Academic literature on the topic 'James A. Burden House (New York, N.Y.)'

-Leslie G. Desmangles, Joan Dayan, Haiti, history, and the Gods. Berkeley: University of California Press, 1995. xxiii + 339 pp.-Barry Chevannes, James T. Houk, Spirits, blood, and drums: The Orisha religion in Trinidad. Philadelphia: Temple University Press, 1995. xvi + 238 pp.-Barry Chevannes, Walter F. Pitts, Jr., Old ship of Zion: The Afro-Baptist ritual in the African Diaspora. New York: Oxford University Press, 1993. xvi + 199 pp.-Robert J. Stewart, Lewin L. Williams, Caribbean theology. New York: Peter Lang, 1994. xiii + 231 pp.-Robert J. Stewart, Barry Chevannes, Rastafari and other African-Caribbean worldviews. London: Macmillan, 1995. xxv + 282 pp.-Michael Aceto, Maureen Warner-Lewis, Yoruba songs of Trinidad. London: Karnak House, 1994. 158 pp.''Trinidad Yoruba: From mother tongue to memory. Tuscaloosa: University of Alabama Press, 1996. xviii + 279 pp.-Erika Bourguignon, Nicola H. Götz, Obeah - Hexerei in der Karibik - zwischen Macht und Ohnmacht. Frankfurt am Main: Peter Lang, 1995. 256 pp.-John Murphy, Hernando Calvo Ospina, Salsa! Havana heat: Bronx Beat. London: Latin America Bureau, 1995. viii + 151 pp.-Donald R. Hill, Stephen Stuempfle, The steelband movement: The forging of a national art in Trinidad and Tobago. Philadelphia: University of Pennsylvania Press, 1995. xx + 289 pp.-Hilary McD. Beckles, Jay R. Mandle ,Caribbean Hoops: The development of West Indian basketball. Langhorne PA: Gordon and Breach, 1994. ix + 121 pp., Joan D. Mandle (eds)-Edmund Burke, III, Lewis R. Gordon ,Fanon: A critical reader. Oxford: Blackwell, 1996. xxi + 344 pp., T. Denean Sharpley-Whiting, Renée T. White (eds)-Keith Alan Sprouse, Ikenna Dieke, The primordial image: African, Afro-American, and Caribbean Mythopoetic text. New York: Peter Lang, 1993. xiv + 434 pp.-Keith Alan Sprouse, Wimal Dissanayake ,Self and colonial desire: Travel writings of V.S. Naipaul. New York : Peter Lang, 1993. vii + 160 pp., Carmen Wickramagamage (eds)-Yannick Tarrieu, Moira Ferguson, Jamaica Kincaid: Where the land meets the body: Charlottesville: University Press of Virginia, 1994. xiii + 205 pp.-Neil L. Whitehead, Vera Lawrence Hyatt ,Race, discourse, and the origin of the Americas: A new world view. Washington DC: Smithsonian Institution Press, 1995. xiii + 302 pp., Rex Nettleford (eds)-Neil L. Whitehead, Patricia Seed, Ceremonies of possession in Europe's conquest of the new world, 1492-1640. Cambridge: Cambridge University Press, 1995. viii + 199 pp.-Livio Sansone, Michiel Baud ,Etnicidad como estrategia en America Latina y en el Caribe. Arij Ouweneel & Patricio Silva. Quito: Ediciones Abya-Yala, 1996. 214 pp., Kees Koonings, Gert Oostindie (eds)-D.C. Griffith, Linda Basch ,Nations unbound: Transnational projects, postcolonial predicaments, and deterritorialized nation-states. Langhorne PA: Gordon and Breach, 1994. vii + 344 pp., Nina Glick Schiller, Cristina Szanton Blanc (eds)-John Stiles, Richard D.E. Burton ,French and West Indian: Martinique, Guadeloupe and French Guiana today. Charlottesville: University Press of Virginia; London: Macmillan Caribbean, 1995. xii + 202 pp., Fred Réno (eds)-Frank F. Taylor, Dennis J. Gayle ,Tourism marketing and management in the Caribbean. New York: Routledge, 1993. xxvi + 270 pp., Jonathan N. Goodrich (eds)-Ivelaw L. Griffith, John La Guerre, Structural adjustment: Public policy and administration in the Caribbean. St. Augustine: School of continuing studies, University of the West Indies, 1994. vii + 258 pp.-Luis Martínez-Fernández, Kelvin A. Santiago-Valles, 'Subject People' and colonial discourses: Economic transformation and social disorder in Puerto Rico, 1898-1947. Albany: State University of New York Press, 1994. xiii + 304 pp.-Alicia Pousada, Bonnie Urciuoli, Exposing prejudice: Puerto Rican experiences of language, race, and class. Boulder: Westview Press, 1996. xiv + 222 pp.-David A.B. Murray, Ian Lumsden, Machos, Maricones, and Gays: Cuba and homosexuality. Philadelphia: Temple University Press, 1996. xxvii + 263 pp.-Robert Fatton, Jr., Georges A. Fauriol, Haitian frustrations: Dilemmas for U.S. policy. Washington DC: Center for strategic & international studies, 1995. xii + 236 pp.-Leni Ashmore Sorensen, David Barry Gaspar ,More than Chattel: Black women and slavery in the Americas. Bloomington: Indiana University Press, 1996. xi + 341 pp., Darlene Clark Hine (eds)-A. Lynn Bolles, Verene Shepherd ,Engendering history: Caribbean women in historical perspective. Kingston: Ian Randle; London: James Currey, 1995. xxii + 406 pp., Bridget Brereton, Barbara Bailey (eds)-Bridget Brereton, Mary Turner, From chattel slaves to wage slaves: The dynamics of labour bargaining in the Americas. Kingston: Ian Randle; Bloomington: Indiana University Press; London: James Currey, 1995. x + 310 pp.-Carl E. Swanson, Duncan Crewe, Yellow Jack and the worm: British Naval administration in the West Indies, 1739-1748. Liverpool: Liverpool University Press, 1993. x + 321 pp.-Jerome Egger, Wim Hoogbergen, Het Kamp van Broos en Kaliko: De geschiedenis van een Afro-Surinaamse familie. Amsterdam: Prometheus, 1996. 213 pp.-Ellen Klinkers, Lila Gobardhan-Rambocus ,De erfenis van de slavernij. Paramaribo: Anton de Kom Universiteit, 1995. 297 pp., Maurits S. Hassankhan, Jerry L. Egger (eds)-Kevin K. Birth, Sylvia Moodie-Kublalsingh, The Cocoa Panyols of Trinidad: An oral record. London & New York: British Academic Press, 1994. xiii + 242 pp.-David R. Watters, C.N. Dubelaar, The Petroglyphs of the Lesser Antilles, the Virgin Islands and Trinidad. Amsterdam: Foundation for scientific research in the Caribbean region, 1995. vii + 492 pp.-Suzannah England, Mitchell W. Marken, Pottery from Spanish shipwrecks, 1500-1800. Gainesville: University Press of Florida, 1994. xvi + 264 pp.

-John Parker, Norman J.W. Thrower, Sir Francis Drake and the famous voyage, 1577-1580. Los Angeles: University of California Press, Contributions of the UCLA Center for Medieval and Renaissance Studies Vol. 11, 1984. xix + 214 pp.-Franklin W. Knight, B.W. Higman, Trade, government and society in Caribbean history 1700-1920. Kingston: Heinemann Educational Books, 1983. xii + 172 pp.-A.J.R. Russel-Wood, Lyle N. McAlister, Spain and Portugal in the New World, 1492-1700. Minneapolis, University of Minnesota Press, Europe and the World in the Age of Expansion Volume III, 1984. xxxi + 585 pp.-Tony Martin, John Gaffar la Guerre, The social and political thought of the colonial intelligentsia. Mona, Jamaica: Institute of Social and Economic Research, University of the West Indies, 1982. 136 pp.-Egenek K. Galbraith, Raymond T. Smith, Kinship ideology and practice in Latin America. Chapel Hill NC: University of North Carolina Press, 1984. 341 pp.-Anthony P. Maingot, James Pack, Nelson's blood: the story of naval rum. Annapolis MD, U.S.A.: Naval Institute Press and Havant Hampshire, U.K.: Kenneth Mason, 1982. 200 pp.-Anthony P. Maingot, Hugh Barty-King ,Rum: yesterday and today. London: William Heineman, 1983. xviii + 264 pp., Anton Massel (eds)-Helen I. Safa, Alejandro Portes ,Latin journey: Cuban and Mexican immigrants in the United States. Berkeley: University of California Press, 1985. xxi + 387 pp., Robert L. Bach (eds)-Wayne S. Smith, Carlos Franqui, Family portrait wth Fidel: a memoir. New York: Random House, 1984. xxiii + 263 pp.-Sergio G. Roca, Claes Brundenius, Revolutionary Cuba: the challenge of economic growth with equity. Boulder CO: Westview Press and London: Heinemann, 1984. xvi + 224 pp.-H. Hoetink, Bernardo Vega, La migración española de 1939 y los inicios del marxismo-leninismo en la República Dominicana. Santo Domingo: Fundación Cultural Dominicana, 1984. 208 pp.-Antonio T. Díaz-Royo, César Andreú-Iglesias, Memoirs of Bernardo Vega: a contribution to the history of the Puerto Rican community in New York. Translated by Juan Flores. New York and London: Monthly Review, 1984. xix + 243 pp.-Mariano Negrón-Portillo, Harold J. Lidin, History of the Puerto Rican independence movement: 20th century. Maplewood NJ; Waterfront Press, 1983. 250 pp.-Roberto DaMatta, Teodore Vidal, Las caretas de cartón del Carnaval de Ponce. San Juan: Ediciones Alba, 1983. 107 pp.-Manuel Alvarez Nazario, Nicolás del Castillo Mathieu, Esclavos negros en Cartagena y sus aportes léxicos. Bogotá: Institute Caro y Cuervo, 1982. xvii + 247 pp.-J.T. Gilmore, P.F. Campbell, The church in Barbados in the seventeenth century. Garrison, Barbados; Barbados Museum and Historical Society, 1982. 188 pp.-Douglas K. Midgett, Neville Duncan ,Women and politics in Barbados 1948-1981. Cave Hill, Barbados: Institute of Social and Economic Research (Eastern Caribbean), Women in the Caribbean Project vol. 3, 1983. x + 68 pp., Kenneth O'Brien (eds)-Ken I. Boodhoo, Maurice Bishop, Forward ever! Three years of the Grenadian Revolution. Speeches of Maurice Bishop. Sydney: Pathfinder Press, 1982. 287 pp.-Michael L. Conniff, Velma Newton, The silver men: West Indian labour migration to Panama, 1850-1914. Kingston: Institute of Social and Economic Research, University of the West Indies, 1984. xx + 218 pp.-Robert Dirks, Frank L. Mills ,Christmas sports in St. Kitts: our neglected cultural tradition. With lessons by Bertram Eugene. Frederiksted VI: Eastern Caribbean Institute, 1984. iv + 66 pp., S.B. Jones-Hendrickson (eds)-Catherine L. Macklin, Virginia Kerns, Woman and the ancestors: Black Carib kinship and ritual. Urbana IL: University of Illinois Press, 1983. xv + 229 pp.-Marian McClure, Brian Weinstein ,Haiti: political failures, cultural successes. New York: Praeger (copublished with Hoover Institution Press, Stanford), 1984. xi + 175 pp., Aaron Segal (eds)-A.J.F. Köbben, W.S.M. Hoogbergen, De Boni-oorlogen, 1757-1860: marronage en guerilla in Oost-Suriname (The Boni wars, 1757-1860; maroons and guerilla warfare in Eastern Suriname). Bronnen voor de studie van Afro-amerikaanse samenlevinen in de Guyana's, deel 11 (Sources for the Study of Afro-American Societies in the Guyanas, no. 11). Dissertation, University of Utrecht, 1985. 527 pp.-Edward M. Dew, Baijah Mhango, Aid and dependence: the case of Suriname, a study in bilateral aid relations. Paramaribo: SWI, Foundation in the Arts and Sciences, 1984. xiv + 171 pp.-Edward M. Dew, Sandew Hira, Balans van een coup: drie jaar 'surinaamse revolutie.' Rotterdam: Futile (Blok & Flohr), 1983. 175 pp.-Ian Robertson, John A. Holm ,Dictionary of Bahamian English. New York: Lexik House Publishers, 1982. xxxix + 228 pp., Alison Watt Shilling (eds)-Erica Williams Connell, Paul Sutton, Commentary: A reply from Williams Connell (to the review by Anthony Maingot in NWIG 57:89-97).

A different name than English literature, ‘Anglo-Indian Literature’, was given to the body of literature in English that emerged on account of the British interaction with India unlike the case with their interaction with America or Australia or New Zealand. Even the Indians’ contributions (translations as well as creative pieces in English) were classed under the caption ‘Anglo-Indian’ initially but later a different name, ‘Indo-Anglian’, was conceived for the growing variety and volume of writings in English by the Indians. However, unlike the former the latter has not found a favour with the compilers of English dictionaries. With the passage of time the fine line of demarcation drawn on the basis of subject matter and author’s point of view has disappeared and currently even Anglo-Indians’ writings are classed as ‘Indo-Anglian’. Besides contemplating on various connotations of the term ‘Indo-Anglian’ the article discusses the related issues such as: the etymology of the term, fixing the name of its coiner and the date of its first use. In contrast to the opinions of the historians and critics like K R S Iyengar, G P Sarma, M K Naik, Daniela Rogobete, Sachidananda Mohanty, Dilip Chatterjee and Gayatri Chakravorty Spivak it has been brought to light that the term ‘Indo-Anglian’ was first used in 1880 by James Payn to refer to the Indians’ writings in English rather pejoratively. However, Iyengar used it in a positive sense though he himself gave it up soon. The reasons for the wide acceptance of the term, sometimes also for the authors of the sub-continent, by the members of academia all over the world, despite its rejection by Sahitya Akademi (the national body of letters in India), have also been contemplated on. References Alphonso-Karkala, John B. (1970). Indo-English Literature in the Nineteenth Century, Mysore: Literary Half-yearly, University of Mysore, University of Mysore Press. Amanuddin, Syed. (2016 [1990]). “Don’t Call Me Indo-Anglian”. C. D. Narasimhaiah (Ed.), An Anthology of Commonwealth Poetry. Bengaluru: Trinity Press. B A (Compiler). (1883). Indo-Anglian Literature. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: https://books.google.co.in/books?id=rByZ2RcSBTMC&pg=PA1&source= gbs_selected_pages&cad=3#v=onepage&q&f=false ---. (1887). “Indo-Anglian Literature”. 2nd Issue. Calcutta: Thacker, Spink and Co. PDF. Retrieved from: http://www.jstor.org/stable/60238178 Basham, A L. (1981[1954]). The Wonder That Was India: A Survey of the History and Culture of the Indian Sub-Continent before the Coming of the Muslims. Indian Rpt, Calcutta: Rupa. PDF. Retrieved from: https://archive.org/details/TheWonderThatWasIndiaByALBasham Bhushan, V N. (1945). The Peacock Lute. Bomaby: Padma Publications Ltd. Bhushan, V N. (1945). The Moving Finger. Bomaby: Padma Publications Ltd. Boria, Cavellay. (1807). “Account of the Jains, Collected from a Priest of this Sect; at Mudgeri: Translated by Cavelly Boria, Brahmen; for Major C. Mackenzie”. Asiatick Researches: Or Transactions of the Society; Instituted In Bengal, For Enquiring Into The History And Antiquities, the Arts, Sciences, and Literature, of Asia, 9, 244-286. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.104510 Chamber’s Twentieth Century Dictionary [The]. (1971). Bombay et al: Allied Publishers. Print. Chatterjee, Dilip Kumar. (1989). Cousins and Sri Aurobindo: A Study in Literary Influence, Journal of South Asian Literature, 24(1), 114-123. Retrieved from: http://www.jstor.org/ stable/40873985. Chattopadhyay, Dilip Kumar. (1988). A Study of the Works of James Henry Cousins (1873-1956) in the Light of the Theosophical Movement in India and the West. Unpublished PhD dissertation. Burdwan: The University of Burdwan. PDF. Retrieved from: http://ir.inflibnet. ac.in:8080/jspui/bitstream/10603/68500/9/09_chapter%205.pdf. Cobuild English Language Dictionary. (1989 [1987]). rpt. London and Glasgow. Collins Cobuild Advanced Illustrated Dictionary. (2010). rpt. Glasgow: Harper Collins. Print. Concise Oxford English Dictionary [The]. (1961 [1951]). H. W. Fowler and F. G. Fowler. (Eds.) Oxford: Clarendon Press. 4th ed. Cousins, James H. (1921). Modern English Poetry: Its Characteristics and Tendencies. Madras: Ganesh & Co. n. d., Preface is dated April, 1921. PDF. Retrieved from: http://hdl.handle.net/ 2027/uc1.$b683874 ---. (1919) New Ways in English Literature. Madras: Ganesh & Co. 2nd edition. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.31747 ---. (1918). The Renaissance in India. Madras: Madras: Ganesh & Co., n. d., Preface is dated June 1918. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.203914 Das, Sisir Kumar. (1991). History of Indian Literature. Vol. 1. New Delhi: Sahitya Akademi. Encarta World English Dictionary. (1999). London: Bloomsbury. Gandhi, M K. (1938 [1909]). Hind Swaraj Tr. M K Gandhi. Ahmedabad: Navajivan Publishing House. PDF. Retrieved from: www.mkgandhi.org/ebks/hind_swaraj.pdf. Gokak, V K. (n.d.). English in India: Its Present and Future. Bombay et al: Asia Publishing House. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.460832 Goodwin, Gwendoline (Ed.). (1927). Anthology of Modern Indian Poetry, London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet.dli.2015.176578 Guptara, Prabhu S. (1986). Review of Indian Literature in English, 1827-1979: A Guide to Information Sources. The Yearbook of English Studies, 16 (1986): 311–13. PDF. Retrieved from: https://www.jstor.org/stable/3507834 Iyengar, K R Srinivasa. (1945). Indian Contribution to English Literature [The]. Bombay: Karnatak Publishing House. PDF. Retrieved from: https://archive.org/details/ indiancontributi030041mbp ---. (2013 [1962]). Indian Writing in English. New Delhi: Sterling. ---. (1943). Indo-Anglian Literature. Bombay: PEN & International Book House. PDF. Retrieved from: https://archive.org/details/IndoAnglianLiterature Longman Dictionary of Contemporary English. (2003). Essex: Pearson. Lyall, Alfred Comyn. (1915). The Anglo-Indian Novelist. Studies in Literature and History. London: John Murray. PDF. Retrieved from: https://archive.org/details/in.ernet. dli.2015.94619 Macaulay T. B. (1835). Minute on Indian Education dated the 2nd February 1835. HTML. Retrieved from: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/ txt_minute_education_1835.html Mehrotra, Arvind Krishna. (2003). An Illustrated History of Indian Literature in English. Delhi: Permanent Black. ---. (2003[1992]). The Oxford India Anthology of Twelve Modern Indian Poets. New Delhi: Oxford U P. Minocherhomji, Roshan Nadirsha. (1945). Indian Writers of Fiction in English. Bombay: U of Bombay. Modak, Cyril (Editor). (1938). The Indian Gateway to Poetry (Poetry in English), Calcutta: Longmans, Green. PDF. Retrieved from http://en.booksee.org/book/2266726 Mohanty, Sachidananda. (2013). “An ‘Indo-Anglian’ Legacy”. The Hindu. July 20, 2013. Web. Retrieved from: http://www.thehindu.com/features/magazine/an-indoanglian-legacy/article 4927193.ece Mukherjee, Sujit. (1968). Indo-English Literature: An Essay in Definition, Critical Essays on Indian Writing in English. Eds. M. K. Naik, G. S. Amur and S. K. Desai. Dharwad: Karnatak University. Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt.New Shorter Oxford English Dictionary on Historical Principles [The], (1993). Ed. Lesley Brown, Vol. 1, Oxford: Clarendon Press.Naik, M K. (1989 [1982]). A History of Indian English Literature. New Delhi: Sahitya Akademi, rpt. Oaten, Edward Farley. (1953 [1916]). Anglo-Indian Literature. In: Cambridge History of English Literature, Vol. 14, (pp. 331-342). A C Award and A R Waller, (Eds). Rpt. ---. (1908). A Sketch of Anglo-Indian Literature, London: Kegan Paul. PDF. Retrieved from: https://ia600303.us.archive.org/0/items/sketchofangloind00oateuoft/sketchofangloind00oateuoft.pdf) Advanced Learner’s Dictionary of Current English. (1979 [1974]). A. S. Hornby (Ed). : Oxford UP, 3rd ed. Oxford English Dictionary [The]. Vol. 7. (1991[1989]). J. A. Simpson and E. S. C. Weiner, (Eds.). Oxford: Clarendon Press, 2nd ed. Pai, Sajith. (2018). Indo-Anglians: The newest and fastest-growing caste in India. Web. Retrieved from: https://scroll.in/magazine/867130/indo-anglians-the-newest-and-fastest-growing-caste-in-india Pandia, Mahendra Navansuklal. (1950). The Indo-Anglian Novels as a Social Document. Bombay: U Press. Payn, James. (1880). An Indo-Anglian Poet, The Gentleman’s Magazine, 246(1791):370-375. PDF. Retrieved from: https://archive.org/stream/gentlemansmagaz11unkngoog#page/ n382/mode/2up. ---. (1880). An Indo-Anglian Poet, Littell’s Living Age (1844-1896), 145(1868): 49-52. PDF. Retrieved from: https://archive.org/stream/livingage18projgoog/livingage18projgoog_ djvu.txt. Rai, Saritha. (2012). India’s New ‘English Only’ Generation. Retrieved from: https://india.blogs.nytimes.com/2012/06/01/indias-new-english-only-generation/ Raizada, Harish. (1978). The Lotus and the Rose: Indian Fiction in English (1850-1947). Aligarh: The Arts Faculty. Rajan, P K. (2006). Indian English literature: Changing traditions. Littcrit. 32(1-2), 11-23. Rao, Raja. (2005 [1938]). Kanthapura. New Delhi: Oxford UP. Rogobete, Daniela. (2015). Global versus Glocal Dimensions of the Post-1981 Indian English Novel. Portal Journal of Multidisciplinary International Studies, 12(1). Retrieved from: http://epress.lib.uts.edu.au/journals/index.php/portal/article/view/4378/4589. Rushdie, Salman & Elizabeth West. (Eds.) (1997). The Vintage Book of Indian Writing 1947 – 1997. London: Vintage. Sampson, George. (1959 [1941]). Concise Cambridge History of English Literature [The]. Cambridge: UP. Retrieved from: https://archive.org/details/in.ernet.dli.2015.18336. Sarma, Gobinda Prasad. (1990). Nationalism in Indo-Anglian Fiction. New Delhi: Sterling. Singh, Kh. Kunjo. (2002). The Fiction of Bhabani Bhattacharya. New Delhi: Atlantic Publishers and Distributors. Spivak, Gayatri Chakravorty. (2012). How to Read a ‘Culturally Different’ Book. An Aesthetic Education in the Era of Globalization, Cambridge, Mass: Harvard University Press. Sturgeon, Mary C. (1916). Studies of Contemporary Poets, London: George G Hard & Co., Retrieved from: https://archive.org/details/in.ernet.dli.2015.95728. Thomson, W S (Ed). (1876). Anglo-Indian Prize Poems, Native and English Writers, In: Commemoration of the Visit of His Royal Highness the Prince of Wales to India. London: Hamilton, Adams & Co., Retrieved from https://books.google.co.in/ books?id=QrwOAAAAQAAJ Wadia, A R. (1954). The Future of English. Bombay: Asia Publishing House. Wadia, B J. (1945). Foreword to K R Srinivasa Iyengar’s The Indian Contribution to English Literature. Bombay: Karnatak Publishing House. Retrieved from: https://archive.org/ details/indiancontributi030041mbp Webster's Encyclopedic Unabridged Dictionary of the English Language. (1989). New York: Portland House. Yule, H. and A C Burnell. (1903). Hobson-Jobson: A Glossary of Colloquial Anglo-Indian Words and Phrases, and of Kindred Terms, Etymological, Historical, Geographical and Discursive. W. Crooke, Ed. London: J. Murray. 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Buku Anonim. 2017. Pedoman Pengelolaan Pusat Pendidikan dan Latihan Olahraga Pelajar. Asisten Deputi Pengelolaan Pembinaan Sentra dan Sekolah Khusus Olahraga. Deputi Bidang Pembudayaan Olahraga. Kementerian Pemuda dan Olahraga Republik Indonesia. Jakarta.Atmoseoprapto, Kisdarto. 2001. Menuju SDM Berdaya. Edisi Pertama. Jakarta: PT Gramedia.Denhardt, R. B., and Denhardt, J. V., 2006. Public Administration: An Action Oriented. Belmont: Thomson Higher Education.Drucker Peter F. 2001. The Esential Drucker : In One Volume The Best of Sixty Years of Peter Druker’s Essenial Writtings on Managemen. Butterworth and einemann; HBS, Harper Collins Publisher.Dunn, Willain N. 2003. Pengantar Anaisis Kebijakan Publik. Yogyakarta : Gadjah Mada University Press.Dye, Thomas R., 2001. Top Down Policymaking. New York: Chatham House Publishers.Fester, Bill, S and Karen, S. 2001. Pembinaan untuk Meningkatkan Kinerja Karyawan. Jakarta: Ramelan.Gibson, James L., John M. Ivancevich, James H. 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ISSN: 2088-6802.Peraturan Perundang-UndanganSurat Keputusan Pejabat Pembuat Komitmen Satuan Kerja Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Nomor 7 tahun 2017 tentang Pengurus, Pelatih, Asisten Pelatih dan Atlet PPLP 5 Cabang Olahraga Kegiatan Pengembangan Sentra Keolahragaan Program Keolahragaan Dinas Kepemudaan dan Olahraga Propinsi Sulawesi Tenggara Tahun Anggaran 2017;

This article presents a theoretical review of the main evaluation approaches that marked the trajectory of educational evaluation in the international scenario. This is a bibliographical research that, based on the assessment literature, aimed at studying the various dimensions and different meanings that have historically constituted the educational evaluation field. Seven evaluation approaches are described: goal-based evaluation, evaluation based on scientific logic, value-based evaluation, decision-making evaluation, consumer-oriented evaluation, participant-centered evaluation, and qualitative evaluation. Each one of them is characterized according to its protagonists, objectives, conceptual approaches, theoretical orientations deriving from methodological assumptions, and the scholars who continued their respective approaches. Such international literature had a strong influence on Brazilian evaluation researchers who, based on these references, sought to support a field of knowledge that is still in the process of constitution and strengthening in our country.ResumoEste artigo apresenta uma revisão teórica das principais abordagens de avaliação que marcaram a trajetória da avaliação educacional no cenário internacional. Trata-se de uma pesquisa bibliográfica que, referenciada na literatura da avaliação, busca estudar as variadas dimensões e os diferentes sentidos que constituíram historicamente o campo da avaliação educacional. São descritas sete abordagens de avaliação: a avaliação baseada em objetivos, a avaliação baseada na lógica científica, a avaliação baseada no valor agregado, a avaliação a serviço da decisão, a avaliação orientada para consumidores, a avaliação centrada nos participantes e a avaliação qualitativa. Cada uma dessas abordagens é caracterizada segundo seus protagonistas, objetivos, enfoques conceituais, orientações teóricas decorrentes de pressupostos metodológicos e os estudiosos que deram continuidade nas suas respectivas abordagens. Essa literatura internacional exerceu forte influência sobre os pesquisadores brasileiros da avaliação que, fundamentados nesses referenciais, buscaram sustentar uma área de conhecimento que ainda se encontra em processo de constituição e fortalecimento em nosso país.Keywords: Educational evaluation, Evaluation approaches, Theories on evaluation.Palavras-chave: Avaliação educacional, Abordagens de avaliação, Teorias em avaliação.ReferencesALKIN, Marvin C.; CHRISTIE, Christina A. An evaluation theory tree. In: ALKIN, Marvin C. (Ed.). Evaluation roots: tracing theorists’ views and influences. London: Sage, 2004. p. 381-392.CAMPBELL, Donald T.; STANLEY, Julian C. Experimental and quasi-experimental designs for research on teaching. In: GAGE, N. L. (Ed.). Handbook of research on training. Chicago: Rand McNally, 1963. p. 1-84.DE KETELE, Jean-Marie. L’évaluation conjuguée en paradigmes. Revue Française de Pédagogie, Lyon, n. 103, p. 59-80, 1993.DIAS SOBRINHO, José. Campo e caminhos da avaliação: a avaliação da educação superior no Brasil. In: FREITAS, Luiz Carlos (Org.). Avaliação: construindo o campo e a crítica. Florianópolis: Insular, 2002. p. 13-62.FERNANDES, Domingos. Acerca da articulação de perspectivas e da construção teórica em avaliação educacional. In: ESTEBAN, Maria Teresa; AFONSO, Almerindo Janela (Orgs.). Olhares e interfaces: reflexões críticas sobre a avaliação. São Paulo: Cortez, 2010. p. 15-44.GUBA, Egon G.; LINCOLN, Yvonna S. Avaliação de quarta geração. Trad. Beth Honorato. Campinas: Editora da Unicamp, 2011.HOUSE, Ernest; HOWE, Kenneth R. Deliberative democratic evaluation in practice. In: STUFFLEBEAM, Daniel L.; MADAUS, George F.; KELLAGHAN, Thomas (Eds.). Evaluation models: viewpoints on educational and human services evaluation. Boston: Kluwer Academic Publishers, 2000. p. 409-422.MACDONALD, Barry. Uma classificação política dos estudos avaliativos. In: GOLDBERG, Maria Amélia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliação de programas educacionais: vicissitudes, controvérsias, desafios. São Paulo: EPU, 1982. p. 16-17.OWSTON, Ron. Models and Methods for Evaluation. In: SPECTOR, J. Michael et al. (Eds.). Handbook of Research on Educational Communications and Technology. New York: Lawrence Erlbaum Associates, 2008. p. 605-618.PARLETT, Malcolm; HAMILTON, David. Avaliação Iluminativa: uma nova abordagem no estudo de programas inovadores. In: GOLDBERG, Maria Amélia Azevedo; SOUSA, Clarilza Prado de (Orgs.). Avaliação de programas educacionais: vicissitudes, controvérsias, desafios. São Paulo: EPU, 1982. p. 38-45.SANDERS, William L.; HORN, Sandra P. The Tennessee value-added assessment system (TVAAS): mixed model methodology in educational assessment. Journal of Personnel Evaluation in Education, New York, v. 8, n. 3, p. 299-311, 1994.SANDERS, William L.; RIVERS, June C. Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center, 1996.STAKE, Robert E. Evaluation the arts in education: a responsive approach. Columbus: Merril, 1975a.STAKE, Robert E. Program evaluation, particularly responsive evaluation. Kalamazoo: Western Michigan University Evaluation Center, 1975b. (Occasional paper n. 5).STUFFLEBEAM, Daniel L. Evaluation models. New directions for evaluation, San Francisco, n. 89, p. 7-98, 2001.STUFFLEBEAM, Daniel L.; SHINKFIELD, Anthony L. Evaluación sistemática: guía teórica y práctica. Trad. Carlos Losilla. Barcelona: Paidós, 1987.WORTHEN, Blaine R.; SANDERS, James S.; FITZPATRICK, Jody L. 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Este estudo descreve e analisa o processo variável da vogal epentética em palavras na língua inglesa iniciadas por clusters por aprendizes brasileiros de inglês como segunda língua (L2). O objetivo dessa pesquisa é, então, identificar a frequência de inserção da vogal de apoio na posição inicial das palavras em língua inglesa que se iniciam com um dos seguintes clusters: /sp/, /st/, /sk/, /sl/, /sm/, e /sn/. O corpus deste estudo é constituído por 18 informantes paraibanos, aprendizes de inglês como L2, estratificados nos níveis básico, intermediário e avançado de proficiência. Os dados mostram que as variáveis sonoridade do encontro consonantal, nível de proficiência, instrução explícita na L2 e contexto precedente foram as mais relevantes à realização do fenômeno. REFERÊNCIASALLAN, D. Oxford placement test 1. Oxford: Oxford University Press, 2004.ALVES, U. K. O que é consciência fonológica. IN: LAMPRECHT et. al. Consciência dos sons da língua: subsídios teóricos e práticos para alfabetizadores, fonoaudiólogos e professores de língua inglesa. 2 ed. Porto Alegre: EDIPUCRS, 2012, p. 29-41.BOUDAOUD, M.; CARDOSO, W. Vocalic [e] epenthesis and variation in Farsi-English interlanguage speech. Concordia Working Papers in Applied Linguistics, 2, 2009.CARDOSO, W. The variable development of English word-final stops by Brazilian Portuguese speakers:A stochastic optimality theoretic account. Language variation and change, v.19, 2007, p. 1-30.______, W. The Development of sC Onset Clusters in interlanguage: markedness vs. frequency effects. Proceedings of the 9th Generative Approaches to Second Language Acquisition Conference, (GASLA 2007), ed. Roumyana Slabakova et al., 15-29. Somerville, MA: Cascadilla Proceedings Project, 2008.CARLISLE, R. The effects of markedness on epenthesis in Spanish/English interlanguage phonology. Issues and Developments in English and Applied Linguistics, 3, 1988, 15-23._______, R.S. The Influence of Environment on Vowel Epenthesis in Spanish/English Interphonology. Applied linguistics, v.12, n.1, 1991, p. 76-95._______, R. Environment and markedness as interacting constraints on vowel epenthesis. In:_______ J. Leather; JAMES, A (Eds.), New sounds 92 (p. 64–75). Amsterdam: University of Amsterdam Press, 1992._______, R. S. Markedness and environment as internal constraints in the variability of interlanguage phonology. In:_____. M. Yavas (ed.) First and Second Language Phonology. San Diego: Singular Publishing Company, 1994 p. 223-249.______, R. The modification of onsets in a markedness relationship: Testing the interlanguage structural conformity hypothesis. Language learning, v.47, 1997, p. 327-361.______, R. The acquisition of onsets in a markedness relationship. A longitudinal study. Studies in second language acquisition. 20, 1998, 245–260.COLLISCHONN, G. Um estudo da epêntese à luz da teoria da sílaba de Junko Ito (1986). Letras de hoje, Porto Alegre: v. 31, n.2, 1996, p. 149-158.CORNELIAN JR, D. Brazilian learners’ production of initial /s/ clusters: Phonological structure and environment. New Sounds 2007: Proceedings of the Fifth International Symposium on the Acquisition of Second Language Speech, 2007.DUBOIS, J. et al. Dicionário de lingüística. São Paulo: Cultrix, 2006.ESCARTÍN, C. I. The development of sC onset clusters in Spanish English. Tese – Concordia University, Canadá, 2005.GASS, S.; SELINKER, L. (eds). Language transfer in language vs learning. Newbury House, Rowley, Massachusetts, 2008.LABOV, W. Padrões sociolinguísticos. Tradução de Marcos Bagno; Mª Marta Pereira Scherre e Caroline Rodrigues Cardoso. São Paulo: Parábola Editorial, (1972) 2008.LUCENA, R. M; ALVES, F. C. Análise Variacionista da Aquisição do /p/ em Coda Silábica por Aprendizes de Inglês Como LE. Revista Intertexto. v. 5, n. 2, 2012.PEREYRON, L. Epêntese vocálica em encontros consonantais mediais por falantes porto-alegrenses de inglês como língua estrangeira. Dissertação (Mestrado) – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre: 2008.RAUBER, A. S. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Unpublished Master's thesis, Universidade Federal de Santa Catarina, Florianópolis, SC: Brazil, 2002.RAUBER S.; BAPTISTA. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Rev. Est. Ling. Belo Horizonte: v. 12, n. 2, 2004, p. 459-473.REBELLO, J. T. The acquisition of English initial /s/ clusters by Brazilian EFL learners. Florianópolis: UFSC, 1997.SANKOFF, D.; TAGLIAMONTE, S.; SMITH, E. GoldVarb X: a variable rule application for Macintosh and Windows. Department of Linguistics. University of Toronto, 2005.SELINKER, L. Rediscovering interlanguage. New York: Longman, 1972.SILVA. T. C. Dicionário de fonética e fonologia. São Paulo: Contexto, 2011. Recebido em 30-10-2018.Aceito em 22-02-2019.

-Louis Allaire, Samuel M. Wilson, Hispaniola: Caribbean chiefdoms in the age of Columbus. Tuscaloosa: University of Alabama Press, 1990. xi + 170 pp.-Douglas Melvin Haynes, Philip D. Curtin, Death by migration: Europe's encounter with the tropical world in the nineteenth century. Cambridge: Cambridge University Press, 1989. xviii + 251 pp.-Dale Tomich, J.H. Galloway, The sugar cane industry: An historical geography from its origins to 1914. Cambridge: Cambridge University Press, 1989. xii + 266 pp.-Myriam Cottias, Dale Tomich, Slavery in the circuit of sugar: Martinique and the world economy, 1830 -1848. Baltimore: John Hopkins University Press, 1990. xiv + 352 pp.-Robert Forster, Pierre Dessalles, La vie d'un colon à la Martinique au XIXe siècle. Pré-senté par Henri de Frémont. Courbevoie: s.n., 1984-1988, four volumes, 1310 pp.-Hilary Beckles, Douglas V. Armstrong, The old village and the great house: An archaeological and historical examination of Drax Hall Plantation, St Ann's Bay, Jamaica. Chicago: University of Illinois Press, 1990. xiii + 393 pp.-John Stewart, John A. Lent, Caribbean popular culture. Bowling Green OH: Bowling Green State University Popular Press, 1990. 157 pp.-W. Marvin Will, Susanne Jonas ,Democracy in Latin America: Visions and realities. New York: Bergin & Garvey Publishers, 1990. viii + 224 pp., Nancy Stein (eds)-Forrest D. Colburn, Kathy McAfee, Storm signals: Structural adjustment and development alternatives in the Caribbean. London: Zed books, 1991. xii + 259 pp.-Derwin S. Munroe, Peggy Antrobus ,In the shadows of the sun: Caribbean development alternatives and U.S. policy. Carmen Diana Deere (coordinator), Peter Phillips, Marcia Rivera & Helen Safa. Boulder CO: Westview Press, 1990. xvii + 246 pp., Lynne Bolles, Edwin Melendez (eds)-William Roseberry, Louis A. Pérez, Jr., Lords of the mountain: Social banditry and peasant protest in Cuba, 1878-1918. Pittsburgh: University of Pittsburgh Press, 1989. xvii + 267 pp.-William Roseberry, Rosalie Schwartz, Lawless liberators, political banditry and Cuban independence. Durham NC: Duke University Press, 1989. x + 297 pp.-Robert L. Paquette, Robert M. Levine, Cuba in the 1850's: Through the lens of Charles DeForest Fredricks. Tampa: University of South Florida Press, 1990. xv + 86 pp.-José Sánchez-Boudy, Gustavo Pérez Firmat, The Cuban condition: Translation and identity in modern Cuban literature. Cambridge: Cambridge University Press, 1989. viii + 185 pp.-Dick Parker, Jules R. Benjamin, The United States and the origins of the Cuban revolution: An empire of liberty in an age of national liberation. Princeton: Princeton University Press, 1990. xi + 235 pp.-George Irvin, Andrew Zimbalist ,The Cuban economy: Measurement and analysis of socialist performance. 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Trong khoảng 10 - 15 năm gần đây, ở Việt Nam đã nổi lên luận điểm rằng: cải cách thể chế kinh tế ngày càng đóng vai trò quan trọng hơn trong tiến trình đổi mới. Khi các nguồn lực như tài nguyên thiên nhiên, lao động giá rẻ và vốn...đã đến giới hạn thì cải cách thể chế trở thành đòi hỏi tất yếu đối với nền kinh tế. Tuy nhiên, đây cũng là thử thách khó khăn của quá trình phát triển. Trên thế giới, nhiều quốc gia chỉ đạt được một phần mục tiêu của cải cách, thậm chí ở một số quốc gia nỗ lực cải cách thể chế lại đẩy nền kinh tế vào những bất ổn không ngừng. Tiến trình cải cách thể chế kinh tế sẽ khó thể thành công nếu không đi kèm với nỗ lực thiết lập một nền tảng quản trị quốc gia vững mạnh. Từ khóa Quản trị, thể chế, kinh tế thị trường, cải cách References [1] Acemoglu, Daron and James Robinson (2012). Why Nations Fail: The Origins of Power, Prosperity, and Poverty. Random House[2] Acemoglu, Daron, Simon Johnson and James A. Robinson (2001), “The Colonial Origins of Comparative Development: An Empirical Investigation” The American Economic Review Vol. 91, No. 5 (Dec., 2001)[3] Acemoglu, Daron, Simon Johnson and James Robinson (2005). “Institutions as Fundamental Cause of Long run Growth”, Handbook ofEconomic Growth, Volume IA. Edited by Philippe Aghion and Steven N. Durlauf. 2005 Elsevier B.V[4] Asian Development Bank (1995). Governance: Sound Development Management, October 1995;[5] Diễn đàn kinh tế tư nhân Việt Nam 2016: Cơ hội, thách thức và giải pháp. Hà nội,[6] Heritage Foundation (2017). 2017 Index of Economic Freedom,[7] [http://www.heritage.org/index/ranking][8] International Development Association (1998). Additions to IDA Resources: Twelfth Replenishment (IDA12). 23 December 1998; [9] Kasper, Wolfgang and Manfred E Streit (1999). Institutional Economics: Social Order and Public Policy, Edward Elgar. Tr. 41[10] Kaufmann, Daniel; Aart Kraay, Massimo Mastruzzi (2010), The Worldwide Governance Indicators Methodology and Analytical Issues, the World Bank Policy Research Working Paper 5430, September 2010[11] Nguyễn Quang Thuấn (2017). “Cải thiện nền quản trị quốc gia, tạo môi trường thuận lợi thúc đẩy tăng trưởng kinh tế trong giai đoạn tới”, tham luận tại Diễn đàn Kinh tế Việt Nam 2017: Phát huy nội lực, tăng trưởng bền vững, Ban kinh tế trung ương ngày 27/06/2017[12] North, D.C. (1990), Institutions, Institutional Change and Economic Performance, Cambridge and New York: Cambridge University Press.[13] Osborne, S. P. (2006), “The New Public Governance?” Public Management Review, vol. 8, No. 3, pp. 377-388.[14] UNDP (1997). “Governance for Sustainable Human Development” New York; WB (1994). Governance: The World Bank’s Experience. Washington DC; [15] VCCI & USAID (2015). Báo cáo năng lực cạnh tranh cấp tỉnh năm 2015. Hà Nội: Phòng Thương mại và Công nghiệp Việt Nam và Cơ quan Phát triển Quốc tế Hoa Kỳ [16] Wolfensohn, James D. (1999), Address to the Board of Governors (September 28, 1999), the World Bank[17] WB (1992). World Development Report: Governance and Development, Washington DC. [18] WB (1989). Sub-Saharan Africa: From Crisis to Sustainable Growth, Washington DC[19] WB (2016). Ease of Doing Business 2016. Washington DC [20] http://www.doingbusiness.org/data/exploreeconomies/vietnam[21] WB (1997). World Development Report 1997. Washington DC. [22] WB (2017). Worldwide Governance Indicator, [23] http://info.worldbank.org/governance/wgi/index.aspx#reports[24] World Economic Forum (2016). Global Competitiveness Report 2016-2017, Geneva.

During the War on Terror, the United States military has been conducting an increasing number of foreign campaigns by remote control using drones—also called unmanned aerial vehicles (UAVs) or remotely piloted vehicles (RPVs)—to extend the reach of military power and augment the technical precision of targeted strikes while minimizing bodily risk to American combatants. Stationed on bases throughout the southwest, operators fly weaponized drones over the Middle East. Viewing the battle zone through a computer screen that presents them with imagery captured from a drone-mounted camera, these combatants participate in war from a safe distance via an interface that resembles a video game. Increasingly, this participation takes the form of targeted killing. Despite their relative physical safety, in 2008 reports began mounting that like boots-on-the-ground combatants, many drone operators seek the services of chaplains or other mental health professionals to deal with the emotional toll of their work (Associated Press; Schachtman). Questions about the nature of the stress or trauma that drone operators experience have become a trope in news coverage of drone warfare (see Bumiller; Bowden; Saleton; Axe). This was exemplified in May 2013, when former Air Force drone pilot Brandon Bryant became a public figure after speaking to National Public Radio about his remorse for participating in targeted killing strikes and his subsequent struggle with post-traumatic stress (PTS) (Greene and McEvers). Stories like Bryant’s express American culture’s struggle to understand the role screen-mediated, remotely controlled killing plays in shifting the location of combatants’s sense of moral agency. That is, their sense of their ability to act based on their own understanding of right and wrong. Historically, one of the primary ways that psychiatry has conceptualized combat trauma has been as combatants’s psychological response losing their sense of moral agency on the battlefield (Lifton).This articleuses the popular science fiction novel Ender's Game as an analytic lens through which to examine the ways that screen-mediated warfare may result in combat trauma by investigating the ways in which it may compromise moral agency. The goal of this analysis is not to describe the present state of drone operators’s experience (see Asaro), but rather to compare and contrast contemporary public discourses on the psychological impact of screen-mediated war with the way it is represented in one of the most influential science fiction novels of all times (The book won the Nebula Award in 1985, the Hugo Award in 1986, and appears on both the Modern Library 100 Best Novels and American Library Association’s “100 Best Books for Teens” lists). In so doing, the paper aims to counter prevalent modes of critical analysis of screen-mediated war that cannot account for drone operators’s trauma. For decades, critics of postmodern warfare have denounced how fighting from inside tanks, the cockpits of planes, or at office desks has removed combatants from the experiences of risk and endangerment that historically characterized war (see Gray; Levidow & Robins). They suggest that screen-mediation enables not only physical but also cognitive and emotional distance from the violence of war-fighting by circumscribing it in a “magic circle.” Virtual worlds scholars adopted the term “magic circle” from cultural historian Johan Huizinga, who described it as the membrane that separates the time and space of game-play from those of real life (Salen and Zimmerman). While military scholars have long recognized that only 2% of soldiers can kill without hesitation (Grossman), critics of “video game wars” suggest that screen-mediation puts war in a magic circle, thereby creating cyborg human-machine assemblages capable of killing in cold blood. In other words, these critics argue that screen-mediated war distributes agency between humans and machines in such a way that human combatants do not feel morally responsible for killing. In contrast, Ender’s Game suggests that even when militaries utilize video game aesthetics to create weapons control interfaces, screen-mediation alone ultimately cannot blur the line between war and play and thereby psychically shield cyborg soldiers from combat trauma.Orson Scott Card’s 1985 novel Ender’s Game—and the 2013 film adaptation—tells the story of a young boy at an elite military academy. Set several decades after a terrible war between humans and an alien race called the buggers, the novel follows the life of a boy named Ender. At age 6, recruiters take Andrew “Ender” Wiggin from his family to begin military training. He excels in all areas and eventually enters officer training. There he encounters a new video game-like simulator in which he commands space ship battalions against increasingly complex configurations of bugger ships. At the novel’s climax, Ender's mentor, war hero Mazer Rackham, brings him to a room crowded with high-ranking military personnel in order to take his final test on the simulator. In order to win Ender opts to launch a massive bomb, nicknamed “Little Doctor”, at the bugger home world. The image on his screen of a ball of space dust where once sat the enemy planet is met by victory cheers. Mazer then informs Ender that since he began officer training, he has been remotely controlling real ships. The video game war was, "Real. Not a game" (Card 297); Ender has exterminated the bugger species. But rather than join the celebration, Ender is devastated to learn he has committed "xenocide." Screen-mediation, the novel shows, can enable people to commit acts that they would otherwise find heinous.US military advisors have used the story to set an agenda for research and development in augmented media. For example, Dr. Michael Macedonia, Chief Technology Officer of the Army Office for Simulation, Training, and Instrumentation told a reporter for the New York Times that Ender's Game "has had a lot of influence on our thinking" about how to use video game-like technologies in military operations (Harmon; Silberman; Mead). Many recent programs to develop and study video game-like military training simulators have been directly inspired by the book and its promise of being able to turn even a six-year-old into a competent combatant through well-structured human-computer interaction (Mead). However, it would appear that the novel’s moral regarding the psychological impact of actual screen-mediated combat did not dissuade military investment in drone warfare. The Air Force began using drones for surveillance during the Gulf War, but during the Global War on Terror they began to be equipped with weapons. By 2010, the US military operated over 7,000 drones, including over 200 weapons-ready Predator and Reaper drones. It now invests upwards of three-billion dollars a year into the drone program (Zucchino). While there are significant differences between contemporary drone warfare and the plot of Ender's Game—including the fact that Ender is a child, that he alone commands a fleet, that he thinks he is playing a game, and that, except for a single weapon of mass destruction, he and his enemies are equally well equipped—for this analysis, I will focus on their most important similarities: both Ender and actual drone operators work on teams for long shifts using video game-like technology to remotely control vehicles in aerial combat against an enemy. After he uses the Little Doctor, Mazer and Graff, Ender's long-time training supervisors, first work to circumvent his guilt by reframing his actions as heroic. “You're a hero, Ender. They've seen what you did, you and the others. I don't think there's a government on Earth that hasn't voted you their highest metal.” “I killed them all, didn't I?” Ender asked. “All who?” asked Graff. “The buggers? That was the idea.” Mazer leaned in close. “That's what the war was for.” “All their queens. So I killed all their children, all of everything.” “They decided that when they attacked us. It wasn't your fault. It's what had to happen.” Ender grabbed Mazer's uniform and hung onto it, pulling him down so they were face to face. “I didn't want to kill them all. I didn't want to kill anybody! I'm not a killer! […] but you made me do it, you tricked me into it!” He was crying. He was out of control. (Card 297–8)The novel up to this point has led us to believe that Ender at the very least understands that what he does in the game will be asked of him in real life. But his traumatic response to learning the truth reveals that he was in the magic circle. When he thinks he is playing a game, succeeding is a matter of ego: he wants to be the best, to live up to the expectations of his trainers that he is humanity’s last hope. When the magic circle is broken, Ender reconsiders his decision to use the Little Doctor. Tactics he could justify to win the game, reframed as real military tactics, threaten his sense of himself as a moral agent. Being told he is a hero provides no solace.Card wrote the novel during the Cold War, when computers were coming to play an increasingly large role in military operations. Historians of military technology have shown that during this time human behavior began to be defined in machine-like, functionalist terms by scientists working on cybernetic systems (see Edwards; Galison; Orr). Human skills were defined as components of large technological systems, such as tanks and anti-aircraft weaponry: a human skill was treated as functionally the same as a machine one. The only issue of importance was how all the components could work together in order to meet strategic goals—a cybernetic problem. The reasons that Mazer and Graff have for lying to Ender suggest that the author believed that as a form of technical augmentation, screen-mediation can be used to evacuate individual moral agency and submit human will to the command of the larger cybernetic system. Issues of displaced agency in the military cyborg assemblage are apparent in the following quote, in which Mazer compares Ender himself to the bomb he used to destroy the bugger home world: “You had to be a weapon, Ender. Like a gun, like the Little Doctor, functioning perfectly but not knowing what you were aimed at. We aimed you. We're responsible. If there was something wrong, we did it” (298). Questions of distributed agency have also surfaced in the drone debates. Government and military leaders have attempted to depersonalize drone warfare by assuring the American public that the list of targets is meticulously researched: drones kill those who we need killed. Drone warfare, media theorist Peter Asaro argues, has “created new and complex forms of human-machine subjectivity” that cannot be understood by considering the agency of the technology alone because it is distributed between humans and machines (25). While our leaders’s decisions about who to kill are central to this new cyborg subjectivity, the operators who fire the weapons nevertheless experience at least a retrospective sense of agency. As phenomenologist John Protevi notes, in the wake of wars fought by modern military networks, many veterans diagnosed with PTS still express guilt and personal responsibility for the outcomes of their participation in killing (Protevi). Mazer and Graff explain that the two qualities that make Ender such a good weapon also create an imperative to lie to him: his compassion and his innocence. For his trainers, compassion means a capacity to truly think like others, friend or foe, and understand their motivations. Graff explains that while his trainers recognized Ender's compassion as an invaluable tool, they also recognized that it would preclude his willingness to kill.It had to be a trick or you couldn't have done it. It's the bind we were in. We had to have a commander with so much empathy that he would think like the buggers, understand them and anticipate them. So much compassion that he could win the love of his underlings and work with them like a perfect machine, as perfect as the buggers. But somebody with that much compassion could never be the killer we needed. Could never go into battle willing to win at all costs. If you knew, you couldn't do it. If you were the kind of person who would do it even if you knew, you could never have understood the buggers well enough. (298)In learning that the game was real, Ender learns that he was not merely coming to understand a programmed simulation of bugger behavior, but their actual psychology. Therefore, his compassion has not only helped him understand the buggers’ military strategy, but also to identify with them.Like Ender, drone operators spend weeks or months following their targets, getting to know them and their routines from a God’s eye perspective. They both also watch the repercussions of their missions on screen. Unlike fighter pilots who drop bombs and fly away, drone operators use high-resolution cameras and fly much closer to the ground both when flying and assessing the results of their strikes. As one drone operator interviewed by the Los Angeles Times explained, "When I flew the B-52, it was at 30,000 to 40,000 feet, and you don't even see the bombs falling … Here, you're a lot closer to the actual fight, or that's the way it seems" (Zucchino). Brookings Institute scholar Peter Singer has argued that in this way screen mediation actually enables a more intimate experience of violence for drone operators than airplane pilots (Singer).The second reason Ender’s trainers give for lying is that they need someone not only compassionate, but also innocent of the horrors of war. The war veteran Mazer explains: “And it had to be a child, Ender,” said Mazer. “You were faster than me. Better than me. I was too old and cautious. Any decent person who knows what warfare is can never go into battle with a whole heart. But you didn't know. We made sure you didn't know" (298). When Ender discovers what he has done, he loses not only his innocence but his sense of himself as a moral agent. After such a trauma, his heart is no longer whole.Actual drone operators are, of course, not kept in a magic circle, innocent of the repercussions of their actions. Nor do they otherwise feel as though they are playing, as several have publicly stated. Instead, they report finding drone work tedious, and some even play video games for fun (Asaro). However, Air Force recruitment advertising makes clear analogies between the skills they desire and those of video game play (Brown). Though the first generations of drone operators were pulled from the ranks of flight pilots, in 2009 the Air Force began training them from the ground. Many drone operators, then, enter the role having no other military service and may come into it believing, on some level, that their work will be play.Recent military studies of drone operators have raised doubts about whether drone operators really experience high rates of trauma, suggesting that the stresses they experience are seated instead in occupational issues like long shifts (Ouma, Chappelle, and Salinas; Chappelle, Psy, and Salinas). But several critics of these studies have pointed out that there is a taboo against speaking about feelings of regret and trauma in the military in general and among drone operators in particular. A PTS diagnosis can end a military career; given the Air Force’s career-focused recruiting emphasis, it makes sense that few would come forward (Dao). Therefore, it is still important to take drone operator PTS seriously and try to understand how screen-mediation augments their experience of killing.While critics worry that warfare mediated by a screen and joystick leads to a “‘Playstation’ mentality towards killing” (Alston 25), Ender's Game presents a theory of remote-control war wherein this technological redistribution of the act of killing does not, in itself, create emotional distance or evacuate the killer’s sense of moral agency. In order to kill, Ender must be distanced from reality as well. While drone operators do not work shielded by the magic circle—and therefore do not experience the trauma of its dissolution—every day when they leave the cyborg assemblage of their work stations and rejoin their families they still have to confront themselves as individual moral agents and bear their responsibility for ending lives. In both these scenarios, a human agent’s combat trauma serves to remind us that even when their bodies are physically safe, war is hell for those who fight. This paper has illustrated how a science fiction story can be used as an analytic lens for thinking through contemporary discourses about human-technology relationships. However, the US military is currently investing in drones that are increasingly autonomous from human operators. This redistribution of agency may reduce incidence of PTS among operators by decreasing their role in, and therefore sense of moral responsibility for, killing (Axe). Reducing mental illness may seem to be a worthwhile goal, but in a world wherein militaries distribute the agency for killing to machines in order to reduce the burden on humans, societies will have to confront the fact that combatants’s trauma cannot be a compass by which to measure the morality of wars. Too often in the US media, the primary stories that Americans are told about the violence of their country’s wars are those of their own combatants—not only about their deaths and physical injuries, but their suicide and PTS. To understand war in such a world, we will need new, post-humanist stories where the cyborg assemblage and not the individual is held accountable for killing and morality is measured in lives taken, not rates of mental illness. ReferencesAlston, Phillip. “Report of the Special Rapporteur on Extrajudicial, Summary, or Arbitrary Executions, Addendum: Study on Targeted Killings.” United Nations Human Rights Council (2010). Asaro, Peter M. “The Labor of Surveillance and Bureaucratized Killing: New Subjectivities of Military Drone Operators”. Social Semiotics 23.2 (2013): 196-22. Associated Press. “Predator Pilots Suffering War Stress.” Military.com 2008. 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