Journal articles on the topic 'College teachers – Texas – Economic conditions'

In modern socio-economic conditions, advanced training of personnel, in particular mid-level specialists, as the leading subjects in the structure of effective production, becomes relevant. High-quality teaching activities in professional educational organizations (colleges) can be carried out by teachers who have developed scientific literacy, which largely determines the scientific potential of the teacher. The scientific potential of teachers can be improved by harmonizing the structure of the teacher's personality and the structure of his professional educational activities.

The migration flow of highly skilled workers is a growing and changing issue, especially under the economic conditions in recent years. This research focused on the migration of university teachers, a highly skilled collective responsible for the training of future skilled workers and also the innovation of a country through their research. An empirical analysis of migration flow of this collective and its relation with economics factor in Europe in the last decade showed that earnings are a key factor explaining variations in the migration flow of university teachers over time. Furthermore, considering the real purchasing power and the effect of personal taxes, it would be possible to show which countries are more relevant to the decisions of this collective on migration. Thus, the higher the purchasing power, the greater the number of university teachers who migrate to a given country. Hence those countries that keep or increase the earnings level of university teachers, especially during an economic depression, can attract or maintain highly skilled workers. In addition, the results showed that unemployment is a push factor for migration for these best educated workers.

Comparative and international education intersects with international relations, international development and modernization, and domestic political, cultural, and economic concerns. Therefore, the history of comparative and international education must be understood in a larger historical context. This article engages the current debate on the founding history of American comparative and international education. It addresses specifically the role of the International Institute of Teachers College, Columbia University in the formation of comparative education as a formal academic field in America. Of particular importance is the investigation of the immediate social and cultural concerns in post-World War I America that informed the motivation and purposes of expanding international education and comparative studies of different nations’ educational ideas, practices, conditions, and systems. A closer look at the founding leaders’ views on the relations of different cultures in terms of social progress further sheds light on how education was perceived as a tool for social change and the extension of American values across the globe.

Our analysis begins with an examination of the state of Georgia's rationale for the decision regarding social promotion that was based on the perceived views that teachers have on the issue. Research suggests, however, that teachers hold contradictory opinions concerning the use of standardized tests for high stakes decisions, such as promotion, and are not aware of the consequences most children suffer when they fail a grade. Following a discussion that challenges the claims of success in Chicago, Baltimore, and Texas, we explore the viability of choosing litigation as a strategy to stop the use of high stakes tests given the adverse impact they have on protected minorities. From a study of the thirty-nine poorest counties in rural Georgia, the relationships between poverty, race and the Georgia Criterion Referenced Competency Test Results suggest that these tests do have an enormously disparate impact on impoverished African American children. Because chances for educational attainment will be severely limited by this test, most African American children will be discouraged from achieving a high school diploma. As a way to put a face on the data, a case study of a young girl who would probably fail her grade in school if the law was enforced is presented followed by recommendations that argue for changes in education policy and teaching. Rather than mandate a ban on social promotion, the state of Georgia should pursue improvement of socio-economic conditions, education policy and pedagogy.

The purpose of the study is to examine the job satisfaction of Educators as well as to compare the various level of job satisfaction of Educators who are working in different Govt.-aided and Self-Financed B.Ed. Colleges in West Bengal. The teacher is the backbone of any nation. The progress and development of a nation largely depend on its teachers’ community because of their noble and massive contributions in nation-building. They have remarkable contributions in making and shaping every person of society. The investigators choose various factors to measure the Level of Job Satisfaction of Teacher Training Colleges on the basis of multi-dimensions that are Working Conditions, Salary Status, Understanding between Colleagues, Recognition by Others, Work Load, Availability of Power, job security, Gender, Marital Status, Educational Qualification, Locality, location of College, Age, experience, Family conditions, income status and professional development, Individual Status, Stream and Promotion Opportunities. The main objective of the present study that the researcher analyses the satisfactory job level of Educators from different teacher education institutions in West Bengal. The researcher randomly took 6 Colleges & 12 Private Colleges. The researcher has selected only 191 Educators, out of which 38 Educators have been taken from 6 Government Aided B.Ed. Colleges and rest 153 Educators have been takenfrom 12 Private B.Ed. Colleges as a sample for the present study. The methodology of the study is a mixed type involving interpretative, analytical study of documents, interview, survey questionnaire, observation and study secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites etc. Finally, meaningful suggestions are offered.

Abstract: The challenges in the world of education today, especially in the Era of the Asean Economic Community (MEA) is quite heavy, where the world of education must be able to adjust to the current conditions. Starting from policy makers who have to think about breakthroughs in the form of rules up to the educational implementer who can immediately act to improve the learning process to fit the need for market share in this era of competition. Participants Community service activities conducted at the Alma'shum Perguruan Foundation Sidodadi Village District West Kisaran is the teachers who teach at the Foundation of Alma'shum College. The purpose of this activity Provide information and knowledge about the role of teachers in the era of ASEAN Economic Community and Provide Information and knowledge about the importance of technology mastery in facing global challenges. The team of lecturers who conduct this activity consists of lecturers who have different educational background. The result of this activity is the approval of the follow up activities to improve the competence of lecturers especially in the field of Information Technology.Keywords: Profesionalism MEA, Competence, Teacher, TIAbstrak: Tantangan dalam dunia pendidikan saat ini terutama di Era Masyarakat Ekonomi Asean (MEA) cukup berat, dimana dunia pendidikan harus mampu menyesuaikan dengan kondisi saat ini. Mulai dari pembuat kebijakan yang harus memikirkan terobosan dalam bentuk aturan sampai dengan pelaksana pendidikan yang dengan segera bisa bertindak untuk memperbaiki proses pembelajaran agar sesuai dengan kebutuhan akan pangsa pasar di era persaingan seperti ini. Peserta Kegiatan pengabdian masyarakat yang dilakukan di Yayasan Perguruan Alma’shum Kelurahan Sidodadi Kecamatan Kisaran Barat ini adalah guru-guru yang mengajar di Yayasan Perguruan Alma’shum. Tujuan dari kegiatan ini Memberikan informasi dan pengetahuan tentang peranan guru dalam era Masyarakat Ekonomi Asean dan Memberikan Informasi dan pengetahuan tentang pentingnya penguasaan teknologi dalam menghadapi tantangan global. Tim dosen yang melakukan kegiatan ini terdiri dari dosen-dosen yang memiliki latar pendidikan yang berbeda. Hasil dari kegiatan ini adalah disepakatinya kegiatan lanjutan guna meningkatkan kompetensi dosen terutama di bidang Teknologi InformasiKata kunci: Profesionalitas, MEA, Kompetensi, Guru, TI

I was glad to read today, on December 16th of 2016, that the Sports Sciences Department of the University of Beira Interior (UBI) appears in an outstanding place in the Shanghai Ranking's Global Ranking for Sport Science Schools and Departments. We could indicate that this small department is actually in the top 80 of the sports schools of the world, which is something that should be highlighted.In 2007, the head of the Department of Sports Sciences at UBI and currently president of the Faculty of Social Sciences and Humanities (UBI) called for the development of internal research in the field of sports sciences, not only on the national panorama, but above all on an international level. This wish was strongly based on a complete lack of research in the department, in which until 2007 there was no single publication with indexing, much less with ISI or Scopus or any relevant project or book recognized by the scientific community. It was a herculean and risky challenge, but today we think that it has been more than achieved. At that time the cornerstones for the development and sustainability of the investigation in the department were based on three key-vectors: selection and recruitment of more teachers with experience and research potential; acquisition of equipment, laboratory software and reformulation of the advanced training proposal (reformulation of the Master course and Doctoral study plan).As a complement to the quality of the existing teachers, external professors were hired. The rectory was present in the creation of an R & D unit in consortium with UTAD, UMa and 5 Polytechnics Schools, under the designation of CIDESD with headquarters in UTAD and a center in UBI. As far as the equipment is concerned, the department has acquired high quality material and diversification through internal funds (Department / Faculty) and also with the individual scientific production funds of the research unit CIDESD/UBI. Between 2008 and 2013, these acquisitions encouraged the exponential writing of articles, the development of projects and the conclusion with high quality of masters and doctoral theses. This was only possible due to the high scientific production carried out, which was strictly thought in favor of our students and the Department of Sports Sciences. The acquisition of research material had not only a typical laboratory concern but also an ecological one, that is, most of the acquired equipment was portable, allowing us to carry out several studies outside the Department, going to the places where the individuals that composed the samples were. Finally, since 2009, there has been a strong internationalization policy for the Masters course, especially with the arrival of highly qualified teachers from worldwide, which has allowed the promotion of research policies and a significant increase in quantity, but above all in the quality of the published articles. In this research policies project - it was sought to present a line of concrete study that addressed some pertinent problems to which the international literature has not yet shown any final conclusions.In the last two decades, scientific research in Sport Sciences has grown exponentially in the department. Unfortunately, most of the resources, such as critical mass or equipment (laboratories) are still scarce in our country, although some universities have taken important steps in order to reverse this situation. Thus, UBI could not remain unaware of this "revolution". We had a young department with quality and capacity to perform quality research. To this purpose, it was urgent to develop protocols and / or connect with universities and researchers of international reference, which would transport us to higher levels of research. Since our field of study was so vast and complex, we had to focus on the following points of interest: A) preparing research projects in the field of sports performance; B) drawing short - term strategies for the construction of a root laboratory that would be able to transport us to the "front line"; C) helping integrate our young doctoral students (teachers) into the "world" of research. Considering the opening of the European university space resulting from the Maastricht Treaty, one of the pillars of the internationalization policy has been the focus on European cooperation activities. Numerous protocols were developed with the University of Pitesti, the Public University of Navarra, the Pablo de Olavide University, and the University of Barry State. These contacts were a result from the social and academic networks established with members of these universities.After hiring the new professors whose doctorates were concluded between 2007 and 2009, the mission of equating a course development strategy and improving its attractiveness was crucial. Given the fact that, at the level of the 2nd cycle offer, the demand was low, it was therefore necessary to attract students from other schools of the country. It was obvious that this would only be possible with the use of previous personal knowledge networks and the support of the Center for Research in Sport, Health and Human Development (CIDESD), a research center where UBI is an integrated member.The 2nd cycle of studies of the Master’s Degree in Sports Sciences was created in the 1st year of the Bologna Process adjustments of the courses given at the UBI. At that time, the Department's doctoral faculty was exiguous and very little diversified. For this reason, the Curricular Units proposed for the curriculum were based in the possibility of hiring other human resources. National and international teachers of recognized pedagogical and scientific value were recruited, with special emphasis on the prestigious curriculum of publications in the area of Sports Sciences. Provisional calls were launched and readily accepted on the condition that they taught concentrated classes, similar to what already being done in many foreign universities and also in some national ones.In the main scientific area of the cycle of studies (Sports Sciences) all the teachers integrated in the service distribution are effective members or collaborators of CIDESD. CIDESD is a research unit accredited by FCT (since the 12th of December of 2009) with the initial classification of GOOD and nowadays of VERY GOOD. Also worth mentioning is the collaboration with the Center for Excellence in Studies, Research and Sports Medicine and the Navarro Institute of Sport, Government of Navarra.The approach to scientific research has also been a point of honor of this department, carried out in a sustainable way, mainly through teaching / learning methodologies specific to each curricular unit (CU), mostly through research seminars. This approach begins in the 1st semester of the 1st year, encouraging the student to the good practices of scientific research, particularly in his area of interest. However, the ultimate milestone of his effective integration into the scientific research can only be consolidated if the student is qualified to prepare or eventually to submit a scientific paper in an ISI-indexed journal provided by the Seminar CUs. Finally, we must highlight the involvement in the implementation of technical-scientific events allowing contact with basic and applied science, of which the Research Seminar of CIDESD and CIDESD Junior is the best example. It should also be said that the scientific activity produced by teachers and students is strongly implemented in the methodological orientation of teaching / research and in the provision of services and advice to the academic community and to civil society in general. Regarding to the research-community relationship, the type of research developed is powerfully applied by integrating and transmitting immediately the produced knowledge to the stakeholders (e.g., clubs, municipalities, gymnasiums and swimming pools). Therefore, this applied research par excellence in the physical activity context of exercise and sport in its most diverse fields of application brings economic benefits to the partners of the course.It should be mentioned that in the last two years there has been a significant increase in the publication of scientific articles in journals indexed to the ISI Web of Knowledge, a true and successful Case Study at the national level. Also note that part of the articles published during the last years were launched in magazines with an impact factor higher than 1.0. Also noteworthy are the publications in book or chapter format of books with scientific review. There are also dozens of abstracts published in national and international conferences (with scientific review). In fact, we consider this type of publication as an excellent measure of dissemination of the work produced by senior researchers and 3rd cycle students. In some cases, even for the 2nd cycle students.We succeeded in spreading knowledge through the range of articles available in worldwide renowned journals, i.e.: Original Research, Brief Reviews, Reviews, Methodological Reports, Research Notes, and Letters to Editor. In terms of impact, if we consider that the UBI Teaching Activity Regulation defined 0.4 as the impact reference median to the Sports Sciences, the publications in question are clearly above this level with an average close to 1.0 impact, a high value for the sports sciences. It should be emphasized that more than 50 percent of the articles refer to 1.8-1.9 impact journals, and that we have had a review - recently published in the highest impact factor journal of the area (Sports Medicine: 5.2).With this philosophy of publications, it was intended to carry out a large number of scientific studies that addressed a panoply of issues considered more relevant like the ones related to the effectiveness of Strength Training and Physical Condition on performance improvements in High Performance Sports, Public School and Exercise /Health. Consequently, this line of thought / intervention, in addition to discussing in a pragmatic and scientific way different topics related to the methodology of Strength Training and Physical Condition, tried to do a parallelism between theory and practice, that is, most of the abovementioned articles are of a highly practical nature in order to daily assist coaches, physical education teachers and health / sport professionals. We also analyzed the Simultaneous Training of Strength and Aerobic thematic, as well as the problematic of the Detraining. These are two hot topics as both are far from consensus in the scientific community.Since the origin of the Department (1994), the first four experimental studies conducted in our laboratories have been published in two of the best sports training magazines. In the five-year period in question, the level of scientific production was exponential with more 100 international ISI articles published or accepted for publication in journals indexed to international reference databases by the end of 2013. The participation in conferences such as the American College of Sports Medicine (ACSM) and the European College of Sport Science (ECSS) as well as the positive evaluation of 2 R & D projects by international panels (with emphasis on the project approved in call 2010) seem to indicate that the scientific community recognizes the efforts done to contribute for a better understanding of the sportive phenomenon, both in theoretical as in empirical terms. We should also note the level of involvement in the scientific community with referee reports for international reference journals and with several coauthors affiliated to different universities (national and international).The research networks developed in 5 years and the funding of the international R & D Projects planned for the coming years, will not only allow the renewal of equipment and software, but also bring the possibility of hiring highly qualified human resources, guaranteeing important conditions to continue in the line of international merit investigation. It is also an important incentive to further progress in the worldwide scientific production, recognized by the scientific community as well as helping UBI to consolidate its role in the country and in the world, in this scientific area. However, there are still some teachers who feel some lack of motivation to publish regularly.

This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

The Scenario and environment in which organizations operate has undergone drastic change, owing to the advancement in technology and due to globalization. This change has affected the economy in many ways. Due to various economic conditions and unstable employment opportunities, the concept of Moonlighting has increased. Employees often take up a second job or business along with their main job for a variety of reasons. This is called Moonlighting. Employees when committed towards their organization are said to be more productive which indeed brings in result for the firm. With the introduction of Moonlighting the organizational commitment has further reduced. The education Industry is booming across the world and it generates large scale revenues and employment. Teachers all across the nation experience financial difficulty in their profession and are tend to practice moonlighting than any other employees. This paper tries to analyze the “Impact of Moonlighting” on the performance of teachers and whether it affects the Organizational Commitment of TeachersA

Job satisfaction of college teachers are affected by personal factors of the teachers, institutional factors and environmental factors. Environmental factors are other than personal (related with the teacher) or institutional (related with the college and the persons related with the college) factors. These include system variables like government policies, economic conditions of the state and the country, policies of the parental bodies like UGC, MHRD, Higher Educational Council, and affiliating university. In this paper, environmental factors of job satisfaction of college teachers have been considered to examine if they are significant determinants of job satisfaction. These include PBAS, Pay-packet system, ROPA, age of superannuation, transfer policy, increments for higher qualifications, unemployment problem, examination and students ’ union election are expected to have significant contributions on job satisfaction of the college teachers. The results show that teachers’ career related environment factors are significant in determining job satisfaction of college teachers. Similarly, students’ behaviour under certain circumstances is also found to be significant.

What are our teachers’ religious, economic, social and professional practices and conditions? Do these practices and conditions reflect a work-life balance? Are our teachers still able to rest and enjoy life after school? These are the questions posed by the study, Teachers’ Life after School. Respondents of this undertaking were 67 teachers from the Integrated School to College. It was a descriptive research utilizing frequency and percentage. Results showed that our teachers are generally active and practicing Catholics. Socially, they are active in using the social network in communicating with their students. Most of their evenings and week-ends are spent preparing work related materials. Only 7% indicated that they are able to rest during evenings. Economically majority aspires to save but is not in the position to do so at present while professionally, most teachers aspire to earn their doctoral degree. Though a related study in 2009 concluded that generally, LCC teachers have a high state of wellness; this current research concluded that most teachers do work related tasks during evenings and week-ends. Hence, there are work areas that need to be improved to give teachers more time to relax with their families and enjoy life.

04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25, 2 (2004), 243–72.04–120Benson, Barbara E. (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching. Action in Teacher Education (Alexandria, Virginia, USA), 25, 2 (2003), 16–22.04–121Blanche, Patrick (U. of California, Davis, USA; Email: blanche@kumagaku.ac.jp). Using dictations to teach pronunciation. Modern English Teacher (London, UK), 13, 1 (2004), 30–36.04–122Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik. [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9, 1 (2004), 12 pp.04–123Cajkler, Wasyl (U. of Leicester, UK; Email: wc4@le.ac.uk). How a dead butler was killed: the way English national strategies maim grammatical parts. Language and Education (Clevedon, UK), 18, 1 (2004), 1–16.04–124Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements. Foreign Language Annals (New York, USA), 37, 1 (2004), 11–25.04–125Carrier, Karen A. (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.

<p><strong>Preface</strong></p> <p>This <strong>UIC Research Journal</strong> showcases eleven multi-disciplinary research outputs completed in 2010 by scholarly faculty members of the university. The various topics of the studies manifest the range of the intellectual interests of these teachers who, in their desire to help establish the research culture of the academe, have unselfishly shared their generosity, patience and discipline.</p> <p>The first section, <strong><em>Science and Mathematics</em></strong>, prides itself on the authoritativeness of the empirical and creative notes from the studies of<strong><em> Dr. Adorico M. Aya-ay, Professor Avee Joy B. Dayaganon, and Dr. Renan P. Limjuco.</em></strong> The biodiversity indexing done by Dr. Aya-ay at HOLCIM Philippines Limestone Quarrying Site in Bunawan District reveals the vegetation analysis and faunal inventories of the area as measures of rehabilitation efforts to preserve the ecosystem of the place while Prof. Dayaganon’s informative report about the infection rate of intestinal parasitosis among the food handlers of the UIC canteens in the three campuses discusses various factors that usually interplay in any health-risk assessment effort. These two studies speak of environmental and health issues which are the concerns of contemporary relevant sciences. On the other hand, Dr. Limjuco’s creative use of Platonic solids to enhance probability concepts is exposed as an alternative instructional technology in mathematics teaching.</p> <p>The second section, <strong><em>Social Sciences</em></strong>, juxtaposes the meritorious endeavors of <strong><em>Professor Emma V. Sagarino et. al, Professor Reynaldo O. Cuizon, Professor Emma N. Ramos, Professor Arnulfo B. Ramos and Dr. Alvin O. Cayogyog,</em></strong> pertaining to social issues involving college students and research writers working with indigenous people (IP). A descriptive survey report of Prof. Sagarino and her collaborators succeeds in describing the present living conditions of student renters in Davao City boarding houses and dormitories. The comprehensive profile about the features of these shelters and the honest documentation of the lifestyles of the lodgers have provided a vivid picture of the safety status of college students living independently away from the comforts of their own home. In the other story, also involving some college students is the phenomenological inquiry essayed by Prof. Cuizon and Prof. E. Ramos. With the goal to provide an experiential learning approach, the duo required their Sociology classes to go through field studies and immersion activities to internalize conscientization--- change of social orientation and intensification of personal and collective conviction. This report summarizes the reflections and realizations of the students regarding prevalent social ills at certain micro societies when viewed at a closer range. Meanwhile, the impact of research in our society is becoming more evident. However there are many aspects of research processes that are not handled well. Along this line, Prof. Cuizon and Prof. A. Ramos ventured on a qualitative study which delves on the sensitivity and ethical issues when doing research involving IPs. This autoethnography records the experiences of the researchers who worked with indigenous respondents and derives a prognostic review to guide future writers. As regards the issue of research utilization, Dr. Cayogyog’s investigation which centers on the viability of research commercialization to contribute to economic sustainability of HEIs and economic development of Region XI is critical. This report highlights the dynamic relationship between research commercialization and economic sustainability of the academic institution.</p> <p>The third section, <strong><em>Philosophy and Languages</em></strong>, underscores the research papers completed by <strong><em>Prof. Armando B. Parantar, Dr. Rhodora S. Ranalan, Prof. Ariel E. San Jose, Dr. Judith D. Dalagan, Dr. Ma. Elena C. Morales, and Prof. Fe Monique F. Musni</em></strong>. As an authentic philosophical work, Prof. Parantar’s piece attempts to unravel the ultimate realities using European perceptions, Oriental traditions, and Christian contemplations. This discourse probes the possible blend of the three philosophies using the writer’s personal insights amidst the emerging similarities found in the three subjects. Indeed, the University of the Immaculate Conception being one of the irrefutable HEIs to offer a linguistics program is fast becoming a domain for researches concerned with reading, speaking, and writing in English. Thus, the three remaining studies being highlighted by this section revolve around the said areas of English language teaching. For reading, Dr. Ranalan’s effort to establish the significant correlation between certain learning strategies and literary response provides interesting notes regarding the interplay of variables including sex, literature course, and undergraduate program to literary responses to the given reading material. For speaking, Prof. San Jose’s study on the possible effect of dialectical variations to speaking proficiency of the students ignites further the controversy in second language acquisition pertaining to the innate link of mother tongue or of lingua franca to the native dialect. A noteworthy finding of this study is the significant correlation between the delivery of speaking English and the level of dialect use. Finally for writing, Dr. Dalagan, Dr. Morales, and Prof. Musni collaborated to establish the relationships between cooperative learning activities and the merits of student’s research output. This investigation validates the use of collaborative and write-shop activities to motivate and inspire writing students to produce a good research output. Furthermore, student’s final grades in writing have been found to be significantly associated to both the cooperative learning activities and teaching strategies.</p> <p> </p> <p><strong> </strong></p> <p><strong>Editor-in-Chief</strong></p>

Education is a process on which the future of a nation depends. In addition, a quality educational process is a necessary condition for higher education, without which education will not be competitive. Teachers, educational technologies, methods, tools (visual aids, textbooks, technical devices, etc.), educational management are involved in the process. Education provides general cultural and professionally oriented training of a graduate of the degree of junior specialist, determines the amount of special knowledge, skills and abilities sufficient to solve typical tasks of the specialist in the respective position, including the ability to use theoretical knowledge and practical skills, to perform the technological stages of manufacturing orthopedic prostheses, to provide medical care in emergencies, to assess the impact of dangerous factors on the development of occupational diseases. Education provides the activities of a nurse, which includes organizational functions, determining the needs of patients, the ability to prepare patients for complex laboratory tests and instrumental methods of examination, special care and care for patients, participation in treatment and prevention, conduct an educational work in accordance with the principles of nursing ethics and deontology, constant improvement of professional level, practice of practical skills in the departments of hospitals, hospices and family medicine clinics. Education provides students with the ability to form a worldview, understanding the principles of society, the ability to think abstractly, analyze and synthesize on the basis of logical arguments and verified facts, consider social phenomena in development and specific historical conditions, lead a discussion, use appropriate terminology and thoughts expression in oral and written forms in the native language. Students are taught to use knowledge in the field of socio-economic training, communicate in a foreign language, be ready to work in a foreign language environment using information technology, search for processing and analysis of information from various sources, communicate professionally, provide harmonious and constructive relationships in the performance of professional tasks. At IFNMU Medical College, students learn the ability to interpret and use theoretical knowledge and practical skills on diseases questions, methods of organizing the safety of human life, their protection from the possible consequences of accidents and disasters. At the same time, education, and hence its quality, is not limited to learning outcomes. It is also the physical, intellectual and spiritual development of the individual, the level of his upbringing. That is why well-known scientists do not have a single opinion on the concept of quality education. The quality of education depends on many factors: teaching staff, the level of their skills; resource provision of the educational process; management of the educational process; curricula of educational content and educational and methodological support; effective educational technologies; psychological support of the educational process, as well as from the subjects of education, concerted actions with parents, etc. Of course, education will be of good quality if all components interact effectively. The article highlights the features of providing quality professional before higher education, its interrelation with efficiency of preparation of experts in higher educational institutions is defined.

March 2020 marks the coming of bad news to this country. COVID-19 pandemic began to strike and its domino impacts have affected almost all aspects of life, including academic and scientific writing on journal. In the midst of the spirit of working and researching from home, the International Review of Humanities Studies Journal is back to publish for July 2020 edition. The issues discussed are increasingly diverse, marked by the diverse expertises of the respective authors. Domestic contributions can be seen from the articles of the researchers from Universitas Indonesia, particularly from the Faculty of Humanities and the School of Strategic and Global Studies which are interconnected with the scholars from the Indonesian Police College and Al Azhar University.Since this journal is intended to be available internationally, it is also necessary to pay attention to the contributions of foreign authors. Researchers from the University of Uyo, the University of Ilorin, the University of Benin, the University of Lagos, and Delta State University provide interesting views on the issues of humanities in Nigeria. Five articles from various universities in Nigeria are interconnected with independent researchers from the People's Republic of China, who without links to universities or colleges have sent their own independent research articles.This edition begins with Darmoko's writing that discusses the moral complexities of Javanese in the Asmara Djibrat Ludira novel. Darmoko's research emphasises the spiritual role of knight figures who defended their territory and romance. The second article is from Letmiros who also discusses Java. Letmiros saw a mosque in Jogjakarta, namely the Jogokariyan Mosque, as an agent of change as well as a legend. Letmiros argued that by having activities – whether it is spiritual, economic, cultural, or politics – that are conducted in the mosque, mosque can be ordained as an agent of change and branded as legendary, especially in the city of Jogjakarta.The third article is a research carried out during the COVID-19 pandemic. Fera Belinda saw how a new normality, in a tourist village in the Badung-Bali area, is interconnected with local wisdom and health protocols. Fera Belinda's study shows that health science on pandemic like COVID-19 can be analysed together using the humanities approach. Then in the fourth article, we are invited to take a walk to explore Nigerian drama. Inegbe and Rebecca see that a theatre, titled Cemetary Road, has a significant impact on Nigerian society; to the extent that it can be considered a radical impact. Inegbe and Rebecca's research provides new treasure of knowledge, especially for readers in the regions outside Nigeria.In the fifth article, we are invited to see how online studies, especially the use of video technology, are utilised by teachers. Silalahi and Halimi see how the use of two methods, namely the use of video teaching and the use of textual textbook teaching, are compared between the experimental class and the control class. In conclusion, they find that video-based teaching provides better results in the learning process. The next article, by Soekarba and Rosyidah, invites us to see the contribution of the Hadrami group to a community in the Tegal area, Central Java.The impact of the Hadrami (Al Irsyad) group movement was mostly felt in the social and educational fields in the area.The seventh article invites us to get to know Nigeria. Okpevra's research discusses pre-colonial aspects in the Delta State, Nigeria. This research concludes that intergroup relations in the region are influenced by factors of origin, equality of geographical conditions, and similarity of cultural practices. The eighth article invites us to get acquainted with humanities research that is associated with psychological studies of the police. Mayastinasari and Suseno discussed how strengthening the current role of the police influences the public satisfaction, especially in North Sumatra where this research took place.The ninth article is an issue that has been discussed lately. Nwosu discusses the issue of homosexuality in the Catholic group in Nigeria which is interconnected with its society. Although the discussed issues are quite sensitive, the scientific explanation could vividly answers the questions regarding these issues. Next, the tenth article from Akpan and Edem discusses how a film, in this case Frozen, is examined from the perspective of digital technology and digital costumes which is a new contribution in analysing a child-friendly content. The eleventh article of Ademakinwa and Smith discusses a film adapted from a well-known Nigerian novelist in the United States, Chimamanda Adichie. Ademakinwa and Smith's findings state that collective memory, reconstructed through film, can have a more significant impact than that of novels. It can even create a crisis within society if not properly controlled.The twelfth article from Filia and Nurfitri invites us to explore the expression of confessions of love in Japanese. Data on love expressions from these researchers were collected via video interviews. It is interesting to find that the expression of love turns out to depend on the cultural context associated with togetherness and sustainability. The next article, the thirteenth, is a contribution of an independent Chinese researcher named Zhang Guanan. He analysed Chinese folklore, Pi Ying, with wayang kulit – leather puppet – stories. It is interesting to follow how Guanan managed to find the uniqueness of both in his research.The fourteenth article by Sugiharto and Puspitasari discusses the online stalking activities of urban millennial. It is their second research which found that cyber stalking is a natural thing for millennial generation living in urban areas, including following colleagues, friends, spouses, even ex-spouses and friends who have not been associated for a long time. The fifteenth paper from Guanah Akbanu and Obi discusses the practice of online journalism in Nigeria, using artificial intelligence. The case study they chose was how journalists in Edo, Nigeria, perceived the use of AI in their journalistic methods. It was found that the use of AI turned out to be more positive for journalism in the area.The sixteenth article by Sonya Suganda discusses how a commemorative object, stolperschwelle, is useful as an object for narrative of the death. The object that was initially used to commemorate Nazi victims has developed to be the object to commemorate those who are marginalized, including homosexuals, gypsies, and those who are exiled because of political differences. The next contribution, the seventeenth, comes from Zaqiatul, Al Azhar University who discusses how the functioning of suffixes and verbs is interconnected in the realm of Arabic conjugation. The eighteenth article by Hutapea discusses a quite sensitive issue, namely the conflict between the native people of Jogja and the Papuans living in Jogjakarta. This conflict was examined from the perspective of the police, especially how they controlled it. The nineteenth article from Arif Budiman discusses the strategy used by the French interpreter in the film Marlina Murder in Four Acts. The last article by Basuni discusses the problem of the Arabic-Indonesian translation, in the context of the increasingly contextual scripture.Hopefully, this current edition along with the entire articles can enlighten the readers and contribute significantly to the knowledge of humanities studies.

This paper will compare the metaphoric structuring of the ecological concept of resilience—with its roots in Holling's 1973 paper; with psychological concepts of resilience which followed from research—such as Werner, Bierman, and French and Garmezy and Streitman) published in the early 1970s. This metaphoric analysis will expose the difference between complex adaptive systems models of resilience in ecology and studies related to resilience in relation to climate change; compared with the individualism of linear equilibrium models of resilience which have dominated discussions of resilience in psychology and economics. By examining the ontological commitments of these competing metaphors, I will show that the individualistic concept of resilience which dominates psychological discussions of resilience is incompatible with the ontological commitments of ecological concepts of resilience. Because the ontological commitments of the concepts of ecological resilience on the one hand, and psychological resilience on the other, are so at odds with one another, it is important to be clear which concept of resilience is being evaluated for its adequacy as a concept. Having clearly distinguished these competing metaphors and their ontological commitments, this paper will show that it is the complex adaptive systems model of resilience from ecology, not the individualist concept of psychological resilience, that has been utilised by both the academic discussions of adaptation to climate change, and the operationalisation of the concept of resilience by social movements like the permaculture, ecovillage, and Transition Towns movements. Ontological Metaphors My analysis of ontological metaphors draws on insights from Kuhn's (114) account of gestalt perception in scientific paradigm shifts; the centrality of the role of concrete analogies in scientific reasoning (Masterman 77); and the theorisation of ontological metaphors in cognitive linguistics (Gärdenfors). Figure 1: Object Ontological commitments reflect the shared beliefs within a community about the sorts of things that exist. Our beliefs about what exists are shaped by our sensory and motor interactions with objects in the physical world. Physical objects have boundaries and surfaces that separate the object from not-the-object. Objects have insides and outsides, and can be described in terms of more-or-less fixed and stable “objective” properties. A prototypical example of an “object” is a “container”, like the example shown in Figure 1. Ontological metaphors allow us to conceive of “things” which are not objects as if they were objects by picking “out parts of our experience and treat them as [if they were] discrete entities or substances of a uniform kind” (Lakoff and Johnson 25). We use ontological metaphors when we imagine a boundary around a collection of things, such as the members of a team or trees in a forest, and conceive of them as being in a container (Langacker 191–97). We can then think of “things” like a team or forest as if they were a single entity. We can also understand processes and activities as if they were things with boundaries. Whether or not we characterise some aspect of our experience as a noun (a bounded entity) or as a verb (a process that occurs over time) is not determined by the nature of things in themselves, but by our understanding and interpretation of our experience (Langacker 233). In this paper I employ a technique that involves examining the details of “concrete images” from the source domains for metaphors employed in the social sciences to expose for analysis their ontological commitments (Harrison, “Politics” 215; Harrison, “Economics” 7). By examining the ontological metaphors that structure the resilience literature I will show how different conceptions of resilience reflect different beliefs and commitments about the sorts of “things” there are in the world, and hence how we can study and understand these “things.” Engineering Metaphors In his discussion of engineering resilience, Holling (“Engineering Vs. Ecological” 33) argues that this conception is the “foundation for economic theory”, and defined in terms of “resistance to disturbance and the speed of return to the equilibrium” or steady state of the system. Whereas Holling takes his original example of the use of the engineering concept of resilience from economics, Pendall, Foster, & Cowell (72), and Martin-Breen and Anderies (6) identify it as the concept of resilience that dominates the field of psychology. They take the stress loading of bridges to be the engineering source for the metaphor. Figure 2: Pogo stick animation (Source: Blacklemon 67, CC http://en.wikipedia.org/wiki/File:Pogoanim.gif). In order to understand this metaphor, we need to examine the characteristics of the source domain for the metaphor. A bridge can be “under tension, compression or both forces at the same time [and] experiences what engineers define as stress” (Matthews 3). In order to resist these forces, bridges need to be constructed of material which “behave much like a spring” that “strains elastically (deforms temporarily and returns to its original shape after a load has been removed) under a given stress” (Gordon 52; cited in Matthews). The pogostick shown in Figure 2 illustrates how a spring returns to its original size and configuration once the load or stress is removed. WGBH Educational Foundation provides links to simple diagrams that illustrate the different stresses the three main designs of bridges are subject to, and if you compare Computers & Engineering's with Gibbs and Bourne's harmonic spring animation you can see how both a bridge under live load and the pogostick in Figure 2 oscillate just like an harmonic spring. Subject to the elastic limits of the material, the deformation of a spring is proportional to the stress or load applied. According to the “modern theory of elasticity [...] it [is] possible to deduce the relation between strain and stress for complex objects in terms of intrinsic properties of the materials it is made of” (“Hooke’s Law”). When psychological resilience is characterised in terms of “properties of individuals [that] are identified in isolation” (Martin-Breen and Anderies 12); and in terms of “behaviours and attributes [of individuals] that allow people to get along with one another and to succeed socially” (Pendall, Foster, and Cowell 72), they are reflecting this engineering focus on the properties of materials. Martin-Breen and Anderies (42) argue that “the Engineering Resilience framework” has been informed by ontological metaphors which treat “an ecosystem, person, city, government, bridge, [or] society” as if it were an object—“a unified whole”. Because this concept of resilience treats individuals as “objects,” it leads researchers to look for the properties or characteristics of the “materials” which individuals are “made of”, which are either elastic and allow them to “bounce” or “spring” back after stress; or are fragile and brittle and break under load. Similarly, the Designers Institute (DINZ), in its conference on “Our brittle society,” shows it is following the engineering resilience approach when it conceives of a city or society as an object which is made of materials which are either “strong and flexible” or “brittle and fragile”. While Holling characterises economic theory in terms of this engineering metaphor, it is in fact chemistry and the kinetic theory of gases that provides the source domain for the ontological metaphor which structures both static and dynamic equilibrium models within neo-classical economics (Smith and Foley; Mirowski). However, while springs are usually made out of metals, they can be made out of any “material [that] has the required combination of rigidity and elasticity,” such as plastic, and even wood (in a bow) (“Spring (device)”). Gas under pressure turns out to behave the same as other springs or elastic materials do under load. Because both the economic metaphor based on equilibrium theory of gases and the engineering analysis of bridges under load can both be subsumed under spring theory, we can treat both the economic (gas) metaphor and the engineering (bridge) metaphor as minor variations of a single overarching (spring) metaphor. Complex Systems Metaphors Holling (“Resilience & Stability” 13–15) critiques equilibrium models, arguing that non-deterministic, complex, non-equilibrium and multi-equilibrium ecological systems do not satisfy the conditions for application of equilibrium models. Holling argues that unlike the single equilibrium modelled by engineering resilience, complex adaptive systems (CAS) may have multi or no equilibrium states, and be non-linear and non-deterministic. Walker and Salt follow Holling by calling for recognition of the “dynamic complexity of the real world” (8), and that “these [real world] systems are complex adaptive systems” (11). Martin-Breen and Anderies (7) identify the key difference between “systems” and “complex adaptive systems” resilience as adaptive capacity, which like Walker and Salt (xiii), they define as the capacity to maintain function, even if system structures change or fail. The “engineering” concept of resilience focuses on the (elastic) properties of materials and uses language associated with elastic springs. This “spring” metaphor emphasises the property of individual components. In contrast, ecological concepts of resilience examine interactions between elements, and the state of the system in a multi-dimensional phase space. This systems approach shows that the complex behaviour of a system depends at least as much on the relationships between elements. These relationships can lead to “emergent” properties which cannot be reduced to the properties of the parts of the system. To explain these relationships and connections, ecologists and climate scientists use language and images associated with landscapes such as 2-D cross-sections and 3-D topology (Holling, “Resilience & Stability” 20; Pendall, Foster, and Cowell 74). Figure 3 is based on an image used by Walker, Holling, Carpenter and Kinzig (fig. 1b) to represent possible states of ecological systems. The “basins” in the image rely on our understanding of gravitational forces operating in a 3-D space to model “equilibrium” states in which the system, like the “ball” in the “basin”, will tend to settle. Figure 3: (based on Langston; in Walker et al. fig. 1b) – Tipping Point Bifurcation Wasdell (“Feedback” fig. 4) adapted this image to represent possible climate states and explain the concept of “tipping points” in complex systems. I have added the red balls (a, b, and c to replace the one black ball (b) in the original which represented the state of the system), the red lines which indicate the path of the ball/system, and the black x-y axis, in order to discuss the image. Wasdell (“Feedback Dynamics” slide 22) takes the left basin to represents “the variable, near-equilibrium, but contained dynamics of the [current] glacial/interglacial period”. As a result of rising GHG levels, the climate system absorbs more energy (mostly as heat). This energy can force the system into a different, hotter, state, less amenable to life as we know it. This is shown in Figure 3 by the system (represented as the red ball a) rising up the left basin (point b). From the perspective of the gravitational representation in Figure 3, the extra energy in the basin operates like the rotation in a Gravitron amusement ride, where centrifugal force pushes riders up the sides of the ride. If there is enough energy added to the climate system it could rise up and jump over the ridge/tipping point separating the current climate state into the “hot earth” basin shown on the right. Once the system falls into the right basin, it may be stuck near point c, and due to reinforcing feedbacks have difficulty escaping this new “equilibrium” state. Figure 4 represents a 2-D cross-section of the 3-D landscape shown in Figure 3. This cross-section shows how rising temperature and greenhouse gas (GHG) concentrations in a multi-equilibrium climate topology can lead to the climate crossing a tipping point and shifting from state a to state c. Figure 4: Topographic cross-section of possible climate states (derived from Wasdell, “Feedback” 26 CC). As Holling (“Resilience & Stability”) warns, a less “desirable” state, such as population collapse or extinction, may be more “resilient”, in the engineering sense, than a more desirable state. Wasdell (“Feedback Dynamics” slide 22) warns that the climate forcing as a result of human induced GHG emissions is in fact pushing the system “far away from equilibrium, passed the tipping point, and into the hot-earth scenario”. In previous episodes of extreme radiative forcing in the past, this “disturbance has then been amplified by powerful feedback dynamics not active in the near-equilibrium state [… and] have typically resulted in the loss of about 90% of life on earth.” An essential element of system dynamics is the existence of (delayed) reinforcing and balancing causal feedback loops, such as the ones illustrated in Figure 5. Figure 5: Pre/Predator model (Bellinger CC-BY-SA) In the case of Figure 5, the feedback loops illustrate the relationship between rabbit population increasing, then foxes feeding on the rabbits, keeping the rabbit population within the carrying capacity of the ecosystem. Fox predation prevents rabbit over-population and consequent starvation of rabbits. The reciprocal interaction of the elements of a system leads to unpredictable nonlinearity in “even seemingly simple systems” (“System Dynamics”). The climate system is subject to both positive and negative feedback loops. If the area of ice cover increases, more heat is reflected back into space, creating a positive feedback loop, reinforcing cooling. Whereas, as the arctic ice melts, as it is doing at present (Barber), heat previously reflected back into space is absorbed by now exposed water, increasing the rate of warming. Where negative feedback (system damping) dominates, the cup-shaped equilibrium is stable and system behaviour returns to base when subject to disturbance. [...]The impact of extreme events, however, indicates limits to the stable equilibrium. At one point cooling feedback loops overwhelmed the homeostasis, precipitating the "snowball earth" effect. […] Massive release of CO2 as a result of major volcanic activity […] set off positive feedback loops, precipitating runaway global warming and eliminating most life forms at the end of the Permian period. (Wasdell, “Topological”) Martin-Breen and Anderies (53–54), following Walker and Salt, identify four key factors for systems (ecological) resilience in nonlinear, non-deterministic (complex adaptive) systems: regulatory (balancing) feedback mechanisms, where increase in one element is kept in check by another element; modularity, where failure in one part of the system will not cascade into total systems failure; functional redundancy, where more than one element performs every essential function; and, self-organising capacity, rather than central control ensures the system continues without the need for “leadership”. Transition Towns as a Resilience Movement The Transition Town (TT) movement draws on systems modelling of both climate change and of Limits to Growth (Meadows et al.). TT takes seriously Limits to Growth modelling that showed that without constraints in population and consumption the world faces systems collapse by the middle of this century. It recommends community action to build as much capacity as possible to “maintain existence of function”—Holling's (“Engineering vs. Ecological” 33) definition of ecological resilience—in the face of failing economic, political and environmental systems. The Transition Network provides a template for communities to follow to “rebuild resilience and reduce CO2 emissions”. Rob Hopkins, the movements founder, explicitly identifies ecological resilience as its central concept (Transition Handbook 6). The idea for the movement grew out of a project by (2nd year students) completed for Hopkins at the Kinsale Further Education College. According to Hopkins (“Kinsale”), this project was inspired by Holmgren’s Permaculture principles and Heinberg's book on adapting to life after peak oil. Permaculture (permanent agriculture) is a design system for creating agricultural systems modelled on the diversity, stability, and resilience of natural ecosystems (Mollison ix; Holmgren xix). Permaculture draws its scientific foundations from systems ecology (Holmgren xxv). Following CAS theory, Mollison (33) defines stability as “self-regulation”, rather than “climax” or a single equilibrium state, and recommends “diversity of beneficial functional connections” (32) rather than diversity of isolated elements. Permaculture understands resilience in the ecological, rather than the engineering sense. The Transition Handbook (17) “explores the issues of peak oil and climate change, and how when looked at together, we need to be focusing on the rebuilding of resilience as well as cutting carbon emissions. It argues that the focus of our lives will become increasingly local and small scale as we come to terms with the real implications of the energy crisis we are heading into.” The Transition Towns movement incorporate each of the four systems resilience factors, listed at the end of the previous section, into its template for building resilient communities (Hopkins, Transition Handbook 55–6). Many of its recommendations build “modularity” and “self-organising”, such as encouraging communities to build “local food systems, [and] local investment models”. Hopkins argues that in a “more localised system” feedback loops are tighter, and the “results of our actions are more obvious”. TT training exercises include awareness raising for sensitivity to networks of (actual or potential) ecological, social and economic relationships (Hopkins, Transition Handbook 60–1). TT promotes diversity of local production and economic activities in order to increase “diversity of functions” and “diversity of responses to challenges.” Heinberg (8) wrote the forward to the 2008 edition of the Transition Handbook, after speaking at a TotnesTransition Town meeting. Heinberg is now a senior fellow at the Post Carbon Institute (PCI), which was established in 2003 to “provide […] the resources needed to understand and respond to the interrelated economic, energy, environmental, and equity crises that define the 21st century [… in] a world of resilient communities and re-localized economies that thrive within ecological bounds” (PCI, “About”), of the sort envisioned by the Limits to Growth model discussed in the previous section. Given the overlapping goals of PCI and Transition Towns, it is not surprising that Rob Hopkins is now a Fellow of PCI and regular contributor to Resilience, and there are close ties between the two organisations. Resilience, which until 2012 was published as the Energy Bulletin, is run by the Post Carbon Institute (PCI). Like Transition Towns, Resilience aims to build “community resilience in a world of multiple emerging challenges: the decline of cheap energy, the depletion of critical resources like water, complex environmental crises like climate change and biodiversity loss, and the social and economic issues which are linked to these. […] It has [its] roots in systems theory” (PCI, “About Resilience”). Resilience.org says it follows the interpretation of Resilience Alliance (RA) Program Director Brian Walker and science writer David Salt's (xiii) ecological definition of resilience as “the capacity of a system to absorb disturbance and still retain its basic function and structure.“ Conclusion This paper has analysed the ontological metaphors structuring competing conceptions of resilience. The engineering resilience metaphor dominates in psychological resilience research, but is not adequate for understanding resilience in complex adaptive systems. Ecological resilience, on the other hand, dominates in environmental and climate change research, and is the model of resilience that has been incorporated into the global permaculture and Transition Towns movements. References 2nd year students. Kinsale 2021: An Energy Descent Action Plan. Kinsale, Cork, Ireland: Kinsale Further Education College, 2005. 16 Aug. 2013 ‹http://transitionculture.org/wp-content/uploads/KinsaleEnergyDescentActionPlan.pdf>. Barber, Elizabeth. “Arctic Ice Continues to Thin, and Thin, European Satellite Reveals.” Christian Science Monitor 11 Sep. 2013. 25 Sep. 2013 ‹http://www.csmonitor.com/Environment/2013/0911/Arctic-ice-continues-to-thin-and-thin-European-satellite-reveals>. 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Foster, and Margaret Cowell. “Resilience and Regions: Building Understanding of the Metaphor.” Cambridge Journal of Regions, Economy and Society 3.1 (2010): 71–84. 4 Aug. 2013 ‹http://cjres.oxfordjournals.org/content/3/1/71>. RA. “About RA.” Resilience Alliance 2013. 16 Aug. 2013 ‹http://www.resalliance.org/index.php/about_ra>. Smith, Eric, and Duncan K. Foley. “Classical Thermodynamics and Economic General Equilibrium Theory.” Journal of Economic Dynamics and Control 32.1 (2008): 7–65. Transition Network. “About Transition Network.” Transition Network. 2012. 16 Aug. 2013 ‹http://www.transitionnetwork.org/about>. Walker, B. H., and David Salt. Resilience Thinking: Sustaining Ecosystems and People in a Changing World. Island Press, 2006. Walker, Brian et al. “Resilience, Adaptability and Transformability in Social–Ecological Systems.” Ecology and Society 9.2 (2004): 5. Wasdell, David. “A Topological Approach.” The Feedback Crisis in Climate Change: The Meridian Report. n.d. 16 Aug. 2013 ‹http://www.meridian.org.uk/Resources/Global%20Dynamics/Feedback%20Crisis/frameset1.htm?p=3>. ———. “Beyond the Tipping Point: Positive Feedback and the Acceleration of Climate Change.” The Foundation for the Future, Humanity 3000 Workshop. Seattle, 2006. ‹http://www.meridian.org.uk/_PDFs/BeyondTippingPoint.pdf>. ———. “Feedback Dynamics and the Acceleration of Climate Change.” Winterthur, 2008. 16 Aug. 2013 ‹http://www.crisis-forum.org.uk/events/Workshop1/Workshop1_presentations/wasdellpictures/wasdell_clubofrome.php>. Werner, Emmy E., Jessie M. Bierman, and Fern E. French. The Children of Kauai: A Longitudinal Study from the Prenatal Period to Age Ten. University of Hawaii Press, 1971.WGBH. “Bridge Basics.” Building Big. 2001. 14 Aug. 2013 ‹http://www.pbs.org/wgbh/buildingbig/bridge/basics.html>. 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This paper explores South African hip-hop activist Emile YX?'s work to suggest that he presents an alternative take on mainstream US and South African hip-hop. While it is arguable that a great deal of mainstream hip-hop is commercially co-opted, it is clear that a significant amount of US hip-hop (by Angel Haze or Talib Kweli, for example) and hip-hop beyond the US (by Positive Black Soul, Godessa, Black Noise or Prophets of da City, for example) present alternatives to its co-option. Emile YX? pushes for an alternative to mainstream hip-hop's aesthetics and politics. Foregoing what Prophets of da City call “mindless topics” (Prophets of da City “Cape Crusader”), he employs hip-hop to engage audiences critically about social and political issues, including language and racial identity politics. Significantly, he embraces AfriKaaps, which is a challenge to the hegemonic speech variety of Afrikaans. From Emile's perspective, AfriKaaps preceded Afrikaans because it was spoken by slaves during the Cape colonial era and was later culturally appropriated by Afrikaner Nationalists in the apartheid era to construct white, Afrikaner identity as pure and bounded. AfriKaaps in hip-hop therefore presents an alternative to mainstream US-centric hip-hop in South Africa (via AKA or Cassper Nyovest, for example) as well as Afrikaner Nationalist representations of Afrikaans and race by promoting multilingual hip-hop aesthetics, which was initially advanced by Prophets of da City in the early '90s.Pursuing Alternative TrajectoriesEmile YX?, a former school teacher, started out with the Black Consciousness-aligned hip-hop crew, Black Noise, as a b-boy in the late 1980s before becoming an MC. Black Noise went through a number of iterations, eventually being led by YX? (aka Emile Jansen) after he persuaded the crew not to pursue a mainstream record deal in favour of plotting a career path as independent artists. The crew’s strategy has been to fund the production and distribution of their albums independently and to combine their work as recording and performing artists with their activism. They therefore arranged community workshops at schools and, initially, their local library in the township, Grassy Park, before touring nationally and internationally. By the late 1990s, Jansen established an NGO, Heal the Hood, in order to facilitate collaborative projects with European and South African partners. These partnerships, not only allowed Black Noise crew members to continue working as hip-hip activists, but also created a network through which they could distribute their music and secure further bookings for performances locally and internationally.Jansen’s solo work continued along this trajectory and he has gone on to work on collaborative projects, such as the hip-hop theatre show Afrikaaps, which looks critically at the history of Afrikaans and identity politics, and Mixed Mense, a b-boy show that celebrates African dance traditions and performed at One Mic Festival at the Kennedy Center in Washington DC in 2014 (48 Hours). This artist’s decision not to pursue a mainstream record deal in the early 1990s probably saved Black Noise from being a short-lived pop sensation in favour of pursuing a route that ensured that Cape hip-hop retained its alternative, Black Consciousness-inspired subcultural edge.The activism of Black Noise and Heal the Hood is an example of activists’ efforts to employ hip-hop as a means of engaging youth critically about social and political issues (Haupt, Stealing Empire 158-165). Hence, despite arguments that the seeds for subcultures’ commercial co-option lie in the fact that they speak through commodities (Hebdige 95; Haupt, Stealing Empire 144–45), there is evidence of agency despite the global reach of US cultural imperialism. H. Samy Alim’s concept of translocal style communities is useful in this regard. The concept focuses on the “transportability of mobile matrices – sets of styles, aesthetics, knowledges, and ideologies that travel across localities and cross-cut modalities” (Alim 104-105). Alim makes the case for agency when he contends, “Although global style communities may indeed grow out of particular sociohistoric originating moments, or moments in which cultural agents take on the project of creating ‘an origin’ (in this case, Afrodiasporic youth in the United States in the 1970s), it is important to note that a global style community is far from a threatening, homogenizing force” (Alim 107).Drawing on Arjun Appadurai’s concepts of ethnoscapes, financescapes, ideoscapes and mediascapes, Alim argues that the “persistent dialectical interplay between the local and the global gives rise to the creative linguistic styles that are central to the formation of translocal style communities, and leads into theorizing about glocal stylizations and style as glocal distinctiveness” (Appadurai; Alim 107). His view of globalisation thus accommodates considerations of the extent to which subjects on both the local and global levels are able to exercise agency to produce new or alternative meanings and stylistic practices.Hip-Hop's Translanguaging Challenge to HegemonyJansen’s “Mix en Meng It Op” [“Mix and Blend It / Mix It Up”] offers an example of translocal style by employing translanguaging, code mixing and codeswitching practices. The song’s first verse speaks to the politics of race and language by challenging apartheid-era thinking about purity and mixing:In South Africa is ek coloured and African means black raceFace it, all mense kom van Africa in the first placeErase all trace of race and our tribal divisionEk’s siek en sat van all our land’s racist decisionsMy mission’s om te expose onse behoort aan een rasHou vas, ras is las, watch hoe ons die bubble barsPlus the mixture that mixed here is not fixed, sirStir daai potjie want ons wietie wattie mixtures wereThis illusion of race and tribe is rotten to the coreWhat’s more the lie of purity shouldn’t exist anymoreLook at Shaka Zulu, who mixed all those tribes togetherMixed conquered tribes now Amazulu foreverHave you ever considered all this mixture before?Xhosa comes from Khoe khoe, do you wanna know more?Xhosa means angry looking man in Khoe KhoeSoe hulle moet gemix het om daai clicks to employ(Emile YX? “Mix en Meng It Op”; my emphasis)[In South Africa I am coloured and African means black raceFace it, all people come from Africa in the first placeErase all trace of race and our tribal divisionI’m sick and tired of all our land’s racist decisionsMy mission’s to expose the fact that we belong top one raceHold on, race is a burden, watch as we burst the bubble Plus the mixture that mixed here is not fixed, sirStir that pot because we don’t know what the mixtures wereThis illusion of race and tribe is rotten to the coreWhat’s more the lie of purity shouldn’t exist anymoreLook at Shaka Zulu, who mixed all those tribes togetherMixed conquered tribes now Amazulu foreverHave you ever considered all this mixture before?Xhosa comes from Khoe khoe, do you wanna know more?Xhosa means angry looking man in Khoe KhoeSo they must have mixed to employ those clicks]The MC does more than codeswitch or code mix in this verse. The syntax switches from that of English to Afrikaans interchangeably and he is doing more than merely borrowing words and phrases from one language and incorporating it into the other language. In certain instances, he opts to pronounce certain English words and phrases as if they were Afrikaans (for example, “My” and “land’s”). Suresh Canagarajah explains that codeswitching was traditionally “distinguished from code mixing” because it was assumed that codeswitching required “bilingual competence” in order to “switch between [the languages] in fairly contextually appropriate ways with rhetorical and social significance”, while code mixing merely involved “borrowings which are appropriated into one’s language so that using them doesn't require bilingual competence” (Canagarajah, Translingual Practice 10). However, he argues that both of these translingual practices do not require “full or perfect competence” in the languages being mixed and that “these models of hybridity can be socially and rhetorically significant” (Canagarajah, Translingual Practice 10). However, the artist is clearly competent in both English and Afrikaans; in fact, he is also departing from the hegemonic speech varieties of English and Afrikaans in attempts to affirm black modes of speech, which have been negated during apartheid (cf. Haupt “Black Thing”).What the artist seems to be doing is closer to translanguaging, which Canagarajah defines as “the ability of multilingual speakers to shuttle between languages, treating the diverse languages that form their repertoire as an integrated system” (Canagarajah, “Codemeshing in Academic Writing” 401). The mix or blend of English and Afrikaans syntax become integrated, thereby performing the very point that Jansen makes about what he calls “the lie of purity” by asserting that the “mixture that mixed here is not fixed, sir” (Emile XY? “Mix en Meng It Op”). This approach is significant because Canagarajah points out that while research shows that translanguaging is “a naturally occurring phenomenon”, it “occurs surreptitiously behind the backs of the teachers in classes that proscribe language mixing” (Canagarajah, “Codemeshing in Academic Writing” 401). Jansen’s performance of translanguaging and challenge to notions of linguistic and racial purity should be read in relation to South Africa’s history of racial segregation during apartheid. Remixing Race/ism and Notions of PurityLegislated apartheid relied on biologically essentialist understandings of race as bounded and fixed and, hence, the categories black and white were treated as polar opposites with those classified as coloured being seen as racially mixed and, therefore, defiled – marked with the shame of miscegenation (Erasmus 16; Haupt, “Black Thing” 176-178). Apart from the negative political and economic consequences of being classified as either black or coloured by the apartheid state (Salo 363; McDonald 11), the internalisation of processes of racial interpellation was arguably damaging to the psyche of black subjects (in the broad inclusive sense) (cf. Fanon; Du Bois). The work of early hip-hop artists like Black Noise and Prophets of da City (POC) was therefore crucial to pointing to alternative modes of speech and self-conception for young people of colour – regardless of whether they self-identified as black or coloured. In the early 1990s, POC lead the way by embracing black modes of speech that employed codeswitching, code mixing and translanguaging as a precursor to the emergence of music genres, such as kwaito, which mixed urban black speech varieties with elements of house music and hip-hop. POC called their performances of Cape Flats speech varieties of English and Afrikaans gamtaal [gam language], which is an appropriation of the term gam, a reference to the curse of Ham and justifications for slavery (Adhikari 95; Haupt Stealing Empire 237). POC’s appropriation of the term gam in celebration of Cape Flats speech varieties challenge the shame attached to coloured identity and the linguistic practices of subjects classified as coloured. On a track called “Gamtaal” off Phunk Phlow, the crew samples an assortment of recordings from Cape Flats speech communities and capture ordinary people speaking in public and domestic spaces (Prophets of da City “Gamtaal”). In one audio snippet we hear an older woman saying apologetically, “Onse praatie suiwer Afrikaan nie. Onse praat kombius Afrikaans” (Prophets of da City “Gamtaal”).It is this shame for black modes of speech that POC challenges on this celebratory track and Jansen takes this further by both making an argument against notions of racial and linguistic purity and performing an example of translanguaging. This is important in light of research that suggests that dominant research on the creole history of Afrikaans – specifically, the Cape Muslim contribution to Afrikaans – has been overlooked (Davids 15). This oversight effectively amounted to cultural appropriation as the construction of Afrikaans as a ‘pure’ language with Dutch origins served the Afrikaner Nationalist project when the National Party came into power in 1948 and began to justify its plans to implement legislated apartheid. POC’s act of appropriating the denigrated term gamtaal in service of a Black Consciousness-inspired affirmation of colouredness, which they position as part of the black experience, thus points to alternative ways in which people of colour cand both express and define themselves in defiance of apartheid.Jansen’s work with the hip-hop theater project Afrikaaps reconceptualised gamtaal as Afrikaaps, a combination of the term Afrikaans and Kaaps. Kaaps means from the Cape – as in Cape Town (the city) or the Cape Flats, which is where many people classified as coloured were forcibly relocated under the Group Areas Act under apartheid (cf. McDonald; Salo; Alim and Haupt). Taking its cue from POC and Brasse vannie Kaap’s Mr FAT, who asserted that “gamtaal is legal” (Haupt, “Black Thing” 176), the Afrikaaps cast sang, “Afrikaaps is legal” (Afrikaaps). Conclusion: Agency and the Transportability of Mobile MatricesJansen pursues this line of thought by contending that the construction of Shaka Zulu’s kingdom involved mixing many tribes (Emile YX? “Mix en Meng It Op”), thereby alluding to arguments that narratives about Shaka Zulu were developed in service of Zulu nationalism to construct Zulu identity as bounded and fixed (Harries 105). Such constructions were essential to the apartheid state's justifications for establishing Bantustans, separate homelands established along the lines of clearly defined and differentiated ethnic identities (Harries 105). Writing about the use of myths and symbols during apartheid, Patrick Harries argues that in Kwazulu, “the governing Inkatha Freedom Party ... created a vivid and sophisticated vision of the Zulu past” (Harries 105). Likewise, Emile YX? contends that isiXhosa’s clicks come from the Khoi (Emile YX? “Mix en Meng It Op”; Afrikaaps). Hence, the idea of the Khoi San’s lineage and history as being separate from that of other African communities in Southern Africa is challenged. He thus challenges the idea of pure Zulu or Xhosa identities and drives the point home by sampling traditional Zulu music, as opposed to conventional hip-hop beats.Effectively, colonial strategies of tribalisation as a divide and rule strategy through the reification of linguistic and cultural practices are challenged, thereby reminding us of the “transportability of mobile matrices” and “fluidity of identities” (Alim 104, 105). In short, identities as well as cultural and linguistic practices were never bounded and static, but always-already hybrid, being constantly made and remade in a series of negotiations. This perspective is in line with research that demonstrates that race is socially and politically constructed and discredits biologically essentialist understandings of race (Yudell 13-14; Tattersall and De Salle 3). This is not to ignore the asymmetrical relations of power that enable cultural appropriation and racism (Hart 138), be it in the context of legislated apartheid, colonialism or in the age of corporate globalisation or Empire (cf. Haupt, Static; Hardt & Negri). But, even here, as Alim suggests, one should not underestimate the agency of subjects on the local level to produce alternative forms of expression and self-representation.ReferencesAdhikari, Mohamed. "The Sons of Ham: Slavery and the Making of Coloured Identity." South African Historical Journal 27.1 (1992): 95-112.Alim, H. Samy “Translocal Style Communities: Hip Hop Youth as Cultural Theorists of Style, Language and Globalization”. Pragmatics 19.1 (2009):103-127. Alim, H. Samy, and Adam Haupt. “Reviving Soul(s): Hip Hop as Culturally Sustaining Pedagogy in the U.S. & South Africa”. Culturally Sustaining Pedagogies: Teaching and Learning for Educational Justice. Ed. Django Paris and H. Samy Alim. New York: Teachers College Press, Columbia University, 2017 (forthcoming). Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Modernity. London: University of Minnesota Press, 1996.Canagarajah, Suresh. Translingual Practice: Global Englishes and Cosmopolitan Relations. London & New York: Routledge, 2013.Canagarajah, Suresh. “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging”. The Modern Language Journal 95.3 (2011): 401-417.Creese, Angela, and Adrian Blackledge. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94.1 (2010): 103-115. Davids, Achmat. The Afrikaans of the Cape Muslims. Pretoria: Protea Book House, 2011.Du Bois, W.E.B. The Souls of Black Folk. Journal of Pan African Studies, 1963, 2009 (eBook).Erasmus, Zimitri. “Introduction.” Coloured by History, Shaped by Place. Ed. Zimitri Erasmus. Cape Town: Kwela Books & SA History Online, 2001.Fanon, Frantz. “The Fact of Blackness”. Black Skins, White Masks. London: Pluto Press: London, 1986. 48 Hours. “Black Noise to Perform at Kennedy Center in the USA”. 11 Mar. 2014. <http://48hours.co.za/2014/03/11/black-noise-to-perform-at-kennedy-center-in-the-usa/>. Haupt, Adam. Static: Race & Representation in Post-Apartheid Music, Media & Film. Cape Town: HSRC Press, 2012.———. Stealing Empire: P2P, Intellectual Property and Hip-Hop Subversion. Cape Town: HSRC Press, 2008. ———. “Black Thing: Hip-Hop Nationalism, ‘Race’ and Gender in Prophets of da City and Brasse vannie Kaap.” Coloured by History, Shaped by Place. Ed. Zimitri Erasmus. Cape Town: Kwela Books & SA History Online, 2001.Hardt, Michael and Antonio Negri. Empire. London & Cambridge, Massachusetts: Harvard University Press, 2000.Hart, J. “Translating and Resisting Empire: Cultural Appropriation and Postcolonial Studies”. Borrowed Power: Essays on Cultural Appropriation. Eds. B. Ziff and P.V. Roa. New Brunswick: Rutgers University Press, 1997.Harries, Patrick. “Imagery, Symbolism and Tradition in a South African Bantustan: Mangosuthu Buthelezi, Inkatha, and Zulu History”. History and Theory 32.4, Beiheft 32: History Making in Africa (1993): 105-125. Hebdige, Dick. Subculture: The Meaning of Style. London: Routledge, 1979.MacDonald, Michael. Why Race Matters in South Africa. University of Kwazulu-Natal Press: Scottsville, 2006.Salo, Elaine. “Negotiating Gender and Personhood in the New South Africa: Adolescent Women and Gangsters in Manenberg Township on the Cape Flats.” Journal of European Cultural Studies 6.3 (2003): 345–65.Tattersall, Ian, and Rob De Salle. Race? Debunking a Scientific Myth. College Station: Texas A&M University Press, 2011.TheatreAfrikaaps. Afrikaaps. The Glasshouse, 2011.FilmsValley, Dylan, dir. Afrikaaps. Plexus Films, 2010. MusicProphets of da City. “Gamtaal.” Phunk Phlow. South Africa: Ku Shu Shu, 1995.Prophets of da City. “Cape Crusader.” Ghetto Code. South Africa: Ku Shu Shu & Ghetto Ruff, 1997.YX?, Emile. “Mix En Meng It Op.” Take Our Power Back. Cape Town: Cape Flats Uprising Records, 2015.

Photo by Anna Hecker on Unsplash ABSTRACT All people deserve the legal ability to outline their care decisions in advance and expect their decisions to govern during a pregnancy. However, until advance directives govern without pregnancy exceptions, people will not uniformly retain the ability to formulate autonomous decisions about their health care planning. INTRODUCTION In the last few years, states have passed increasingly restrictive laws regarding abortion and reproductive health care. Recent legislation in Alabama effectively banned the procedure altogether, while more than a dozen states have passed or are currently in the process of enacting so-called “fetal heartbeat laws,” which ban abortion at roughly six weeks post-conception after the detection of electrical activity in what could develop into fetal cardiac tissue.[1] While courts rarely uphold outright bans and broad sweeping legislation, they garner significant media and public attention.[2] In practice, however, often smaller legislative changes that garner the least attention have the most significant impact by steadily chipping away at healthcare rights. Few people realize the ethical impact of the poorly understood legal means by which a pregnant woman has already lost her right to make autonomous healthcare decisions over her body using an advance directive in nearly every state. BACKGROUND Advance directives are one of modern medicine’s most powerful yet underused tools. Most clinicians and patients think of advance directives as being only for the elderly or terminally ill. This association stems from the 1991 Congressional Patient Self-Determination Act that requires hospitals, nursing homes, and hospice agencies receiving federal funding to inform patients of their legal right to prepare an advance directive. The 2015 announcement by the Center for Medicare and Medicaid Services (CMS) to reimburse for advance directives without requiring a diagnosis code recognizes that all adult patients can benefit from advance directives regardless of illness or life expectancy.[3] Providers should be aware of a small but significant exemption found in most state advance directive laws. This exemption, commonly known as the pregnancy clause, invalidates the advance directive of a pregnant woman, negating autonomy. The pregnancy clause can lead to treatment against medical standards of care and places private interests over public health. Advance directive statutes are frequently amended, but currently, only eight states allow patients to write their pregnancy-related wishes into their advance directive and guarantee that their instructions will be followed. Eleven states automatically invalidate advance directives during pregnancy, while 18 states permit physicians to disregard a pregnant woman’s (or her proxy’s) wishes based on the likelihood of viability, pain, and suffering, or conscientious objector clauses. Thirteen states remain silent on whether an advance directive is binding during pregnancy or have contradictory statutes.[4] Viability has no standard definition for the purposes of the clauses and viability-based pregnancy clauses can lead to the same loss of rights as pregnancy clauses that invalidate advance directives due to pregnancy without any exceptions. Many may wonder about the clinical relevance of pregnancy clauses. The likelihood that a woman will need to effectuate an advance care directive while pregnant is higher than many people would realize. This situation is most commonly assumed to occur in instances of a brain-dead pregnant woman, of which there are a few cases reported each year. But brain death and persistent vegetative states are just two reasons to look to an advance directive. Advance directives more commonly apply to patients with dementia, strong religious objections to medical care, or during cancer treatments, surgery, or acute injury with temporary loss of capacity. In surgery or acute lapses of capacity, a proxy may be asked to make decisions if complications arise. The number of women potentially affected by pregnancy clauses is significant. Each year, 75,000 pregnant women will undergo non-obstetrical surgery;[5] one in 1,500 pregnant women will be diagnosed with cancer;[6] and an estimated 250,000 Americans will exhibit early-onset Alzheimer’s symptoms between the ages of 30 and 50.[7] ANALYSIS Though pregnancy clauses are a seemingly narrow focus, they can nullify an entire advance directive and restrict care not related to the fetus. By negating entire advance directives, the clauses negate proxy appointments, allowing decision-makers other than the intended proxy. Providers and proxies are left with little guidance over who can make decisions on behalf of the patient. Many states will appoint a biological family member as the surrogate decision maker if there is no designated proxy or the directive is invalid. The outdated language and assumptions about nuclear families found in these structures could significantly impact unmarried couples, same-sex partnerships, and relationships that do not meet state-defined partnership standards where the courts may appoint someone other than the woman’s significant other even when she designated them as a proxy.[8] Members of religious groups whose doctrines prohibit certain medical therapies must be informed that if they become pregnant, their autonomous ability to decide about medical care through an advance directive and their right to freely practice religion can be voided entirely. In addition to infringing on patient autonomy, pregnancy clauses also restrict how clinicians might practice medicine by mandating medically inappropriate treatments against the provider’s recommendations. For example, Illinois’s pregnancy clause stipulates that “if you are pregnant and your health care professional thinks you could have a live birth, your living will cannot go into effect.”[9] This clause places providers in a difficult position of sacrificing their therapeutic obligation to their patients. It may require them to use futile therapy against the patient’s best interest and without regard for prolonged pain and suffering. Pregnancy clauses are void of any consideration of the best clinical interest of the patient or the fetus and instead promote conservative rhetoric that all potential fetal life is paramount. Numerous medical and chromosomal conditions are incompatible with life or present significant potential disabilities that may be accompanied by pain and suffering. The same conditions also pose risks to the mother, including death. Accordingly, the medical profession recognizes that there are instances in which it may not be in the best medical interest of the mother or the fetus to continue the pregnancy. Yet providers are seemingly required by pregnancy clauses to violate codes of conduct and subject pregnant patients and their nonviable fetuses to treatments to which other patients would not be subjected. Without evidence of a patient’s clear and convincing intentions, states have an interest in protecting life, preventing suicide, and maintaining the ethical integrity of the medical profession that could interfere with the person’s ability to refuse care.[10] The legal defense of pregnancy clauses is that the state’s interest in fetal life is sufficiently important to override the mother. As established in Planned Parenthood v. Casey (1992), however, the state’s interest only exists for fetal life post-viability.[11] Therefore, to allow the state interest to override the person’s advance directive when the fetus is not yet viable violates Casey. Individuals have a legal and ethical interest in maintaining bodily privacy, integrity, and freedom from unwanted touching. They have the right to appoint a proxy or use a directive to govern care in the case of incapacity. Even when contemplating brain death, organ donation, and whether to be cremated or buried, there is an expectation that personal wishes will govern. Honoring an advance directive allows providers to uphold the integrity of the medical profession by respecting the principles of autonomy and beneficence. Pregnancy clauses are inherently unethical as their creation was not to further the integrity of the medical or legal profession, nor protect a state’s interest in the patient’s life. In 2016, the American College of Obstetricians and Gynecologists issued a committee opinion that pregnancy is not an ethical exemption to the right of capable patients to refuse treatment.[12] The right to direct treatment while pregnant is consistent with modern medical practice, while the legislative promotion of a singular abstract interest in potential fetal life to the exclusion of all other medical and ethical considerations is not in line with the profession’s values.[13] Many pregnancy clauses are politically motivated, reflecting anti-abortion legality lobbying efforts and attempts to win over conservative voters. When Alaskan Attorney General Harold M. Brown argued the state’s pregnancy clause was unconstitutional, Governor Bill Sheffield – a Democrat in a historically red state – enacted the bill anyway. Georgia’s Governor Bill Kemp narrowly won his election, with some crediting his aggressive messaging against immigration and abortion.[14] With either advance directives, proxies, or even friends and relatives who know what the person (if not incapacitated) would have wanted, courts and legislatures should not have leeway to force care that a person, if conscious, would have refused.[15] The ability to harness advance directive law to force invasive and unwanted treatment upon a pregnant patient’s body continues to occur out of the fear of legal uncertainty. The lack of uniformity between states in their pregnancy clauses further adds to the confusion. Many advance directive statutes create a conditional proposition: if a provider acts in accordance with the carefully drawn circumstances of an advance directive, the provider is granted protective immunity from accusations of malpractice or wrongful death for that conduct. It is neither illegal nor unethical to remove a ventilator, for example, from a patient who has directed such a course of action in an advance directive. A pregnancy clause may remove that immunity making the unethical act of ignoring the directive legal, but the ethical act of following it (removing a ventilator, for example) could subject the practitioner to liability.[16] Without a pregnancy clause, providers retain the ability to both follow an advance directive and to act in the best medical interest of their patient. Pregnancy clauses create confusion over the permissibility of medical acts in an attempt to coerce providers into making decisions that violate the rights of their patients and their own ethical codes of conduct. Pregnancy clauses are a fallacy of consequentialist ethics in which the morality of the outcome justifies actions. Under consequentialist reasoning, any violation to the woman is justified if the fetus develops and results in a live birth. This reasoning is further faulty as it incorrectly assumes that mechanically ventilating an unconscious, sick, dying, or dead body will result in a live birth. Consequentialist theories should be limited to situations with predictable ends. Ethical medical providers refute consequentialism in certain contexts because it treats patients as a means to an end to produce benefit for others. In pregnancy, ignoring advance directives to achieve the chance that a fetus might survive is not justified by consequentialism. Pregnancy clauses also fail through the lens of deontological ethics in which an action must be ethical in and of itself and not based on outcomes. The choice to respect autonomy through an advance directive should be followed uniformly absent special circumstances. Proponents of pregnancy clauses may argue that pregnancy is an appropriate exception because a woman “has chosen to lend her body to bring [a] child into the world.”[17] Minnesota and Oklahoma echo this belief in their statutes, which contain an unjustified rebuttable presumption that all female patients would want life-sustaining treatment if they are pregnant.[18] Pregnancy should not abrogate the rights of a person to assign a proxy for access to an abortion or to control her medical treatment. Pregnancy exclusions are not grounded in the ethical “best interest” standards for the mother or the fetus. Instead, they are rooted in outdated expectations of female gender roles, which reaffirm a legislative assumption that a pregnancy is more morally valuable than a woman’s autonomy. CONCLUSION All people deserve the legal ability to outline their care decisions in advance and expect their decisions to govern during a pregnancy. Providers and the government do not have to approve of a person’s care decisions or values, but medical practitioners must respect a person’s right to dictate their own health narratives. With the push for more patients to execute advance directives, providers and patients must be aware that their advance directives may succumb to the authority of pregnancy clauses. Until advance directives govern without pregnancy exceptions, people will not uniformly retain the ability to formulate autonomous decisions about their health care planning. Advance directive law will continue to be hijacked by politically motivated legislators. When seeking to address inequities in healthcare laws and access, it is essential to take a closer look at not only the headline cases but also the clauses and exemptions to laws seemingly designed to benefit patients. [1] For proposed and current abortion legislation and maps, see https://www.guttmacher.org/state-policy# and Anne Godlasky, Nicquel Terry Ellis, and Jim Sergent, “Where is Abortion Legal? Everywhere, but…” USA Today, May 15, 2019, updated April 23, 2020 https://www.usatoday.com/in-depth/news/nation/2019/05/15/abortion-law-map-interactive-roe-v-wade-heartbeat-bills-pro-life-pro-choice-alabama-ohio-georgia/3678225002/ [2] https://www.guttmacher.org/state-policy# (Many bills fail in legislatures and are not enacted.) [3] Department of Health and Human Services Centers for Medicare & Medicaid Services; 42 CFR Part 405, 410, 411, 414, 425, and 495; “Medicare Program; Revisions to Payment Policies Under the Physician Fee Schedule and Other Revisions to Part B for CY 2016; Final Rule.” [4] DeMartino, E. S., Sperry, B. P., Doyle, C. K., Chor, J., Kramer, D. B., Dudzinski, D. M., & Mueller, P. S. (2019). US State Regulation of Decisions for Pregnant Women Without Decisional Capacity. JAMA, 321(16), 1629–1631. https://doi.org/10.1001/jama.2019.2587; Villarreal, Elizabeth. “Pregnancy and Living Wills: A Behavioral Economic Analysis.” The Yale Law Journal Forum. Vol. 128 (2019); 1052-1076. [5] “Surgery During Pregnancy.” Intermountain Healthcare: Fact Sheet for Patients and Families, (2018). https://intermountainhealthcare.org/ext/Dcmnt?ncid=520782026 [6] Basta, P. Bak, A. Roszkowski, K. “Cancer Treatment in Pregnant Women”. Contemporary Oncology, 19, no. 5 (2015): 354–360 [7] “31-Year-Old Woman Fights Alzheimer's While Pregnant.” San Francisco Globe. 9 July 2015, sfglobe.com/2015/02/19/31-year-old-woman-fights-alzheimers-while-pregnant. [8] “Health Care Proxies.” Human Rights Campaign, https://www.hrc.org/resources/health-care-proxy. [9] Illinois Department of Public Health website, Statement of Illinois Law on Advance Directives and DNR Orders, http://www.idph.state.il.us/public/books/advdir4.htm. [10] In the Matter of Karen Quinlan, 355 A.2d 647 (1976); Cruzan v. Director, Missouri Department of Health, 497 U.S. 261 (1990); and In re Conroy 486 A.2d 1209 (1985). [11] Planned Parenthood of Southeastern Pennsylvania v. Casey, 505 U.S. 833 (1992). [12] The American College of Obstetricians & Gynecologists Committee on Ethics, Committee Opinion No. 664: Refusal of Medically Recommended Treatment During Pregnancy, (2016). [13] Lederman, Anne D. “A Womb of My Own: A Moral Evaluation of Ohio’s Treatment of Pregnant Patient’s with Living Wills”. Case W. Res. L. Rev. Vol. 45:351 (1995); 351-377. [14] Tavernise, Sabrina. “The Time Is Now: States Are Rushing to Restrict Abortion, or to Protect It.” The New York Times, 15 May 2019. [15] Cruzan. [16] Mayo, T.M. “Brain-Dead and Pregnant in Texas.” The American Journal of Bioethics, Vol. 14, no. 8 (Nov. 2014); 15-18. [17] In re A.C., 573 A. 2nd 1244 (1990). [18] Johnson, Kristeena L. “Forcing Life on the Dead: Why the Pregnancy Exemption Clause of the Kentucky Living Will Directive Act is Unconstitutional.” Kentucky Law Journal. Vol. 100 (2011-12); 209-233.