the coronary arteries as visualized by intravascular ultrasound (IVUS) are among the most recent innovations in cardiology and cardiac surgery. Therefore, they are located next to the heart. Depicting the triad “life, idea, innovation", we invite our readers to enjoy the articles presented in this issue: new ideas for significant innovations. The Editorial Board extents their deep gratitude and thanks to the many colleagues responsible for the the support and advancement of our Journal [17]. We look forward to new ideas and innovations in 2021!

Introduction Documentary film has grown significantly in the past decade, with high profile films such as Fahrenheit 9/11, Supersize Me, and An Inconvenient Truth garnering increased attention both at the box office and in the news media. In addition, the rising prominence of web-based media has provided new opportunities for documentary to create social impact. Films are now typically released with websites, Facebook pages, twitter feeds, and web videos to increase both reach and impact. This combination of technology and broader audience appeal has given rise to a current landscape in which documentary films are imbedded within coordinated multi-media campaigns. New media have not only opened up new avenues for communicating with audiences, they have also created new opportunities for data collection and analysis of film impacts. A recent report by McKinsey and Company highlighted this potential, introducing and discussing the implications of increasing consumer information being recorded on the Internet as well as through networked sensors in the physical world. As they found: "Big data—large pools of data that can be captured, communicated, aggregated, stored, and analyzed—is now part of every sector and function of the global economy" (Manyika et al. iv). This data can be mined to learn a great deal about both individual and cultural response to documentary films and the issues they represent. Although film has a rich history in humanities research, this new set of tools enables an empirical approach grounded in the social sciences. However, several researchers across disciplines have noted that limited investigation has been conducted in this area. Although there has always been an emphasis on social impact in film and many filmmakers and scholars have made legitimate (and possibly illegitimate) claims of impact, few have attempted to empirically justify these claims. Over fifteen years ago, noted film scholar Brian Winston commented that "the underlying assumption of most social documentaries—that they shall act as agents of reform and change—is almost never demonstrated" (236). A decade later, Political Scientist David Whiteman repeated this sentiment, arguing that, "despite widespread speculation about the impact of documentaries, the topic has received relatively little systematic attention" ("Evolving"). And earlier this year, the introduction to a special issue of Mass Communication and Society on documentary film stated, "documentary film, despite its growing influence and many impacts, has mostly been overlooked by social scientists studying the media and communication" (Nisbet and Aufderheide 451). Film has been studied extensively as entertainment, as narrative, and as cultural event, but the study of film as an agent of social change is still in its infancy. This paper introduces a systematic approach to measuring the social impact of documentary film aiming to: (1) discuss the context of documentary film and its potential impact; and (2) argue for a social science approach, discussing key issues about conducting such research. Changes in Documentary Practice Documentary film has been used as a tool for promoting social change throughout its history. John Grierson, who coined the term "documentary" in 1926, believed it could be used to influence the ideas and actions of people in ways once reserved for church and school. He presented his thoughts on this emerging genre in his 1932 essay, First Principles of Documentary, saying, "We believe that the cinema's capacity for getting around, for observing and selecting from life itself, can be exploited in a new and vital art form" (97). Richard Barsam further specified the definition of documentary, distinguishing it from non-fiction film, such that all documentaries are non-fiction films but not all non-fiction films are documentaries. He distinguishes documentary from other forms of non-fiction film (i.e. travel films, educational films, newsreels) by its purpose; it is a film with an opinion and a specific message that aims to persuade or influence the audience. And Bill Nichols writes that the definition of documentary may even expand beyond the film itself, defining it as a "filmmaking practice, a cinematic tradition, and mode of audience reception" (12). Documentary film has undergone many significant changes since its inception, from the heavily staged romanticism movement of the 1920s to the propagandist tradition of governments using film to persuade individuals to support national agendas to the introduction of cinéma vérité in the 1960s and historical documentary in the 1980s (cf. Barnouw). However, the recent upsurge in popularity of documentary media, combined with technological advances of internet and computers have opened up a whole new set of opportunities for film to serve as both art and agent for social change. One such opportunity is in the creation of film-based social action campaigns. Over the past decade, filmmakers have taken a more active role in promoting social change by coordinating film releases with action campaigns. Companies such as Participant Media (An Inconvenient Truth, Food Inc., etc.) now create "specific social action campaigns for each film and documentary designed to give a voice to issues that resonate in the films" (Participant Media). In addition, a new sector of "social media" consultants are now offering services, including "consultation, strategic planning for alternative distribution, website and social media development, and complete campaign management services to filmmakers to ensure the content of nonfiction media truly meets the intention for change" (Working Films). The emergence of new forms of media and technology are changing our conceptions of both documentary film and social action. Technologies such as podcasts, video blogs, internet radio, social media and network applications, and collaborative web editing "both unsettle and extend concepts and assumptions at the heart of 'documentary' as a practice and as an idea" (Ellsworth). In the past decade, we have seen new forms of documentary creation, distribution, marketing, and engagement. Likewise, film campaigns are utilizing a broad array of strategies to engage audience members, including "action kits, screening programs, educational curriculums and classes, house parties, seminars, panels" that often turn into "ongoing 'legacy' programs that are updated and revised to continue beyond the film's domestic and international theatrical, DVD and television windows" (Participant Media). This move towards multi-media documentary film is becoming not only commonplace, but expected as a part of filmmaking. NYU film professor and documentary film pioneer George Stoney recently noted, "50 percent of the documentary filmmaker's job is making the movie, and 50 percent is figuring out what its impact can be and how it can move audiences to action" (qtd. in Nisbet, "Gasland"). In his book Convergence Culture, Henry Jenkins, coined the term "transmedia storytelling", which he later defined as "a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience" ("Transmedia"). When applied to documentary film, it is the elements of the "issue" raised by the film that get dispersed across these channels, coordinating, not just an entertainment experience, but a social action campaign. Dimensions of Evaluation It is not unreasonable to assume that such film campaigns, just like any policy or program, have the possibility to influence viewers' knowledge, attitudes, and behavior. Measuring this impact has become increasingly important, as funders of documentary and issue-based films want look to understand the "return on investment" of films in terms of social impact so that they can compare them with other projects, including non-media, direct service projects. Although we "feel" like films make a difference to the individuals who also see them in the broader cultures in which they are embedded, measurement and empirical analysis of this impact are vitally important for both providing feedback to filmmakers and funders as well as informing future efforts attempting to leverage film for social change. This type of systematic assessment, or program evaluation, is often discussed in terms of two primary goals—formative (or process) and summative (or impact) evaluation (cf. Muraskin; Trochim and Donnelly). Formative evaluation studies program materials and activities to strengthen a program, and summative evaluation examines program outcomes. In terms of documentary film, these two goals can be described as follows: Formative Evaluation: Informing the Process As programs (broadly defined as an intentional set of activities with the aim of having some specific impact), the people who interact with them, and the cultures they are situated in are constantly changing, program development and evaluation is an ongoing learning cycle. Film campaigns, which are an intentional set of activities with the aim of impacting individual viewers and broader cultures, fit squarely within this purview. Without formulating hypotheses about the relationships between program activities and goals and then collecting and analyzing data during implementation to test them, it is difficult to learn ways to improve programs (or continue doing what works best in the most efficient manner). Attention to this process enables those involved to learn more about, not only what works, but how and why it works and even gain insights about how program outcomes may be affected by changes to resource availability, potential audiences, or infrastructure. Filmmakers are constantly learning and honing their craft and realizing the impact of their practice can help the artistic process. Often faced with tight budgets and timelines, they are forced to confront tradeoffs all the time, in the writing, production and post-production process. Understanding where they are having impact can improve their decision-making, which can help both the individual project and the overall field. Summative Evaluation: Quantifying Impacts Evaluation is used in many different fields to determine whether programs are achieving their intended goals and objectives. It became popular in the 1960s as a way of understanding the impact of the Great Society programs and has continued to grow since that time (Madaus and Stufflebeam). A recent White House memo stated that "rigorous, independent program evaluations can be a key resource in determining whether government programs are achieving their intended outcomes as well as possible and at the lowest possible cost" and the United States Office of Management and Budget (OMB) launched an initiative to increase the practice of "impact evaluations, or evaluations aimed at determining the causal effects of programs" (Orszag 1). Documentary films, like government programs, generally target a national audience, aim to serve a social purpose, and often do not provide a return on their investment. Participant Media, the most visible and arguably most successful documentary production company in the film industry, made recent headlines for its difficulty in making a profit during its seven-year history (Cieply). Owner and founder Jeff Skoll reported investing hundreds of millions of dollars into the company and CEO James Berk added that the company sometimes measures success, not by profit, but by "whether Mr. Skoll could have exerted more impact simply by spending his money philanthropically" (Cieply). Because of this, documentary projects often rely on grant funding, and are starting to approach funders beyond traditional arts and media sources. "Filmmakers are finding new fiscal and non-fiscal partners, in constituencies that would not traditionally be considered—or consider themselves—media funders or partners" (BRITDOC 6). And funders increasingly expect tangible data about their return on investment. Says Luis Ubiñas, president of Ford Foundation, which recently launched the Just Films Initiative: In these times of global economic uncertainty, with increasing demand for limited philanthropic dollars, assessing our effectiveness is more important than ever. Today, staying on the frontlines of social change means gauging, with thoughtfulness and rigor, the immediate and distant outcomes of our funding. Establishing the need for evaluation is not enough—attention to methodology is also critical. Valid research methodology is a critical component of understanding around the role entertainment can play in impacting social and environmental issues. The following issues are vital to measuring impact. Defining the Project Though this may seem like an obvious step, it is essential to determine the nature of the project so one can create research questions and hypotheses based on a complete understanding of the "treatment". One organization that provides a great example of the integration of documentary film imbedded into a larger campaign or movement is Invisible Children. Founded in 2005, Invisible Children is both a media-based organization as well as an economic development NGO with the goal of raising awareness and meeting the needs of child soldiers and other youth suffering as a result of the ongoing war in northern Uganda. Although Invisible Children began as a documentary film, it has grown into a large non-profit organization with an operating budget of over $8 million and a staff of over a hundred employees and interns throughout the year as well as volunteers in all 50 states and several countries. Invisible Children programming includes films, events, fundraising campaigns, contests, social media platforms, blogs, videos, two national "tours" per year, merchandise, and even a 650-person three-day youth summit in August 2011 called The Fourth Estate. Individually, each of these components might lead to specific outcomes; collectively, they might lead to others. In order to properly assess impacts of the film "project", it is important to take all of these components into consideration and think about who they may impact and how. This informs the research questions, hypotheses, and methods used in evaluation. Film campaigns may even include partnerships with existing social movements and non-profit organizations targeting social change. The American University Center for Social Media concluded in a case study of three issue-based documentary film campaigns: Digital technologies do not replace, but are closely entwined with, longstanding on-the-ground activities of stakeholders and citizens working for social change. Projects like these forge new tools, pipelines, and circuits of circulation in a multiplatform media environment. They help to create sustainable network infrastructures for participatory public media that extend from local communities to transnational circuits and from grassroots communities to policy makers. (Abrash) Expanding the Focus of Impact beyond the Individual A recent focus has shifted the dialogue on film impact. Whiteman ("Theaters") argues that traditional metrics of film "success" tend to focus on studio economic indicators that are far more relevant to large budget films. Current efforts focused on box office receipts and audience size, the author claims, are really measures of successful film marketing or promotion, missing the mark when it comes to understanding social impact. He instead stresses the importance of developing a more comprehensive model. His "coalition model" broadens the range and types of impact of film beyond traditional metrics to include the entire filmmaking process, from production to distribution. Whiteman (“Theaters”) argues that a narrow focus on the size of the audience for a film, its box office receipts, and viewers' attitudes does not incorporate the potential reach of a documentary film. Impacts within the coalition model include both individual and policy levels. Individual impacts (with an emphasis on activist groups) include educating members, mobilizing for action, and raising group status; policy includes altering both agenda for and the substance of policy deliberations. The Fledgling Fund (Barrett and Leddy) expanded on this concept and identified five distinct impacts of documentary film campaigns. These potential impacts expand from individual viewers to groups, movements, and eventually to what they call the "ultimate goal" of social change. Each is introduced briefly below. Quality Film. The film itself can be presented as a quality film or media project, creating enjoyment or evoking emotion in the part of audiences. "By this we mean a film that has a compelling narrative that draws viewers in and can engage them in the issue and illustrate complex problems in ways that statistics cannot" (Barrett and Leddy, 6). Public Awareness. Film can increase public awareness by bringing light to issues and stories that may have otherwise been unknown or not often thought about. This is the level of impact that has received the most attention, as films are often discussed in terms of their "educational" value. "A project's ability to raise awareness around a particular issue, since awareness is a critical building block for both individual change and broader social change" (Barrett and Leddy, 6). Public Engagement. Impact, however, need not stop at simply raising public awareness. Engagement "indicates a shift from simply being aware of an issue to acting on this awareness. Were a film and its outreach campaign able to provide an answer to the question 'What can I do?' and more importantly mobilize that individual to act?" (Barrett and Leddy, 7). This is where an associated film campaign becomes increasingly important, as transmedia outlets such as Facebook, websites, blogs, etc. can build off the interest and awareness developed through watching a film and provide outlets for viewers channel their constructive efforts. Social Movement. In addition to impacts on individuals, films can also serve to mobilize groups focused on a particular problem. The filmmaker can create a campaign around the film to promote its goals and/or work with existing groups focused on a particular issue, so that the film can be used as a tool for mobilization and collaboration. "Moving beyond measures of impact as they relate to individual awareness and engagement, we look at the project's impact as it relates to the broader social movement … if a project can strengthen the work of key advocacy organizations that have strong commitment to the issues raised in the film" (Barrett and Leddy, 7). Social Change. The final level of impact and "ultimate goal" of an issue-based film is long-term and systemic social change. "While we understand that realizing social change is often a long and complex process, we do believe it is possible and that for some projects and issues there are key indicators of success" (Barrett and Leddy, 7). This can take the form of policy or legislative change, passed through film-based lobbying efforts, or shifts in public dialogue and behavior. Legislative change typically takes place beyond the social movement stage, when there is enough support to pressure legislators to change or create policy. Film-inspired activism has been seen in issues ranging from environmental causes such as agriculture (Food Inc.) and toxic products (Blue Vinyl) to social causes such as foreign conflict (Invisible Children) and education (Waiting for Superman). Documentary films can also have a strong influence as media agenda-setters, as films provide dramatic "news pegs" for journalists seeking to either sustain or generation new coverage of an issue (Nisbet "Introduction" 5), such as the media coverage of climate change in conjunction with An Inconvenient Truth. Barrett and Leddy, however, note that not all films target all five impacts and that different films may lead to different impacts. "In some cases we could look to key legislative or policy changes that were driven by, or at least supported by the project... In other cases, we can point to shifts in public dialogue and how issues are framed and discussed" (7). It is possible that specific film and/or campaign characteristics may lead to different impacts; this is a nascent area for research and one with great promise for both practical and theoretical utility. Innovations in Tools and Methods Finally, the selection of tools is a vital component for assessing impact and the new media landscape is enabling innovations in the methods and strategies for program evaluation. Whereas the traditional domain of film impact measurement included box office statistics, focus groups, and exit surveys, innovations in data collection and analysis have expanded the reach of what questions we can ask and how we are able to answer them. For example, press coverage can assist in understanding and measuring the increase in awareness about an issue post-release. Looking directly at web-traffic changes "enables the creation of an information-seeking curve that can define the parameters of a teachable moment" (Hart and Leiserowitz 360). Audience reception can be measured, not only via interviews and focus groups, but also through content and sentiment analysis of web content and online analytics. "Sophisticated analytics can substantially improve decision making, minimize risks, and unearth valuable insights that would otherwise remain hidden" (Manyika et al. 5). These new tools are significantly changing evaluation, expanding what we can learn about the social impacts of film through triangulation of self-report data with measurement of actual behavior in virtual environments. Conclusion The changing media landscape both allows and impels evaluation of film impacts on individual viewers and the broader culture in which they are imbedded. Although such analysis may have previously been limited to box office numbers, critics' reviews, and theater exit surveys, the rise of new media provides both the ability to connect filmmakers, activists, and viewers in new ways and the data in which to study the process. This capability, combined with significant growth in the documentary landscape, suggests a great potential for documentary film to contribute to some of our most pressing social and environmental needs. A social scientific approach, that combines empirical analysis with theory applied from basic science, ensures that impact can be measured and leveraged in a way that is useful for both filmmakers as well as funders. In the end, this attention to impact ensures a continued thriving marketplace for issue-based documentary films in our social landscape. References Abrash, Barbara. "Social Issue Documentary: The Evolution of Public Engagement." American University Center for Social Media 21 Apr. 2010. 26 Sep. 2011 ‹http://www.centerforsocialmedia.org/›. Aufderheide, Patricia. "The Changing Documentary Marketplace." Cineaste 30.3 (2005): 24-28. Barnouw, Eric. Documentary: A History of the Non-Fiction Film. New York: Oxford UP, 1993. Barrett, Diana and Sheila Leddy. "Assessing Creative Media's Social Impact." The Fledgling Fund, Dec. 2008. 15 Sep. 2011 ‹http://www.thefledglingfund.org/media/research.html›. Barsam, Richard M. Nonfiction Film: A Critical History. Bloomington: Indiana UP. 1992. BRITDOC Foundation. The End of the Line: A Social Impact Evaluation. London: Channel 4, 2011. 12 Oct. 2011 ‹http://britdoc.org/news_details/the_social_impact_of_the_end_of_the_line/›. Cieply, Michael. "Uneven Growth for Film Studio with a Message." New York Times 5 Jun. 2011: B1. Ellsworth, Elizabeth. "Emerging Media and Documentary Practice." The New School Graduate Program in International Affairs. Aug. 2008. 22 Sep. 2011. ‹http://www.gpia.info/node/911›. Grierson, John. "First Principles of Documentary (1932)." Imagining Reality: The Faber Book of Documentary. Eds. Kevin Macdonald and Mark Cousins. London: Faber and Faber, 1996. 97-102. Hart, Philip Solomon and Anthony Leiserowitz. "Finding the Teachable Moment: An Analysis of Information-Seeking Behavior on Global Warming Related Websites during the Release of The Day After Tomorrow." Environmental Communication: A Journal of Nature and Culture 3.3 (2009): 355-66. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York UP, 2006. ———. "Transmedia Storytelling 101." Confessions of an Aca-Fan. The Official Weblog of Henry Jenkins. 22 Mar. 2007. 10 Oct. 2011 ‹http://www.henryjenkins.org/2007/03/transmedia_storytelling_101.html›. Madaus, George, and Daniel Stufflebeam. "Program Evaluation: A Historical Overview." Evaluation in Education and Human Services 49.1 (2002): 3-18. Manyika, James, Michael Chui, Jacques Bughin, Brad Brown, Richard Dobbs, Charles Roxburgh, and Angela Hung Byers. Big Data: The Next Frontier for Innovation, Competition, and Productivity. McKinsey Global Institute. May 2011 ‹http://www.mckinsey.com/mgi/publications/big_data/›. Muraskin, Lana. Understanding Evaluation: The Way to Better Prevention Programs. Washington: U.S. Department of Education, 1993. 8 Oct. 2011 ‹http://www2.ed.gov/PDFDocs/handbook.pdf›. Nichols, Bill. "Foreword." Documenting the Documentary: Close Readings of Documentary Film and Video. Eds. Barry Keith Grant and Jeannette Sloniowski. Detroit: Wayne State UP, 1997. 11-13. Nisbet, Matthew. "Gasland and Dirty Business: Documentary Films Shape Debate on Energy Policy." Big Think, 9 May 2011. 1 Oct. 2011 ‹http://bigthink.com/ideas/38345›. ———. "Introduction: Understanding the Social Impact of a Documentary Film." Documentaries on a Mission: How Nonprofits Are Making Movies for Public Engagement. Ed. Karen Hirsch, Center for Social Media. Mar. 2007. 10 Sep. 2011 ‹http://aladinrc.wrlc.org/bitstream/1961/4634/1/docs_on_a_mission.pdf›. Nisbet, Matthew, and Patricia Aufderheide. "Documentary Film: Towards a Research Agenda on Forms, Functions, and Impacts." Mass Communication and Society 12.4 (2011): 450-56. Orszag, Peter. Increased Emphasis on Program Evaluation. Washington: Office of Management and Budget. 7 Oct. 2009. 10 Oct. 2011 ‹http://www.whitehouse.gov/sites/default/files/omb/assets/memoranda_2010/m10-01.pdf›. Participant Media. "Our Mission." 2011. 2 Apr. 2011 ‹http://www.participantmedia.com/company/about_us.php.›. Plantinga, Carl. Rhetoric and Representation in Nonfiction Film. Cambridge: Cambridge UP, 1997. Trochim, William, and James Donnelly. Research Methods Knowledge Base. 3rd ed. Mason: Atomic Dogs, 2007. Ubiñas, Luis. "President's Message." 2009 Annual Report. Ford Foundation, Sep. 2010. 10 Oct. 2011 ‹http://www.fordfoundation.org/about-us/2009-annual-report/presidents-message›. Vladica, Florin, and Charles Davis. "Business Innovation and New Media Practices in Documentary Film Production and Distribution: Conceptual Framework and Review of Evidence." The Media as a Driver of the Information Society. Eds. Ed Albarran, Paulo Faustino, and R. Santos. Lisbon, Portugal: Media XXI / Formal, 2009. 299-319. Whiteman, David. "Out of the Theaters and into the Streets: A Coalition Model of the Political Impact of Documentary Film and Video." Political Communication 21.1 (2004): 51-69. ———. "The Evolving Impact of Documentary Film: Sacrifice and the Rise of Issue-Centered Outreach." Post Script 22 Jun. 2007. 10 Sep. 2011 ‹http://www.allbusiness.com/media-telecommunications/movies-sound-recording/5517496-1.html›. Winston, Brian. Claiming the Real: The Documentary Film Revisited. London: British Film Institute, 1995. Working Films. "Nonprofits: Working Films." Foundation Source Access 31 May 2011. 5 Oct. 2011 ‹http://access.foundationsource.com/nonprofit/working-films/›.

“As the old technologies become automatic and invisible, we find ourselves more concerned with fighting or embracing what’s new”—Dennis Baron, From Pencils to Pixels: The Stage of Literacy Technologies What constitutes a computer, as we have come to expect it? Are they necessarily monolithic “beige boxes”, connected to computer monitors, sitting on computer desks, located in computer rooms or computer labs? In order for a device to be considered a true computer, does it need to have a keyboard and mouse? If this were 1991 or earlier, our collective perception of what computers are and are not would largely be framed by this “beige box” model: computers are stationary, slab-like, and heavy, and their natural habitats must be in rooms specifically designated for that purpose. In 1992, when Apple introduced the first PowerBook, our perception began to change. Certainly there had been other portable computers prior to that, such as the Osborne 1, but these were more luggable than portable, weighing just slightly less than a typical sewing machine. The PowerBook and subsequent waves of laptops, personal digital assistants (PDAs), and so-called smart phones from numerous other companies have steadily forced us to rethink and redefine what a computer is and is not, how we interact with them, and the manner in which these tools might be used in the classroom. However, this reconceptualization of computers is far from over, and is in fact steadily evolving as new devices are introduced, adopted, and subsequently adapted for uses beyond of their original purpose. Pat Crowe’s Book Reader project, for example, has morphed Nintendo’s GameBoy and GameBoy Advance into a viable electronic book platform, complete with images, sound, and multi-language support. (Crowe, 2003) His goal was to take this existing technology previously framed only within the context of proprietary adolescent entertainment, and repurpose it for open, flexible uses typically associated with learning and literacy. Similar efforts are underway to repurpose Microsoft’s Xbox, perhaps the ultimate symbol of “closed” technology given Microsoft’s propensity for proprietary code, in order to make it a viable platform for Open Source Software (OSS). However, these efforts are not forgone conclusions, and are in fact typical of the ongoing battle over who controls the technology we own in our homes, and how open source solutions are often at odds with a largely proprietary world. In late 2001, Microsoft launched the Xbox with a multimillion dollar publicity drive featuring events, commercials, live models, and statements claiming this new console gaming platform would “change video games the way MTV changed music”. (Chan, 2001) The Xbox launched with the following technical specifications: 733mhz Pentium III 64mb RAM, 8 or 10gb internal hard disk drive CD/DVD ROM drive (speed unknown) Nvidia graphics processor, with HDTV support 4 USB 1.1 ports (adapter required), AC3 audio 10/100 ethernet port, Optional 56k modem (TechTV, 2001) While current computers dwarf these specifications in virtually all areas now, for 2001 these were roughly on par with many desktop systems. The retail price at the time was $299, but steadily dropped to nearly half that with additional price cuts anticipated. Based on these features, the preponderance of “off the shelf” parts and components used, and the relatively reasonable price, numerous programmers quickly became interested in seeing it if was possible to run Linux and additional OSS on the Xbox. In each case, the goal has been similar: exceed the original purpose of the Xbox, to determine if and how well it might be used for basic computing tasks. If these attempts prove to be successful, the Xbox could allow institutions to dramatically increase the student-to-computer ratio in select environments, or allow individuals who could not otherwise afford a computer to instead buy and Xbox, download and install Linux, and use this new device to write, create, and innovate . This drive to literally and metaphorically “open” the Xbox comes from many directions. Such efforts include Andrew Huang’s self-published “Hacking the Xbox” book in which, under the auspices of reverse engineering, Huang analyzes the architecture of the Xbox, detailing step-by-step instructions for flashing the ROM, upgrading the hard drive and/or RAM, and generally prepping the device for use as an information appliance. Additional initiatives include Lindows CEO Michael Robertson’s $200,000 prize to encourage Linux development on the Xbox, and the Xbox Linux Project at SourceForge. What is Linux? Linux is an alternative operating system initially developed in 1991 by Linus Benedict Torvalds. Linux was based off a derivative of the MINIX operating system, which in turn was a derivative of UNIX. (Hasan 2003) Linux is currently available for Intel-based systems that would normally run versions of Windows, PowerPC-based systems that would normally run Apple’s Mac OS, and a host of other handheld, cell phone, or so-called “embedded” systems. Linux distributions are based almost exclusively on open source software, graphic user interfaces, and middleware components. While there are commercial Linux distributions available, these mainly just package the freely available operating system with bundled technical support, manuals, some exclusive or proprietary commercial applications, and related services. Anyone can still download and install numerous Linux distributions at no cost, provided they do not need technical support beyond the community / enthusiast level. Typical Linux distributions come with open source web browsers, word processors and related productivity applications (such as those found in OpenOffice.org), and related tools for accessing email, organizing schedules and contacts, etc. Certain Linux distributions are more or less designed for network administrators, system engineers, and similar “power users” somewhat distanced from that of our students. However, several distributions including Lycoris, Mandrake, LindowsOS, and other are specifically tailored as regular, desktop operating systems, with regular, everyday computer users in mind. As Linux has no draconian “product activation key” method of authentication, or digital rights management-laden features associated with installation and implementation on typical desktop and laptop systems, Linux is becoming an ideal choice both individually and institutionally. It still faces an uphill battle in terms of achieving widespread acceptance as a desktop operating system. As Finnie points out in Desktop Linux Edges Into The Mainstream: “to attract users, you need ease of installation, ease of device configuration, and intuitive, full-featured desktop user controls. It’s all coming, but slowly. With each new version, desktop Linux comes closer to entering the mainstream. It’s anyone’s guess as to when critical mass will be reached, but you can feel the inevitability: There’s pent-up demand for something different.” (Finnie 2003) Linux is already spreading rapidly in numerous capacities, in numerous countries. Linux has “taken hold wherever computer users desire freedom, and wherever there is demand for inexpensive software.” Reports from technology research company IDG indicate that roughly a third of computers in Central and South America run Linux. Several countries, including Mexico, Brazil, and Argentina, have all but mandated that state-owned institutions adopt open source software whenever possible to “give their people the tools and education to compete with the rest of the world.” (Hills 2001) The Goal Less than a year after Microsoft introduced the The Xbox, the Xbox Linux project formed. The Xbox Linux Project has a goal of developing and distributing Linux for the Xbox gaming console, “so that it can be used for many tasks that Microsoft don’t want you to be able to do. ...as a desktop computer, for email and browsing the web from your TV, as a (web) server” (Xbox Linux Project 2002). Since the Linux operating system is open source, meaning it can freely be tinkered with and distributed, those who opt to download and install Linux on their Xbox can do so with relatively little overhead in terms of cost or time. Additionally, Linux itself looks very “windows-like”, making for fairly low learning curve. To help increase overall awareness of this project and assist in diffusing it, the Xbox Linux Project offers step-by-step installation instructions, with the end result being a system capable of using common peripherals such as a keyboard and mouse, scanner, printer, a “webcam and a DVD burner, connected to a VGA monitor; 100% compatible with a standard Linux PC, all PC (USB) hardware and PC software that works with Linux.” (Xbox Linux Project 2002) Such a system could have tremendous potential for technology literacy. Pairing an Xbox with Linux and OpenOffice.org, for example, would provide our students essentially the same capability any of them would expect from a regular desktop computer. They could send and receive email, communicate using instant messaging IRC, or newsgroup clients, and browse Internet sites just as they normally would. In fact, the overall browsing experience for Linux users is substantially better than that for most Windows users. Internet Explorer, the default browser on all systems running Windows-base operating systems, lacks basic features standard in virtually all competing browsers. Native blocking of “pop-up” advertisements is still not yet possible in Internet Explorer without the aid of a third-party utility. Tabbed browsing, which involves the ability to easily open and sort through multiple Web pages in the same window, often with a single mouse click, is also missing from Internet Explorer. The same can be said for a robust download manager, “find as you type”, and a variety of additional features. Mozilla, Netscape, Firefox, Konqueror, and essentially all other OSS browsers for Linux have these features. Of course, most of these browsers are also available for Windows, but Internet Explorer is still considered the standard browser for the platform. If the Xbox Linux Project becomes widely diffused, our students could edit and save Microsoft Word files in OpenOffice.org’s Writer program, and do the same with PowerPoint and Excel files in similar OpenOffice.org components. They could access instructor comments originally created in Microsoft Word documents, and in turn could add their own comments and send the documents back to their instructors. They could even perform many functions not yet capable in Microsoft Office, including saving files in PDF or Flash format without needing Adobe’s Acrobat product or Macromedia’s Flash Studio MX. Additionally, by way of this project, the Xbox can also serve as “a Linux server for HTTP/FTP/SMB/NFS, serving data such as MP3/MPEG4/DivX, or a router, or both; without a monitor or keyboard or mouse connected.” (Xbox Linux Project 2003) In a very real sense, our students could use these inexpensive systems previously framed only within the context of entertainment, for educational purposes typically associated with computer-mediated learning. Problems: Control and Access The existing rhetoric of technological control surrounding current and emerging technologies appears to be stifling many of these efforts before they can even be brought to the public. This rhetoric of control is largely typified by overly-restrictive digital rights management (DRM) schemes antithetical to education, and the Digital Millennium Copyright Act (DMCA). Combined,both are currently being used as technical and legal clubs against these efforts. Microsoft, for example, has taken a dim view of any efforts to adapt the Xbox to Linux. Microsoft CEO Steve Ballmer, who has repeatedly referred to Linux as a cancer and has equated OSS as being un-American, stated, “Given the way the economic model works - and that is a subsidy followed, essentially, by fees for every piece of software sold - our license framework has to do that.” (Becker 2003) Since the Xbox is based on a subsidy model, meaning that Microsoft actually sells the hardware at a loss and instead generates revenue off software sales, Ballmer launched a series of concerted legal attacks against the Xbox Linux Project and similar efforts. In 2002, Nintendo, Sony, and Microsoft simultaneously sued Lik Sang, Inc., a Hong Kong-based company that produces programmable cartridges and “mod chips” for the PlayStation II, Xbox, and Game Cube. Nintendo states that its company alone loses over $650 million each year due to piracy of their console gaming titles, which typically originate in China, Paraguay, and Mexico. (GameIndustry.biz) Currently, many attempts to “mod” the Xbox required the use of such chips. As Lik Sang is one of the only suppliers, initial efforts to adapt the Xbox to Linux slowed considerably. Despite that fact that such chips can still be ordered and shipped here by less conventional means, it does not change that fact that the chips themselves would be illegal in the U.S. due to the anticircumvention clause in the DMCA itself, which is designed specifically to protect any DRM-wrapped content, regardless of context. The Xbox Linux Project then attempted to get Microsoft to officially sanction their efforts. They were not only rebuffed, but Microsoft then opted to hire programmers specifically to create technological countermeasures for the Xbox, to defeat additional attempts at installing OSS on it. Undeterred, the Xbox Linux Project eventually arrived at a method of installing and booting Linux without the use of mod chips, and have taken a more defiant tone now with Microsoft regarding their circumvention efforts. (Lettice 2002) They state that “Microsoft does not want you to use the Xbox as a Linux computer, therefore it has some anti-Linux-protection built in, but it can be circumvented easily, so that an Xbox can be used as what it is: an IBM PC.” (Xbox Linux Project 2003) Problems: Learning Curves and Usability In spite of the difficulties imposed by the combined technological and legal attacks on this project, it has succeeded at infiltrating this closed system with OSS. It has done so beyond the mere prototype level, too, as evidenced by the Xbox Linux Project now having both complete, step-by-step instructions available for users to modify their own Xbox systems, and an alternate plan catering to those who have the interest in modifying their systems, but not the time or technical inclinations. Specifically, this option involves users mailing their Xbox systems to community volunteers within the Xbox Linux Project, and basically having these volunteers perform the necessary software preparation or actually do the full Linux installation for them, free of charge (presumably not including shipping). This particular aspect of the project, dubbed “Users Help Users”, appears to be fairly new. Yet, it already lists over sixty volunteers capable and willing to perform this service, since “Many users don’t have the possibility, expertise or hardware” to perform these modifications. Amazingly enough, in some cases these volunteers are barely out of junior high school. One such volunteer stipulates that those seeking his assistance keep in mind that he is “just 14” and that when performing these modifications he “...will not always be finished by the next day”. (Steil 2003) In addition to this interesting if somewhat unusual level of community-driven support, there are currently several Linux-based options available for the Xbox. The two that are perhaps the most developed are GentooX, which is based of the popular Gentoo Linux distribution, and Ed’s Debian, based off the Debian GNU / Linux distribution. Both Gentoo and Debian are “seasoned” distributions that have been available for some time now, though Daniel Robbins, Chief Architect of Gentoo, refers to the product as actually being a “metadistribution” of Linux, due to its high degree of adaptability and configurability. (Gentoo 2004) Specifically, the Robbins asserts that Gentoo is capable of being “customized for just about any application or need. ...an ideal secure server, development workstation, professional desktop, gaming system, embedded solution or something else—whatever you need it to be.” (Robbins 2004) He further states that the whole point of Gentoo is to provide a better, more usable Linux experience than that found in many other distributions. Robbins states that: “The goal of Gentoo is to design tools and systems that allow a user to do their work pleasantly and efficiently as possible, as they see fit. Our tools should be a joy to use, and should help the user to appreciate the richness of the Linux and free software community, and the flexibility of free software. ...Put another way, the Gentoo philosophy is to create better tools. When a tool is doing its job perfectly, you might not even be very aware of its presence, because it does not interfere and make its presence known, nor does it force you to interact with it when you don’t want it to. The tool serves the user rather than the user serving the tool.” (Robbins 2004) There is also a so-called “live CD” Linux distribution suitable for the Xbox, called dyne:bolic, and an in-progress release of Slackware Linux, as well. According to the Xbox Linux Project, the only difference between the standard releases of these distributions and their Xbox counterparts is that “...the install process – and naturally the bootloader, the kernel and the kernel modules – are all customized for the Xbox.” (Xbox Linux Project, 2003) Of course, even if Gentoo is as user-friendly as Robbins purports, even if the Linux kernel itself has become significantly more robust and efficient, and even if Microsoft again drops the retail price of the Xbox, is this really a feasible solution in the classroom? Does the Xbox Linux Project have an army of 14 year olds willing to modify dozens, perhaps hundreds of these systems for use in secondary schools and higher education? Of course not. If such an institutional rollout were to be undertaken, it would require significant support from not only faculty, but Department Chairs, Deans, IT staff, and quite possible Chief Information Officers. Disk images would need to be customized for each institution to reflect their respective needs, ranging from setting specific home pages on web browsers, to bookmarks, to custom back-up and / or disk re-imaging scripts, to network authentication. This would be no small task. Yet, the steps mentioned above are essentially no different than what would be required of any IT staff when creating a new disk image for a computer lab, be it one for a Windows-based system or a Mac OS X-based one. The primary difference would be Linux itself—nothing more, nothing less. The institutional difficulties in undertaking such an effort would likely be encountered prior to even purchasing a single Xbox, in that they would involve the same difficulties associated with any new hardware or software initiative: staffing, budget, and support. If the institutional in question is either unwilling or unable to address these three factors, it would not matter if the Xbox itself was as free as Linux. An Open Future, or a Closed one? It is unclear how far the Xbox Linux Project will be allowed to go in their efforts to invade an essentially a proprietary system with OSS. Unlike Sony, which has made deliberate steps to commercialize similar efforts for their PlayStation 2 console, Microsoft appears resolute in fighting OSS on the Xbox by any means necessary. They will continue to crack down on any companies selling so-called mod chips, and will continue to employ technological protections to keep the Xbox “closed”. Despite clear evidence to the contrary, in all likelihood Microsoft continue to equate any OSS efforts directed at the Xbox with piracy-related motivations. Additionally, Microsoft’s successor to the Xbox would likely include additional anticircumvention technologies incorporated into it that could set the Xbox Linux Project back by months, years, or could stop it cold. Of course, it is difficult to say with any degree of certainty how this “Xbox 2” (perhaps a more appropriate name might be “Nextbox”) will impact this project. Regardless of how this device evolves, there can be little doubt of the value of Linux, OpenOffice.org, and other OSS to teaching and learning with technology. This value exists not only in terms of price, but in increased freedom from policies and technologies of control. New Linux distributions from Gentoo, Mandrake, Lycoris, Lindows, and other companies are just now starting to focus their efforts on Linux as user-friendly, easy to use desktop operating systems, rather than just server or “techno-geek” environments suitable for advanced programmers and computer operators. While metaphorically opening the Xbox may not be for everyone, and may not be a suitable computing solution for all, I believe we as educators must promote and encourage such efforts whenever possible. I suggest this because I believe we need to exercise our professional influence and ultimately shape the future of technology literacy, either individually as faculty and collectively as departments, colleges, or institutions. Moran and Fitzsimmons-Hunter argue this very point in Writing Teachers, Schools, Access, and Change. One of their fundamental provisions they use to define “access” asserts that there must be a willingness for teachers and students to “fight for the technologies that they need to pursue their goals for their own teaching and learning.” (Taylor / Ward 160) Regardless of whether or not this debate is grounded in the “beige boxes” of the past, or the Xboxes of the present, much is at stake. Private corporations should not be in a position to control the manner in which we use legally-purchased technologies, regardless of whether or not these technologies are then repurposed for literacy uses. I believe the exigency associated with this control, and the ongoing evolution of what is and is not a computer, dictates that we assert ourselves more actively into this discussion. We must take steps to provide our students with the best possible computer-mediated learning experience, however seemingly unorthodox the technological means might be, so that they may think critically, communicate effectively, and participate actively in society and in their future careers. About the Author Paul Cesarini is an Assistant Professor in the Department of Visual Communication & Technology Education, Bowling Green State University, Ohio Email: pcesari@bgnet.bgsu.edu Works Cited http://xbox-linux.sourceforge.net/docs/debian.php>.Baron, Denis. “From Pencils to Pixels: The Stages of Literacy Technologies.” Passions Pedagogies and 21st Century Technologies. Hawisher, Gail E., and Cynthia L. Selfe, Eds. Utah: Utah State University Press, 1999. 15 – 33. Becker, David. “Ballmer: Mod Chips Threaten Xbox”. News.com. 21 Oct 2002. http://news.com.com/2100-1040-962797.php>. http://news.com.com/2100-1040-978957.html?tag=nl>. http://archive.infoworld.com/articles/hn/xml/02/08/13/020813hnchina.xml>. http://www.neoseeker.com/news/story/1062/>. http://www.bookreader.co.uk>.Finni, Scott. “Desktop Linux Edges Into The Mainstream”. TechWeb. 8 Apr 2003. http://www.techweb.com/tech/software/20030408_software. http://www.theregister.co.uk/content/archive/29439.html http://gentoox.shallax.com/. http://ragib.hypermart.net/linux/. http://www.itworld.com/Comp/2362/LWD010424latinlinux/pfindex.html. http://www.xbox-linux.sourceforge.net. http://www.theregister.co.uk/content/archive/27487.html. http://www.theregister.co.uk/content/archive/26078.html. http://www.us.playstation.com/peripherals.aspx?id=SCPH-97047. http://www.techtv.com/extendedplay/reviews/story/0,24330,3356862,00.html. http://www.wired.com/news/business/0,1367,61984,00.html. http://www.gentoo.org/main/en/about.xml http://www.gentoo.org/main/en/philosophy.xml http://techupdate.zdnet.com/techupdate/stories/main/0,14179,2869075,00.html. http://xbox-linux.sourceforge.net/docs/usershelpusers.html http://www.cnn.com/2002/TECH/fun.games/12/16/gamers.liksang/. Citation reference for this article MLA Style Cesarini, Paul. "“Opening” the Xbox" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0406/08_Cesarini.php>. APA Style Cesarini, P. (2004, Jul1). “Opening” the Xbox. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0406/08_Cesarini.php>

Previous studies contend that Philippines is still a ‘collectivist’ society (Cf. Hofstede Center; Cukur et al. 2004:613-634). In this collectivist or community-oriented society, individualism is not something that is highly valued. Being ‘individualistic’ is often associated to being narcissistic, loner, asocial, selfish, etc. However, one may ask whether the youth in the Philippines are not spared from this insidious culture of individualism, notwithstanding the seemingly dominant collective and communitarian character of the society. Although the overwhelming poverty is still the main problem in the Philippines, where according to Wostyn (2010:26) “only the wonderland of movies gives some respite to their consciousness of suffering and oppression”, the Filipino youth of today are also exposed to the consumeristic values of the ‘city’ and are not spared from the contradictions and insecurities posed by the pluralistic society. They are citizens of an increasing social and cultural pluralism characteristic of many liberal societies. Is it possible that individualism may also exist within this culture, especially among the younger generation? Is individualism slowly creeping in as caused by their exposure and easy access to modern technology, to higher education, mobility, interactions with other cultures, etc. Would this individualistic tendency have any influence on their religious beliefs, especially their belief on salvation? What would be the implications and challenges of these findings to the families in the Philippines? These are the questions we wish to answer in this study. This paper is structured in four parts: first, we will discuss the theoretical framework of individualism and salvation; second, we will examine the empirical attitudes on individualism and salvation; third, we will explore the relationship between individualism and salvation; and finally, we will draw some pastoral implication especially in relation to the document “Lineamenta - The Vocation and Mission of the Family in the church and Contemporary Word” (henceforth, Lineamenta). References Atkins, P. (2004). Memory and Liturgy. The Place of Memory in the Composition and Practice of Liturgy. Hampshire: Ashgate Publishing. Bauman, Z. (1993). Postmodern Ethics. Oxford/Cambridge, MA: Blackwell. Beck, U. (1992). Risk society. London: Sage Publications. Bellah, R. N. , Madsen, R., Sullivan, W., Swidler, A., Tipton, S. (1985). Habits of the Heart: Individualism and Commitment in American Life. Berkeley/Los Angeles/London: University of California Press. Berger, P. (1970). A Rumour of Angels: Modern Society and Rediscovery of the Supernatural. New York: Doubleday.Berger, Peter L. (1967). The Sacred Canopy. New York: Anchor Books. Bosch, D. (1995). Believing in the Future. Harrisburg, Pennsylvania: Trinity Press International. Billiet, J.B. (1995). Church Involvement, individualism, and ethnic prejudice among Flemish Roman Catholics: New evidence of a moderating effect. Journal for the Scientifica Study of Religion, 34, 224-233. Brazal, A. (2004). Reinventing Pakikipagkapwa: An Exploration of Its potential for Promoting Respect for Plurality and Difference. In D. Gonzalez (Ed.), Fundamentalism and Pluralism. Manila: DAKATEO, 50-70. Burnett, G. (2001). Paul and the Salvation of the Individual. Leiden: Brill. Capucao, D. (2010). Religion and Ethnocentrism. Leiden/New York: Brill. Carter, A. (1990). On Individualism, Collectivism and Interrelationism. Heythrop Journal, 23-38. Chaves, Mark. (1994). Secularization as Declining Religious Authority. Social Forces 72, 749-774. Cukur, C. S., De Guzman, Maria Rosario T., and Carlo, Gustavo. (2004). Religiosity, Values, and Horizontal and Vertical Individualism – Collectivism: A Study of Turkey, the United States, and the Philippines. The Journal of Social Psychology, 144(6). Washington, DC: Heldref Publications, Helen Dwight Reid Educational Foundation, 613-634. Curran, Mary Bernard. (2013). Expressive Individualism: A Change in the Idea of the Good and of Happiness. Heythrop Journal. LIV, 978-991. Davie, Grace. (2002). Europe: The Exceptional Case: Parameters of Faith in the Modern World. London: Dartman, Longman, and Todd. De Mesa, J. (1987). In Solidarity with the Culture. : Studies in Theological Re-rooting. Quezon City: Maryhill School of Theology. De Vellis, R.F. (1991). Scale Development: Theory and applications. Newbury, Ca: Sage. Dobbelaere, K. (2001). Individualisation: A Multi-Dimensional Process?. In A. Harskamp & A. Musschenga (Eds.), The Many Faces of Individualism. Leuven: Peeters, 47-61. Doorman, M. (2004): The Romantic Imperative. Amsterdam: Prometheus/Bert Bakker. Dupuis, J. (1999). The Truth Will set you Free. Louvain Studies, 24, 211-263. Duriez, B., Luyten, P. Snauwaert, B., and Hutsebaut, D. (2002). The relative importance of religiosity and value orientations in predicting political attitudes: Empirical evidence for the continuing importance of religiosity in Flanders (Belgium). Mental Health, Religion & Culture, 5, 35-54. Durkheim, Emile. (2009). Sociology and Philosophy. Taylor and Francis. ISBN ISBN 978-0-415-55770-2. Accessed May 8, 2015. Edwards, D.L. (1997). Christianity: The First Two Thousand Years. New York: Orbis books. Ester, P., Halman, L. & De Moor, R. (Eds.). (1994). The Individualizing Society. Tilburg: Tilburg University Press. Federation of Asian Bishop’s Conferences (FABC). Office of the Laity and Family-Youth Desk.(2009). Asian Youth and the Eucharist. A Regional survey 2008. Taytay, Rizal: FABC-OLF-Youth Desk. Fiske, A. (2002). Using Individualism and Collectivism to Compare Cultures – A Critique of the Validity of Measurement of the Constructs: Comment on Oyserman et al. (2002). Psychological Bulletin, Vol. 128, No. 1, 78-88. Froese, Paul D. (2009). The Plot to Kill God: Findings from the Soviet Experiment in Secularization. Berkeley: University of California Press. Furnham, A. (1990). A content, correlational and factor analysis study of seven questionnaire measures of the Protestant work ethic. Human Relations, 43, 383-399. Giddens, A. (1991). Modernity and Self-Identity. Cambridge: Polity Press Giddens, A., Beck, U., and Lash, S. (1994). Reflexive Modernization: Politics, Tradition and Aesthetics in the Modern Social Order. Cambridge: Polity Press. Goffman, E. (1971). Relations in Public. London: Allen Lane. Gonzalez, D. (Eds.). (2004). Fundamentalism and Pluralism in the Church. Manila: DAKATEO. Gorospe, V. (1988). Filipino Values Revisited. Manila: National bookstore. Gorski, Philip & Altinordu, A. (2008). After Secularization. Annual Review of Sociology 34:55-85. Gorski, Philip. (2005). The Return of the Repressed: Religion and the Political Unconscious of Historical Sociology. In J. Adams, E. Clemens, and A.Orloff. (Eds.). Remaking Modernity. Durham: Duke University Press. Goizueta, Roberto S. (1991). Democratic Capitalism and the Spirit of Individualism: An Analysis of Thought of Michael Novak. Voices from the Third World: Journal of the Ecumenical Association of Third World Theologians, Volume 14, 147-69. Halman, Loek. (2001). Individualism in Contemporary Europe. In A. Harskamp & A. W. Musschenga. (Eds.). The Many Faces of Individualism. Leuven: Peeters, . 25-45. Harskamp, A.V. & Musschenga, A. (2001). The Many Faces of Individualism. Leuven: Peeters. Heitmeyer, W. (2001). Lack of Recognition: The Socially Destructive Consequences of New Capitalis. In A. V. Harskamp, A.V. & Musschenga, A. (Eds.), The Many Faces of Individualism. Leuven: Peeters. Hellemans, S. (2001). From ‘Cathokicism Against Modernity’ to the Problematic ‘Modernity of Catholicism. Ethical Perspectives 8, 2, 117-127. Hellemans, S. & Wissink, J. (Eds). (2012). Towards a New Catholic Church in Advanced Modernity. Transformations, Visions, Tensions. Zúrich/Múnster: LIT Verlag. Hofstede Center. Philippines. http://geert-hofstede.com/philippines.html. Accessed May 2, 2015. Huismans, S. (1994). The impact of differences in religion on the relation between religiosity and values. In A. Bouvy, F.J.R. van de Vijver, P. Boski, and P. Schmitz (Eds.), Journeys into cross-cultural psychology. Amsterdam: Swets & Zeitlinger, 255-268. Ikalwese. (2013). Family, For real? Ppeople and friends,Philippine society,thoughts, Thoughts - Philippines. Blog Entry posted October 24, 2013. Accessed from: https://whenthenailsticksout.wordpress.com/2013/10/24/philippines-japan-collectivism-and-i/. Inglehart, R. & W. Baker (2000). Modernization, Cultural Change, and the Persistence of Traditional Values. American Sociological Review, Vol. 65, no. 1, 2000, 81–82. Inglehart, R. (1990). Culture Shift in Advanced Industrial Society. Princeton: Princeton University Press. Inglehart, R. (1997). Modernization and Postmodernization. Cultural, Economic, and Political Change in 43 Countries. Princeton, NJ: Princeton University Press. Iyengar, Sheena. (2010). The Art of Choosing. New York: Hachette Book Group, 34-35. Jeurissen, R. (1993). Peace & Religion. Kamken Kok Pharos Publishing House. Jocano, F. L. (1992). Issues and Challenges in Filipino Value Formation. Punlad Research Paper No. 1. Series on Filipino Values. Quezon City: Punlad Research House. Jocano, F. L. (1992a). Notion of Value in Filipino Culture. The concept of Pamantayan. Punlad Research Paper No. 2 . Series on Filipino Values. Quezon City: Punlad Research House. Kagitcibasi, C. (1997). Individualism and Collectivism. In J. W. Berry, M.H. Segall, and C. Kagitcibasi (Eds.), Handbook of cross-cultural psychology Vol. 3. Needham Heights, MA: Allyn & Bacon, 1-5. Kerkhofs, J. (1998). Some European Reflections about Individualism. Ethical Perspectives 5, 2, 102-108. Lambert, Y. (2004). A Turning Point in Religious Evolution in Europe. Journal of Contemporary Religion, Vol. 19, no. 1, 29–45. Lane, D. (2011). Stepping stones to other religions: a Christian Theology of Inter-religious Dialogue. Maryknoll, NY: Orbis Books Luckmann, Th. (1979). Persönliche Identität, Soziale Rolle und Rollendistanz. In O. Marquardt (Ed.), Identität. München: Fink, 293-313. Luhmann, N. (1989). Individuum, Individualität, Individualismus. Gesellschaftsstruktur und Semantik. Studien zur Wissensoziologie, Bd. 3, Frankfurt a.M.:Suhrkamp, 149-259. Mangahas, M & Labucay, I. (2013). “9% of Catholics Sometimes Think of Leaving the Church”, SWS Special Report, 7 April 2013. http://www.sws.org.ph/pr20130407.htm, Accessed: 30 April 2013. Martin, David. (1991). The Secularization Issue: Prospect and Retrospect. British Journal of Sociology 42 (3), 465-74. Menamparampil, T. (2012). Between secularization and Fundamentalism. Omnis Terra. n. 425, XLVI, 143- 155. Miranda, D. (1989). Loob: The Filipino Within. Manila: Divine word Publications. Musschenga, A. (2001). “Introduction. The Many Faces of Individualism,” In Harskamp, A.V. & Musschenga, A. The Many Faces of Individualism. Leuven: Peeters, pp. 3-23. Norris, P. & Inglehart, R. (2004). Sacred and Secular: Religion and Politics Worldwide. New York, NY: Cambridge University Press.Oyserman, D., Coon H.M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: Evaluationof theoretical assumptions and meta-analyses. Psychological Bulletin, 128, 3-73. Ponce, R. (2005). Spirituality and quality of Life. An Empirical-Theological Exploration among Filipino Migrants in the Netherlands. Quezon City: Institute of Spirituality in Asia. Pope, Stephen. Expressive Individualism and True Self-Love: A Thomistic Perspective. Journal of Religion, 383-399. Research Hub. “Secularization”. http://wiki.thearda.com/tcm/theories/secularization/. Accessed: 28 May 2015. Rokeach, M. (1973). The Nature of Human Values. New York: Free Press. Sampson, E.E. (2000). Reinterpreting individualism and collectivism. Their religious roots and monologic versus dialogic person-other relationship. American Psychologist 55, 1425-1432. Schreiter, R. (1997). The New Catholicity. Maryknoll, New York: Orbis. Schroeder, R. (1992). Max Weber and the sociology of culture. Newbury park, London: Sage. Sevilla, C.G., Ochave, J.A., Punsalan, T.G., Regala, B.P., Uriarte, G.G. (1992). Research Methods. Rev. ed. Manila: Rex Bookstore. Singelis, T.M., Triandis, H.C., Bhawuk, D.S., & Gelfand, M. (1995). Horizontal and Vertical dimensions of individualism and Collectivism: A Theoretical and measurement refinement. Cross Cultural Research, 29. Smith, Christian. (2003). The Secular Revolution. Berkeley and Los Angeles: University of California Press, 240-275. Sinha, D. & Tripathi, R.C. (1994). Individualism in a collective culture: A case of coexistence of opposites. Theoretical and methodological approaches to study of collectivism and individualism. In U. Kim, H.C. Triandis, C. Kagitcibasi, S. Choi, and G. Yoon (Eds.), Individualism and collectivism: Theory, method, and application. London: Sage, 123-137. Stark, Rodney. (1999). Secularization, R.I.P. Sociology of Religion, vol. 60, no. 3, 249–73. Schwartz, S.H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology, 25, 1-65. Schwartz, S.H. (1994). Beyond individualism/collectivism: New Cultural Dimensions of Values: Theoretical and Methodological approaches to study of collectivism and invidualism. In U. Kim, H.c. Triandis, C. Kagitcibasi, S. Choi, and G. Yoon (Eds.), Individualism and collectivism. Theory, method, and application . London: Sage, 85-123. Stark, R. and Bainbridge, W.S. (1985). The future of Religion. Secularization, Revival, and Cult formation. Berkeley. Stark, R. and Bainbridge, W.S. (1987). A Theory of Religion. New York Taylor, Charles. (2007). A Secular Age. Cambridge/London: The Belknap Press of Harvard University Press. Taylor, Charles. (1975). Hegel. London/New York: Cambridge University Press. Tschannen, Oliver. (1991). The Secularization Paradigm: A Systematization. Journal for the Scientific Study of Religion 30, 395-415. Triandis, H.C. (1994). Theoretical and methodological approaches to study of collectivism and individualism. In U. Kin, H.C. Triandis, C. Kagitcibasi, S. Choi, and G. Yoon (Eds.), Individualism and Collectivism: Theory, method, and application. London: Sage, 19-41. Triandis, H.C. (1995). Individualism and collectivism. Boulder, CO: Westview. Triandis, H.C. (1996). The Psychological measurement of cultural syndromes. American Psychologist, 51, 407-415. Triandis, H.C., & Gelfand, M.J. (1998). Converging measurements of horizontal and vertical individualism and collectivism. Journal of Personality and Social Psychology, 74, 275-289. Van der Loo, H. & W. Van Reijen. (1993). Paradoxen van modernisering. Muiderberg: Coutinho. Van der Ven, J. (1993). Practical Theology. Kampen: Kok Pharos. Van der Ven, J. (1998). Education for Reflective Ministry. Louvain: Peeters. Veenhoeven, R. (1996). Leefbaarheid van landen. Utrecht: Research Papers Onderzoekschool Arbeid, Welzijn en Sociaal Beleid, nr. 7. Volf, M. (2006). The End of Memory. Grand Rapids: Wm. B. Eerdmans. Walzer, M. (1984). Liberalism and the Art of Separation. Political Theory 12, 315-333. Wostyn, L. (2010). In Search of A Human Jesus. n.p. Ziebertz, H-G. & Kay, W. K. (eds.). (2005). Youth in Europe 1. An International empirical study about Life Perspectives. Münster: LIT.