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In the past year, academics and mass media alike have spoken of populism as a necessary condition for Donald Trump’s success in the 2016 US presidential election. Despite the growing interest in populism for understanding the election, we have yet to provide a systematic analysis of the official campaign discourse and its use of populist rhetoric. To fill this gap, this article proposes an analysis of official campaign statements based on original text data from press releases published from January to June 2016 on campaign websites and tweets published on the official accounts of the three main presidential candidates: Hillary Clinton, Bernie Sanders, and Donald Trump. Data show that the Sanders and Trump campaigns relied on populist discourse to promote two opposing electoral agendas on the left and the right of the political spectrum. Clinton made limited use of populist discourse, mostly in response to the other counter-candidates.

How do right-wing-populist incumbents navigate rhetorical strategic choices when they seek to manage external crises? Relevant literature has paid increasing attention to the role of ‘crisis’ in boosting the electoral success of right-wing populist candidates. We know a lot less about the rhetorical strategies used by right-wing populist incumbents seeking re-election. We draw on literatures on populism, crisis management and political rhetoric to conceptualize the rhetorical strategic choices of right-wing populist incumbents in times of crisis. We propose a framework for the choice of rhetorical strategy available to right-wing populist incumbents and illustrate it with a qualitative content analysis of Trump's tweets and White House press briefings during the first months of the COVID-19 pandemic. We find limited rhetorical adaptation to crisis and high degrees of continuity with previous rhetoric grounded in right-wing populism. This challenges prevalent assumptions regarding the likelihood of incumbent rhetorical flexibility in the face of crisis.

Despite populism being a fast-growing field of inquiry, populist discourse in an African setting is understudied. This paper expands our knowledge of populist communication and foreign policy in a competitive authoritarian context, proposing an analysis of two Ugandan politicians—Bobi Wine and Yoweri Museveni—and their communication on Twitter before the January 2021 election. Counter to expectations, I find that thick ideology has a limited effect on the electoral discourses of both candidates in a competitive autocracy such as Uganda, and this applies also to their communication about foreign policy. When it comes to their position on foreign policy, strategic electoral communication is focused on positioning themselves in relation to the West, signaling a commitment to a strong future linkage with the West and democratization in the event of electoral victory. The content analysis of Twitter-based communication finds that the long-standing incumbent, Museveni, uses tried-and-tested populist tropes to reinforce his regime, emphasizing his government's allegedly strong capacity to maintain a linkage to Western donors and to conduct a successful foreign policy focused on receiving foreign aid and advancing its investment in economic development. In his turn, counter-candidate Wine is a contemporary populist who contests the long-standing regime and promises a truthful commitment to democratization and an authentic and corruption-free linkage with the West if successfully elected. This paper aims to broaden our understanding of how political leaders in competitive autocratic countries of the Global South make strategic use of populist communication about foreign policy to advance their political agendas.

Despite governments investing considerable resources in the establishment and use of expert bodies, not all expert groups are able to successfully fulfill their role, facing limitations to different aspects of operation. Drawing on a politics of expertise approach, we explore how the setup of expert bodies affects their daily functioning. We contend that, to successfully perform its expert role, a body’s expertise in practice must indeed match the expertise it needs to perform its duties. To measure a body’s expertise, we build upon existing categorizations of expertise, and we additionally develop two new typologies: resource-centered and task-related expertise. We illustrate our argument with an analysis of National Human Rights Institutions (NHRIs), key actors in the multilevel governance of human rights. Acting as a bridge between the national and international levels, NHRIs provide independent expertise, facilitating states’ participation in international human rights governance mechanisms, like the United Nations Universal Periodic Review (UPR). We analyze original documentary and survey data on NHRIs in the Asia Pacific and show that, despite working in hostile national environments, these bodies have been able to successfully fulfill their expert role to a larger extent than we originally expected.

Abstract Despite advances in the study of emotions in international relations, we have a limited understanding of the role hope plays in diplomatic practice. We draw on the scholarship on emotions in IR and psychological studies on hope to theorize the workings of hope in diplomacy. We argue that in times of political change, states are more likely to resort to a novel type of diplomacy—diplomacy of hope—to shape their future relationship. We illustrate our argument with a qualitative content analysis of Twitter communication by high-ranking officials in the Biden administration and the EU after the 2020 US election. We find that both parties engage in diplomacy of hope, expressing enthusiasm, promising to renew the transatlantic relationship, and reaffirming their mutual commitment to achieve common goals. Yet the two parties’ strategic discourses diverge in their preferred pathways to cooperation and their proposed renegotiation of global leadership roles.

This dissertation is a study of ethnicity and cultural expression in Sweden since the mid-1990s. In the past two decades, Sweden's migration policy has changed from assimilationist to integrationist, promoting ethnic diversity and multiculturalism. In both the public sphere and everyday life, however, ethnic discrimination is still a pertinent reality. The mid-1990s is also the time when young visual artists and writers such as Jonas Khemiri, Alejandro Wenger, The Latin Kings, and Josef Fares create spaces of resistance to authority in their works. They re-construct the émigré experience in the literary and artistic productions, deconstruct legal and official discourse that emphasize the duality us/them, re-draw the socio-cultural map of Stockholm to focus on marginal \"immigrant\" areas, take pride in their constructed \"immigrant identity\", and ultimately protest against the reality of segregation and ethnic discrimination characterizing everyday life in contemporary Sweden. The first chapter articulates the critical argument, defines the main critical concepts used in the analysis (such as blatte, Rinkebysvenska, invandrarlitteratur, etc), and describes the socio-cultural context for the production of the musical, literary and visual texts to be analyzed in the later chapters. The second chapter is a discussion of The Latin Kings' music, the social significance of their rapping, their innovative use of slang, and the black skull identity constructed in their rap poems that for the first time brought immigrants and their life in the suburbs in the limelight. The third chapter is a study of Josef Fares' films, Jalla! Jalla! and Zozo, discussing filmic techniques employed to represent immigrant identity, such as linguistic communication, stereotypical imagery, and diasporic imagination. The fourth chapter is an analysis of Jonas Hassen Khemiri's debut novel, Ett öga rött, focusing on his critique of ethnicity and the dichotomy oss/dom as represented in language, political ideology, and daily life in contemporary Sweden. Khemiri's novel is the work that established the concept blatte as a socio-cultural metaphor and at the same time, formulated its fiercest critique in literary form.

BackgroundCystic fibrosis (CF) is a complex disorder with multisystem involvement. Although we used to believe that an association between CF and food allergies is rare and more frequently a false diagnostic, in the late years, as food allergies’ prevalence is rising, the association between these two disorders is becoming more common.Aimthe aim of the study was to determine food allergy prevalence in cystic fibrosis patients treated at the Mother and Child Care Institute ‘Alessandrescu-Rusescu’ between 2011–2016.Methodwe conducted a five years retrospective study between 2011–2016 on 68 cystic fibrosis patients. Age of CF diagnostic was between 2 months and 10 years. We followed the cases with poor nutritional status despite PERT and proton pump inhibitors therapy and the association with cutaneous manifestations. We performed allergen specific IgE antibody test (lactalbumin, casein, beta lactoglobulin, egg, carrot, soya, nut, peanut, wheat, bovine serum albumin).Results8 out of 68 CF patients treated in our centre had food allergies, with a 11,76% prevalence. 6 of them have milk protein allergy, 1 with egg white allergy and 1 patient with multiple allergies (milk protein, egg, wheat, peanuts).Conclusionit is important to further investigate possible comorbidities in CF patients with poor nutritional status and persistent digestive symptomatology despite adequate nutrition and adherence to PERT therapy. Food allergies seem to be one of the most frequent associations, surpassing celiac disease. Treatment conduct and nutritional recovery in these cases represent a milestone even for experienced clinicians.

BackgroundCystic fibrosis (CF) is a complex disorder with multisystem involvement. Although we used to believe that an association between CF and food allergies is rare and more frequently a false diagnostic, in the late years, as food allergies' prevalence is rising, the association between these two disorders is becoming more common.Aimthe aim of the study was to determine food allergy prevalence in cystic fibrosis patients treated at the Mother and Child Care Institute 'Alessandrescu-Rusescu' between 2011-2016.Methodwe conducted a five years retrospective study between 2011-2016 on 68 cystic fibrosis patients. Age of CF diagnostic was between 2 months and 10 years. We followed the cases with poor nutritional status despite PERT and proton pump inhibitors therapy and the association with cutaneous manifestations. We performed allergen specific IgE antibody test (lactalbumin, casein, beta lactoglobulin, egg, carrot, soya, nut, peanut, wheat, bovine serum albumin).Results8 out of 68 CF patients treated in our centre had food allergies, with a 11,76% prevalence. 6 of them have milk protein allergy, 1 with egg white allergy and 1 patient with multiple allergies (milk protein, egg, wheat, peanuts).Conclusionit is important to further investigate possible comorbidities in CF patients with poor nutritional status and persistent digestive symptomatology despite adequate nutrition and adherence to PERT therapy. Food allergies seem to be one of the most frequent associations, surpassing celiac disease. Treatment conduct and nutritional recovery in these cases represent a milestone even for experienced clinicians.

Assessment practices in Romanian primary education remain largely recall-based, despite curriculum expectations that prioritize reasoning, metacognition, and inclusive learning processes. This conceptual–analytical study examines the structural misalignments between curriculum goals, classroom assessment cultures, and national evaluation systems, highlighting their impact on learning equity and cognitive development. Drawing on international frameworks (OECD, UNESCO), national assessment data, and Romanian pedagogical literature, the analysis identifies three systemic gaps: curriculum–assessment misalignment, assessment–instruction misalignment, and a mismatch between equity-oriented policies and classroom practice. To address these challenges, the article proposes the ECEI Framework, an integrated developmental model that combines principles of cognitive education, metacognitive strategy development, inclusive pedagogy, and formative assessment. The framework introduces four categories of indicators—cognitive, metacognitive, inclusive, and assessment—designed to support teachers in observing and evaluating learning processes more effectively in diverse classrooms. Discipline-based illustrations in mathematics, reading, and science demonstrate how innovative assessment practices can make students’ thinking visible through authentic tasks, learning progressions, and multimodal response pathways. The findings suggest that developmental and inclusive assessment is essential for improving learning outcomes and reducing socio-economic disparities in primary education. Implementing the ECEI Framework requires targeted teacher training, coherent curriculum–assessment alignment, and system-level support to ensure sustainable changes in instructional practice.

Since 2011, when first MOOCs where launched on Internet, the number of online courses and students increased constantly and universities developed their capabilities to offer online education those interested in. In few years, MOOCs became a real phenomenon and faculties had to think how to deal with this phenomenon not only in terms of course design, but also in terms of methods of teaching, and assessment. MOOC pedagogy represents nowadays the most challenging issue of online education together with maintaining students in the program and conducting them to finalize the course. Our paper is presenting different issues of MOOC pedagogy with special focus on assessment as the authors have identified them in some online economics courses. The paper is structured in three parts. The first part is analyzing so called \"MOOC phenomenon\" and challenges universities have to face in respect with this. Special emphasize is giving to pedagogy of MOOCs and interactions with students in online environment. The second part of the paper is focusing on assessment in MOOCs. Different forms and methods used to assess knowledge and competences students gained participating in an online course are discussed, each method being analyzed both from students' and instructors' perspective. Assessment is seen in relationship with students' certification and recognition that has to be given to different paths and forms of education. The final part of the paper presents some critical issues on assessment authors identified analyzing assessment methods used in some economics online courses and questioning students that had the experience of being enrolled in different MOOCs.