Articles de revues sur le sujet « Labor mobility – Finland – 21st century »

THE BRAND OF THE CELEBRITY AUTHOR IN FINLAND | In the 21st century, the celebrity author has begun to interest researchers not only as a marketing phenomenon, but also as the literary institution’s own phenomenon. In my article, I explore the relationship of the celebrity author to the so-called acclaimed authors of modern times. In Anglo-American research, the celebrity author and the bestselling author are distinguished as separate author types, but in the case of Finnish Jari Tervo, these types combine. For almost 20 years, Jari Tervo has been amongboth the most sold and the most visible celebrity authors in his home country. I examine how the publicity and brand of the Finnish celebrity author are formed. I consider how the brand affects the author’s works on the one hand, and the reception of the works on the other. I point out the limiting effects of the brand, but I also examine how, in combining the high and the low, it affords mobility in the literary fields while it also offers an opportunity to influence society.

We are living in a period of strengthening of social networks and weakening of social ties. We observe communication problems even between the same generation employees. Within virtual organizational structures, where digitalization and mobility are on an advanced level, business vision is changing so fast. Rapid changes occurring in the organizational structures increase managerial uncertainty in the companies and raise a need for revision of employee behavior. Virtually addicted human resources of 21st century need to be managed in a different way. In 21st century, young workforce retention concerns raise first and foremost the question of how to manage. In particular, the characteristics of Y generation that will have a large share in global labor force, create a need to arrange the management in a coaching style. Coaching style leadership becomes even more important in order to understand working perception of Y generation, to make them gained by the company, to retain them, to develop organizational commitment, to guide their talents, to meet their expectations and to build long-term relationships with them. This study is focused on coaching style leadership in order to build sense of belonging for the Y generation, the young workforce of 21st century. Because, expected to form %75 of global labor force as of 2025, this generation is shaping talents market with its work perceptions and expectations.

The importance of bilingual education is widely debated in the scientific world; it represents an opportunity for millions of international students in the 21st century, endorsed with varied benefits, including cognitive, neurolinguistic, socio-cultural, academic or labor, among others. The main objective of this work is to evaluate the impact of bilingual education on students who graduated from bilingual programs by measuring three key factors (employability, mobility and intercultural awareness), and comparing the results with those from a group of students who graduated from non-bilingual programs. A factorial analysis was carried out to reduce the size of the original set of variables from 11 to 3, thus constituting a model of scientific efficiency. Finally, this paper shows a statistical evaluation of the real effects that bilingual programs have achieved since implementation, concluding that the three main factors identified here allow the scientific evaluation of the success of bilingual programs.

On the basis of a large variety of documents and materials the article analyses the preconditions, main stage and consequences of the Ukrainian migration to the Czech Republic during the period of European integration. The article defines the problems of the migration and the prospects for its development in the 21st century. The author emphasises globalization, world conditions, scientific and technological progress, specialization of markets at regional level, social and public labor potential as the key factors of labor mobility, as well as geopolitical and geocultural factors, that changes people­­­’s world outlook in the context of information society. The study focuses on the main reasons for migration from Ukraine to Czech Republic (relatively stable and positive situation in the Czech economy in comparison to the Ukrainian, position in the labor market, the cultural and linguistic similarities, the long history of mutual migration processes). In addition, the author points out at a number of the modern trends of the migration (the quantitative growth of migrant workers and students in absolute numbers as well as in percentage, the growing number of Ukrainians with the Czech residence permit, the transformation of the social structure of migrants, permanent illegal employment). The changes in the migration policy of the Czech Republic after accession to the EU, its political and social context, positive and negative effects, the contents of the so-called «Ukraine Project» and «Ukraine Mode» are examined. The growing impact of the Ukrainian migrants on the development of the Czech economy and society is underlined. The article identifies of the modern migration as a phenomenon, which is being institutionalized and which transforms from a traditional social movement into a structured social organism (diaspora, network of national public associations, infrastructure of the migration services market, etc.), and thus into the subject and instrument of regulation of the people’s economic activity. Some aspects of the Ukrainian diaspora life in Czech Republic are considered.

Actuality of the research topiс. Strategic priorities of world labor market development in the first quarter of the 21st century are shaped under the impact of a range of multidirectional actions factors – from globalization and respect for the open economy principle by majority of the world countries to neoprotectionism which is becoming more widespread in foreign economic policy of developed countries of the world. Each country which observes the market-based principles is closely linked to the world labor market via labor force resource and labor migration processes. These ties are constantly strengthening as countries obey international law, consider international labor market regulatory mechanisms in their national governance practice, and introduce the best world examples of institutional support for employment, unemployment reduction, labor migration regulation and counteracting all forms of discrimination at labor market. Respect for strategic priorities of world labor market development is of actual importance for all world countries, including Ukraine which for the last five years has significantly expanded labor migration flows and become the active participant of world labor market. Analysis of recent research and publications. Considerable contribution to the study of current situation and defining the newest world labor market development trends in the 21st century was made by profound Ukrainian scholars like A.Philippenko, O.Hrishnova, O.Malinovs’ka, E.Libanova, A.Dembitska and others. Among the foreign scientists who researched the core and main patterns of world labor market development within globalization we should mention G. Borjas, Y. Jansen, R. Celikates, J. de Bloois, A. Zolberg, E.Meyers, P. Wickramasekara, A. Zogata-Kusz etc. Extraction of unexplored parts of a common problem. Scope of the study into the core and constituencies of world labor market are pretty fully highlighted in the world economic literature. Yet, to define strategic priorities of world labor market development it is especially important to study the impact of institutional and organizational and economic tools of international organizations activity on world labor market regulation and development. This issue is an important component of international economic relations. Statement of the research purpose and tasks. The purpose of the study is to examine commonality and define strategic priorities of world labor market development in the 21st century. To achieve it the following tasks are set and resolved in the article: - to research the factors affecting world labor market reforming and defining the priorities of its development; - to research institutional and legal, organizational and economic mechanisms of international organizations impact on regulation and unification, defining strategic priorities of world labor market development; - to reveal the newest trends of world labor market development which are shaped under structural and innovative changes, countries’ transition to ‘Industry 4.0’, as well as under impact of labor migration processes. Method or methodology of the research. While defining strategic priorities of world labor market development a set of theoretical and empirical scientific research methods are used. Revealing institutional factors affecting world labor market development, historical and logical methods, methods of synthesis and analysis, abstract and specific methods, and cause-effect method are used. To research the impact of institutional and legal, organizational and economic mechanisms on world labor market historical and logical methods, methods of induction and deduction, methods of classification and generalization are employed. Whereas methods of synergy and expert estimates, casual method are used to justify the innovational processes and labor migration impact on shaping strategic priorities of world labor market development. Presentation of the main material (research results). World labor market is a complex economic system modified under dynamics of supply and demand for labor resources at the world market; under the impact of labor force price charges specificity, terms and pay level formation, as well as social security peculiar nature; qualitative and quantitative mobility and placement of labor force in different world countries; differences in national approaches to labor force reproduction, their professional training and qualification improvement. Within globalization national labor markets lose their closeness and remoteness, becoming constituent part of world labor market. Strategic priorities of world labor market development are shaped under the impact of a range of multidirectional actions factors: globalization and national economy openness, neoprotectionism, structural and innovational changes in world economy, countries’ transition to ‘Industry 4.0’. It occurs due to labor migration activization and enhancing the role of international organizations as coordinators of international economic relations development. Strategic priorities of world labor market development are strongly affected by the international organizations which set standard rules of the game for all countries of the world both at local and world labor markets. Among the priorities the following ones are particularly important: protecting the rights of the employed, unification of system of remuneration and taxation, establishing social guarantees and social security, procedures of admission and dismissal, preventing all forms of discrimination and legal employment. Transition to a 4-day working week is of reality for developed countries of the world. Working terms under freelance system are standardized, as well as for those who work from home in services and within the norms of creative economy. The 21st century faces the growth of labor force mobility, unification of labor migrants’ rights security, labor standards and salary conditions, guaranteeing labor migrants’ social protection. Institutional and legal, as well as organizational and economic security of national labor markets of the world countries is gradually harmonized and unified with world standards implemented by international organizations. International organizations shape the newest trends of world labor market reforms. Organizational forms of world labor market in the 21st century include elaboration and adoption of institutional and legal norms of world labor market development provision; indicative planning (forecasting); defining strategic priorities and long-term purposes of world labor market development; administrative regulatory methods (including fines, penalties, licenses and sanctions). The role of international institutional and financial assistance is growing via consultations, forums, technical aid and recommendations, as well as target-projected financing, grants, free humanitarian and other financial assistance. World labor market is a subject to regular international monitoring, system of international control on the development aimed at prevention all forms of discrimination, human rights and freedoms violation (including labor force and employees), child exploitation and human trade at the world labor market. Strategic priorities of world labor market reforms involve measures directed at employment legalization, preventing human trade and illegal labor force exploitation, avoiding child labor exploitation, preventing all forms of discrimination and ‘shadow economy’ features in recruitment and income generation, protection of employees and labor migrants’ rights and freedoms at world labor market. Reforming Ukrainian labor market as a part of world labor market demands for such strategic priorities as implementation of international standards on the employees’ rights security in Ukraine, pay rise in accordance with EU countries standards, prevention of discrimination and ‘shadow economy’ features at labor market, legalization of employers’ and employees’ income, protection of their rights and freedoms, social securing of their guarantees, as well as the ones for employed migrants working at Ukrainian labor market and Ukrainian labor migrants abroad. The field of the results application. International economic relations and world market. Conclusions according to the article. Trends of world labor market development are correlated with general trends and directions of economic cycle stages (recession, depression, growth and peak), whereas depending on demographical situation in the country and the world, character and dimension of countries’ economy structural transformation and integrational world countries grouping. Basic trends of world labor market development in the 2010s include system of remuneration reforming, moving to general growth in pay rise while freezing substantial discrepancies in wages and salaries between developed and developing countries of the world. The essential trend of world labor market is activization of labor migration processes both at the markets of developed and developing countries. Labor migration in the 21st century is mostly of legal official character, though their segments alter towards growth in demand for labor force at the EU and Asian markets. The demand for highly skilled professionals whose activity is close to innovations is rising dynamically at the world labor market.

The current study falls in line with global and local mobility that aims to investigate the science teachers’ perceptions of integrating STEM approach in cycle 2 schools in AL Batinah North Governorate in Sultanate of Oman. To implement the study, descriptive methodology was used with a questionnaire of 19 items that divided into two parts: Achieving requirements of 21st century skills and linking science education with economic issues. After verifying the psychometric characteristics of the questionnaire, it was applied on the sample of 147 science teachers (71 male and 76 female). The findings showed a high perception of the science teachers towards integrating STEM in teaching science to acquire students the significant skills and competencies to help them to keep pace with modern scientific developments and have an opportunity to compete in the labor market. According to the findings, the study recommends to add engineering design steps to the science curricula and activating workshops to train the teachers to formulate classroom questions in real problems context.

Objectives of the article: to analyze the migration process in Ukraine in order to obtain education against the background of the global process in the educational sphere and the general migration process for compliance with general migration trends. The research methodology is based on the processing of analytical and statistical materials from various sources, both national and foreign, using methods of analysis, synthesis, statistical processing of information. Research results. It has been established that educational migrations are a dynamically developing process since the end of the twentieth century, to which more and more countries are joining. This trend is also inherent in Ukraine, where educational migration has been developing dynamically throughout the 21st century. The factors influencing the external mobility of students are the military-political and economic crisis. Students go to study mainly to neighboring countries. Educational migration processes from Ukraine in their dynamics and geography correspond to the trends characteristic of labor migrations. The geography of educational migrations to Ukraine is also expanding and flows are increasing, although they are much smaller in volume than educational flows from Ukraine. The scientific novelty of the research lies in the identification of correlations between the general trends of the migration process and educational migration. The practical significance of the results obtained is aimed at drawing attention to the problem of the outflow of youth, which is the demographic, labor and intellectual potential of the nation, abroad.

The transition period of post-socialist cities brought significant demographic and spatial changes within their daily urban systems (DUS). Functional transformations of the core, as well as functionally dependent settlements in the mentioned systems, had a significant impact on the daily mobility of the population. For the purposes of this paper, the example of Belgrade was taken as the core of the most significant DUS on the territory of Serbia, and beyond its borders. As a research time frame the focus is on the first intercensal period of the 21st century, taking into account social and economic changes in that period. The daily mobility of the labor force was used as a relevant indicator of the functional manifestation of the work center and the functional direction of the residential settlement. A model of the spatial manifestation of the workforce daily mobility was used as a basis for researching the structure, changes, and determining the boundaries of the territorial scope of the DUS. Based on the presented results, dynamic changes within the DUS of Belgrade were determined, which are manifested through an increase in its spatial and population coverage, as well as through the changes in the degree of functional dependence of the settlements that participate in it. Conclusions were drawn on the connection between the transformation of the DUS and its demographic component, as well as the factors that initiate the investigated changes.

At the turn of 20th and 21st century, Spain was one of target countries of earning immigration not only in the European Union, but in the entire world as well. This paper aims at analyzing the influence of immigration on the dynamics of Spanish GDP in the context of its direct influence on the level of productivity, employment rate, as well as the demographic factor that results from the share of working foreigners in the creation of national income, and the indirect impact resulting from its influence on, among other things, functioning of the labor market through mobility or occupational activity, as well as on changes in the volume of demand notified in the economy. Next, we are going to present the influence of immigration on condition and standing of public finance against the background of revenues generated by foreigners and public expenditures borne on immigrated population. Due to the size of this paper and difficult availability of data, the analysis will cover the country as a whole, disregarding regional differences

The article summarizes the experience of Ukraine’s participation in international academic mobility on the example of undergraduate higher medical education. Analysis of the archival documents in the second half of the 20th century revealed two types of student exchange programs: introductory internships on the basis of clinical and medical institutions of Ukraine and European countries, under the guidance of an international group of teachers; labor introductory practice – exchange of student construction teams who got acquainted with the health care system of the host country and worked in hospitals and medical camps during the summer holidays. From the beginning of the 21st century, international mobility students in the Ukrainian medical universities (undergraduate medical education) have been studying at the following programs: 1) educational practice based on interuniversity cooperation agreements; 2) student exchanges organized by the International Federation of Medical Students Associations; 3) interuniversity international agreements on long-term (with credit transfer) and short-term exchange programs. The number of these students at the level of undergraduate medical education is increasing, but insignificantly compared to foreign students from Europe, Asia, Africa who receive undergraduate medical education on a permanent basis (as of 2018 – more than 23 thousand). Based on the obtained results, the general positive prospects and directions of the development of international academic mobility of medical students in Ukraine are determined: 1) short-term Ukrainian and European international student exchanges, which allow to increase their level of motivation to study, develop individual educational trajectories, expand their level of competence in the field of health care system of different countries; 2) expansion of the semester programs of student academic mobility taking into account the availability of educational programs in English in Ukraine and its lower cost compared to European universities, promising for both “EU students” and “non-EU students” of European universities, who: а) want to expand their experience and competence in the provision of medical services at the primary and secondary levels of health care and the pre-medical sphere; b) study medical management in the field of health care in different countries; c) have problems with tuition fees. Keywords: international academic mobility, undergraduate medical education, student exchange programs.

Providing food security while preserving natural resources and reducing the use of production factors (land, labor, and capital), is a critical challenge for EU agricultural sectors in the 21st century. Sustainable Development goals adoption has increased the need for eliminating Greenhouse gas emissions across all EU sectors, while production should remain stable or even increase. For this purpose, Window Data Envelopment Analysis (DEA) has been selected as a benchmarking technique, in order to assess input use efficiency of agricultural sectors of EU countries for the 2005–2019 period. Moreover, three-year projections (until 2022) have been calculated in order to acquire future efficiency scores. Emphasis has been given on the selection of alternative window widths, examining their influence on calculating efficiency scores for both projected and actual dataset. From a methodological point of view, this paper aims to highlight the assumption of zero technological change within Window DEA frames and present their differences. At the same time, results indicate that Estonia (1.000), the Netherlands (0.999) and Slovenia (0.999) are the most efficient countries in terms of input use efficiency, while Finland, UK, and Hungary (0.670, 0.755 and 0.771) score the least. Countries of central Europe (Hungary, Czech Rep., Croatia, Slovakia, and Austria) should redesign their agricultural strategies, so as to achieve the nine objectives of the upcoming CAP (2021–2027).

Introduction. Changes in society are focused on finding ways to improve the competitiveness of the domestic economy, improve industrial relations for more effective development of productive forces. One of the key problems is a lack of financial resources. As it is known, additional financial investments lie in increase of government revenues or in reducing expenditures. Results of the research show that the authorities pay more attention to the latter option of searching for financial reserves. Sources of science and education funding are constantly decreasing. This leads to the decreased competitiveness in higher education and its graduate numbers. Problem solving in the scientific and educational area is carried out by taking measures by administration, which are aimed at curtailing scientific research and limiting the access to study at universities for young people. While world experience indicates that the competitiveness of countries in the 21st century will be determined neither by natural nor financial resources, but by the workforce skills. Naturally, Japan, which aspires to world leadership, has announced its readiness to move to compulsory higher education. Purpose of the research is to justify the role of higher education in ensuring the sustainable development of the national economy, as well as to formulate prospective directions for improving the competitiveness of the higher education system of Ukraine. Results. It is acknowledged the conclusion that the development of the higher education system is an important factor in the development of the national economy in the context of integration and globalization processes. The current state is characterized, restraining factors of the progressive development of higher education are established. The priority directions of higher education development and the increase of graduates competitiveness in the labor market are outlined. It is pointed out that the generation of new knowledge, their commercialization in the form of product, technological and other innovations is increasingly dependent on the intellectual potential of higher education institutions. It is established that the employment rate depends on the level of education. It is noted that the development of higher education is an important indicator of both the economy and the harmonization of the «human – society» relations. It was confirmed that industrial society needs not only a few talented people, but a high level of education of the whole population for its development. It is proved that the quality of specialists training requires close cooperation between the interested participants of the educational process: the academic community of HEIs, employers, graduates and students. It is established that the lack of a unified methodology for determining the services fees leads to falsification of the competition during the admission process to HEI. It is shown that there is a problem of chronic under-financing of the necessary expenditures of the HEIs` activities in Ukraine, which is the reason for the decrease in the quality of educational services. It is proposed to use levers of differentiated allocation of budgetary funds between HEIs depending on their performance in the chosen activity indicators, as well as to diversify the sources of revenue. Prospects. Further research of problems of the development of the competitiveness of the national higher education systems should be conducted in the direction of substantiating the role of higher education in the sustainable development of national economy, increasing funding for maintenance and development, rising the internal and international mobility of students, academic and teaching staff; opportunities provision for teachers of qualitative improvement training, and providing guarantees for the first workplace for graduates; development of alternative financing sources for the provision of educational services; highlighting foreign experience of higher education development.

Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe. Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018 So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level. Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves. Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019). International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered. Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives. Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH). Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019). The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students. The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b). More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country. The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.

NOTICIAS / NEWS (“Transfer”, 2015) 1) CONGRESOS / CONFERENCES: 1. First Forlì International Workshop – Corpus-based Interpreting Studies: The State of the Art University of Bologna at Forlì, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1/<file:///owa/redir.aspx 2. 5th IATIS Conference – Innovation Paths in Translation and Intercultural Studies, Belo Horizonte, Brazil, 7-10 July 2015. www.iatis.org/index.php/iatis-belo-horizonte-conference/itemlist/category/168-call-for-communication-proposals-within-the-general-conference 3. POETRY/TRANSLATION/FILM – POÉSIE/TRADUCTION/FILM PoeTransFi, Paul Valéry University, Montpellier, France, 18-19 June 2015. http://pays-anglophones.upv.univ-montp3.fr/?page_id=1795 4. 6th International Maastricht-Lodz Duo Colloquium on “Translation and Meaning”, Maastricht School of Translation & Interpre-ting, Zuyd University of Applied Sciences, Maastricht, Netherlands 21-22 May 2015. www.translation-and-meaning.nl 5. MiddleWOmen. Networking and cultural mediation with and between women (1850-1950). Centre for Reception Studies (CERES), HERA Travelling TexTs project and Huygens ING KU Leuven campus Brussels 7-8 May 2015. www.receptionstudies.be 6. 5th International Symposium: Respeaking, Live Subtitling and Accessibility, Università degli Studi Internazionali di Roma, Italy, 12 June 2015. www.unint.eu/it/component/content/article/8-pagina/494-respeaking-live-subtitling-and-accessibility.html 7. Conference on Law, Translation and Culture (LTC5) and Legal and Institutional Translation Seminar, University of Geneva, Switzerland 24-26 June 2015. www.unige.ch/traduction-interpretation/recherches/groupes/transius/conference2015_en.html 8. 6th International Conference Media for All – Audiovisual Translation and Media Accessibility: Global Challenges, University of Western Sydney, Australia, 16-18 September 2015. http://uws.edu.au/mediaforall 9. Translation in Exile, Vrije Universiteit Brussel, 10-11 December 2015. www.cliv.be 10. Literary Translation as Creation, Université d’Avignon et des Pays de Vaucluse, 20-21 May 2015. laurence.belingard@univ-avignon.fr marie-francoise.sanconie@univ-avignon.fr 11. 4th International Conference on Language, Medias and Culture (ICLMC 2015) 9-10 April 2015. Kyoto, Japan, www.iclmc.org 12. 9th International Colloquium on Translation Studies in Portugal – Translation & Revolution, Universidade Católica Portuguesa, Lisbon, 22-23 October 2015. ix.translation.revolution@gmail.com 13. Translation as Collaboration: Translaboration?, University of Westminster, London, 18 June 2015 Contact: Alexa Alfer (A.Alfer01@westminster.ac.uk), Steven Cranfield (S.Cranfield@westminster.ac.uk), Paresh Kathrani (P.Kathrani@westminster.ac.uk) 14. Translation/Interpreting Teaching and the Bologna Process: Pathways between Unity and Diversity, FTSK Germersheim, Germany 27–29 November 2015. www.fb06.uni-mainz.de/did2015/index_ENG.php 15. Atlantic Communities: Translation, Mobility, Hospitality, University of Vigo, Spain, 17-18 September 2015. http://translating.hypotheses.org/551 16. Exploring the Literary World III: Transgression and Translation in Literature Chulalongkorn University, Bangkok, Thailand 23-24 April 2015. www.arts.chula.ac.th/~complit/complite/?q=conference 17. Authenticity and Imitation in Translation and Culture, University of Social Sciences and Humanities, Warsaw, Poland, 7 – 9 May 2015. www.swps.pl/english-version/news/conferences/12164-authenticity-and-imitation-in-translation-and-culture 18. Translation in Transition, Barnard College, New York City, USA 1-2 May 2015. barnard.edu/translation/translation-in-transition 19. First Forlì International Workshop – Corpus-based Interpreting Studies: The state of the art, University of Bologna at Forlì, Italy, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1 20. Translation and Meaning. The Lodz Session of the 6th International Maastricht-Lodz Duo Colloquium, University of Lodz, Poland, 18-19 September 2015. http://duo.uni.lodz.pl 21. TAO-CAT-2015, Université Catholique de l’Ouest, Angers, France 28-30 May 2015. www.tao2015.org/home-new 22. English Language and Literary Studies (ELLS 2015), Chulalongkorn University, Bangkok, Thailand, 3-4 August 2015. http://ells2015.com 23. Talking to the World 2: The Relevance of Translation and Interpreting – Past, Present and Future, Newcastle University, UK, 10-11 September 2015. www.ncl.ac.uk/sml/study/postgraduate/T&I/2015conference/main.htm 24. 6th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies Universitat Autònoma de Barcelona, Spain, 3 July 2015. www.fti.uab.es/departament/simposi-2015/en/index.htm 25. Portsmouth Translation Conference: Border Crossing or Border Creation?, University of Portsmouth, UK, 14 November 2015. www.port.ac.uk/translation/events/conference 26. New Perspectives in Assessment in Translation Training: Bridging the Gap between Academic and Professional Assessment, University of Westminster, London, UK, 4 September 2015. www.westminster.ac.uk/news-and-events/events/humanities/archive/2014/mlc/new-perspectives-in-assessment-in-translation-training-bridging-the-gap-between-academic-and-professional-assessment 27. III Congreso Internacional de Neología en las Lenguas Románicas University of Salamanca, 22-24 October 2015. http://diarium.usal.es/cineo2015 28. Some Holmes and Popovič in all of us? The Low Countries and the Nitra Schools in the 21st century, Constantine the Philosopher University, Nitra, Slovakia, 8-10 October 2015. Contact: igor.tyss@gmail.com 29. The Cultural Politics of Translation, Cairo, Egypt, 27-29 October 2015. https://culturalpoliticstranslation2015.wordpress.com 30. Journée d’étude « le(s) figure(s) du traducteur », Mount Royal University, Calgary, Canada, 30 April 2015. http://mrujs.mtroyal.ca/index.php/cf/index 31. Mediterranean Editors and Translators Annual Meeting —Versatility and readiness for new challenges, University of Coimbra, Portugal, 29-31 October 2015. www.metmeetings.org/en/preliminary-program:722 32. Lengua, Literatura y Traducción “liLETRAd”, University of Seville, Spain, 7-8 July 2015. http://congreso.us.es/liletrad. 33. Meta: Translators' Journal is celebrating its 60th anniversary in 2015! For the occasion, an anniversary colloquium will be held on August 19th to 21st, 2015 at the Université de Montréal (Montréal, Canada). Colloquium for the 60th Anniversary of META – 1955-2015: Les horizons de la traduction: retour vers le futur. Translation’s horizons: back to the future. Los horizontes de la traducción: regreso al futuro, August 19-21, 2015 – Université de Montréal. Please send your proposal to this address: meta60e@gmail.com, to the attention of Georges L. Bastin or Eve-Marie Gendron-Pontbrian 2) CURSOS DE POSGRADO / MASTERS: 1. Legal Translation, Master universitario di II livello in Traduzione Giuridica University of Trieste, Italy. http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS/Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web&lingua=15 2. Traducción Especializada, Universitat Oberta de Catalunya (UOC), Spain. http://estudios.uoc.edu/es/masters-posgrados-especializaciones/master/artes-humanidades/traduccion-especializada/presentacion 3. Online course: La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras, Universidad Nacional de Educación a Distancia, Madrid, 1st December 2014 to 31st May 2015. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 https://canal.uned.es/mmobj/index/id/21174 Contact: Noa Talaván (ntalavan@flog.uned.es), José Javier Ávila (javila@flog.uned.es) 4. Online course: Audio Description and Its Use in the Foreign Language Classroom, UNED, Madrid, Spain http://formacionpermanente.uned.es/tp_actividad/idactividad/7492 5. Online course: Curso de Formación de Profesorado, La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras UNED, Madrid, Spain. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 6. EST Training Seminar for Translation Teachers, Kraków, Poland 29 June – 3 July 2015. www.est-translationstudies.org/events/2015_seminar_teachers/index.html 7. Train the Trainer -Teaching MT: EAMT-funded Workshop, Dublin City University, 30 April- 1 May 2015. https://cttsdcu.wordpress.com/eamt-workshop-on-teaching-mt-to-translator-trainers-30-april-1-may 3) CURSOS DE VERANO / SUMMER COURSES: 1. 2015 Nida School of Translation Studies, Leading Edges in Translation: World Literature and Performativity, San Pellegrino University Foundation campus, Misano Adriatico, Italy, 18-29 may 2015. http://nsts.fusp.it/Nida-Schools/NSTS-2015 2. EMUNI Translation Studies Doctoral and Teacher Training Summer School, University of Turku, Finland, 1-12 June 2015. www.utu.fi/en/units/hum/units/languages/EASS/Pages/home.aspx 3. Chinese-English Translation and Interpretation, School of Translation and Interpretation, University of Ottawa, Canada, 13th July – 7th August 7 2015. http://arts.uottawa.ca/translation/summer-programs 4. Summer Program in Translation Pedagogy, University of Ottawa 13 July – 7 August 2015. http://arts.uottawa.ca/translation/summer-programs 4) LIBROS / BOOKS: 1. Audio Description: New Perspectives Illustrated, Edited by Anna Maszerowska, Anna Matamala and Pilar Orero, John Benjamins, 2014. https://benjamins.com/#catalog/books/btl.112/main 2. Call for papers: Translation Studies in Africa and beyond: Reconsidering the Postcolony, Editors: J Marais & AE Feinauer Contacts: Kobus Marais (jmarais@ufs.ac.za) or Ilse Feinauer (aef@sun.ac.za). 4. Measuring live subtitling quality: Results from the second sampling exercise, Ofcom, UK. http://stakeholders.ofcom.org.uk/consultations/subtitling/sampling-results-2 5. A Training Handbook for Legal and Court Interpreters in Australia by Mary Vasilakakos, ISBN 978-0-9925873-0-7, Publisher: Language Experts Pty Ltd. www.interpreterrevalidationtraining.com www.languageexperts.com.au 6. Call for papers: Opera and Translation: Eastern and Western Perspectives, Edited by Adriana Serban and Kelly Kar Yue Chan http://pays-anglophones.upv.univ-montp3.fr/?page_id=1908 7. The Known Unknowns of Translation Studies, Edited by Elke Brems, Reine Meylaerts and Luc van Doorslaer, Amsterdam/Philadelphia: John Benjamins, 2014. https://benjamins.com/#catalog/books/bct.69/main 8. Translating the Voices of Theory/ La traduction des voi de la théorie Edited by Isabelle Génin and Ida Klitgård, 2014. www.hf.uio.no/ilos/english/research/groups/Voice-in-Translation/ 9. Authorial and Editorial Voices in Translation 1 - Collaborative Relationships between Authors, Translators, and Performers, Eds. Hanne Jansen and Anna Wegener, 2014. http://editionsquebecoisesdeloeuvre.ca/data/documents/AEVA-Flyer-1-190895-Vita-Traductiva-Vol-2-Flyer-EN-100413.pdf 10. Authorial and Editorial Voices in Translation 2 - Editorial and Publishing Practices, Eds. Hanne Jansen and Anna Wegener, 2014. www.editionsquebecoisesdeloeuvre.ca/accueil 11. Call for papers: Achieving Consilience. Translation Theories and Practice. https://cfpachievingconsilience.wordpress.com 12. Framing the Interpreter. Towards a visual perspective. Anxo Fernández-Ocampo & Michaela Wolf (eds.), 2014, London: Routledge. http://routledge-ny.com/books/details/9780415712743 13. Multilingual Information Management: Information, Technology and Translators, Ximo Granell, 2014. http://store.elsevier.com/Multilingual-Information-Management/Ximo-Granell-/isbn-9781843347712/ 14. Writing and Translating Francophone Discourse: Africa, The Caribbean, Diaspora, Paul F. Bandia (ed.), 2014, Amsterdam, Rodopi www.brill.com/products/book/writing-and-translating-francophone-discourse 15. Call for papers (collective volumen): Translation studies in Africa and beyond: Reconsidering the postcolony www.facebook.com/notes/mona-baker/translation-studies-in-africa-and-beyond-reconsidering-the-postcolony/743564399051495 16. Audiovisual Translation in the Digital Age - The Italian Fansubbing Phenomenon, By Serenella Massidda, Palgrave Connect, 2015. www.palgrave.com/page/detail/audiovisual-translation-in-the-digital-age-serenella-massidda/?k=9781137470362 17. Video: First International SOS-VICS Conference - Building communication bridges in gender violence, University of Vigo, Spain 25-26 September 2014. http://cuautla.uvigo.es/CONSOS/ 18. Camps, Assumpta. Traducción y recepción de la literatura italiana, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3776-1. 19. Camps, Assumpta. Italia en la prensa periódica durante el franquismo, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3753-2. 5) REVISTAS / JOURNALS: Call for papers: “Altre Modernità – Rivista di studi letterarie e culturali” Special Issue: Ideological Manipulation in Audiovisual Translation, Contact: irene.ranzato@uniroma.it. http://riviste.unimi.it/index.php/AMonline/announcement/view/381 2. Call for papers: “Between, Journal of the Italian Association of Comparative Literature”. Special issue on censorship and self-censorship. http://ojs.unica.it/index.php/between/pages/view/CFP9_censura_auto-censura 3. Open access journal, “Hieronymus, A Journal of Translation Studies and Terminology”, Croatia. www.ffzg.unizg.hr/hieronymus 4. “DIE SCHNAKE. Zeitschrift für Sprachkritik, Satire, Literatur”, Number 39+40, Kleines ABC des Literaturübersetzens. www.rainer-kohlmayer.de 5. Call for papers: “MonTI” 8 (2016) - Economic, Financial and Business Translation: from Theory to Training and Professional Practice. http://dti.ua.es/es/monti-english/monti-authors.html daniel.gallego@ua.es 6. Call for papers: “LINGUISTICA ANTVERPIENSIA”, NEW SERIES -Themes in Translation Studies (15/2016). Interpreting in Conflict Situations and in Conflict Zones throughout History. https://lans.ua.ac.be/index.php/LANS-TTS/announcement 7. Call for papers: “CULTUS: The Journal of Intercultural Mediation and Communication” (8/2016). The Intercultural Question and the Interpreting Professions. www.cultusjournal.com 8. Call for papers: “The Journal of Specialised Translation” Non-thematic issue, Issue 26, July 2016. www.jostrans.org 9. “TranscUlturAl: A journal of Translation and Culture Studies”, Special issue Translating Street Art. http://ejournals.library.ualberta.ca/index.php/TC/issue/view/1634 10. “Przekładaniec 28: Audiodeskrypcja [Audio Description]”, edited by Anna Jankowska and Agnieszka Szarkowska. All papers are published in Polish, with English abstracts. www.ejournals.eu/Przekladaniec/zakladka/66/ 11. Call for papers: “Lingvisticæ Investigationes”, Special issue on Spanish Phraseology: Varieties and Variations. http://dti.ua.es/es/documentos/li-call-for-papers-spanish-phraseology-varieties-and-variations.pdf Further details: Pedro.mogorron@ua.es; xblancoe@gmail.com 13. Call for papers: “Revista de Lenguas para Fines Específicos”, Special issue on The Translation of Advertising. Contact: Laura Cruz (lcruz@dis.ulpgc.es). Deadline: 20th July 2015. www.webs.ulpgc.es/lfe 14. “The AALITRA Review”. www.nla.gov.au/openpublish/index.php/ALLITRA 15. “Current Trends in Translation Teaching and Learning E” www.cttl.org/cttl-e-2014.html 16. Call for papers: “Current Trends in Translation Teaching and Learning E”. www.cttl.org 18. Call for papers: “Translation and Translanguaging in Multilingual Contexts”, Volume 1, Number 2, 2015 Deadline: 10-Jan-2015. https://benjamins.com/#catalog/journals/ttmc/main 19. Call for book reviews: “TRANS. Revista de Traductología,” vol.19, 2015. Deadline: Friday, 30th January 2015. www.trans.uma.es trans@uma.es 20. Call for papers: “a journal of literature, culture and literary Translation”. Special volume – Utopia and Political Theology Today Deadline: 15th January 2015. Contact: sic.journal.contact@gmail.com https://owl.english.purdue.edu/owl/resource/747/01 21. “trans-kom”. www.trans-kom.eu 22. “Linguistica Antverpiensia” NS-TTS 13/2014: Multilingualism at the cinema and on stage: A translation perspective, Edited by Reine Meylaerts and Adriana Şerban. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/current 23. Call for papers: 5th issue (2015) of “Estudios de Traducción”, Deadline: 20 February 2015. www.ucm.es/iulmyt/revista 24. Call for papers: “Journal of Translation Studies” - special issue on Translator & Interpreter Education in East Asia. KATS (Korean Association of Translation Studies), www.kats.or.kr (Go to 'English' page). Contact: Won Jun Nam (wonjun_nam@daum.net, wjnam@hufs.ac.kr). 25. “The Journal of Specialised Translation”, 23, January 2015. www.jostrans.org 26. Call for papers: “TranscUlturAl: A Journal of Translation and Cultural Studies”. Deadline: 15 March 2015. http://ejournals.library.ualberta.ca/index.php/TC/announcement 27. “New Voices in Translation Studies”, Issue 11 (Fall 2014). www.iatis.org/index.php/publications/new-voices-in-translation-studies/item/1034-issue11-2014 28. “The Interpreter and Translator Trainer”, 8:3 (2014). Special issue: Dialogue Interpreting in practice: bridging the gap between empirical research and interpreter education E. Davitti and S. Pasquandrea (eds.) www.tandfonline.com/toc/ritt20/current#.VLQHuyvF-So 6) WEBS DE INTERÉS / WEBSITES OF INTEREST: 1. Support Spanish interpreters to secure the right to translation and interpreting in criminal proceedings: www.change.org/p/pablo-casado-retiren-el-proyecto-de-ley-org%C3%A1nica-que-modifica-la-lecrim

As mobility is becoming a distinctive feature of 21st century journalists, this theoretical article proposes a mobility turn in journalism studies. Drawing on sociological perspectives on mobilities, individualization, and turnover, it puts forward a shift from the analysis of news workers as static and fixed to the organizations that employ them to their analysis as mobility agents. By stressing that their capacity to move is transforming their employment and identities, it invites contemporary journalism scholars to recognize how this bottom-up disruption is reshaping the institution, the organizations and the labor of journalism. Since journalism’s corporate and industrial structures have not fully crumbled, this article’s emphasis on labor, physical and virtual mobilities offers an alternative to current theorizations of change in journalism.

Mexico underwent several economic transformations between the 1950s and the early 21st century, most notably its integration to the world economy as of the 1980s. Sociological perspectives on global economic integration, development, and inequality, have contrasting predictions for the effect of these transformations on labor cohort occupational status. Perspectives that anticipate integration to spawn economic dynamism, predict improved occupational status over cohorts, but the international division of labor (IDL) perspective predicts worsening occupational status attainment. The institutionalist perspective does not have clear-cut predictions. Drawing on three surveys on Mexican social mobility (2006 and 2011, 2016), I examine labor cohort differences in occupational status to evaluate whether historical timing of entry into the workforce shapes occupational achievement dynamics throughout Mexico’s industrialization. I find significant direct effects of labor cohort membership on occupational status net of education and of parental occupational status. Specifically, entering the workforce at the height of Mexico’s industrialization, between the 1950s and early 1970s, led to higher status than entering during the transition to and subsequent institutionalization of neoliberal policy. The findings are most consistent with perspectives in sociology that emphasize the centrality for stratification of the international division of labor, but provide partial support for institutionalist perspectives.

Robert C. Post, Urban Mass Transit: The Life Story of a Technology Zachary M. SchragJoel Wolfe, Autos and Progress: The Brazilian Search for Modernity J. Brian FreemanGeorgine Clarsen, Eat My Dust: Early Women Motorists Liz MillwardVirginia Scharff and Carolyn Brucken, Home Lands: How Women Made the West Margaret WalshJeffrey W. Alexander, Japan’s Motorcycle Wars: An Industry History Steven L. ThompsonLewis H. Siegelbaum, Cars for Comrades: The Life of the Soviet Automobile Valentina FavaPer Lundin, Bilsamhället: Ideologi, expertis och regelskapande i efterkrigstidens Sverige Bård ToldnesRuud Filarski and Gijs Mom, Van transport naar mobiliteit: De Transportrevolutie, 1800–1900 and Van transport naar mobiliteit: De Mobiliteitsexplosie, 1895–2005 Donald WeberWilliam J. Mitchell, Christoper E. Borroni-Bird, and Lawrence D. Burns, Reinventing the Automobile: Personal Urban Mobility for the 21st Century Joe SchultzRandal O’Toole, Gridlock: Why We’re Stuck in Traffic and What to Do About It Bob PostEdna Bonacich and Jake B. Wilson, Getting the Goods: Ports, Labor, and the Logistics Revolution Vaclav SmilIan Carter, British Railway Enthusiasm Stephen Cutcliffe

Introduction Mentors play a role in real life, just as they do in fiction. They also feature in reality television, which sits somewhere between the two. In fiction, mentors contribute to the narrative arc by providing guidance and assistance (Vogler 12) to a mentee in his or her life or professional pursuits. These exchanges are usually characterized by reciprocity, the need for mutual recognition (Gadamer 353) and involve some kind of moral question. They dramatise the possibilities of mentoring in reality, to provide us with a greater understanding of the world, and our human interaction within it. Reality television offers a different perspective. Like drama it uses the plot device of a mentor character to heighten the story arc, but instead of focusing on knowledge-based portrayals (Gadamer 112) of the mentor and mentee, the emphasis is instead on the mentee’s quest for ascension. In attempting to transcend their unknownness (Boorstin) contestants aim to penetrate an exclusive creative class (Florida). Populated by celebrity chefs, businessmen, entertainers, fashionistas, models, socialites and talent judges (to name a few), this class seemingly adds authenticity to ‘competitions’ and other formats. While the mentor’s role, on the surface, is to provide divine knowledge and facilitate the journey, a different agenda is evident in the ways carefully scripted (Booth) dialogue heightens the drama through effusive praise (New York Daily News) and “tactless” (Woodward), humiliating (Hirschorn; Winant 69; Woodward) and cruel sentiments. From a screen narrative point of view, this takes reality television as ‘storytelling’ (Aggarwal; Day; Hirschorn; “Reality Writer”; Rupel; Stradal) into very different territory. The contrived and later edited (Crouch; Papacharissi and Mendelson 367) communication between mentor and mentee not only renders the relationship disingenuous, it compounds the primary ethical concerns of associated Schadenfreude (Balasubramanian, Forstie and van den Scott 434; Cartwright), and the severe financial inequality (Andrejevic) underpinning a multi-billion dollar industry (Hamilton). As upward mobility and instability continue to be ubiquitously portrayed in 21st century reality entertainment under neoliberalism (Sender 4; Winant 67), it is with increasing frequency that we are seeing the systematic reinvention of the once significant cultural and historical role of the mentor. Mentor as Fictional Archetype and Communicator of ThemesDepictions of mentors can be found across the Western art canon. From the mythological characters of Telemachus’ Athena and Achilles’ Chiron, to King Arthur’s Merlin, Cinderella’s Fairy Godmother, Jim Hawkins’ Long John Silver, Frodo’s Gandalf, Batman’s Alfred and Marty McFly’s Doc Emmett Brown (among many more), the dramatic energy of the teacher, expert or supernatural aid (Vogler 39) has been timelessly powerful. Heroes, typically, engage with a mentor as part of their journey. Mentor types range extensively, from those who provide motivation, inspiration, training or gifts (Vogler), to those who may be dark or malevolent, or have fallen from grace (such as Michael Douglas’ Gordon Gekko in Wall Street 1987, or the ex-tribute Haymitch in The Hunger Games, 2012). A good drama usually complicates the relationship in some way, exploring initial reluctance from either party, or instances of tragedy (Vogler 11, 44) which may prevent the relationship achieving its potential. The intriguing twist of a fallen or malevolent mentor additionally invites the audience to morally analyze the ways the hero responds to what the mentor provides, and to question what our teachers or superiors tell us. In television particularly, long running series such as Mad Men have shown how a mentoring relationship can change over time, where “non-rational” characters (Buzzanell and D’Enbeau 707) do not necessarily maintain reciprocity or equality (703) but become subject to intimate, ambivalent and erotic aspects.As the mentor in fiction has deep cultural roots for audiences today, it is no wonder they are used, in a variety of archetypal capacities, in reality television. The dark Simon Cowell (of Pop Idol, American Idol, Britain’s Got Talent, America’s Got Talent and The X-Factor series) and the ‘villainous’ (Byrnes) Michelin-starred Marco Pierre White (Hell’s Kitchen, The Chopping Block, Marco Pierre White’s Kitchen Wars, MasterChef Australia, New Zealand, South Africa) provide reality writers with much needed antagonism (Rupel, Stradal). Those who have fallen from grace, or allowed their personal lives to play out in tabloid sagas such as Britney Spears (Marikar), or Caitlyn Jenner (Bissinger) provide different sources of conflict and intrigue. They are then counterbalanced with or repackaged as the good mentor. Examples of the nurturer who shows "compassion and empathy" include American Idol’s Paula Abdul (Marche), or the supportive Jennifer Hawkins in Next Top Model (Thompson). These distinctive characters help audiences to understand the ‘reality’ as a story (Crouch; Rupel; Stradal). But when we consider the great mentors of screen fiction, it becomes clear how reality television has changed the nature of story. The Karate Kid I (1984) and Good Will Hunting (1998) are two examples where mentoring is almost the exclusive focus, and where the experience of the characters differs greatly. In both films an initially reluctant mentor becomes deeply involved in the mentee’s project. They act as a special companion to the hero in the face of isolation, and, significantly, reveal a tragedy of their own, providing a nexus through which the mentee can access a deeper kind of truth. Not only are they flawed and ordinary people (they are not celebrities within the imagined worlds of the stories) who the mentee must challenge and learn to truly respect, they are “effecting and important” (Maslin) in reminding audiences of those hidden idiosyncrasies that open the barriers to friendship. Mentors in these stories, and many others, communicate themes of class, culture, talent, jealousy, love and loss which inform ideas about the ethical treatment of the ‘other’ (Gadamer). They ultimately prove pivotal to self worth, human confidence and growth. Very little of this thematic substance survives in reality television (see comparison of plots and contrasting modes of human engagement in the example of The Office and Dirty Jobs, Winant 70). Archetypally identifiable as they may be, mean judges and empathetic supermodels as characters are concerned mostly with the embodiment of perfection. They are flawless, untouchable and indeed most powerful when human welfare is at stake, and when the mentee before them faces isolation (see promise to a future ‘Rihanna’, X-Factor USA, Season 2, Episode 1 and Tyra Banks’ Next Top Model tirade at a contestant who had not lived up to her potential, West). If connecting with a mentor in fiction has long signified the importance of understanding of the past, of handing down tradition (Gadamer 354), and of our fascination with the elder, wiser other, then we can see a fundamental shift in narrative representation of mentors in reality television stories. In the past, as we have opened our hearts to such characters, as a facilitator to or companion of the hero, we have rehearsed a sacred respect for the knowledge and fulfillment mentors can provide. In reality television the ‘drama’ may evoke a fleeting rush of excitement at the hero’s success or failure, but the reality belies a pronounced distancing between mentor and mentee. The Creative Class: An Aspirational ParadigmThemes of ascension and potential fulfillment are also central to modern creativity discourse (Runco; Runco 672; United Nations). Seen as the driving force of the 21st century, creativity is now understood as much more than art, capable of bringing economic prosperity (United Nations) and social cohesion to its acme (United Nations xxiii). At the upper end of creative practice, is what Florida called “the creative class: a fast growing, highly educated, and well-paid segment of the workforce” (on whose expertise corporate profits depend), in industries ranging “from technology to entertainment, journalism to finance, high-end manufacturing to the arts” (Florida). Their common ethos is centered on individuality, diversity, and merit; eclipsing previous systems focused on ‘shopping’ and theme park consumerism and social conservatism (Eisinger). While doubts have since been raised about the size (Eisinger) and financial practices (Krätke 838) of the creative class (particularly in America), from an entertainment perspective at least, the class can be seen in full action. Extending to rich housewives, celebrity teen mothers and even eccentric duck hunters and swamp people, the creative class has caught up to the more traditional ‘star’ actor or music artist, and is increasingly marketable within world’s most sought after and expensive media spaces. Often reality celebrities make their mark for being the most outrageous, the cruelest (Peyser), or the weirdest (Gallagher; Peyser) personalities in the spotlight. Aspiring to the creative class thus, is a very public affair in television. Willing participants scamper for positions on shows, particularly those with long running, heavyweight titles such as Big Brother, The Bachelor, Survivor and the Idol series (Hill 35). The better known formats provide high visibility, with the opportunity to perform in front of millions around the globe (Frere-Jones, Day). Tapping into the deeply ingrained upward-mobility rhetoric of America, and of Western society, shows are aided in large part by 24-hour news, social media, the proliferation of celebrity gossip and the successful correlation between pop culture and an entertainment-style democratic ideal. As some have noted, dramatized reality is closely tied to the rise of individualization, and trans-national capitalism (Darling-Wolf 127). Its creative dynamism indeed delivers multi-lateral benefits: audiences believe the road to fame and fortune is always just within reach, consumerism thrives, and, politically, themes of liberty, egalitarianism and freedom ‘provide a cushioning comfort’ (Peyser; Pinter) from the domestic and international ills that would otherwise dispel such optimism. As the trials and tests within the reality genre heighten the seriousness of, and excitement about ascending toward the creative elite, show creators reproduce the same upward-mobility themed narrative across formats all over the world. The artifice is further supported by the festival-like (Grodin 46) symbology of the live audience, mass viewership and the online voting community, which in economic terms, speaks to the creative power of the material. Whether through careful manipulation of extra media space, ‘game strategy’, or other devices, those who break through are even more idolized for the achievement of metamorphosing into a creative hero. For the creative elite however, who wins ‘doesn’t matter much’. Vertical integration is the priority, where the process of making contestants famous is as lucrative as the profits they will earn thereafter; it’s a form of “one-stop shopping” as the makers of Idol put it according to Frere-Jones. Furthermore, as Florida’s measures and indicators suggested, the geographically mobile new creative class is driven by lifestyle values, recreation, participatory culture and diversity. Reality shows are the embodiment this idea of creativity, taking us beyond stale police procedural dramas (Hirschorn) and racially typecast family sitcoms, into a world of possibility. From a social equality perspective, while there has been a notable rise in gay and transgender visibility (Gamson) and stories about lower socio-economic groups – fast food workers and machinists for example – are told in a way they never were before, the extent to which shows actually unhinge traditional power structures is, as scholars have noted (Andrejevic and Colby 197; Schroeder) open to question. As boundaries are nonetheless crossed in the age of neoliberal creativity, the aspirational paradigm of joining a new elite in real life is as potent as ever. Reality Television’s Mentors: How to Understand Their ‘Role’Reality television narratives rely heavily on the juxtaposition between celebrity glamour and comfort, and financial instability. As mentees put it ‘all on the line’, storylines about personal suffering are hyped and molded for maximum emotional impact. In the best case scenarios mentors such as Caitlyn Jenner will help a trans mentee discover their true self by directing them in a celebrity-style photo shoot (see episode featuring Caitlyn and Zeam, Logo TV 2015). In more extreme cases the focus will be on an adopted contestant’s hopes that his birth mother will hear him sing (The X Factor USA, Season 2, Episode 11 Part 1), or on a postal clerk’s fear that elimination will mean she has to go back “to selling stamps” (The X Factor US - Season 2 Episode 11 Part 2). In the entrepreneurship format, as Woodward pointed out, it is not ‘help’ that mentees are given, but condescension. “I have to tell you, my friend, that this is the worst idea I’ve ever heard. You don’t have a clue about how to set up a business or market a product,” Woodward noted as the feedback given by one elite businessman on The Shark Tank (Woodward). “This is a five million dollar contract and I have to know that you can go the distance” (The X Factor US – Season 2 Episode 11, Part 1) Britney Spears warned to a thirteen-year-old contestant before accepting her as part of her team. In each instance the fictitious premise of being either an ‘enabler’ or destroyer of dreams is replayed and slightly adapted for ongoing consumer interest. This lack of shared experience and mutual recognition in reality television also highlights the overt, yet rarely analyzed focus on the wealth of mentors as contrasted with their unstable mentees. In the respective cases of The X Factor and I Am Cait, one of the wealthiest moguls in entertainment, Cowell, reportedly contracts mentors for up to $15 million per season (Nair); Jenner’s performance in I Am Cait was also set to significantly boost the Kardashian empire (reportedly already worth $300 million, Pavia). In both series, significant screen time has been dedicated to showing the mentors in luxurious beachside houses, where mentees may visit. Despite the important social messages embedded in Caitlyn’s story (which no doubt nourishes the Kardashian family’s generally more ersatz material), the question, from a moral point of view becomes: would these mentors still interact with that particular mentee without the money? Regardless, reality participants insist they are fulfilling their dreams when they appear. Despite the preplanning, possibility of distress (Australia Network News; Bleasby) and even suicide (Schuster), as well as the ferocity of opinion surrounding shows (Marche) the parade of a type of ‘road of trials’ (Vogler 189) is enough to keep a huge fan base interested, and hungry for their turn to experience the fortune of being touched by the creative elite; or in narrative terms, a supernatural aid. ConclusionThe key differences between reality television and artistic narrative portrayals of mentors can be found in the use of archetypes for narrative conflict and resolution, in the ways themes are explored and the ways dialogue is put to use, and in the focus on and visibility of material wealth (Frere-Jones; Peyser). These differences highlight the political, cultural and social implications of exchanging stories about potential fulfillment, for stories about ascension to the creative class. Rather than being based on genuine reciprocity, and understanding of human issues, reality shows create drama around the desperation to penetrate the inner sanctum of celebrity fame and fortune. In fiction we see themes based on becoming famous, on gender transformation, and wealth acquisition, such as in the films and series Almost Famous (2000), The Bill Silvers Show (1955-1959), Filthy Rich (1982-1983), and Tootsie (1982), but these stories at least attempt to address a moral question. Critically, in an artistic - rather than commercial context – the actors (who may play mentees) are not at risk of exploitation (Australia Network News; Bleasby; Crouch). Where actors are paid and recognized creatively for their contribution to an artistic work (Rupel), the mentee in reality television has no involvement in the ways action may be set up for maximum voyeuristic enjoyment, or manipulated to enhance scandalous and salacious content which will return show and media profits (“Reality Show Fights”; Skeggs and Wood 64). The emphasis, ironically, from a reality production point of view, is wholly on making the audience believe (Papacharissi and Mendelson 367) that the content is realistic. This perhaps gives some insight as to why themes of personal suffering and instability are increasingly evident across formats.On an ethical level, unlike the knowledge transferred through complex television plots, or in coming of age films (as cited above) about the ways tradition is handed down, and the ways true mentors provide altruistic help in human experience; in reality television we take away the knowledge that life, under neoliberalism, is most remarkable when one is handpicked to undertake a televised journey featuring their desire for upward mobility. The value of the mentoring in these cases is directly proportionate to the financial objectives of the creative elite.ReferencesAggarwal, Sirpa. “WWE, A&E Networks, and Simplynew Share Benefits of White-Label Social TV Solutions at the Social TV Summit.” Arktan 25 July 2012. 1 August 2014 <http://arktan.com/wwe-ae-networks-and-simplynew-share-benefits-of-white-label-social-tv-solutions-at-the-social-tv-summit/>. 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