Abstract: The article proposed intends to analyze the possibility
(and conditions) of a media regulation law in a democratic rule of law
in the twenty-first century. To do so, will be presented initially the
idea of the public sphere (by Jürgen Habermas), showing how it is
presented as an interface between the citizen and the state (or the
private and public) and how important is it in a deliberative
democracy. Based on this paradigm, the traditional perception of the
role of public information (such as system functional element) and on
the possibility of media regulation will be exposed, due to the public
nature of their activity. A critical argument will then be displayed
from two different perspectives: a) the formal function of the current
media information, considering that the digital age has fragmented
the information access; b) the concept of a constructive democracy,
which reduces the need for representation, changing the strategic
importance of the public sphere. The question to be addressed (based
on the comparative law) is if the regulation is justified in a
polycentric democracy, especially when it operates under the digital
age (with immediate and virtual communication). The proposal is to
be presented in the sense that even in a twenty-first century the media
in a democratic rule of law still has an extremely important role and
may be subject to regulation, but this should be on terms very
different (and narrower) from those usually defended.
Abstract: Students with high level skills are in demand, especially in scare skill environments. If universities wish to be successful and competitive, its students need to be adequately equipped with the necessary tools. Work Integrated Learning (WIL) is an essential component of the education of a student. The relevance of higher education should be assessed in terms of how it meets the needs of society and the world of work in a global economy. This paper demonstrates how to use Habermas's theory of communicative action to reflect on students- perceptions on their integration in the work environment to achieve social integration and financial justification. Interpretive questionnaires are used to determine the students- view of how they are integrated into society, and contributing to the economy. This paper explores the use of Habermas-s theory of communicative action to give theoretical and methodological guidance for the practice of social findings obtained in this inquiry.