Youth social action-activities such as volunteering, campaigning, and fundraising-has gained traction in the UK and internationally in recent years as governments have supported initiatives to encourage adolescents to develop a 'habit' of social action. However, there is not convincing evidence on what a habit of social action is. This study involved a questionnaire with 4518 16-20-yearolds in the UK and finds that moral and civic virtue identity, perceived behavioural control, goal direction, and subjective norms are related to a habit of youth social action. A key contribution of this study is the development and application of a new measure of virtue identity-the Virtue Identity Measure-to which we pay particular attention in this article.

Given the increased interest in character education across the world, educators are seeking guidance for their practice. This paper seeks to add to the evidence base about if and how character can be taught by discussing the results of a pilot evaluation (n 527) of a curriculum intervention designed to enhance two components of character: virtue perception and virtue reasoning. After the intervention the participants had improved virtue perception and reasoning scores compared to the control group. Further, female students scored higher in the pilot than their male counterparts. The results demonstrate how educating these components of character might be possible, providing evidence for a debate that goes back to Aristotle and today is keenly debated in academic, policy and practice circles. The findings are significant as they provide evidence as to how character might be taught through and within the programmes of study of existing curriculum subjects.

This study bridges understandings of character strengths, based on McGrath and Walker's four-factor analysis of VIA-Youth, and a key text in current Chinese moral education: The Code for Primary and Secondary Schools. We utilise two research methods, textual analysis and survey questionnaires, to garner data theoretically and empirically. Our research has three aims. First, through analysing 'the Code' from a VIA-Youth perspective, we identify 30 implicit character strengths, of which 11 are nominally in common with VIA-Youth. Second, we fit all the 30 strengths into the fourfactor model through textual analysis. Third, we test the model by factor-analysing student self-report surveys based on the Code. Our analysis reveals that one of the six extracted factors matches the adaptation of the four-factor model while the remaining five present a mix of virtue categories. Moreover, the nine clusters that constitute the Code present a high resemblance with the structuration of the components' matrix.

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Este artículo analiza la asociación entre el desempeño de la gestión pública y el desarrollo departamental en el caso colombiano, buscando así determinar posibles variables predictoras del desarrollo territorial. Para ello, se presenta una metodología de construcción de indicadores y variables para el nivel intermedio de gobierno en Colombia, para luego analizar los datos a través de un modelo de regresión lineal. Los resultados demuestran una fuerte relación entre ejecución presupuestal y desarrollo territorial, reforzando la necesidad de mayor fortalecimiento institucional y construcción de capacidades de gestión como líneas de acción.