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NERIS is the European platform on preparedness for nuclear and radiological emergency response and recovery. Created in 2010 with 57 organisations from 28 different countries, the objectives of the platform are to: improve the effectiveness and coherency of current approaches to preparedness; identify further development needs; improve 'know how' and technical expertise; and establish a forum for dialogue and methodological development. The NERIS Strategic Research Agenda is now structured with three main challenges: (i) radiological impact assessments during all phases of nuclear and radiological events; (ii) countermeasures and countermeasure strategies in emergency and recovery, decision support, and disaster informatics; and (iii) setting up a multi-faceted framework for preparedness for emergency response and recovery. The Fukushima accident has highlighted some key issues for further consideration in NERIS research activities, including: the importance of transparency of decision-making processes at local, regional, and national levels; the key role of access to environmental monitoring; the importance of dealing with uncertainties in assessment and management of the different phases of the accident; the use of modern social media in the exchange of information; the role of stakeholder involvement processes in both emergency and recovery situations; considerations of societal, ethical, and economic aspects; and the reinforcement of education and training for various actors. This paper emphasises the main issues at stake for NERIS for post-accident management. [ABSTRACT FROM AUTHOR]

In this paper I argue that increasingly neoliberal forms of governmentality are evident in the educational sector of the European Commission. This is especially the case vis-à-vis the institutional philosophy of how immigrants and second-generation 'minorities' should be best integrated into European society. Both the policies and the programs associated with education and training are becoming more oriented towards the formation of mobile, flexible, and self-governing European laborers and less oriented towards an institutionalized affirmation of personal development and individual or group 'difference'. This represents a fairly substantive philosophical and practical transformation over the past five to ten years, with significant implications for conceptions of European citizenship, multiculturalism, and social belonging. [ABSTRACT FROM AUTHOR]

The so-called ‘Bologna process’ is an effort to standardize higher education in Europe. Among journalism educators in particular, the goal is a harmonization of best practices in order to establish common training protocols. Contrary to assumptions, however, best practices often conflict with cultural values. Specifically, there has been little attention paid to on-camera behavior of TV journalists. Denmark is a case study where standard Anglo-American on-camera presentation styles violate deeply held cultural values. This paper argues that cultural differences matter and have serious consequences for European TV journalism educators in the age of globalization. [ABSTRACT FROM AUTHOR]