Journal articles on the topic '1 Sutton Place (New York, N.Y.)'

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). Educating for innovation. 1(2006), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001 Sharapan, H. (2012). ERIC - From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach, Young Children, 2012-Jan. Young Children, 67(1), 36–40. Siantayani, Y. (2018). STEAM: Science-Technology-Engineering-Art-Mathematics. Semarang: SINAU Teachers Development Center. Sikder, S., & Fleer, M. (2015). Small Science : Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Science Education, 45(3), 445–464. https://doi.org/10.1007/s11165-014-9431-0 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the Voices of Students and Teachers : A Phenomenological Approach to Educational Research. Qualitative Research in Education, 6(2), 121–148. https://doi.org/10.17583/qre.2017.2374 Strong-wilson, T., & Ellis, J. (2002). Children and Place : Reggio Emilia’s Environment as Third Teacher. Theory into Practice, 46(1), 40–47. Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408–424. Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8 Tippett, C., & Milford, T. (2017). STEM Resources and Materials for Engaging Learning Experiences. International Journal of Science & Mathematics Education, 15(March), 67–86. https://doi.org/10.1007/s10763-017-9812-8 Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

Coleman, S. and P. Collins (2007) (eds), Locating the Field, Space, Place and Context in Anthropology (Oxford: Berg), 256 pp., Pb: £19.99, ISBN-13: 978-1845204037.Screeton, P. (2008), Mars Bars and Mushy Peas: Urban Legend and the Cult of Celebrity (Loughborough: Heart of Albion), 184 pp., Pb: £14.95, ISBN-13: 978-1-905646-11-1.Smith, L, and A. Natsuko (2009) (eds), Intangible Heritage (London and New York: Routledge) 312 pp., Pb: £23.99, Hb: £70.00, ISBN-13: 978-0-415-47396-5.Tiesler, N. C. (2006), Muslime in Europa: Religion und Identitätspolitiken unter veränderten gesellschaftlichen Verhältnissen (Münster: LIT), 240 pp., Pb: €24.90, ISBN-13: 978-3-8258-9490-0.

David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.

O presente artigo estabelece as relações entre a A room of one’s own e a crítica feminista, observando como essa tem revisto e ressignificado o ensaio de Virginia Woolf. Serão problematizadas questões como a exclusão feminina dos espaços públicos, das esferas políticas e, consequentemente, da literatura e da história. Depois disso, abordaremos a personagem Judith Shakespeare. Por último, duas questões problematizadas serão tratadas nesta análise, a primeira refere-se à tradição literária feminina e a segunda refere-se à própria frase feminina. Palavras-chave: Crítica feminista, Judith Shakespeare, tradição literária feminina. Referências AUERBACH, E. Brown Stocking. In: ______. Mimesis: a representação da realidade na literatura ocidental. São Paulo: Perspectiva, 1971. BARRETT, M. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993. ______ (ed.). Women and writing. London: The Women’s Press, 1979. BOWLBY, R. Feminist destinations and further essays on Virginia Woolf. Edinburgh: Edinburgh University, 1997. ______. Walking, women and writing: Virginia Woolf as flâneuse. In: ARMSTRONG, I. (ed.). New Feminist discourses: critical essays on theories and texts. London: Routledge, 1992. CAUGHIE, P. L. Virginia Woolf & postmodernism literature in quest and question of itself. Urbana: University of Illinois, 1991. COELHO, N. N. Dicionário crítico de escritoras brasileiras. São Paulo: Escrituras, 2002. ______. A literatura feminina no Brasil contemporâneo. São Paulo: Siciliano, 1993. GILBERT, S. Woman’s Sentence. Man’s Sentencing: Linguistic Fantasies in Woolf and Joyce. In: MARCUS, J. Virginia Woolf and the Bloomsbury: A Centenary. Bloomington: Indiana UP, 1987. GILBERT, S.; GILBERT, S. Shakespeare’s sisters: feminist essays on women poets. Bloomington: Indiana University, 1979. ______. The madwoman in the attic: the woman writer in the nineteenth-century literary imagination. New Haven: Yale University, 2000. ______. The war of words. vol.1 of No man’s land: the place of the woman writer in the twentieth century. New Haven: Yale University, 1988. HUSSEY, M. Virginia Woolf: A to Z. New York: Oxford University, 1995. JONES, S. Writing the woman artist: essays on poetics, politics, and portraiture. Pennsylvania: University of Pennsylvania, 1991. MARCUS, J. Art and anger: reading like a woman. Columbus: Ohio State University, 1988. ______. Virginia Woolf and the languages of the patriarchy. Bloomington: Indiana University, 1987a. MINOW-PINKNEY, M. Virginia Woolf and the problem of the subject: feminine writing in the major novels. New Brunswick: Rutgers University, 2010. MOERS, E. Literary women: the great writers. New York: Doubleday, 1976. MUZART, Z. L. Escritoras brasileiras do século XIX. Florianópolis: Mulheres, 2005. OLSEN, T. Silences. New York: Seymour Lawrence, 1978. RICH, A. Of woman born: motherhood as experience and institution. New York: W W. Norton, 1995. ROSENBAUM, S.P. Women and fiction: the manuscript versions of A room of one’s own. Oxford: Blackwell, 1992. SHOWALTER, E. Feminist criticism in the wilderness. In: GILBERT, S.; GUBAR, S. Feminist literary theory and criticism. New York; London: W. W. Norton, 2007. SNAITH, A. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Oxford: Oxford University, 2015. STETZ, M. D. Anita Brookner: Woman writer as reluctant feminist. In: ______. Writing the woman artist: essays on poetics, politics and portraiture. Pennsylvania: University of Pennsylvania, 1991. WALKER, A. In search of our mother’s gardens. In: ______. In search of our mother’s gardens: womanist prose. San Diego: Harcourt Brace Jovanovich, 1983. WOOLF, V. A room of one’s own and Three guineas. Introd. Anna Snaith. Oxford: Oxford University, 2015. WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993.

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

Pale (Vincetoxicum rossicum) and black swallow-wort (V. nigrum) are perennial, twining vines that are increasingly invasive in natural and managed ecosystems in the northeastern United States and southeastern Canada. Both species, introduced from Europe in the 1800s, are listed as noxious weeds or banned invasive species by the USDA-Natural Resource Conservation Service. Observations by C. Southby, a local naturalist, over several years at a meadow populated by pale swallow-wort in Powder Mill Park, Monroe County, NY, revealed a gradual disappearance of pale swallow-wort with restoration of native grasses and some dicotyledonous plant species, in a 6.7-m-diameter area. Diseased swallow-wort plants had extensive yellowing and wilting of foliage, likely due to splitting of the basal stem, with white mycelium throughout the stem and crown; small, reddish brown sclerotia were evident, but roots were not affected. Stem tissue sections from 20 symptomatic plants were vacuum infiltrated with 2% NaOCl for 20 min, then plated onto malt yeast agar and potato dextrose agar amended with 60 mg/liter of penicillin and 80 mg/liter of streptomycin, resulting in development of fast-growing, white mycelium which then formed numerous, irregularly shaped (2 to 4 mm diameter), reddish brown sclerotia at the plate edges. Two individual cultures were identified as S. rolfsii (1) based on size, shape, and color of the sclerotia and presence of characteristic clamp connections in the mycelium. The isolate was suspected to be S. rolfsii var. delphinii due to the reported inability of S. rolfsii to persist in regions with extremely low winter temperatures (4), but molecular data showed otherwise. Sequences of the 18S gene (GenBank JN543690), internal transcribed spacer region (JN543691), and 28S gene (JN543692) of the ribosomal DNA identified the isolate, VrNY, as S. rolfsii (2,3). Pathogenicity tests were conducted with individual 2-month-old seedlings of V. rossicum and V. nigrum grown in steam-sterilized Metromix 360 in SC10 polypropylene conetainers in a growth chamber with a diurnal cycle of 25/20°C, a photoperiod of 14-h light/10-h dark, and fertilized at 3 week intervals. Two independent replications of 12 plants of each species were each inoculated at the stem base with a 4-mm-diameter mycelial agar plug from the growing edge of a colonized plate. The agar plug was held in place with 5 g of sterile sand. Control plants (12 of each species per replication) were treated with sterile agar plugs. Plants for each treatment were placed within a clear plastic bag to maintain 90% relative humidity for 72 h, and then removed from the bags. Disease symptoms developed over 21 days, with >90% of inoculated plants showing symptoms within 2 weeks. Control plants were symptomless. Incidence of mortality was 66 and 60% for V. rossicum and V. nigrum, respectively, by 3 weeks. The fungus reisolated from diseased stem and crown tissue produced characteristic mycelium with irregular sclerotia, consistent with those of S. rolfsii. Since spread of this fungus is based on movement of soilborne sclerotia, this isolate may offer potential as a bio-herbicide for control of swallow-wort in natural ecosystems if the isolate can be demonstrated to have a host range restricted to this invasive weed. References: (1) B. A. Edmunds and M. L. Gleason. Plant Dis. 87:313, 2003. (2) C. E. Harlton et al. Phytopathology 85:1269, 1995. (3) I. Okabe and N. Matsumoto. Mycol. Res. 107:164, 2003. (4) Z. Xu et al. Plant Dis. 92:719, 2008.

- Peter Boomgaard, Nancy Lee Peluso, Rich Forests, Poor people; Resource control and resistance in Java. Berkeley, etc.: University of California Press, 1992, 321 pp. - N. A. Bootsma, H.W. Brands, Bound to empire; The United States and the Philippines. New York, Oxford: Oxford University Press, 1992, 356 pp. - Martin van Bruinessen, Jan Schmidt, Through the Legation Window, 1876-1926; Four essays on Dutch, Dutch-Indian and Ottoman history. Istanbul: Nederlands Historisch-Archaeologisch Instituut, 1992, 250 pp. - Freek Colombijn, Manuelle Franck, Quand la rizière recontre l ásphalte; Semis urbain et processus d úrbanisation à Java-est. Paris: École des hautes études en sciences sociales (Études insulindiennes: Archipel 10), 1993, 282 pp. Maps, tables, graphs, bibliography. - Kees Groeneboer, G.M.J.M. Koolen, Een seer bequaem middel; Onderwijs en Kerk onder de 17e eeuwse VOC. Kampen: Kok, 1993, xiii + 287 pp. - R. Hagesteijn, Janice Stargardt, The Ancient Pyu of Burma; Volume I: Early Pyu cities in a man-made landscape. Cambridge: PACSEA, Singapore: ISEAS, 1991. - Barbara Harrisson, Rolf B. Roth, Die ‘Heiligen Töpfe der Ngadju-Dayak (Zentral-Kalimantan, Indonesien); Eine Untersuchung über die rezeption von importkeramik bei einer altindonesischen Ethnie. Bonn (Mundus reihe ethnologie band 51), 1992, xv + 492 pp. - Ernst Heins, Raymond Firth, Tikopia songs; Poetic and musical art of a Polynesian people of the Solomon Islands. Cambridge: Cambridge University Press (Cambridge studies in oral and literate culture no. 20), 1990, 307 pp., Mervyn McLean (eds.) - Ernst Heins, R. Anderson Sutton, Traditions of gamelan music in Java; Musical pluralism and regional identity.Cambridge: Cambridge University Press (Cambridge studies in ethnomusicology), 1991, 291 pp., glossary, biblio- and discography, photographs, tables, music. - H.A.J. Klooster, Jaap Vogel, De opkomst van het indocentrische geschiedbeeld; Leven en werken van B.J.O. Schrieke en J.C. van Leur. Hilversum: Verloren, 1992, 288 pp. - Jane A. Kusin, Brigit Obrist van Eeuwijk, Small but strong; Cultural context of (mal)nutrition among the Northern Kwanga (East Sepik province, Papua New Guinea). Basel: Wepf & Co. AG Verlag, Basler Beiträge zur ethnologie, Band 34, 1992, 283 pp. - J. Thomas Lindblad, Pasuk Phongpaichit, The new wave of Japanese investment in ASEAN. Singapore: Institute of Southeast Asian studies, 1990, 127 pp. - Niels Mulder, Louis Gabaude, Une herméneutique bouddhique contemporaine de Thaïlande; Buddhadasa Bhikku. Paris: École Francaise d’Extrême-Orient, 1988, vii + 692 pp. - Marleen Nolten, Vinson H. Sutlive. Jr., Female and male in Borneo; Contributions and challenges to gender studies. Borneo research council Monograph series, volume 1, not dated but probably published in 1991. - Ton Otto, G.W. Trompf, Melanesian Religion. Cambridge: Cambridge University Press, 1991, xi + 283 pp., including select bibliography and index. - IBM Dharma Palguna, Gordon D. Jensen, The Balinese people; A reinvestigation of character. Singapore-New York: Oxford University Press, 1992, 232 pp., Luh Ketut Suryani (eds.) - Anton Ploeg, Jürg Schmid, Söhne des Krokodils; Männerhausrituale und initiation in Yensan, Zentral-Iatmul, East Sepik province, Papua New Guinea. Basel: ethnologisches seminar der Universitat und Musuem für Völkerkunde (Basler Beiträge zur ethnologie, band 36), 1992, xii + 321 pp., Christine Kocher Schmid (eds.) - Raechelle Rubinstein, W. van der Molen, Javaans Schrift. (Semaian 8). Leiden: Vakgroep talen en culturen van Zuidoost-Azië en Oceanië, Rijksuniversiteit te Leiden, 1993. x + 129 pp. - Tine G. Ruiter, Arthur van Schaik, Colonial control and peasant resources in Java; Agricultural involution reconsidered. Amsterdam: Koninklijk Nederlands Aardrijkskundig Genootschap/Instituut voor Sociale geografie Universiteit van Amsterdam, 1986, 210 pp. - R. Schefold, Andrew Beatty, Society and exchange in Nias. Oxford: Clarendon press, (Oxford studies in social and cultural Anthropology), 1992, xiv + 322 pp., ill. - N.G. Schulte Nordholt, Ingo Wandelt, Der Weg zum Pancasila-Menschen (Die pancasila-Lehre unter dem P4-Beschlusz des Jahres 1978; Entwicklung und struktur der indonesischen staatslehre). Frankfurt am Main-Bern-New York-Paris: Peter Lang, Europäische Hochschulschriften, Reihe XXVII, Asiatische und Afrikaner Studien, 1989, 316 pp. - J.N.B. Tairas, Herman C. Kemp, Annotated bibliography of bibliographies on Indonesia. Leiden: KITLV press (Koninklijk Instituut voor taal-, land-en Volkenkunde, biographical series 17), 1990, xvii + 433 pp. - Brian Z. Tamanaha, Christopher Weeramantry, Nauru; Environmental damage under international trusteeship. Melbourne (etc.): Oxford University Press, 1992, xx+ 448 pp. - Wim F. Wertheim, Hersri Setiawan, Benedict R.O.’G. Anderson, Language and power; Exploring political cultures in Indonesia. Ithaca/London: Cornell University Press, 1930, 305 pp.

Abstract As individuals are living longer, the prevalence of older adults living with dementia and other complex health and social care needs is on the rise (Alzheimer’s Association, 2020; CIHI, 2020). Correspondingly, efforts to develop supportive programming and policies for persons living with dementia (PLWDs) are of paramount importance (CIHR, 2019). The challenges faced by PLWDs and other complex health and social needs are widely known (CIHR, 2019), however, a systematic understanding of how and if current and long-standing efforts are adequately meeting the needs of these individuals remains elusive. This research sought to understand how program administrators, decision makers, PLWD, and caregivers across five North American jurisdictions (British Columbia, Ontario, Newfoundland and Labrador, New York State, and Vermont) perceived specific dementia care programs and support services within their respective jurisdictions. We performed an inductive analysis of semi-structured interviews (N=37) and identified on-going care gaps experienced by participants. We present three main gaps: 1) disconnected and uncoordinated system infrastructure, 2) lack of comprehensive services to meet the diverse needs of PLWD and their caregivers, and 3) inconsistency in how dementia is understood; with associated perceived remedies. The results suggest that even when attempts to address the needs of PLWD and their caregivers are put in place there remains significant limitations of systems. The perspectives of decision makers, program administrators and individuals with lived experience offer unique insight into how these experiences may be improved to better support the complex needs of PLWD and their caregivers.

Ruang esensinya adalah tempat manusia hidup dan beraktivitas. Namun tidak semua aktivitas dapat terakomodir karena setiap ruang dibatasi dengan fungsinya masing-masing. Bagi ruang pribadi keterbatasan ruang tersebut merupakan karakteristik utama bagi ruang itu sendiri sedangkan pada ruang publik yang memiliki berbagai macam aktivitas harus dapat menampung berbagai aktivitas di dalamnya. Untuk itulah perlu dilakukan kajian mengenai ruang publik terhadap permasalahan keterbatasan ruang yang sering ditemui. Tulisan ini menggunakan metode kualitatif dengan melakukan pendekatan kajian literatur. Ada beberapa literatur yang diambil dari beberapa ahli serta beberapa hasil penelitian dalam artikel jurnal untuk mendukung teori dan melihat kenyataan di lapangan. Pada akhir tulisan diambil suatu kesimpulan bahwa keterbatasan ruang publik terhadap berbagai macam aktivitas yang berlangsung di dalamnya dengan terbentuknya ruang bersama baik secara permanen maupun bergantian (waktu tertentu).Kata-kata Kunci: arsitektur, ruang publik, aktivitas, ruang bersamaURBAN PUBLIC SPACE STUDIES BETWEEN ACTIVITIES AND LIMITATIONSThe essence of space is a place where humans live and doing their activities. But not all activities can be accommodated because space is limited by their functions. For private space, space limitations are the main characteristics for space itself, while in public spaces that have various kinds of activities must be able to accommodate multiple activities in it. For this reason, a study of public space needs to be done on the problems of space limitations that are often encountered. This paper uses qualitative methods by conducting a literature review approach. There is some literature taken from several experts and several research results in the journal for support the theory and see the reality in the field. At the end of the writing, it was concluded that the limitations of the public space for various kinds of activities take place in it with the formation of shared spaces both permanently and alternately (certain times).Keywords: architecture, public space, activity, share spaceREFERENCESAgustapraja, H. R. (2018). Studi Pemetaan Perilaku (Behavioral Mapping) Pejalan Kaki Pada Pedesterian Alun-Alun Kota Lamongan. Civilla, 3(1), 134–139. https://doi.org/https://doi.org/10.30736/cvl.v3i1.220Athanassiou, E. (2017). The Hybrid Landscape Of Public Space In Thessaloniki In The Context Of Crisis. Landscape Research, 42(7), 782–794. https://doi.org/10.1080/01426397.2017.1372399Carr, J., & Dionisio, M. R. (2017). Flexible Spaces as a Third Way Forward for Planning Urban Shared Spaces. In Cities (pp. 73–82). Elsevier. https://doi.org/10.1016/j.cities.2017.06.009Carr, S., Francis, M., Rivlin, L. G., & Stone, A. M. (1992). Public Space. New York: Cambridge University Press.Farida, N. (2013). Effect of Outdoor Shared Spaces on Social Interraction in a Housing Estate in Algeria. Frontiers of Architectural Research, 2, 457–467. https://doi.org/10.1016/j.foar.2013.09.002Hakim, R., & Utomo, H. (2003). Komponen Perancangan Arsitektur Lansekap: Prinsip-Unsur dan Aplikasi Desain. Jakarta: Penerbit Bumi Aksara.Hanafiah, U. I. M., & Asharsinyo, D. F. (2017). Redefenisi Ruang Publik Pada Kampung Kreatif Pasundan. Studi Kasus: Koridor Tepian Sungai Cikapundung, RT 02 RW 04, Kelurahan Balonggede, Kecamatan Regol, Kota Bandung, Jawa Barat. Idealog, 2(2), 124–137. https://doi.org/10.25124/idealog.v2i2.1220Hantono, D. (2017). Pengaruh Ruang Publik Terhadap Kualitas Visual Jalan Kali Besar Jakarta. Arsitektura, 15(2), 532–540. https://doi.org/10.20961/arst.v15i2.15114Krier, R. (1979). Urban Space. New York: Rizzoli.Liem, Y., & Lake, R. C. (2018). Pemaknaan Ruang Terbuka Publik Taman Nostalgia Kota Kupang. Arteks, 2(2), 149–158. https://doi.org/10.30822/artk.v2i2.150Mulyandari, H. (2011). Pengantar Arsitektur Kota. (Oktaviani HS, Ed.) (1st ed.). Yogyakarta: Penerbit Andi.Murtini, T. W., & Wahyuningrum, S. H. (2017). Penggunaan Ruas Jalan Sebagai Pasar Tradisional Di Gang Baru Pecinan, Semarang. Modul, 17(1), 17–21. Retrieved from https://ejournal.undip.ac.id/index.php/modul/article/view/17246/12396Olesen, M., & Lassen, C. (2012). Restricted Mobilities: Access to, and Activities in, Public and Private Spaces. International Planning Studies, 17(3), 215–232. https://doi.org/10.1080/13563475.2012.704755Rapoport, A. (1990). The Meaning of the Built Environment: A Nonverbal Communication Approach (1st ed.). Arizona: University of Arizona Press.Rochimah, E., & Asriningpuri, H. (2018). Adaptasi Perilaku Pedagang Bazar Dalam Teritori Ruang Dagang. Nalars, 17(1), 21–28. https://doi.org/10.24853/nalars.17.1.21-28Salomon-Ayeh, B. E., King, R. S., & Decardi-Nelson, I. (2011). Street Vending and The Use of Urban Public Space in Kumasi, Ghana. Surveyor, 4(1), 20–31. Retrieved from http://dspace.knust.edu.gh/bitstream/123456789/3423/1/Surveyor Journal 3.pdfSantoso, J. T., Mustikawati, T., Suryasari, N., & Titisari, E. Y. (2016). Pola Aktivitas Wisata Belanja dI Kampung Wisata Keramik Dinoyo, Malang. Tesa Arsitektur, 14(1), 1. https://doi.org/10.24167/tes.v14i1.560Simpson, P. (2011). Street Performance And The City: Public Space, Sociality, And Intervening In The Everyday. Space and Culture, XX(X), 1–16. https://doi.org/10.1177/1206331211412270Sudarisman, I. (2017). Kajian Pedagang Kaki Lima Di Taman Tegalega, Bandung, Jawa Barat. Arsir , 1(2), 161–174. Retrieved from http://jurnal.um-palembang.ac.id/arsir/article/view/867/769

This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research. References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259

Angel, S. et al. (Eds.). (1983). Land for housing the poor. Singapore: Select Books. Antaöv. A. (2007). Democracy to become reality: Participatory planning through action research. Habitat International, 31(3-4), 333-344. Archer, D. (2009). Social capital and participatory slum upgrading in Bangkok, Thailand. Unpublished Ph.D. Dissertation, Department of Land Economy, University of Cambridge. Asian Coalition for Housing Right [ACHR]. (2012). Comprehensive site planning: Transform community to better living place for all. Bangkok: Author. Boonyabancha, S. (2005). BMK going to scale with “slums” and squatter upgrading in Thailand. Environment and Urbanization, 17(1), 21-46. Boonyabancha, S. (2009). Land for housing the poor—by the poor: Experience from the BMK nationwide slum upgrading programme in Thailand. Environment and Urbanization, 21(2), 1-21. Brydon-Miller, M. et al. (2003). Why action research? Action Research, 1(1), 9-28. Community Organizations Development Institute [CODI]. (2003). โครงการบ้านมั่นคง: แผนยุทธศาสตร์การแก้ไขปัญหาที่อยู่อาศัย (พ.ศ. 2546-2550) [BMK: Strategic plan for slum upgrading (2003-2007)], Bangkok: Author. Community Organizations Development Institute [CODI]. (2010). บ้านมั่นคง [Baan Mankong]. Retrieved May 29, 2012, from http://www.codi.or.th/baanmankong/index.php?option=com_content&view=category&layout=blog&id=57&Itemid=10&lang=en Community Organizations Development Institute [CODI]. (2013). โครงการบ้านมั่นคง: พัฒนาการการแก้ไขปัญหาที่อยู่อาศัย [Baan Mankong Program: The evolution of housing development]. Retrieved March 14, 2013, from http://www.codi.or.th/baanmankong/index.php?option=com_content&view=category&layout=blog&id=57&Itemid=10&lang=en Davis, M. (2006). Planet of slums. New York: Verso. Forestor, J. F. (1989). The deliberative practitioner. Massachusetts: MIT Press. Frank, D. (2008). Sustainable housing finance for low-income groups: A comparative study. Berlin: Nomos Publishers. Friedmann, J. (1973). Retracking America: A theory of transactive planning. Los Angeles: Anchor Books. Gustavsen, B. (2008). Action research, practical challenges, and the formation of theory. Action Research, 6(4), 421-437. Healey, P. (1997). Collaborative planning: Shaping places in fragmented societies. Vancouver: University of British Columbia Press. International Institute for Environment and Development [IIED]. (2003). A decade of change: From the urban community development (UCDO) to the community organizations development institute (CODI) in Thailand, Working Paper 12 on Poverty Reduction in Urban Areas. Innes, J. (1996). Planning through consensus building: A view of the comprehensive ideal. Journal of the American Planning Association, 62(4), 460-472. Krumholz, N. & Forestor, J. F. (1990). Making equity planning work: Leadership in the public sector. Philadelphia: Temple University Press. Rabhibhat, A. (2007). รายงานวิจัยการประเมินผลโครงการบ้านมั่นคง เรื่อง คนจนเมือง: การเปลี่ยนแปลงโลกทัศน์และทัศนคติที่มีต่อตนเองและสังคม [The urban poor: The changes of social perspective and self reflection]. Unpublished Final Report submitted to Community Organization Development Institute. Sang-arun, N. (2012). The right to the city: The housing rights movement of Bangbua community. Journal of Architecture/Planning Research and Studies, 9(1), 1-12. Sapu, S. & Usavagovitwong, N. (2007). คู่มือการออกแบบและวางผังชุมชนโครงการบ้านมั่นคง: กรณีการสร้างชุมชนในภาคตะวันออกฉียงเหนือ [Community planning and design manual for Baan Mankong program: A case study of northeastern province]. Bangkok, Thailand: Community Organization Development Institute. Seabrook, J. (1996). In the cities of the south: Scenes from a developing world. London: Verso. Spatig, L. et al. (2010). The power of process: A story of collaboration and community change. Community Development, 41(1), 3-20. The Crown Property Bureau. (2010). รายงานประจำาปี พ.ศ. 2553 [Annual report 2010]. Retrieved March 12, 2013, from http://www.crownproperty.or.th/th/annual_report_2010.pdf The Crown Property Bureau. (2013). การพัฒนาชุมชนตามโครงการบ้านมั่นคง 39 ชุมชน [39 Communities: Baan Mankong program’s community development]. Retrieved March 12, 2013, from http://www.crownproperty.or.th/real_estate_02_06.php Turner, J. F. C. (1977). Housing by people: Towards autonomy in building environments. Michigan: Pantheon Books. UN-Habitat. (1997). Accommodating people in the Asia-Pacific region. Fukuoka: Author. UN-Habitat. (2012). Sustainable housing for sustainable cities: A policy framework for developing countries. Nairobi: Author. United Nations. (2008). Promotion and protection of all rights, civil, political, economic, social, and cultural rights, including the rights to development. Human Rights Council. Retrieved March 20, 2013, from http://www.internal-displacement.org/8025708F004BE3B1/(httpInfoFiles)/C90EE08CC6A733ABC12574C00049C81D/$file/G0810545.pdf Usavagovitwong, N. (2007). Towards community participation in housing design: Experience from low-income waterfront community, Bangkok. Journal of the Faculty of Architecture, KMITL, 5(1), 64-79. Usavagovitwong, N. et al. (2012). Understanding urban community amid capitalism: A case study of the Crown Property Bureau’s superblock. Journal of Architecture/Planning Research and Studies, 9(1), 27-42.

A Review of: Aronoff, N. (2016). Surveying medical students to gauge library use and plan for a new medical library. Medical Reference Services Quarterly, 35(2), 187-203. http://dx.doi.org/10.1080/02763869.2016.1152144 Abstract Objective – To help plan for a new library by exploring student use of existing library services and identifying their priorities for the new space. Design – Online survey, sent via email. Setting – Medical school at a university in New York. Subjects – 585 medical students. Methods – The researchers emailed a 45-item online survey to all medical students enrolled at the school. Responses were anonymised and all questions were non-mandatory. Main results – 27% of students (157 out of 585) took part in the survey by answering at least one question. The questions were categorised into the following six topic areas: 1. Use of space and expectations for the new library space: More than half of the participants (67%) indicated that they rarely or never came to the library during the academic year in question. Of the students who reported frequenting the library on a daily, weekly, or monthly basis, the majority indicated that they preferred independent study to group study. The following resources were ranked as very important for an ideal library space: sufficient electrical outlets, strong wireless connectivity, printing facilities, individual and quiet study spaces, comfortable seating, online resources, computers, windows/natural light, and group study spaces. Open-ended responses indicated that students desire close proximity to food and beverage services, large study tables to accommodate reading materials and technology, improved opening hours, and satisfactory bathroom facilities. 2. Where medical students study: Of the participants, one third of students reported studying at home, 21% chose to describe the physical characteristics of their place of study rather than name a place, 18% of students studied in multiple places, and 16% studied in the library. The remainder studied in another library, cafés, or other locations on campus. Online resource use was much higher than borrowing figures with the majority of students indicating that they had never borrowed a print book (77%), a reserve book (90%), or a DVD (96%). In addition, 92% indicated never consulting a print reference book. Online resources were used at least once a semester by 90% of students. 3. Resource use and expectations: Most students used lecture notes, presentations, websites, personal copies of books, clinical decision support tools, online tutorials or video content, electronic journal articles, recorded video or audio lectures, medical apps, electronic books, clinical practice guidelines, or pocket manuals or pocket guides. Print books from the library were the least exploited resources with only 13% of students reporting their use. 83% of students ranked online resources as the most important feature of an ideal library. 4. Equipment use and expectations for equipment and technology: In terms of equipment required for an ideal library space, 88% of students indicated printers, 78% computers, and 69% scanners. Therefore, easy access to electrical outlets and strong wireless connections were hugely important. 5. Services: Book or article requests were only sought monthly or once per semester by 18% and 7% of students respectively. More than half of students (54%) felt that assistance from a librarian was a very important or important feature of an ideal library space. However, 68% never consulted a librarian in the past and of those who did they did not do so frequently. In-person or email contact with a librarian was preferred over other methods of communication. 52% of respondents were not interested in training provided by the library. Of those who were, online and virtual training was preferred by 51% when compared to face to face instruction. 6. Additional Feedback: The vast majority of students (90%) indicated that they would be interested in using the library outside of the existing opening hours of 9:00a.m. to 5:00p.m., Monday to Friday. Regarding the overall library service, 53% of students were satisfied or very satisfied, 26% were neither satisfied nor unsatisfied, and 21% were unsatisfied or very unsatisfied. Lighting, electrical outlets, and having a place to get food and drink were also prioritized by students in this section of the survey. Conclusion – The author concluded that since convenience was considered an important factor by students when choosing their place of study, the increased proximity of the new library should attract more students. In accordance with student preferences, both individual and group study spaces are planned for the new library. Sufficient electrical outlets and a glass façade increasing the amount of natural light will feature in the building. Core textbooks and reference books will be made available in a small area onsite despite the fact that this did not feature in the original plan. Computers and printers will also feature in the new library for students who require equipment to facilitate their study activities. A computer lab to accommodate 30 students will enable face to face instruction on library resources. A professional librarian will not be based at the new library. In-person services will be available at another library with sufficient staffing.

Les Chamanes de la Préhistoire: Transe et Magie dans les Grottes Ornées, by Jean Clottes & David Lewis-Williams, 1996. Paris: Éditions Seuil; ISBN 2-02-028902-4 hardback 249FF, 110 pp., 114 colour ills.The Shamans of Prehistory: Trance and Magic in the Painted Caves, by Jean Clottes & David Lewis-Williams, 1996. New York (NY): Harry N. Abrams; ISBN 0-8109-4182-1 hardback, US$49.50, 120 pp., 116 colour ills.Jean Clottes and David Lewis-Williams' recent book Les Chamanes de la Préhistoire builds on a body of rock art research which has come to dominate the field, marginalizing interest in other cultural themes such as totemism and records of everyday foraging. Shamanism and totemism are, however, two of the most pervasive indigenous theories of being to have been discussed in the anthropological literature. The word totem comes from the Ojibwa, a native North American people, while the word shaman comes from the Tungus of central Siberia. Their use cross-culturally to refer to types of religion (i.e. shamanism and totemism), is an artefact of anthropology. Shamanism can be applied to customs that are inferred to have arisen independently in different parts of the world; customs in a single circum-arctic culture area; or scattered survivals from an allegedly original human condition. The cross-cultural validity of shamanism has been considered by Eliade, Lewis, Hultkrantz and Vitebsky. Shamanism refers to the use of spirits as guardians and helpers of individuals, contacted through trance. The validity of totemism as a cross-culturally-valid category has been vigorously debated in anthropology. It is generally agreed to refer to the use of animals or plants as emblems or guardians of social groups celebrated in ritual. The rationale of totemism is that each group is identified with a different species; the significance of each species derives from its place in the cognitive structure. Group A is kangaroo because it is not emu or python. While Durkheim interpreted totemism as the original human religion, Lévi-Strauss persuasively argued that totemism is a product of human cognition, which has developed independently in North America, Australia and Africa.

This study aims to examine the effectiveness of cognitive behavior group guidance in reducing the negative mindset of vocational students. The study was carried out starting from February to July 2018, which took place at the SMK Kepuhdoko Tembelang Jombang. This study used an experimental design with the design of the Pretest and Posttest Design Group. Data were analyzed by Paired Sample Test t-test, obtained the result of tcount was 6,500 and probability number (Sig. (2-tailed) was 0.001 with df = 5. Then the results were compared with the ttable at a significant level of 5% test 2 parties with df = 5, so that the ttable is 2.571 or 6,500> 2,571. The probability value obtained is 0.001> 0.005, so it can be concluded that cognitive behavior group guidance is effective in reducing the negative mindset of vocational high-school students based on the results of the research recommended for teacher`s guidance and counseling. Applying cognitive-behavioral group guidance as one of the alternative help in reducing the negative mindset of high-school students. Furthermore, researchers can use the results of this study to be used as a reference related to cognitive behavior group guidance, and further researchers can use research designs other than one group pretest and posttest design, for example time series design and n single-subject design. References Arikunto, S. (2010). Penelitian suatu pendekatan praktik edisi revisi. Jakarta: PT. Rineka Cipta. Depdiknas. (2012). Dokumen kurikulum 2013. Jakarta: Kemendikbud. Dewi, S., Tobing, D. H., & Hizkia, D. (2014). Kebermaknaan hidup pada anak pidana di Bali. Jurnal Psikologi Udayana, 1(2), 322-334. Elfiky, I. (2013). Terapi berpikir positif. Jakarta: Penerbit Zaman. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (1966). Adolescent development (3rd ed.). New York, NY, US: McGraw-Hill. Mardhika, R. (2016). Hubungan pola pikir negatif dan kecemasan terhadap cara berbicara di depan umum mahasiswa program studi pendidikan kepelatihan olahraga. Jurnal Buana Pendidikan, 12(22), 88-98. http://jurnal.unipasby.ac.id/index.php/jurnal_buana_pendidikan/article/view/620 Matson, J. L., & Ollendick, T. H. (1988). Enhancing children's social skills. Oxpord: Pergamon Press. Muqodas, I. (2011). Cognitive-behaviour theraphy: Solusi pendekatan praktek konseling di Indonesia. Diakses dari http://idatmuqodas.blogspot.com/2012/02/cognitive-behaviortherapy-solusi.html Rini, J. F. (2002). Memupuk rasa percaya diri. Jakarta: Team e-Psikologi. Rusydi, A. (2012). Husn Al-Zhann: Konsep berpikir positif dalam perspektif psikologi islam dan manfaatnya bagi kesehatan mental. Jurnal Proyeksi, 7(1), 1-31. doi: http://dx.doi.org/10.30659/p.7.1.1-31 Santrock, J. W. (2003). Perkembangan remaja. Jakarta: Erlangga. Sary, Y. N. E. (2017). Perkembangan kognitif dan emosi psikologi masa remaja awal. J-PENGMAS (Jurnal Pengabdian kepada Masyarakat), 1(1), 6-12. http://ojshafshawaty.ac.id/index.php/jpengmas/article/view/1 Siregar, E. Y. (2013). Penerapan cognitive behavior therapy (cbt) terhadap pengurangan durasi bermain games pada individu yang mengalami games addiction. Jurnal Psikologi, 9(1), 17-24. doi: http://dx.doi.org/10.24014/jp.v9i1.136 Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta. Wati, S. (2017). Efektivitas pendekatan konseling kognitif perilaku dalam mengatasi dampak negatif alat komunikasi (smartphone) pada peserta didik kelas XI SMK PGRI 4 Bandar Lampung tahun 2015-2016. Tesis. Lampung: IAIN Raden Intan Lampung.

Ammonia is an indispensable component of modern fertilizers and a key nitrogen source in chemical synthesis, making it one of the highest-volume commodity chemicals.1–3 However, its synthesis via the Haber-Bosch process contributes significantly to global carbon emissions, motivating the development of alternative pathways for ammonia synthesis.4–6 Of many alternative methods, an electrochemical lithium-mediated process is one of the most promising. Since its initial implementations,7–9 novel cell designs10–12 and electrolytes13–15 have greatly improved the selectivity and productivity of lithium-mediated electrochemical ammonia synthesis (LiMEAS), but questions persist regarding the mechanism of nitrogen fixation and the role of lithium in this process (Figure 1a). In particular, many in the literature have alluded to the possible importance of lithium passivation species, commonly known as the solid electrolyte interphase (SEI), but their small length-scale and reactivity make direct observation challenging.11,13,15 In this work, we leveraged a multiscale approach to reveal connections between device-scale performance and nanoscale passivation behavior in LiMEAS. We used four model systems, varying the presence of proton donor (no proton donor or 0.1 M ethanol), and the feed gas (Ar or N2), which allowed us to examine the influence of the two reactive components in LiMEAS which are not usually present for lithium metal electrodeposition in the literature: proton donor and nitrogen. For each model system, we quantified major reaction products (Figure 1b, f). Ammonia and lithium nitride were measured by the salicylate colorimetric assay,16 hydrogen by online gas chromatography (GC), and residual lithium by galvanostatic stripping. We used scanning electron microscopy to observe microscale morphology, and to gain deeper insights into nanoscale surface morphology, we implemented cryo-electron microscopy (cryo-EM) (Figure 1c-d, g-h). Cryo-EM is a powerful technique that enables high-resolution observation of beam-sensitive metallic lithium and SEI materials by holding them at cryogenic temperatures, which preserve their native state.17 In addition to nanoscale morphological information, cryo-EM provided chemical information in the form of selected-area electron diffraction (SAED), energy-dispersive X-ray spectroscopy (EDS), and electron energy loss spectroscopy (EELS), which were paired with X-ray photoelectron spectroscopy (XPS) to develop an understanding of the chemistry of the interphase. Our results indicate that the proton donor governs reactivity toward nitrogen reduction in LiMEAS via its influence on the SEI. In the absence of proton donor, the lithium deposit forms a passivating, mosaic-structured SEI that preserves the deposited lithium, regardless of whether the feed gas is argon or nitrogen (Figure 1e). With the addition of ethanol, the surface changes significantly. The resultant SEI does not passivate the lithium, allowing it to react with nitrogen and other electrolyte components (Figure 1i). This permeable SEI appears to be mosaic in structure, with organic phases dominated by ethanol breakdown products, and its formation is key to the functionality of lithium-mediated ammonia synthesis. These findings can help guide the development of optimal SEIs for selectivity and stability of LiMEAS, and beyond that, offer insights into the characteristics of the lithium SEI at a reactive rather than passivated interface. Figure 1. (a) Schematic of possible lithium reactions. (b) and (f) Faradaic efficiencies of quantified reaction products, with no proton donor (b) and with ethanol present (f). (c-d) and (g-h) Cryo-TEM images of material deposited with no proton donor (c-d), and with ethanol present (g-h). (e) and (i) schematics of surface reactivity, with no proton donor (e) and with ethanol present (i). References J. W. Erisman, M. A. Sutton, J. Galloway, Z. Klimont, and W. Winiwarter, Nat. Geosci., 1, 636–639 (2008). G. R. Maxwell, Synthetic Nitrogen Products, Kluwer Academic Publishers, New York, (2004). FAO, World fertilizer trends and outlook to 2022, (2019). J. G. Chen et al., Science, 360 (2018). G. Soloveichik, Nat. Catal., 2, 377–380 (2019). Z. J. Schiffer and K. Manthiram, Joule, 1, 10–14 (2017). F. Fichter, P. Girard, and H. Erlenmeyer, Helv. Chim. Acta, 13, 1228–1236 (1930). A. Tsuneto, A. Kudo, and T. Sakata, Chem. Lett., 22, 851–854 (1993). A. Tsuneto, A. Kudo, and T. Sakata, J. Electroanal. Chem., 367, 183–188 (1994). N. Lazouski, M. Chung, K. Williams, M. L. Gala, and K. Manthiram, Nat. Catal., 3, 463–469 (2020). S. Z. Andersen et al., Energy Environ. Sci, 13, 4291–4300 (2020). K. Li et al., ACS Energy Lett., 30, 35 (2021). N. Lazouski et al., ACS Catal., 12, 5197–5208 (2022). B. H. R. Suryanto et al., Science, 372, 1187–1191 (2021). K. Li et al., Science, 374, 1593–1597 (2021). H. Verdouw, J. A. Van Echteld, and E. M. L. Dekkers, Water Res., 12, 399–402 (1977). Y. Li et al., Science, 358, 506–510 (2017). Figure 1

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230 Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121 Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University. Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat

During Fall 2016 we had the unique opportunity to participate in the regular internship program of the Museum of Modern Art in New York and assist with ongoing exhibition projects in the Architecture and Design Department (A&D). This Department was established in 1932 as the first curatorial department dedicated to architecture and design and built on an ambitious collection covering major figures and movement of architectural culture from mid-19th century to the present. With looking back on a rich history of influential exhibitions such as Modern Architecture: International Exhibition (1932), Architecture Without Architects (1964/65) or Deconstructivist Architecture (1988) it has been one of the key institutions to push the format of the architecture exhibition and which it keeps doing up to today. Having this in mind we both came to New York with great respect and honored to gain insights in this institution for a period of three months. The department currently employs around 15 people which made it a really pleasant, intimate place to work with highly passionate and professional individuals full of remarkable expertise and respect for each other. This said and with the department going through some recent (at that moment) personnel changes, most notably the new directorship of Martino Stierli since 2015, as well MoMA reconfiguring and adding gallery spaces set to be open in 2019, we felt it was a very interesting moment for us to talk to our curator colleagues about their personal history and professional ambitions as curators at MoMA as well specific challenges of exhibiting architecture and design. Being both educated in architecture in different countries (Brazil and Germany) we could gain not only a lot of professional insights but also talk about personal aspects of the curators´ – not always linear – careers. In total we conducted six interviews with all (senior) curators and one curatorial assistant of the Architecture and Design Department, all of whom we asked the same, around ten questions in order to produce a complete “panorama” of the departments staff at that very moment. In the following we would like to share with you the second half with Juliet Kinchin, Martino Stierli and Sean Anderson. The first three interviews with Paola Antonelli, Barry Bergdoll and Michelle Millar Fisher, were published on RISCO v.16 n.1 2018. From the interviews, Juliet Kinchin had an approach since a student into intellectual debates and design history rather than architectural history, while Martino as a professor, was also engaged doing exhibitions. Sean Anderson struggled being a professor and practicing architect, and curation for him “means also being able to condense ideas and questions”. Since they had different backgrounds before arrive at MoMA, the teaching position and a special love for research is a shared common background for them. Juliet Kinchin argues that the curator’s activity apart from the responsabilities also means communicate and creating view points and arguments in a spatial and material form, while Martino talk about the work of curating a show as very much about a teamwork. For Sean Anderson also the very strong critical sensibility, is a must have skill for a curator. Sean Anderson’s advice to young curators is to ask questions and to have as many experiences in the world as possible. Juliet Kinchin talks about integrity, that makes the difference in your work, Martino in the same way, reinforce the ideia to love what you do and so you will be successful. Luis Michal, Amanda Saba Ruggiero

e4444019This article presents the results of an investigation into contributions of the analysis of authentic classroom situations to the professional development of the beginner teacher who teaches statistics, constituting a discussion about the formative processes of this professional. To achieve this, we considered the reflections that took place in three episodes of a mathematics teacher training that was part of a specialization course, carried out in the West Zone of Rio de Janeiro, Brazil. In these three episodes, the teachers analyzed video recordings from an 8th grade class of a basic school, in the City School Network of Rio de Janeiro, addressing statistical representations. They also examined the content related to the task proposed to the students, the didactic potential of the task, and the students’ answers. A qualitative analysis of interpretative nature of the audio transcriptions of the teachers’ discussions in the episodes was carried out, as well as an analysis of the reports they produced based on a script prepared by the trainer. The results show that the analysis of the tasks and students’ responses and the analysis of the videos provided a learning experience about the teaching of statistics, namely regarding the teacher actions according to the reasoning and communication of the students. The teachers consider that these activities are essential in the training process to get closer to the real contexts of the classroom.ResumenEste artículo presenta los resultados de una investigación sobre las contribuciones del análisis de situaciones auténticas en las clases al desarrollo profesional del maestro principiante que enseña Estadísticas. Para esto, consideramos las reflexiones que se produjeron en tres episodios de formación de docentes de matemáticas incluidos en un curso de especialización, realizado en la Zona Oeste de Río de Janeiro, Brasil, constituindo una discusión sobre los procesos formativos de este profesional. En estés tres episodios, los maestros analizaron registros de video de una clase de 8º grado de escuela básica, en la Red Municipal de Río de Janeiro, abordando representaciones estadísticas. Examinaron el contenido relacionado con la tarea propuesta, el potencial didáctico de la tarea y las respuestas de los estudiantes. Se realizó un análisis cualitativo de la naturaleza interpretativa de las transcripciones de audio de las discusiones de los maestros en los episodios de capacitación y los informes que produjeron en base a un guion preparado por el capacitador. Los resultados muestran que el análisis de las tareas y respuestas de los estudiantes y el análisis de los videos proporcionaron información sobre la enseñanza de la Estadística, en particular con respecto a las acciones del maestro mediante el razonamiento y la comunicación del estudiante. Los maestros consideran que estas actividades son fundamentales en el proceso formativo para acercarse a los contextos reales de la clase.Palavras-chave: Formação, Ensino da Estatística, Desenvolvimento profissional.Keywords: Teacher training, Statistics Teaching, Professional development.Palabras claves: Entrenamiento, Enseñanza de Estadística, Desarrollo profesional.ReferencesAMERICAN EDUCATIONAL RESEARCH ASSOCIATION. Code of ethics. Educational Researcher, Flórida, v. 40, n. 3, p. 145-156. 2011.BARDIN, Laurence. Análise de conteúdo (L. de A. Rego A. Pinheiro, Trads.). Lisboa: Edições, 70, (Obra original publicada em 1977), 288 p.BATANERO, Carmen; GODINO, Juan; ROA, Rafael. Training teachers to teach probability. Journal of Statistics Education, v. 12, n. 1, p. 1-15, 2004.BATANERO, Carmen. Didáctica de Ia estadística, Granada: GEEUG, Departamento de Didáctica de la Matemática, Universidade de Granada, Espanha, 2001, 219 p.COHEN, Louise; MANION, Lawrence; MORRISON, Keith. Research methods in education. London: Routledge Falmer, 2000, 657p.COSTA, Adriana; NACARATO, Adair Mendes. A Estocástica na Formação do Professor de Matemática: percepções de professores e de formadores. Bolema, Rio Claro, v. 24, n. 39, p. 367-386, ago. 2011.CURCIO, Frances R. Developing graph comprehension. National Council of Teachers of Mathematics, Virginia, USA, n. 2. 1989, 158 p.DAY, Christopher. Desenvolvimento profissional de professores: os desafios da aprendizagem permanente. Porto: Porto Editora, 2001, 352 p.DE LA TORRE, Saturnino. Aprender com os erros: o erro como estratégia de mudança. Porto Alegre: Artmed, 2007, 240 p.ERICKSON, Frederick. Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching, p. 119-161. New York, NY: Macmillan, 1986, p. 119-161.ESTEVAM, Everton; CYRINO, Márcia Cristina da Costa Trindade. Desenvolvimento Profissional de professores em Educação Estatística. Jornal Internacional de Estudos em Educação Matemática, v. 9, p. 115-150. São Paulo, 2016.FRANKLIN, Christine et al. Guidelines for assessment and instruction in statistics education (GAISE) Report. Alexandria, VA: American Statistical Association, 2005, 108 p.GAL, Iddo. Adult’s Statistical Literacy: meanings, components, responsibilities. International Statistical Review, v. 70, n. 1, p. 1-51, 2002.GROTH, Randall E. Toward a conceptualization of statistical knowledge for teaching. Journal for Research in Mathematics Education, n. 38, v. 5, p. 427-437, 2007.LOPES, Celi. Educação Estatística no Curso de Licenciatura em Matemática. Bolema, Rio Claro (SP), v. 27, n. 47, p. 901-915, dez. 2013.MARTINS, Maria Eugénia Graça; PONTE, João Pedro da. Organização e tratamento de dados. Lisboa: DGIDC, 2007, 328 p.MARTINS, Maria Niedja Pereira. Atitudes face à Estatística e escolhas de gráficos por professores dos anos iniciais do Ensino Fundamental. p. 383. Tese de doutoramento em Educação. Instituto de Educação da Universidade de Lisboa, Lisboa, 2018.MOORE, David S.; COBB, George W. Mathematics, Statistics, and Teaching. American Mathematical Monthly, v. 104, p. 801-823, 1997.NCTM. Curriculum and evaluation standards for school mathematics. NCTM: Reston VA, 1989, p. 338-344.PONTE, João Pedro da. Preparing teachers to meet the challenges of statistics education. In C. Batanero, G. Burrill C. Reading (Eds.), Teaching statistics in school mathematics: Challenges for teaching and teacher education (A Joint ICMI/IASE Study), p. 299-309. New York, NY: Springer. (ISBN 978-94- 007-1130-3, Hardcover), 2011.PONTE, João Pedro da. Formação do professor de Matemática: Perspectivas atuais. In J. P. Ponte (Ed.), Práticas profissionais dos professores de Matemática, p. 351-368. Lisboa: Instituto de Educação da Universidade de Lisboa, 2004.PONTE, João Pedro da. Gestão curricular em Matemática. In GTI (Ed.), O professor e o desenvolvimento curricular, p. 11-34. Lisboa: APM, 2005.PONTE, João Pedro da., GALVÃO, Cecília, TRIGO-SANTOS, Florbela, OLIVEIRA, Hélia. O início da carreira profissional de professores de Matemática e Ciências. Revista de Educação, n. 10, v. 1, p. 31-46, 2001.RODRIGUES, Márcio Urel; SILVA, Luciano Duarte da. Disciplina De Estatística Na Matriz Curricular Dos Cursos De Licenciatura Em Matemática No Brasil. Revemat, Florianópolis (SC), v. 14, Edição Especial Educação Estatística, p. 1-21. 2019.SMITH, Margaret. Practice-based professional development for teachers of mathematics. Reston, VA: NCTM, 2001, 81 p.SOWDER, Judith T. The Mathematical Education and Development of Teachers. In: LESTER, F. K. (Ed.). Second Handbook of Research on Mathematics Teaching and Learning. North Carolina: Information Age, p. 157-223, 2007.SPINILLO, Alina Galvão et al. Como professores e futuros professores interpretam erros de alunos ao resolverem problemas de estrutura multiplicativa. BOLEMA, n. 30, v. 56, p. 1188 – 1206, 2016.STEEN, Lynn Arthur. Mathematics and democracy: The case for quantitative literacy. Princeton, NJ: NCTM, 2001, 121 p.VAN ES, Elizabeth A.; SHERIN, Miriam Gamoran. Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, n. 24, p. 244–276, 2008.

This study aims to test the effectiveness of reality counseling to improve students' self-identity in junior high. This research uses pre experimental with pretest-posttest one group design. The data analysis used is paired test of T-test. To see the change of self-understanding level in the experimental group between pretest and posttest by looking at the price of ttable on the degrees of freedom (dk), ie the amount is N-1, and at a significant level α = 0.05 (95%) then obtained ttable = 1.771, assuming if thitung > ttabel then Ha "received" the meaning of group reality counseling is effective to improve understanding of the identity of junior high-school students. The research was carried out starting from April to July 2018, which took place at SMP Negeri 2 Mojosari. Based on the findings of the study, it is suggested as follows (1) for Guidance and Counseling teachers, group counseling can be applied effectively in schools, especially in improving understanding of students' self-identities; (2) for researchers, furthermore, group reality counseling is effective in improving self-understanding students, should be able to be an inspiration in doing further research by applying group counseling with other techniques, especially in an effort to improve students' self-identity understanding. References Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(1), 14-1. Azwar, A., & Prihartono, J. (2003). Metodologi penelitian kedokteran dan kesehatan masyarakat. Batam: Binarupa Akara. Brooks, M., & Knowles, D. (1982). Parents' views of children's imaginary companions. Child Welfare, 61(1). 25-33. Corey, G. (2009). Theory and practice of counseling and psychotherapy. Belmont, CA: Brooks. Depdiknas. (2010). Buku pedoman sertifikasi pendidik untuk dosen tahun 2010: Buku I naskah akademik. Direktorat Jenderal Pendidikan Tinggi. Gunarsa, S. D. (2005). Psikologi perkembangan anak dan remaja. Jakarta: Gunung Mulia. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (2001). Developmental psychology. New York: Tata McGraw-Hill Education. Heriyadi, A. (2013). Meningkatkan penerimaan diri (self acceptance) siswa kelas VIII melalui konseling realita di SMP Negeri 1 Bantarbolang Kabupaten Pemalang tahun ajaran 2012/2013. Disertasi. Semarang: Universitas Negeri Semarang. Latipun. (2008). Psikologi konseling. Malang: UPT Penerbitan Universitas Muhammadiyah Malang. Masrohan, A. (2014). Penerapan konseling kelompok realita teknik WDEP untuk meningkatkan disiplin belajar siswa kelas XI IPS SMA Negeri 1 Rogojampi Banyuwangi. Jurnal BK UNESA, 4(3). 1-10. http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/9046 Nurihsan, A. J. (2005). Strategi layanan bimbingan dan konseling. Bandung: Refika Aditama. Papalia, D. E., Olds, S.W., & Feldman, R.D. (2008). Psikologi perkembangan. Jakarta: Kencana. Purwanti, F. (2013). Identitas diri remaja pada siswa kelas XI SMA Negeri 2 Pemalang ditinjau dari jenis kelamin. Skripsi. Semarang: Universitas Negeri Semarang. Ristianti, A. (2012). Hubungan antara dukungan sosial teman sebaya dengan identitas diri pada remaja diSMA Pusaka 1 Jakarta. Skripsi. Jakarta: Universitas Gunadarma. Sarwono, S. W. (2011). Psikologi remaja. Depok: PT. Rajagrafindo Persada. Sugiyono, P. (2010). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: CV Alfabeta. Wells, G. B., & Hansen, N. D. (2003). Lesbian shame: Its relationship to identity integration and attachment. Journal of Homosexuality, 45(1), 93-110. doi: http://psycnet.apa.org/doi/10.1300/J082v45n01_05 Yusuf LN, Syamsu. (2004). Psikologi perkembangan anak & remaja. Bandung: PT Remaja Rosdakarya.

The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. International Journal of Behavioral Development, 29(1), 35–47. Borg, F., Winberg, M., & Vinterek, M. (2017). Children’s Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry, 8(2), 151–172. https://doi.org/10.1080/20004508.2017.1290915 Borg, F., Winberg, T. M., & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376–391. https://doi.org/10.1080/03004430.2017.1324433 Buchsbaum, D., Bridgers, S., Weisberg, D. S., &, & Gopnik, A. (2012). The power of possibility: Causal learning, counterfactual reasoning, and pretend play. Philosophical Transactions of the Royal Society. Biological Sciences, 367(1599), 2202–2212. Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. Bustamante, A. S., White, L. J., & Greenfield, D. B. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Research Quarterly, 44, 34–42. https://doi.org/10.1016/j.ecresq.2018.02.013 Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421–435. Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2). Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers’ exploratory play. Cognition, 120(3), 341– 349. Dewi Kurnia, H. Z. (2017). Pentingnya Media Pembelajaran. Jurnal Pendidikan Anak Usia Dini, 1 No.1, 81–96. Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. Gersick, C. J. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal, 31(1), 9–41. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Mind, brains, and how children learn. New York, NY: William Morrow & Company. Guo, Y., Wang, S., Hall, A. H., Breit-Smith, A., & Busch, J. (2016). The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis. Early Childhood Education Journal, 44(4), 359–367. https://doi.org/10.1007/s10643-015-0721-6 Hadders-Algra, M. (2019). Interactive media use and early childhood development. Jornal de Pediatria, (xx), 1–3. https://doi.org/10.1016/j.jped.2019.05.001 Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (Pbl) Affects High, Middle, and Low Achievers Differently: the Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 Harris, P. L., & Kavanaugh, R. D. (1993). Young children’s understanding of pretense. Monographs of the Society for Research in Child Development, 58(1), 1–92. Hayati, H. S., Myrnawati, C. H., & Asmawi, M. (2017). Effect of Traditional Games, Learning Motivation And Learning Style On Childhoods Gross Motor Skills. International Journal of Education and Research, 5(7). Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975–990. https://doi.org/10.1080/13504622.2014.971716 Herakleioti, E., & Pantidos, P. (2016). The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation. Research in Science Education, 46(1), 21–42. https://doi.org/10.1007/s11165-014-9458-2 İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Jennifer M. Zosh, Emily J. Hopkins, Hanne Jensen, Claire Liu, Dave Neale, Kathy Hirsh-Pasek, S. L. S. and D. W. (2017). Learning through play : a review of the evidence. Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473. Kemmis, S., & Taggart, M. (2002). The action research planner. Victoria: Dearcin University Press. Lebel, C., & Beaulieu, C. (2011). Longitudinal development of human brain wiring continues from childhood into adulthood. Journal of Neuroscience, 31(30), 10937–10947. Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75(5), 1357–1372. Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970–988. Nitecki, E., & Chung, M.-H. (2016). Play as Place: A Safe Space for Young Children to Learn about the World. Nternational Journal of Early Childhood Environmental Education, 4(1), 26–32. Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942. Ramani, G. B. (2012). Influence of a Playful, Child-Directed Context on Preschool Children’s Peer Cooperation. New York: Merrill-Palmer Quarterly. Ravanis, K. (2017). Early childhood science education: State of the art and perspectives. Journal of Baltic Science Education, 16(3), 284–288. Russo-Johnson C, Troseth G, Duncan C, M. A. (2017). All tapped out: touchscreen interactivity and young children’s word learning. Front Psychology, 8. Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounde. Developmental Psycholog, 43(4), 1045–1050. Serpell, R., & Marfo, K. (2014). Some growth points in African child development research. New Directions for Child and Adolescent Development, 146, 97–112. Vouloumanos, A., & Werker, J. F. (2007). Listening to language at birth: evidence for a bias for speech in neonates. Developmental Science, 10(2), 59–64. Weisberg, D. S., & Gopnik, A. (2013). Pretense, counterfactuals, and Bayesian causal models: Why what is not real really matters. Cognitive Science, 37(7), 1368–1381. Winthrop, R., & Mcgivney, E. (2016). Skills for a Changing World: Advancing Quality Learning for Vibrant Societies.Brookings: Center for Universal Education. Zaman, B., & Eliyawati, C. (2010). Media Pembelajaran Anak Usia Dini. Bandung: Universitas Pendidikan Indonesia.

Achenbach, R 2005. Pentateuch, Hexateuch und Enneateuch. Eine Verhältnisbestimmung, ZAR 11:122–154. Albertz, R 2007. Die kanonische Anpassung des Johuabuches. Ein Neubewertung seiner sog.”Priesterschriftelike Texte”, in Römer and Schmid 2007:199–217. Aurelius, E 2003. Zukunft jenseits des Gerichts: Eine redaktionsgeschichltliche Studie zumEnneateuch. BZAW 319. Berlin: de Gruyter. Barrick, W B & Spencer, J R (eds) 1984. In the shelter of Elyon: essays on ancient Palestinian life in honour of GW Ahlström. JSOTSup 31. Sheffield: JSOT Press. Becker U, 2006. Endredaktionelle Kontextvernetzungen des Josua-Buches, in Witte, Schmid, Prechel and Gertz 2006:139–161. Bieberstein, K 1995. Josua-Jordan-Jericho. Archäologie, Geschichte und Theologie der Landnahmeerzählungen Josua 1–6. OBO. Friborg: Universitätsverlag, Göttingen: Vandenhoeck & Ruprecht. Blum, E 1990. Studien zur Komposition des Pentateuch. BZAW 189. Berlin/New York: de Gruyter. _______ 1997. Die Kompositionelle Knoten am Übergang von Josua zu Richter: Ein Entflechtungsvorschlag, in Lust and Vervenne 1997:181–212. _______ 2006. The literary connection between the books of Genesis and Exodus and the end of the book of Joshua, in Dozeman and Schmid 2006:80–106. _______ 2011. Pentateuch-Hexateuch-Enneateuch, in Dozeman , Römer and Schmid 2011:43–71. Carr, D M 1996. Reading the fractures of Genesis. Historical and literary approaches. Louisville: Westminster John Knox. _______ 2006. What is required to identify pre-Priestly narrative connections between Genesis and Exodus? in Dozeman and Schmid 2006:159–180. _______ 2012. The Moses story: literary and historical reflections, HeBAI 1–2:7–36. Dozeman, T B & Schmid, K (eds) 2006. Farewell to the Yahwist? The composition of the Pentateuch in recent European discussion. SBL Symposium Series 34. Atlanta: SBL. Dozeman, T B, Römer, T C & Schmid, K (eds) 2011. Pentateuch, Hexateuch, or Enneateuch. Identifying literary works in Genesis through Kings. SBL 8. Atlanta: SBL. Du Pury, A, Römer, T C & Macchi, J P (eds) 2000. Israel constructs its history. Deuteronomistic historiography in recent research. Sheffield: Sheffield Academic Press. Edenburg, C & Pakkala, J (eds) 2013. Is Samuel amongst the Deuteronomists? Current views on the place of Samuel in a Deuteronomistic History. Atlanta: SBL. Eisffeldt, O 1964. Einleitung in das Alte Testament. Tübingen: Mohr. Frevel, C 2000. Mit Blick auf das Land die Schöpfung erinnern. Zum Ende der Priestergrundschrift. HBS 23. Freiburg/New York: Herder. _______ 2011. Die Wiederkehr der Hexateuchperspektive. Eine Herausforderung für die These vom Deuteronomistischen Geschictswerk, in Stipp 2011:13–53. Frey, J, Schattner-Rieser, U & Schmid, K (eds) 2012. Die Sameritaner und die Bibel: Historische und literarische Wechselwirkungen zwischen biblischen und Sameritanischen Traditionen. Studia Judaica/Studia Samaritana 7. Berlin/New York. Fritz, V 1994. Das Buch Josua. Hat 1/7. Tübingen: Mohr Siebeck. Garciá-Martinez, F (ed.) 1998. Perspectives in the study of the Old Testament and early Judaism: a symposium in honour of Adam S. van der Woude on the occasion of his 70th Birthday. VTSup 73. Leiden: Brill. Gertz, J C 2000. Tradition und Redaktion in der Exoduserzählung. Untersuchungen zur Endredaktion des Pentateuch. FRLANT 186. Göttingen: Vandenhoeck& Ruprecht. Görg, M 1991. Josua. NEB 26. Würzburg: Echter Verlag. Gunkel, H 1910. Genesis. 3rd ed. GHK 1. Göttingen: Vandenhoeck & Ruprecht. Hjelm, I 2000. The Samaritans and early Judaism: a literary analysis. JSOTSup 303. Sheffield: Sheffield Academic Press. Keel, O 1973. Das Vergaben der “Fremder” Götter in Genesis xxxv 4b, VT 23:305–336. Knauf, E A 2000. Does Deuteronomsitic Historiography (DH) exist? in du Pury , Römer and Macchi 2000:388–398. _______ 2007. Buchschlüsse im Josuabuch, in Römer and Schmid 2007:217–224. _______ 2008. Josua. ZBKAT 6. Zurich: Theologisher Verlag. Knoppers, G N & McConville, J G (eds) 2000. Reconsidering Israel and Judah: recent studies on the Deuteronomistic History. SBTS 8. Winona Lake: Eisenbrauns. Köckert, M 1988. Vätergott und Väterverheisssungen. Eine Auseinandersetzung mit Albrecht Alt und seine Erben. FRLANT 142. Göttingen: Vandenhoeck & Ruprecht. Konkel, M 2008. Sünde und Vergebung:Eine Rekontruktion der Redaktionsgeschichte der hinterein Sinaiperikope (Ex 32–34). Vor dem Hintergrund aktueller Pentateuchmodelle. FAT 88. Tübingen: Mohr. Koopmans, W T 1990. Joshua 24 as poetic narrative. JSOTSup 93. Sheffield: JSOT Press. Kratz, R G 2000. Die Komposition der erzählender Bücher des Alten Testaments: Grundwissen der Bibelkritik. UTB 215.Göttingen: Vandenhoeck & Ruprecht. Levin, C 1993. Der Jahwist. FRLANT 157.Göttingen: Vandenhoeck& Ruprecht. Lipschits, O, Knoppers, G N & Albertz, R (eds) 2007. Judah and the Judeans in the fourth century B.C.E. Winona Lake: Eisenbrauns. Lust, J & Vervenne, M (eds) 1997. Deuteronomy and Deuteronomistic literature. BETL 133. Leuven: Peeters. Mckenzie, S L & Römer, T C (eds) 2000. Rethinking the foundations: historiography in the ancient world and the Bible. Essays in honour of John Van Seters. Berlin/New York: de Gruyter. Nelson, R D 1997. Joshua: a commentary. Louisville: Westminster John Knox. Nentel, J 2000. Trägerschaft und Intentionen des deuteronomistischen Geschichtswerks: Untersuchungen zu Refelexionreden: Jos1; 23; 24; 1 Sam12 und 1 Kön 8. BZAW 297. Berlin: de Gruyter. Nihan, C 2012. The literary relationship between Deuteronomy and Joshua: a reassessment, in Schmid and Person 2012:79–114. _______ 2013. 1 Sam 8 and 12 and the Deuteronomsitic edition of Samuel, in Edenburg and Pakkala 2013: 225–274. Na`man, N 2000. The law of the altar in Deuteronomy and the cultic site near Shechem, in Mckenzie and Römer 2000:141–161. Noll, K L and Schramm, B (eds) 2010. Raising a faithful exegete: essays in honour of Richard Nelson. Winona Lake: Eisenbrauns. Noort, E 1997. The traditions of Ebal and Gerizim: theological positions in the book of Joshua, in Vervenne and Lust 1997:161–180. _______ 1998. Zu Stand und Perspektiven: Der Glaube Israels zwischen Religionsgeschichte und Theologie, der Fall Josua 24, in Garciá-Martinez 1998:82–108. Noth, M 1943. Überlieferungsgeschichtliche Studien. Tübingen: Niemeyer. _______ 1953. Das Buch Josua. 2nd ed. HAT 7. Tübingen: Mohr Siebeck. O’Brien, M A 1989. The Deuteronomistic History hypothesis: a reassessment. OBO 92. Fribourg: Éditions. Universitaires/Göttingen: Vandenhoeck& Ruprecht. Otto, E 1999. Bruckensläge in der Pentateuchsforschung, TRU 64:84–99. _______ 2000. Das Deuteronomium im Pentateuch und Hexateuch. Studien zur Literaturgeschichte von Pentateuch und Hexateuch im Lichte des Deuteronomiumrahmens. FAT 30. Tübingen: Mohr Siebeck. Otto, E & Achenbach, R (eds) 2004. Das Deuteronomium zwischen Pentateuch undDeuteronomistischem Geschictswerk. FRLANT 206. Göttingen: Vandenhoeck & Ruprecht. Perlitt, L 1968. Bundestheologie im Altes Testament. Neukirchen-Vluyn: Neukirchener Verlag. _______ 1994. Priesterschrift in Deuteronomium34? VT 59:475–494. Popovich, M 2009. Conquest of the land, loss of the land. Where does Joshua 24 belong?, in von Ruiten and de Vos 2009:87–98. Rofé, A 2000. Ephraimite versus Deuteronomistic History, in Knoppers & McConville 2000:462–474. Römer, T C 2010. Book-endings in Joshua and the question of the so-called Deuteronomistic History, in Noll and Schramm 2010:85–99. Römer, T C & Brettler, M Z 2000. Deuteronomy 34 and the case for a Persian Hexateuch, JBL 119/3:401–419. Römer, T C and Schmid, K (eds) 2007. Les dernières rédactions du Pentatueque, de l` Hexateuge,et de l` Henneatuege. BETL 203. Leuven: Peeters. Rösel, H N 1980. Die Überleitungen vom Josua-ins Richterbuch, VT 30:342–350. Schmid K, 1999. Erzväter und Exodus: Untersuchungen zur doppelten Begründing der Ursprünge Israels innerhalb der Geschichtsbücher des Alten Testaments. WMANT 81. Neukirchen-Vluyn: Neukirchener Verlag. _______ 2007. The late Persian formation of the Torah: observations on Deuteronomy 34, in Lipschits, Knoppers & Albertz 2007:236–245. _______ 2012. Die Sameritaner und die Judaër. Die biblische Diskussion um ihr Verhältnis in Josua 24, in Frey, Schattner-Rieser & Schmid 2012:21–49. Schmid, K & Person, R (eds) 2012. Deuteronomy in the Pentateuch, Hexateuch, and the Deuteronomistic History. Tübingen: Mohr Siebeck. Schmidt, L 2009. P in Deuteronomium 34, VT 59:475–494. Schmitt, G 1964. Der Landtag von Sichem. Stuttgart: Calwer Verlag. Schmitt, H C 2004. DTN 34 als Verbindingstuck zwischen Tetrateuch und Dtr. Geschictswerk, in Otto and Achenbach 2004:181–192. Smend, R 1970. Das Gesetz un die Völker, in Wolff 1970:494–504. Sperling, S D 1987. Joshua 24 re-examined. HUCA 58:119–136. Steuernage, l C 1923. Das Buch Josua. GHK 1,3 (2). Göttingen: Vandenhoeck & Ruprecht. Stipp, H J (ed.) 2011. Das deuteronomistische Geschichtswerk. ÖBS 39. Frankfurt am Main: Peter Lang. Van Seters, J 1984. Joshua 24 and the problem of tradition in the Old Testament, in Barrick and Spencer 1984:139–158. _______ 2003. Deuteronomy between Pentateuch and Deuteronomistic History, HTS 59/3:947–956. Vervenne, M & Lust, J (eds) 1997. Deuteronomy and Deuteronomistic literature. FS C.H.W Brekelmans. BETL 133. Leuven: Peeters. Von Ruiten, J and de Vos, C (eds) 2009. The land of Israel in Bible, history and theology: studies in honour of Ed Noort. VTSup 124. Leiden: Brill. Weimar, P 2008. Studien zur Priesterschrift. FAT 56. Tübingen: Mohr Siebeck. Westermann, C 1994. Die Geschictsbücher des Alten Testaments: Gab es ein deuteronomsitisches Geschichtswerk? TB Altes Testament 87. Gütersloh: Gütersloher Verlag. Witte, M 1998. Die biblische urgeschichte. Redaktions-und Theologiegeschichtliche Beobachtungen zu Genesis 1,1–11:26. BZAW 265. Berlin: de Gruyter. Witte M, Schmid K, Prechel, D & Gertz, J C (eds) 2006. Die deuteronomistischenGeschichtswerke: Redaktions- und religionsgeschichtliche Perspektiven zur “Deuteronomismus”-Diskussion in Tora und vorderen Propheten. BZAW 365. Berlin: de Gruyter. Wolff, H W (ed.) 1970. Probleme biblischer Theologie: Gerard von Rad zum 70. Geburtstag. Munich: Kaiser Verlag. Würthwein, E 1994a. Erwägungen zum sog. Deuteronomistischen Geschichtswerk: eine Skizze, in Würthwein 1994b:1–11. Würthwein, E 1994b. Studien zum deuteronomistischen Geschichtswerk BZAW227. Berlin: de Gruyter, Zakovitch, Y 1980. The object of the narrative of the burial of the foreign gods at Shechem, BeTM 25:300–337. Zenger, E 2004. Einleitung in das Alte Testament. 5th ed. Stuttgart: Kohlhammer.

1. Alivizatou, M. (2019). Digital intangible heritage: Inventories, virtual learning and participation. Heritage & Society, 12(2–3), 116–135. 2. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16(1), 32–47. 3. Bonilla, C. M. (2014). Racial Counternarratives and L atina Epistemologies in Relational Organizing. Anthropology & Education Quarterly, 45(4), 391–408. 4. Britain, T. (2007). How We Are: Photographing Britain. 5. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252–271. https://doi.org/10.1177/1094670511411703 6. Budge, K. (2017). Objects in focus: Museum visitors and Instagram. Curator: The Museum Journal, 60(1), 67–85. 7. Budge, K., & Burness, A. (2018). Museum objects and Instagram: agency and communication in digital engagement. Continuum, 32(2), 137–150. 8. Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213–233. 9. Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646–655. 10. Cameron, F. (2003). Digital Futures I: Museum collections, digital technologies, and the cultural construction of knowledge. Curator: The Museum Journal, 46(3), 325–340. 11. Cokley, J., Gilbert, L., Jovic, L., & Hanrick, P. (2016). Growth of ‘Long Tail’in Australian journalism supports new engaging approach to audiences. Continuum, 30(1), 58–74. 12. Cole, M., & Consortium, D. L. (2006). The fifth dimension: An after-school program built on diversity. Russell Sage Foundation. 13. European Commission. (2015). i-Treasures: intangible cultural heritage of the past available through advanced modern technologies. 14. Fitts, S., & McClure, G. (2015). Building Social Capital in Hightown: The Role of Confianza in L atina Immigrants’ Social Networks in the New South. Anthropology & Education Quarterly, 46(3), 295–311. 15. Francesca, P. (2017). Final Report on User Requirements: Identification and Analysis. 16. Gade, R. (2009). Event Culture - The Museum and Its Staging (Kopenhagen, 6-7 Nov 09). 17. Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474. 18. Gillard, P. (2002). Cruising through history wired. Museums and the Web 2002. 19. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children (Vol. 618). Indiana University Press. 20. Hamma, K. (2004). The role of museums in online teaching, learning, and research. First Monday. 21. Henchman, M. (2000). Bringing the object to the viewer: Multimedia techniques for the scientific study of art. 22. Herrgott, C. (2016). Cantu in paghjella: Patrimoine Culturel Immatériel et nouvelles technologies dans le projet I-Treasures. Port Acadie: Revue Interdisciplinaire En Études Acadiennes/Port Acadie: An Interdisciplinary Review in Acadian Studies, 30, 91–113. 23. Howell, R., & Chilcott, M. (2013). A sense of place: re-purposing and impacting historical research evidence through digital heritage and interpretation practice. International Journal of Intangible Heritage, 8, 165–177. 24. King, L., Stark, J. F., & Cooke, P. (2016). Experiencing the digital world: The cultural value of digital engagement with heritage. Heritage & Society, 9(1), 76–101. 25. Lomb, N. (2009). Dip circle used to study the earth’s magnetic field at Parramatta Observatory. 26. Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. Teachers College Press. 27. Marty, P. F. (2008). Museum websites and museum visitors: digital museum resources and their use. Museum Management and Curatorship, 23(1), 81–99. 28. Moqtaderi, H. (2019). Citizen curators: Crowdsourcing to bridge the academic/public divide. University Museums and Collections Journal, 11(2), 204–210. 29. Müller, K. (2013). Museums and virtuality. In Museums in a digital age (pp. 295–305). Routledge. 30. Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. 31. O’Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. 32. O’Neill, R. (2017). The Rise of the Citizen Curator: Participation as Curation on the Web. University of Hull. 33. Opie, I., & Opie, P. (2000). The lore and language of schoolchildren. New York Review of Books. 34. Pallud, J. (2017). Impact of interactive technologies on stimulating learning experiences in a museum. Information & Management, 54(4), 465–478. 35. Pallud, J., & Straub, D. W. (2014). Effective website design for experience-influenced environments: The case of high culture museums. Information & Management, 51(3), 359–373. 36. Pozzi, F. (2017). Final Report on User Requirements: Identification and Analysis. Unpublished I-Treasures Project Report. 37. Proctor, N. (2010). Digital: Museum as platform, curator as champion, in the age of social media. Curator: The Museum Journal, 53(1), 35. 38. Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. 39. Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. 40. Scribner, S., & Cole, M. (1973). Cognitive Consequences of Formal and Informal Education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559. 41. Song, M., Elias, T., Martinovic, I., Mueller-Wittig, W., & Chan, T. K. Y. (2004). Digital heritage application as an edutainment tool. Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry, 163–167. 42. Taheri, B., Jafari, A., & O’Gorman, K. (2014). Keeping your audience: Presenting a visitor engagement scale. Tourism Management, 42, 321–329. 43. Tan, B.-K., & Rahaman, H. (2009). Virtual heritage: Reality and criticism. 44. Tarlowski, A. (2006). If it’s an animal it has axons: Experience and culture in preschool children’s reasoning about animates. Cognitive Development, 21(3), 249–265. 45. Tate. (2007). How We Are Now at Tate Britain Museum. 46. Taylor, J., & Gibson, L. K. (2017). Digitisation, digital interaction and social media: embedded barriers to democratic heritage. International Journal of Heritage Studies, 23(5), 408–420. 47. UNESCO. (2011). What is Intangible Cultural Heritage? 48. Vygotsky, L. S. (2012). Thought and language. MIT press. 49. Wenger-Trayner, E., Wenger-Trayner, B., & W.-T. (2015). Communities of practice: A brief introduction. 50. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press. 51. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.

Scholars of language believe that where there is no language there is no development, thus language is pivotal in the implementation of Sustainable Development Goals (SDGs). This study aims to explore a language-based approach to the achievement of SDGs. Studies and reports describe language theories such as Edward Sapir-Benjamin Lee Whorf Linguistic Determinism Theory, Geoffery Leech’s five characteristics of language, Lev Vygotsky Developmental Theory, Jim Cummins Principles of Language – Basic Interpersonal Skills/Cognitive Academic Language Proficiency and other relevant linguistic concepts vis-à-vis sustainability goals and enumerate how the SDGs can be translated into a plan of action through the language-based approach. Specifically, the study focuses on Goal 3- Good health and wellbeing, Goal 4 - Quality education, Goal 16 - Peace, justice, and strong institutions, and Goal 17 - Partnership for the goal. Qualitative meta-analysis was employed using a five-step synthesis approach: 1) Exploring the field and defining research questions 2) search, selection, and appraisal of studies (sampling procedure) 3) data extraction 4) aggregation and 5) synthesis to analyze data from reports, symposiums, and studies as the main sources of data. In the iterative analyses, aggregates of concepts were identified: 1) language 2) language users 3) inclusiveness, equality, and sustainability 4) Sustainable Development Goals and language-based approaches. Other concepts were extracted from data such as diversity of language, language and culture, multilingualism, plurilingualism, multiculturalism, multilingualism, mother tongue-based multilingual education, literacy and reading skills, communication disabilities, minority vs. dominant languages, language loss and language maintenance, rights language to health care, inclusivity, vulnerability, diversity, equality, global citizenship, transparency and integrity, nationalism, national unity and collective identity and their centrality in the development, implementation, and successful completion of the SDGs.ReferencesBaart, J. L.G. (2003). Sustainable development and the maintenance of Pakistan’s indigenous languages. Conference on the state of the social sciences and humanities: Current scenario and emerging trends Islamabad, September 26-27, 2003Balčiūnaitienė Asta (2018). Challenges of foreign language teaching and sustainable development competence implementation in higher education 10.2478/vtrr-2018-0004 Vocational Training: Research and Realities, 29(1), 2018 44Brisset, N. & Radhika M. (March 2017). For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals. Journal for Critical Education Policy Studies, 15(1). ISSN 1740-2743 https://www.researchgate. net/ publication/314243582Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choose among five approaches, 4th ed. Sage.Drape, T., Westfall-Rudd, LDM., & Lawrence, C. (May 2020). A qualitative meta-analysis examining equity and inclusion in undergraduate and graduate populations. https://www.researchgate. net/publication/341323420Ezeh. N. G. & Obiageli, U.R. (2020). The role of language in achieving the world’s Sustainable Development Goals (SDGs). European Journal of English Language and Literature Studies. 8(6), pp.53-61Forman, L., Ooms, G & Brolan, C. E. (Dec., 2015). Rights language in the Sustainable Development Agenda: Has right to health discourse and norms shaped health goals? International Journal Health Policy Management. ; 4(12). 799–804. Published online 2015 Sep 29. https://doi.org.10.15171/ijhpm.2015.171Hussain, N., Jagoe, C., Mullen, R., O’Shea, A., Sutherland, D., Williams, C., & Wright, M. (2018). The importance of speech, language and communication to the United Nations sustainable development goals: A summary of evidence. International Communication Project.Language, the sustainable development goals, and vulnerable populations at the church center for the United Nations, 777 United Nations Plaza, New York, on 11 and 12 May 2017 Symposium: Study Group on Language and the United Nations. an independent group of scholars and practitioners on matters related to the international use of language (Final Report)Mweri, J. G. (2020). Sustainable development goals: Reaching people through their mother tongue. Linguistics and Literature Studies. http://doi.org.10.13189/lls.2020.080103Nwanyanwu, A. U. (2017). The place of indigenous languages in sustainable national development in the twenty-first Century: The Nigerian perspective. International Journal of English Language and Communication Studies 3(3), ISSN 2545 - 5702Obiegbu, I. (2015), The English language and sustainable development in Nigeria Open Journal of Political Science, 5(2) Article ID:54264,4 pages DOI: 10.4236/ojps.2015.52009.Ollinger, A. (2012) Communication strategies in ELF. Academia. Communication_strategies_in_ELF-with-cover-page-v2.pdfReyes, C. M., Albert, R.G., Tabuga, A. D., Arboneda, A.A., Vizmanos, V. & Cabaero, C. C. (2019). The Philippines’ voluntary national review on the sustainable development goals. Philippine Institute for Development Studies.Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: The sustainable development goals and beyond. ISSN 1799-2591 Theory and practice in language studies, 6(12), pp. 2254-2259Sustainability | Free Full-Text | Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach | HTML (mdpi.com) International communication project(www.internationalcommunicationproject.com)The Sustainable Development Goals Report (2021). United Nations. Department of Economic and Social Affairs in collaboration with more than 50 international agencies. http://The-Sustainable-Development-Goals-Report-2021.pdf (un.org)Traore, D. (2017). The role of language and culture in sustainable development 30th - 31st October - 1st - 3rd November 2017, International Conference of the Consortium for Comparative Research on Regional Integration and Social Cohesion (RISC).Vuzo, M. (2019). Implementation of sustainable language education in the Tanzanian context: A Critical review. School of Education, University of Dar es Salaam, Dar es Salaam, Tanzania African Education Indices, 11(1). ISSN 2276 – 982XWilhite, Z. B. (2013). Local languages of instruction as a right in education for sustainable development in Africa Sustainability, 5, 1994-2017; http://doi.org./10.3390/su505199

ABSTRAK Industri fashion muslim di Indonesia saat ini sedang mengalami transformasi besar yang didorong oleh beberapa tren. Seiring dengan adanya transformasi teknologi saat ini, media sosial sebagai tempat berekspresi diri mendorong munculnya fast fashion yang mengacu pada praktik industri di mana pelaku industri fashion menawarkan berbagai macam produk baru dengan konsep pergantian mode yang cepat dan paling disukai pasar. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh store attribute terhadap customer experience, dan brand loyalty pada toko Hijup. Pengumpulan data dilakukan dengan kuesioner yang melibatkan 150 responden yang pernah mengunjungi dan berbelanja di toko Hijup dalam 12 bulan terakhir. Metode Path Analysis dilakukan untuk mengetahui bagaimana store attributes mempengaruhi customer experience dan brand loyalty dalam industri ritel fashion. Hasil penelitian menunjukkan bahwa store attribute memiliki pengaruh positif signifikan terhadap customer experience di dalam toko Hijup. Kemudian, ditemukan juga pengaruh positif signifikan antara customer experience terhadap brand loyalty. Adanya penelitian ini diharapkan dapat membantu toko Hijup sebagai pelaku retail khususnya di industri fashion muslim untuk meningkatkan store attribute mereka sehingga para peretail dapat menciptakan loyalitas bagi konsumen mereka. Kata kunci: Store Attribute, Customer Experience, Brand Loyalty, Toko Hijup. ABSTRACT The Muslim fashion industry in Indonesia is currently undergoing a major transformation shared by several trends. Along with the current technological transformation, social media as a place for self-expression encourages the emergence of fast fashion which refers to industrial practices where fashion industry players offer a variety of new products with the concept of rapid change and are most favored by the market. This study aims to determine how the influence of store attributes on customer experience, and brand loyalty at Hijup stores. Data were collected using questionnaires involving 150 respondents who had visited and purchased at Hijup stores in the last 12 months. The path Analysis method was conducted to find out how store attributes affect customer experience and brand loyalty in the fashion retail industry. The results showed that store attributes had a significant positive effect on customer experience in Hijup stores. Then, it was also found that there was a significant positive effect between customer experience on brand loyalty. This research is expected to help Hijup stores as retail players, especially in the Muslim fashion industry to increase their store attributes so that retailers can create loyalty for their consumers. Keywords: Store Attribute, Customer Experience, Brand Loyalty, Hijup Store. DAFTAR PUSTAKA Bıçakcıoğlu, N., Ilayda, İ., & Bayraktaroğlu, G. (2016). Antecedents and outcomes of brand love: the mediating role of brand loyalty. Journal of Marketing Communications, 24(8), 1–15. https://doi.org/10.1080/13527266.2016.1244108 Bilgihan, A. (2016). Gen Y customer loyalty in online shopping: An integrated model of trust, user experience and branding. Computers in Human Behavior, 61, 103–113. https://doi.org/10.1016/j.chb.2016.03.014 BRP & Windstream E. (2018). Retail’s digital crossroads: The race to meet shopper expectations. Retrieved from https://www.windstreamenterprise.com/wp-content/uploads/2018/07/windstream-retail-pov.pdf Choi, T. (2013). Fast fashion systems: Theories and applications. Florida USA: CRC Press. Finn, A. (2004). A reassessment of the dimensionality of retail performance: a multivariate generalizability theory perspective. Journal of Retailing and Consumer Services, 11(4), 235-245. http://dx.doi.org/10.1016/S0969-6989(03)00050-X Gentile, C., Spiller, N., & Noci, G. (2007). How to sustain the customer experience: an overview of experience components that co-create value with the customer. European Management Journal, 25(5), 395-410. https://doi.org/10.1016/j.emj.2007.08.005 Ghosh, P., Tripathi, V., & Kumar, A. (2010). Customer expectations of store attributes: A study of organized retail outlets in India. Journal of Retail & Leisure Property, 9(1), 75-87. Giddens. (2002). Customer loyalty: Menumbuhkan dan mempertahankan kesetiaan pelanggan. Jakarta: Erlangga. Hartman, K. B., & Spiro, R. L. (2005). Recapturing store image in customer-based store equity: a construct conceptualization. Journal of Business Research, 58(8), 1112-1120. https://doi.org/10.1016/j.jbusres.2004.01.008 Jackson, C. (2006). Driving brand loyalty on the web. DMI Review, 17(1), 62-67. https://doi.org/10.1111/j.1948-7169.2006.tb00031.x Khan, I., Hollebeek, L. D., Fatma, M., Islam, J. U., & Arkonsuo, L. R. (2020). Customer experience and commitment in retailing: Does customer age matter? Journal of Retailing and Consumer Services, 57. https://doi.org/10.1016/j.jretconser.2020.102219 Lemon, K. N., & Verhoef, P. V. (2016). Understanding customer experience throughout the customer journey. Journal of Marketing, 80(6), 69–96. https://doi.org/10.1509%2Fjm.15.0420 Lindquist, J. D. (1974). Meaning of image. Journal of Retailing, 50(4), 29-38. Mohd-Ramly, S., & Omar, N. A. (2017). Exploring the influence of store attributes on customer experience and customer engagement. International Journal of Retail & Distribution Management, 45(11), 1138–1158. https://doi.org/10.1108/IJRDM-04-2016-0049. Jain, R., Aagja, J., & Bagdare, S. (2017). Customer experience–a review and research agenda. Journal of Service Theory and Practice, 27(3), 642–662. https://doi.org/10.1108/JSTP-03-2015-0064. Nikhashemi, S. R., Tarofder, A. K., Gaur, S. S., & Haque, A. (2016). The Effect of customers’ perceived value of retail store on relationship between store attribute and customer brand loyalty: Some insights from Malaysia. Procedia Economics and Finance, 37, 432–438. https://doi.org/10.1016/S2212-5671(16)30148-4 Machtiger, Kate. (2020). What will the retail experience of the future look like?. Harvard Business Review. Retrieved from https://hbr.org/2020/06/what-will-the-retail-experience-of-the-future-look-like Shaw, C., & Ivens, J. (2007). Building great customer experience. New York: Palgrave, Macmillan The Jakarta Post. (2020). Indonesia's e-commerce sales to surpass India's. Retrieved from https://www.thejakartapost.com/news/2020/09/08/indonesias-e-commerce-sales-to-surpass-indias.html Verhoef, P. C., Lemon, K. N., Parasuraman, A., Roggeven, A., Tsiros, M., & Schlesinger, L. A. (2009). Customer experience creation: Determinants, dynamics and management strategies. Journal of Retailing, 85(1), 31–41. https://doi.org/10.1016/j.jretai.2008.11.001. Wang, C. H., & Ha, S. (2011). Store attributes influencing relationship marketing: A study of department stores. Journal of Fashion Marketing and Management: An International Journal, 15(3), 326–344. doi:10.1108/13612021111151923 Williams, L., Buoye, A., Keiningham, T. L., Aksoy, L. (2020). The practitioners’ path to customer loyalty: Memorable experiences or frictionless experiences? Journal of Retailing Consumer Service, 57. https://doi.org/10.1016/j.jretconser.2020.102215

ABSTRAK Industri fashion muslim di Indonesia saat ini sedang mengalami transformasi besar yang didorong oleh beberapa tren. Seiring dengan adanya transformasi teknologi saat ini, media sosial sebagai tempat berekspresi diri mendorong munculnya fast fashion yang mengacu pada praktik industri di mana pelaku industri fashion menawarkan berbagai macam produk baru dengan konsep pergantian mode yang cepat dan paling disukai pasar. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh store attribute terhadap customer experience, dan brand loyalty pada toko Hijup. Pengumpulan data dilakukan dengan kuesioner yang melibatkan 150 responden yang pernah mengunjungi dan berbelanja di toko Hijup dalam 12 bulan terakhir. Metode Path Analysis dilakukan untuk mengetahui bagaimana store attributes mempengaruhi customer experience dan brand loyalty dalam industri ritel fashion. Hasil penelitian menunjukkan bahwa store attribute memiliki pengaruh positif signifikan terhadap customer experience di dalam toko Hijup. Kemudian, ditemukan juga pengaruh positif signifikan antara customer experience terhadap brand loyalty. Adanya penelitian ini diharapkan dapat membantu toko Hijup sebagai pelaku retail khususnya di industri fashion muslim untuk meningkatkan store attribute mereka sehingga para peretail dapat menciptakan loyalitas bagi konsumen mereka. Kata kunci: Store Attribute, Customer Experience, Brand Loyalty, Toko Hijup. ABSTRACT The Muslim fashion industry in Indonesia is currently undergoing a major transformation shared by several trends. Along with the current technological transformation, social media as a place for self-expression encourages the emergence of fast fashion which refers to industrial practices where fashion industry players offer a variety of new products with the concept of rapid change and are most favored by the market. This study aims to determine how the influence of store attributes on customer experience, and brand loyalty at Hijup stores. Data were collected using questionnaires involving 150 respondents who had visited and purchased at Hijup stores in the last 12 months. The path Analysis method was conducted to find out how store attributes affect customer experience and brand loyalty in the fashion retail industry. The results showed that store attributes had a significant positive effect on customer experience in Hijup stores. Then, it was also found that there was a significant positive effect between customer experience on brand loyalty. This research is expected to help Hijup stores as retail players, especially in the Muslim fashion industry to increase their store attributes so that retailers can create loyalty for their consumers. Keywords: Store Attribute, Customer Experience, Brand Loyalty, Hijup Store. DAFTAR PUSTAKA Bıçakcıoğlu, N., Ilayda, İ., & Bayraktaroğlu, G. (2016). Antecedents and outcomes of brand love: the mediating role of brand loyalty. Journal of Marketing Communications, 24(8), 1–15. https://doi.org/10.1080/13527266.2016.1244108 Bilgihan, A. (2016). Gen Y customer loyalty in online shopping: An integrated model of trust, user experience and branding. Computers in Human Behavior, 61, 103–113. https://doi.org/10.1016/j.chb.2016.03.014 BRP & Windstream E. (2018). Retail’s digital crossroads: The race to meet shopper expectations. Retrieved from https://www.windstreamenterprise.com/wp-content/uploads/2018/07/windstream-retail-pov.pdf Choi, T. (2013). Fast fashion systems: Theories and applications. Florida USA: CRC Press. Finn, A. (2004). A reassessment of the dimensionality of retail performance: a multivariate generalizability theory perspective. Journal of Retailing and Consumer Services, 11(4), 235-245. http://dx.doi.org/10.1016/S0969-6989(03)00050-X Gentile, C., Spiller, N., & Noci, G. (2007). How to sustain the customer experience: an overview of experience components that co-create value with the customer. European Management Journal, 25(5), 395-410. https://doi.org/10.1016/j.emj.2007.08.005 Ghosh, P., Tripathi, V., & Kumar, A. (2010). Customer expectations of store attributes: A study of organized retail outlets in India. Journal of Retail & Leisure Property, 9(1), 75-87. Giddens. (2002). Customer loyalty: Menumbuhkan dan mempertahankan kesetiaan pelanggan. Jakarta: Erlangga. Hartman, K. B., & Spiro, R. L. (2005). Recapturing store image in customer-based store equity: a construct conceptualization. Journal of Business Research, 58(8), 1112-1120. https://doi.org/10.1016/j.jbusres.2004.01.008 Jackson, C. (2006). Driving brand loyalty on the web. DMI Review, 17(1), 62-67. https://doi.org/10.1111/j.1948-7169.2006.tb00031.x Khan, I., Hollebeek, L. D., Fatma, M., Islam, J. U., & Arkonsuo, L. R. (2020). Customer experience and commitment in retailing: Does customer age matter? Journal of Retailing and Consumer Services, 57. https://doi.org/10.1016/j.jretconser.2020.102219 Lemon, K. N., & Verhoef, P. V. (2016). Understanding customer experience throughout the customer journey. Journal of Marketing, 80(6), 69–96. https://doi.org/10.1509%2Fjm.15.0420 Lindquist, J. D. (1974). Meaning of image. Journal of Retailing, 50(4), 29-38. Mohd-Ramly, S., & Omar, N. A. (2017). Exploring the influence of store attributes on customer experience and customer engagement. International Journal of Retail & Distribution Management, 45(11), 1138–1158. https://doi.org/10.1108/IJRDM-04-2016-0049. Jain, R., Aagja, J., & Bagdare, S. (2017). Customer experience–a review and research agenda. Journal of Service Theory and Practice, 27(3), 642–662. https://doi.org/10.1108/JSTP-03-2015-0064. Nikhashemi, S. R., Tarofder, A. K., Gaur, S. S., & Haque, A. (2016). The Effect of customers’ perceived value of retail store on relationship between store attribute and customer brand loyalty: Some insights from Malaysia. Procedia Economics and Finance, 37, 432–438. https://doi.org/10.1016/S2212-5671(16)30148-4 Machtiger, Kate. (2020). What will the retail experience of the future look like?. Harvard Business Review. Retrieved from https://hbr.org/2020/06/what-will-the-retail-experience-of-the-future-look-like Shaw, C., & Ivens, J. (2007). Building great customer experience. New York: Palgrave, Macmillan The Jakarta Post. (2020). Indonesia's e-commerce sales to surpass India's. Retrieved from https://www.thejakartapost.com/news/2020/09/08/indonesias-e-commerce-sales-to-surpass-indias.html Verhoef, P. C., Lemon, K. N., Parasuraman, A., Roggeven, A., Tsiros, M., & Schlesinger, L. A. (2009). Customer experience creation: Determinants, dynamics and management strategies. Journal of Retailing, 85(1), 31–41. https://doi.org/10.1016/j.jretai.2008.11.001. Wang, C. H., & Ha, S. (2011). Store attributes influencing relationship marketing: A study of department stores. Journal of Fashion Marketing and Management: An International Journal, 15(3), 326–344. doi:10.1108/13612021111151923 Williams, L., Buoye, A., Keiningham, T. L., Aksoy, L. (2020). The practitioners’ path to customer loyalty: Memorable experiences or frictionless experiences? Journal of Retailing Consumer Service, 57. https://doi.org/10.1016/j.jretconser.2020.102215

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV, (3&4), 291-300. Bedore L.M., Peña E.D., García, M. & Cortez, C. (2012). Conceptual versus monolingual scoring: when does it make a difference? J Speech Lang Hear Res 55(1), 1-15. Berko, J. (1958). The Child's Learning of English Morphology. Word 14, 150-177. Berman, R. & Slobin, D. (2009). Relating Events in Narrative: A Cross-Linguistic developmental Study, vol. 1. New York and London: Psychology Press. Bialystok, E. (2001). Bilingualism in development: Language literacy and cognition. Cambridge University Press: Cambridge. Bialystok, E. & Craik, F. (2010). Cognitive and Linguistic processing in the bilingual mind. Current Directions in Psychological Science, 19, (1), 19-23. Bialystok, E., Craik, F., and Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45, 459-464. Brucker, J. L. (n.d). A study of Barriers to Educational Attainment in the Former Yugoslav Republic of Macedonia. www.unicef.org/ceecis/Roma_children.pdf Bruner, J. (1986). Actual mind, possible worlds. Cambridge: Harvard University Press. Carlson, S. & Meltzoff, A. (2008). Bilingual Experience and Executive Functioning. Bilingualism: Language and Cognition, 6 (1), 1-15. Chen, C. & Stevenson. H. (1988). Cross-Linguistic Differences in Digit Span of Preschool Children. Journal of Experimental Child Psychology 46, 150-158 Conti-Ramsden, S., Botting, N. & Faragher, B. (2001). Psycholinguistic Marker for specific Language Impairment (SLI). Journal of Language Psychology and Psychiatry, 42 (6), 741-748. Curenton, S. M. (2004). The association between narratives and theory of mind for low-income preschoolers. Early Education and Development, 15 (2), 120–143. Deen, Kamil Ud (2011). The Acquisition of the Passive. In de Villiers, J. & T. Roeper. (eds) Handbook of Generative Approaches to Language Acquisition (pp. 155-188). Amsterdam: John Benjamins Publisher. de Villiers, J., Pace, A., Yust, P., Takahesu Tabori, A., Hirsh-Pasek, K., Golinkoff, R. M., Iglesias, A., & Wilson, M.S. (2014). Predictive value of language processes and products for identifying language delays. Poster accepted to the Symposium on Research in Child Language Disorders, Madison, WI. de Villiers, J. G. (2015). Taking Account of Both Languages in the Assessment of Dual Language Learners. In Iglesias, A. (Ed) Special issue, Seminars in Speech, 36 (2) 120-132. de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind. (pp186-219) New York: Oxford Press. de Villiers J. G. & Pyers, J. (2002). Complements to Cognition: A Longitudinal Study of the Relationship between Complex Syntax and False-Belief Understanding. Cognitive Development, 17: 1037-1060. de Villiers, J. G., Roeper, T., Bland-Stewart, L. & Pearson, B. (2008). Answering hard questions: wh-movement across dialects and disorder. Applied Psycholinguistics, 29: 67-103. Friedman, E., Gallová Kriglerová, E., Kubánová, M. & Slosiarik, M. (2009). School as Ghetto: Systemic Overrepresentation of Roma in Special Education in Slovakia. Roma Education Fund. ERRC (European Roma Rights Center) (1999). A special remedy: Roma and Special schools for the Mentally Handicapped in the Czech Republic. Country Reports Series no. 8 (June) ERRC (European Roma Rights Centre) (2014). Overcoming barriers: Ensuring that the Roma children are fully engaged and achieving in education. The office for standards in education. online at http://www.errc.org ERRC (European Roma Rights Centre) (2015). Czech Republic: Eight years after the D.H. judgment a comprehensive desegregation of schools must take place http://www.errc.org Fremlova, L. & Ureche, H. (2011). From Segregation to Inclusion: Roma pupils in the United Kingdom. A Pilot research Project. Budapest: Roma Education Fund. Gleitman, L., Cassidy, K., Nappa, R., Papafragou, A. & Trueswell, J. (2005). Hard words. Language Learning and Development, 1, 23-64. Goetz, P. (2003). The effects of bilingualism on theory of mind development. Bilingualism: Language and Cognition. 6. 1-15. Hart, B. & Risley, T.R (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Brookes Publishing Heath, S. B. (1982). What no Bedtime Story Means: Narrative skills at home and at school. In Language and Society. 11.2:49-76. Hirsh-Pasek, K., Kochanoff, A., Newcombe, N. & de Villiers, J.G. (2005). Using scientific knowledge to inform preschool assessment: making the case for empirical validity. Social Policy report (SRCD) Volume XIX, 1, 3-19. Hirsh-Pasek K., Adamson, I.B., Bakeman, R., Tresch Owen, M., Golinkoff, R.M., Pace, A., Yust, P & Suma, K. (2015). The Contribution of Early Communication Quality to Low- Income Children’s Language Success. Psychological Science Online First, June 5, 2015 doi:10.1177/0956797615581493 Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1):4-14. Hoff, E. & Elledge, C. (2006). Bilingualism as One of Many Environmental Variables that Affect Language Development in Young Children. In J. Cohen, K. McAlister & J. MacSwan (Eds.), Proceedings of the 4th International symposium on Bilingualism (pp. 1034-1040). Somerville, Ma: Cascadilla press. Hoge, W. (1998). A Swedish Dilemma: The Immigrant Ghetto. The New York Times, October 6th. Kovacs, A. (2009). Early Bilingualism Enhances Mechanisms of False-Belief Reasoning. Developmental Science, 12 (1), 48-54. Kyuchukov, H. (2005). Early socialization of Roma children in Bulgaria. In: X. P. Rodriguez-Yanez, A. M. Lorenzo Suarez & F. Ramallo (Eds.), Bilingualism and Education: From the Family to the School. Muenchen: Lincom Europa. (pp. 161-168) Kyuchukov, H. (2010) Romani language competence. In: J. Balvin and L. Kwadrants (Eds.), Situation of Roma Minority in Czech, Hungary, Poland and Slovakia (pp. 427-465). Wroclaw: Prom. Kyuchukov, H. (2014). Acquisition of Romani in a Bilingual Context. Psychology of Language and Communication, vol. 18 (3), 211-225. Kyuchukov, H. (2013). Romani language education and identity among the Roma children in European context. In: J. Balvin, L. Kwadrans and H. Kyuchukov (eds) Roma in Visegrad Countries: History, Culture, Social Integration, Social work and Education (pp. 465-471). Wroclaw: Prom. Kyuchukov, H. (2015). Socialization of Roma children through Roma oral culture. In: Socializaciya rastushego cheloveka v kontekste progressyivnyih nauchnich ideii XXI veka: socialnoe razvitie detey doshkolnogo vozrastta. [Socialization of the growing man in the context of progressive ideas of the XXI c.: social development of the preschool age children] Proceedings form the First international All-Russia conference, 1-3 April, Yakutsk, pp. 798-802. Kyuchukov, H. & de Villiers, J. (2009). Theory of Mind and Evidentiality in Romani-Bulgarian Bilingual children. Psychology of Language and Communication, 13(2), 21-34. Kyuchukov, H. & de Villiers, J. (2014a). Roma children’s knowledge on Romani. Journal of Psycholinguistics, 19, 58-65. Kyuchukov, H. & de Villiers, J. (2014b). Addressing the rights of Roma children for a language assessment in their native language of Romani. Poster presented at the 35th Annual Symposium on Research in Child Language Disorders in Madison, Wisconsin June 12-14. Lajčakova, J. (2013). Civil Society Monitoring Report on the Implementation of the National Roma Integration Strategy and Roma Decade Action Plan in 2012 in Slovakia. Budapest: Decade of Roma Inclusion. Secretariat Foundation. Landry, S. and the School Readiness Research Consortium (2014). Enhancing Early Child Care Quality and Learning for Toddlers at Risk: The Responsive Early Childhood Program. Developmental Psychology, 50 (2), 526-541. Lust, B., Flynn, S. & Foley, C. (1996). What Children Know about What They Say: Elicited Imitation as a Research Method for Assessing Children's Syntax. In D. McDaniel, C. McKee, & H. Smith Cairns (Eds.), Methods for Assessing Children's Syntax (pp. 55-76). Cambridge, Mass.: MIT Press. Maratsos, M., Fox, D.E.C., Becker, J.A. & Chalkley, M.A. (1985). Semantic restrictions on children’s passives. Cognition, 19, 167-191. Merz, E.C. Zucker, T.A., Landry, S.H. Williams, J., Assel, M., Taylor, H.B, Lonigan, C.L., Phillips, B., Clancy-Menchetti, J., Barnes, M., Eisenberg, N., de Villiers, J. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology 132, 14-31 Pearson, B. Z., Jackson, J. E., & Wu, H. (2014). Seeking a valid gold standard for an innovative dialect-neutral language test. Journal of Speech-Language and Hearing Research. 57(2). 495-508. Reger, Z. (1999). Teasing in the linguistic socialization of Gypsy children in Hungary. Acta Linguistica Hungarica, 46, 289-315. Réger, Z. and Berko-Gleason, J. (1991). Romāni Child-Directed Speech and Children's Language among Gypsies in Hungary Language in Society, 20 (4), 601-617. Roeper, T & de Villiers, J.G. (2011). The acquisition path for wh-questions. In de Villiers, J.G. & Roeper, T. (Eds), Handbook of Generative Approaches to Language Acquisition. Springer. Seymour, H., Roeper, T. & de Villiers, J. (2005). The DELV-NR. (Norm-referenced version) The Diagnostic Evaluation of Language Variation. The Psychological Corporation, San Antonio. Schulz, P. & Roeper, T. (2011). Acquisition of exhaustively in wh-questions: a semantic dimensions of SLI. Lingua, 121(3), 383-407. Stokes, S. F., Wong, A. M-Y., Fletcher, P., & Leonard, L. B. (2006). Nonword repetition and sentence repetition as clinical markers of SLI: The case of Cantonese. Journal of Speech, Language and Hearing Research, 49(2), 219-236. Vassilev, R. (2004). The Roma of Bulgaria: A Pariah Minority. The Global Review of Ethnopolitics, 3 (2), 40-51. Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655-684. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128.

The aim of this study was to describe the international academic mobility experienced by the Fishing Engineering students in other countries. The data was collected through an electronic semi-structured questionnaire hosted on an electronic platform by Google. A total of nine students answered the questionnaire, in which they chose countries such as France, Spain, Ireland, Canada, the United States and Australia to study abroad in. The student’s satisfaction with the Science without Borders Program (SwB) was extremely positive, where all the interviewees stated that they had learned the language from the hosting country. In relation to the negative aspects, 67% of the interviewees pointed out that they struggled to understand the language in the beginning of the academic mobility, and 78% of the students said that they missed their families during the student mobility period. In conclusion, the academic mobility performed by students from the Fishing Engineering course was rated as excellent, and as a unique and an enriching opportunity, both in professional and personal aspects.ResumoO trabalho teve como objetivo discutir sobre a mobilidade acadêmica vivenciada por estudantes de Engenharia de Pesca em outros países. A coleta de dados foi feita através de um questionário eletrônico semiestruturado, hospedado em uma plataforma eletrônica de formulários da Google. Um total de nove discentes respondeu ao questionário, realizando a mobilidade na França, Espanha, Irlanda, Canadá, Estados Unidos e Austrália. A satisfação dos estudantes com o Programa Ciência sem Fronteiras (CsF) foi positiva, todos os entrevistados afirmaram terem aprendido o idioma do país que escolheram. Em relação aos aspectos negativos, 67% dos entrevistados apontaram que tiveram dificuldades no entendimento do idioma do país no início da mobilidade acadêmica e 78% sentiram saudade da família no período da mobilidade. Concluindo, a mobilidade acadêmica realizada por discentes do Curso de Engenharia de Pesca foi classificada como excelente, sendo uma experiência única e enriquecedora tanto pelo lado profissional, quanto pessoal.Palavras-chave: Educação, Aprendizado, Internacionalização, Programa Ciência sem Fronteiras.Keywords: Education, Learning, Internationalization.ReferencesALTBACH, P. G. Comparative Higher Education: Knowledge, the University, and Development. Hong Kong: University of Hong Kong, p. 240, 1998.ANDRADE, B. P. S. O “Ciência sem Fronteiras” pelo olhar da comunidade acadêmica: O caso da Unifal-mg e da Unifei. 2018. 185f. Dissertação (Mestrado em Divulgação Científica e Cultural). Universidade Estadual de Campinas, Instituto de Estudos de Linguagem, Campinas, SP, 2018. AVEIRO, T. M. M. O programa Ciência sem Fronteiras como ferramenta de acesso à mobilidade internacional. Tear: Revista de Educação Ciência e Tecnologia, Canoas, v.3, n.2, 2014.BEINE, M.; NOEL, R.; RAGOT, L. Determinants of the international mobility of students. Economics of Education Review, mar. 2014. BETT, D. B. Jovens universitários e intercâmbio acadêmico. 2012. 34f. Monografia (Especialização em Psicologia terminalidade em Terapia Cognitiva e Comportamental). Universidade Federal do Rio Grande do Sul, Instituto de Psicologia, Porto Alegre, 2012.BRASIL. Decreto n.° 7.642, de 13 de dezembro de 2011, Institui o Programa Ciência sem Fronteiras. Diário Oficial da República Federativa do Brasil, Brasília, DF, n. 239, p. 7, seção1, 14 dez. 2011a.BRASIL. Ministério da Ciência, Tecnologia e Inovação. Ministério da Educação. Conselho Nacional de Desenvolvimento Científico e Tecnológico Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Programa Ciência sem Fronteiras: um programa especial de mobilidade internacional em ciência, tecnologia e inovação. Documento Conjunto CAPES-CNPq. Julho, 2011b. 67p. Disponível em: http://www.capes.gov.br/images/stories/download/ Ciencia-sem Fronteiras_DocumentoCompleto_julho2011.pdfBRASIL. Ministério Da Ciência Tecnologia e Inovação. Estratégia Nacional de Ciência, Tecnologia e Inovação 2012 – 2015: Balanço das Atividades Estruturantes de 2011. Brasília, DF, 2012. Disponível em: https://livroaberto.ibict.br/218981.pdf . Acesso em: 25 abr. 2018.BRASIL. Programa Ciência sem Fronteiras. Dados Chamadas Graduação Sanduíche 2011-2014. Brasília, 2014. Disponível em: http://www.cienciasemfronteiras.gov.br/web/csf/dados-chamadas-graduacao-sanduiche. Acesso em: 21 abr. 2018.BRASIL. Programa Ciência sem Fronteiras. Painel de Controle do Programa 2016. Disponível em: http://www.cienciasemfronteiras.gov.br/web/csf/painel-de-controle . Acesso em: 18 jul. 2018.BRUNO, R. C. et al. Mobilidade internacional para educação superior: perfil sociodemográfico e educacional de imigrantes. Almanaque Multidisciplinar de Pesquisa, Universidade Unigranrio, ano III, v.1, n.1, 2016.COMISSÃO DE CIÊNCIA E TECNOLOGIA, COMUNICAÇÃO E INFORMÁTICA. Senado Federal. Relatório. Brasília. 2015. Disponível em: http://legis.senado.leg.br/sdleg-getter/documento/download/9f8bccb3-c880-408c-9667-96582f07fa84 Acesso em: 20 maio 2018.CORREIA-LIMA, M. C.; RIEGEL, V. Mobilidade acadêmica made in South: refletindo sobre as motivações de estudantes brasileiros e colombianos. Magis Revista Internacional de Investigación en Educación, v.8, n.16, p.109-132, 2015. DOI: http://dx.doi.org/10.11144/Javeriana.m8-16.mamsCRUZ, V. X. A. PROGRAMA CIÊNCIA SEM FRONTEIRAS: Uma avaliação da política pública de internacionalização do ensino superior sob a perspectiva do Paradigma Multidimensional. Dissertação (Mestrado em Administração Pública). 2016. 209f. Universidade Federal de Goiás, Faculdade de Ciências e Tecnologia – FCT, Goiânia, GO, 2016.CUTTI, L. et al. Programa Ciência sem Fronteiras: relato de experiências. Revista Eletrônica de Educação, v.11, n.3, p.1020-1033, set./dez., 2017. DOI: http://dx.doi.org/10.14244/198271991897 DALMOLIN, I. S. et al. Intercâmbio acadêmico cultural internacional: uma experiência de crescimento pessoal e científico. Rev Bras Enferm, Brasília, v. 66, n.33. p. 442-447, 2013.FERREIRA, I.G.; CARREIRA, L. B.; BOTELHO, N. M. Mobilidade internacional na graduação em medicina: relato de experiência. ABCS Health Sci., v. 42, n.2, p.115-119, 2017. DOI: http://dx.doi.org/10.7322/abcshs.v42i2.1013INSTITUTE FOR INTERNATIONAL EDUCATION – IIE. Open Doors Report 2015: Fast Facts New York, 2015. Disponível em: https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts. Acesso em: 15 nov. de 2017.INSTITUTE OF INTERNATIONAL EDUCATION – IIE. International student totals by place of origin, 2012/13 – 2015/16. Open Doors Report on International Educational Exchange, 2016. Disponível em: https://www.iie.org/Research-and-Insights/Open-Doors/Data/International-Students/Places-of-Origin. Acesso em: 15 nov. de 2017.INSTITUTE OF INTERNATIONAL EDUCATION – IIE. Open Doors Report 2017: Fast Facts Disponível em: https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts. Acesso em: 01 ago. 2018.INTERNATIONAL TRADE ADMINISTRATION – ITA. 2016 Top Markets Report Education: Brazil Country Case Study. Disponível em: https://www.trade.gov/topmarkets/pdf/Education_Brazil.pdf. Acesso em: 15 nov. de 2017.KNIGHT, J. Internationalization remodeled: definition, approaches, and rationales. Journal of Studies in International Education, v. 1, p. 5-31, 2004.LIMA, M. C.; RIEGEL, V. A influência da mobilidade acadêmica sobre a formação dos jovens. UniRitter, Negócios e Talentos, v.2 , n.11, 2013.MAJID, S. et al. Motivations for studying abroad and adjustment challenges faced by international students in Singapore. Acad. J. Educ. Res., v.5, n.8, p. 223-235, 2017. DOI: http://dx.doi.org/10.15413/ajer.2017.0712MANÇOS, G. R.; COELHO, F. S. Internacionalização da Ciência Brasileira: subsídios para avaliação do programa Ciência sem Fronteiras. Revista Brasileira de Políticas Públicas e Internacionais, p.73, 2017.MARANHÃO, C. M. S.; DUTRA, C. I.; MARANHÃO, R. K. Internacionalização do ensino superior: um estudo sobre barreiras e possibilidades. Administração: Ensino e Pesquisa, Rio de Janeiro, v. 18, n. 1, p. 09–38, jan-abr 2017. DOI: http://dx.doi.org/10.13058/raep.2017.v18n1.458MARQUES, F. Experiência encerrada. Revista Pesquisa Fapesp, ed. 256, 27-29, jun. 2017. Disponível em http://revistapesquisa.fapesp.br/2017/06/19/experiencia-encerrada . Acesso em: 21 nov. 2017.MARTINS, V.; MONTAGUE, A.; SILVA, P. B. Cooperação internacional para mobilidade estudantil: o caso da Umesp e da Zuyd. Revista de Educação do Cogeime, ano 26, n. 50, jan/jun 2017.MOROSINI, M. C.; AMARAL, G. M. Avaliação da mobilidade acadêmica universitária: A perspectiva dos alunos intercambistas. In: SIMPÓSIO AVALIAÇÃO DA EDUCAÇÃO SUPERIOR, 2015, Porto Alegre. Anais... Porto Alegre, 17 e 18 set. 2015. OLIVEIRA, A. L.; FREITAS, M. E. Motivações para mobilidade acadêmica internacional: a visão de alunos e professores universitários. Educação em Revista, Belo Horizonte, v.32, n.03, p. 217-246, jul/set 2016. DOI: http://dx.doi.org/10.1590/0102-4698148237PEREIRA, V. Relatos de uma viagem: uma análise feita pelos bolsistas sobre o programa Ciência Sem Fronteiras. Revista Perspectivas do Desenvolvimento: um enfoque multidimensional, v. 03, no 4, jul. 2015.PROLO, I.; VIEIRA, R. C. O programa Ciência sem Fronteiras e as Universidades Brasileiras: Uma política pública a celebrar? In: Seminários em Administração (SEMEAD), XX, 2017, LOCAL. Anais..., nov. 2017. ISSN 2177-3866.SÁ, C. M. The Rise and Fall of Brazil’s Science Without Borders. International Higher Education, n.85, p.17-18, 2016. STALLIVIERI, L. As dinâmicas de uma nova linguagem intercultural na mobilidade acadêmica internacional. 2009. 235f. Tese (Doutorado em Línguas Modernas). Universidade Del Salvador, Buenos Aires, Argentina, 2009.SANTOS, S. R. et al. Turismo e intercâmbio: contribuições para a formação discente nos cursos de graduação das instituições de ensino superior de São Luís, Maranhão. Cultur, ano 08, n. 2, jul. 2014.SEHNEM, P. R.; LUNA, J. M. F. Os egressos do Programa Ciência sem Fronteiras pela percepção dos seus professores. Revista Eletrônica de Educação, v. 12, n. 1, p. 104-119, jan./abr., 2018. DOI: http://dx.doi.org/10.14244/198271991919UNITED NATIONS ORGANIZATION FOR EDUCATION, SCIENCE AND CULTURE (UNESCO). Recueil des donneés mondiales sur l'éducation: statistiques comparées sur l'éducation dans le monde. Montreal: Unesco, 2009. Dispo­nível em: http://www.uis.unesco.org/Library/Documents/ged09-fr.pdf Acesso em: 01 abri 2019.e3633105

“I suppose in reality not a leaf goes yellow in autumn without ceasing to care about its sap and making the parent tree very uncomfortable by long growling and grumbling - but surely nature might find some less irritating way of carrying on business if she would give her mind to it. Why should the generations overlap one another at all? Samuel Butler, The Way of All Flesh1 Millenials or Generation Y physicians (born 1977/1980-1995) today form the majority of medical personnel, from medical students and residents in their early twenties and thirties to young attending physicians hitting forty; practicing side-by-side with Generation X (1965-1976/1980) in their late thirties to early fifties; Baby Boomers (1946-1964) in their mid-fifties, sixties and early seventies; and the last of the Silent Generation or Traditionalists (1925-1945) in their mid-seventies, eighties and nineties.2,3 Among 734 Fellows of the Philippine Society of Otolaryngology – Head and Neck Surgery alone, there are currently 18 Traditionalists, 192 Boomers, 360 Generation X, and 164 Millenials. Assuming the 862 board-certified Diplomates waiting to become full-fledged Fellows and 182 Residents-in-Training are also Millenials, there are a total of 1,208 Millenials in the field of Otolaryngology Head and Neck Surgery in the Philippines. With four distinct generations simultaneously in the workforce, it is not unusual to hear older physicians gripe about “these Millenials,” and how different they are from previous generations. The so-called generation gap has been used to characterize inter-generational relations, wherein the preceding generation historically puts down the younger, and the succeeding generation usually complains about the older one. I posit that central to this conflict is a clash between tradition -- the way things should be done (as perceived by the older generation) -- and disruption, the way things can be done differently (from the perspective of the younger generation). In particular (meaning no offense to the “in-between” Generation X, and at risk of being overly simplistic), this is highlighted by the supposed looming showdown between Baby Boomers who are not yet ready to leave and Millenials who can hardly wait to take over.4 Tradition, a “statement, belief or practice handed down from generation to generation” comes from the Old French tradicion “transmission, presentation, handing over” and directly from the Latin traditionem “delivery, surrender, a handing down, a giving up,” from tradere “deliver, hand over,” derived from trans – “over” + dare “to give.”5 Although older generations may like to think they uphold tradition (giving them the right and duty to pass it on to succeeding ones), a large part of what defines each generation in the first place is their departure from the statements, beliefs or practices of their predecessors. Such a transition may have been gradual or sudden, and more pronounced in some generations than in others. Our post-war Boomer generation grew up in a world where face-to-face communication was supplemented by the written (handwritten, typewritten, typeset or telegraphed) and spoken (rotary-dial telephone) word. In medicine and medical education, history and physical examination were taught through lectures (with overhead and opaque projectors, slides on carousels and filmstrips) and live demonstrations on patients and on one another. The advent of word processing and advances in telecommunications and technology that became available to Generation X (who in the Philippines include “martial law babies” oblivious to our “wonder years” of the sixties) gradually changed the landscape of medical education and practice, but it would take the digital and internet revolution to finally, drastically change the world-- and Millenials were the primary beneficiaries of this change. Disruption, from the Latin disruptionem “a breaking asunder,” which comes from disrumpere “break apart, split, shatter, break to pieces,” from dis- “apart” + rumpere “to break”6 perhaps best describes the Baby Boomer generation’s experience of the technological revolution that Millenials grew up with. Suddenly, everything could be had in a split-second and the world was connected in real time. No longer did one have to master penmanship, typing and speed-reading, and homes no longer displayed dictionaries and encyclopedias. Even the library card catalogue and periodicals index became obsolete, as most anything became instantly available and accessible – including information, fast food and relationships. Millenials grew up with this transition, and readily mastered the rapidly changing technology. The locus of socialization was no longer face-to-face interaction within the family, but the worldwide web and social media. In medical education, lectures gave way to podcasts and webinars; heavy textbooks gave way to electronic references; and even dissection gave way to 3D virtual human anatomy. The Millenials’ expertise in, and dependence on, technology can both be their boon and bane – as I often note when residents and students automatically search their peripheral brains (a.k.a. mobile devices) to answer a ward round question. But they are also as quick to intuitively master the diagnostic and therapeutic tools that did not exist when their older colleagues were in residency.7 The early access that Millenials and Generation X had to computer resources in childhood certainly laid “a critical foundation for use of these systems later in life,” compared to Baby Boomers and Traditionalists whose “lack of early experience may limit their enthusiasm” for such tools.3 As Cole puts it, “Baby Boomers don't react well to a 20-something coming in and disrupting the way things have ‘always been’ while Millennials don't react well when they're told to shoot for the moon and ‘do big things,’ and then when they walk in the door with new ideas ready to disrupt age-old models, get told to know their place.”8 Thus, older generations of physicians may question how the stock knowledge and clinical eye of Millenials can compare to theirs, who learned medicine without these tools, and wonder how Millenials would fare in conflict and catastrophic situations when technology fails, or in low- and middle-income rural settings where technology is scarce. Conversely, Millenials wonder why Boomers insist on their old ways and just don’t get it! Perhaps we can learn from Mohr et al.3 about bridging generational issues in medical and surgical education—for instance, between the Socratic Method whereby Boomers may appear to intimidate learners9 versus the Millenial expectation that presentation of information be tailored to their needs, individually or via available technology.10 It could be helpful for Millenials who are “outcomes-oriented and value doing more than knowing”11 “to realize that Traditionalists and Boomers ‘know how to do’ and are ready and able to teach.”3 On the other hand, “when instructing Boomers in new technology or information,” the Millenial teacher “should recognize that this role reversal is uncomfortable to older generations” and “mitigate discomfort … by focus(ing) on the relevance of the information and creat(ing) an environment in which it is ‘safe’ to ask questions and challenge the teacher.”3 Indeed, if inter-generational differences could be surmounted, there is much that Boomers can learn from Millenials, and vice versa. If as Cole observes, “this great debate is hauntingly similar to a parent/child argument,”8 it is because Boomers and Millennials are “also each other’s children and parents, bound together in an intricate web of love, support, anxiety, resentment, and interdependence.”4 Perhaps by involving Generation X in bridging the great divide, and fostering an environment that allows for inter-generational differences in teaching and learning styles, non-disruptive disruption of tradition can take place. Each generation must have the humility (as opposed to intellectual arrogance) to accept that they can learn from other generations – younger or older—for truly meaningful medical progress to take place. We cannot do otherwise, for Generation Z (born after 1995, and about to enter Medical School) is already poised to join the fray. References Butler S. The Way of All Flesh. New York: Dover Publications, 2004. 315 pages. The Center for Generational Kinetics. How to determine generational birth years. November 28, 2016 ©2016 [cited 2017 Nov 2.] Available from: http://genhq.com/generational_birth_years/ Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Acad Emerg Med. 2011 Feb;18(2):190-199. DOI: 10.1111/j.1553-2712.2010.00985.x PMID: 21314779 PMCID: PMC3076332 Taylor P, Pew Research Center. The Next America: Boomers, Millenials, and the Looming Generational Showdown. New York: PublicAffairs, 2016. 384 pages. Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/tradition Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/disruption Sopher M. How Millenial Doctors Will Shape the Future of Health Care. Blog on the Internet, Baltimore: Rendia, 2016 October 26. [Cited 2017 November 2.] Available from: https://blog.rendia.com/millennials/ Cole N. The Real Reason Baby Boomers and Millenials Don’t See Eye to Eye (Written by a Millenial). Southeast Asia. 2017 Jan 20 [Cited 2017 November 2] Available from: https://www.inc.com/nicolas-cole/the-real-reason-baby-boomers-and-millennials-dont-see-eye-to-eye-written-by-a-mi.html Seabrook M. Intimidation in medical education: students' and teachers' perspectives. Studies Higher Educ. 2004;29(1):59–74. http://dx.doi.org/10.1080/1234567032000164877 Feiertag J, Berge ZL. Training generation N: How educators should approach the Net Generation. Education and Training. 2008 September;50(6):457–64. DOI: 10.1108/00400910810901782 Mangold K. Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educ. 2007 Jan-Feb;32(1):21-23. PMID: 17220763

In this paper, it is discuss the points raised from a pilot study for qualitative research planning. The argumentation present here is the result of a pilot study that focused the games of mathematical language on teacher training for rural schools. The data production took place in the Federal University of Reconcâvo Baiano, campus of Feira de Santana, state of Bahia, Brazil. The pilot study did not only provide insights for the research, but for any qualitative inquiry. Based on that, it is suggest that pilot study raises questions for reviewing a qualitative research planning in at least six dimensions: ethical, methodological, theoretical, analytical, operational and representational.ResumoNeste artigo, são discutidas as potencialidades do estudo piloto para o desenvolvimento da pesquisa qualitativa. A argumentação ora apresentada é fruto de um estudo piloto que focalizou os jogos de linguagem matemáticos na formação de professores do campo. A produção de dados ocorreu no curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática em uma universidade pública no interior da Bahia, Brasil. O estudo piloto dessa pesquisa não gerou insights apenas para o delineamento da referida pesquisa, mas para qualquer investigação qualitativa. Baseado nisso, argumenta-se que o estudo piloto levanta questões para o refinamento do planejamento da pesquisa, pelo menos, em seis dimensões: ética, metodológica, teórica, analítica, operacional e representacional.Keywords: Pilot study, Qualitative research, Research Planning.Palavras-chave: Estudo piloto, Pesquisa qualitativa, Planejamento da pesquisa.ReferencesARAIN, Mubashir et al. What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology. UK, jul. 2010. Disponível em: <https://bmcmedresmethodol.biomedcentral.com/track/pdf/10.1186/1471-2288-10-67>. Acesso em: 21 set. 2017.ARNOLD, Donald et al. The design and interpretation of pilot trials in clinical research in critical care. Crit Care Med. USA, vol. 37, n. 1, jan. 2009. Disponível em: <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.622.1427&rep=rep1&type=pdf>. Acesso em 22 set. 2017.BELLO, Samuel Edmundo Lopez; RÉGNIER, Jean-Claude. Linguagem, realidade e subjetividade: elementos para uma Educação Matemática contemporânea. In: JELINEK, Karin Ritter; BELLO, Samuel Edmundo Lopez; SANTOS, Suelen Assunção (Orgs.). Educação Matemática: linguagens, práticas e sujeitos. Porto Alegre: Editora Canto - Cultura e Arte, p. 25-41, 2017. Disponível em: <http://canto.art.br/wp-content/uploads/2018/05/Educacao-Matematica-linguagens-praticas-e-sujeitos-versao-digital-espelhada.pdf>. Acesso em: 6 abr. 2019BIRMAN, Joel. Jogando com a Verdade. Uma Leitura de Foucault. PHYSIS: Revista Saúde Coletiva, Rio de Janeiro, v. 12, n.2, p.301-324, 2002. Disponível em: < http://www.scielo.br/pdf/physis/v12n2/a07v12n2.pdf>. Acesso em: 5 abr. 2019.BRASIL. Ministério da Educação. Projeto Pedagógico do Curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática. Feira de Santana: Coordenadoria de Ensino e Integração Acadêmica. CETENS/UFRB, 2013.CREPALDE, Rodrigo Santos; KLEPKA, Verônica; PINTO, Tânia Halley Oliveira. Interculturalidade e conhecimento tradicional sobre a Lua na formação de professores no/do campo. Revista Brasileira de Educação do Campo, Tocantinópolis, v. 2, n. 3, p. 836-860, jul./dez., 2017. Disponível em: <https://doi.org/10.20873/uft.2525-4863.2017v2n3p836>. Acesso em: 5 maio 2017.CRESWELL, John. W. Investigação Qualitativa e Projeto de Pesquisa: escolhendo entre cinco abordagens. 3 ed. Porto Alegre: Penso, 2014. 341 p.DANNA, Cristiane Lisandra. O teste piloto: uma possibilidade metodológica e dialógica na pesquisa qualitativa em educação. In: I COLÓQUIO NACIONAL E VII ENCONTRO DO NÚCLEO DE ESTUDOS LINGUÍSTICOS (NEL) da FURB, 16, 2012, Blumenau. Anais eletrônicos. Blumenau: FURB, 2012. Disponível em: <https://www.tecnoevento.com.br/nel/anais/artigos/art16.pdf>. Acesso em: 21 set. 2017.DE VAUS, David. Surveys in Social Research - 3rd edn. London: UCL Press, 1993. 379 p. FLICK, Uwe. Introdução à Pesquisa Qualitativa. 3. ed. Porto Alegre: Bookman, 2009. 405 p.FONGER, Nicola. Lessons learned as a novice researcher: A pilot study in Mathematics Education. The Hilltop Review, Michigan, apr. 2011. Disponível em: <https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1040&context=hilltopreview>. Acesso em: 6 fev. 2018.FOUCAULT, Michel. O cuidado com a verdade. In: FOUCAULT, Michel. Ditos e Escritos V. Ética, Sexualidade e Política. Rio de Janeiro: Forense Universitária, 2004c, p. 240-251.FOUCAULT, Michel. A Ordem do Discurso. Trad. Laura Fraga de Almeida Sampaio. 24 ed. São Paulo: Loyola, 2014. 74 p.GAIA, C.; PIRES, L. Saberes matemáticos e história de vida na zona rural de Marabá-PA. Revista Brasileira de Educação do Campo, Tocantinópolis, v. 1, n. 1, p. 128-146, jan./jun.,2016. Disponível em: < https://doi.org/10.20873/uft.2525-4863.2016v1n1p128>. Acesso em: 5 mai 2017.GLOCK, Hans-Johann. Dicionário de Wittgenstein. Rio de Janeiro: Zahar, 1998. 398 p.GRIX, Jonathan. The Foundations of Research. New York: Palgrave Study Skills, 2004. 200 p.GROS, Frédéric; DAVIDSON, Arnold. Foucault, Wittgenstein: de possibles rencontres. Paris: Éditions Kimé, 2011.ISMAIL, Nashwa; KINCHIN, Gary. EDWARDS, Julie-Ann. Pilot study, does it really matter? Learning lessons from conducting a pilot study for a qualitative PhD Thesis. International Journal of Social Science Research. USA, mar. 2018. Disponível em: <http://www.macrothink.org/journal/index.php/ijssr/article/view/11720/9594>. Acesso em: 8 fev. 2018.JANGHORBAN, Roksana; ROUDSARI, Robab Latifnejad; TAGHIPOUR, Ali. Pilot study in qualitative research: the roles and values. Journal of Hayat, Tehran, mar. 2014. Disponível em: <http://hayat.tums.ac.ir/browse.php?a_id=666&sid=1&slc_lang=en>. Acesso em: 6 fev. 2018.KIM, Yujin. The pilot study in qualitative inquiry: identifying issues and learning lessons for culturally competent research. Qualitative Social Work, USA, may 2011. Disponível em: <https://doi.org/10.1177/1473325010362001>. Acesso em: 6 fev. 2018.KNIJNIK, Gelsa. Differentially positioned language games: ethnomathematics from a philosophical perspective. Educational Studies in Mathematics, Switzerland, v. 80, p. 87-100, may 2012. Disponível em: <https://link.springer.com/article/10.1007/s10649-012-9396-8>. Acesso em: 10 mar 2018.KNIJNIK, Gelsa. Etnomatemáticas en movimiento: Perspectiva Etnomatemática, sus formulaciones teóricas y ejemplificaciones. Revista Latinoamericana de Etnomatemática, Colombia, v. 7, n. 2, p. 139-151, jun./sep. 2014. Disponível em: <http://www.revista.etnomatematica.org/index.php/RevLatEm/article/view/127>. Acesso em: 5 abr. 2019.KNIJNIK, Gelsa. A ordem do discurso da matemática escolar e jogos de linguagem de outras formas de vida. Perspectivas da Educação Matemática, Campo Grande, v. 10, n. 22, p. 45-64, 2017. Disponível em: <http://seer.ufms.br/index.php/pedmat/article/view/3877/3104>. Acesso em: 10 mar 2018.MACKEY, Alison; GASS, Susan. Second language research: methodology and design. New Jersey: Lawrence Erlbaum Associates, 2005. 405 p.RICHARDSON, Roberto Jerry. Pesquisa social: métodos e técnicas. 3. ed. São Paulo: Atlas, 2012. 394 p.SILVEIRA, Maria Rosâni Abreu. Matemática, discurso e linguagens: contribuições para a Educação Matemática. São Paulo: Editora Livraria da Física, 2015. (Coleção Contextos da Ciência). TEIJLINGEN, Edwin Van; HUNDLEY, Vanora. The importance of pilot studies. Social Research Update. England, jan./mar. 2001. Disponível em: <http://sru.soc.surrey.ac.uk/SRU35.html>. Acesso em: 5 fev. 2018.THABANE, Lehana et al. A tutorial on pilot studies: the what, why and how. BMC Medical Research Methodology. London, jan. 2010. Disponível em: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824145/>. Acesso em: 7 fev. 2018.UNIVERSIDADE FEDERAL DO RECÔNCAVO DA BAHIA. Projeto Pedagógico do Curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática. Feira de Santana, 2013.VEIGA-NETO, Alfredo. Foucault & a Educação. 2 ed. Belo Horizonte: Autêntica, 2007. (Coleção Pensadores & Educação).VEIGA-NETO, Alfredo. Teoria e método em Michel Foucault: (im)possibilidades. Cadernos de Educação. Pelotas, n. 34, p. 83 - 94, set./dez., 2009. Disponível em: <https://periodicos.ufpel.edu.br/ojs2/index.php/caduc/article/view/1635/1518>. Acesso em: 6 abr. 2019.VERGÈS, P. Ensemble de Programmes Permettant L’annalyse des Évocations – EVOC 2000. Manuel, version, 5. 2002.WANDERER, Fernanda. Educação Matemática, jogos de linguagem e regulação. São Paulo: Livraria da Física, 2014. (Coleção Contextos da Ciência).WANDERER, Fernanda. Educação Matemática, processos de regulação e o Programa Escola Ativa. Revista de Educação Pública. Cuiabá, v. 26, n. 61, p. 201-221, jan./abr., 2017. Disponível em: <http://periodicoscientificos.ufmt.br/ojs/index.php/educacaopublica/article/view/2397/pdf>. Acesso em: 6 abr. 2019WITTGENSTEIN, Ludwig. Investigações Filosóficas. Trad. Marcos G. Nontagnoli. 6. ed. São Paulo: Vozes, 2009. 350 p.WRAY, Jane; ARCHIBONG, Uduak; WALTON, Sean. Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success. Nurse Researcher. Ontário, jan. 2017. Disponível em: <https://www.researchgate.net/publication/312593847_Why_undertake_a_pilot_in_a_qualitative_PhD_study_Lessons_learned_to_promote_success>. Acesso em: 8 fev. 2018.

Background:In recent years, it is becoming increasingly clear that osteoprosis (OP) holds the important place among complications of ankylosing spondylitis (AS). The frequency of emergence of OP, according to the data of last investigations, ranges from 18.7 to 62%, osteopenic syndrome – from 50 to 92%. It is known that decrease of bone mineral density (BMD) in patients with AS is caused not only by the action of traditional risk factors (age, sex, genetic predisposition, low body mass, and others) but also by the action of factors associated with the disease itself such as: duration of AS, activity of the inflammatory process, administration of glucocorticoids (GC), deficiency of Vitamin D, low physical activity of patients and so on. However, until now there are no clear data about the role of each of them in the formation of disorders of bone metabolism in men with AS. In the Ukrainian population of patients with AS such investigations have not been conducted.Objectives:To investigate the role of age, duration of disease andcumulative glucocorticoid dosein the formation of disorders of bone mineral density (BMD) in men with AS.Methods:The investigation of 108 men with AS at the age of 40.74 ± 0.87 years and 25 normal control subjects of the same age and sex has been carried out. The diagnosis of AS was established on the basis of modified New York criteria. BMD of the lumbar spine and femoral neck was determined by dual-energy X-ray absorptiometry on the apparatus ‘Hologic Discovery Wi’ (S / N 87227). The diagnosis of osteoporosis in men over 50 years was considered in case of decrease of BMD by T-score ≤ – 2.5 SD, osteopenia corresponded to T-score from –1 to –2.5 SD, for men under the age of 50, the Z-score was used, and its decrease ≤ – 2.0 SD and more indicated the significant loss of bone mass.Results:A decrease of BMD at the level of the lumbar spine and femur neck was found in 61 (56.5%) patients, of these 29 (27.7%) had osteoporosis, 31 (29.5%) had osteopenia. In the control group, decrease of BMD was detected in 6 (24%) patients, of these osteoporosis was diagnosed in 1 (4%), and osteopenia was diagnosed in 5 (20%) patients. In the age group of below 35 years, 18 (64.3%) patients had a decrease in BMD, 35 (56.5%) patients – in the 36-55 age group, and 8 (53.3%) patients – over the age of 45. The index of BMD also did not differ significantly between the groups. As for the duration of the disease, the largest proportion of 33 (75%) patients with decreased BMD was found in the group of patients with duration of the disease from 5 to 10 years. In the group of patients with duration of the disease up to 5 years, patients with decrease in the Z-score were 11 (55%), and in the group with duration of the disease more than 10 years - 17 (41.6%) patients. Decrease of BMD was associated withcumulative glucocorticoid dose. In particular, in the group of patients with acumulativedose of glucocorticoids less than 12.6 g Z-score at the level of the lumbar spine was -0.98 ± 0.17 SD, in the group with acumulativedose of GC 12.6-21.6 g Z-score was equal to –0.43 ± 0.40 SD, and in the group withcumulativeglucocorticoid dose – above 21.6 g the Z-score was –1.69 ± 0.30 SD. As the glucocorticoid dose increased, the proportion of patients with decreased BMD increased. In the group of patients with the highest dose of GC there were 67.7% such patients, while in the group with the lowest dose – only 30 (57.6%). Significant correlation (r = -0.24) was established between Z-score of the lumbar spine and the total dose of GC.Conclusion:In 61 (56.5%) patients with AS decreased BMD at the level of the lumbar spine and neck of the femur is revealed. Decrease of BMD in patients with AS does not depend on the age and duration of the disease, but is associated with thecumulativedose of GC.Disclosure of Interests:Sergii Shevchuk Grant/research support from: Celltrion, Inc, Oksana Pavliuk: None declared

ABSTRAK Lingkungan rumah tangga keluarga merupakan tempat pertama kali kita menghadapi persoalan ekonomi. Ketidakpastian ekonomi di satu sisi meningkatkan permintaan akan perencanaan keuangan. Penelitian ini akan berfokus pada mencari tahu faktor-faktor mikro keluarga muslim di Indonesia yang dapat mempengaruhi keputusan investasi khususnya saham. Penelitian ini menerapkan metode kuantitatif dengan instrumen data sekunder Indonesia Family Life Survey (IFLS) gelombang 5. Teknik analisis data yang digunakan adalah analisis regresi probit, teknik analisis yang dilakukan dalam regresi probit meliputi; uji kelayakan model, analisis koefisien determinasi (R2), dan uji hipotesis. Berdasarkan hasil penelitian ditemukan bahwa variabel variabel jumlah keluarga, pinjaman, usia, dan status pernikahan tidak berpengaruh secara signifikan terhadap probabilitas kepemilikan saham. Adapun variabel pendapatan, tingkat pendidikan, jenis kelamin dan financial worship memiliki hubungan positif dan signifikan terhadap probabilitas kepemilikan saham pada keluarga muslim di Indonesia. Diharapkan penelitian ini dapat bermanfaat bagi Otoritas Jasa Keuangan dan Bursa Efek Indonesia sebagai informasi tambahan dan bahan pertimbangan dalam pembenahan kebijakan mengenai peningkatan literasi manajemen keuangan keluarga dan kesejahteraan masyarakat di Indonesia.Kata Kunci: Kepemilikan Saham, Pendapatan, Tingkat Pendidikan, Jumlah Tanggungan Keluarga, Pinjaman, Usia, Jenis Kelamin, Status Pernikahan, Financial Worship. ABSTRACTThe family home environment is the first place we face economic problems. Economic uncertainty on the one hand increases the demand for financial planning. This study will focus on finding out the micro factors of Muslim families in Indonesia that can influence investment decisions, especially stocks. This study applies quantitative methods with secondary data instruments Indonesia Family Life Survey (IFLS) wave 5 The data analysis technique used is probit regression analysis, the analysis techniques carried out in probit regression include; model feasibility test, analysis of the coefficient of determination (R2), and hypothesis testing. Based on the results of the study, it was found that the variables of family size, loan, age, and marital status did not significantly influence the probability of stock ownership. The variables of income, education level, gender and financial worship have a positive and significant relationship to the probability of stock ownership in Muslim families in Indonesia. It is hoped that this research can be useful for the Otoritas Jasa Keuangan and the Bursa Efek Indonesia as additional information and consideration in reforming policies regarding increasing literacy in family financial management and community welfare in Indonesia.Keywords: Stock Ownership, Income, Education Level, Number of Dependents in the Family, Loans, Age, Gender, Marital Status, Financial Worship. DAFTAR PUSTAKAAhmed, H. (2016). Inclusive Islamic financial planning: A conceptual framework. International Journal of Islamic and Middle Eastern Finance and Management, 9(2), 170–180. https://doi.org/10.1108/mf.2008.00934jaa.001Anshori, M., & Iswati, S. (2009). Metode penelitian kuantitatif, edisi 1. Surabaya: Airlangga University Press.Badan Pengembangan dan Pembinaan Bahasa Kemendikbud RI. (2016). Kamus Besar Bahasa Indonesia. Jakarta: Kemendikbud RI.Badan Pusat Statistik. (n.d.). Jumlah anggota rumah tangga. Retrieved from https://sirusa.bps.go.id/sirusa/index.php/variabel/8096______. (2010). Penduduk menurut wilayah dan agama yang dianut Indonesia. Retrieved from https://sp2010.bps.go.id/index.php/site/tabel?tid=321Bogan, V. L. (2008). Stock market paticipation and the internet. Journal of Financial and Quantitative Analysis, 1(43), 191–221.______. (2015). Household asset allocation, offspring education, and the sandwich generation. American Economic Review, 105(5), 611–615. https://doi.org/10.1257/aer.p20151115Brounen, D., Koedijk, K. G., & Pownall, R. A. J. (2016). Household financial planning and savings behavior. Journal of International Money and Finance, 69, 95–107. https://doi.org/10.1016/j.jimonfin.2016.06.011Brown, S., Ghosh, P., & Taylor, K. (2016). Household finances and social interaction: Bayesian analysis of household panel data. Review of Income and Wealth, 62(3), 467–488. https://doi.org/10.1111/roiw.12174Bursa Efek Indonesia. (2020). Saham. Retrieved from https://www.idx.co.id/produk/saham/Cardak, B. A., & Wilkins, R. (2009). The determinants of household risky asset holdings: Australian evidence on background risk and other factors. Journal of Banking and Finance, 33(5), 850–860. https://doi.org/10.1016/j.jbankfin.2008.09.021Chang, C.-C., DeVaney, S. A., & Chiremba, C. (1999). Determinants of subjective and objective risk tolerance. Journal of Personal Finance, 3(3), 53–67.Chariri, A., & Ghozali, I. (2005). Teori akuntansi. Semarang: Universitas Diponegoro.CNN Indonesia. (2021). 180 juta umat muslim, baru 30 juta jadi nasabah bank syariah. Retrieved from https://www.cnnindonesia.com/ekonomi/20210210164446-78-604821/180-juta-umat-muslim-baru-30-juta-jadi-nasabah-bank-syariahCroson, R., & Gneezy, U. (2009). Gender differences in preferences. Journal of Economic Literature, 47(2), 448–474. DOI: 10.1257/jel.47.2.448Eagly, A. H., Beall, A. E., & Sternberg, R. J. (2013). The psychology gender. USA: Washington State University.Feng, X., Lu, B., Song, X., & Ma, S. (2019). Financial literacy and household finances: A bayesian two-part latent variable modeling approach. Journal of Empirical Finance, 51, 119–137. https://doi.org/10.1016/j.jempfin.2019.02.002Gao, M., & Fok, R. C. W. (2015). Demographics, family/social interaction, and household finance. Economics Letters, 136, 194–196. https://doi.org/10.1016/j.econlet.2015.09.027Ghozie, P. (2013). Make it happen!. Jakarta: PT Gramedia Pustaka Utama.Gutter, M. S., & Fontes, A. (2006). Racial differences in risky asset ownership: A two-stage model of the investment decision-making process. Journal of Financial Counseling and Planning, 17(2), 64–78.Gutter, M. S., Fox, J. J., & Montalto, C. P. (1999). Racial differences in investor decision making. Financial Services Review, 8(3), 149–162. https://doi.org/10.1016/s1057-0810(99)00040-2Halko, M., Kaustia, M., & Alanko, E. (2012). The gender effect in risky asset holdings. Journal of Economic Behavior and Organization, 83(1), 66–81. https://doi.org/10.1016/j.jebo.2011.06.011Hilman, L. (2013). Agama dan pelayanan sosial: Interpretasi dan aksi filantropi dalam tradisi muslim dan kristen di Indonesia, 9(2), 174–189.Huda, N., Rini, N., Mardoni, Y., & Putra, P. (2012). The analysis of attitudes, subjective norms, and behavioral control on muzakki’s intention to pay zakah. International Journal of Business and Social Science, 3(22), 271–279.Ikatan Akuntansi Indonesia. (2010). Pernyataan standar akuntansi keuangan 23. Jakarta: IAI.______. (2013). PSAK No. 1 penyajian laporan keuangan. Jakarta: IAI.Kementerian Agama RI. (2002). Al-Qur’an dan terjemahannya. Jakarta: Kemenag RI.Kieso, D. E., Weygandt, J. J., Warfield, T. D. (2012). Intermediate accounting, 14th edition. USA: Wiley.Mahkamah Konstitusi Republik Indonesia. (1974). Undang-Undang Republik Indonesia Nomor 1 Tahun 1974 tentang Perkawinan (Issue 2). Jakarta: MK RI.Mittra, S., Sahu, A. P., & Fischer, B. (2005). Practicing financial planning for professionals. USA: SAGE Publishing.Nadeau, R., Foucault, M., & Lewis-Beck, M. S. (2011). Assets and risk: A neglected dimension of economic voting. French Politics, 9(2), 97–119. https://doi.org/10.1057/fp.2011.5Noerhidajati, S., Purwoko, A. B., Werdaningtyas, H., Kamil, A. I., & Dartanto, T. (2020). Household financial vulnerability in Indonesia: Measurement and determinants. Economic Modelling, 96(March), 433-444. https://doi.org/10.1016/j.econmod.2020.03.028Otoritas Jasa Keuangan. (2019). Survei 2019 OJK: Indeks literasi dan inklusi keuangan meningkat. 1–6. Retrieved from https://www.ojk.go.id/id/berita-dan-kegiatan/siaran-pers/Pages/Siaran-Pers-Survei-OJK-2019-Indeks-Literasi-Dan-Inklusi-Keuangan-Meningkat.aspx______. (2021). Market update pasar modal syariah Indonesia. Retrieved from https://doi.org/10.1002/9781119196709.app1Papalia, R. D. E., Olds, S. W., & Feldman, R. D. (2009). Human Development. New York: McGraw-Hill.Rashid, N. K. A., Nasir, A., Anang, Z., & Alipiah, R. M. (2018). Determinants of muslim household basic needs consumption expenditures. Jurnal Ekonomi Malaysia, 52(1), 309–323. https://doi.org/10.17576/jem-2018-5201-23Suwardi, A. (2011). Modul stata: LPM, logit, dan probit model. Depok: Lab Komputasi Departemen Ilmu Ekonomi FEUI.Syahrial, M. (2011). Anakku maukah kau jadi pengusaha? Jakarta: Lentera Ilmu Cendekia.Wu, S., & Shen, W. (2017). The relationship between credit constraints and household risky assets. 1–23. Retrieved from http://www.diva-portal.org/smash/get/diva2:1127991/FULLTEXT01.pdfYao, R., & Hanna, S. D. (2005). The effect of gender and marital status on financial risk tolerance. Journal of Personal Finance, 4(1), 66–85.

The superior mechanical properties associated with steel mean that it is heavily utilized in many industries including automotive, and construction (1). Although steel offers desirable mechanical properties such as toughness and tensile strength, it is known to corrode, this having cost implications and raising safety concerns, for instance within the food packaging industry. Thus, steel is often used in conjunction with a coating as a preventative measure for corrosion. Within the food packaging industry, steel is often coated with a thin (~20 nm thick) chromium metal-chromium oxide coating, the product being referred to as electro chromium coated steel (ECCS), which is produced during a continuous electrodeposition process whereby a low carbon steel strip passes through baths of chromic acid electrolyte containing hexavalent chromium, Cr(VI). The final coating consists of two distinct layers; a 20-110 mg.m-2 chromium underlayer and a 2-20 mg.m-2 native (hydr)oxide outer layer (2). REACH, a regulation associated with the restriction of chemicals that are harmful to human health and the environment, have made a legislation that has imposed a restriction on the use of Cr(VI) due to its carcinogenic nature (3). This impact has resulted in the drive of the steel packaging industry to find a suitable, non-toxic replacement for ECCS. Coatings made with Trivalent Chromium Coatings Technology (TCCT®) are currently being developed as a potential replacement for ECCS. TCCT® production has developed to consist of a two-electrolyte process involving an aqueous solution of Cr(III) sulphate, sodium sulphate, sodium formate and sulphuric acid leading to the formation/application of a bilayer coating. Various issues including coating inhomogeneity have previously been reported (4). Due to the low coating weights involved, packaging products such as ECCS and TCCT® are also used in conjunction with an organic coating. Thus, they could be susceptible to various modes of organic coating failure including corrosion-driven cathodic delamination, whereby a coating becomes physically separated from the underlying substrate, a key failure process that affects organically coated metal products in high humidity, such as those experienced during storage in the packaging industry. Cathodic delamination occurs when an electrolyte comes into contact with the metallic substrate at a flaw in the organic coating at which anodic metal dissolution occurs. This is coupled to the cathodic oxygen reduction reaction which takes place at the delamination front. The hydroxide ions produced during the cathodic reduction of oxygen, or a reaction intermediate, disturb the bonds between the substrate and coating leading to adhesion failure and delamination of the coating (5). To ensure that new products such as TCCT® are successfully incorporated into the market it is important that they are comparable in performance to existing products. For example, TCCT® must provide sufficient delamination resistance. The scanning kelvin probe (SKP) is a technique which measures corrosion potential under a thin electrolyte film and organic coatings, which can be used to create a surface potential map (6). This study makes use of the SKP to investigate the rate of cathodic delamination as a function of TCCT® Cr(III) oxide (varying from 1.8 mg.m-2 to 23.35 mg.m-2). The results will help to determine the minimum satisfactory chromium oxide coating weight needed for commercial TCCT®. It was found that higher Cr(III) oxide coating weights had a positive effect on inhibiting cathodic delamination, confirming the mechanism. The results were explained using complementary electrochemical data including OCP measurements as well as potentiodynamic polarisation which showed that higher TCCT® Cr(III) oxide coating weights were acting to supress the cathodic reaction. The results also highlighted that a TCCT® Cr(III) oxide coating weight of around 7 mg.m-2 is sufficient with regards to resisting cathodic delamination completely. This work has determined that the Cr(III) oxide coating weight value is very important with regards to improving coating coverage and resisting cathodic delamination. References Singh MK. Application of Steel in Automotive Industry Application of Steel in Automotive Industry. Int J Emerg Technol Adv Eng. 2016;6(7):2250–459. Wijenberg J, Steegh M, Penning JP, Portegies Zwart I. Wo 2014/079909 2014. Petry T, Knowles R, Meads R. An analysis of the proposed REACH regulation. 2007;44(2006):24–32. Allman A, Whiteside J, Jewell E, Griffiths C, McMurray N, de Vooys A. Surface modification of Cr(III) packaging substrates for enhanced adhesion via citric acid processing. Surfaces and Interfaces. 2020 1;20:100545. Øystein O, Knudsen AF. Corrosion Control Through Organic Coatings. Second. Schweitzer PA, editor. New York: Taylor & Francis; 2017. Stratmann M, Streckel H, Feser R. A new technique able to measure directly the delamination of organic polymer films. Corros Sci. 1991;32(4):467–70.

RÉSUMÉLe principal objectif de cet article est d’encourager une approche plus large, supraconfessionnelle, du mariage et de la famille à l’époque moderne. La conjugalité a été “désacralisée” par les réformateurs protestants du 16e siècle. Martin Luther, parmi d’autres, a refusé le statut de sacrement au mariage, tout en valorisant celui-ci comme une arme contre le péché. En réaction, le concile de Trente a réaffirmé avec force que le mariage est bien un des sept sacrements chrétiens. Mais, promouvant la supériorité du célibat, l’Église catholique n’a jamais beaucoup insisté sur les vertus de la vie et de la piété familiales avant le 19e siècle. En parallèle, les historiens décèlent des signes de “sacralisation” de la famille protestante à partir du 16e siècle. Leurs conclusions doivent être relativisées à la lumière de recherches plus récentes et plus critiques, centrées sur les rapports et les représentations de genre. Elles peuvent néanmoins inspirer une étude élargie et comparative, inexistante dans l’historiographie traditionnelle, des réalités et des perceptions de la famille chrétienne au-delà des frontières confessionnelles.MOTS-CLÉ: Époque Moderne, mariage, famille, protestantisme, Concile de TrenteABSTRACTThe main purpose of this paper is to encourage a broader supra-confessional approach to the history of marriage and the family in the Early Modern era. Wedlock was “desacralized” by the Protestant reformers of the 16th century. Martin Luther, among others, denied the sacramental status of marriage but valued it as a weapon against sin. In reaction, the Council of Trent reinforced marriage as one of the seven sacraments. But the Catholic Church, which promoted the superiority of celibacy, did little to defend the virtues of family life and piety before the 19th century. In parallel, historians have identified signs of a “sacralization” of the Protestant family since the 16th century. These findings must be relativized in the light of newer and more critical studies on gender relations and representations. But they can still inspire a broader comparative study, non-existent in traditional confessional historiography, of the realities and perceptions of the Christian family beyond denominational borders.KEY WORDS: Early Modern Christianity, marriage, family, Protestantism, Council of Trent BIBLIOGRAPHIEAdair, R., Courtship, Illegitimacy and Marriage in Early Modern England, Manchester, Manchester University Press, 1996.Beaulande-Barraud, V., “Sexualité, mariage et procréation. Discours et pratiques dans l’Église médiévale (XIIIe-XVe siècles)”, dans Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24, Bruxelles, Éditions de l’Université de Bruxelles, 2017, pp. 19-29.Bels, P., Le mariage des protestants français jusqu’en 1685. Fondements doctrinaux et pratique juridique, Paris, Librairie générale de droit et de jurisprudence, 1968.Benedict, P., Christ’s Churches Purely Reformed. A Social History of Calvinism, New Haven/London, Yale University Press, 2002.Bernos, M., “Le concile de Trente et la sexualité. La doctrine et sa postérité”, dansBernos, M., (coord.), Sexualité et religions, Paris, Cerf, 1988, pp. 217-239.Bernos, M., Femmes et gens d’Église dans la France classique (XVIIe-XVIIIe siècle), Paris, Éditions du Cerf, Histoire religieuse de la France, 2003.Bernos, M., “L’Église et l’amour humain à l’époque moderne”, dans Bernos, M., Les sacrements dans la France des XVIIe et XVIIIe siècles. Pastorale et vécu des fidèles, Aix-en-Provence, Publications de l’Université de Provence, 2007, pp. 245-264.Bologne, J.-C., Histoire du mariage en Occident, Paris, Lattès/Hachette Littératures, 1995.Burghartz, S., Zeiten der Reinheit – Orte der Unzucht. Ehe und Sexualität in Basel während der Frühen Neuzeit, Paderborn, Schöningh, 1999.Calvin, J., Institution de la Religion chrétienne (1541), édition critique en deux vols., Millet, O., (ed.), Genève, Librairie Droz, 2008, vol. 2, pp. 1471-1479.Carillo, F., “Famille”, dans Gisel, P., (coord.), Encyclopédie du protestantisme, Paris, PUF/Quadrige, 2006, p. 489.Christin, O., & Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017.Corbin, A., Courtine, J.-J., et Vigarello, G., (coords.), Histoire du corps, vol. 1: De la Renaissance aux Lumières, Paris, Éditions du Seuil, 2005.Corbin, A., Courtine, J.-J., et Vigarello, G., (coords.), Histoire des émotions, vol. 1: De l’Antiquité aux Lumières, Paris, Éditions du Seuil, 2016.Cristellon, C., “Mixed Marriages in Early Modern Europe“, in Seidel Menchi, S., (coord.), Marriage in Europe 1400-1800, Toronto, University of Toronto Press, 2016, chapter 10.Demos, J., A Little Commonwealth: Family Life in Plymouth Colony, New York, 1970.Flandrin, J.-L., Familles. Parenté, maison, sexualité dans l’ancienne société, Paris, Seuil, 1976/1984.Forclaz, B., “Le foyer de la discorde? Les mariages mixtes à Utrecht au XVIIe siècle”, Annales. Histoire, Sciences sociales (2008/5), pp. 1101-1123.Forster, M. R., Kaplan, B. J., (coords.), Piety and Family in Early Modern Europe. Essays in Honour of Steven Ozment, St. Andrews Studies in Reformation History, Aldershot, Ashgate, 2005.Forster, M. R., “Domestic Devotions and Family Piety in German Catholicism”, inForster, M. R., Kaplan, B. J., (coords.), Piety and Family in Early Modern Europe. Essays in Honour of Steven Ozment, St. Andrews Studies in Reformation History, Aldershot, Ashgate, 2005, pp. 97-114.François W., & Soen, V. (coords.), The Council of Trent: Reform and Controversy in Europe and Beyond, 1545-1700, Göttingen, Vandenhoek & Ruprecht, 2018.Gautier, S., “Mariages de pasteurs dans le Saint-Empire luthérien: de la question de l’union des corps à la formation d’un corps pastoral ‘exemplaire et plaisant à Dieu’”, dans Christin, O., & Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017, pp. 505-517.Gautier, S., “Identité, éloge et image de soi dans les sermons funéraires des foyers pastoraux luthériens aux XVIe et XVIIe siècles”, Europa moderna. Revue d’histoire et d’iconologie, n. 3 (2012), pp. 54-71.Goody, J., The Development of the Family and Marriage in Europe, Cambridge, 1983; L’évolution de la famille et du mariage en Europe, Paris, Armand Colin, 1985/2012.Hacker, P., Faith in Luther. Martin Luther and the Origin of Anthropocentric Religion, Emmaus Academic, 2017.Harrington, J. F., Reordering Marriage and Society in Reformation Germany, Cambridge, 1995.Hendrix, S. H., & Karant-Nunn, S. C., (coords.), Masculinity in the Reformation Era, Kirksville, Truman State University Press, 2008.Hendrix, S. H., “Christianizing Domestic Relations: Women and Marriage in Johann Freder’s Dialogus dem Ehestand zu ehren”, Sixteenth Century Journal, 23 (1992), pp. 251-266.Ingram, M., Church Courts. Sex and Marriage in England 1570-1640, Cambridge, Cambridge University Press, 1987.Jacobsen, G., “Women, Marriage and magisterial Reformation: the case of Malmø”, in Sessions, K. C., & Bebb, P. N., (coords.), Pietas et Societas: New Trends in Reformation Social History, Kirksville, Sixteenth Century Journal Press, 1985, pp. 57-78.Jedin, H., Crise et dénouement du concile de Trente, Paris, Desclée, 1965.Jelsma, A., “‘What Men and Women are meant for’: on marriage and family at the time of the Reformation”, in Jelsma, A., Frontiers of the Reformation. Dissidence and Orthodoxy in Sixteenth Century Europe, Ashgate, 1998, Routledge, 2016, EPUB, chapter 8.Karant-Nunn, S. C., “Une oeuvre de chair: l’acte sexuel en tant que liberté chrétienne dans la vie et la pensée de Martin Luther”, dans Christin, O., &Krumenacker, Y., (coords.), Les protestants à l’époque moderne. Une approche anthropologique, Rennes, Presses universitaires de Rennes, 2017, pp. 467-485.Karant-Nunn, S. C., The Reformation of Feeling: Shaping the Religious Emotions in Early Modern Germany, Oxford, Oxford University Press, 2010.Karant-Nunn, S. C., “The emergence of the pastoral family in the German Reformation: the parsonage as a site of socio-religious change”, in Dixon, C. S., & Schorn-Schütte, L., (coords.), The Protestant Clergy of Early Modern Europe, Basingstoke, Palgrave/Macmillan, 2003, pp. 79-99.Karant-Nunn, S. C., “Reformation Society, Women and the Family”, in Pettegree, A., (coord.), The Reformation World, London/New York, Routledge, 2000, pp. 433-460.Karant-Nunn, S. C., “Marriage, Defenses of”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 2, p. 24.Kingdon, R., Adultery and Divorce in Calvin’s Geneva, Harvard University Press, 1995.Krumenacker, Y., “Protestantisme: le mariage n’est plus un sacrement”, dans Mariages, catalogue d’exposition, Archives municipales de Lyon, Lyon, Olivétan, 2017.Le concile de Trente, 2e partie (1551-1563), vol. XI de l’Histoire des conciles oecuméniques, Paris, (Éditions de l’Orante, 1981), Fayard, 2005, pp. 441-455.Les Decrets et Canons touchant le mariage, publiez en la huictiesme session du Concile de Trente, souz nostre sainct pere le Pape Pie quatriesme de ce nom, l’unziesme iour de novembre, 1563, Paris, 1564.Luther, M., “Sermon sur l’état conjugal”, dans OEuvres, I, Paris, Gallimard/La Pléiade, 1999, pp. 231-240.Luther, M., “Du mariage”, dans Prélude sur la captivité babylonienne de l’Église (1520), dans OEuvres, vol. I, édition publiée sous la direction de M. Lienhard et M. Arnold, Paris, Gallimard/La Pléiade, 1999, pp. 791-805.Luther, M., De la vie conjugale, dans OEuvres, I, Paris, Gallimard/La Pléiade, 1999, pp. 1147-1179.Mentzer, R., “La place et le rôle des femmes dans les Églises réformées”, Archives de sciences sociales des religions, 113 (2001), pp. 119-132.Morgan, E. S., The Puritan Family. Religion and Domestic Relations in Seventeenth-Century New England, (1944), New York, Harper, 1966.O’Reggio, T., “Martin Luther on Marriage and Family”, 2012, Faculty Publications, Paper 20, Andrews University, http://digitalcommons.andrews.edu/church-history-pubs/20. (consulté le 15 décembre 2018).Ozment, S., When Fathers Ruled. Family Life in Reformation Europe, Studies in Cultural History, Harvard University Press, 1983.Reynolds, P. L., How Marriage became One of the Sacrements. The Sacramental Theology of Marriage from the Medieval Origins to the Council of Trent, Cambridge, Cambridge University Press, 2016/2018.Roper, L., Martin Luther. Renegade and Prophet, London, Vintage, 2016.Roper, L., The Holy Household: Women and Morals in Reformation Augsburg, Oxford Studies in Social History, Oxford, Clarendon Press, 1989.Roper, L., “Going to Church and Street: Weddings in Reformation Augsburg”, Past & Present, 106 (1985), pp. 62-101.Safley, T. M., “Marriage”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 3, pp. 18-23.Safley, T. M., “Family”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 2, pp. 93-98.Safley, T. M., “Protestantism, divorce and the breaking of the modern family”, dans Sessions, K. C., & Bebb, P. N., (coords.), Pietas et Societas: New Trends inReformation Social History, Kirksville, Sixteenth Century Journal Press, 1985, pp. 35-56.Safley, T. M., Let No Man Put Asunder: The Control of Marriage in the German Southwest. A Comparative Study, 1550-1600, Kirksville, Sixteenth Century Journal Press, 1984.Seidel Menchi, S., (coord.), Marriage in Europe 1400-1800, Toronto, University of Toronto Press, 2016.Stone, L., The Family, Sex and Marriage in England, 1500-1800, New York, Weidenfeld & Nicolson, 1977.Strauss, G., Luther’s House of Learning, Baltimore/London, 1978.Thomas, R., “Éduquer au mariage par l’image dans les Provinces-Unies du XVIIe siècle: les livres illustrés de Jacob Cats”, Les Cahiers du Larhra, dossier sur Images et Histoire, 2012, pp. 113-144.Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24,Bruxelles, Éditions de l’Université de Bruxelles, 2017.Walch, A., La spiritualité conjugale dans le catholicisme français, XVIe-XXe siècle, Paris, Le Cerf, 2002.Watt, J. R., The Making of Modern Marriage: Matrimonial Control and the Rise of Sentiment in Neuchâtel, Ithaca, 1992.Weis, M., “La ‘Sainte Famille’ inexistante? Le mariage selon le concile de Trente (1563) et à l’époque des Réformes”, dans Vanderpelen-Diagre, C., & Sägesser, C., (coords.), La Sainte Famille. Sexualité, filiation et parentalité dans l’Église catholique, Problèmes d’Histoire des Religions, 24, Bruxelles, Éditions de l’Université deBruxelles, 2017, pp. 31-40.Westphal, S., Schmidt-Voges, I., & Baumann, A., (coords.), Venus und Vulcanus. Ehe und ihre Konflikte in der Frühen Neuzeit, München, Oldenbourg Verlag, 2011.Wiesner, M. E., Women and Gender in Early Modern Europe, Cambridge, 1993.Wiesner, M. E., “Studies of Women, the Family and Gender”, in Maltby, W. S., (coord.), Reformation Europe: A Guide to Research, Saint Louis, 1992, pp. 181-196.Wiesner-Hanks, M. E., “Women”, in Hillerbrand, H. J., (coord.), The Oxford Encyclopedia of the Reformation, Oxford, Oxford University Press, 1996, vol. 4, pp. 290-298.Williams, G. H., The Radical Reformation, (1962), 3e ed., Truman State University Press, 2000, pp. 755-798Wunder, H., “He is the Sun. She is the Moon”: Women in Early Modern Germany, Harvard University Press, 1998.Yates, W., “The Protestant View of Marriage”, Journal of Ecumenical Studies, 22 (1985), pp. 41-54.

e3890004This paper discusses the memory and forgetfulness temporal modulations in self-care and ethical parrhesia field, using Seneca's Moral Letters to Lucilius as a historical-philosophical contribution to provide a psychagogical ethic education. At first, philosophical and psychological theoretical bases on memory and forgetfulness are presented aiming to balance the axiological asymmetries between both occurring in society and at school institutions. The forgetfulness claiming as an educational strategy involves the overcoming of epistemological models centered on mnemonic processes for acquisition and accumulation of objective and impersonal knowledge with strictly performative purposes. Seneca, master of Lucilius, is considered one of the leading philosophers of ancient times linked to introspection as a philosophical exercise, fertile ground for the exploration of proficient relations between memory and forgetfulness. The Seneca's Letters, with profound reflections on time and its existential declinations, are filled with pedagogical desire, emotions and experiences appreciation, moral truth, and combined and unremitting pursuit of happiness that meets the moral goodness. Such elements emerge as qualities required by Education in a troubled world, which denies the loss of the present through the strenuous and unrestricted adhesion to the immediacy. A world devoid, moreover, of codified moral rigidity, in which educational individuals have to be built on relationships with themselves in the present time, using the sources of memory and forgetfulness in the spiritual experimentation of themselves through the care of others.ResumoO presente artigo discute as modulações temporais da memória e do esquecimento no âmbito do cuidado de si e da parrésia ética, utilizando as Cartas a Lucílio, de Sêneca, como contributo histórico-filosófico para prover a Educação de uma eticidade psicagógica. Em um primeiro momento, são apresentadas bases teóricas filosóficas e psicológicas sobre a memória e o esquecimento, a fim de equilibrar as assimetrias axiológicas entre ambos, ocorrentes na sociedade e nas instituições escolares. A reivindicação do esquecimento como estratégia educativa implica a superação de modelos epistemológicos centrados em processos mnemônicos para a aquisição e a acumulação de conhecimentos objetivos, impessoais e com finalidades estritamente performativas. Sêneca, educador de Lucílio, é considerado um dos principais filósofos da antiguidade ligados à introspecção como exercício filosófico, seara fértil para a exploração das profícuas relações entre memória e esquecimento. As epístolas senequianas, com profundas reflexões sobre o tempo e suas declinações existenciais, são repletas de volição pedagógica, de valorização das emoções e das experiências, de verdade moral e de busca conjunta e incessante da felicidade que coincide com o bem moral. Tais elementos despontam como qualidades requeridas pela Educação em um mundo problemático, que nega a perda do presente pela adesão sôfrega e irrestrita à imediatidade. Mundo desprovido, ademais, de uma rigidez moral codificada, no qual os sujeitos educativos têm de se construir nas relações consigo próprios, no tempo presente, servindo-se das fontes da memória e do esquecimento na experimentação espiritual de si pelo cuidado do outro.Palavras-chave: Filosofia da educação, Pedagogia e Educação, Função pedagógica, Relações pedagógicas.Keywords: Pedagogical function, Pedagogical relations, Pedagogy and Education, Philosophy of education.ReferencesANDRADE, Carlos Drummond de. Sentimento do mundo. São Paulo: Companhia das Letras. 2012, 88 p.BORGES, Jorge Luis. Ficções. São Paulo: Companhia das Letras, 2007, 176 p.BRANDÃO, Junito de Souza. Dicionário mítico-etimológico da mitologia grega. Vol. II. J-Z. 2 ed. Petrópolis: Vozes, 1997, 419 p.CANDAU, Joël. La mémoire, la perte et le doute. In: FERREIRA, Maria Letícia Mazzucchi; MICHELON, Francisca Ferreira (orgs.). Memória e esquecimento. Pelotas: Ed. da Universidade Federal de Pelotas, 2012. p. 14-34. E-book. Disponível em: https://wp.ufpel.edu.br/ppgmp/publicacoes/. Acesso em: 16 dez. 2019.CANDIOTTO, César. Foucault: ética e governo. In: SGANZERLA, Anor; FALABRETTI, Ericson Sávio; BOCCA, Francisco Verardi (orgs.). Ética em movimento: contribuições dos grandes mestres da filosofia. São Paulo: Paulus, 2009. p. 219-230.EDWARDS, Catharine. Self-scrutiny and self-transformation in Seneca’s letters. Greece Rome, v. XLIV, n. 1, p. 23-38, abr. 1997. Acesso em: https://www.jstor.org/stable/643144?seq=1. Disponível em: 16 dez. 2019.EYSENCK, Michael W.; KEANE, Mark T. Manual de psicologia cognitiva. 7 ed. Porto Alegre: Artmed, 2017, 866 p.FABRE, Michel. Éduquer pour un monde problématique: la carte et la boussole. Paris: PUF, 2011, 224 p.FELDMAN, Robert S. Introdução à Psicologia. 10 ed. Porto Alegre: AMGH, 2015, 704 p.FOUCAULT, Michel. La parrêsia. Anabases. Traditions et réceptions de l’Antiquité, n. 16, p. 157-188, 2012. Disponível em: https://journals.openedition.org/anabases/3959. Acesso em: 16 dez. 2019.FOUCAULT, Michel. O governo de si e dos outros: curso no Collège de France (1982-1983). São Paulo: WMF Martins Fontes, 2010a, 384 p.FOUCAULT, Michel. A hermenêutica do sujeito: curso dado no Collège de France (1981-1982). 3 ed. São Paulo: WMF Martins Fontes, 2010b, 528 p.FOUCAULT, Michel. A ética do cuidado de si como prática da liberdade. In: FOUCAULT, Michel. Ética, sexualidade, política. 2 ed. Rio de Janeiro: Forense Universitária, 2006a. p. 264-287.FOUCAULT, Michel. A escrita de si. In: FOUCAULT, Michel. Ética, sexualidade, política. 2 ed. Rio de Janeiro: Forense Universitária, 2006b. p. 144-162.FREITAS, Alexandre Simão de. A parresía pedagógica de Foucault e o êthos da educação como psicagogia. Revista Brasileira de Educação, v. 18, n. 53, p. 325-338, abr.-jun. 2013. Disponível em: http://www.scielo.br/pdf/rbedu/v18n53/05.pdf. Acesso em: 16 dez. 2019.FUHRER, Therese. Sêneca. Sobre a discrepância entre ideal e realidade. In: ERLER, Michael; GRAESER, Andreas (orgs.). Filósofos da antiguidade II: do helenismo à antiguidade tardia. São Leopoldo: Editora Unisinos, 2005 p. 128-149.GRIMAL, Pierre. Diccionario de mitologia griega y romana. Barcelona: Ediciones Paidos, 1991. 339 p.GRIMAL, Pierre. Place et rôle du temps dans la philosophie de Sénèque. Revue des Études Anciennes, v. 70, nº 1-2, p. 92-109, 1968. Disponível em: https://www.persee.fr/doc/rea_0035-2004_1968_num_70_1_3810. Acesso em: 16 dez. 2019.GROS, Frédéric. Foucault. In: PRADEAU, J.F. (org.). História da filosofia. 2 ed. Petrópolis: Vozes; Rio de Janeiro: PUC-Rio, 2012, p. 490-497.JONES, Madeleine. Seneca’s Letters to Lucilius: hypocrisy as a way of life. In: WILDBERGER, Jula; COLISH, Marcia L. (eds.). Seneca Philosophus. Berlim/Boston: De Gruyter, 2014. p. 393-429. E-book.LONG, Anthony Arthur . From Epicurus to Epictetus: studies in hellenistic and roman philosophy. New York: Oxford University Press, 2006. 439 p.MOREAU, Joseph. Sénèque et le prix du temps. Bulletin de l'Association Guillaume Budé, n° 1, p. 119-124, 1969. Disponível em: https://www.persee.fr/doc/bude_0004-5527_1969_num_1_1_3041. Acesso em: 16 dez. 2019.NIETZSCHE, Friedrich Wilhelm. Segunda consideração intempestiva: da utilidade e desvantagem da história para a vida. Rio de Janeiro: Relume Dumará, 2003. 74 p.NIETZSCHE, Friedrich Wilhelm. Genealogia da moral: uma polêmica. São Paulo: Companhia das Letras, 1998. 179 p.NIETZSCHE, TOUTE ACTION EXIGE L’OUBLI. Patrick Wotling. Disponível em: https://www.franceculture.fr/emissions/les-chemins-de-la-philosophie/loubli-14-nietzsche-toute-action-exige-loubli. Acesso em: 06 nov. 2019.OLIVEIRA, Flávio Ribeiro de. Electra em Auschwitz: ensaio sobre a memória afetiva do herói trágico. Letras clássicas, n. 12, p. 223-236, 2008. Disponível em: http://www.revistas.usp.br/letrasclassicas/article/view/73909. Acesso em: 16 dez. 2019.PAGNI, Pedro Angelo. Filosofia como modo de vida e a face psicagógica da educação filosófica: alguns contrapontos à tradição filosófica na qual se tem fundado o ensino de Filosofia. In: MATOS, Junot Cornélio; COSTA, Marcos Roberto Nunes (orgs.). Filosofia: caminhos do ensinar e aprender. Recife: Editora Universitária UFPE, 2013, p. 69-87.PAGNI, Pedro Angelo. O cuidado de si em Foucault e as suas possibilidades na educação: algumas considerações. In: SOUZA, Luís Antônio Francisco de; SABATINE, Thiago Teixeira; MAGALHÃES, Bóris Ribeiro de (orgs.). Michel Foucault: sexualidade, corpo e direito. Marília: Oficina Universitária; São Paulo: Cultura Acadêmica, 2011. p. 19-45.PARDONNER, EST-CE OUBLIER? Olivier Abel. Disponível em: https://www.franceculture.fr/emissions/les-chemins-de-la-philosophie/loubli-34-pardonner-est-ce-oublier. Acesso em: 01 nov. 2019.PASQUET, Guy-Nöel. L’oubli en éducation. Une condition à l’assimilation. Paris: L’Harmattan, 2009. E-book.PERGHER, Giovanni Kuckartz; STEIN, Lilian Milnitsky. Compreendendo o esquecimento: teorias clássicas e seus fundamentos experimentais. Psicologia USP, v. 14, n. 1, p. 129-155, 2003. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttextpid=S0103-65642003000100008lng=ennrm=isotlng=pt. Acesso em: 16 dez. 2019.PORTOCARRERO, Vera. A questão da parrhesia no pensamento de Michel Foucault, Pierre Hadot e Martha Nussbaum. Rev. Filos., Aurora, v. 23, n. 32, p. 81-98, jan./jun. 2011. Disponível em: https://periodicos.pucpr.br/index.php/aurora/issue/view/97. Acesso em: 16 dez. 2019.PROMETEUS. FILOSOFIA EM REVISTA. Discurso e verdade: seis conferências dadas por Michel Foucault, em Berkeley, entre outubro e novembro de 1983, sobre a parrhesia. Ano 6. Número 13. Edição especial. 2013. Disponível em: https://seer.ufs.br/index.php/prometeus/article/view/1549. Acesso em: 16 dez. 2019.SCHULTZ, Erica Foerthmann. O Califa Cegonha. Cadernos de Tradução, n. 37, p. 17-24, jul-dez. 2015. Disponível em: https://seer.ufrgs.br/cadernosdetraducao/article/view/65344/37619. Acesso em: 16 dez. 2019.SEGURADO E CAMPOS, J.A. Introdução. In: SÉNECA, Lúcio Aneu. Cartas a Lucílio. 2 ed. Lisboa: Fundação Calouste Gulbenkian, 2004. V-LIV.SELIGMANN-SILVA, Márcio. Antimonumentos: a memória possível após as catástrofes. In: FERREIRA, Maria Letícia Mazzucchi; MICHELON, Francisca Ferreira (orgs.). Memória e esquecimento. Pelotas: Ed. da Universidade Federal de Pelotas, 2012. p. 141-173. E-book. Disponível em: https://wp.ufpel.edu.br/ppgmp/publicacoes/. Acesso em: 16 dez. 2019.SÊNECA, Lúcio Aneu. Sobre a ira. Sobre a tranquilidade da alma. São Paulo: Companhia das Letras, 2014, 304 p.SÊNECA, Lúcio Aneu. Cartas a Lucílio. 2 ed. Lisboa: Fundação Calouste Gulbenkian, 2004, 713 p.SILVA, Sérgio Pereira da. Pedagogia do ressentimento: o otimismo nas concepções e nas práticas de ensino. Revista brasileira de estudos pedagógicos, v. 92, n. 230, p. 107-125, jan./ abr. 2011. Disponível em: http://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/2923/2658. Acesso em: 16 dez. 2019.WEINRICH, Harald. Lete. Arte e crítica do esquecimento. Rio de janeiro: Civilização Brasileira, 2001.WEITEN, Wayne. Introdução à psicologia: temas e variações. 3 ed. São Paulo: Cengage Learning, 2016, 700 p.WILCOX, Amanda. The gift of correspondence in classical Rome: friendship in Cicero’s Ad Familiares and Seneca’s Moral Epistles. London: The University of Wisconsin Press, 2012. E-book.YERUSHALMI, Yosef Hayim. Réflexions sur l’oubli. In: YERUSHALMI et al (eds.). Usages de l’oubli. Paris: Le Seuil, 1988. p. 7-22. E-book.ZANTEN, Agnès van (coord.) Dicionário de educação. Petrópolis: Vozes, 2011.

“Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 212 NOTICIAS / NEWS (“transfer”, 2017) 1) CONGRESOS / CONFERENCES: 1. 8th Asian Translation Traditions Conference: Conflicting Ideologies and Cultural Mediation – Hearing, Interpreting, Translating Global Voices SOAS, University of London, UK (5-7 July 2017) www.translationstudies.net/joomla3/index.php 2. 8th International Conference of the Iberian Association of Translation and Interpreting (AIETI8), Universidad de Alcalá, Madrid, Spain (8-10 March 2017) www.aieti8.com/es/presentation 3. MultiMeDialecTranslation 7 – Dialect translation in multimedia University of Southern Denmark, Odense, Denmark (17-20 May 2017) https://mmdtgroup.org 4. Texts and Contexts: The Phenomenon of Boundaries Vilnius University, Lithuania (27-28 April 2017) www.khf.vu.lt/aktualijos/skelbimai/220-renginiai/1853-texts-andcontexts- the-phenomenon-of-boundaries 5. 21st FIT World Congress: Disruption and Diversification Australian Institute of Interpreters and Translators (AUSIT), Brisbane, Australia (3-5 August 2017) www.fit2017.org/call-for-papers 6. 6th International Conference on PSIT (PSIT6) - Beyond Limits in Public Service Interpreting and Translating: Community Interpreting & Translation University of Alcalá, Spain (6-8 March 2017) www.tisp2017.com “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 213 7. International Conference: What Grammar Should Be Taught to Translators-to-be? University of Mons, Belgium (9-10 March 2017) Contact: gudrun.vanderbauwhede@umons.ac.be; indra.noel@umons.ac.be; adrien.kefer@umons.ac.be 8. The Australia Institute of Interpreters and Translators (AUSIT) 2016 National Conference Monash University, Melbourne, Australia (18-19 November 2017) www.ausit.org/AUSIT/Events/National_Miniconference_2016_Call_ for_Papers.aspx 9. 1st Congrès Mondial de la Traductologie – La traductologie : une discipline autonome Société Française de Traductologie, Université de Paris Ouest- Nanterre-La Défense, France (10-14 April 2017) www.societe-francaise-traductologie.com/congr-s-mondial 10. Working Our Core: for a Strong(er) Translation and Interpreting Profession Institute of Translation & Interpreting, Mercure Holland House Hotel, Cardiff (19-20 May 2017) www.iti-conference.org.uk 11. International conference T&R5 – Écrire, traduire le voyage / Writing, translating travel Antwerp , Belgium (31 May - 1 June 2018) winibert.segers@kuleuven.be 12. Retranslation in Context III - An international conference on retranslation Ghent University, Belgium (7-8 February 2017) www.cliv.be/en/retranslationincontext3 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 214 13. 11th International Conference on Translation and Interpreting: Justice and Minorized Languages under a Postmonolingual Order Universitat Jaume I, Castelló de la Plana, Spain (10-12 May 2017) http://blogs.uji.es/itic11 14. 31è Congrès international d’études francophones (CIÉF) : Session de Traductologie – La francophonie à l’épreuve de l’étranger du dedans Martinique, France (26 June – 2 July 2017) https://secure.cief.org/wp/?page_id=913 15. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page 16. 1st International Conference on Dis/Ability Communication (ICDC): Perspectives & Challenges in 21st Century Mumbai University, India (9-11 January 2017) www.icdc2016-universityofmumbai.org 17. Lost and Found in Transcultural and Interlinguistic Translation Université de Moncton, Canada (2-4 November 2017) gillian lane-mercier@mcgill.ca; michel.mallet@umoncton.ca; denise.merkle@umoncton.ca 18. Translation and Cultural Memory (Conference Panel) American Comparative Literature Association's 2017 Annual Meeting University of Utrecht, The Netherlands (6-9 July 2017) www.acla.org/translation-and-cultural-memory 19. Media for All 7 – A Place in Between Hamad bin Khalifa University, Doha, Qatar (23-25 October 2017) http://tii.qa/en/7th-media-all-international-conference “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 215 20. Justice and Minorized Languages in a Postmonolingual Order. XI International Conference on Translation and Interpreting Universitat Jaume I, Castellón, Spain (10-12 May 2017) monzo@uji.es http://blogs.uji.es/itic11/ 21. On the Unit(y) of Translation/Des unités de traduction à l'unité de la traduction Paris Diderot University, Université libre de Bruxelles and University of Geneva (7 July 2017 (Paris) / 21 October 2017 (Brussels) / 9 December 2017 (Geneva) www.eila.univ-paris-diderot.fr/recherche/conf/ciel/traductologieplein- champ/index?s[]=traductologie&s[]=plein&s[]=champ 22. The Translator Made Corporeal: Translation History and the Archive British Library Conference Centre, London, UK (8 May 2017) deborah.dawkin@bl.uk 23. V International Conference Translating Voices Translating Regions - Minority Languages, Risks, Disasters and Regional Crises Europe House and University College London, UK (13-15 December 2017) www.ucl.ac.uk/centras/translation-news-and-events/vtranslatingvoices 24. 8th Annual International Translation Conference - 21st Century Demands: Translators and Interpreters towards Human and Social Responsibilities Qatar National Convention Centre, Doha, Qatar (27-28 March 2017) http://tii.qa/en/8th-annual-international-translation-conference 25. Complexity Thinking in Translation Studies: In Search of Methodologies KU Leuven, Belgium (1-2 June 2017) www.ufs.ac.za/humanities/unlistedpages/ complexity/complexity/home-page “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 216 26. 15th International Pragmatics Conference (IPrA 2017) – Films in Translation – All is Lost: Pragmatics and Audiovisual Translation as Cross-cultural Mediation (Guillot, Desilla, Pavesi). Conference Panel. Belfast, Northern Ireland, UK (16-21 July 2017) http://ipra.ua.ac.be/main.aspx?c=*CONFERENCE2006&n=1296 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MA PROGRAMMES: 1. MA in Intercultural Communication in the Creative Industries University of Roehampton, London, UK www.roehampton.ac.uk/postgraduate-courses/Intercultural- Communication-in-the-Creative-Industries 2. Máster Universitario en Comunicación Intercultural, Interpretación y Traducción en los Servicios Públicos Universidad de Alcalá, Spain www3.uah.es/master-tisp-uah 3. Máster Universitario de Traducción Profesional Universidad de Granada, Spain http://masteres.ugr.es/traduccionprofesional/pages/master 4. Workshop: History of the Reception of Scientific Texts in Translation – Congrès mondial de traductologie Paris West University Nanterre-La Défense, France (10-14 April 2017) https://cmt.u-paris10.fr/submissions 5. MA programme: Traduzione audiovisiva, 2016-2017 University of Parma, Italy www.unipr.it/node/13980 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 217 6. MA in the Politics of Translation Cairo University, Egypt http://edcu.edu.eg 7. Research Methods in Translation and Interpreting Studies University of Geneva, Switzerland (Online course) www.unige.ch/formcont/researchmethods-distance1 www.unige.ch/formcont/researchmethods-distance2 8. MA programme: Investigación en Traducción e Interpretation, 2016-2017 Universitat Jaume I, Castellón, Spain monzo@uji.es www.mastertraduccion.uji.es 9. MA programme: Traduzione Giuridica - Master di Secondo Livello University of Trieste, Italy Italy http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS /Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web &lingua=15 10. Process-oriented Methods in Translation Studies and L2 Writing Research University of Giessen, Germany (3-4 April 2017) www.uni-giessen.de/gal-research-school-2017 11. Research Methods in Translation and Interpreting Studies (I): Foundations and Data Analysis (Distance Learning) www.unige.ch/formcont/researchmethods-distance1 Research Methods in Translation and Interpreting Studies (II): Specific Research and Scientific Communication Skills (Distance Learning) www.unige.ch/formcont/researchmethods-distance2 University of Geneva, Switzerland “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 218 3) LIBROS / BOOKS: 1. Carl, Michael, Srinivas Bangalore and Moritz Schaeffer (eds) 2016. New Directions in Empirical Translation Process Research: Exploring the CRITT TPR-DB. Cham: Springer. http://link.springer.com/book/10.1007/978-3-319-20358-4 2. Antoni Oliver. 2016. Herramientas tecnológicas para traductores. Barcelona: UOC. www.editorialuoc.com/herramientas-tecnologicas-para-traductores 3. Rica Peromingo, Juan Pedro. 2016. Aspectos lingüísticos y técnicos de la traducción audiovisual (TAV). Frakfurt am Main: Peter Lang. www.peterlang.com?432055 4.Takeda, Kayoko and Jesús Baigorri-Jalón (eds). 2016. New Insights in the History of Interpreting. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.122/main 5. Esser, Andrea, Iain Robert Smith & Miguel Á. Bernal-Merino (eds). 2016. Media across Borders: Localising TV, Film and Video Games. London: Routledge. www.routledge.com/products/9781138809451 6. Del Pozo Triviño, M., C. Toledano Buendía, D. Casado-Neira and D. Fernandes del Pozo (eds) 2015. Construir puentes de comunicación en el ámbito de la violencia de género/ Building Communication Bridges in Gender Violence. Granada: Comares. http://cuautla.uvigo.es/sos-vics/entradas/veruno.php?id=216 7. Ramos Caro, Marina. 2016. La traducción de los sentidos: audiodescripción y emociones. Munich: Lincom Academic Publishers. http://lincom-shop.eu/epages/57709feb-b889-4707-b2cec666fc88085d. sf/de_DE/?ObjectPath=%2FShops%2F57709feb“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 219 b889-4707-b2cec666fc88085d% 2FProducts%2F%22ISBN+9783862886616%22 8. Horváth , Ildikó (ed.) 216. The Modern Translator and Interpreter. Budapest: Eötvös University Press. www.eltereader.hu/media/2016/04/HorvathTheModernTranslator. pdf 9. Ye, Xin. 2016. Educated Youth. Translated by Jing Han. Artarmon: Giramondo. www.giramondopublishing.com/forthcoming/educated-youth 10. Martín de León, Celia and Víctor González-Ruiz (eds). 2016. From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Oxford: Peter Lang. www.peterlang.com?431985 11. FITISPos International Journal, 2016 vol.3: A Retrospective View on Public Service Translation and Interpreting over the Last Decade as well as the Progress and Challenges that Lie Ahead www3.uah.es/fitispos_ij 12. Dore, Margherita (ed.) 2016. Achieving Consilience. Translation Theories and Practice. Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/achieving-consilience 13. Antonini, Rachele & Chiara Bucaria (eds). 2016. Nonprofessional Interpreting and Translation in the Media. Frankfurt am Main: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detai lseiten&seitentyp=produkt&pk=82359&cid=5&concordeid=265483 14. Álvarez de Morales, Cristina & Catalina Jiménez (eds). 2016. Patrimonio cultural para todos. Investigación aplicada en traducción accesible. Granada: Tragacanto. www.tragacanto.es/?stropcion=catalogo&CATALOGO_ID=22 “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 220 15. Poznan Studies in Contemporary Linguistics, special issue on Language Processing in Translation, Volume 52, Issue 2, Jun 2016. www.degruyter.com/view/j/psicl.2016.52.issue-2/issuefiles/ psicl.2016.52.issue-2.xml?rskey=z4L1sf&result=6 16. Translation and Conflict: Narratives of the Spanish Civil War and the Dictatorship Contact: alicia.castillovillanueva@dcu.ie; lucia.pintado@dcu.ie 17. Cerezo Merchán, Beatriz, Frederic Chaume, Ximo Granell, José Luis Martí Ferriol, Juan José Martínez Sierra, Anna Marzà y Gloria Torralba Miralles. 2016. La traducción para el doblaje. Mapa de convenciones. Castelló de la Plana: Publicacions de la Universitat Jaume I. www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=97 8-84-16356-00-3 18. Martínez Tejerina, Anjana. 2016. El doblaje de los juegos de palabras. Barcelona: Editorial UOC. www.editorialuoc.com/el-doblaje-de-los-juegos-de-palabras 19. Chica Núñez, Antonio Javier. 2016. La traducción de la imagen dinámica en contextos multimodales. Granada: Ediciones Tragacanto. www.tragacanto.es 20. Valero Garcés, Carmen (ed.) 2016. Public Service Interpreting and Translation (PSIT): Training, Testing and Accreditation. Alcalá: Universidad de Alcalá. www1.uah.es/publicaciones/novedades.asp 21. Rodríguez Muñoz, María Luisa and María Azahara Veroz González (Eds) 2016. Languages and Texts Translation and Interpreting in Cross Cultural Environments. Córdoba: Universidad de Córdoba. www.uco.es/ucopress/index.php/es/catalogo/materias- 3/product/548-languages-and-texts-translation-and-interpreting“ Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 221 in-cross-cultural-environments 22. Mereu, Carla. 2016. The Politics of Dubbing. Film Censorship and State Intervention in the Translation of Foreign Cinema in Fascist Italy. Oxford: Peter Lang. www.peterlang.com/view/product/46916 23. Venuti, Lawrence (ed.) 2017. Teaching Translation: Programs, Courses, Pedagogies. New York: Routledge. www.routledge.com/Teaching-Translation-Programs-coursespedagogies/ VENUTI/p/book/9781138654617 24. Jankowska, Anna. 2015. Translating Audio Description Scripts. Translation as a New Strategy of Creating Audio Description. Frankfurt: Peter Lang. www.peterlang.com/view/product/21517 25. Cadwell, Patrick and Sharon O'Brien. 2016. Language, culture, and translation in disaster ICT: an ecosystemic model of understanding. Perspectives: Studies in Translatology. www.tandfonline.com/doi/full/10.1080/0907676X. 2016.1142588 26. Baumgarten, Stefan and Chantal Gagnon (eds). 2016. Translating the European House - Discourse, Ideology and Politics (Selected Papers by Christina Schäffner). Newcastle: Cambridge Scholars Publishing. www.cambridgescholars.com/translating-the-european-house 27. Gambier, Yves and Luc van Doorslaer (eds) 2016. Border Crossings – Translation Studies and other disciplines. Amsterdam: John Benjamins. www.benjamins.com/#catalog/books/btl.126/main 28. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Complete Course. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.120/main “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 222 29. Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting – A Trainer’s Guide. Amsterdam: John Benjamins. https://benjamins.com/#catalog/books/btl.121/main 5) REVISTAS / JOURNALS: 1. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies 13(3) Contact: Nike Pokorn (nike.pokorn@ff.uni-lj.si) & Christopher Mellinger (cmellin2@kent.edu) www.atisa.org/tis-style-sheet 2. Translator Quality – Translation Quality: Empirical Approaches to Assessment and Evaluation, special issue of Linguistica Antverpiensia, New Series (16/2017) Contact: Geoffrey S. Koby (gkoby@kent.edu); Isabel Lacruz (ilacruz@kent.edu) https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement 3. Special Issue of the Journal of Internationalization and Localization on Video Game Localisation: Ludic Landscapes in the Digital Age of Translation Studies Contacts: Xiaochun Zhang (xiaochun.zhang@univie.ac.at) and Samuel Strong (samuel.strong.13@ucl.ac.uk) 4. mTm Translation Journal: Non-thematic issue, Vol. 8, 2017 www.mtmjournal.gr Contacts: Anastasia Parianou (parianou@gmail.com) and Panayotis Kelandrias (kelandrias@ionio.gr) “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 223 5. CLINA - An Interdisciplinary Journal of Translation, Interpreting and Intercultural Communication, Special Issue on Interpreting in International Organisations. Research, Training and Practice, 2017 (2) revistaclina@usal.es http://diarium.usal.es/revistaclina/home/call-for-papers 6. Technology and Public Service Translation and Interpreting, Special Issue of Translation and Interpreting Studies, 2018, 13(3) www.atisa.org/call-for-papers 7. Literatura: teoría, historia, crítica, special issue on Literature and Translation www.literaturathc.unal.edu.co 8. Tradumàtica: Journal of Translation Technologies Issue 14 (2016): Translation and mobile devices www.tradumatica.net/revista/cfp.pdf 9. Ticontre. Teoria Testo Traduzione. Special issue on Narrating the Self in Self-translation www.ticontre.org/files/selftranslation-it_en.pdf 10. Terminology, International Journal of Theoretical and Applied Issues in Specialized Communication Thematic issue on Food and Terminology, 23(1), 2017 www.benjamins.com/series/term/call_for_papers_special_issue_23 -1.pdf 11. Cultus: the Journal of Intercultural Communication and Mediation. Thematic issue on Multilinguilism, Translation, ELF or What?, Vol. 10, 2017 www.cultusjournal.com/index.php/call-for-papers 12. Translation Spaces Special issue on No Hard Feelings? Exploring Translation as an Emotional Phenomenon “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 224 Contact: severine.hubscher-davidson@open.ac.uk 13. Revista electrónica de didáctica de la traducción y la interpretación (redit), Vol. 10 www.redit.uma.es/Proximo.php 14. Social Translation: New Roles, New Actors Special issue of Translation Studies 12(2) http://explore.tandfonline.com/cfp/ah/rtrs-si-cfp 15. Translation in the Creative Industries, special issue of The Journal of Specialised Translation 29, 2018 www.jostrans.org/Translation_creative_industries_Jostrans29.pdf 16. Translation and the Production of Knowledge(s), special issue of Alif 38, 2018 Contact: mona@monabaker.com,alifecl@aucegypt.edu, www.auceg ypt.edu/huss/eclt/alif/Pages/default.aspx 17. Revista de Llengua i Dret http://revistes.eapc.gencat.cat/index.php/rld/index 18. Call for proposals for thematic issues, Linguistica Antverpiensia New Series https://lans-tts.uantwerpen.be/index.php/LANSTTS/ announcement/view/8 19. Journal On Corpus-based Dialogue Interpreting Studies, special issue of The Interpreters’ Newsletter 22, 2017 www.openstarts.units.it/dspace/handle/10077/2119 20. Díaz Cintas, Jorge, Ilaria Parini and Irene Ranzato (eds) 2016. Ideological Manipulation in Audiovisual Translation, special issue of “Altre Modernità”. http://riviste.unimi.it/index.php/AMonline/issue/view/888/show Toc “Transfer” XII: 1-2 (mayo 2017), pp. 212-225. ISSN: 1886-554 225 21. PUNCTUM- International Journal of Semiotics, special issue on Semiotics of Translation, Translation in Semiotics. Volume 1, Issue 2 (2015) http://punctum.gr 22. The Interpreters' Newsletter, Special Issue on Dialogue Interpreting, 2015, Vol. 20 www.openstarts.units.it/dspace/handle/10077/11848 23. Gallego-Hernández, Daniel & Patricia Rodríguez-Inés (eds.) 2016. Corpus Use and Learning to Translate, almost 20 Years on. Special Issue of Cadernos de Tradução 36(1). https://periodicos.ufsc.br/index.php/traducao/issue/view/2383/s howToc 24. 2015. Special Issue of IberoSlavica on Translation in Iberian- Slavonic Cultural Exchange and beyond. https://issuu.com/clepul/docs/iberoslavica_special_issue 26. The AALITRA Review: A Journal of Literary Translation, 2016 (11) www.lib.latrobe.edu.au/ojs/index.php/AALITRA/index 27. Transcultural: A Journal of Translation and Cultural Studies 8.1 (2016): "Translation and Memory" https://ejournals.library.ualberta.ca/index.php/TC/issue/view/18 77/showToc 28. JoSTrans, The Journal of Specialised Translation, issue 26 www.jostrans.org 29. L’Écran traduit, 5 http://ataa.fr/revue/archives/4518

In the 1960s, especially in the West, art that was revelatory and art that was revealing operated at opposite ends of the aesthetic spectrum. On the side of the revelatory we can think of encounters synonymous with modernism, in which an expressionist painting was revelatory of the Freudian unconscious, or a Barnett Newman the revelatory intensity of the sublime. By contrast, the impulse to reveal in 1960s art was rooted in post-Duchampian practice, implicating artists as different as Lynda Benglis and Richard Hamilton, who mined the potential of an art that was without essence. If revelatory art underscored modernism’s transcendental conviction, critically revealing work tested its discursive rules and institutional conventions. Of course, nothing in history happens as neatly as this suggests, but what is clear is how polarized the language of artistic revelation was throughout the 1960s. With the international spread of minimalism, pop art, and fluxus, provisional reveals eventually dominated art-historical discourse. Aesthetic conviction, with its spiritual undertones, was haunted by its demystification. In the words of Donald Judd: “a work needs only to be interesting” (184).That art galleries could be sites of timely socio-political issues, rather than timeless intuitions undersigned by medium specificity, is one of the more familiar origin stories of postmodernism. Few artists symbolize this shift more than Hans Haacke, whose 2019 exhibition All Connected, at the New Museum, New York, examined the legacy of his outward-looking work. Born in Germany in 1936, and a New Yorker since 1965, Haacke has been linked to the term “institutional critique” since the mid 1980s, after Mel Ramsden’s coining in 1975, and the increased recognition of kindred spirits such as Mierle Laderman Ukeles, Michael Asher, Martha Rosler, Robert Smithson, Daniel Buren, and Marcel Broodthaers. These artists have featured in books and essays by the likes of Benjamin Buchloh, Hal Foster, and Yve-Alain Bois, but they are also known for their own contributions to art discourse, producing hybrid conceptions of the intellectual postmodern artist as historian, critic and curator.Haacke was initially fascinated by kinetic sculpture in the early 1960s, taking inspiration from op art, systems art, and machine-oriented research collectives such as Zero (Germany), Gruppo N (Italy) and GRAV (France, an acronym of Groupe de Recherche d’Art Visuel). Towards the end of the decade he started to produce more overtly socio-political work, creating what would become a classic piece from this period, Gallery-Goers’ Birthplace and Residence Profile, Part 1 (1969). Here, in a solo exhibition at New York’s Howard Wise Gallery, the artist invited viewers to mark their birthplaces and places of residence on a map. Questioning the statistical demography of the Gallery’s avant-garde attendees, the exhibition anticipated the meticulous sociological character of much of his practice to come, grounding New York art – the centre of the art world – in local, social, and economic fabrics.In the forward to the catalogue of All Connected, New Museum Director Lisa Philips claims that Haacke’s survey exhibition provided a chance to reflect on the artist’s prescience, especially given the flourishing of art activism over the last five or so years. Philips pressed the issue of why no other American art institution had mounted a retrospective of his work in three decades, since his previous survey, Unfinished Business, at the New Museum in 1986, at its former, and much smaller, Soho digs (8). It suggests that other institutions have deemed Haacke’s work too risky, generating too much political heat for them to handle. It’s a reputation the artist has cultivated since the Guggenheim Museum famously cancelled his 1971 exhibition after learning his intended work, Shapolsky et al. Manhattan Real Estate Holdings, A Real Time Social System as of May 1, 1971 (1971) involved research into dubious New York real estate dealings. Guggenheim director Thomas Messer defended the censorship at the time, going so far as to describe it as an “alien substance that had entered the art museum organism” (Haacke, Framing 138). Exposé was this substance Messer dare not name: art that was too revealing, too journalistic, too partisan, and too politically viscid. (Three years later, Haacke got his own back with Solomon R. Guggenheim Museum Board of Trustees, 1974, exposing then Guggenheim board members’ connections to the copper industry in Chile, where socialist president Salvador Allende had just been overthrown with US backing.) All Connected foregrounded these institutional reveals from time past, at a moment in 2019 when the moral accountability of the art institution was on the art world’s collective mind. The exhibition followed high-profile protests at New York’s Whitney Museum and Metropolitan Museum of Art, as well as at Sydney’s Museum of Contemporary Art, the Louvre, and the British Museum. These and other arts organisations have increasingly faced pressures, fostered by social media, to end ties with unethical donors, sponsors, and board members, with activist groups protesting institutional affiliations ranging from immigration detention centre management to opioid and teargas manufacturing. An awareness of the limits of individual agency and autonomy undoubtedly defines this era, with social media platforms intensifying the encumbrances of individual, group, and organisational identities. Hans Haacke, Gallery-Goers’ Birthplace and Residence Profile, Part 1, 1969 Hans Haacke, Gallery-Goers’ Birthplace and Residence Profile, Part 2, 1969-71Unfinished BusinessUnderscoring Haacke’s activist credentials, Philips describes him as “a model of how to live ethically and empathetically in the world today”, and as a beacon of light amidst the “extreme political and economic uncertainty” of the present, Trump-presidency-calamity moment (7). This was markedly different to how Haacke’s previous New York retrospective, Unfinished Business, was received, which bore the weight of being the artist’s first museum exhibition in New York following the Guggenheim controversy. In the catalogue to Haacke’s 1986 exhibition, then New Museum director Marcia Tucker introduced his work as a challenge, cautiously claiming that he poses “trenchant questions” and that the institution accepts “the difficulties and contradictions” inherent to any museum staging of his work (6).Philips’s and Tucker’s distinct perspectives on Haacke’s practice – one as heroically ethical, the other as a sobering critical challenge – exemplify broader shifts in the perception of institutional critique (the art of the socio-political reveal) over this thirty-year period. In the words of Pamela M. Lee, between 1986 and 2019 the art world has undergone a “seismic transformation”, becoming “a sphere of influence at once more rapacious, acquisitive, and overweening but arguably more democratizing and ecumenical with respect to new audiences and artists involved” (87). Haacke’s reputation over this period has taken a similar shift, from him being a controversial opponent of art’s autonomy (an erudite postmodern conceptualist) to a figurehead for moral integrity and cohesive artistic experimentation.As Rosalyn Deutsche pointed out in the catalogue to Haacke’s 1986 exhibition, a potential trap of such a retrospective is that, through biographical positioning, Haacke might be seen as an “exemplary political artist” (210). With this, the specific political issues motivating his work would be overshadowed by the perception of the “great artist” – someone who brings single-issue politics into the narrative of postmodern art, but at the expense of the issues themselves. This is exactly what Douglas Crimp discovered in Unfinished Business. In a 1987 reflection on the show, Crimp argued that, when compared with an AIDS-themed display, Homo Video, staged at the New Museum at the same time, reviewers of Haacke’s exhibition tended to analyse his politics “within the context of the individual artist’s body of work … . Political issues became secondary to the aesthetic strategies of the producer” (34). Crimp, whose activism would be at the forefront of his career in subsequent years, was surprised at how Homo Video and Unfinished Business spawned different readings. Whereas works in the former exhibition tended to be addressed in terms of the artists personal and partisan politics, Haacke’s prompted reflection on the aesthetics-politics juxtaposition itself. For Crimp, the fact that “there was no mediation between these two shows”, spoke volumes about the divisions between political and activist art at the time.New York Times critic Michael Brenson, reiterating a comment made by Fredric Jameson in the catalogue for Unfinished Business, describes the timeless appearance of Haacke’s work in 1986, which is “surprising for an artist whose work is in some way about ideology and history” (Brenson). The implication is that the artist gives a surprisingly long aesthetic afterlife to the politically specific – to ordinarily short shelf-life issues. In this mode of critical postmodernism in which we are unable to distinguish clearly between intervening in and merely reproducing the logic of the system, Haacke is seen as an astute director of an albeit ambiguous push and pull between political specificity and aesthetic irreducibility, political externality and the internalist mode of art about art. Jameson, while granting that Haacke’s work highlights the need to reinvent the role of the “ruling class” in the complex, globalised socio-economic situation of postmodernism, claims that it does so as representative of the “new intellectual problematic” of postmodernism. Haacke, according Jameson, stages postmodernism’s “crisis of ‘mapping’” whereby capitalism’s totalizing, systemic forms are “handled” (note that he avoids “critiqued” or “challenged”) by focusing on their manifestation through particular (“micro-public”) institutional means (49, 50).We can think of the above examples as constituting the postmodern version of Haacke, who frames very specific political issues on the one hand, and the limitless incorporative power of appropriative practice on the other. To say this another way, Haacke, circa 1986, points to specific sites of power struggle at the same time as revealing their generic absorption by an art-world system grown accustomed to its “duplicate anything” parameters. For all of his political intent, the artistic realm, totalised in accordance with the postmodern image, is ultimately where many thought his gestures remained. The philosopher turned art critic Arthur Danto, in a negative review of Haacke’s exhibition, portrayed institutional critique as part of an age-old business of purifying art, maintaining that Haacke’s “crude” and “heavy-handed” practice is blind to how art institutions have always relied on some form of critique in order for them to continue being respected “brokers of spirit”. This perception – of Haacke’s “external” critiques merely serving to “internally” strengthen existing art structures – was reiterated by Leo Steinberg. Supportively misconstruing the artist in the exhibition catalogue, Steinberg writes that Haacke’s “political message, by dint of dissonance, becomes grating and shrill – but shrill within the art context. And while its political effectiveness is probably minimal, its effect on Minimal art may well be profound” (15). Hans Haacke, MOMA Poll, 1970 All ConnectedSo, what do we make of the transformed reception of Haacke’s work since the late 1980s: from a postmodern ouroboros of “politicizing aesthetics and aestheticizing politics” to a revelatory exemplar of art’s moral power? At a period in the late 1980s when the culture wars were in full swing and yet activist groups remained on the margins of what would become a “mainstream” art world, Unfinished Business was, perhaps, blindingly relevant to its times. Unusually for a retrospective, it provided little historical distance for its subject, with Haacke becoming a victim of the era’s propensity to “compartmentalize the interpretive registers of inside and outside and the terms corresponding to such spatial­izing coordinates” (Lee 83).If commentary surrounding this 2019 retrospective is anything to go by, politics no longer performs such a parasitic, oppositional or even dialectical relation to art; no longer is the political regarded as a real-world intrusion into the formal, discerning, longue-durée field of aesthetics. The fact that protests inside the museum have become more visible and vociferous in recent years testifies to this shift. For Jason Farrago, in his review of All Connected for the New York Times, “the fact that no person and no artwork stands alone, that all of us are enmeshed in systems of economic and social power, is for anyone under 40 a statement of the obvious”. For Alyssa Battistoni, in Frieze magazine, “if institutional critique is a practice, it is hard to see where it is better embodied than in organizing a union, strike or boycott”.Some responders to All Connected, such as Ben Lewis, acknowledge how difficult it is to extract a single critical or political strategy from Haacke’s body of work; however, we can say that, in general, earlier postmodern questions concerning the aestheticisation of the socio-political reveal no longer dominates the reception of his practice. Today, rather than treating art and politics are two separate but related entities, like form is to content, better ideas circulate, such as those espoused by Bruno Latour and Jacques Rancière, for whom what counts as political is not determined by a specific program, medium or forum, but by the capacity of any actor-network to disrupt and change a normative social fabric. Compare Jameson’s claim that Haacke’s corporate and museological tropes are “dead forms” – through which “no subject-position speaks, not even in protest” (38) – with Battistoni’s, who, seeing Haacke’s activism as implicit, asks the reader: “how can we take the relationship between art and politics as seriously as Haacke has insisted we must?”Crimp’s concern that Unfinished Business perpetuated an image of the artist as distant from the “political stakes” of his work did not carry through to All Connected, whose respondents were less vexed about the relation between art and politics, with many noting its timeliness. The New Museum was, ironically, undergoing its own equity crisis in the months leading up to the exhibition, with newly unionised staff fighting with the Museum over workers’ salaries and healthcare even as it organised to build a new $89-million Rem Koolhaas-designed extension. Battistoni addressed these disputes at-length, claiming the protests “crystallize perfectly the changes that have shaped the world over the half-century of Haacke’s career, and especially over the 33 years since his last New Museum exhibition”. Of note is how little attention Battistoni pays to Haacke’s artistic methods when recounting his assumed solidarity with these disputes, suggesting that works such as Creating Consent (1981), Helmosboro Country (1990), and Standortkultur (Corporate Culture) (1997) – which pivot on art’s public image versus its corporate umbilical cord – do not convey some special aesthetico-political insight into a totalizing capitalist system. Instead, “he has simply been an astute and honest observer long enough to remind us that our current state of affairs has been in formation for decades”.Hans Haacke, News, 1969/2008 Hans Haacke, Wide White Flow, 1967/2008 Showing Systems Early on in the 1960s, Haacke was influenced by the American critic, artist, and curator Jack Burnham, who in a 1968 essay, “Systems Esthetics” for Artforum, inaugurated the loose conceptualist paradigm that would become known as “systems art”. Here, against Greenbergian formalism and what he saw as the “craft fetishism” of modernism, Burnham argues that “change emanates, not from things, but from the way things are done” (30). Burnham thought that emergent contemporary artists were intuitively aware of the importance of the systems approach: the significant artist in 1968 “strives to reduce the technical and psychical distance between his artistic output and the productive means of society”, and pays particular attention to relationships between organic and non-organic systems (31).As Michael Fried observed of minimalism in his now legendary 1967 essay Art and Objecthood, this shift in sixties art – signalled by the widespread interest in the systematic – entailed a turn towards the spatial, institutional, and societal contexts of receivership. For Burnham, art is not about “material entities” that beautify or modify the environment; rather, art exists “in relations between people and between people and the components of their environment” (31). At the forefront of his mind was land art, computer art, and research-driven conceptualist practice, which, against Fried, has “no contrived confines such as the theatre proscenium or picture frame” (32). In a 1969 lecture at the Guggenheim, Burnham confessed that his research concerned not just art as a distinct entity, but aesthetics in its broadest possible sense, declaring “as far as art is concerned, I’m not particularly interested in it. I believe that aesthetics exists in revelation” (Ragain).Working under the aegis of Burnham’s systems art, Haacke was shaken by the tumultuous and televised politics of late-1960s America – a time when, according to Joan Didion, a “demented and seductive vortical tension was building in the community” (41). Haacke cites Martin Luther King’s assassination as an “incident that made me understand that, in addition to what I had called physical and biological systems, there are also social systems and that art is an integral part of the universe of social systems” (Haacke, Conversation 222). Haacke created News (1969) in response to this awareness, comprising a (pre-Twitter) telex machine that endlessly spits out live news updates from wire services, piling up rolls and rolls of paper on the floor of the exhibition space over the course of its display. Echoing Burnham’s idea of the artist as a programmer whose job is to “prepare new codes and analyze data”, News nonetheless presents the museum as anything but immune from politics, and technological systems as anything but impersonal (32).This intensification of social responsibility in Haacke’s work sets him apart from other, arguably more reductive techno-scientific systems artists such as Sonia Sheridan and Les Levine. The gradual transformation of his ecological and quasi-scientific sculptural experiments from 1968 onwards could almost be seen as making a mockery of the anthropocentrism described in Fried’s 1967 critique. Here, Fried claims not only that the literalness of minimalist work amounts to an emphasis on shape and spatial presence over pictorial composition, but also, in this “theatricality of objecthood” literalness paradoxically mirrors (153). At times in Fried’s essay the minimalist art object reads as a mute form of sociality, the spatial presence filled by the conscious experience of looking – the theatrical relationship itself put on view. Fried thought that viewers of minimalism were presented with themselves in relation to the entire world as object, to which they were asked not to respond in an engaged formalist sense but (generically) to react. Pre-empting the rise of conceptual art and the sociological experiments of post-conceptualist practice, Fried, unapprovingly, argues that minimalist artists unleash an anthropomorphism that “must somehow confront the beholder” (154).Haacke, who admits he has “always been sympathetic to so-called Minimal art” (Haacke, A Conversation 26) embraced the human subject around the same time that Fried’s essay was published. While Fried would have viewed this move as further illustrating the minimalist tendency towards anthropomorphic confrontation, it would be more accurate to describe Haacke’s subsequent works as social-environmental barometers. Haacke began staging interactions which, however dry or administrative, framed the interplays of culture and nature, inside and outside, private and public spheres, expanding art’s definition by looking to the social circulation and economy that supported it.Haacke’s approach – which seems largely driven to show, to reveal – anticipates the viewer in a way that Fried would disapprove, for whom absorbed viewers, and the irreduction of gestalt to shape, are the by-products of assessments of aesthetic quality. For Donald Judd, the promotion of interest over conviction signalled scepticism about Clement Greenberg’s quality standards; it was a way of acknowledging the limitations of qualitative judgement, and, perhaps, of knowledge more generally. In this way, minimalism’s aesthetic relations are not framed so much as allowed to “go on and on” – the artists’ doubt about aesthetic value producing this ongoing temporal quality, which conviction supposedly lacks.In contrast to Unfinished Business, the placing of Haacke’s early sixties works adjacent to his later, more political works in All Connected revealed something other than the tensions between postmodern socio-political reveal and modernist-formalist revelation. The question of whether to intervene in an operating system – whether to let such a system go on and on – was raised throughout the exhibition, literally and metaphorically. To be faced with the interactions of physical, biological, and social systems (in Condensation Cube, 1963-67, and Wide White Flow, 1967/2008, but also in later works like MetroMobiltan, 1985) is to be faced with the question of change and one’s place in it. Framing systems in full swing, at their best, Haacke’s kinetic and environmental works suggest two things: 1. That the systems on display will be ongoing if their component parts aren’t altered; and 2. Any alteration will alter the system as a whole, in minor or significant ways. Applied to his practice more generally, what Haacke’s work hinges on is whether or not one perceives oneself as part of its systemic relations. To see oneself implicated is to see beyond the work’s literal forms and representations. Here, systemic imbrication equates to moral realisation: one’s capacity to alter the system as the question of what to do. Unlike the phenomenology-oriented minimalists, the viewer’s participation is not always assumed in Haacke’s work, who follows a more hermeneutic model. In fact, Haacke’s systems are often circular, highlighting participation as a conscious disruption of flow rather than an obligation that emanates from a particular work (148).This is a theatrical scenario as Fried describes it, but it is far from an abandonment of the issue of profound value. In fact, if we accept that Haacke’s work foregrounds intervention as a moral choice, it is closer to Fried’s own rallying cry for conviction in aesthetic judgement. As Rex Butler has argued, Fried’s advocacy of conviction over sceptical interest can be understood as dialectical in the Hegelian sense: conviction is the overcoming of scepticism, in a similar way that Geist, or spirit, for Hegel, is “the very split between subject and object, in which each makes the other possible” (Butler). What is advanced for Fried is the idea of “a scepticism that can be remarked only from the position of conviction and a conviction that can speak of itself only as this scepticism” (for instance, in his attempt to overcome his scepticism of literalist art on the basis of its scepticism). Strong and unequivocal feelings in Fried’s writing are informed by weak and indeterminate feeling, just as moral conviction in Haacke – the feeling that I, the viewer, should do something – emerges from an awareness that the system will continue to function fine without me. In other words, before being read as “a barometer of the changing and charged atmosphere of the public sphere” (Sutton 16), the impact of Haacke’s work depends upon an initial revelation. It is the realisation not just that one is embroiled in a series of “invisible but fundamental” relations greater than oneself, but that, in responding to seemingly sovereign social systems, the question of our involvement is a moral one, a claim for determination founded through an overcoming of the systemic (Fry 31).Haacke’s at once open and closed works suit the logic of our algorithmic age, where viewers have to shift constantly from a position of being targeted to one of finding for oneself. Peculiarly, when Haacke’s online digital polls in All Connected were hacked by activists (who randomized statistical responses in order to compel the Museum “to redress their continuing complacency in capitalism”) the culprits claimed they did it in sympathy with his work, not in spite of it: “we see our work as extending and conversing with Haacke’s, an artist and thinker who has been a source of inspiration to us both” (Hakim). This response – undermining done with veneration – is indicative of the complicated legacy of his work today. Haacke’s influence on artists such as Tania Bruguera, Sam Durant, Forensic Architecture, Laura Poitras, Carsten Höller, and Andrea Fraser has less to do with a particular political ideal than with his unique promotion of journalistic suspicion and moral revelation in forms of systems mapping. It suggests a coda be added to the sentiment of All Connected: all might not be revealed, but how we respond matters. Hans Haacke, Large Condensation Cube, 1963–67ReferencesBattistoni, Alyssa. “After a Contract Fight with Its Workers, the New Museum Opens Hans Haacke’s ‘All Connected’.” Frieze 208 (2019).Bishara, Hakim. “Hans Haacke Gets Hacked by Activists at the New Museum.” Hyperallergic 21 Jan. 2010. <https://hyperallergic.com/538413/hans-haacke-gets-hacked-by-activists-at-the-new-museum/>.Brenson, Michael. “Art: In Political Tone, Works by Hans Haacke.” New York Times 19 Dec. 1988. <https://www.nytimes.com/1986/12/19/arts/artin-political-tone-worksby-hans-haacke.html>.Buchloh, Benjamin. “Hans Haacke: Memory and Instrumental Reason.” Neo-Avantgarde and Culture Industry. Cambridge: MIT P, 2000.Burnham, Jack. “Systems Esthetics.” Artforum 7.1 (1968).Butler, Rex. “Art and Objecthood: Fried against Fried.” Nonsite 22 (2017). <https://nonsite.org/feature/art-and-objecthood>.Carrion-Murayari, Gary, and Massimiliano Gioni (eds.). Hans Haacke: All Connected. New York: Phaidon and New Museum, 2019.Crimp, Douglas. “Strategies of Public Address: Which Media, Which Publics?” In Hal Foster (ed.), Discussions in Contemporary Culture, no. 1. Washington: Bay P, 1987.Danto, Arthur C. “Hans Haacke and the Industry of Art.” In Gregg Horowitz and Tom Huhn (eds.), The Wake of Art: Criticism, Philosophy, and the Ends of Taste. London: Routledge, 1987/1998.Didion, Joan. The White Album. London: 4th Estate, 2019.Farago, Jason. “Hans Haacke, at the New Museum, Takes No Prisoners.” New York Times 31 Oct. 2019. <https://www.nytimes.com/2019/10/31/arts/design/hans-haacke-review-new-museum.html>.Fried, Michael. “Art and Objecthood.” Artforum 5 (June 1967).Fry, Edward. “Introduction to the Work of Hans Haacke.” In Hans Haacke 1967. Cambridge: MIT List Visual Arts Center, 2011.Glueck, Grace. “The Guggenheim Cancels Haacke’s Show.” New York Times 7 Apr. 1971.Gudel, Paul. “Michael Fried, Theatricality and the Threat of Skepticism.” Michael Fried and Philosophy. New York: Routledge, 2018.Haacke, Hans. Hans Haacke: Framing and Being Framed: 7 Works 1970-5. Halifax: P of the Nova Scotia College of Design and New York: New York UP, 1976.———. “Hans Haacke in Conversation with Gary Carrion-Murayari and Massimiliano Gioni.” Hans Haacke: All Connected. New York: Phaidon and New Museum, 2019.Haacke, Hans, et al. “A Conversation with Hans Haacke.” October 30 (1984).Haacke, Hans, and Brian Wallis (eds.). Hans Haacke: Unfinished Business. New York: New Museum of Contemporary Art; Cambridge, Mass: MIT P, 1986.“Haacke’s ‘All Connected.’” Frieze 25 Oct. 2019. <https://frieze.com/article/after-contract-fight-its-workers-new-museum-opens-hans-haackes-all-connected>.Judd, Donald. “Specific Objects.” Complete Writings 1959–1975. Halifax: P of the Nova Scotia College of Design and New York: New York UP, 1965/1975.Lee, Pamela M. “Unfinished ‘Unfinished Business.’” Hans Haacke: All Connected. New York: Phaidon P Limited and New Museum, 2019.Ragain, Melissa. “Jack Burnham (1931–2019).” Artforum 19 Mar. 2019. <https://www.artforum.com/passages/melissa-ragain-on-jack-burnham-78935>.Sutton, Gloria. “Hans Haacke: Works of Art, 1963–72.” Hans Haacke: All Connected. New York: Phaidon P Limited and New Museum, 2019.Tucker, Marcia. “Director’s Forward.” Hans Haacke: Unfinished Business. New York: New Museum of Contemporary Art; Cambridge, Mass: MIT P, 1986.

BACKGROUND: Blood pressure (BP) control is suboptimal in minority communities, including Asian populations. We evaluate the feasibility, adoption, and effectiveness of an integrated CHW-led health coaching and practice-level intervention to improve hypertension control among South Asian patients in New York City, Project IMPACT (Integrating Million Hearts for Provider and Community Transformation). The primary outcome was BP control, and secondary outcomes were systolic BP and diastolic BP at 6-month follow-up. METHODS: A randomized-controlled trial took place within community-based primary care practices that primarily serve South Asian patients in New York City between 2017 and 2019. A total of 303 South Asian patients aged 18–85 with diagnosed hypertension and uncontrolled BP (systolic BP ≥140 mm Hg or diastolic BP ≥90 mm Hg) within the previous 6 months at 14 clinic sites consented to participate. After completing 1 education session, individuals were randomized into treatment (n=159) or control (n=144) groups. Treatment participants received 4 additional group education sessions and individualized health coaching over a 6-month period. A mixed effect generalized linear model with a logit link function was used to assess intervention effectiveness for controlled hypertension (Yes/No), adjusting for practice level random effect, age, sex, baseline systolic BP, and days between BP measurements. Results: Among the total enrolled population, mean age was 56.8±11.2 years, and 54.1% were women. At 6 months among individuals with follow-up BP data (treatment, n=154; control, n=137), 68.2% of the treatment group and 41.6% of the control group had controlled BP ( P <0.001). In final adjusted analysis, treatment group participants had 3.7 [95% CI, 2.1–6.5] times the odds of achieving BP control at follow-up compared with the control group. CONCLUSIONS: A CHW-led health coaching intervention was effective in achieving BP control among South Asian Americans in New York City primary care practices. Findings can guide translation and dissemination of this model across other communities experiencing hypertension disparities. REGISTRATION: URL: https://www.clinicaltrials.gov ; Unique identifier: NCT03159533

Abstract Background There has been increasing recognition that certain vulnerable populations in the United States of America struggle to meet their menstruation-related needs, including people experiencing homelessness. Media and policy attention on this subject has focused on the provision of free menstrual products to vulnerable populations, including a New York City legislative bill, which guarantees access to menstrual products for Department of Homeless Services shelter residents (Intros 1123-A). Methods This qualitative study explored the challenges people experiencing homelessness in New York City face in accessing menstrual products. Data collection was conducted from June to August 2019 and included: Semi-structured key informant interviews with staff from relevant government agencies and homeless service providers (n = 15), and semi-structured in-depth interviews with individuals with experience living on the street and in shelters (n = 22). Data were analysed using thematic analysis. Results Key themes that emerged included: (1) insufficient and inconsistent access to menstrual products; (2) systemic challenges to providing menstrual products; and (3) creative solutions to promote access to menstrual products. Both shelter- and street-living individuals reported significant barriers to accessing menstrual products. While both populations struggle, those in shelters were more likely to be able to purchase menstrual products or access free products at their shelter, while those living on the streets were more likely to have to resort to panhandling, theft, or using makeshift materials in place of menstrual products. Across both populations, individuals described barriers to accessing free products at shelters and service providers, primarily due to distribution systems that rely on gatekeepers to provide a few pads or tampons at a time, sometimes of inadequate quality and only upon request. Shelters and service providers also described challenges providing these products, including inconsistent supply. Conclusion These findings highlight the critical importance of expanding and improving initiatives seeking to provide access to menstrual products for vulnerable populations. Despite policy level efforts to support menstrual product access, individuals experiencing homelessness in New York City, whether living in shelters or on the street, are often not able to access the menstrual products that they need to manage their monthly menstrual flow.

Introduction: Fewer than 1/4th of US youth meet physical activity guidelines, leading to physical fitness-related cardiovascular disease disparities tracking into adulthood. Neighborhood opportunity may serve as a critical modifiable factor to reduce youth cardiovascular health-related disparities. The present analysis uses the Child Opportunity Index (COI), a comprehensive measure of children’s neighborhood opportunity, to examine associations between neighborhood context and multiple youth cardiovascular fitness outcomes. Methods: Data were drawn from the NYC FITNESSGRAM (n = 300,000), comprising of fitness data from New York City (NYC) public school youth (grades K-12). Generalized linear mixed models were run to estimate overall and sex-stratified associations between overall COI and individual COI indicators (greenspace, healthy food, walkability, commute time) and youth cardiovascular fitness (body mass index (BMI) percentiles, curl-ups, push-ups, PACER, and sit and reach). Geographically weighted regression (GWR) models explored spatial variation of COI-fitness associations across NYC. Results: Overall COI was associated with improved youth cardiovascular fitness outcomes, with the strongest magnitude of effects across aerobic capacity and muscular strength and endurance measures (PACER: β: 0.15, 95% CI: 0.14, 0.15, curl-ups: β: 0.13, 95% CI: 0.12, 1490.13, and push-ups: β: 0.13, 95% CI: 0.12, 0.13). Greenspace was positively associated with muscular endurance (curl-ups: β: 1.13, 95% CI:0.76, 1.50; push-ups: β: 1.53, 95% CI: 1.21, 1.84), and walkability and commuting time were positively associated with aerobic capacity (PACER: β: 2.11, 95% CI: 1.72, 2.50; β: 2.03, 95% CI: 1.87, 2.19, respectively). Stratified models showed strengthened COI-fitness associations among girls versus boys. GWR models were largely consistent with findings from multilevel models, except for overall COI-BMI associations, which varied in magnitude and direction across regions in NYC. Conclusion: Neighborhood opportunity was associated with multiple measures of youth cardiovascular fitness, though geographic models demonstrate that certain associations vary in magnitude and direction across NYC. Continued research on neighborhood factors and cardiovascular fitness may better inform public health efforts to reduce health disparities modifiable through comprehensive place-based interventions.

Environmental mastitis represents a major challenge on dairy farms where contagious pathogens are controlled by improved milking procedures. Therefore, research focused on the environment is important to improve udder health programs. The objectives of this prospective and descriptive study were to (1) describe bedding bacterial counts, pH, and dry matter (DM) of five different bedding types (organic: manure solids, straw, paper fiber; inorganic: sand, recycled sand) and (2) explore the association between bedding bacterial counts with bulk tank milk quality. This study took place within five conveniently selected commercial dairy herds, each with a predominant bedding material in lactating pens. Bedding samples (used n = 237; fresh n = 53) were collected monthly from July 2018 to July 2019 following a standard operating procedure (SOP) to minimize sampling variability. Additionally, a bulk tank (BT) milk sample (n = 40) was collected on the same day unless milk had been picked up prior to arrival. Both BT and bedding samples were submitted to the laboratory for culture and bacterial identification and quantification of Streptococcus spp, coliforms, and non-coliforms as well as detection of several pathogens of mastitis importance. Somatic cell count was evaluated in BT samples. Within bedding type, the correlation between bedding characteristics and bacterial counts in bedding was evaluated using Pearson correlation. Within bedding type, the correlation between bacterial counts in bedding samples and bacterial counts in BT were determined. The Kruskal–Wallis test was used to evaluate the bacterial count by bedding type and to evaluate BT somatic cell count differences based on bedding type. In fresh bedding, bacterial counts were generally higher for manure solids for all bacterial groups compared with other materials. In used samples, organic materials had the highest levels of all bacterial groups. The proportion of samples with detectable organisms of mastitis importance varied within and among herds in both bedding and BT samples throughout the study period. In bedding samples, a higher DM content had the lowest levels of bacterial growth compared with those with lower DM content. Most bedding samples were on the alkaline side within a pH range of 8–11. No relationship between bacterial counts and pH was observed. No associations between BT bacteria counts and bedding bacterial counts were observed. No association between bulk tank somatic cell counts based on bedding type were observed. Despite using an SOP for bedding sampling in an effort to consistently collect samples, we still observed a large amount of variability both within and among bedding samples. This variability may have obscured any potential association between BT milk quality and bedding type.

Guest Editors Kathryn Ricketts and Patrick Lewis, University of Regina, Education Johan Huizinga (1944) reminds us that, “Play is older than culture, for culture, however inadequately defined, always presupposes human society, and animals have not waited for man to teach them their playing” (1950, p. 1). In his work Homo Ludens [Man the player or Playing man] he argued that play is a fundamental human function that permeates all cultures from the beginning. Indeed, he argues that “human civilization has added no essential feature to the general idea of play” (p. 1). Play is not a by-product or consequence of culture—rather play exists before culture. More recently, Brian Boyd (2009) in his work, On the Origins of Stories argues that those things we so easily associate with culture and its development, like the arts and stories actually emerge from/through play. Play is often said to be universal--children everywhere are said to engage in some form of play. Nackmanovitch (1990) states, “Play is the free spirit of exploration, doing and being for it’s own pure joy” (p. 43). He goes on to call this state of play as the child-mind: “the most potent muse of all is our own inner child” (p. 44). However, even though play is said to be universal and widely recognizable, play is also very difficult to explicate. That is because play is not an object, an action or a place. Play is abstract, a dynamic and fluid process. Further complicating the idea of play are the plethora of meanings, so together the fluidity of play and the multiplicity of meanings make it impossible to adequately define play: almost any pursuit or act could be play simply by how we frame it (Johnson, Christie & Wardle, 2005, p. 11). The late Brian Sutton-Smith began his life long study of play with Huizinga’s work and at the end of the 20th century pondered “maybe the function of play is quite different from the kinds of things we have been looking at, or perhaps we have been looking at the wrong kinds of function” (Sutton-Smith, 1995, p. 282). Later he would ask, in The ambiguity of play (2001), if a theory of play was even possible. Carl Jung (1990) states that, “the creation of something new is not accomplished by the intellect but by the play instinct acting from inner necessity.” (as cited in Nachmanovitch, p. 42). He furthers this by stating “The inner mind plays with the objects it loves.” Part of this exploration of play is to investigate the interplay between the object, the story and the body. Sherry Turkle states, “We think with the objects we love; we love the objects we think with”(Turkle, 2007, p. 6). As we welcome perspectives from Performative Inquiry (Fels 1998), Performance Studies (Schechner,1977), and Thing Theorists (Turkle, 2007), we gain a broader perspective to the diverse approaches of play as a means for emancipatory processes in performance, therapy, education and philosophy. We are interested in methods that depart from text centricity and embrace transmediated (Siegel, 1995) understandings of self in relation to the world. This departure from the text, invites a playful imagining of stories to be constructed collectively, and calls attention to remembered histories while embracing current realities.Submissions This special issue of Childhood Studies imagines contributors taking up the provocation of the title (or a variation) to explore the ludic form across not only the early childhood landscape but through the myriad human activities that intersect and weave through that landscape and beyond. The Editors will consider works in and through: performing arts, performance studies, the visual arts, the child’s eyes, psychology, teacher education, educational research, teacher practice, play theory, and early learning and care. This list is by no means exhaustive, leaving open a playful approach to imagining play as otherwise. Please submit title and abstract by December 1st 2016. Reviews of abstracts will be completed by January1st, 2017 with authors notified of decisions shortly after that date. Authors of accepted abstracts will be invited to submit completed manuscripts by March 1st, 2017. Manuscripts should be a maximum of 6000 words. Please see the submission guidelines for specific details of preparing your manuscript. However, should your manuscript travel outside the usual format and content conventions we will endeavour to accommodate as best we can, given the parameters of JCS. If you have any questions about the special issue please contact Kathryn Ricketts (kathryn.ricketts@uregina.ca) and Patrick Lewis (patrick.lewis@uregina.ca) ReferencesBoyd, B. (2009). On the Origin of Stories: Evolution, Cognition and Fiction. Cambridge, MA: Harvard University Press.Fels, L. (1998). In the wind clothes dance on a line performative inquiry: A (re)search methodology (Unpublished doctoral dissertation). University of British Columbia, Vancouver, British Columbia, Canada.Huizinga, J. (1950). Homo ludens: A study of the play-element in culture. London: Roy Publishers.Jacobi, J. (Ed.). (1973). C. G. Jung: Psychological reflections: A new anthology of his writings, 1905-1961 (J. Jacobi & R. F. C. Hull, Trans.). Princeton, NJ: Princeton University Press.Schechner, R. (1977). Essays on performance theory 1970-1976. New York, NY: Drama Book Specialists.Siegel, M. (1995). More than words: The power of transmediation for learning. Canadian Journal of Education, Toronto, 20(4) 455 -475.Sutton-Smith, B. (2001). The ambiguity of play. Cambridge, MA: Harvard University Press.Nachmanovitch, S. (1990). Free play, improvisation in life and art. New York, NY: Penguin Putnam Inc.Turkle, S. (2007). Evocative objects: Things we think with. Cambridge, MA: Massachusetts Institute of Technology.

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has necessitated the widespread adoption of telemedicine, and while many clinics have now re-established in-person patient visits, telemedicine is likely to continue to play an important role in health care delivery. In particular, the embrace of telemedicine presents an unprecedented opportunity through which to expand the reach of genetic counseling, i.e., telegenetics. Purpose The aim of this study was to examine the impact of COVID-19 on genetic counseling practices within the cardiogenetics clinics at a large academic center in New York City. Methods We retrospectively analyzed clinical characteristics of patients who were seen for cardiovascular genetic counseling visits pre-pandemic between April 1, 2019 through December 23, 2019 and during the pandemic between April 1, 2020 through December 23, 2020 at Columbia University Irving Medical Center. Genetic testing results were recorded for each encounter when available. Results Overall, 104 patients had a cardiovascular genetic counseling visit in 2019 compared to 132 patients in 2020 (Table). Only 6% (n=6) of visits in 2019 were remote telemedicine encounters whereas 80% (n=106) of visits in 2020 were telemedicine encounters. There was a significant increase in the number of family members seen for genetic counseling in 2020; in 2019 only 15% (n=16) of the patients seen for genetic counseling were family members of probands whereas this percentage increased to 34% in 2020 (n=45; p=0.002). In addition, in 2020 the geographic reach of genetic counseling extended far beyond New York state, reaching a total of 11 states as well as one patient in Puerto Rico (Figure). Genetic testing results were similar between the two years with 29% of patients found to be genotype positive in 2019 and 29% of patients genotype positive in 2020 (p=0.91). Notably, of those patients who underwent telemedicine visits and were sent genetic testing kits (n=106), 14% (n=15) did not return a sample. Conclusions In this study we found that despite the health care delivery barriers created by the COVID-19 pandemic, the use of telemedicine allowed us to not only continue seeing patients for cardiovascular genetic counseling visits but also to expand the reach of genetic counseling and testing beyond the geographical boundaries of our previous catchment area. Telegenetics offers patients and clinicians convenience and flexibility and has likely earned its permanent place in clinical practice. Future efforts are warranted to study the longer-term clinical impacts of telegenetics as well as to continue to improve telemedicine technology, with the ultimate aim of increasing patient access to personalized genomic medicine. Funding Acknowledgement Type of funding sources: None.

У статті презентовано результати теоретичного дослідження психологічних, філософських джерел з проблеми взаємозв’язку віри в теорію змови та локусу контролю особистості. Феномен теорії змови (конспірології) досліджували вчені з різних галузей знань: філософії, соціології, математики, історії, політології. Однак, теорія змови під призмою психологічних вчень досліджувалася переважно зарубіжними вченими. Зокрема, є ряд праць присвячених проблемі конспірологічного мислення, патернам змовницького світогляду, емоційних та когнітивних аспектів віри в теорію змови особистості та взаємозв’язку цієї віри з політичним цинізмом і непокорою до влади; параноїдальними та шизотипічними тенденціями особистості. У статті розкрито авторське бачення поняття віри в теорію змови та її зв’язок з локусом контролю особистості. Віра в теорію змови – це інтегроване психічне утворення, що характеризується переконаністю особистості в істинності певних суджень або поглядів, які є наслідком таємного плану групи впливових людей (еліт) чи організацій. Ця віра має декілька компонентів, а саме: когнітивний, що характеризується некритичним мисленням, аналізом та осмисленням інформації; емоційно-мотиваційний – наявність страхів, емоційна сенситивність, активізація мотивів, що спонукають до містичних вчень; поведінковий – конформність поведінки, наслідування поведінкових шаблонів інших, особистісна готовність особистості вірити в теорію змови та містичні явища, дистемічний чи застрягаючий тип акцентуації характеру. Прихильність особистості до сповідування конспірологічних поглядів, на нашу думку, пов’язана з локусом суб’єктивного контролю – властивістю особистості, що проявляється у схильності шукати джерело управління власним життям у зовнішньому середовищі, або ж вбачати його у самому собі. Враховуючи це, у статті розкрито характерні особливості віри в теорію змови особистостей з екстернальним та інтернальним локусом контролю. Література Алєксєєва, Ю.А. (2014). Структура та ієрархія конструктів духовно-релігійної віри у юнацькому віці. Актуальні проблеми психології: Зб. наук. пр. Інституту психології ім. Г.С.Костюка АПН України, 26, 21–33. Варе, И.С. (2016). Субъективный контроль будущих психологов с высокой и низкой степенью сформированности смысложизненных ориентаций. Науковий огляд, 6(27), 71–79. Демчук, О.А. (2016). Локус контролю в структурі Я-концепції особистості як когнітивна детермінанта вибору копінг-стратегій. Науковий вісник Херсонського державного університету: Збірник наукових праць. Серія «Психологічні науки», 2(1),53–58. Москалець, В П. (2004). Психологія релігії. Київ : Академвидав. Петрушенко, В.Л. (1989). Вера в духовном мире личности. Львов : Высшая школа. Ставицька, С.О. (2011). Духовна самосвідомість особистості: становлення і розвиток в юнацькому віці. Київ : НПУ ім. М.П. Драгоманова. Abalakina-Paap, M., Stephan, W.G., Craig, T., & Gregory, W.L. (1999). Beliefs in conspiracies. Political Paychology, 20(3), 637–647. Bieberstein, von J.R. (2008). Der Mythos von der Verschwörung: Philosophen, Freimaurer, Juden, Liberale und Sozialisten als Verschwörer gegen die Sozialordnung. Wiesbaden : Marix Verlag ein Imprint von Verlagshaus Römerweg. Brotherton, R. (2017). Suspicious Minds: Why We Believe Conspiracy Theories. New York : Bloomsbury Sigma. Bruder, M., Haffke, P., Neave, N., Nouripanah, N., & Imhoff, R. (2013). Measuring individual differences in generic beliefs in conspiracy theories across cultures: Conspiracy Mentality Questionnaire. Frontiers in Personality Science and Individual Differences, 4(297), 1–15. https://doi.org/10.3389/fpsyg.2013.00225 Douglas, K.M., & Sutton, R.M. (2011). Does it take one to know one? Endorsement of conspiracy theories is influenced by personal willingness to conspire. British Journal of Social Psychology, 50(3), 544–552. https://doi.org/10.1111/j.2044-8309.2010.02018.x Hofstadter, R. (1964). The Paranoid Style in American Politics. Harper’s Magazine. Retrieved from https://harpers.org/archive/1964/11/the-paranoid-style-in-american-politics/# Kahan, D.M., Braman, D., Slovic, P., Gastil, J., & Cohen, G.L. (2008). The future of nanotechnology risk perceptions. Retrieved from: https://scholarship.law.edu/cgi/viewcontent.cgi?article=1285&context=faculty_publications Lobato, E., Mendoza, J., Sims, V., & Chin, M. (2014). Examining the relationship between conspiracy theories, paranormal beliefs, and pseudoscience acceptance among a university population. Applied Cognitive Psychology, 28(5), 617–625. https://doi.org/10.1002/acp.3042 Parsons, S., Simmons, W., Shinhoster, F., & Kilburn, J. (1999). A test of the grapevine: An empirical examination of conspiracy theories among African Americans. Sociological Spectrum, 19(2), 201–222. Pipes, (1997). Conspiracy: How the Paranoid Style Flourishes and Where It Comes From. New York : Free Press. Popper, , (1966). The Open Society and its Enemies. Princeton : Princeton University Press. Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforlement. Monographs, 80, 11–28. Swami, V., Chamorro-Premuzic, T., & Furnham, A. (2010). Unanswered questions: A preliminary investigation personality and individual difference predictors of conspiracist beliefs. Applied Cognitive Paychology, 24, 749–761. https://doi.org/10.1002/acp.1583 Swami, V., Pietschnig, J., Tran, U.S., Nader, I.W., Stieger, S., & Voracek, M. (2013). Lunar lies: The impact of informational framing and individual differences in shaping conspiracist beliefs about the moon landings. Applied Cognitive Psychology, 27(1), 71–80. https://doi.org/10.1002/acp.2873 Van Horn, Ch.K. (2010). The Paranoid Style in an Age of Suspicion: Conspiracy Thinking and Official Rhetoric in Contemporary America. Atlanta : Georgia State University. https://doi.org/10.57709/1666018

Introduction: We assessed the hypothesis that a novel healthy blood pressure phenotype is familial and sought to identify factors associated with this phenotype in the Long Life Family Study (LLFS). Methods: The LLFS is a unique multi-center, international study that recruited families demonstrating clustering for longevity. Families were recruited from four centers; three in the U.S.: Boston, New York, and Pittsburgh and one in Denmark. The pedigrees included two generations: 1) probands and their siblings and 2) offspring of participants in the proband generation. Offspring (n=2211, ages 32-88, mean age=60.5; 43% male) were classified as having healthy blood pressure if their age- and sex-adjusted systolic blood pressure z-score was between -1.5 and -0.5 (i.e., a systolic blood pressure lower than expected for their age and sex, but not “too low”). Offspring on anti-hypertensive medications were classified as not having healthy blood pressure. Families (n=419) were defined as having healthy blood pressure if ≥2 and ≥50% of their offspring met the healthy blood pressure phenotype. Results: There were 476 (22%) offspring who met the healthy blood pressure phenotype. These offspring tended to have a better health profile than remaining offspring. When examining families, only 44 (11%) families met the criteria for healthy blood pressure. Both offspring and probands from families with healthy blood pressure performed better on neuropsychological tests that place demands on complex attention and executive function than offspring and probands from remaining families. Among families with healthy blood pressure, a higher proportion of offspring met the American Heart Association ideal cardiovascular health definition compared to remaining families (11% versus 4%, respectively, p<0.0001; not including the diet component). There was also a larger proportion of probands (n=1164, ages 71-110, mean age=90.5; 45% male) who met the American Heart Association ideal cardiovascular health definition when compared to the U.S. prevalence for ≥6 components among those ages ≥60 (1% versus 0.1%, respectively). Conclusion: In this cohort of familial longevity, few families had a novel healthy blood pressure phenotype in multiple members. Families and individuals with healthy blood pressure performed better on neuropsychological tests that represent aspects of executive function and had a higher proportion with ideal cardiovascular health than the U.S. population. In summary, a novel healthy blood pressure phenotype was rarely familial in this cohort; however, when it was, it was associated with cognitive and cardiovascular health benefits. Blood pressure may be a key pathway for family longevity.

Problem definition: We develop a crossdisciplinary analytics framework to understand citywide mobility-energy synergy. In particular, we investigate the potential of shared autonomous electric vehicles (SAEVs) for improving the self-sufficiency and resilience of solar-powered urban microgrids. Academic/practical relevance: Our work is motivated by the ever-increasing interconnection of energy and mobility service systems at the urban scale. We propose models and analytics to characterize the dynamics of the SAEV-microgrid service systems, which were largely overlooked by the literature on service operations and vehicle-grid integration (VGI) analysis. Methodology: We develop a space-time-energy network representation of SAEVs. Then, we formulate linear program models to incorporate an array of major operational decisions interconnecting the mobility and energy systems. To preventatively ensure microgrid resilience, we also propose an “N − 1” resilience-constrained fleet dispatch problem to cope with microgrid outages. Results: Combining eight data sources of New York City, our results show that 80,000 SAEVs in place of the current ride-sharing mobility assets can improve the microgrid self-sufficiency by 1.45% (benchmarked against the case without grid support) mainly via the spatial transfer of electricity, which complements conventional VGI. Scaling up the SAEV fleet size to 500,000 increases the microgrid self-sufficiency by 8.85% mainly through temporal energy transfer, which substitutes conventional VGI. We also quantify the potential and trade-offs of SAEVs for peak electricity import reduction and ramping mitigation. In addition, microgrid resilience can be enhanced by SAEVs, but the actual resilience level varies by microgrids and by the hour when grid contingency occurs. The SAEV fleet operator can further maintain the resilience of pivotal microgrid areas at their maximum achievable level with no more than a 1% increase in the fleet repositioning trip length. Managerial implications: Our models and findings demonstrate the potential in deepening the integration of urban mobility and energy service systems toward a smart-city future.

Abstract Objectives Emerging adults attending 2- and 4-year tertiary institutions are at high risk for weight gain/excess weight. Developing effective, tailored interventions requires an understanding of behavioral/environmental differences between student populations. The objective of this study was to describe eating behaviors/the food environment of students with overweight/obesity enrolled in 2- and 4-year tertiary institutions. Methods Students ages 18–24, with a BMI ≥25, enrolled in LaGuardia Community College (N = 41) or New York University (N = 51) were recruited. Height and weight were objectively measured. Participants completed a Qualtrics survey, which included: 1) Produce Consumption Self-Efficacy (SEPC) subscale, 2) Fruit and Vegetable Consumption subscale, and 3) questions regarding usual meal location/meal preparer. Descriptive, Mann-Whitney U and chi-square analyses were conducted. Results Ninety-two students (64.8% female, age = 19.6 ± 1.7, BMI 31.4 ± 5.8) from 2- and 4-year tertiary institutions completed the survey. Two year students were significantly older (P = .0001), had a higher BMI (P = .01), and scored higher on: self-reported consumption of at least 5 servings of fruit per day (P = .01), self-efficacy for eating fruits and vegetables as a snack, even if everybody else were eating other snacks (P = .02), and eating 9 half cups of fruits and vegetables each day (P = .0002). A greater percentage of 4-year students reported eating most of their meals “in an on-campus dining hall” (53 vs. 28%; P = .04); while more 2-year students reported “my place of residence” (41 vs. 35%) or “on-the-go, which I previously prepared at home” (21 vs. 4%). Usual meal preparer differed between student populations (P < .001); 4-year students were more likely to identify “the college/university I attend” (69 vs. 13%) while a greater percentage of 2-year students indicated “my parental figures” (38 vs. 4%) or “myself” (33 vs. 19%). Conclusions Community college students tended to have a higher BMI, despite reporting higher fruit/vegetable consumption self-efficacy and being more likely to eat meals, prepared by themselves or their parental figures, at home or on-the go. Differences in eating behaviors, beliefs and meal conditions should be taken into account when designing weight loss interventions for these understudied, high-risk populations. Funding Sources NYU College of Arts and Science Dean's Undergraduate Research Fund Grant (Spring 2018).

"(W)hen you look at the historic angle of what’s going on, DJ culture is the future, everything is a mix. Whether it’s video, electronic shit, studio shit, painting, you name it, the psychology is in place. It’s the DJ." – Paul D. Miller, AKA DJ Spooky, qtd. in Tobin "Turn it up! Bring the noise." – Public Enemy, "Bring the Noise "Turn down that damned noise!!!" Thus began the nightly negotiation with my father during my adolescence — him firmly rooted in his recliner as he stared at the television, me locked in my bedroom, fingers nudging the stereo knobs to experiment with acceptable volumes. It was never, "turn down the music," or "lower that Boogie Down Productions album," it was always, "turn down that damned noise!!!" I hear his words echoed daily in the attitudes of many of the pre-service teachers that I work with as they navigate the tumultuous maelstrom of education in postmodern culture. Perhaps my students merely reveal legacies of their own educational experiences, or perhaps they embody the transitional dissonance of an epochal shift. Regardless of the "origin" of their discomfort, they seem to turn to those of us engaged in preparing them as teachers to sanitise the "mess" they encounter in schools. They desire Skinnerian behaviorist reductionism (if "x" then "y"). They seek to tame the "noise" of the extraordinarily complex endeavor of teaching and learning. I fiddle with the volume knob of my own teaching, crank it up, and offer them hip hop pedagogies.1 By hip hop pedagogies I do not mean simply the inclusion of hip hop culture (e.g., DJing, rapping, graffiti art, dancing) as objects of study in the classroom, although these are indeed worthwhile curricular considerations. Instead of dominant modes of schooling which are informed by a factory model of efficiency and knowledge transmission (Adams et al.), I suggest a fundamental reorientation to pedagogies guided by the aesthetics of hip hop culture, particularly the power of recombinant textuality embodied in hip hop’s "noisy mix." Dick Hebdige locates the origins, as diffuse as they are, of hip hop music in the fundamental nature of the mix, noting that "(r)ap is DJ (disc jockey) and MC (Master of Ceremonies or Microphone Controller) music . . . (I)t relies on pre-recorded sounds. . . . The hip hoppers "stole" music off air and cut it up. Then they broke it down into its component parts and remixed it on tape" (141). Paul Miller identifies the possibilities inherent in such processes: DJ culture – urban youth culture – is all about recombinant potential. It has as a central feature a eugenics of the imagination. Each and every source is fragmented and bereft of prior meaning – kind of like a future without a past. The samples are given meaning only when re-presented in the assemblage of the mix (7) In hip hop, mixing occurs within discursive realities of "noise." Tricia Rose notes that the "sonic power" of hip hop, with its "distinctive bass-heavy, enveloping sound does not rest outside of its musical and social power" (63). She summarizes the significance of this sonic barrage: "Noise" on the one hand and communal countermemory on the other, rap music conjures and razes in one stroke. Rap's rhythms . . . are its most powerful effect. Rap's primary focus is sonic . . . Rap music centers on the quality and nature of rhythm and sound, the lowest, "fattest beats" being the most significant and emotionally charged . . . The arrangement and selection of sounds rap musicians have invented via samples, turntables, tape machines, and sound systems are at once deconstructive (in that they actually take apart recorded musical compositions) and recuperative (because they recontextualise these elements creating new meanings for cultural sounds that have been relegated to commercial wastebins) . . . (64-65 Herein lies one of the most transformative possibilities of hip hop pedagogies – the model it offers as a recombinant text, as a mix. Miller explains: It is in this singularly improvisational role of "recombiner" that the DJ creates what I like to call a "post symbolic mood sculpture," or the mix; a disembodied and transient text . . . The implications of this style of creating art are three fold: 1) by its very nature it critiques the entire idea of intellectual property and copyright law, 2) it reifies a communal art value structure in contrast to most forms of art in late capitalist social contexts, 3) it interfaces communications technology in a manner that anthropomorphisizes it. (12-13 If we were to begin thinking of our classrooms/schools as a mix, as recombinant, fluid texts where the copyrighting privilege of authority in the guise of "teacher" is challenged, where the entire process of teaching and learning becomes communal, and where human/technological cyborgs are valued, we can see how hip hop pedagogies might be transformative. The classroom might become, in my favorite image of postmodern education that William Doll borrows from Milan Kundera and Richard Rorty, a "fascinating imaginative realm where no one owns the truth and everyone has the right to be understood" (151). Such pedagogical orientations toward the mix invite students to reject modernist attempts to channel and control learning – to "school" the body and mind. Instead, as Potter notes, "hip-hop aims for a world made hole, aporic, fracturing the fragmented, graffiti on graffiti" (8, emphasis in original). Instead of the master narratives of modernity, it "offers us a model . . . as it produces knowledge in the active consumption of the everyday materials the world makes available . . . it is a work which instructs in its process, indeed, by its process" (Block 339). Is this not a better way to envision our work in schools, which Pinar et al. see as ultimately an engagement with larger conversations of what it means to prepare the next generation (847)? Such mixing infuses life into pedagogies as meanings are reassembled, and acknowledges a "new paradigm" that does "not necessarily require new data, but rather (is) characterized by clever and substantively different ways of recasting what we already know" (Samples 187). "The previous meanings," Miller concludes, are "corralled into a space where the differences in time, place, and culture, are collapsed to create a recombinant text or autonomous zone of expression" (14). Hip hop pedagogies offer such "zones" of hybrid selves, hybrid cultures, and hybrid conversations that are recombined continually through collisions with cultures, histories, and technologies. So that’s the noisy mix I share with my students as most salient to postmodern education – cacophonous, turbulent, and sure to infuriate my father, even now. Notes 1. I follow Gore in her use of the plural form of pedagogy: "(Pedagogies) use is important to signify the multiple approaches and practices that fall under the pedagogy umbrella" whereas "rely(ing) on the singular form is to imply greater unity and coherence than is warranted" (7). References Adams, Natalie et al. Learning to Teach: A Critical Approach to Field Experiences. Mahwah, N.J.: Lawrence Erlbaum, 1998. Block. Alan. (1998). "Curriculum as Affichiste: Popular Culture and Identity." Curriculum: Toward New Identities. Ed. William F. Pinar. New York: Garland, 325-341. Doll, William E., Jr. A Postmodern Perspective on Curriculum. New York: Teachers College, 1993. Gore, J. The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge, 1993. Hebdige, Dick. Cut-n-Mix: Culture, Identity and Caribbean Music. London: Methuen, 1987. Miller, Paul D. "Flow My Blood the DJ Said." Liner notes from Song of a Dead Dreamer. New York: Asphodel, 1995. Pinar, William F. et al. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995. Potter Russell A. Spectacular Vernaculars: Hip-Hop and the Politics of Postmodernism. Albany: SUNY, 1995. Public Enemy. It Takes A Nation Of Millions To Hold Us Back. New York: Def Jam Recordings, 1988. Rose, Tricia. Black Noise: Rap Music and Black Culture in Contemporary America. Hanover, N.H.: UP of New England, 1994. Samples, Bob. "Learning as Transformation." Education, Information, and Transformation: Essays on Learning and Thinking. Ed. Jeffrey Kane. Upper Saddle River, N.J.: Merrill, 1999. Tobin, Sam. "Permutations: A Conversation with Paul D. Miller, AKA DJ Spooky." Digress Magazine. [12, March 2001].<http://www.digressmagazine.com/1spooky.php>