Journal articles on the topic 'Knight U.S'

Ivan Raos (Medov Dolac kraj Imotskoga, 1921. – Split, 1987.) hrvatski je književnik vrlo raznolikoga, tematski i stilski vrlo razvedenoga opusa. Među Raosovim je romanima i Kraljičin vitez (1976.), za koji stručnjaci kažu da je povijesna fikcija u feljtonskom obliku. U podnaslovu romana piše “roman iz doba kraljice Jelene”. Na kraju romana Kraljičin vitez Raos je napisao “Napomenu”, u kojoj žali što za hrvatsku povijest nemamo više izvora. No književnika Raosa nisu povijesna znanja zanimala samo kao građa za njegova djela, nego ga je povijesna znanost zanimala kao takva, posebice znanost o hrvatskoj prošlosti i nije odolio da u rečenoj “Napomeni” ne predbaci hrvatskoj historiografiji nedosljednosti u rekonstruiranju događaja iz hrvatske povijesti. U ovom se radu najviše govori o tome kako Raos prikazuje hrvatske glagoljaše i kako vidi njihov odnos sa svećenicima latinskoga obreda. Na više mjesta u romanu upozorava na skromnost naših kulturnih spomenika i naše pismenosti, ali nas poziva da svoje volimo, da svoje istražujemo, da se svojim ponosimo, da ne padnemo pod utjecaj onih koji bi neprekidno u nama htjeli razvijati osjećaj maline i nemoći, ali isto tako da pokušamo realno vidjeti dimenzije svega ostvarenoga i da pri usporedbi s ostvarenjima drugih sredina ne iskazujemo navijačke strasti.

This paper contributes to the theory of recursively presented (see Higman [Subgroups of finitely presented groups, Proc. R. Soc. Ser. A 262 (1961) 455–475]) infinitely generated abelian groups with solvable word problem. Mal'cev [On recursive Abelian groups, Dokl. Akad. Nauk SSSR 146 (1962) 1009–1012] and independently Rabin [Computable algebra, general theory and theory of computable fields, Trans. Amer. Math. Soc. 95 (1960) 341–360] initiated the study of such groups in the early 1960's. In this paper, we develop a technique that we call iterated effective embeddings. The significance of our new technique is that it extends existing methods from the realm of iterated 0″ arguments to iterated 0‴ ones. This is a new phenomenon in computable algebra. We use this technique to confirm a 30 year-old conjecture of Ash, Knight and Oates [Recursive abelian p-groups of small length, https://dl.dropbox.com/u/4752353/Homepage/AKO.pdf ]. More specifically, Ash, Knight and Oates [Recursive abelian p-groups of small length. https://dl.dropbox.com/u/4752353/Homepage/AKO.pdf ] conjectured that there exists a computable reduced abelian p-group of Ulm type ω such that its effective invariants, defined using limitwise monotonic functions, cannot be found uniformly. We construct a computable reduced abelian p-group of Ulm type ω where its invariants are at the maximum possible level of non-uniformity. The result confirms the conjecture in a strong way, and it provides us with an explanation of why computable reduced p-groups of Ulm type ω seem hard to classify in general. We also use p-basic trees and their iterated embeddings to solve a problem posed in [W. Calvert, D. Cenzer, V. S. Harizanov and A. Morozov, Effective categoricity of abelian p-groups, Ann. Pure Appl. Logic 159(1–2) (2009) 187–197].

Autophagy, the major lysosomal degradation pathway in the cell plays a key role in the maintenance of metabolism, healthy mitochondria and limits reactive oxygen species, thus keeping the genome and proteome healthy. We demonstrated that erythroblasts rely on mitophagy as they differentiate into erythrocytes 1 and that hematopoietic stem cells (HSCs) require autophagy to survive and repopulate a new hematopoietic system 2. Genetic ablation of Atg7 in the hematopoietic system, which encodes a component of the autophagy system, resulted in a pre-leukemic phenotype, which predicted low autophagic flux found in blasts from patients with acute myeloid leukemia 3. Most recently, our studies indicate that autophagy provides free fatty acids for neutrophil differentiation by degrading lipid droplets 4. However, it is not clear what is degraded by autophagy in HSCs or whether autophagy is required to provide building blocks to the HSC and what the nature of these building blocks is. We are currently addressing this by using state-of-the-art in vivo techniques, and I will report our findings in my presentation. 1 Mortensen, M., Ferguson, D. J., Edelmann, M., Kessler, B., Morten, K. J., Komatsu, M. & Simon, A. K. Loss of autophagy in erythroid cells leads to defective removal of mitochondria and severe anemia in vivo. Proc Natl Acad Sci U S A 107, 832-837, doi:10.1073/pnas.0913170107 (2010). 2 Mortensen, M., Soilleux, E. J., Djordjevic, G., Tripp, R., Lutteropp, M., Sadighi-Akha, E., Stranks, A. J., Glanville, J., Knight, S., Jacobsen, S. E., Kranc, K. R. & Simon, A. K. The autophagy protein Atg7 is essential for hematopoietic stem cell maintenance. J Exp Med 208, 455-467, doi:10.1084/jem.20101145 (2011). 3 Watson, A. S., Riffelmacher, T., Stranks, A., Williams, O., De Boer, J., Cain, K., MacFarlane, M., McGouran, J., Kessler, B., Khandwala, S., Chowdhury, O., Puleston, D., Phadwal, K., Mortensen, M., Ferguson, D., Soilleux, E., Woll, P., Jacobsen, S. E. & Simon, A. K. Autophagy limits proliferation and glycolytic metabolism in acute myeloid leukemia. Cell Death Discov 1, doi:10.1038/cddiscovery.2015.8 (2015). 4 Riffelmacher, T., Clarke, A., Richter, F. C., Stranks, A., Pandey, S., Danielli, S., Hublitz, P., Yu, Z. R., Johnson, E., Schwerd, T., McCullagh, J., Uhlig, H., Jacobsen, S. E. W. & Simon, A. K. Autophagy-Dependent Generation of Free Fatty Acids Is Critical for Normal Neutrophil Differentiation. Immunity 47, 466-480, doi:10.1016/j.immuni.2017.08.005 (2017). Disclosures No relevant conflicts of interest to declare.

Studie je zaměřena na vzpomínkové knihy Ignáta Herrmanna, zejména na problematiku hranice mezi non-fikčním a fikčním vyprávěním. Herrmann svoje knihy vzpomínek koncipoval jako faktuální vyprávění, nicméně v některých jeho částech lze pozorovat zvláštní narativní techniky, jež fikcionalizují vyprávění. Naším cílem je tyto části detekovat a analyzovat na pozadí nejen ostatního Herrmannova faktuálního vyprávění, ale také ve srovnání s fikčním u Jana Nerudy.

(ruski) Nacinaja s 1921 goda so vtorogo vypuska zurnala, Juznoslovenski filolog, reguljarno publikuet svodnuju tekuscuju bibliografiju knig i statej po indoevropejskoj filologii i obscemu jazykoznaniju. Imenno ?tim on otlicaetsja ot ostal'nyh naucnyh zurnalov takogo tipa v Serbii. ?ta bibliografija daet materialja dlja izucenija ne tol'ko osnovnyh napravlenij razvitija otecestvennogo jazykoznanija, no i bibliograficeskoj naucno-issledovatel'skoj dejatel'nosti.

K lepšímu porozumění romské mentalitě a romské kultuře mohou posloužit nejen příběhy o Romech (např. Děvčátko, rozdělej ohníček od Martina Šmause), tvorba romských autorů, psaná v češtině nebo romštině, vydávaná např. v nakladatelství KHER, ale také portréty romských postav. Dvě komiksové trilogie O přibjehi (2010) a Nejisté domovy (2016) zpracovávají řadu aktuálních společenských problémů, přitom podloží jsou sociologické průzkumné sondy a autentické narativy jednajících postav. Zpracování látky je zpřístupněno umělecky, navíc komiksově, v obrazovém narativu. U zrodu projektů stojí romistka Markéta Hajská a sociální antropoložka Máša Bořkovcová, které pro spolupráci získaly přední komiksové tvůrce (např. Vojtěcha Maška). Vzniklo postupně šest svazků s pozoruhodným obsahem, pojednávající o šesti osudech Romů odlišného generačního a sociálního původu. Zaujmou svou civilností, autenticitou, věcností, přitom vedou čtenáře k lepšímu pochopení romipenu (romské identity), vynikají odlišným výtvarným rukopisem a hybridností žánrových znaků.

Recent conservation and restoration work on the icon of the Virgin and Child which stood on the altar in the Church of St. Nicholas at Prijeko in Dubrovnik has enabled a new interpretation of this paining. The icon, painted on a panel made of poplar wood, features a centrally-placed Virgin holding the Child in her arms painted on a gold background between the two smaller figures of St. Peter and St. John the Baptist. The figures are painted in the manner of the fifteenth- and sixteenth-century Dubrovnik style, and represent a later intervention which significantly changed the original appearance and composition of the older icon by adding the two saints and touching up the Virgin’s clothes with Renaissance ornaments, all of which was performed by the well-known Dubrovnik painter Nikola Božidarević. It can be assumed that the icon originally featured a standing or seated Virgin and Child. The Virgin is depicted with her head slightly lowered and pointing to the Christ Child whom she is holding on her right side. The chubby boy is not seated on his mother’s lap but is reclining on his right side and leaningforward while his face is turned towards the spectator. He is dressed in a red sleeveless tunic with a simple neck-line which is embroidered with gold thread. The Child is leaning himself on the Virgin’s right hand which is holding him. He is firmly grasping her thumb with one hand and her index finger with the other in a very intimate nursing gesture while she, true to the Hodegitria scheme, is pointing at him with her left hand, which is raised to the level of her breasts. Such an almost-realistic depiction of Christ as a small child with tiny eyes, mouth and nose, drastically departs from the model which portrays him with the mature face of an adult, as was customary in icon painting. The Virgin is wearing a luxurious gold cloak which was repainted with large Renaissance-style flowers. Her head is covered with a traditional maphorion which forms a wide ring around it and is encircled by a nimbus which was bored into thegold background. Her skin tone is pink and lit diffusely, and was painted with almost no green shadows, which is typical of Byzantine painting. The Virgin’s face is striking and markedly oval. It is characterized by a silhouetted, long, thin nose which is connected to the eyebrows. The ridge of the nose is emphasized with a double edge and gently lit whilethe almond-shaped eyes with dark circles are set below the inky arches of the eyebrows. The Virgin’s cheeks are smooth and rosy while her lips are red. The plasticity of her round chin is emphasized by a crease below the lower lip and its shadow. The Virgin’s eyes, nose and mouth are outlined with a thick red line. Her hands are light pink in colour and haveelongated fingers and pronounced, round muscles on the wrists. The fingers are separated and the nails are outlined with precision. The deep, resounding hues of the colour red and the gilding, together with the pale pink skin tone of her face, create an impression of monumentality. The type of the reclining Christ Child has been identified in Byzantine iconography as the Anapeson. Its theological background lies in the emphasis of Christ’s dual nature: although the Christ Child is asleep, the Christ as God is always keeping watch over humans. The image was inspired by a phrase from Genesis 49: 9 about a sleeping lion to whom Christ is compared: the lion sleeps with his eyes open. The Anapeson is drowsy and awake at the same time, and therefore his eyes are not completely shut. Such a paradox is a theological anticipation of his “sleep” in the tomb and represents an allegory of his death and Resurrection. The position, gesture and clothes of the Anapeson in Byzantine art are not always the same. Most frequently, the ChristChild is not depicted lying in his mother’s arms but on an oval bed or pillow, resting his head on his hand, while the Virgin is kneeling by his side. Therefore, the Anapeson from Dubrovnik is unique thanks to the conspicuously humanized relationship between the figures which is particularly evident in Christ’s explicitly intimate gesture of grasping the fingers of his mother’s hand: his right hand is literally “inserting” itself in the space between the Virgin’s thumb and index finger. At the same time, the baring of his arms provided the painter with an opportunity to depict the pale tones of a child’s tender skin. The problem of the iconography of the Anapeson in the medieval painting at Dubrovnik is further complicated by a painting which was greatly venerated in Župa Dubrovačka as Santa Maria del Breno. It has not been preserved but an illustration of it was published in Gumppenberg’sfamous Atlas Marianus which shows the Virgin seated on a high-backed throne and holding the sleeping and reclining Child. The position of this Anapeson Christ does not correspond fully to the icon from the Church of St. Nicholas because the Child is lying on its back and his naked body is covered with the swaddling fabric. The icon of the Virgin and Child from Prijeko claims a special place in the corpus of Romanesque icons on the Adriatic through its monumentality and intimate character. The details of the striking and lively Virgin’s face, dominated by the pronounced and gently curved Cimabuesque nose joined to the shallow arches of her eyebrows, link her with the Benedictine Virgin at Zadar. Furthermore, based on the manner of painting characterized by the use of intense red for the shadows in the nose and eye area, together with the characteristic shape of the elongated, narrow eyes, this Virgin and Child should be brought into connection with the painter who is known as the Master of the Benedictine Virgin. The so-called Benedictine Virgin is an icon, now at the Benedictine Convent at Zadar, which depicts the Virgin seated on a throne with a red, ceremonial, imperial cushion, in a solemn scheme of the Kyriotissa, the heavenly queen holding the Christ Child on her lap. The throne is wooden and has a round back topped with wooden finials which can also be seen in the Byzantine Kahn Virgin and the Mellon Madonna, as well as in later Veneto-Cretan painting. The throne is set under a shallow ciborium arch which is rendered in relief and supportedby twisted colonettes and so the painting itself is sunk into the surface of the panel. A very similar scheme with a triumphal arch can be seen on Byzantine ivory diptychs with shallow ciborium arches and twisted colonettes. In its composition, the icon from Prijeko is a combination ofthe Kyr i ot i ss a and the Hodegitria, because the Virgin as the heavenly queen does not hold the Christ Child frontally before her but on her right-hand side while pointing at him as the road to salvation. He is seated on his mother’s arm and is supporting himself by pressing his crossed legsagainst her thigh which symbolizes his future Passion. He is wearing a formal classical costume with a red cloak over his shoulder. He is depicted in half profile which opens up the frontal view of the red clavus on his navy blue chiton.He is blessing with the two fingers of his right hand and at the same time reaching for the unusual flower rendered in pastiglia which the Virgin is raising in her left hand and offering to him. At the same time, she is holding the lower part of Christ’s body tightly with her right hand.Various scholars have dated the icon of the Benedictine Virgin to the early fourteenth century. While Gothic features are particularly evident in the costumes of the donors, the elements such as the modelling of the throne and the presence of the ceremonial cushion belong to the Byzantine style of the thirteenth century. The back of the icon of the Benedictine Virgin features the figure of St. Peter set within a border consisting of a lively and colourful vegetal scroll which could be understood as either Romanesque or Byzantine. However, St. Peter’s identifying titulus is written in Latin while that of the Virgin is in Greek. The figure of St. Peter was painted according to the Byzantine tradition: his striking and severe face is rendered linearly in a rigid composition, which is complemented by his classical contrapposto against a green-gray parapet wall, while the background is of dark green-blue colour. Equally Byzantine is themanner of depicting the drapery with flat, shallow folds filled with white lines at the bottom of the garment while, at the same time, the curved undulating hem of the cloak which falls down St. Peter’s right side is Gothic. The overall appearance of St. Peter is perhaps even more Byzantine than that of the Virgin. Such elements, together with the typically Byzantine costumes, speak clearly of a skilful artist who uses hybrid visual language consisting of Byzantine painting and elements of the Romanesque and Gothic. Of particular interest are the wide nimbuses surrounding the heads of the Virgin and Child (St. Peter has a flat one) which are rendered in relief and filled with a neat sequence of shallow blind archesexecuted in the pastiglia technique which, according to M. Frinta, originated in Cyprus. The Venetian and Byzantine elements of the Benedictine Virgin have already been pointed out in the scholarship. Apart from importing art works and artists such as painters and mosaic makers directly from Byzantium into Venice, what was the extent and nature of the Byzantineinfluence on Venetian artistic achievements in the thirteenth and fourteenth centuries? We know that the art of Venice and the West alike were affected by the Fourth Crusade and the sack of Constantinople in 1204, and by the newly founded Latin Empire which lasted until 1261.The Venetians played a particularly significant political and administrative role in this Empire and the contemporary hybrid artistic style of the eastern Mediterranean, called Crusader Art and marked by the strong involvement of the Knights Templar, must have been disseminated through the established routes. In addition to Cyprus, Apulia and Sicily which served as stops for the artists and art works en route to Venice and Tuscany, another station must have been Dalmatia where eastern and western influences intermingled and complemented each other.However, it is interesting that the icon of the Benedictine Virgin, apart from negligible variations, imitates almost completely the iconographic scheme of the Madonna di Ripalta at Cerignola on the Italian side of the Adriatic, which has been dated to the early thirteenth century and whose provenance has been sought in the area between southern Italy (Campania) and Cyprus. Far more Byzantine is another Apulian icon, that of a fourteenth-century enthroned Virgin from the basilica of St. Nicholas at Bari with which the Benedictine Virgin from Zadar shares certain features such as the composition and posture of the figures, the depictionof donors and Christ’s costume. A similar scheme, which indicates a common source, can be seen on a series of icons of the enthroned Virgin from Tuscany. The icon of the Virgin and Child from Prijeko is very important for local Romanesque painting of the late thirteenth and early fourteenth century because it expands the oeuvre of the Master of the Benedictine Virgin. Anicon which is now at Toronto, in the University of Toronto Art Centre Malcove Collection, has also been attributed to this master. This small two-sided icon which might have been a diptych panel, as can be judged from its typology, depicts the Virgin with the Anapeson in the upper register while below is the scene from the martyrdom of St. Lawrence. The Virgin is flanked by the figures of saints: to the left is the figure of St. Francis while the saint on the right-hand side has been lost due to damage sustained to the icon. The busts of SS Peter and Paul are at the top.The physiognomies of the Virgin and Child correspond to those of the Benedictine Virgin and the Prijeko icon. The Anapeson, unlike the one at Dubrovnik, is wrapped in a rich, red cloak decorated with lumeggiature, which covers his entire body except the left fist and shin. On the basis of the upper register of this icon, it can be concluded that the Master of the Benedictine Virgin is equally adept at applying the repertoire and style of Byzantine and Western painting alike; the lower register of the icon with its descriptive depiction of the martyrdom of St.Lawrence is completely Byzantine in that it portrays the Roman emperor attending the saint’s torture as a crowned Byzantine ruler. Such unquestionable stylistic ambivalence – the presence of the elements from both Byzantine and Italian painting – can also be seen on the icons of theBenedictine and Prijeko Virgin and they point to a painter who works in a “combined style.” Perhaps he should be sought among the artists who are mentioned as pictores greci in Dubrovnik, Kotor and Zadar. The links between Dalmatian icons and Apulia and Tuscany have already been noted, but the analysis of these paintings should also contain the hitherto ignored segment of Sicilian and eastern Mediterranean Byzantinism, including Cyprus as the centre of Crusader Art. The question of the provenance of the Master of the Benedictine Virgin remains open although the icon of the Virgin and Child from Prijeko points to the possibility that he may have been active in Dalmatia.However, stylistic expressions of the two icons from Zadar and Dubrovnik, together with the one which is today at Toronto, clearly demonstrate the coalescing of cults and forms which arrived to the Adriatic shores fromfurther afield, well beyond the Adriatic, and which were influenced by the significant, hitherto unrecognized, role of the eastern Mediterranean.

Vážení čtenáři, milé kolegyně a milí kolegové, přátelé celoživotního vzdělávání, právě si prohlížíte třetí číslo časopisu Lifelong Learning – Celoživotní vzdělávání, které formálně patří ještě do roku 2020. Na tento rok budeme určitě ještě dlouho vzpomínat – a s poukazem na celosvětové události pravděpodobně ne úplně v dobrém. Doufejme, že rok 2021 bude alespoň o něco lepší a neponese v podobném – koronavirovém – duchu. Určitě vás zajímá, co zajímavého se v tomto čísle dočtete. Toto polytematické číslo vám nabízí tři studie, jednu recenzi a jednu zprávu. Kolegyně Lenka Emrová z Masarykova ústavu vyšších studií Českého vysokého učení technického v Praze se ve svém příspěvku zaměřuje na oblast zdravotnictví a zabývá se vnímáním sociálních kompetencí lékaře. Akcentuje zde potřebu sociálněpsychologické průpravy lékařů jak v pregraduální přípravě, tak i v postgraduální fázi, při výkonu povolání. Konkrétně se zaměřila na obor gynekologie. Při svém výzkumu realizovala ohniskové skupiny s lékaři a rozhovory s pacientkami. K jakým výsledkům došla, tedy jaké kompetence preferuje pro svoji vzájemnou interakci jedna či druhá skupina, se dočtete v její zajímavé studii. Přátelé z Pedagogické fakulty Univerzity Konštantina Filozofa v Nitre Ctibor Határ a Petra Jedličková se rozhodli ve své studii věnovat problematice aktivního stárnutí a aktivního stáří. Porovnávají a analyzují vzdělávací a sociální politiky tří států – konkrétně Slovenska, Německa a Španělska. Při své práci využívali zejména metod srovnávací andragogiky. Pomocí obsahové analýzy národních dokumentů tak dokázali identifikovat určité společné i rozdílné znaky. Aktuálnost tématu této studie rozhodně vzbuzuje touhu po jejím přečtení. Jedním z velmi zajímavých témat současnosti je také mezigenerační vzdělávání, kterému se věnujeme i u nás na Mendelově univerzitě v Brně. Kolegyně Barbora Tallová z Fakulty humanitních studií Univerzity Tomáše Bati ve Zlíně představuje ve svém článku téma mezigeneračních vztahů na příkladu dětí předškolního věku a seniorů. Pokládá si otázku, jaké jsou možnosti podpory těchto vztahů mezi uvedenými skupinami a do jaké míry se na jejich rozvoji podílejí různé mezigenerační projekty či rodinné prostředí. Petr Novotný s Miroslavou Dvořákovou z Ústavu pedagogických věd Filozofické fakulty Masarykovy univerzity nám zaslali k otištění zajímavou recenzní stať k publikaci Michala Černého, který nedávno vydal monografii pod názvem Digitální kompetence v transdisciplinárním nahlédnutí: mezi filosofií, sociologií, pedagogikou a informační vědou. Jejich podnětnou reflexi této knihy je určitě možné doporučit. I v letošním roce, konkrétně 9. září 2020, proběhla v brněnském hotelu Avanti pod záštitou rektorky Mendelovy univerzity v Brně, hejtmana Jihomoravského kraje a dalších významných osobností mezinárodní vědecká konference ICOLLE 2020, které se zúčastnili zástupci z několika evropských zemí. Podrobnou zprávu shrnující veškeré podstatné informace o této události připravila vedoucí marketingového oddělení vysokoškolského ústavu Institutu celoživotního vzdělávání Martina Urbánková. Vážené kolegyně a kolegové, přeji vám nejen příjemné chvíle ve společnosti našeho odborného časopisu, ale hlavně hodně sil, pedagogického optimismu, tvůrčích úspěchů, štěstí a ze všeho nejvíce zdraví v novém roce 2021. Petr Adamec předseda redakční rady

Kjær A, Knigge U, Matzen S, Warberg J. β-Adrenergic receptors are involved in histamine-induced secretion of proopiomelanocortin-derived peptides and prolactin in rats. Eur J Endocrinol 1995;132: 223–8. ISSN 0804–4643 The neurotransmitter histamine (HA) is involved in central regulation of secretion of prolactin (PRL) and the proopiomelanocortin (POMC)-derived peptides adrenocorticotropin (ACTH), β-endorphin (β-END) and α-melanocyte-stimulating hormone (α-MSH). The effect of HA on POMC-derived peptides and PRL release is, at least in part, indirect and may involve activation of catecholaminergic systems. Therefore, we investigated the effect of β-adrenergic receptor blockade on HA or HA agonist-induced release of ACTH, β-END, α-MSH and PRL. Central administration of HA, the H1-receptor agonist 2-thiazolylethylamine (2-TEA) or the H2-receptor agonist 4-methylhistamine (4-MeHA) stimulated the secretion of ACTH, β-END, α-MSH and PRL. Pretreatment with the β-adrenergic antagonist propranolol inhibited secretion of the POMC peptides in response to HA, 2-TEA or 4-MeHA. Propranonol only inhibited the PRL response to HA or 2-TEA, but had no effect on the PRL response to 4-MeHA. Administration of the β-receptor agonist isoproterenol stimulated ACTH, β-END, α-MSH and PRL two to five-fold. This effect was totally blocked by pretreatment with propranolol. We conclude that HA-induced secretion of POMC-derived peptides from the anterior and intermediate lobe of the pituitary gland and of PRL from the anterior lobe is, at least in part, mediated via catecholamines. β-Adrenergic receptors are involved in the mediation of the POMC response to H1- as well as H2-receptor activation, whereas β-receptors are involved only in the mediation of the PRL response to H1-receptor activation. Andreas Kjær, Department of Medical Physiology, Division of Endocrinology and Metabolism, The Panum Institute (Building 12.3), University of Copenhagen, Blegdamsvej 3c, DK-2200 Copenhagen N, Denmark

Treatises on four ultimate truths about the human condition in 16th and 17th century Czech literature an outline of issuesCzech literature of the 16th and 17th century was for readers of that time an important source of admonishment concerning death and afterlife. Manuals about the art of dying — ars moriendi books — provided ample advice on how to die a “good death”. Besides that, their authors focused also on other issues of ultimate importance for human beings, i.e. death, God’s judgment, heaven and hell. The aim of the treatises was to make readers lead a good life through constant pondering over death and the uncertainty of the soul’s fate in the afterlife. Descriptions of various tortures suffered by the damned in hell were meant to frighten sinners, make them repent and change their lives. Descriptions of heaven, on the other hand, were supposed to lure people into doing good. According to the Catholic dogma, after death, the soul can go to heaven, hell or purgatory. The Protestant Reformation rejected purgatory as wishful human fiction, and returned to a traditional dualistic view of the afterlife. Traktáty o čtyřech posledních věcech člověka v české literatuře 16. a 17. století náčrt problematikyČeská náboženská vzdělávací literatura 16. a 17. století představovala pro čtenáře důležitý zdroj poučení o smrti a posmrtném životě. Příručky šťastného umírání — knihy ars moriendi přinášely rady, jak má dobrá smrt vypadat. Kromě této problematiky se autoři zabývali tématy souvisejícími s posledními věcmi člověka, to je smrtí, božím soudem, peklem a nebem. Cílem traktátů bylo přimět čtenaře k dobrému životu prostřednictvím myšlenky na smrt a nejistý posmrtný osud duše. Líčení pekelných trestů mělo vyvolat u hříšníků hrůzu, přimět je, aby změnili své chování a nastoupili cestu pokání. Popisy ráje měly lákat a přitahovat. Podle katolíků duše po smrti mohla jít do nebe, pekla nebo ji čekal očistěc, kde měla smýt hříchy a poté vstoupit na nebesa. Reformace odmítla učení o očistci, a proto na něm protestanští autoři zdůrazňovali lidský výmysl.

Vážení čtenáři, milé kolegyně a kolegové, přátelé celoživotního vzdělávání, právě jste otevřeli druhé číslo časopisu Lifelong Learning – Celoživotní vzdělávání vydané v roce 2020. Dovoluji si tvrdit, že svým obsahem je skutečně velmi zajímavé. V tomto polytematickém čísle vám mimořádně nabízíme větší množství čtení, než tomu bývá obvykle – celkem pět studií a dva recenzní příspěvky. A kterým tématům se jejich autoři v tomto čísle věnují? Alena Bendová a Marie Horáčková z Mendelovy univerzity v Brně představují názory studentů učitelství na průběh pedagogické praxe. Zajímavé na této studii je, že výchozím materiálem zkoumání byly deníky pedagogické praxe studentů a následně – s cílem proniknout hlouběji do problematiky – využily autorky projektivní techniku nedokončených vět. Obecně se pak zamýšlejí nad případnými změnami vedoucími ke zkvalitnění průběhu praxe jak na straně organizátorů, tak cvičných škol. Katarína Fuchsová a Jana Kapová z Prešovské univerzity prezentují výsledky výzkumu efektivnosti invervenčního programu koedukačních aktivit dětí a seniorů žijících v domovech sociálních služeb. Obě autorky vycházejí z přesvědčení, že vzájemná interakce dětí a seniorů má potenciál ovlivňovat vnitřní prožívání a následné projevy chování u obou skupin. Jitka Lorenzová, Blanka Jirkovská a Lenka Mynaříková z Českého vysokého učení technického v Praze se zaměřily na digitální kompetence středoškolských učitelů. Představují zde výsledky z výzkumu, jehož se zúčastnilo úctyhodných 2015 respondentů. Cílem autorek bylo porovnat znalostní a uživatelská specifika učitelů ICT a technických věd s ostatními učiteli. Předpokládám, že stejně jako mě i vás zajímá, jak tento výzkum dopadl. Barbora Nekardová z Masarykovy univerzity přispěla opravdu zajímavou studií na téma rozvoje vysokoškolských učitelů. Položila si otázku, jak vnímají a hodnotí svůj pedagogický rozvoj, a představuje zde výsledky kvalitativní analýzy hloubkových polostrukturovaných rozhovorů s vysokoškolskými učiteli, kteří se účastnili dvousemestrálního programu zaměřeného na rozvoj pedagogických kompetencí. Své výsledky pak diskutuje v kontextu současných snah vysokoškolských institucí o dosahování excelence ve výuce. Kolegyně Markéta Šnýdrová a Gabriela Ježková Petrů z Vysoké školy ekonomie a managementu představují příležitosti, ale také limity vzdělávání formou e-learningu ve vztahu k vývoji společnosti a technologickým a obsahovým požadavkům na vzdělávací aktivity z pohledu příslušníků generace Y a generace Z. Můžeme říci, že takový příspěvek je z dnešního pohledu určitě zcela namístě. V závěrečné části tohoto čísla naleznete dvě recenze. Autorem první z nich je Pavel Pecina z Institutu celoživotního vzdělávání Mendelovy univerzity v Brně, který reflektoval knihu Dagmar Sieglové Konec školní nudy: didaktické metody pro 21. století. Autorkou druhé recenze je Dominika Temiaková z Pedagogické fakulty Univerzity Konštantína Filozofa v Nitře, která pro náš časopis zpracovala recenzi publikace autorů Pirohová, Lukáč a Lukáčová Vzdelávanie dospelých Rómov z marginalizovaných komunít. Přeji vám příjemné chvíle strávené ve společnosti našeho časopisu a dovolte mi, abych vás upozornil na novou podobu internetových stránek časopisu Lifelong Learning – Celoživotní vzdělávání (lifelonglearning.mendelu.cz), které jsme aktualizovali tak, aby odpovídaly všem požadavkům kladeným na moderní odborné vědecké časopisy a jejich standardům. Všechny práce na novém webu by měly být dokončeny v průběhu měsíce září. Petr Adamec předseda redakční rady

Increasing the level of comfort of underwear for pilots of military aircraft by improving the design and technology for its manufacturing. Methodology. The research was based on the systems approach, analysis and synthesis of information on various designs of underwear for the service personnel, methods for details and knots processing. Design technique with account for underwear usage conditions systematization was applied. Results. Currently the Order No. 370 “On Approval of Samples of the Military Uniform and General Requirements for Insignia for Service Personnel and Students of Military Lyceums” of the Ministry of Defence of Ukraine as of July 18, 2017 approved the samples of the between-seasons underwear and underwear for cold weather (thermal underwear) that consists of a shirt and long johns. Resolution No. 278 “On the Uniform for Policemen” of the Cabinet of Ministers of Ukraine as of April 19, 2017 also approved the description and samples of A- and B-type thermal underwear for policemen that consists of the underwear vest and long johns. The specifi cation s for manufacturing of underwear for the service personnel of the Ukrainian Armed Forces made of polyester threads with enhanced capillary action ensuring fast vaporous moisture removal but unable to prevent development of the pathogenic microfl ora and unpleasant body smell in the course of physical activity while perfo rmance of the assigned missions have been prepared. The main drawback of design of the abovementioned samples of the underwear from the perspective of its dynamic conformance to the conditions of usage by fl ight offi cers including the pilots of military aircraft is the straight silhouette shape resulting in redundant volume of cuff s and long johns of the garments. Based on the analysis of various types of the service personnel underwear the design was improved and the technology for manufacturing of underwear for pilots of fi ghting vehicles was off ered. The develope d samples of underwear vest and long johns conform to the applicable requirements for dynamic conformance and comfort. The samples of knit fi bres for manufacturing underwear were made in the knitting laboratory of Kyiv N ational University of Technologies and Design. Yarn based upon the fi re resistant meta-aramid fi bres (the oute r layer) and DEOKIL® - fi bre yarn with antibacterial properties and deodorizing eff ect (the inner layer) were u sed as the raw material for formation of the functional layers. Scientifi c novelty. Ensuring dynamic conformance of underwear for the pilots of military aircraft to its usage conditions.Practical value. New design of functional underwear corresponding to its intended use was developed and its fabrication techniques were off ered.

Мета цього дослідження – проаналізувати можливість використовувати погляди Р. В. Ленекера на когнітивну семантику як семантико-текстологічну модель перекладознавчого аналізу. Матеріалом для розгляду обрано твір «Слово некоего калугера о чьтьи книг» із «Ізборника Святослава» 1076 р. та його три переклади: два переклади сучасною українською мовою (повний – В. Яременка, частковий – Є. Карпіловської й Л. Тарновецької) та один переклад англійською мовою (В. Федера). Теорія когнітивної семантики Р. Ленекера орієнтується здебільшого на граматичні проблеми й опис мови через параметри простору. Параметрам опису образности, які пропонує когнітивна семантика, бракує чіткости, які мають аналітичні методи структуралізму. Однак, вони виконують головну аналітичну функцію: вони дозволяють усвідомити наявні в перекладі порушення й відхилення від першотвору та намагатися усвідомити їхню природу й межі. Література References Бычков В. 2000 лет христианской культуры sub specie aesthetica : в 2 т. Т. 2 :Славянский мир. Древняя Русь. Россия. Москва; Санкт-Петербург : Университетскаякнига, 1999.Bychkov, V. (1999). 2000 let khrystyanskoi kultury sub specie aesthetica. T. 2: Slavianskyimyr. Drevniaia Rus. Rossyia. [2000 years of Christian culture sub specie aesthetica. Vol. Slavonic world. Old Rus. Russia]. Moscow; S.-Petersburg: Unyversytetskaya Kniga. Божилов И. Цар Симеон Велики (893–927): Златният век на СредновековнаБългария. София: На отечествения фронт, 1983.Bozhylov, Y. (1983).Tsar Symeon Velyky (893–927): Zlatnyiat vek na SrednovekovnaBalgariya. [Czar Simeon the Great (893–927): the golden epoch of the MedievalBulgaria]. Sofia: Na Otechestvenyia Front. Великий тлумачний словник сучасної української мови / уклад. і гол. ред. В. Т. Бусел.К.; Ірпінь: ВТФ «Перун», 2005.Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy. [A great comprehensivedictionary of the contemporary Ukrainian language]. (2005). Busel, V. T. (comp.). Kyiv;Irpin: Perun. ЕСУМ: Етимологічний словник української мови. – К.: Наукова думка, 1982.Etymolohichnyi slovnyk ukrayinskoyi movy. [An etymological dictionary of the Ukrainianlanguage]. (1982). Kyiv: Naukova Doumka. Изборник 1076 года. М.: Наука, 1965.Izbornik 1076 goda. [A synaxarion of 1076]. (1965). Moscow: Nauka. Золоте слово / упорядн. : В. Яременко, О. Сліпушко. Київ: Аконіт, 2002.Zolote slovo. [Golden word] (2002). Yaremenko, V., Slipushko, O. (comp.). Kyiv: Akonit. Каждан А. П. Книга и писатель в Византии. Москва: Наука, 1973.Kazhdan, A. P. (1973). Kniga i pisatel v Vizantii. [Books and writers in Byzantium].Moscow: Nauka. Київський псалтир : Давида пророка и царя пhснь. Київ, 1397. Зберігається:Российская Национальная библиотека (Санкт-Петербург). Шифр: ОЛДП F 6.Kyivskyi psaltyr: Davyda proroka i tsaria pisn. [The psalm book of Kyiv] (1397). Kyiv.Manuscript. Stored at: Russian National Library (Saint-Petersburg). Code: OLDP F 6. Книга правил святих апостолів, Вселенських і Помісних Соборів і святих Отців.К.: Видання Київської Патріархії Української Православної Церкви КиївськогоПатріархату, 2008.Knyha pravyl sviatykh apostoliv, Vselenskykh i Pomisnykh Soboriv i sviatykh Ottsiv. [Abook of rules of Saint Apostles, Ecumenical and Local Councils and Holy Fathers].(2008). Kyiv: Vydannia Kyivskoyi Patriarkhiyi Ukrayinskoyi Pravoslavnoyi TserkvyKyivskoho Patriarkhatu. Малоруско-нїмецкий словар / уложили Є. Желеховский, С. Недїльский. Львів : Т-воім. Шевченка, 1886.Malorusko-nimetskyi slovar. [A Ukrainian-German dictionary]. (1886). Zhelekhovskyi,Ye., Nedilskyi, S. (comp.). Lviv: Tovarystvo im. Shevchenka. Настольная книга священнослужителя. Т. 4. Москва, 1983.Nastolnaia kniga sviashchennosluzhytelia. T. 4. [A priest’s handbook. Vol. 4]. (1983).Moscow. Пиккио Р.Slavia Orthodoxa: Литература и язык. Москва : Знак, 2003.Piccio, R. (2003). Slavia Orthodoxa: Literatura i yazyk. [Slavia Orthodoxa: Literature andlanguage]. Moskcow: Znak. Православная энциклопедия. Т. 16. Москва : Церк.-науч. центр «Православнаяэнциклопедия», 2007.Pravoslavnaia Entsyklopediia. T. 16. [Orthodox Encyclopedia. Vol. 16]. (2007). Moscow:Church and Scientific Center “Pravoslavnaia Entsyklopediia”. Сивокінь Г.М. Одвічний діалог: (Українська література і її читач від давнини досьогодні). Київ : Дніпро, 1984.Syvokin, H. M. (1984). Odvichnyi dialoh: (Ukrainska literatura i yiyi chytach vid davnynydo sohodni). [The eternal dialogue: Ukrainian literature and its readership from the oldtimes till nowadays]. Kyiv: Dnipro. Словарь древнерусского языка (XI–XIV вв.) / гл. ред. Р. И. Аванесов. Москва: Рус. яз., 1988.Slovar drevnerusskoho yazyka (XI–XIV vv.). [A dictionary of the Russian language of the11th–14th centuries]. (1988). Avanesov, R. Y. (ed.-in-chief). Moscow: Russkiy Yazyk. Словарь русского языка ХІ–XVII вв. Москва: Наука, 1975.Slovar Russkogo Yazyka ХІ–XVII vv. [A dictionary of the Russian language of the 11th-17th centuries]. (1975). Moscow: Nauka. Slovar Staroslavianskogo Yazyka. [A dictionary of the Old Slavonic language]. (2006).Saint-Petersburg. Словарь української мови / упор. з дод. влас. матеріалу Б. Грінченко. Київ, 1907–1909.Slovar Ukrayinskoyi Movy. [A Dictionary of the Ukrainian language]. (1907–1909).Hrinchenko, B. (comp.) Kyiv. Срезневскій И.И. Матеріалы для словаря древне-русскаго языка по письменнымъпамятникамъ. Санктпетербургъ, 1893–1912. Sreznevskiy, I. I. (1893–1912). Materialy Dlia Slovaria Drevne-russkago Yazyka poPismennymPpamiatnikam. [Materials for the Dictionary of the Old Rus Language asBased on Written Monuments ].Saint-Petersburg. Словник української мови. Київ : Наукова думка, 1970–1980.Slovnyk Ukrayinskoyi Movy. [A Dictionary of the Ukrainian language]. (1970–1980).Kyiv: Naukova Doumka. Словник староукраїнської мови XIV–XV ст. Київ: Наук. думка, 1977–1978.Slovnyk Staroukrayinskoyi Movy XIV–XV st. [A Dictionary of the Ukrainian Language ofthe 14th–15th centuries]. (1977–1978). Kyiv: Naukova doumka,. Словник української мови XVI – першої половини XVII ст. Львів, 1994.Slovnyk Ukrayinskoyi Movy XVI – Pershoyi Polovyny XVII st. [A Dictionary of theUkrainian Language of the 16th to the first half of the 17th centuries]. (1994). Lviv. Українська література ХІ–ХVІІІ століть / упоряд. Є. А. Карпіловська,Л. О. Тарновецька. Чернівці : Прут, 1997.Ukrayinska Literatura ХІ–ХVІІІ stolit. [Ukrainian Literature of the 11th–18th Centuries].(1997).Ye. A. Karpilovska, L. O. Tarnovetska (Eds.). Chernivtsi: Prut. Франко І. Із лектури наших предків ХІ в. // Франко І. Додаткові томи до Зібраннятворів у п’ятдесяти томах / І. Франко. Київ : Наук. думка, 2010. Т. 54. С. 911–922.Franko, I. (2010). Iz lektury nashykh predkiv ХІ v. [From the Readings of our Ancestors inthe 11th century]. In: Dodatkovi Tomy do Zibrannia Tvoriv u Pyatdesiaty Tomakh . Vol. 54(pp. 911–922). Kyiv: Naukova doumka. Цейтлин Р.М. Лексика старославянского языка: Опыт анализа мотивированныхслов по данным древнеболгарских рукописей Х—ХІ вв. Москва: Наука, 1977.Tseitlin, R. M. (1977). Leksika Staroslavianskogo Yazyka: Opyt Analiza MotivirovannykhSlov po Dannym Drevnebolgarskikh Rukopisei Х—ХІ vv. [Lexis of the Old SlavonicLanguage: A Case Study of Derived Vocabulary in the Old Bulgarian Manuscripts of the10th–11th centuries]. Moscow: Nauka. The Compact Edition of the Oxford English Dictionary: Complete Text ReproducedMicrographically. (1971). Oxford: Oxford University Press. The Compact Edition of the Oxford English Dictionary: Complete Text ReproducedMicrographically. (1987). Burchfield, R. W. (ed.). Oxford u.a.: Clarendon Press. The Edificatory Prose of Kievan Rus' (1994). Veder, W. R. (trans.). Cambridge, MA:Harvard University Press. Henry, M. (1972). Commentary on the Whole Bible: Complete and Unabridged in 2Volumes. Wilmington, Delaware: Sovereign Grace. Langacker, R. (1988). A View of Linguistic Semantics. In: Topics in CognitiveLinguistics (pp. 49–89). Amsterdam: Benjamins. Langacker, R. W. (1987). Foundations of Cognitive Grammar. Stanford CA: StanfordUniversity Press. New Catholic Encyclopedia. (2002–2003). Detroit: Thomson/Gale. Sophocles, E. A. (1914). Greek Lexicon of the Roman and Byzantine periods: (fromB. C. 146 to A.D. 1100). Cambridge : Harvard University Press ; London: HumphreyMilford. Stockwell, P. (2002). Cognitive Poetics: An Introduction. London: Routledge. 17. Словарь старославянского языка. СПб, 2006.

У статті вивчається психолінгвістична специфіка та соціокогнітивна динаміка суб’єктного позиціонування в англомовній комунікативній ситуації ризику. Поведінка суб’єкта дискурсивної діяльності в ситуації ризику передбачає прийняття рішень, у той час як процес прийняття рішень у цій роботі розуміється як його / її позиціонування щодо ризику. Суб’єктною позицією маніфестується вербальне / невербальне вираження мовцем свого ставлення до ризику як об’єкта мовленнєвої взаємодії, що включає його емоційний стан, оцінки, перспективи, знання, точки зору. Станси конструюються в мовленні за допомогою мовно-семіотичних ресурсів різних рівнів: лексичних, граматичних, прагматичних. Основна увага в цьому дослідженні приділяється афективному компоненту позиціонування як комплексу аксіологічних оцінок та емоційного ставлення суб’єкта дискурсивної діяльності до ризику. Загальною теоретикометодологічною основою слугує діяльнісний підхід до аналізу дискурсу, який уможливлює інтегроване вивчення дискурсивної інтеракції. Література References Бернстайн П. Против богов: укрощение риска / П. Бернстайн. – М. : ЗАО «Олимп–Бизнес», 2000. – 400 с.Bernstein, P. (2000). Protiv bogov: ukroshcheniye riska. Moscow: ZAO “Olimp-Bizness”. Изард К. Психология эмоций / К. Изард. – СПб. : Питер, 2000. – 464 с.Izard K. (2000) Psikhologiya emotsiy. SPb: Piter. Леонтьев А. Н. Деятельность. Сознание. Личность / А. Н. Леонтьев. – М. : Изд-вополит. лит-ры, 1975. – 304 с.Leontyev A. N. (1975) Deyatelnost. Soznaniye. Lichnost. – Moscow: Izdatelstvopoliticheskoy literatury. Мартинюк А. П. Словник основних термінів когнітивно-дискурсивної лінгвістики /А. П. Мартинюк. – Х. : ХНУ ім. В. І. Каразіна, 2012. – 196 с.Martynyik, A. (2012). Slovnyk osnovnykh terminiv kohnityvno-dyckursyvnoyilingvistyky. Kharkiv: V.I. Karazin KNU. Морозова О. І. Stance: позиція суб’єкта дискурсивної діяльності / О. І. Морозова //Вісн. Київ. нац. лінгвістичного ун-ту. Серія філологія. – 2011. – Т. 14. – № 1. –С. 87–93.Morozova, O. (2011). Stance: pozytsiya cub’yekta dyskursyvnoyi diyalnocti / VisnykKyyivskoho natsionalnoho linhvistychnoho universytetu. Seriya Filologiya. 14 (1). 87–93. Морозова О. І. Діяльнісний стиль мислення у лінгвістичних дослідженнях /О. І. Морозова // Вісн. Харк. нац. ун-ту ім. В. Н. Каразіна. – 2008. – № 811. – С. 41–45.Morozova, O. (2008). Diyalnisnyi styl myslennya u lingvistychnykh doslidzhennyah /Visnyk Kharkivskoho natsionalnoho universutetu imeni Karazina. #811. 41-45. Ушинский К. Д. Избранные педагогические сочинения : в 2 т. / К. Д. Ушинский. –М., 1953. – Т. 1. – 390 с. Ushynskyj, K. (1953). Izbrannyie pedagogicheskiye sochineniya: v 2-h t. T. 1. Moscow. Ущина В. А. Позиціонування суб’єкта у дискурсивних ситуаціях ризику / В. А. Ущина //Вісн. Харк. нац. ун-ту ім. В. Н. Каразіна. Сер. „Романо-германська філологія.Методика викладання іноземних мов”. − 2012. − № 1023. − Вип. 72. − С. 77−84.Ushchyna, V. (2012). Pozytsionuvannya sub’yekta u dyskursivnyh sytuatsiyah ryzyku /Visnyk Kharkivskoho natsionalnoho universutetu imeni Karazina. Ser. “Romanogermanska filologiya. Metodyka vykladannya inozemnykh mov. # 1023. Vyp.92. 77–84. Шаховский В. И. Эмоции: долингвистика, лингвистика, лингвокультурология /В. И. Шаховский. – М. : Книж. дом «ЛИБРОКОМ», 2010. – 128 с.Shakhovski V. (2010). Emotsiyi: dolingvistika, lingvistika, lingvokulturologiya. –Moscow: Knizhn. dom “LIBROKOM”. Crystal D. The Cambridge Encyclopedia of Language. 3d Edition. – Cambridge: CUP,2010. – 516 p. Davies B. Positioning: The Discursive Production of Selves / B. Davies, R. Harré // Journalfor the Theory of Social Behavior. – № 20 (1). – 1990. – Р. 43–63. Du Bois J. The Stance Triangle / J. Du Bois // Stancetaking in Discourse / ed. byR. Englebretson. – Amsterdam : John Benjamins, 2007. – P. 139–182. Du Bois J. Taking a stance on emotion : affect, sequence, and intersubjectivity in dialogicinteraction / J. Du Bois, E. Karkkainen // Text and Talk. – 2012. – P. 433–451. Englebretson R. Stancetaking in Discourse: An Introduction / R. Englebretson // Stancetakingin Discourse: Subjectivity, Evaluation, Interaction ; ed. by R. Englebretson. – Amsterdam :John Benjamins, 2007. – P. 1–25. Harré R. The Singular Self: An Introduction to the Psychology of Personhood / Rom Harré. –London : Sage, 1998. – 192 p. Hyland K. Stance and Voice in Written Academic Genres / Ken Hyland. – London ; NewYork : Palgrave Macmillan, 2012. – 280 p. Jaffe A. Introduction: The Sociolinguistics of Stance / Alexandra Jaffe // Stance:Sociolinguistic Perspectives / ed. by A. Jaffe. – Oxford : OUP, 2009. – P. 3–28. Langlotz A. Creating Social Orientation Through Language. A socio-cognitive theory ofsituate social meaning / Andreas Langlotz. – Amsterdam, Philadelphia: John Benjamins,2015. – 366 p. Lerner J. S., Keltner D. (2001). Fear, anger, and risk. Journal of Personality and SocialPsychology, 81, 146–159. Oatley, K. Perceptions and Representations: The Theoretical Bases of Brain Research /Keith Oatley. – London ; Methuen ; New York : Free Press, 1978. – 262 р. Scherer, K. R. What are emotions? And how can they be measured? / K. R. Scherer //Social Science Information. − Vol. 44 (4). – London : Sage Publications, 2005. –P. 695–729. Schwarz-Friezel, M. (2007). Sprache und Emotion / Monika Schwarz-Friezel Monika. –Tübingen: A. Francke. Slovic, P. (2010). The Feeling of Risk / Paul Slovic. New York: Routlesge, 2010. Ushchyna, V. (2014). Stancetaking in the discourse on risk: identities construed. In:Subjectivity and Epistemicity. Corpus, Discourse, and Literary Approaches to Stance (pp.165-188), Dylan Glynn & Mette Sjölin, (Eds). Lund: Lund University Press. Vrobyova, O. (2015). Fifty Shades of Tension: The Ecology of Sense and Nonsense. In:Towards the Ecology of Human Communication. (pp. 85-100). Cambridge: CambridgeScholars Publishing. Список джерел ілюстративного матеріалу Sources Follett, K. (1992). Night Over Water. N.Y.: Penguin Books.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

05–32Allen, Linda Quinn (Iowa State U, USA). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals (New York, USA) 37.2 (2004), 232–239.05–33Al-Sehayer, Khalid (Riyadh, Saudi Arabia). ESL readers' perceptions of reading in well structured and less structured hypertext environment. CALICO Journal (TX, USA) 22.2 (2005), 191–212.05–34Barcroft, Joe (Washington U, USA). Second language vocabulary acquisition: a lexical input processing approach. Foreign Language Annals (New York, USA) 37.2 (2004), 200–208.05–35Bateman, Blair E. (Brigham Young U, USA). Achieving affective and behavioural outcomes in culture learning: the case for ethnographic interviews. Foreign Language Annals (New York, USA) 37.2 (2004), 240–253.05–36Chen, Tsai Yu & Chang, Goretti B. Y. (Ming Hsin U of Science and Technology, Taiwan). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals (New York, USA) 37.2 (2004), 279–289.05–37Csizér, Kata (Eötvös U, Hungary; weinkata@yahoo.com) & Dömyei, Zoltán (Nottingham U, UK; Zoltan.Dornyei@nottingham.ac.uk). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 19–36.05–38DeCapua, Andrea (Dept. of Teaching and Learning, New York, USA; adecapua@optonline.net) & Wintergerst, Ann. C. Assessing and validating a learning styles instrument. System (Oxford, UK) 33.1 (2005), 1–16.05–39De Florio-Hansen, Inez (U of Kassel, Germany). Wortschatzerwerb und Wortschatzlernen von Fremdsprachenstudierenden. Erste Ergebnisse einer empirischen Untersuchung [Acquisition and learning of vocabulary by university students of modern foreign languages: the first results from an empirical investigation]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 83–113.05–40Derwing, Tracey M. (U of Alberta, Canada; tracey.derwing@ualberta.ca), Rossiter, Marian J., Munro, Murray J. & Thomson, Ron I. Second language fluency: judgments on different tasks. Language Learning (Oxford, UK) 54.4 (2004), 655–679.05–41Donato, Richard & Brooks, B. Frank (U of Pittsburgh, USA). Literary discussions and advanced speaking fucntions: researching the (dis) connection. Foreign Language Annals (New York, USA) 37.3 (2004), 183–199.05–42Ecke, Peter (U of Arizona, USA). Die Schlüsselwort-Mnemonik für den fremdsprachigen Wortschatzerwerb: Zum Stand der Forschung [The mnemonic keyword method and the acquisition of foreign language vocabulary: state of the art research]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 213–230.05–43Erlam, Rosemary (U of Auckland, NZ; r.erlam@auckland.ac.nz). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research (London, UK) 9.2 (2005), 147–171.05–44Félix-Brasdefer, J. César (Indiana U, USA; cfelixbr.@indiana.edu). Interlanguage refusals: linguistic politeness and length of residence in the target community. Language Learning (Oxford, UK) 54.4 (2004), 587–653.05–45Fonder-Solano, Leah & Burnett, Joanne (Pennsylvania State U, USA). Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA) 37.3 (2004), 459–469.05–46Guion, Susan G., Harada, Tetsuo & Clark, J. J. (U of Oregon, USA; guion@uoregon.edu). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–47Hardison, Debra M. (Michigan State U, USA). Contextualised computer-based L2 prosody training: evaluating the effects of discourse context and video input. CALICO Journal (TX, USA) 22. 2 (2005), 175–190.05–48Jones, Randall (Brigham Young U, USA). Corpus-based word frequency analysis and the teaching of German vocabulary. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 165–175.05–49Jung, Euen Hyuk (Sarah) (Yonsei U, South Korea; junge@yonsei.ac.kr). Topic and subject prominence in interlanguage development. Language Learning (Oxford, UK) 54.4(2004), 713–738.05–50Lamb, Martin (U of Leeds, UK; m.v.lamb@education.leeds.ac.uk). ‘It depends on the students themselves’: independent language learning at an Indonesian state school. Language, Culture and Curriculum (Clevedon, UK) 17.3 (2004), 229–245.05–51Li, Xuemei & Girvan, Anita (Queen's U, Canada). The “Third Place”: investigating an ESL classroom interculture. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 1–15.05–52Li, Via (U of Alberta, Canada). Learning to live and study in Canada: stories of four EFL learners from China. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 25–43.05–53Mason, Beniko & Krashen, Stephen (Shitennoji International Buddhist U, Japan; benikonankimason@hotmail.com). Is form-focused vocabulary instruction worthwhile?RELC Journal (Singapore) 35.2 (2004), 179–185.05–54Nakatani, Yasuo (Nakamura Gakuen Junior College, Japan; nakatani@nakamura-u.ac.jp). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 76–91.05–55Nitta, R. & Gardner, S. (U of Warwick, UK). Consciousness-raising and practice in ELT course books. ELT Journal (Oxford, UK) 59.1 (2005), 3–13.05–56Radwan, Adel Abu (Sultan Qaboos U, Oman; radwan@squ.edu.om). The effectiveness of explicit attention to form in language learning. System (Oxford, UK) 33.1 (2005), 69–87.05–57Rieder, Angelika (U of Vienna, Austria). Der Aufbau von Wortbedeutungswissen beim Lesen fremdsprachiger Texte: ausgewählte Fallstudienergebnisse [The development of word comprehension during reading of texts in a foreign language: results from empirical case studies]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 52–71.05–58Rifkin, Benjamin (U of Wisconsin-Madison, USA; brifkin@wisc.edu). A ceiling effect in traditional classroom foreign language instruction: data from Russian. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 3–18.05–59Sayer, P. (U Autónoma Benito Juarez de Oaxaca, Mexico). An intensive approach to building conversation skills. ELT Journal (Oxford, UK) 59.1 (2005), 14–22.05–60Schmidt-Rinehart, Barbara C. & Knight, Susan, M. (Ashland U, USA). The homestay component of study abroad: three perspectives. Foreign Language Annals (New York, USA) 37.2 (2004), 254–262.05–61Shen, Helen H. (U of Iowa, USA; helen-shen@uiowa.ed). An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System (Oxford, UK) 33.1 (2005), 49–68.05–62Wayland, Ratree P. (U of Florida, USA; ratree@ufl.edu) & Guion, Susan G. Training English and Chinese listeners to perceive Thai tones. Language Learning (Oxford, UK) 54.4 (2004), 681–712.

05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 55–78.05–228Belz, Julie A. (Pennsylvania State U, USA), Intercultural questioning, discovery and tension in Internet-mediated language learning partnerships. Language and Intercultural Communication (Clevedon, UK) 5.1 (2005), 3–39.05–229Berry, Roger (Lingan U, Hong Kong, China), Who do they think ‘we’ is? Learners' awareness of personality in pedagogic grammars. Language Awareness (Clevedon, UK) 14.2/3 (2005), 84–97.05–230Braun, Sabine (U of Tübingen, Germany; sabine.braun@uni-tuebingen.de), From pedagogically relevant corpora to authentic language learning contents. ReCALL (Cambridge, UK) 17.1 (2005), 47–64.05–231Chambers, Angela (U of Limerick, Ireland; Angela.Chambers@ul.ie), Integrating corpus consultation in language studies. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 111–125.05–232Cortés, Ileana, Jesús Ramirez, María Rivera, Marta Viada & Joan Fayer (U of Puerto Rico, Puerto Rico), Dame un hamburger plain con ketchup y papitas. English Today (Cambridge, UK) 21.2 (2005), 35–42.05–233Dewaele, Jean-Marc (U of London, UK), Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 118–137.05–234Elkhafaifi, Hussein (Washington U, USA; hme3@u.washington.edu), Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 206–220.05–235Flowerdew, Lynne (Hong Kong U of Science and Technology, Hong Kong, China; lclynne@ust.hk), Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 135–147.05–236Fortune, Alan (King's College London, UK), Learners' use of metalanguage in collaborative form-focused L2 output tasks. Language Awareness (Clevedon, UK) 14.1 (2005), 21–39.05–237Garner, Mark & Erik Borg (Northumbria U, UK; mark.garner@unn.ac.uk), An ecological perspective on content-based instruction. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 119–134.05–238Gourlay, Lesley (Napier U, UK; l.gourlay@napier.ac.uk), Directions and indirect action: learner adaptation of a classroom task. ELT Journal (Oxford, UK) 59.3 (2005), 209–216.05–239Granville, Stella & Laura Dison (U of the Witwatersrand, Johannesburg, South Africa; granvils@iweb.co.za), Thinking about thinking: integrating self-reflection into an academic literacy course. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 99–118.05–240Greidanus, Tine, Bianca Beks (Vrije Universiteit Amsterdam, the Netherlands; t.greidanus@worldonline.nl) & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 221–233.05–241Gumock Jeon-Ellis, Robert Debski & Gillian Wigglesworth (U of Melbourne, Australia), Oral interaction around computers in the project oriented CALL classroom. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 121–145.05–242Haig, Yvonne, Oliver Rhonda & Judith Rochecouste (Edith Cowan U, Australia), Adolescent speech networks and communicative competence. English in Australia (Norwood, Australia) 141 (2004), 49–57.05–243Harwood, Nigel (U of Essex, UK; nharwood@essex.ac.uk), What do we want EAP teaching materials for?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 149–161.05–244Heift, Trude (Simon Fraser U, Canada; heift@sfu.ca.), Inspectable learner reports for web-based language learning. ReCALL (Cambridge, UK) 17.1 (2005), 32–46.05–245Ibrahim, Nizar (Lebanese U, Lebanon; pronizar@yahoo.com) & Susan Penfield, Dynamic diversity: new dimensions in mixed composition classes. ELT Journal (Oxford, UK) 59.3 (2005), 217–225.05–246Jepson, Kevin (Monterey Institute of International Studies, USA), Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 79–98.05–247Juffs, Alan (U of Pittsburgh, USA; juffs@pitt.edu), The influence of first language on the processing ofwh-movement in English as a second language. Second Language Research (London, UK) 21.2 (2005), 121–151.05–248Knight, Paul (The Open U, UK; P. T. Knight@open.ac.uk), Learner interaction using email: the effects of task modification. ReCALL (Cambridge, UK), 17.1 (2005), 101–121.05–249Kondo, Takako (U of Essex, UK), Overpassivization in second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 129–161.05–250Lewin, Beverly A. (Tel Aviv U, Israel; lewinb@post.tau.ac.il), Hedging: an exploratory study of authors and readers identification of ‘toning down’ in scientific texts. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.2 (2005), 163–178.05–251Malmqvist, Anita (Umeå U, Sweden), How does group discussion in reconstruction tasks affect written language output. Language Awareness (Clevedon, UK) 14.2/3 (2005), 128–142.05–252Menard-Warwick, Julia (U of California, USA; jemwarwick@ucdavis.edu), Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly (Alexandria, VA, USA) 39.2, 165–186.05–253Mirzaiean, Vahid & Alan Ramsay (Tehran, Iran), Content-based support for Persian learners of English. ReCALL (Cambridge, UK) 17.1 (2005), 139–154.05–254Morrison, Bruce (The Hong Kong Polytechnic U, Hong Kong, China), Evaluating learning gain in a self-access language learning centre. Language Teaching Research (London, UK) 9.3 (2005), 267–293.05–255Murphy, Linda (The Open U, UK), Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research (London, UK) 9.3 (2005), 295–317.05–256Oliver, Rhonda, Yvonne Haig (Edith Cowan U, Australia; rhonda.oliver@ecu.edu.au) & Judith Rochecouste, Communicative competence in oral language assessment. Language and Education (Clevedon, UK) 19.3 (2005), 212–222.05–257Papadopoulou, Despina (Aristotle U of Thessaloniki, Greece), Reading-time studies of second language ambiguity resolution. Second Language Research (London, UK) 21.2 (2005), 98–120.05–258Payne, Scott J. & Brenda M. Ross (Pennsylvania State U, USA), Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 35–54.05–259Rogerson-Revell, Pamela (U of Leicester, UK; pmrr1@le.ac.uk), A hybrid approach to developing CALL materials: authoring with Macromedia's Dreamweaver/Coursebuilder. ReCALL (Cambridge, UK) 17.1 (2005), 122–138.05–260Smith, Ross (PricewaterhouseCoopers, Spain), Global English: gift or curse?English Today (Cambridge, UK) 21.2 (2005), 56–62.05–261St-Hilaire, Aonghas (Washington, DC, USA), Louisiana French immersion education: cultural identity and grassroots community development. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 158–172.05–262Todd, Richard W. (King Mogkut's U of Technology, Thailand; irictodd@kmutt.ac.th), ‘In an aeroplane, yes, in an aeroplane’: within-unit repetitions in classroom discourse. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 189–209.05–263Uschi, Felix (Monash U, Australia; uschi.felix@arts.monash.edu.au), E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL (Cambridge, UK) 17.1 (2005), 85–100.05–264Volle, Lisa M. (Central Texas College, USA), Analyzing oral skills in voice and e-mail and online interviews. Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 145–163.05–265Williams, John N. (Cambridge U, UK; jnw12@cam.ac.uk), Learning without awareness. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 269–304.05–266Yongqi Gu, Peter, Guangwei Hu & Lawrence Jun Zhang (Nanyang Technological U, Singapore; yqpgu@nie.edu.sg), Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.

Abstrakt: Čtení nespočívá pouze v identifikaci písmen a chápaní jejich spojení ve slovech. Čtenář také musí znát grafické a formální vlastnosti knihy, směr čtení a další prvky, které se souborně nazývají konvence tištěného textu. K jejich osvojení dochází již v předškolním věku.Cíle. Cílem výzkumu bylo zjistit, jaká je úroveň znalosti konvencí tištěného textu u souboru českých dětí v předškolním věku (n = 142) a kterými faktory je tato úroveň podmíněna. Výzkumným nástrojem byl test vyvinutý M. M. Clayovou, který zjišťoval znalost 19 prvků tištěného textu. Druhým výzkumným nástrojem byl dotazník, v němž rodiče dětí popisovali gramotnostní prostředí domova.Výsledky. Podle očekávání výkon dětí v testu stoupal s věkem a zároveň se s věkem také zmenšovaly rozdíly mezi dětmi. Děti dosahovaly nejlepších výsledků v položkách, jež se týkaly chápání textu jako nositele příběhu, obálky knihy, identifikace velkého písmena a směru čtení.Regresní analýza zkoumala čtyři modely, které predikovaly výkon dětí v testu znalosti konvencí tištěného textu. Nejlepšími prediktory byly věk dětí, trvání čtení dítěti rodiči, alfabetické aktivity rodiče s dítětem a počet knih, které mělo dítě k dispozici. Zatímco první prediktor představuje zrání dítěte a kumulativní zkušenost s knihou v průběhu let, další tři prediktory charakterizují gramotnostní prostředí rodiny. Tyto čtyři prediktory objasnily 29,4 % celkové variance modelu. Oproti očekávání měla frekvence čtení dítěti slabý vztah ke znalostem konvencí textu.Závěry. Znalost konvencí textu se ukazuje nejen jako zajímavý teoretický rámec, ale i jako cenná diagnostická proměnná, která vypovídá nejen o důležitém prvku čtenářské pregramotnosti, ale také o gramotnostním prostředí rodiny.

Liver segmentation is relevant for several clinical applications. Automatic liver segmentation using convolutional neural networks (CNNs) has been recently investigated. In this paper, we propose a new approach of combining a largest connected component (LCC) algorithm, as a post-processing step, with CNN approaches to improve liver segmentation accuracy. Specifically, in this study, the algorithm is combined with three well-known CNNs for liver segmentation: FCN-CRF, DRIU and V-net. We perform the experiment on a variety of liver CT images, ranging from non-contrast enhanced CT images to low-dose contrast enhanced CT images. The methods are evaluated using Dice score, Haudorff distance, mean surface distance, and false positive rate between the liver segmentation and the ground truth. The quantitative results demonstrate that the LCC algorithm statistically significantly improves results of the liver segmentation on non-contrast enhanced and low-dose images for all three CNNs. The combination with V-net shows the best performance in Dice score (higher than 90%), while the DRIU network achieves the smallest computation time (2 to 6 seconds) for a single segmentation on average. The source code of this study is publicly available at https://github.com/kennyha85/Liver-segmentation. Keywords: Liver segmentations, CNNs, Connected Components, Post processing Reference [1] K.A. McGlynn, J.L. Petrick, W.T. London, Global epidemiology of hepatocellular carcinoma: An emphasis on demographic and regional variability. Clinics in liver disease 19(2) (2015) 223-238. [2] M. Mohammadian, N. Mahdavifar, A. Mohammadian-Hafshejani, H. Salehiniya, Liver cancer in the world: epidemiology, incidence, mortality and risk factors, World Cancer Res J. 5(2) (2018) e1082. [3] T.T. Hong, N. Phuong Hoa, S.M. Walker, P.S. Hill, C. Rao, Completeness and reliability of mortality data in Viet Nam: Implications for the national routine health management information system, PloS one 13(1) 2018) e0190755. https://doi.org/10.1371/journal.pone.0190755. [4] T. Pham, L. Bui, G. Kim, D. Hoang, T. Tran, M. Hoang, Cancers in Vietnam-Burden and Control Efforts: A Narrative Scoping Review. Cancer Control 26(1) (2019) 1073274819863802. [5] M. Borner, M. Castiglione, J. Triller, H.U. Baer, M. Soucek, L. Blumgart, K. Brunner, Arena: Considerable side effects of chemoembolization for colorectal carcinoma metastatic to the liver, Annals of oncology 3(2) (1992) 113-115. [6] K. Memon, R.J. Lewandowski, L. Kulik, A. Riaz, M.F. Mulcahy, R. Salem, Radioembolization for primary and metastatic liver cancer, In Seminars in radiation oncology, WB Saunders. 21(4) (2011) 294-302. [7] I. Gory, M. Fink, S. Bell, P. Gow, A. Nicoll, V. Knight, W. Kemp, Radiofrequency ablation versus resection for the treatment of early stage hepatocellular carcinoma: A multicenter Australian study, Scandinavian journal of gastroenterology 50(5) (2015) 567-576. [8] H.M. Luu, C. Klink, W. Niessen, A. Moelker, T. Van Walsum, Non-rigid registration of liver CT images for CT-guided ablation of liver tumors. PloS one, 11(9) 92016) e0161600. [9] G. Gunay, M.H. Luu, A. Moelker, T. Van Walsum, S. Klein, Semiautomated registration of pre‐and intraoperative CT for image‐guided percutaneous liver tumor ablation interventions, Medical physics 44(7) (2017) 3718-3725. [10] A. Gotra, L. Sivakumaran, G. Chartrand, N. Vu, F. Vandenbroucke-Menu, C. Kauffmann, A. Tang, Liver segmentation: Indications, techniques and future directions, Insights into imaging 8(4) (2017) 377-392. https://doi.org/10.1007/s13244-017-0558-1. [11] T. Heimann, B. Van Ginneken, M.A. Styner, Y. Arzhaeva, V. Aurich, C. Bauer, F. Bello, Comparison and evaluation of methods for liver segmentation from CT datasets, IEEE transactions on medical imaging 28(8) (2009) 1251-1265. [12] O. Ronneberger, P. Fischer, T. Brox, U-net: Convolutional networks for biomedical image segmentation, In International Conference on Medical image computing and computer-assisted intervention, Springer, Cham, 2015, pp. 234-241. [13] F. Milletari, N. Navab, S.A. Ahmadi, October, V-net: Fully convolutional neural networks for volumetric medical image segmentation, In 2016 Fourth International Conference on 3D Vision (3DV) IEEE, 2016, pp. 565-571. [14] P.F. Christ, F. Ettlinger, F. Grün, M.A. Elshaera, J. Lipkova, S. Schlecht, M. Rempfler, Automatic liver and tumor segmentation of CT and MRI volumes using cascaded fully convolutional neural networks, arXiv preprint arXiv:1702.05970, 2017. [15] P.F. Christ, M.E.A. Elshaer, F. Ettlinger, S. Tatavarty, M. Bickel, P. Bilic, H. Sommer, Automatic liver and lesion segmentation in CT using cascaded fully convolutional neural networks and 3D conditional random fields. In International Conference on Medical Image Computing and Computer-Assisted Intervention, Springer, Cham, 2016, pp. 415-423. [16] H. Meine, G. Chlebus, M. Ghafoorian, I. Endo, A. Schenk, Comparison of U-net-based Convolutional Neural Networks for Liver Segmentation in CT. arXiv preprint arXiv, 2018, pp. 1810.04017. [17] X. Li, H. Chen, X. Qi, Q. Dou, C.W. Fu, P.A. Heng, H-DenseUNet: hybrid densely connected UNet for liver and tumor segmentation from CT volumes, IEEE transactions on medical imaging, 37(12) (2018) 2663-2674. [18] M. Bellver, K.K. Maninis, J. Pont-Tuset, X. Giró-i-Nieto, J. Torres, L. Van Gool, Detection-aided liver lesion segmentation using deep learning, ArXiv preprint arXiv:1711.11069, 2017. [19] H.S. Hoang, C.P. Pham, D. Franklin, T. Van Walsum, M.H. Luu, An Evaluation of CNN-based Liver Segmentation Methods using Multi-types of CT Abdominal Images from Multiple Medical Centers, In 2019 19th International Symposium on Communications and Information Technologies (ISCIT), IEEE, September, 2019, pp. 20-25. [20] H. Samet, M. Tamminen, Efficient component labeling of images of arbitrary dimension represented by linear bintrees, IEEE Transactions on Pattern Analysis and Machine Intelligence, 10(4) (1988) 579-586. [21] P. Bilic, P.F. Christ, E. Vorontsov, G. Chlebus, H. Chen, Q. Dou, S. Kadoury, The liver tumor segmentation benchmark (lits), ArXiv preprint arXiv, 2019, 1901.04056. [22] H.M. Luu, A. Moelker, S. Klein, W. Niessen, T. Van Walsum, Quantification of nonrigid liver deformation in radiofrequency ablation interventions using image registration, Physics in Medicine & Biology 63(17) (2018) 175005. [23] A.A. Novikov, D. Major, M. Wimmer, D. Lenis, K. Bühler, Deep Sequential Segmentation of Organs in Volumetric Medical Scans, IEEE transactions on medical imaging, 2018. [24] Y. Huo, J.G. Terry, J. Wang, S. Nair, A. Lasko, B.I. Freedman, B.A. Landman, Fully Automatic Liver Attenuation Estimation combing CNN Segmentation and Morphological Operations, Medical physics, 2019. [25] N. Gruber, S. Antholzer, W. Jaschke, C. Kremser, M. Haltmeier, A Joint Deep Learning Approach for Automated Liver and Tumor Segmentation, ArXiv preprint arXiv, 2019, pp. 1902.07971. [26] S. Chen, K. Ma, Y. Zheng, Med3D: Transfer Learning for 3D Medical Image Analysis, ArXiv preprint arXiv, 2019, pp. 1904.00625. [27] W. Tang, D. Zou, S. Yang, J. Shi, DSL: Automatic Liver Segmentation with Faster R-CNN and DeepLab, In International Conference on Artificial Neural Networks, Springer, Cham, 2018, pp. 137-147.

Kniha posuzuje prizmatem mezinárodního měnového systému soubor reforem, které byly přijaty v souvislosti s nedávnou globální finanční krizí. První část uvádí historický vývoj a dopad krizí na měnový systém, druhá část analyzuje opatření, přijatá pro zlepšení fungování jednotlivých oblastí systému, hodnotí jejich účinnost i možné cesty dalšího zkvalitnění. Poprvé u nás se tak mohou nejen profesionálové v oblasti státní správy i v soukromých finančních institucích, ale i studenti vysokých škol seznámit s aktuálními trendy reforem mezinárodního měnového systému a jejich dopadem na Českou republiku.

With globalization, the university-work transition has become increasingly challenging for graduates and employers. In the new context, the mission of university has shifted, and knowledge is no longer considered as singular [1]. The traditional role of universities in producing knowledge has changed to give more focus on the demands of society. The “codified knowledge” acquired from didactic teaching in universities can be at odds with the often “informal and tacit” knowledge required in the workplace. The development of information technology makes the nature of work changing very fast; graduates need to achieve attributes that help them not only do the work corresponding with their disciplines, but be able to learn new skills and new knowledge. This paper presents the primary results of a questionnaire survey among 25 employers of VNU School of Law’s graduates to explore employers’ evaluation of the employability of graduates from Vietnam National University Hanoi. Applying theories of graduate attributes [2], employability [3] and graduate transferable skills [4], [5], the survey explores the gap between university study and the requirements at the work market of graduates. This paper argues that there is considerable distance between university knowledge and skills and the nature of the work. Graduates lack transferable skills, those that allow them to acquire the necessary skills, to satisfy the requirements of the morden workplace, to transfer abstract cognitive skills. These skills are needed before the graduates enter the work market as the employers expect them to practice these skills competently at work. Although these skills can be generated through work, the employers do emphasise their importance for univesrity graduates. Therefore the university teaching and learning process should be reviewed and revised (if necessary) to develop these transferable skills during the time at the university. Keywords Graduate attributes, employability, Vietnam, general competences, transferable skills References [1] Bennett, N., Dunne, E., Carré, C. (2000). Skills development in higher education and employment, (Buckingham; Philadelphia, PA :, Society for Research into Higher Education & Open University Press).[2] Barrie, S. (2006). Understanding What We Mean by the Generic Attributes of Graduates. Higher Education, 51(2), 215-241. [3] Knight, P. T., & Yorke, M. (2002). Employability through the curriculum. Tertiary Education & Management, 8(4), 261-276.[4] Bennett, R. (2002). Employers' Demands for Personal Transferable Skills in Graduates: a content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education and Training, 54:4, 457-476, DOI: 10.1080/13636820200200209[5] Harvey, L. (2005). Embedding and integrating employability. New Directions for Institutional Research. (128), 13-26. doi:10.1002/ir.160[6] Sen, A. (2002). How to judge globalism. The American Prospect Online. Online resource. http://www.prospect.org/print/V13/1/sen-a.html. Accessed on 30 March 2013.[7] Giddens, A. (1990). The consequences of modernity. Stanford, Calif.: Stanford University Press.[8] Marginson, S., & van der Wende, M. (2009). The new global landscape of nations and institutions. Organization for Economic Cooperation and Development Higher education to 2030, 2(Globalization), 17-62.[9] Altbach, P. G. (2010). The realities of mass higher education in a globalized world. In D. B. Johnstone, M. d'Ambrosio & P. J. Yakoboski (Eds.), Higher education in a global society (pp. 25-41). Cheltenham: Edward Elgar Publishing.[10] Marginson, S. (2008). Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, 29(3), 303 - 315.[11] Douglass, J., Thomson, G., & Zhao, C.-M. (2012). The learning outcomes race: the value of self-reported gains in large research universities. Higher Education, 64(3), 317-335.[12] Eraut, M. (2004). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller & A. Munro (Eds.), Workplace learning in context (pp. 201-221). London ; New York: Routledge.[13] Hernández-March, J., Martín del Peso, M., & Leguey, S. (2009). Graduates’ Skills and Higher Education: The employers’ perspective. Tertiary Education and Management, 15(1), 1-16. http://dx.doi.org/10.1080/13583880802699978[14] Harvey, L., Moon, S., Geall, V., & Bower, R. (1997). Graduates' Work: Organisational Change and Students' Attributes. Centre for Research into Quality, 90 Aldridge Road, Perry Barr, Birmingham B42 2TP, England, United Kingdom (5 British pounds).[15] Holden, R., & Jameson, S. (2002). Employing graduates in SMEs: towards a research agenda. Journal of Small Business and Enterprise Development, 9(3), 271-284.[16] Fallows, S., & Steven, C. (2013). Integrating key skills in higher education: Employability, transferable skills and learning for life. Routledge.[17] Haigh, M. J., & Kilmartin, M. P. (1999). Student perceptions of the development of personal transferable skills. Journal of Geography in Higher Education, 23(2), 195-206. Retrieved from https://search.proquest.com/docview/214735353?accountid=39811[18] Lowden, K., Hall, S., Elliot, D., & Lewin, J. (2011). Employers’ perceptions of the employability skills of new graduates. London: Edge Foundation.[19] Suleman, F. (2016). Employability skills of higher education graduates: Little consensus on a much-discussed subject. Procedia-Social and Behavioral Sciences, 228, 169-174. Paper presented in the Proceedings of 2nd International Conference on Higher Education Advances, HEAd´16, 21-23 June 2016, València, Spain.[20] Little, B. (2006). Employability and work-based learning. York: Higher Education Academy, 2006.[21] Stephenson, J. (2013). “The Concept of Capability and Its Importance in Higher Education,” in Capability and quality in higher educationJ. Stephenson and M. Yorke, Eds. Routledge, pp. 1-13.[22] Yorke, M., & Harvey, L. (2005). Graduate Attributes and Their Development. In R. A. Voorhees & L. Harvey (Eds.), Workforce development and higher education: a strategic role for institutional research (pp. 41-58). San Francisco: Jossey-Bass.[23] Maclean, R., & Ordonez, V. (2007). Work, skills development for employability and education for sustainable development. Educational Research for Policy and Practice, 6(2), 123-140.[24] De Weert, E. (2007). Graduate Employment in Europe: The Employers' Perspective. In U. Teichler (Ed.), Careers of University Graduates (Vol. 17, pp. 225-246): Springer Netherlands.[25] Tran Quang Trung, & Swierczek, F. W. (2009). Skills development in higher education in Vietnam. Asia Pacific Business Review, 15(4), 565-586.[26] Nguyen Thi Thanh Hong. (2008). “Factors influencing the self-study quality for education theory subject of the students at Universities of Education”. Vietnamese Education Review, vol. 182, no.2, pp. 22-24.[27] World Bank. (2008). Vietnam - Higher education and skills for growth. Washington, DC: World Bank, 2008.[28] Mai Thi Quynh Lan (2017). The ‘person-in-between’ role of young graduates at INGOs in Vietnam. Journal of Teaching and Learning for Graduate Employability, 8(1), 137-151. http://dx.doi.org/10.21153/jtlge2017vol8no1art626[29] World Bank. (2013). Vietnam development report: preparing the work force for a modern market economy: Main report. Washington DC; World Bank, vol. 2.

The objective of this article is to explore how suitable Team-Based Learning (TBL) is for students with social and communication disabilities, such as those on the autism spectrum or with social anxiety. TBL is a structured form of Active Collaborative Learning, combining a flipped classroom approach with students working in permanent teams to apply concepts, models and theories into practice. The design of the study was based on an idiographic case study approach at Anglia Ruskin University, UK, treating each student as an individual rather than a representative sample. Towards the end of the academic year 2017/18, an electronic questionnaire was sent out to all students who had taken TBL modules at ARU during the preceding academic year, asking about various aspects of TBL experience. The questionnaire was repeated towards the end of the first semester of 2018/19. The questionnaire was analysed with a focus on questions relating to inclusivity, and the responses related to students who had declared a disability. The questionnaire was followed by semi-structured interviews with students with disabilities who had experienced TBL. We focused primarily on disabilities broadly related to communication, notably with dyslexia, dysgraphia, social phobia and autism that may impair students’ abilities to work in teams. Interviews were audio recorded and then transcribed. Transcriptions were thematically analysed by the research team using NVivo. The results of the study provide anonymized case studies for each of the students who took part in an interview, explaining their disability or condition, their coping strategies for studying in HE, and their experiences, both positive and negative, of the TBL modules they had taken. References Active Collaborative Learning. (2019). Scaling Up Active Collaborative Learning for Student Success. Project website. https://aclproject.org.uk. ARU. (2017). Equality, Diversity and Inclusion at our University. Annual Report. Anglia Ruskin University.https://web.anglia.ac.uk/anet/student_services/public/AngliaRuskinReport_2017_AW_ACCESSIBLE.pdf. ARU. (2018). Student Snapshots. Anglia Ruskin University. https://aru.ac.uk/about-us/equality-diversity-and-inclusion/equality-diversity-and-inclusion-for-students/aru-student-snapshots. ARU. (2020). Disability Support. Anglia Ruskin University. https://aru.ac.uk/student-life/support-and-facilities/study-skills/disability-support. ARU. (2020b). Inclusive Practices. Anglia Ruskin University. https://aru.ac.uk/about-us/equality-diversity-and-inclusion/equality-diversity-and-inclusion-for-students/inclusive-practices. Berkson, R., & Richter, U.M. (2019). Can Active Collaborative Learning Improve Equality? The European Conference on Education 2019 Official Conference Proceedings. https://papers.iafor.org/submission51859/. Berkson, R.G., & Richter, U.M. (2020). Barriers to scaling up active collaborative learning. IN S. Pratt-Adams, U.M. Richter & M. Warnes (Eds.), Innovations in Active Learning in Higher Education, Ch 7. Anglia Ruskin University (in press). Chenail, R. J. (2009). Interviewing the Investigator: Strategies for Addressing Instrumentation and Researcher Bias Concerns in Qualitative Research. The Qualitative Report, 13(4): 14-21. https://nsuworks.nova.edu/tqr/vol13/iss4/14/. Dearnley, Ch., Rhodes, Ch., Roberts, P., Williams, P., & Prenton, S. (2018). Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change. Nurse Education Today, 60: 75-83. http://dx.doi.org/10.1016/j.nedt.2017.09.012. Eksteen, M.J. (2019). Does team-based learning develop essential generic skills in pharmacy students? South African Journal of Higher Education, 33(1). https://www.journals.ac.za/index.php/sajhe/article/view/1332. http://dx.doi.org//10.20853/33-1-1332. Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3-4): 303-333. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4643940/. Hefce. (2018). Differences in student outcomes. The effect of student characteristics. Data Analysis report March 2018/05. https://dera.ioe.ac.uk/31412/1/HEFCE2017_05%20.pdf HM Government. (2017). Industrial Strategy. Building a Britain fit for the future. UK Government White Paper. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664563/industrial-strategy-white-paper-web-ready-version.pdf. Kent, S., Wanzek, J., Swanson, E.A., & Vaughn, S. (2015). Team-Based Learning for Students with High-Incidence Disabilities in High School Social Studies Classrooms. Learning Disabilities Research & Practice, 30(1): 3-14. https://onlinelibrary.wiley.com/doi/abs/10.1111/ldrp.12048. Koles, P.G., Stolfi, A., Borges, N.J., Nelson S., & Parmelee, D.X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine: Journal of the Association of American Medical Colleges, 85(11): 1739-1745. https://pubmed.ncbi.nlm.nih.gov/20881827/ http://dx.doi.org/: 10.1097/ACM.0b013e3181f52bed. Michaelsen, L. K., Davidson, N., & Major, C. H. (2014). Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. Journal on Excellence in College Teaching, 25(3&4): 57-84. https://www.lhthompson.com/uploads/4/2/1/1/42117203/team_based_learning_-_group_work.pdf. Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in higher education. Sterling, VA: Stylus. McNeil, J., Borg, M., Kennedy, E., Cui, V., Puntha, H., Rashid, Z., Churchill, T., Howitt, E. and Trivedy, K., (2019a). SCALE-UP Handbook 2019-20 (3rd ed). Centre for Academic Development and Quality, Nottingham Trent University. https://www.ntu.ac.uk/__data/assets/pdf_file/0033/906927/FINAL-SCALE-UP-Handbook-2019-20.pdf. McNeil, J., Borg, M., Kerrigan, M., Waller, S., Richter, U., Berkson, R., Tweddell, S., & McCarter, R. (2019b). Addressing barriers to student success. Scaling up Active Collaborative Learning for Student Success. Final Report, 28 March 2019, Updated 28 October 2019. https://aclproject.org.uk/wp-content/uploads/2019/07/NTU-ABSS-Final-Report-revised-Oct-2019.pdf. OECD. (2019). OECD Future of Education and Skills 2030. OECD Learning Compass 2030. A Series of Concept Notes. OECD. http://www.oecd.org/education/2030-project/contact/OECD_Learning_Compass_2030_Concept_Note_Series.pdf. Office for Students. (2019a). Addressing Barriers to Student Success programme. https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/addressing-barriers-to-student-success-programme/ Office for Students. (2019b). Beyond the bare minimum: Are universities and colleges doing enough for disabled students? OfS Insight Brief 4. https://www.officeforstudents.org.uk/publications/beyond-the-bare-minimum-are-universities-and-colleges-doing-enough-for-disabled-students/#participation. Roulston, K., & Shelton, St. A. (2015). Reconceptualizing Bias in Teaching Qualitative Research Methods. Qualitative Inquiry, (21)4: 332-342. https://journals.sagepub.com/doi/10.1177/1077800414563803. Sangwan, P., & Sangwan, S. (2011). Inclusive Education: A Developmental Approach in Special Education. Journal of Indian Education, 36(4): 18-32. http://www.ncert.nic.in/publication/journals/pdf_files/iea/JIE_FEB2011.pdf#page=20 Sibley, J., & Ostafichuk, P. (2014). Getting Started with Team-Based Learning. Sterling, VA, USA: Stylus. Sisk, R. J. (2011). Team-based learning: systematic research review. Journal of Nursing Education, 50(12): 665–669. https://pubmed.ncbi.nlm.nih.gov/22007709/. Vaccaro, A., Daly-Cano, M., & Newman, B. M. (2015). A sense of belonging among college students with disabilities: An emergent theoretical model. Journal of College Student Development, 56(7): 670-686. https://muse.jhu.edu/article/597267 Vaughn, S., Danielson, L., Zumeta, R., & Holdheide, L. (2015). Deeper Learning for Students with Disabilities. Students at the Center. Deeper Learning Research Series. Boston, MA: Jobs for the Future. https://files.eric.ed.gov/fulltext/ED560790.pdf. Wanzek, J., Vaughn, S., Kent, S.C., Swanson, E.A., Roberts, G., Haynes, M., & Solis, M. (2014). The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School. Journal of Research on Educational Effectiveness. 7(2): 183-204. https://www.tandfonline.com/doi/abs/10.1080/19345747.2013.836765. Williams, M., Pollard, E., Helena Takala, H., & Houghton, A-M. (2019). Review of Support for Disabled Students in Higher Education in England. Report to the Office for Students by the Institute for Employment Studies and Researching Equity, Access and Participation. IES Report. Institute for Employment Studies and Researching Equity, Access and Participation. https://www.officeforstudents.org.uk/media/a8152716-870b-47f2-8045-.fc30e8e599e5/review-of-support-for-disabled-students-in-higher-education-in-england.pdf World Economic Forum. (2018). The Future of Jobs 2018. Insight Report. Centre for the New Economy and Society. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf.

Strootman, Rolf / Floris van den Eijnde / Roy van Wijk (Hrsg.), Empires of the Sea. Maritime Power Networks in World History (Cultural Interactions in the Mediterranean, 4), Leiden / Boston 2020, Brill, X u. 361 S. / Abb., € 119,00. (Lena Moser, Tübingen) Schilling, Lothar / Christoph Schönberger / Andreas Thier (Hrsg.), Verfassung und Öffentlichkeit in der Verfassungsgeschichte. Tagung der Vereinigung für Verfassungsgeschichte vom 22. bis 24. Februar 2016 auf der Insel Reichenau (Beihefte zu „Der Staat“, 25), Berlin 2020, Duncker & Humblot, 220 S., € 69,90. (Michael Stolleis, Kronberg) Pieper, Lennart, Einheit im Konflikt. Dynastiebildung in den Grafenhäusern Lippe und Waldeck in Spätmittelalter und Früher Neuzeit (Norm und Struktur, 49), Wien / Köln / Weimar 2019, Böhlau, 623 S. / Abb., € 90,00. (Pauline Puppel, Aumühle) Das Totenbuch des Zisterzienserinnenklosters Feldbach (1279 – 1706), hrsg. v. Gabriela Signori (Veröffentlichungen der Kommission für geschichtliche Landeskunde in Baden-Württemberg. Reihe A: Quellen, 63), Stuttgart 2020, Kohlhammer, XLVI u. 134 S. / Abb., € 22,00. (Alkuin Schachenmayr, Salzburg) Ptak, Roderich, China und Asiens maritime Achse im Mittelalter. Konzepte, Wahrnehmungen, offene Fragen (Das mittelalterliche Jahrtausend, 5), Berlin / Boston 2019, de Gruyter, 61 S. / Abb., € 14,95. (Folker Reichert, Stuttgart) Harari, Yuval N., Fürsten im Fadenkreuz. Geheimoperationen im Zeitalter der Ritter 1100 – 1550. Aus dem Englischen v. Andreas Wirthensohn, München 2020, Beck, 347 S. / Abb., € 26,95. (Malte Prietzel, Paderborn) Signori, Gabriela (Hrsg.), Inselklöster – Klosterinseln. Topographie und Toponymie einer monastischen Formation (Studien zur Germania Sacra. Neue Folge, 9), Berlin / Boston 2019, de Gruyter Akademie Forschung, VI u. 254 S. / Abb., € 119, 95. (Matthias Untermann, Heidelberg) Korpiola, Mia / Anu Lahtinen (Hrsg.), Planning for Death. Wills and Death-Related Property Arrangements in Europe, 1200 – 1600 (Medieval Law and Its Practice, 23), Leiden / Boston 2018, Brill, X u. 287 S., € 110,00. (Christian Vogel, Saarbrücken) Fouquet, Gerhard / Sven Rabeler (Hrsg.), Ökonomische Glaubensfragen. Strukturen und Praktiken jüdischen und christlichen Kleinkredits im Spätmittelalter (Vierteljahrschrift für Sozial- und Wirtschaftsgeschichte. Beihefte, 242), Stuttgart 2018, Steiner, 162 S., € 39,00. (Philipp R. Rössner, Manchester) Schneidmüller, Bernd (Hrsg.), König Rudolf I. und der Aufstieg des Hauses Habsburg im Mittelalter, Darmstadt 2019, wbg Academic, XIV u. 512 S. / Abb., € 74,00. (Steffen Krieb, Mainz) Van Loo, Bart, Burgund. Das verschwundene Reich. Eine Geschichte von 1111 Jahren und einem Tag, aus dem Niederländischen übers. v. Andreas Ecke, München 2020, Beck, 656 S. / Abb., € 32,00. (Klaus Oschema, Bochum) Smith, Thomas W. / Helen Killick (Hrsg.), Petitions and Strategies of Persuasion in the Middle Ages. The English Crown and the Church, c.1200–c.1550, Woodbridge / Rochester 2018, York Medieval Press, XIII u. 220 S. / Abb., £ 60,00. (Stefan G. Holz, Heidelberg / Stuttgart) Salih, Sarah, Imagining the Pagan in Late Medieval England, Cambridge 2019, D. S. Brewer, XIII u. 207 S. / Abb., £ 60,00. (Hans-Werner Goetz, Hamburg) Burchard, Bernadette, Kirchenschatz und Schicksal im Mittelalter. Zum Verhältnis von Materialität, Schatzimaginationen und -praktiken am Beispiel des Kathedralschatzes von Münster (Westfalen in der Vormoderne, 32), Münster 2019, Aschendorff, 287 S. / Abb., € 46,00. (Lucas Burkart, Basel) Foerster, Anne, Die Witwe des Königs. Zu Vorstellung, Anspruch und Performanz im englischen und deutschen Hochmittelalter (Mittelalter-Forschung, 57), Ostfildern 2018, Thorbecke, 352 S. / Abb., € 49,00. (Sebastian Roebert, Leipzig) Holste-Massoth, Anuschka, Ludwig II. Pfalzgraf bei Rhein und Herzog von Bayern. Felder fürstlichen Handelns im 13. Jahrhundert (Rank, 6), Ostfildern 2019, Thorbecke, 349 S., € 39,00. (Dieter J. Weiß, München) Abel, Christina, Kommunale Bündnisse im Patrimonium Petri des 13. Jahrhunderts (Bibliothek des Deutschen Historischen Instituts in Rom, 139), Berlin / Boston 2019, de Gruyter, X u. 587 S. / Abb., € 129,95. (Christian Jörg, Stuttgart) Noethlichs, Sarah, Wenn Zahlen erzählen. Ludwig von Anjou und seine Rechnungsbücher von 1370 bis 1379 (Beihefte der Francia, 86), Ostfildern 2018, Thorbecke, 318 S., € 45,00. (Nils Bock, Münster) Jaser, Christian / Harald Müller / Thomas Woelki (Hrsg.), Eleganz und Performanz. Von Rednern, Humanisten und Konzilsvätern. Johannes Helmrath zum 65. Geburtstag, Wien / Köln / Weimar 2018, Böhlau, 471 S. / Abb., € 55,00. (Georg Strack, Marburg) Klymenko, Iryna, Semantiken des Wandels. Zur Konstruktion von Veränderbarkeit in der Moderne (Histoire, 160), Bielefeld 2019, transcipt, 257 S. / € 34,99. (Rudolf Schlögl, Konstanz) Findlen, Paula (Hrsg.), Empires of Knowledge. Scientific Networks in the Early Modern World, London / New York 2019, Routledge, XVII u. 394 S. / Abb., £ 120,00. (Bettina Dietz, Hongkong) Lavenia, Vincenzo / Stefania Pastore / Sabina Pavone / Chiara Petrolini (Hrsg.), Compel People to Come In. Violence and Catholic Conversion in the Non-European World (Viella Historical Research, 9), Rom 2018, Viella, 211 S. / Abb., € 45,00. (Tobias Winnerling, Düsseldorf) Ntewusu, Samuel / Nina Paarmann (Hrsg.), Jenseits von Dichotomien. Aspekte von Geschichte, Gender und Kultur in Afrika und Europa / Beyond Dichotomies. Aspects of History, Gender and Culture in Africa and Europe. Festschrift Bea Lundt (Kulturwissenschaften, 62), Berlin / Münster 2020, Lit, 660 S. / Abb., € 69,90. (Wolfgang Reinhard, Freiburg i. Br.) Siebenhüner, Kim, Die Spur der Juwelen. Materielle Kultur und transkontinentale Verbindungen zwischen Indien und Europa in der Frühen Neuzeit (Ding, Materialität, Geschichte, 3), Köln / Weimar 2018, Böhlau, 425 S. / Abb., € 60,00. (Anne Sophie Overkamp, Tübingen) Rohdewald, Stefan / Stephan Conermann / Albrecht Fuess (Hrsg.), Transottomanica – Osteuropäisch-osmanisch-persische Mobilitätsdynamiken. Perspektiven und Forschungsstand (Transottomanica, 1), Göttingen 2019, V&R unipress, 279 S., € 45,00 (auch Open Access). (Stefan Hanß, Manchester) Sawilla, Jan M. / Rudolf Schlögl (Hrsg.), Jenseits der Ordnung? Zur Mächtigkeit der Vielen in der Frühen Neuzeit, Berlin 2019, Neofelis Verlag, 437 S. / Abb., € 32,00. (Mark Häberlein, Bamberg) Rospocher, Massimo / Jeroen Salman / Hannu Salmi (Hrsg.), Crossing Borders, Crossing Cultures. Popular Print in Europe (1450 – 1900) (Studies in Early Modern and Contemporary European History, 1), Berlin / Boston 2019, de Gruyter Oldenbourg, VI u. 296 S. / Abb., € 89,95. (Doris Gruber, Salzburg / Wien) Schaefer, Christina / Simon Zeisberg (Hrsg.), Das Haus schreiben. Bewegungen ökonomischen Wissens in der Literatur der Frühen Neuzeit (Episteme in Bewegung, 13), Wiesbaden 2018, Harrassowitz, 300 S. / Abb., € 68,00. (Justus Nipperdey, Saarbrücken) Amslinger, Julia / Franz Fromholzer / Jörg Wesche (Hrsg.), Lose Leute. Figuren, Schauplätze und Künste des Vaganten in der Frühen Neuzeit, Paderborn 2019, Fink, 206 S. / Abb., € 79,00. (Sabine Ullmann, Eichstätt) Schnettger, Matthias, Kaiser und Reich. Eine Verfassungsgeschichte (1500 – 1806), Stuttgart 2020, Kohlhammer, 406 S. / Abb., € 29,00. (Tobias Schenk, Wien) Meyer, Thomas H., „Rute“ Gottes und „Beschiß“ des Teufels. Theologische Magie- und Hexenlehre an der Universität Tübingen in der frühen Neuzeit, Hamburg 2019, tredition, XI u. 372 S. / Abb., € 24,00. (Andreas Flurschütz da Cruz, Bamberg) Rinke, Stefan, Conquistadoren und Azteken. Cortés und die Eroberung Mexikos, München 2019, Beck, 399 S. / Abb., € 28,00. (Arndt Brendecke, München) Kleinehagenbrock, Frank / Dorothea Klein / Anuschka Tischer / Joachim Hamm (Hrsg.), Reformation und katholische Reform. Zwischen Kontinuität und Innovation (Publikationen aus dem Kolleg „Mittelalter und Frühe Neuzeit“, 7), Würzburg 2019, Königshausen & Neumann, VIII u. 602 S. / Abb., € 68,00. (Marc Mudrak, Berlin) Wendebourg, Dorothea / Euan Cameron / Martin Ohst (Hrsg.), Sister Reformations III. From Reformation Movements to Reformation Churches in the Holy Roman Empire and on the British Isles / Schwesterreformationen III. Von der reformatorischen Bewegung zur Kirche im Heiligen Römischen Reich und auf den britischen Inseln, Tübingen 2019, Mohr Siebeck, XXIII u. 630 S., € 184,00. (Tobias Jammerthal, Neuendettelsau) Labouvie, Eva (Hrsg.), Glaube und Geschlecht – Gender Reformation, Wien / Köln / Weimar 2019, Böhlau, 387 S. / Abb., € 60,00. (Heike Talkenberger, Stuttgart) Jensen, Mads L., A Humanist in Reformation Politics. Philipp Melanchthon on Political Philosophy and Natural Law (Early Modern Natural Law, 3), Leiden / Boston 2020, Brill, XII u. 222 S., € 103,95. (Jan-Hendryk de Boer, Essen) Hein, Markus / Armin Kohnle (Hrsg.), Die Leipziger Disputation von 1519. Ein theologisches Streitgespräch und seine Bedeutung für die frühe Reformation (Herbergen der Christenheit, Sonderband 25), Leipzig 2019, Evangelische Verlagsanstalt, 268 S. / Abb., € 34,00. (Richard Lüdicke, Münster) Mährle, Wolfgang (Hrsg.), Spätrenaissance in Schwaben. Wissen – Literatur – Kunst. Tagungen des Arbeitskreises für Landes- und Ortsgeschichte im Verband der württembergischen Geschichts- und Altertumsvereine am 26. November 2015 und am 10. März 2016 im Hauptstaatsarchiv Stuttgart (Geschichte Württembergs, 2), Stuttgart 2019, 508 S. / Abb., € 35,00. (Gudrun Emberger, Berlin) Mampieri, Martina, Living under the Evil Pope. The Hebrew „Chronicle of Pope Paul IV“ by Benjamin Neḥemiah ben Elnathan from Civitanova Marche (16th Cent.) (Studies in Jewish History and Culture, 58), Leiden / Boston 2020, Brill, XIX u. 400 S. / Abb., € 168,00. (Wolfgang Reinhard, Freiburg i. Br.) Kendrick, Jeff / Katherine S. Maynard (Hrsg.), Polemic and Literature surrounding the French Wars of Religion (Studies in Medieval and Early Modern Culture, 68), Boston / Berlin 2019, de Gruyter, VIII u. 208 S. / Abb., € 86,95. (Gabriele Haug-Moritz, Graz) Larminie, Vivienne (Hrsg.), Huguenot Networks, 1560 – 1780. The Interactions and Impact of a Protestant Minority in Europe (Politics and Culture in Europe, 1650 – 1750), New York / London 2018, Routledge, VI u. 233 S. / Abb., £ 96,00. (Alexander Schunka, Berlin) Gwynn, Robin, The Huguenots in Later Stuart Britain, Bd. 1: Crisis, Renewal, and the Ministers’ Dilemma, Brighton / Portland / Toronto 2015 [Paperback 2018], Sussex Academic Press, XVIII u. 481 S. / Abb., £ 37,50. (Alexander Schunka, Berlin) Gwynn, Robin, The Huguenots in Later Stuart Britain, Bd. 2: Settlement, Churches, and the Role of London, Brighton / Chicago / Toronto 2018 [Paperback 2019], Sussex Academic Press, XX u. 361 S. / Abb., £ 50,00. (Alexander Schunka, Berlin) Hilfiker, Franziska, Sea Spots. Perzeption und Repräsentation maritimer Räume im Kontext englischer und niederländischer Explorationen um 1600, Wien / Köln / Weimar 2019, Böhlau, 245 S. / Abb., € 39,00. (Patrick Schmidt, Rostock) McShea, Bronwen, Apostles of Empire. The Jesuits and New France (France Overseas), Lincoln 2019, University of Nebraska Press 2019, XXIX u. 331 S. / Abb., $ 60,00. (Markus Friedrich, Hamburg) Bravo Lozano, Christina, Spain and the Irish Mission, 1609 – 1707 (Routledge Studies in Renaissance and Early Modern Worlds of Knowledge), New York / London 2019, Routledge, XIX u. 289 S., £ 105,00. (Hanna Sonkajärvi, Rio de Janeiro / Würzburg) Molnár, Antal, Confessionalization on the Frontier. The Balkan Catholics between Roman Reform and Ottoman Reality (Interadria, 22), Rom 2019, Viella, 266 S. / Karten, € 40,00. (Ivan Parvev, Sofia) Lazer, Stephen A., State Formation in Early Modern Alsace, 1648 – 1789 (Changing Perspectives on Early Modern Europe), Rochester / Woodbridge 2019, University of Rochester Press, XI u. 256 S. / Abb., £ 80,00. (Christian Wenzel, Marburg) Berg, Dieter, Oliver Cromwell. England und Europa im 17. Jahrhundert, Stuttgart 2019, Kohlhammer, 242 S. / Abb., € 36,00. (Ronald G. Asch, Freiburg i. Br.) Sächsische Fürstentestamente 1652 – 1831. Edition der letztwilligen Verfügungen der regierenden albertinischen Wettiner mit ergänzenden Quellen, hrsg. v. Jochen Vötsch (Quellen und Materialien zur sächsischen Geschichte und Volkskunde, 6), Leipzig 2018, Leipziger Universitätsverlag, XXII u. 236 S. / Abb., € 80,00. (Silke Marburg, Dresden) Palladini, Fiammetta, Samuel Pufendorf Disciple of Hobbes. For a Re-Interpretation of Modern Natural Law, übers. v. David Saunders (Early Modern Natural Law, 2), Leiden / Boston 2020, Brill, XXXVII u. 254 S., € 124,00. (Peter Schröder, London) Kircher, Athanasius, Musaeum Celeberrimum (1678). Mit einer wissenschaftlichen Einleitung v. Tina Asmussen, Lucas Burkart u. Hole Rößler u. einem kommentierten Autoren- und Stellenregister v. Frank Böhling / Vita, kritisch hrsg. u. mit einer wissenschaftlichen Einleitung versehen v. Frank Böhling (Hauptwerke, 11), Hildesheim / Zürich / New York 2019, Olms-Weidmann, 318 S. / Abb., € 184,00. (Andreas Bähr, Frankfurt a. d. O.) Pizzoni, Giada, British Catholic Merchants in the Commercial Age, 1670 – 1714 (Studies in the Eighteenth Century), Woodbridge 2020, The Boydell Press, XVI u. 214 S. / Abb., £ 70,00. (Mark Häberlein, Bamberg) Heijmans, Elisabeth, The Agency of Empire. Connections and Strategies in French Overseas Expansion (1686 – 1746) (European Expansion and Indigenous Response, 32), Leiden / Boston 2020, Brill, XIV u. 243 S. / Abb., € 88,00. (Anna Dönecke, Bielefeld) Schunka, Alexander, Ein neuer Blick nach Westen. Deutsche Protestanten und Großbritannien (1688-1740) (Jabloniana, 10), Wiesbaden 2019, Harrassowitz, 570 S. / graph. Darst., € 98,00. (Helmut Zedelmaier, München) Wallnig, Thomas, Critical Monks. The German Benedictines, 1680 – 1740 (Scientific and Learned Cultures and Their Institutions, 25), Leiden / Boston 2019, Brill, XIII u. 364 S., € 122,00. (Stefan Benz, Bayreuth) Marti, Hanspeter / Karin Marti-Weissenbach (Hrsg.), Traditionsbewusstsein und Aufbruch. Zu den Anfängen der Universität Halle, Wien / Köln / Weimar 2019, Böhlau, 157 S. / Abb., € 40,00. (Elizabeth Harding, Wolfenbüttel) Overhoff, Jürgen / Andreas Oberdorf (Hrsg.), Katholische Aufklärung in Europa und Nordamerika (Das achtzehnte Jahrhundert. Supplementa, 25), Göttingen 2019, Wallstein, 536 S. / Abb., € 49,00. (Michael Schaich, London) Bellingradt, Daniel, Vernetzte Papiermärkte. Einblicke in den Amsterdamer Handel mit Papier im 18. Jahrhundert, Köln 2020, Herbert von Halem Verlag, 250 S. / Abb., € 32,00. (Mark Häberlein, Bamberg) Blanning, Tim, Friedrich der Große. König von Preußen. Eine Biographie, aus dem Englischen übers. v. Andreas Nohl, München 2018, Beck, 718 S. / Abb., € 34,00. (Sven Externbrink, Heidelberg) Braun, Bettina / Jan Kusber / Matthias Schnettger (Hrsg.), Weibliche Herrschaft im 18. Jahrhundert. Maria Theresia und Katharina die Große (Mainzer Historische Kulturwissenschaften, 40), Bielefeld 2020, transcript, 441 S. /Abb., € 49,99. (Waltraud Schütz, Wien) Schennach, Martin P., Austria inventa? Zu den Anfängen der österreichischen Staatsrechtslehre (Studien zur europäischen Rechtsgeschichte, 324), Frankfurt a. M. 2020, Klostermann, XIII u. 589 S., € 98,00. (Tobias Schenk, Wien) Aspaas, Per P. / László Kontler, Maximilian Hell (1720 – 92) and the Ends of Jesuit Science in Enlightenment Europe (Jesuit Studies, 27), Leiden / Boston 2020, Brill, VIII u. 477 S. / Abb., € 155,00. (Simon Karstens, Trier) Banditt, Marc, Gelehrte – Republik – Gelehrtenrepublik. Der Strukturwandel der Naturforschenden Gesellschaft in Danzig 1743 bis 1820 und die Danziger Aufklärung (Veröffentlichungen des Nordost-Instituts, 24), Wiesbaden 2018, Harrassowitz, 305 S. / Abb., € 30,00. (Lisa Dannenberg-Markel, Aachen) Müller, Matthias, Das Entstehen neuer Freiräume. Vergnügen und Geselligkeit in Stralsund und Reval im 18. Jahrhundert (Veröffentlichungen der Historischen Kommission für Pommern. Reihe V: Forschungen zur pommerschen Geschichte, 51), Wien / Köln / Weimar 2019, Böhlau, 346 S. / graph. Darst., € 50,00. (Stefan Kroll, Rostock) Chacón Jiménez, Francisco / Gérard Delille (Hrsg.), Marriages and Alliance. Dissolution, Continuity and Strength of Kinship (ca. 1750 – ca. 1900) (Viella Historical Research, 13), Rom 2018, Viella, 157 S. / graph. Darst., € 40,00. (Christina Antenhofer, Salzburg) Aschauer, Lucia, Gebärende unter Beobachtung. Die Etablierung der männlichen Geburtshilfe in Frankreich (1750 – 1830) (Geschichte und Geschlechter, 71), Frankfurt a. M. / New York 2020, Campus, 344 S. / Abb., € 45,00. (Marina Hilber, Innsbruck) Kallenberg, Vera, Jüdinnen und Juden in der Frankfurter Strafjustiz 1780 – 1814. Die Nicht-Einheit der jüdischen Geschichte (Hamburger Beiträge zur Geschichte der deutschen Juden, 49), Göttingen 2018, Wallstein, 464 S., € 54,00. (Gudrun Emberger, Berlin) „Verehrungswürdiger, braver Vertheidiger der Menschenrechte!“ Der Briefwechsel zwischen Adolph Freiherrn Knigge und Sophie und Johann Albert Heinrich Reimarus 1791 – 1796, hrsg. v. Günter Jung / Michael Rüppel, Göttingen 2019, Wallstein, 294 S. / Abb., € 29,90. (Kai Bremer, Osnabrück) Maruschke, Megan / Matthias Middell (Hrsg.), The French Revolution as a Moment of Respatialization (Dialectics of the Global, 5), Berlin / Boston 2019, de Gruyter Oldenbourg, VIII u. 254 S. / graph. Darst., € 79,95. (Nina Pösch, Mühlhausen / Augsburg)

IntroductionThe Internet (especially in the so-called Web 2.0 phase), digital media and file-sharing networks have thrust copyright law under public scrutiny, provoking discourses questioning what is fair in the digital age. Accessible hardware and software has led to prosumerism – creativity blending media consumption with media production to create new works that are freely disseminated online via popular video-sharing Web sites such as YouTube or genre specific music sites like GYBO (“Get Your Bootleg On”) amongst many others. The term “prosumer” is older than the Web, and the conceptual convergence of producer and consumer roles is certainly not new, for “at electric speeds the consumer becomes producer as the public becomes participant role player” (McLuhan 4). Similarly, Toffler’s “Third Wave” challenges “old power relationships” and promises to “heal the historic breach between producer and consumer, giving rise to the ‘prosumer’ economics” (27). Prosumption blurs the traditionally separate consumer and producer creating a new creative era of mass customisation of artefacts culled from the (copyrighted) media landscape (Tapscott 62-3). Simultaneously, corporate interests dependent upon the protections provided by copyright law lobby for augmented rights and actively defend their intellectual property through law suits, takedown notices and technological reinforcement. Despite a lack demonstrable economic harm in many cases, the propertarian approach is winning and frequently leading to absurd results (Collins).The balance between private and public interests in creative works is facilitated by the doctrine of fair use (as codified in the United States Copyright Act 1976, section 107). The majority of copyright laws contain “fair” exceptions to claims of infringement, but fair use is characterised by a flexible, open-ended approach that allows the law to flex with the times. Until recently the defence was unique to the U.S., but on 2 January Israel amended its copyright laws to include a fair use defence. (For an overview of the new Israeli fair use exception, see Efroni.) Despite its flexibility, fair use has been systematically eroded by ever encroaching copyrights. This paper argues that copyright enforcement has spun out of control and the raison d’être of the law has shifted from being “an engine of free expression” (Harper & Row, Publishers, Inc. v. Nation Enterprises 471 U.S. 539, 558 (1985)) towards a “legal regime for intellectual property that increasingly looks like the law of real property, or more properly an idealized construct of that law, one in which courts seeks out and punish virtually any use of an intellectual property right by another” (Lemley 1032). Although the copyright landscape appears bleak, two recent cases suggest that fair use has not fallen by the wayside and may well recover. This paper situates fair use as an essential legal and cultural mechanism for optimising creative expression.A Brief History of CopyrightThe law of copyright extends back to eighteenth century England when the Statute of Anne (1710) was enacted. Whilst the length of this paper precludes an in depth analysis of the law and its export to the U.S., it is important to stress the goals of copyright. “Copyright in the American tradition was not meant to be a “property right” as the public generally understands property. It was originally a narrow federal policy that granted a limited trade monopoly in exchange for universal use and access” (Vaidhyanathan 11). Copyright was designed as a right limited in scope and duration to ensure that culturally important creative works were not the victims of monopolies and were free (as later mandated in the U.S. Constitution) “to promote the progress.” During the 18th century English copyright discourse Lord Camden warned against propertarian approaches lest “all our learning will be locked up in the hands of the Tonsons and the Lintons of the age, who will set what price upon it their avarice chooses to demand, till the public become as much their slaves, as their own hackney compilers are” (Donaldson v. Becket 17 Cobbett Parliamentary History, col. 1000). Camden’s sentiments found favour in subsequent years with members of the North American judiciary reiterating that copyright was a limited right in the interests of society—the law’s primary beneficiary (see for example, Wheaton v. Peters 33 US 591 [1834]; Fox Film Corporation v. Doyal 286 US 123 [1932]; US v. Paramount Pictures 334 US 131 [1948]; Mazer v. Stein 347 US 201, 219 [1954]; Twentieth Century Music Corp. v. Aitken 422 U.S. 151 [1975]; Aronson v. Quick Point Pencil Co. 440 US 257 [1979]; Dowling v. United States 473 US 207 [1985]; Harper & Row, Publishers, Inc. v. Nation Enterprises 471 U.S. 539 [1985]; Luther R. Campbell a.k.a. Luke Skyywalker, et al. v. Acuff-Rose Music, Inc. 510 U.S 569 [1994]). Putting the “Fair” in Fair UseIn Folsom v. Marsh 9 F. Cas. 342 (C.C.D. Mass. 1841) (No. 4,901) Justice Storey formulated the modern shape of fair use from a wealth of case law extending back to 1740 and across the Atlantic. Over the course of one hundred years the English judiciary developed a relatively cohesive set of principles governing the use of a first author’s work by a subsequent author without consent. Storey’s synthesis of these principles proved so comprehensive that later English courts would look to his decision for guidance (Scott v. Stanford L.R. 3 Eq. 718, 722 (1867)). Patry explains fair use as integral to the social utility of copyright to “encourage. . . learned men to compose and write useful books” by allowing a second author to use, under certain circumstances, a portion of a prior author’s work, where the second author would himself produce a work promoting the goals of copyright (Patry 4-5).Fair use is a safety valve on copyright law to prevent oppressive monopolies, but some scholars suggest that fair use is less a defence and more a right that subordinates copyrights. Lange and Lange Anderson argue that the doctrine is not fundamentally about copyright or a system of property, but is rather concerned with the recognition of the public domain and its preservation from the ever encroaching advances of copyright (2001). Fair use should not be understood as subordinate to the exclusive rights of copyright owners. Rather, as Lange and Lange Anderson claim, the doctrine should stand in the superior position: the complete spectrum of ownership through copyright can only be determined pursuant to a consideration of what is required by fair use (Lange and Lange Anderson 19). The language of section 107 suggests that fair use is not subordinate to the bundle of rights enjoyed by copyright ownership: “Notwithstanding the provisions of sections 106 and 106A, the fair use of a copyrighted work . . . is not an infringement of copyright” (Copyright Act 1976, s.107). Fair use is not merely about the marketplace for copyright works; it is concerned with what Weinreb refers to as “a community’s established practices and understandings” (1151-2). This argument boldly suggests that judicial application of fair use has consistently erred through subordinating the doctrine to copyright and considering simply the effect of the appropriation on the market place for the original work.The emphasis on economic factors has led courts to sympathise with copyright owners leading to a propertarian or Blackstonian approach to copyright (Collins; Travis) propagating the myth that any use of copyrighted materials must be licensed. Law and media reports alike are potted with examples. For example, in Bridgeport Music, Inc., et al v. Dimension Films et al 383 F. 3d 400 (6th Cir. 2004) a Sixth Circuit Court of Appeals held that the transformative use of a three-note guitar sample infringed copyrights and that musicians must obtain licence from copyright owners for every appropriated audio fragment regardless of duration or recognisability. Similarly, in 2006 Christopher Knight self-produced a one-minute television advertisement to support his campaign to be elected to the board of education for Rockingham County, North Carolina. As a fan of Star Wars, Knight used a makeshift Death Star and lightsaber in his clip, capitalising on the imagery of the Jedi Knight opposing the oppressive regime of the Empire to protect the people. According to an interview in The Register the advertisement was well received by local audiences prompting Knight to upload it to his YouTube channel. Several months later, Knight’s clip appeared on Web Junk 2.0, a cable show broadcast by VH1, a channel owned by media conglomerate Viacom. Although his permission was not sought, Knight was pleased with the exposure, after all “how often does a local school board ad wind up on VH1?” (Metz). Uploading the segment of Web Junk 2.0 featuring the advertisement to YouTube, however, led Viacom to quickly issue a take-down notice citing copyright infringement. Knight expressed his confusion at the apparent unfairness of the situation: “Viacom says that I can’t use my clip showing my commercial, claiming copy infringement? As we say in the South, that’s ass-backwards” (Metz).The current state of copyright law is, as Patry says, “depressing”:We are well past the healthy dose stage and into the serious illness stage ... things are getting worse, not better. Copyright law has abandoned its reason for being: to encourage learning and the creation of new works. Instead, its principal functions now are to preserve existing failed business models, to suppress new business models and technologies, and to obtain, if possible, enormous windfall profits from activity that not only causes no harm, but which is beneficial to copyright owners. Like Humpty-Dumpty, the copyright law we used to know can never be put back together.The erosion of fair use by encroaching private interests represented by copyrights has led to strong critiques leveled at the judiciary and legislators by Lessig, McLeod and Vaidhyanathan. “Free culture” proponents warn that an overly strict copyright regime unbalanced by an equally prevalent fair use doctrine is dangerous to creativity, innovation, culture and democracy. After all, “few, if any, things ... are strictly original throughout. Every book in literature, science and art, borrows, and must necessarily borrow, and use much which was well known and used before. No man creates a new language for himself, at least if he be a wise man, in writing a book. He contents himself with the use of language already known and used and understood by others” (Emerson v. Davis, 8 F. Cas. 615, 619 (No. 4,436) (CCD Mass. 1845), qted in Campbell v. Acuff-Rose, 62 U.S.L.W. at 4171 (1994)). The rise of the Web 2.0 phase with its emphasis on end-user created content has led to an unrelenting wave of creativity, and much of it incorporates or “mashes up” copyright material. As Negativland observes, free appropriation is “inevitable when a population bombarded with electronic media meets the hardware [and software] that encourages them to capture it” and creatively express themselves through appropriated media forms (251). The current state of copyright and fair use is bleak, but not beyond recovery. Two recent cases suggest a resurgence of the ideology underpinning the doctrine of fair use and the role played by copyright.Let’s Go CrazyIn “Let’s Go Crazy #1” on YouTube, Holden Lenz (then eighteen months old) is caught bopping to a barely recognizable recording of Prince’s “Let’s Go Crazy” in his mother’s Pennsylvanian kitchen. The twenty-nine second long video was viewed a mere twenty-eight times by family and friends before Stephanie Lenz received an email from YouTube informing her of its compliance with a Digital Millennium Copyright Act (DMCA) take-down notice issued by Universal, copyright owners of Prince’s recording (McDonald). Lenz has since filed a counterclaim against Universal and YouTube has reinstated the video. Ironically, the media exposure surrounding Lenz’s situation has led to the video being viewed 633,560 times at the time of writing. Comments associated with the video indicate a less than reverential opinion of Prince and Universal and support the fairness of using the song. On 8 Aug. 2008 a Californian District Court denied Universal’s motion to dismiss Lenz’s counterclaim. The question at the centre of the court judgment was whether copyright owners should consider “the fair use doctrine in formulating a good faith belief that use of the material in the manner complained of is not authorized by the copyright owner, its agent, or the law.” The court ultimately found in favour of Lenz and also reaffirmed the position of fair use in relation to copyright. Universal rested its argument on two key points. First, that copyright owners cannot be expected to consider fair use prior to issuing takedown notices because fair use is a defence, invoked after the act rather than a use authorized by the copyright owner or the law. Second, because the DMCA does not mention fair use, then there should be no requirement to consider it, or at the very least, it should not be considered until it is raised in legal defence.In rejecting both arguments the court accepted Lenz’s argument that fair use is an authorised use of copyrighted materials because the doctrine of fair use is embedded into the Copyright Act 1976. The court substantiated the point by emphasising the language of section 107. Although fair use is absent from the DMCA, the court reiterated that it is part of the Copyright Act and that “notwithstanding the provisions of sections 106 and 106A” a fair use “is not an infringement of copyright” (s.107, Copyright Act 1976). Overzealous rights holders frequently abuse the DMCA as a means to quash all use of copyrighted materials without considering fair use. This decision reaffirms that fair use “should not be considered a bizarre, occasionally tolerated departure from the grand conception of the copyright design” but something that it is integral to the constitution of copyright law and essential in ensuring that copyright’s goals can be fulfilled (Leval 1100). Unlicensed musical sampling has never fared well in the courtroom. Three decades of rejection and admonishment by judges culminated in Bridgeport Music, Inc., et al v. Dimension Films et al 383 F. 3d 400 (6th Cir. 2004): “Get a license or do not sample. We do not see this stifling creativity in any significant way” was the ruling on an action brought against an unlicensed use of a three-note guitar sample under section 114, an audio piracy provision. The Bridgeport decision sounded a death knell for unlicensed sampling, ensuring that only artists with sufficient capital to pay the piper could legitimately be creative with the wealth of recorded music available. The cost of licensing samples can often outweigh the creative merit of the act itself as discussed by McLeod (86) and Beaujon (25). In August 2008 the Supreme Court of New York heard EMI v. Premise Media in which EMI sought an injunction against an unlicensed fifteen second excerpt of John Lennon’s “Imagine” featured in Expelled: No Intelligence Allowed, a controversial documentary canvassing alleged chilling of intelligent design proponents in academic circles. (The family of John Lennon and EMI had previously failed to persuade a Manhattan federal court in a similar action.) The court upheld Premise Media’s arguments for fair use and rejected the Bridgeport approach on which EMI had rested its entire complaint. Justice Lowe criticised the Bridgeport court for its failure to examine the legislative intent of section 114 suggesting that courts should look to the black letter of the law rather than blindly accept propertarian arguments. This decision is of particular importance because it establishes that fair use applies to unlicensed use of sound recordings and re-establishes de minimis use.ConclusionThis paper was partly inspired by the final entry on eminent copyright scholar William Patry’s personal copyright law blog (1 Aug. 2008). A copyright lawyer for over 25 years, Patry articulated his belief that copyright law has swung too far away from its initial objectives and that balance could never be restored. The two cases presented in this paper demonstrate that fair use – and therefore balance – can be recovered in copyright. The federal Supreme Court and lower courts have stressed that copyright was intended to promote creativity and have upheld the fair doctrine, but in order for the balance to exist in copyright law, cases must come before the courts; copyright myth must be challenged. As McLeod states, “the real-world problems occur when institutions that actually have the resources to defend themselves against unwarranted or frivolous lawsuits choose to take the safe route, thus eroding fair use”(146-7). ReferencesBeaujon, Andrew. “It’s Not the Beat, It’s the Mocean.” CMJ New Music Monthly. April 1999.Collins, Steve. “Good Copy, Bad Copy: Covers, Sampling and Copyright.” M/C Journal 8.3 (2005). 26 Aug. 2008 ‹http://journal.media-culture.org.au/0507/02-collins.php›.———. “‘Property Talk’ and the Revival of Blackstonian Copyright.” M/C Journal 9.4 (2006). 26 Aug. 2008 ‹http://journal.media-culture.org.au/0609/5-collins.php›.Donaldson v. Becket 17 Cobbett Parliamentary History, col. 953.Efroni, Zohar. “Israel’s Fair Use.” The Center for Internet and Society (2008). 26 Aug. 2008 ‹http://cyberlaw.stanford.edu/node/5670›.Lange, David, and Jennifer Lange Anderson. “Copyright, Fair Use and Transformative Critical Appropriation.” Conference on the Public Domain, Duke Law School. 2001. 26 Aug. 2008 ‹http://www.law.duke.edu/pd/papers/langeand.pdf›.Lemley, Mark. “Property, Intellectual Property, and Free Riding.” Texas Law Review 83 (2005): 1031.Lessig, Lawrence. The Future of Ideas. New York: Random House, 2001.———. Free Culture. New York: Penguin, 2004.Leval, Pierre. “Toward a Fair Use Standard.” Harvard Law Review 103 (1990): 1105.McDonald, Heather. “Holden Lenz, 18 Months, versus Prince and Universal Music Group.” About.com: Music Careers 2007. 26 Aug. 2008 ‹http://musicians.about.com/b/2007/10/27/holden-lenz-18-months-versus-prince-and-universal-music-group.htm›.McLeod, Kembrew. “How Copyright Law Changed Hip Hop: An interview with Public Enemy’s Chuck D and Hank Shocklee.” Stay Free 2002. 26 Aug. 2008 ‹http://www.stayfreemagazine.org/archives/20/public_enemy.html›.———. Freedom of Expression: Overzealous Copyright Bozos and Other Enemies of Creativity. United States: Doubleday, 2005.McLuhan, Marshall, and Barrington Nevitt. Take Today: The Executive as Dropout. Ontario: Longman Canada, 1972.Metz, Cade. “Viacom Slaps YouTuber for Behaving like Viacom.” The Register 2007. 26 Aug. 2008 ‹http://www.theregister.co.uk/2007/08/30/viacom_slaps_pol/›.Negativland, ed. Fair Use: The Story of the Letter U and the Numeral 2. Concord: Seeland, 1995.Patry, William. The Fair Use Privilege in Copyright Law. Washington DC: Bureau of National Affairs, 1985.———. “End of the Blog.” The Patry Copyright Blog. 1 Aug. 2008. 27 Aug. 2008 ‹http://williampatry.blogspot.com/2008/08/end-of-blog.html›.Tapscott, Don. The Digital Economy: Promise and Peril in the Age of Networked Intelligence. New York: McGraw Hill, 1996.Toffler, Alvin. The Third Wave. London, Glasgow, Sydney, Auckland. Toronto, Johannesburg: William Collins, 1980.Travis, Hannibal. “Pirates of the Information Infrastructure: Blackstonian Copyright and the First Amendment.” Berkeley Technology Law Journal, Vol. 15 (2000), No. 777.Vaidhyanathan, Siva. Copyrights and Copywrongs: The Rise of Intellectual Property and How It Threatens Creativity. New York; London: New York UP, 2003.

O curso de graduação em Odontologia não pode se apartar de seu papel social formador e transformador na construção de um profissional cidadão, reflexivo e que transforme a sua realidade em função das demandas da sociedade. O ensino de graduação que permeie a educação com base na comunidade pode se consubstanciar como ferramenta essencial na construção do olhar sociocomportamental em estudantes universitários, na medida em que promovam a compreensão dos fatores que afetam o bem estar e a qualidade de vida dos indivíduos no cotidiano, tendo o corpo docente como construtor de conhecimentos e fundamentos, gestor de ações planejadas, metódicas e realizadas com determinado objetivo, recriando e superando os modelos de ensino/aprendizagem. A Organização Mundial de Saúde (OMS) recomenda que os currículos de graduação em saúde comportem estratégias pedagógicas capazes de levar à formação de profissionais sensíveis aos problemas de sua comunidade, preparados para a prestação de cuidados em todos os níveis de serviços de saúde. Neste contexto, o propósito deste trabalho foi analisar o papel do professor na percepção dos alunos de Odontologia considerando o impacto do ensino de graduação baseado na comunidade.Descritores: Aprendizagem; Docentes; Estudantes; Percepção; Universidades; Relações Comunidade-Instituição.ReferênciasDornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach. 2006;28(1):3-18.Art B, De Roo L, De Maeseneer J. Towards unity for health utilising community-oriented primary care in education and practice. Educ Health (Abingdon). 2007;20(2):74.Dolmans DH, Wolfhagen HA, Scherpbier AJ. From quality assurance to total quality management: how can quality assurance result in continuous improvement in health professions education?. Educ Health (Abingdon). 2003;16(2):210-17.Community-based education of health personnel. Report of a WHO study group [published correction appears in World Health Organ Tech Rep Ser 1987;746:preceding 1]. World Health Organ Tech Rep Ser. 1987;746:1-89.Deogade SC, Naitam D. Reflective learning in community-based dental education. Educ Health (Abingdon). 2016;29(2):119-23.Silverman J, Draper J, Kurtz S. Skills for communicating with patients. Oxon: Radcliffe Medical Press; 2008.Interprofessional education collaborative expert panel . Core competencies for interprofessional collaborative practice: report of an expert panel (update) 2016.Forte FDS, Pontes AA, Morais HG, Barbosa AS, Sousa Nétto OB. Olhar discente e a formação em Odontologia: interseções possíveis com a Estratégia Saúde da Família. Interface. 2019;23:e170407. Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding attitude of health care professional teachers toward interprofessional health care collaboration and education in a Southeast Asian country. J Multidiscip Healthc. 2018;11:557-71.Roop SA, Pangaro L. Effect of clinical teaching on student performance during a medicine clerkship. Am J Med. 2001;110(3):205-209.Irby DM, Papadakis M. Does good clinical teaching really make a difference. Am J Med. 2001;110:231-32.Dybowski C, Sehner S, Harendza S. Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Med Educ. 2017;17(1):84. Mahler D, Großschedl J, Harms U. Does motivation matter? - The relationship between teachers' self-efficacy and enthusiasm and students' performance. PLoS One. 2018;13(11):e0207252.Hattie J. Visible learning: A synthesis of over 800 meta-analyses relating to achievement London: Routledge; 2009.Walters L, Greenhill J, Richards J, Ward H, Campbell N, Ash J, et al. Outcomes of longitudinal integrated clinical placements for students, clinicians and society. Med Educ 2012;46:1028-41.Evans CA, Bolden AJ, Hryhorczuk C, Noorullah K. Management of experiences in community-based dental education. J Dent Educ. 2010;74(10 Suppl):S25-32.Knight GW. Community-based dental education at the University of Illinois at Chicago. J Dent Educ. 2011;75(10 Suppl):S14-S20.Abuzar MA, Owen J. A Community Engaged Dental Curriculum: A Rural Indigenous Outplacement Programme. J Public Health Res. 2016;5(1):668.Warmiling CM, Rossoni E, Hugo FN, Toassi RFC, Lemos VA, Slavutzki SMB, et al. Estágios curriculares no SUS: experiências da Faculdade de Odontologia da UFGRS. Rev ABENO. 2011; 11(2):63-70. Donate-Bartfield E, Lobb WK, Roucka TM. Teaching culturally sensitive care to dental students: a multidisciplinary approach. J Dent Educ. 2014;78(3):454-64.Araújo ME, Zilbovicius C. O ensino da epidemiologia na educação odontológica. In: Ferreira Antunes JLF, Peres MAP. (Org.). Epidemiologia da saúde bucal. São Paulo: Guanabara Koogan; 2006. p. 363-72.Aguiar Neta A, Alves MSCF. A comunidade como local de protagonismo na integração ensino-serviço e atuação multiprofissional. Trab educ saúde. 2016;14(1):221-35.Amundsen C, Wilson M. Are we asking the right questions? A conceptual review of the educational development literature in higher education. Rev Educa Res. 2012;82(1):90–126.Ceccim RB, Ferla AA. Educação e saúde: ensino e cidadania como travessia de fronteiras. Trab educ saúde. 2008;6(3):443-56.Mohan M, Ravindran TKS. Conceptual Framework Explaining "Preparedness for Practice" of Dental Graduates: A Systematic Review. J Dent Educ. 2018;82(11):1194-202.Holden ACL. "Preparedness for Practice" for Dental Graduates Is a Multifaceted Concept That Extends Beyond Academic and Clinical Skills. J Evid Based Dent Pract. 2020;20(1):101421.Elmberger A, Björck E, Liljedahl M, Nieminen J, Bolander Laksov K. Contradictions in clinical teachers' engagement in educational development: an activity theory analysis. Adv Health Sci Educ Theory Pract. 2019;24(1):125-40.Steinert Y, O'Sullivan PS, Irby DM. Strengthening Teachers' Professional Identities Through Faculty Development. Acad Med. 2019;94(7):963-68.Lazzarin HC, Nakama L, Cordoni Júnior L. Percepção de professores de odontologia no processo de ensino-aprendizagem [Perceptions of dentistry teachers in the teaching and learning process]. Cien Saude Colet. 2010;15 Suppl 1:1801-10.Seijo MO, Ferreira EF, Ribeiro Sobrinho AP, Paiva SM, Martins RC. Learning experience in endodontics: Brazilian students' perceptions. J Dent Educ. 2013;77(5):648-55.Victoroff KZ, Hogan S. Students' perceptions of effective learning experiences in dental school: a qualitative study using a critical incident technique. J Dent Educ. 2006;70(2):124-32.Divaris K, Barlow PJ, Chendea SA, Cheong WS, Dounis A, Dragan IF et al. O ambiente acadêmico: a perspectiva dos alunos. Eur J Dent Educ . 2008; 12 Suppl 1:120-30. Pöhlmann K, Jonas I, Ruf S, Harzer W. Stress, burnout and health in the clinical period of dental education. Eur J Dent Educ. 2005;9(2):78-84.Toassi RFC, Davoglio RS, Lemos VMA. Integração ensino-serviço-comunidade: o estágio na atenção básica da graduação em Odontologia. Educ rev. 2012; 28(4):223-42.Ayers CS, Abrams RA, McCunniff MD, Goldstein BR. A comparison of private and public dental students' perceptions of extramural programming. J Dent Educ. 2003;67(4):412-17.DeCastro JE, Matheson PB, Panagakos FS, Stewart DC, Feldman CA. Alumni perspectives on community-based and traditional curricula. J Dent Educ. 2003;67(4):418-26.DeCastro JE, Bolger D, Feldman CA. Clinical competence of graduates of community-based and traditional curricula. J Dent Educ. 2005;69(12):1324-31.Bean CY, Rowland ML, Soller H, et al. Comparing fourth-year dental student productivity and experiences in a dental school with community-based clinical education. J Dent Educ. 2007;71(8):1020-26.Henzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students' perspectives about their clinical education. J Dent Educ. 2006;70(4):361-77.Henzi D, Davis E, Jasinevicius R, Hendricson W. In the students' own words: what are the strengths and weaknesses of the dental school curriculum?. J Dent Educ. 2007;71(5):632-45.Batra M, Ivanišević Malčić A, Shah AF, Sagtani RA, Mikić IM, Knežević PT et al. Self assessment of dental students' perception of learning environment in Croatia, India and Nepal. Acta Stomatol Croat. 2018;52(4):275-85.Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students' view. J Dent Educ. 2005;69(10):1137-47.Riquelme A, Oporto M, Oporto J, Méndez JI, Viviani P, Salech F et al. Measuring students' perceptions of the educational climate of the new curriculum at the Pontificia Universidad Católica de Chile: performance of the Spanish translation of the Dundee Ready Education Environment Measure (DREEM). Educ Health (Abingdon). 2009;22(1):112.Mayya S, Roff S. Students' perceptions of educational environment: a comparison of academic achievers and under-achievers at kasturba medical college, India. Educ Health (Abingdon). 2004;17(3):280-91.Batista CG, Nascimento CL, Rolim GS, Rocha RASS, Rodrigues AF, Ambrosano GMB et al. Student self-confidence in coping with uncooperative behaviours in paediatric dentistry. Eur J Dent Educ. 2011;15(4):199-204.Freire Mdo C, Jordao LM, de Paula Ferreira N, de Fatima Nunes M, Queiroz MG, Leles CR. Motivation towards career choice of Brazilian freshman students in a fifteen-year period. J Dent Educ. 2011;75(1):115-21.Arheiam A, Bankia I, Ingafou M. Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change. Libyan J Med. 2015;10:26666. Pınar Erdem A, Peker K, Kuru S, Sepet E. Evaluation of Final-Year Turkish Dental Students' Knowledge, Attitude, and Self-Perceived Competency towards Preventive Dentistry. Biomed Res Int. 2019;2019:2346061. Schönwetter DJ, Law D, Mazurat R, Sileikyte R, Nazarko O. Assessing graduating dental students' competencies: the impact of classroom, clinic and externships learning experiences. Eur J Dent Educ. 2011;15(3):142-52. Shetty VB, Shirahatti RV, Pawar P. Students' perceptions of their education on graduation from a dental school in India. J Dent Educ. 2012;76(11):1520-26.Lanning SK, Wetzel AP, Baines MB, Ellen Byrne B. Evaluation of a revised curriculum: a four-year qualitative study of student perceptions. J Dent Educ. 2012;76(10):1323-33.Leadbeatter D, Peck C. Are dental students ready for supercomplex dental practice?. Eur J Dent Educ. 2018;22(1):e116-21.

In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al.; Griffin). This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population.Literature ReviewCaptions have been found to be of benefit for a number of different groups considered at-risk. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).For students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al.; Maiorana-Basas and Pagliaro; Marschark et al.).The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova; Evmenova and Behrmann). This includes students with autism spectrum disorder (ASD) (Knight et al.; Reagon et al.) and students with dyslexia (Alty et al.; Beacham and Alty). While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown).The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet; Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013).In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012; Schmidt and Haydu, 1992). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al.; Griffin). For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them.MethodologyIn 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform—Echo360. As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. The students were provided access to an online training module, developed specifically for this study, to explain the use of this system.Enrolled Curtin students, both on-campus and online, Open Universities Australia (OUA) students studying through Curtin online, teaching staff, and disability officers were then invited to participate in a survey and interviews. The study sought to gain insights into students’ use of both recorded lectures and captioned video at the time of the survey, and their anticipated future usage of these services (see Kent et al.).A total of 50 students—of 539 enrolled across the different instances of the three units—completed the survey. In addition, five follow-up interviews with students, teaching staff, and disability support staff were conducted once the surveys had been completed. Staff interviewed included tutors and unit coordinators who taught and supervised units in which the lecture captions were provided. The interviews assessed the awareness, use, and perceived validity of the captions system in the context of both learning and teaching.ResultsA number of different questions were asked regarding students’ demographics, their engagement with online unit materials, including recorded lectures, their awareness of Echo360’s lecture captions, as well as its additional features, their perceived value of online captions for their studies, and the future significance of captions in a university context.Of the 50 participants in the survey, only six identified themselves as a person with a disability—almost 90 per cent did not identify as disabled. Additionally, 45 of the 50 participants identified English as their primary language. Only one student identified as a person with both a disability and coming from a NESB.Engagement with Online Unit Materials and Recorded LecturesThe survey results provide insight into the ways in which participants interact with the Echo360 lecture system. Over 90 per cent of students had accessed the recorded lectures via the Echo360 system. While this might not seem notable at first, given such materials are essential elements of the units surveyed, the level of repeated engagement seen in these results is important because it indicates the extent to which students are revising the same material multiple times—a practice that captions are designed to facilitate and assist. For instance, one lecture was recorded per week for each unit surveyed, and most respondents (70 per cent) were viewing these lectures at least once or twice a week, while 10 per cent were viewing the lectures multiple times a week. Over half of the students surveyed reported viewing the same lecture more than once. Out these participants, 19 (or 73 per cent) had viewed a lecture twice and 23 per cent had viewed it three times or more. This illustrates that frequent revision is taking place, as students watch the same lecture repeatedly to absorb and clarify its contents. This frequency of repeated engagement with recorded unit materials—lectures in particular—indicates that students were making online engagement and revision a key element of their learning process.Awareness of the Echo360 Lecture Captions and Additional FeaturesHowever, while students were highly engaged with both the online learning material and the recorded lectures, there was less awareness of the availability of the captioning system—only 34 per cent of students indicated they were aware of having access to captions. The survey also asked students whether or not they had used additional features of the Echo360 captioning system such as the search function and downloadable lecture transcripts. Survey results confirm that these features were being used; however, responses indicated that only a minority of students using the captions system used these features, with 28 per cent using the search function and 33 per cent making use of the transcripts. These results can be seen as an indication that additional features were useful for revision, albeit for the minority of students who used them. A Curtin disability advisor noted in their interview that:transcripts are particularly useful in addition to captions as they allow the user to quickly skim the material rather than sit through a whole lecture. Transcripts also allow translation into other languages, highlighting text and other features that make the content more accessible.Teaching staff were positive about these features and suggested that providing transcripts saved time for tutors who are often approached to provide these to individual students:I typically receive requests for lecture transcripts at the commencement of each study period. In SP3 [during this study] I did not receive any requests.I feel that lecture transcripts would be particularly useful as this is the most common request I receive from students, especially those with disabilities.I think transcripts and keyword searching would likely be useful to many students who access lectures through recordings (or who access recordings even after attending the lecture in person).However, the one student who was interviewed preferred the keyword search feature, although they expressed interest in transcripts as well:I used the captions keyword search. I think I would like to use the lecture transcript as well but I did not use that in this unit.In summary, while not all students made use of Echo360’s additional features for captions, those who did access them did so frequently, indicating that these are potentially useful learning tools.Value of CaptionsOf the students who were aware of the captions, 63 per cent found them useful for engaging with the lecture material. According to one of the students:[captions] made a big difference to me in terms on understanding and retaining what was said in the lectures. I am not sure that many students would realise this unless they actually used the captions…I found it much easier to follow what was being said in the recorded lectures and I also found that they helped stay focussed and not become distracted from the lecture.It is notable that the improvements described above do not involve assistance with hearing or language issues, but the extent to which captions improve a more general learning experience. This participant identified themselves as a native English speaker with no disabilities, yet the captions still made a “big difference” in their ability to follow, understand, focus on, and retain information drawn from the lectures.However, while over 60 per cent of students who used the captions reported they found them useful, it was difficult to get more detailed feedback on precisely how and why. Only 52.6 per cent reported actually using them when accessing the lectures, and a relatively small number reported taking advantage of the search and transcripts features available through the Echo360 system. Exactly how they were being used and what role they play in student learning is therefore an area to pursue in future research, as it will assist in breaking down the benefits of captions for all learners.Teaching staff also reported the difficulty in assessing the full value of captions—one teacher interviewed explained that the impact of captions was hard to monitor quantitatively during regular teaching:it is difficult enough to track who listens to lectures at all, let alone who might be using the captions, or have found these helpful. I would like to think that not only those with hearing impairments, but also ESL students and even people who find listening to and taking in the recording difficult for other reasons, might have benefitted.Some teaching staff, however, did note positive feedback from students:one student has given me positive feedback via comments on the [discussion board].one has reported that it helps with retention and with times when speech is soft or garbled. I suspect it helps mediate my accent and pitch!While 60 per cent claiming captions were useful is a solid majority, it is notable that some participants skipped this question. As discussed above, survey answers indicate that this was because these 37 students did not think they had access to captions in their units.Future SignificanceOverall, these results indicate that while captions can provide a benefit to students’ engagement with online lecture learning material, there is a need for more direct and ongoing information sharing to ensure both students and teaching staff are fully aware of captions and how to use them. Technical issues—such as the time delay in captions being uploaded—potentially dissuade students from using this facility, so improving the speed and reliability of this tool could increase the number of learners keen to use it. All staff interviewed agreed that implementing captions for all lectures would be beneficial for everyone:any technology that can assist in making lectures more accessible is useful, particularly in OUA [online] courses.it would be a good example of Universal Design as it would make the lecture content more accessible for students with disabilities as well as students with other equity needs.YES—it benefits all students. I personally find that I understand and my attention is held more by captioned content.it certainly makes my role easier as it allows effective access to recorded lectures. Captioning allows full access as every word is accessible as opposed to note taking which is not verbatim.DiscussionThe results of this research indicate that captions—and their additional features—available through the Echo360 captions system are an aid to student learning. However, there are significant challenges to be addressed to make students aware of these features and their potential benefits.This study has shown that in a cohort of primarily English speaking students without disabilities, over 60 per cent found captions a useful addition to recorded lectures. This suggests that the implementation of captions for all recorded lectures would have widespread benefits for all learners, not only those with hearing or language difficulties. However, at present, only “eligible” students who approach the disability office would be considered for this service, usually students who are D/deaf or hard of hearing. Yet it can be argued that these benefits—and challenges—could also extend to other groups that are might traditionally have been seen to benefit from the use of captions such as students with other disabilities or those from a NESB.However, again, a lack of awareness of the training module meant that this potential cohort did not benefit from this trial. In this study, none of the students who identified as having a disability or coming from a NESB indicated that they had access to the training module. Further, five of the six students with disabilities reported that they did not have access to the captions system and, similarly, only two of the five NESB students. Despite these low numbers, all the students who were part of these two groups and who did access the captions system did find it useful.It can therefore be seen that the main challenge for teaching staff is to ensure all students are aware of captions and can access them easily. One option for reducing the need for training or further instructions might be having captions always ON by default. This means students could incorporate them into their study experience without having to take direct action or, equally, could simply choose to switch them off.There are also a few potential teething issues with implementing captions universally that need to be noted, as staff expressed some concerns regarding how this might alter the teaching and learning experience. For example:because the captioning is once-off, it means I can’t re-record the lectures where there was a failure in technology as the new versions would not be captioned.a bit cautious about the transcript as there may be problems with students copying that content and also with not viewing the lectures thinking the transcripts are sufficient.Despite these concerns, the survey results and interviews support the previous findings showing that lecture captions have the potential to benefit all learners, enhancing each student’s existing capabilities. As one staff member put it:in the main I just feel [captions are] important for accessibility and equity in general. Why should people have to request captions? Recorded lecture content should be available to all students, in whatever way they find it most easy (or possible) to engage.Follow-up from students at the end of the study further supported this. As one student noted in an email at the start of 2017:hi all, in one of my units last semester we were lucky enough to have captions on the recorded lectures. They were immensely helpful for a number of reasons. I really hope they might become available to us in this unit.ConclusionsWhen this project set out to investigate the ways diverse groups of students could utilise captioned lectures if they were offered it as a mainstream learning tool rather than a feature only disabled students could request, existing research suggested that many accommodations designed to assist students with disabilities actually benefit the entire cohort. The results of the survey confirmed this was also the case for captioning.However, currently, lecture captions are typically utilised in Australian higher education settings—including Curtin—only as an assistive technology for students with disabilities, particularly students who are D/deaf or hard of hearing. In these circumstances, the student must undertake a lengthy process months in advance to ensure timely access to essential captioned material. Mainstreaming the provision of captions and transcripts for online lectures would greatly increase the accessibility of online learning—removing these barriers allows education providers to harness the broad potential of captioning technology. Indeed, ensuring that captions were available “by default” would benefit the educational outcomes and self-determination of the wide range of students who could benefit from this technology.Lecture captioning and transcription is increasingly cost-effective, given technological developments in speech-to-text or automatic speech recognition software, and the increasing re-use of content across different iterations of a unit in online higher education courses. At the same time, international trends in online education—not least the rapidly evolving interpretations of international legislation—provide new incentives for educational providers to begin addressing accessibility shortcomings by incorporating captions and transcripts into the basic materials of a course.Finally, an understanding of the diverse benefits of lecture captions and transcripts needs to be shared widely amongst higher education providers, researchers, teaching staff, and students to ensure the potential of this technology is accessed and used effectively. Understanding who can benefit from captions, and how they benefit, is a necessary step in encouraging greater use of such technology, and thereby enhancing students’ learning opportunities.AcknowledgementsThis research was funded by the Curtin University Teaching Excellence Development Fund. Natalie Latter and Kai-ti Kao provided vital research assistance. We also thank the students and staff who participated in the surveys and interviews.ReferencesAlty, J.L., A. Al-Sharrah, and N. Beacham. “When Humans Form Media and Media Form Humans: An Experimental Study Examining the Effects Different Digital Media Have on the Learning Outcomes of Students Who Have Different Learning Styles.” Interacting with Computers 18.5 (2006): 891–909.Beacham, N.A., and J.L. Alty. “An Investigation into the Effects That Digital Media Can Have on the Learning Outcomes of Individuals Who Have Dyslexia.” Computers & Education 47.1 (2006): 74–93.Borgaonkar, R. “Captioning for Classroom Lecture Videos.” University of Houston 2013. <https://uh-ir.tdl.org/uh-ir/handle/10657/517>.Evmenova, A. “Lights. Camera. Captions: The Effects of Picture and/or Word Captioning Adaptations, Alternative Narration, and Interactive Features on Video Comprehension by Students with Intellectual Disabilities.” Ph.D. thesis. Virginia: George Mason U, 2008.Evmenova, A., and M. Behrmann. “Enabling Access and Enhancing Comprehension of Video Content for Postsecondary Students with Intellectual Disability.” Education and Training in Autism and Developmental Disabilities 49.1 (2014): 45–59.Griffin, Emily. “Who Uses Closed Captions? Not Just the Deaf or Hard of Hearing.” 3PlayMedia Aug. 2015 <http://www.3playmedia.com/2015/08/28/who-uses-closed-captions-not-just-the-deaf-or-hard-of-hearing/>.Kent, Mike, Katie Ellis, Gwyneth Peaty, Natalie Latter, and Kathryn Locke. Mainstreaming Captions for Online Lectures in Higher Education in Australia: Alternative Approaches to Engaging with Video Content. Perth: National Centre for Student Equity in Higher Education (NCSEHE), Curtin U, 2017. <https://www.ncsehe.edu.au/publications/4074/?doing_wp_cron=1493183232.7519669532775878906250>.Knight, V., B.R. McKissick, and A. Saunders. “A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder.” Journal of Autism and Developmental Disorders 43.11 (2013): 2628–2648. <https://doi.org/10.1007/s10803-013-1814-y>.Linder, Katie. Student Uses and Perceptions of Closed Captions and Transcripts: Results from a National Study. Corvallis, OR: Oregon State U Ecampus Research Unit, 2016.Lewis, D., and V. Brown. “Multimedia and ADHD Learners: Are Subtitles Beneficial or Detrimental?” Annual Meeting of the AECT International Convention, The Galt House, Louisville 2012. <http://www.aect.org/pdf/proceedings12/2012/12_17.pdf>.Maiorana-Basas, M., and C.M. Pagliaro. “Technology Use among Adults Who Are Deaf and Hard of Hearing: A National Survey.” Journal of Deaf Studies and Deaf Education 19.3 (2014): 400–410. <https://doi.org/10.1093/deafed/enu005>.Marschark, Marc, Greg Leigh, Patricia Sapere, Denis Burnham, Carol Convertino, Michael Stinson, Harry Knoors, Mathijs P. J. Vervloed, and William Noble. “Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students’ Classroom Learning.” Journal of Deaf Studies and Deaf Education 11.4 (2006): 421–437. <https://doi.org/10.1093/deafed/enl013>.Montero Perez, M., E. Peters, G. Clarebout, and P. Desmet. “Effects of Captioning on Video Comprehension and Incidental Vocabulary Learning.” Language Learning & Technology 18.1 (2014): 118–141.Montero Perez, M., W. Van Den Noortgate, and P. Desmet. “Captioned Video for L2 Listening and Vocabulary Learning: A Meta-Analysis.” System 41.3 (2013): 720–739. <https://doi.org/10.1016/j.system.2013.07.013>.Pachman, M., and F. Ke. “Environmental Support Hypothesis in Designing Multimedia Training for Older Adults: Is Less Always More?” Computers & Education 58.1 (2012): 100–110. <https://doi.org/10.1016/j.compedu.2011.08.011>.Podszebka, Darcy, Candee Conklin, Mary Apple, and Amy Windus. “Comparison of Video and Text Narrative Presentations on Comprehension and Vocabulary Acquisition”. Paper presented at SUNY – Geneseo Annual Reading and Literacy Symposium. New York: Geneseo, May 1998. <https://dcmp.org/caai/nadh161.pdf>.Reagon, K.A., T.S. Higbee, and K. Endicott. “Using Video Instruction Procedures with and without Embedded Text to Teach Object Labeling to Preschoolers with Autism: A Preliminary Investigation.” Journal of Special Education Technology 22.1 (2007): 13–20.Schmidt, M.J., and M.L. Haydu. “The Older Hearing‐Impaired Adult in the Classroom: Real‐Time Closed Captioning as a Technological Alternative to the Oral Lecture.” Educational Gerontology 18.3 (1992): 273–276. <https://doi.org/10.1080/0360127920180308>.Stinson, M.S., L.B. Elliot, R.R. Kelly, and Y. Liu. “Deaf and Hard-of-Hearing Students’ Memory of Lectures with Speech-to-Text and Interpreting/Note Taking Services.” The Journal of Special Education 43.1 (2009): 52–64. <https://doi.org/10.1177/0022466907313453>.Worthington, Tom. “Are Australian Universities Required to Caption Lecture Videos?” Higher Education Whisperer 14 Feb. 2015. <http://blog.highereducationwhisperer.com/2015/02/are-australian-universities-required-to.html>.

The word “prosthetic” has its origins as a mathematical term. According to scholar Brandon W. Hawk, Plato uses the words prosthesis and prostithenai in Phaedo to mean "addition, add to, to place", and Aristotle uses it in a similar, algebraic sense in the Metaphysics. Later, as the word appears in classical Latin, it is used as a grammatical and rhetorical term, in the sense of a letter or syllable that is added on to a word, usually the addition of a syllable to the beginning of a word, hence pro-thesis (Hawk). This is the sense of the word that was “inherited … by early modern humanists”, says Hawk, but when it appears in Edward Phillips's The New World of English Words: Or, a General Dictionary (1706), we can see how, with advances in technology, it changes from a grammatical/linguistic term into a medical term. What was once word is now made flesh:Prosthesis, a Grammatical Figure, when a Letter or Syllable is added to the beginning of a Word, as Gnatus for natus, tetuli for tuli, &c. In Surgery, Prosthesis is taken for that which fills up what is wanting, as is to beseen in fistulous and hollow Ulcers, filled up with Flesh by that Art: Also themaking of artificial Legs and Arms, when the natural ones are lost.Hawk also points to P. Dionis in Course Chirurg (a 1710 textbook detailing the art of chirurgy, or surgery, as it’s known now), who uses the word to denote one type of surgical operation; that is, prosthesis becomes not a word, but an act that “adds what is deficient”, an act that repairs loss, that “fills up what is wanting”, that fills up what is “hollow”, that “fills up with flesh”. R. Brookes, in his Introduction to Physic and Surgery (1754), is the first to define prosthesis as both an act and also as a separate, material object; it is “an operation by which some instrument is added to supply the Defect of a Part which is wanting, either naturally or accidentally”. It is not until the twentieth century (1900, to be exact), though, that the word begins to refer solely to a device or object that is added on to somehow “supply the defect”, or fill up what which is “wanting”. So etymologically we move from the writer creating a new literary device, to the scientist/doctor acting in order to fix something, then back to the device again, this time as tangible object that fills a gap where there is lack and loss (Hawk).This is how we most often see the word, and so we have the notion of prosthetic used in this medicalised sense, as an "instrument", in relation to people with missing or disfunctional limbs. Having a prosthetic arm or leg in an ableist society instantly marks one as "missing" something, or being "disabled". Wheelchairs and other prosthetic accoutrements also serve as a metonymic shorthand for disability (an example of this might be how, on reserved parking spots in North America, the image on the sign is that of a person in a wheelchair). In the case of deaf people, who are also thought of as "disabled", but whose supposed disability is invisible, hearing aids and cochlear implants (CIs) serve as this kind of visible marker.* Like artificial limbs and wheelchairs, these "instruments" (they are actually called “hearing instruments” by audiologists) are sometimes added on to the purportedly “lacking” body. They are objects that “restore function to” the disabled deaf ear. As such, these devices, like wheelchairs and bionic arms, also serve as a shorthand in American culture, especially in film and visual media, where this kind of obvious, material symbolism is very helpful in efficiently driving narrative along. David L. Mitchell and Sharon T. Snyder call this kind of disability shorthand "narrative prosthesis". In their 2001 book of the same name, they demonstrate that disability and the markers of disability, far from being neglected or omitted (as has been claimed by critics like Sarah Ruiz-Grossman), actually appear in literature and film to the point where they are astonishingly pervasive. Unlike other identities who are vastly underrepresented, Mitchell and Snyder note, images of disability are almost constantly circulated in print and visual media (this is clearly demonstrated in older film studies such as John Schuchman's Hollywood Speaks and Martin Norden's Cinema of Isolation, as well). The reason that this happens, Mitchell and Snyder say, is because almost all narrative is structured around the idea of a flaw in the natural order, the resolution of that flaw, and the restoration of order. This flaw, they show, is more often than not represented by a disabled character or symbol. Disability, then, is a "crutch upon which literary narratives lean for their representational power, disruptive potentiality and analytical insight" (49). And, in the end, all narrative is thus dependent upon some type of disability used as a prosthetic, which serves not only to “fill in” lack, but also to restore and reinforce normalcy. They also state that concepts of, and characters with, disability are therefore used in literature and film primarily as “opportunist metaphorical device(s)” (205). Hearing aids and CIs are great examples of "opportunist" devices used on television and in movies, mostly as props or “add-ons” in visual narratives. This "adding on" is done, more often than not, to the detriment of providing a well rounded narrative about the lived experience of deaf people who use such devices on a daily basis. There are countless examples of this in American television shows and films (in an upward trend since 2000), including many police and crime dramas where a cochlear implant device-as-clue stands in for the dead victim’s identity (Kincheloe "Do Androids"). We see it in movies, most notably in 2018’s A Quiet Place, in which a CI is weaponized and used to defeat the alien monster/Other (as opposed to the deaf heroine doing it by herself) (Kincheloe "Tired Tropes"). In 2019's Toy Story 4, there is a non-signing child who we know is deaf because they wear a CI. In the 2019 animated Netflix series, Undone, the main character wears a CI, and it serves as one of several markers (for her and the viewer) of her possible psychological breakdown.It seems fairly obvious that literal prostheses such as hearing aids and CI devices are used as a form of media shorthand to connote hearing ideas of “deafness”. It also might seem obvious that, as props that reinforce mainstream, ableist narratives, they are there to tell us that, in the end, despite the aesthetic nervousness that disability produces, "things will be okay". It's "fixable". These are prosthetics that are easily identified and easily discussed, debated, and questioned.What is perhaps not so obvious, however, is that American Sign Language (ASL), is also used in media as a narrative prosthetic. Lennard Davis' discussion of Erving Goffman’s idea of “stigma” in Enforcing Normalcy supports the notion that sign language, like hearing aids, is a marker. When seen by the hearing, non-signing observer, sign language "stigmatizes" the signing deaf person (48). In this sense, ASL is, like a hearing aid, a tangible "sign" of deaf identity. I would then argue that ASL is, like hearing aids and CIs, used as a "narrative prosthesis" signifying deafness and disability; its insertion allows ableist narratives to be satisfyingly resolved. Even though ASL is not a static physical device, but a living language and an integral part of deaf lived experience, it is casually employed almost everywhere in media today as a cheap prop, and as such, serves narrative purposes that are not in the best interest of realistic deaf representation. Consider this example: On 13 April 2012, Sir Paul McCartney arranged for a special event at his daughter Stella McCartney’s ivy-covered store in West Hollywood. Stars and friends like Jane Fonda, Gwyneth Paltrow, Chris Martin, Quincy Jones, and Reese Witherspoon sipped cucumber margaritas and nibbled on a spread of vegetarian Mexican appetizers. Afterwards, McCartney took them all to a tent set up on the patio out back, where he proudly introduced a new video, directed by himself. This was the world premiere of the video for "My Valentine", a song from his latest (some might say oddly titled) album, Kisses from the Bottom, a song he had originally written for and sung to new wife Nancy Shevell, at their 2011 wedding.The video is very simply shot in black and white, against a plain grey backdrop. As it begins, the camera fades in on actor Natalie Portman, who is seated, wearing a black dress. She stares at the viewer intently, but with no expression. As McCartney’s voiced-over vocal begins, “What if it rained/We didn’t care…”, she suddenly starts to mouth the words, and using sign language. The lens backs up to a medium shot of her, then closes back in on a tight close up of just her hands signing “my valentine” on her chest. There is then a quick cut to actor Johnny Depp, who is sitting in a similar position, in front of a grey backdrop, staring directly at the camera, also with no expression. There is a fade back to Portman’s face, then to her body, a close up of her signing the word “appear”, and then a cut back to Depp. Now he starts signing. Unlike Portman, he does not mouth the words, but stares ahead, with no facial movement. There is then a series of jump cuts, back and forth, between shots of the two actors’ faces, eyes, mouths, hands. For the solo bridge, there is a closeup on Depp’s hands playing guitar – a cut to Portman’s face, looking down – then to her face with eyes closed as she listens. here is some more signing, we see Depp’s impassive face staring at us again, and then, at the end, the video fades out on Portman’s still figure, still gazing at us as well.McCartney told reporters that Stella had been the one to come up with the idea for using sign language in the video. According to the ASL sign language coach on the shoot, Bill Pugin, the choice to include it wasn’t that far-fetched: “Paul always has an interpreter on a riser with a spot for his concerts and Stella loves sign language, apparently” ("The Guy Who Taught Johnny Depp"). Perhaps she made the suggestion because the second stanza contains the words “I tell myself that I was waiting for a sign…” Regardless, McCartney advised her father to “ring Natalie up and just ask her if she will sign to your song”. Later realizing he wanted another person signing in the video, Paul McCartney asked Johnny Depp to join in, which he did. When asked why he chose those two actors, McCartney said, “Well, they’re just nice people, some friends from way back and they were just very kind to do it”. A week later, they all got together with cinematographer Wally Pfister, who filmed Inception and The Dark Knight, behind the camera. According to the official press release about the video, posted on McCartney’s website, the two actors then "translate[d] the lyrics of the song into sign language – each giving distinctly different performances, making ... compelling viewing" ("Paul McCartney Directs His Own"). The response to the video was quite positive; it immediately went viral on YouTube (the original posting of it got over 15 million views). The album made it to number five on the Billboard charts, with the single reaching number twenty. The album won a 2013 Grammy Award for Best Traditional Pop Vocal album, and the video Best Music Film (“Live Kisses”). McCartney chose to sing that particular song from the album on the award show itself, and four years later, he featured both the song and video as part of his 31 city tour, the 2017 One on One concert, in which he made four million dollars a city. All told the video has served McCartney quite well.But…For whom the sign language? And why? The video is not meant for deaf eyes. When viewed through a deaf lens, it is not, by any stretch of the imagination, “compelling”; it isn’t even comprehensible. It is so bad, in fact, that the video, though signed, is also captioned for the deaf and hard of hearing. To the untrained, “hearing” eye, the signing seems to be providing a “deaf translation” of what is being sung. But it is in fact a pantomime. The actors are quite literally “going through the motions”. One egregious example of this is how, at the end of the video, when Depp thinks he’s signing “valentine”. it looks like he's saying “fuck-heart” (several media sources politely reported that he’d signed “enemy”). Whatever he did, it’s not a sign. In response to criticism of his signing, Depp said nonchalantly, “Apparently, instead of ‘love' I might have said, ‘murder'” ("Johnny Depp Says"). That wasn’t the only point of confusion, though: the way Portman signs “then she appears” was misunderstood by some viewers to be the sign for “tampon”. She actually signed it correctly, but media sources from MTV.com, to the Washington Post, “signsplained” that she had just gotten a bit confused between ASL and BSL signs (even though the BSL for “appears” bears no resemblance to what she did, and the ASL for tampon, while using the same classifier, is also signed quite differently). Part of the problem, according to sign coach Pugin, was that he and Depp “had about fifteen minutes to work on the song. I signed the song for hours sitting on an apple box under the camera for Johnny to be able to peripherally see me for each take. I was his “human cue card”. Johnny’s signing turned out to be more theatrical and ‘abbreviated’ because of the time issue” ("The Guy Who Taught").Portman, perhaps taking more time to rehearse, does a better job, but “theatrical and abbreviated” indeed; the signing was just not good, despite Pugin's coaching. But to hearing eyes, it looks fine; it looks beautiful, it looks poignant and somehow mysterious. It looks the way sign language is “supposed” to look.Remember, the McCartney website claimed that the actors were “translating” the lyrics. Technically speaking, “translation” would mean that the sense of the words to the song were being rendered, fluently, from one language (English) into another (SL), for an audience receptive to the second language. In order to “translate”, the translator needs to be fluent in both of the languages involved. To be clear, what Depp and Portman were doing was not translation. They are hearing people, not fluent in sign language, acting like signers (something that happens with dismaying regularity in the entertainment industry). Depp, to his credit, knew he wasn’t “translating”, in fact, he said "I was only copying what the guy showed me”. “But”, he says, "it was a gas – sign language is apparently very interpretive. It's all kind of different" (italics mine) ("Johnny Depp Passes the Buck"). Other than maybe being an embellishment on that one line, “I tell myself that I was waiting for a sign…”, the sentiments of McCartney’s song have absolutely nothing to do with ASL or deaf people. And he didn’t purposefully place sign language in his video as a way to get his lyrics across to a deaf audience. He’s a musician; it is fairly certain that the thought of appealing to a deaf audience never entered his or his daughter’s mind. It is much more likely that he made the decision to use sign language because of its cool factor; its emo “novelty”. In other words, McCartney used sign language as a prop – as a way to make his song “different”, more “touching”, more emotionally appealing. Sign adds a je ne sais quoi, a little “something”, to the song. The video is a hearing person’s fantasy of what a signing person looks like, what sign language is, and what it does. McCartney used that fantasy, and the sentimentality that it evokes, to sell the song. And it worked. This attitude toward sign language, demonstrated by the careless editing of the video, Depp’s flippant remarks, and the overall attitude that if it’s wrong it’s no big deal, is one that is pervasive throughout the entertainment and advertising industries and indeed throughout American culture in the U.S. That is, there is this notion that sign language is “a gas”. It’s just a “different” thing. Not only is it “different”, but it is also a “thing”, a prop, a little exotic spice you throw into the pot. It is, in other words, a "narrative prosthesis", an "add-on". Once you see this, it becomes glaringly apparent that ASL is not viewed in mainstream American culture as the language of a group of people, but instead is widely used and commodified as a product. The most obvious form of commodification is in the thousands of ASL products, from Precious Moment figurines, to Baby Signing videos, to the ubiquitous “I LOVE YOU” sign seen on everything from coffee mugs to tee shirts, to Nike posters with “Just Do It” in fingerspelling. But the area in which the language is most often commodified (and perhaps most insidiously so) is in the entertainment industry, in visual media, where it is used by writers, directors and actors, not to present an accurate portrait of lived deaf experience and language, but to do what Paul McCartney did, that is, to insert it just to create a “different”, unique, mysterious, exotic, heartwarming spectacle. Far too often, this commodification of the language results in weirdly distorted representations of what deaf people and their language actually are. You can see this everywhere: ASL is a prominent narrative add-on in blockbuster films like the aforementioned A Quiet Place; it is used in the Oscar winning The Shape of Water, and in Wonderstruck, and Baby Driver as well; it is used in the indie horror film Hush; it is used in a lot of films with apes (the Planet of the Apes series and Rampage are two examples); it is displayed on television, mostly in police dramas, in various CSI programs, and in series like The Walking Dead and Castle Rock; it is used in commercials to hawk everything from Pepsi to hotel chains to jewelry to Hormel lunchmeat to fast food (Burger King, Chik Fil A); it is used and commented on in interpreted concerts and music videos and football halftime shows; it is used (often misused) in PSAs for hurricanes and police stops; it is used in social media, from vlogs to cochlear implant activation videos. You can find ASL seemingly everywhere; it is being inserted more and more into the cultural mainstream, but is not appearing as a language. It is used, nine times out of ten, as a decorative ornament, a narrative prop. When Davis discusses the hearing perception of ASL as a marker or visible stigma, he points out that the usual hearing response to observing such stigma is a combination of a Freudian attraction/repulsion (the dominant response being negative). Many times this repulsion results from the appeal to pathos, as in the commercials that show the poor isolated deaf person with the nice hearing person who is signing to them so that they can now be part of the world. The hearing viewer might think to themselves "oh, thank God I'm not deaf!"Davis notes that, in the end, it is not the signer who is the disabled one in this scenario (aside from the fact that many times a signing person is not in fact deaf). The hearing, non signing observer is actually the one “disabled” by their own reaction to the signing “other”. Not only that, but the rhetorical situation itself becomes “disabled”: there is discomfort – wariness of language – laughter – compulsive nervous talking – awkwardness – a desire to get rid of the object. This is a learned response. People habituated, Davis says, do not respond this way (12-13). While people might think that the hearing audience is becoming more and more habituated because ASL is everywhere, the problem is that people are being incorrectly habituated. More often than not, sign language, when enfolded into narratives about hearing people in hearing situations, is put into service as a prop that can mitigate such awkward moments of possible tension and conflict; it is a prosthetic that "fills the gap", allowing an interaction between hearing and deaf people that almost always allows for a positive, "happy" resolution, a return to "normalcy", the very purpose of the "narrative prosthetic" as posited by Mitchell and Snyder. Once we see how ASL is being employed in media mostly as a narrative prosthesis, we can, as Mitchell and Snyder suggest we do (what I hope this essay begins to do), and that is, to begin to “undo the quick repair of disability in mainstream representations and beliefs; to try to make the prosthesis show; to flaunt its imperfect supplementation as an illusion” (8). In other words, if we can scrutinize the shorthand, and dig deeper, seeing the prosthetic for what it is, all of this seemingly exploitative commodification of ASL will be a good thing. Maybe, in “habituating” people correctly, in widening both hearing people’s exposure to ASL and their understanding of its actual role in deaf lived experience, signing will become less of a prosthetic, an object of fetishistic fascination. Maybe hearing people, as they become used to seeing signing people in real signing situations, will be less likely to walk up to deaf people they don’t know and say things like: “Oh, your language is SO beautiful”, or say, “I know sign!” (then fingerspelling the alphabet with agonising slowness and inaccuracy while the deaf person nods politely). However, if the use of ASL as a prosthetic in popular culture and visual media continues to go on unexamined and unquestioned, it will just continue to trivialise a living, breathing language. This trivialisation can in turn continue to reduce the lived experiences of deaf people to a sort of caricature, further reinforcing the negative representations of deaf people in America that are already in place, stereotypes that we have been trying to escape for over 200 years. Note* The word "deaf" is used in this article to denote the entire range of individuals with various hearing losses and language preferences, including Deaf persons and hard of hearing persons, etc. For more on these distinctions please refer to the website entry on this published by the National Association of the Deaf (NAD).ReferencesDavis, Lennard. Enforcing Normalcy. New York: Verso, 1995."The Guy Who Taught Johnny Depp and Natalie Portman Sign Language." Intimate Excellent: The Fountain Theater Blog. 18 Mar. 2012. <https://intimateexcellent.com/2012/04/18/the-guy-who-taught-johnny-depp-and-natalie-portman-sign-language-in-mccartney-video/>.Fitzgerald, Roisin. "Johnny Depp Says Sign Language Mishap Isn't His Fault." HiddenHearing Blog 14 Apr. 2012. <https://hiddenhearingireland.wordpress.com/2012/05/29/johnny-depp-says-sign-language-mishap-isnt-his-fault/>.Hawk, Brandon W. “Prosthesis: From Grammar to Medicine in the Earliest History of the Word.” Disability Studies Quarterly 38.4 (2018).McCartney, Paul. "My Valentine." YouTube 13 Apr. 2012.McGinnis, Sara. "Johnny Depp Passes the Buck on Sign Language Snafu." sheknows.com 10 May 2012. <https://www.sheknows.com/entertainment/articles/959949/johnny-depp-passes-the-buck-on-sign-language-snafu/>.Miller, Julie. "Paul McCartney on Directing Johnny Depp and Natalie Portman." Vanity Fair 14 Apr. 2012. <https://www.vanityfair.com/style/2012/04/paul-mccartney-johnny-depp-natalie-portman-my-valentine-music-video-gwyneth-paltrow>.Mitchell, David T., and Sharon L. Snyder. Narrative Prosthesis: Disabilities and the Dependencies of Discourse. Ann Arbor: U of Michigan P. 2000.Norden, Martin. F. The Cinema of Isolation: A History of Physical Disability in Movies. Rutgers UP: 1994."Paul McCartney Directs His Own My Valentine Video." paulmccartney.com 14 Apr. 2012. <https://www.paulmccartney.com/news-blogs/news/paul-mccartney-directs-his-own-my-valentine-videos-featuring-natalie-portman-and>.Ruiz-Grossman, Sarah. "Disability Representation Is Seriously Lacking in Television and the Movies: Report." Huffington Post 27 Mar. 2019. <https://www.huffpost.com/entry/disability-representation-movies-tv_n_5c9a7b85e4b07c88662cabe7>.Schuchman, J.S. Hollywood Speaks: Deafness and the Film Entertainment Industry. U Illinois P, 1999.

In one of the earliest films about a whistleblower, On the Waterfront (1954), the dock worker Terry Malloy (Marlon Brando), who also works for the union boss and mobster Johnny Friendly (Lee J. Cobb), decides to testify in court against him and uncover corruption and murder. By doing so he will not only suffer retribution from Friendly but also be seen as a “stool pigeon” by his co-workers, friends, and neighbours who will shun him, and he will be “marked” forever by his deed. Nonetheless, he decides to do the right thing. Already it is clear that in most cases the whistleblowers are not simply the ones who reveal things, but they themselves are also revealed.My aim in this article is to explore the depiction of Edward Snowden and Julian Assange in fiction film and its connection to what I would like to call, with Slavoj Žižek, “Hollywood ideology”; the heroisation of the “ordinary guy” against a big institution or a corrupt individual, as it is the case in Snowden (2016) on the one hand, and at the same time the impossibility of true systemic critique when the one who is criticising is “outside of the system”, as Assange in The Fifth Estate (2013). Both films also rely on the notion of individualism and convey conflicting messages in regard to understanding the perception of whistleblowers today. Snowden and AssangeAlthough there are many so called “whistleblower films” since On the Waterfront, like Serpico (1973), All the President’s Men (1976), or Silkwood (1983), to name but a few (for a comprehensive list see https://ew.com/movies/20-whistleblower-movies-to-watch/?), in this article I will focus on the most recent films that deal with Edward Snowden and Julian Assange. These are the most prominent cases of whistleblowing in the last decade put to film. They are relevant today also regarding their subject matter—privacy. Revealing secrets that concern privacy in this day and age is of importance and is pertinent even to the current Coronavirus crisis, where the question of privacy again arises in form of possible tracking apps, in the age of ever expanding “surveillance capitalism” (Zuboff).Even if Assange is not strictly speaking a whistleblower, an engagement with his work in this context is indispensable since his outsider status, up to a point, resembles those of Snowden or Manning. They are not only important because they can be considered as “authentic heroe[s] of our time” (Žižek, Pandemic, 7), but also because of their depiction which differs in a very crucial way: while Snowden is depicted as a “classic” whistleblower (an American patriot who did his duty, someone from the “inside”), Assange’s action are coming from the outside of the established system and are interpreted as a selfish act, as it is stated in the film: “It was always about him.”Whistleblowers In his Whistleblower’s Handbook, Kohn writes: “who are these whistleblowers? Sometimes they are people you read about with admiration in the newspaper. Other times they are your co-workers or neighbours. However, most whistleblowers are regular workers performing their jobs” (Kohn, xi). A whistleblower, as the employee or a “regular worker”, can be regarded as someone who is a “nobody” at first, an invisible “cog in the wheel” of a certain institution, a supposedly devoted and loyal worker, who, through an act of “betrayal”, becomes a “somebody”. They do something truly significant, and by doing so becomes a hero to some and a traitor to others. Their persona suddenly becomes important.The wrongdoings that are uncovered by the whistleblower are for the most part not simply isolated missteps, but of a systemic nature, like the mass surveillance by the National Security Agency (NSA) uncovered by Snowden. The problem with narratives that deal with whistleblowing is that the focus inevitably shifts from the systemic problem (surveillance, war crimes, etc.) to the whistleblower as an individual. Moretti states that the interest of the media regarding whistleblowing, if one compares the reactions to the leaking of the “Pentagon Papers” regarding the Vietnam War in the 1970s by Daniel Ellsberg and to Snowden’s discoveries, shifted from the deed itself to the individual. In the case of Ellsberg, Moretti writes:the legitimate questions were not about him and what motivated him, but rather inquiry on (among other items) the relationship between government and media; whether the U.S. would be damaged militarily or diplomatically because of the release of the papers; the extent to which the media were acting as watchdogs; and why Americans needed to know about these items. (8)This shift of public interest goes along, according to Moretti, with the corporate ownership of media (7), where profit is the primary goal and therefore sensationalism is the order of the day, which is inextricably linked to the focus on the “scandalous” individual. The selfless and almost self-effacing act of whistleblowing becomes a narrative that constructs the opposite: yet another determined individual that through their sheer willpower achieves their goal, a notion that conforms to neoliberal ideology.Hollywood IdeologyThe endings of All the President’s Men and The Harder They Fall (1956), another early whistleblower film, twenty years apart, are very similar: they show the journalist eagerly typing away on his typewriter a story that will, in the case of the former, bring down the president of the United States and in the latter, bring an end to arranged fights in the boxing sport. This depiction of the free press vanquishing the evil doers, as Žižek states it, is exactly the point where “Hollywood ideology” becomes visible, which is:the ideology of such Hollywood blockbusters as All the President’s Men and The Pelican Brief, in which a couple of ordinary guys discover a scandal which reaches up to the president, forcing him to step down. Corruption is shown to reach the very top, yet the ideology of such works resides in their upbeat final message: what a great country ours must be, when a couple of ordinary guys like you and me can bring down the president, the mightiest man on Earth! (“Good Manners”)This message is of course part of Hollywood’s happy-ending convention that can be found even in films that deal with “serious” subject matters. The point of the happy end in this case is that before it is finally reached, the film can show corruption (Serpico), wrongdoings of big companies (The Insider, 1999), or sexual harassment (North Country, 2005). It is important that in the end all is—more or less—good. The happy ending need not necessarily be even truly “happy”—this depends on the general notion the film wants to convey (see for instance the ending of Silkwood, where the whistleblower is presumed to have been killed in the end). What is important in the whistleblower film is that the truth is out, justice has been served in one way or the other, the status quo has been re-established, and most importantly, there is someone out there who cares.These films, even when they appear to be critical of “the system”, are there to actually reassure their audiences in the workings of said system, which is (liberal) democracy supported by neoliberal capitalism (Frazer). Capitalism, on the other hand, is supported by the ideology of individualism which functions as a connecting tissue between the notions of democracy, capitalism, and film industry, since we are admiring exceptional individuals in performing acts of great importance. This, in turn, is encapsulated by the neoliberal mantra—“anyone can make it, only if they try heard enough”. As Bauman puts it more concretely, the risks and contradictions in a society are produced socially but are supposed to be solved individually (46).Individualism, as a part of the neoliberal capitalist ideology, is described already by Milton Friedman, who sees the individual as the “ultimate entity in the society” and the freedom of the individual as the “ultimate goal” within this society (12). What makes this an ideology is the fact that, in reality, the individual, or in the context of the market, the entrepreneur, is always-already tethered to and supported by the state, as Varoufakis has successfully proven (“Varoufakis/Chomsky discussion”). Therefore individualism is touted as an ideal to strive for, while for neoliberalism in order to function, the state is indispensable, which is often summed up in the formula “socialism for the rich, capitalism for the poor” (Polychroniou). The heroic Hollywood individual, as shown in the whistleblower film, regardless of real-life events, is the perfect embodiment of individualist ideology of neoliberal capitalism—we are not seeing a stylised version of it, a cowboy or a masked vigilante, but a “real” person. It is paradoxically precisely the realism that we see in such films that makes them ideological: the “based on a true story” preamble and all the historical details that are there in order to create a fulfilling cinematic experience. All of this supports its ideology because, as Žižek writes, “the function of ideology is not to offer us a point of escape from our reality but to offer us the social reality itself as an escape from some traumatic, real kernel” (Sublime Object 45). All the while Snowden mostly adheres to Hollywood ideology, The Fifth Estate also focuses on individualism, but goes in a different direction, and is more problematic – in the former we see the “ordinary guy” as the American hero, in the latter a disgruntled individual who reveals secrets of others for strictly personal reasons.SnowdenThere is an aspect of the whistleblower film that rings true and that is connected to Michel Foucault’s notion of power (“Truth and Power”). Snowden, through his employment at the NSA, is within a power relations network of an immensely powerful organisation. He uses “his” power, to expose the mass surveillance by the NSA. It is only through his involvement with this power network that he could get insight into and finally reveal what NSA is doing. Foucault writes that these resistances to power from the inside are “effective because they are formed right at the point where relations of power are exercised; resistance to power does not have to come from elsewhere to be real … It exists all the more by being in the same place as power” (Oushakine 206). In the case of whistleblowing, the resistance to power must come exactly from the inside in order to be effective since whistleblowers occupy the “same place as power” that they are up against and that is what in turn makes them “powerful”.Fig. 1: The Heroic Individual: Edward Snowden in SnowdenBut there is an underside to this. His “relationship” to the power structure he is confronting greatly affects his depiction as a whistleblower within the film—precisely because Snowden, unlike Assange, is someone from inside the system. He can still be seen as a patriot and a “disillusioned idealist” (Scott). In the film this is shown right at the beginning as Snowden, in his hotel room in Hong Kong, tells the documentary filmmaker Laura Poitras (Melissa Leo) and journalist Glenn Greenwald (Zachary Quinto) his name and who he is. The music swells and the film cuts to Snowden in uniform alongside other soldiers during a drill, when he was enlisted in the army before work for the NSA.Snowden resembles many of Stone’s typical characters, the all-American patriot being disillusioned by certain historical events, as in Born on the 4th of July (1989) and JFK (1991), which makes him question the government and its actions. It is generally of importance for a mainstream Hollywood film that the protagonist is relatable in order for the audiences to sympathise with them (Bordwell and Thompson 82). This is important not only regarding personal traits but, I would argue, also political views of the character. There needs to be no doubt in the mind of American audiences when it comes to films that deal with politics, that the protagonists are patriots.Stone’s film profits from this ambivalence in Snowden’s own political stance: at first he is more of a right winger who is a declared fan of Ayn Rand’s conservative-individualist manifesto Atlas Shrugged, then, after meeting his future partner Lindsey Mills, he turns slightly to the left, as he at one point states his support for President Obama. This also underlines the films ambiguity, as Oliver Stone openly stated about his Vietnam War film Platoon (1986) that “it could be embraced by … the right and the left. Essentially, most movies make their money in the middle” (Banff Centre). As Snowden takes the lie detector test as a part of the process of becoming a CIA agent, he confirms, quite sincerely it seems, that he thinks that the United States is the “greatest country in the world” and that the most important day in his life was 9/11. This again confirms his patriotic stance.Snowden is depicted as the exceptional individual, and at the same time the “ordinary guy”, who, through his act of courage, defied the all-powerful USA. During the aforementioned job interview scene, Snowden’s superior, Corbin O’Brian (Rhys Ifans), quotes Ayn Rand to him: “one man can stop the motor of the world”. Snowden states that he also believes that. The quote could serve as the film’s tagline, as a “universal truth” that seems to be at the core of American values and that also coincides with and reaffirms neoliberal ideology. Although it is undeniable that individuals can accomplish extraordinary feats, but when there is no systemic change, those can remain only solitary achievements that are only there to support the neoliberal “cult of the individual”.Snowden stands in total contrast to Assange in regard to his character and private life. There is nothing truly “problematic” about him, he seems to be an almost impeccable person, a “straight arrow”. This should make him a poster boy for American democracy and freedom of speech, and Stone tries to depict him in this way.Still, we are dealing with someone who cannot simply be redeemed as a patriot who did his duty. He cannot be unequivocally hailed as an all-American hero since betraying state secrets (and betrayal in general) is seen as a villainous act. For many Americans, and for the government, he will forever be remembered as a traitor. Greenwald writes that most of the people in the US, according to some surveys, still want to see Snowden in prison, even if they find that the surveillance by the NSA was wrong (365).Snowden remains an outcast and although the ending is not quite happy, since he must live in Russian exile, there is still a sense of an “upbeat final message” that ideologically colours the film’s ending.The Fifth EstateThe Fifth Estate is another example of the ideological view of the individual, but in this case with a twist. The film tries to be “objective” at first, showing the importance and impact of the newly established online platform WikiLeaks. However, towards the end of the film, it proceeds to dismantle Julian Assange (Benedict Cumberbatch) with the “everyone has secrets” platitude, which effectively means that none of us should ever try to reveal any secrets of those in power, since all of us must have our own secrets we do not want revealed. The film is shown from the perspective of Assange’s former disgruntled associate Daniel Domscheit-Berg (Daniel Brühl), who wrote a book about his time at WikiLeaks on which the film is partly based on (Inside WikiLeaks). We see Assange through his eyes and delve into personal moments that are supposed to reveal the “truth” about the individual behind the project. In a cynical twist, it is Daniel who is the actual whistleblower, who reveals the secrets of WikiLeaks and its founder.Assange, as it is said in the film, is denounced as a “messiah” or a “prophet”, almost a cult leader who only wants to satisfy his perverse need for other people’s secrets, except that he is literally alone and has no followers and, unlike real cult leaders, needs no followers. The point of whistleblowing is exactly in the fact that it is a radical move, it is a big step forward in ending a wrongdoing. To denounce the radical stance of WikiLeaks is to misunderstand and undermine the whole notion of whistleblowing as a part of true changes in a society.The cult aspects are often referred to in the film when Assange’s childhood is mentioned. His mother was supposed to be in a cult, called “The Family”, and we should regard this as an important (and bad) influence on his character. This notion of the “childhood trauma” seems to be a crutch that is supposed to serve as a characterisation, something the scriptwriting-guru Robert McKee criticises as a screenwriting cliché: “do not reduce characters to case studies (an episode of child abuse is the cliché in vogue at the moment), for in truth there are no definitive explanations for anyone’s behaviour” (376).Although the film does not exaggerate the childhood aspect, it is still a motive that is supposed to shed some light into the “mystery” that is Assange. And it also ties into the question of the colour of his hair as a way of dismantling his lies. In a flashback that resembles a twist ending of an M. Night Shyamalan thriller, it turns out that Assange actually dyes his hair white, witnessed in secret by Daniel, instead of it turning naturally white, as Assange explains on few occasions but stating different reasons for it. Here he seems like a true movie villain and resembles the character of the Joker from The Dark Knight (2008), who also tells different stories about the origin of his facial scars. This mystery surrounding his origin makes the villain even more dangerous and, what is most important, unpredictable.Žižek also draws a parallel between Assange and Joker of the same film, whom he sees as the “figure of truth”, as Batman and the police are using lies in order to “protect” the citizens: “the film’s take-home message is that lying is necessary to sustain public morale: only a lie can redeem us” (“Good Manners”). Rather than interpreting Assange’s role in a positive way, as Žižek does, the film truly establishes him as a villain.Fig. 2: The Problematic Individual: Julian Assange in The Fifth EstateThe Fifth Estate ends with another cheap psychologisation of Assange on Daniel’s part as he describes the “true purpose” of WikiLeaks: “only someone so obsessed with his own secrets could’ve come up with a way to reveal everyone else’s”. This faux-psychological argument paints the whole WikiLeaks endeavour as Assange’s ego-trip and makes of him an egomaniac whose secret perverted pleasure is to reveal the secrets of others.Why is this so? Why are Woodward and Bernstein in All the President’s Men depicted as heroes and Assange is not? The true underlying conflict here is between classic journalism; where journalists can publish their pieces and get the acclaim for publishing the “new Pentagon Papers”, once again ensuring the freedom of the press and “inter-systemic” critique. This way of working of the press, as the films show, always pays off. All the while, in reality, very little changes since, as Žižek writes, the “formal functioning of power” stays in place. He further states about WikiLeaks:The true targets here weren’t the dirty details and the individuals responsible for them; not those in power, in other words, so much as power itself, its structure. We shouldn’t forget that power comprises not only institutions and their rules, but also legitimate (‘normal’) ways of challenging it (an independent press, NGOs, etc.). (“Good Manners”)In the very end, the “real” journalism is being reinforced as the sole vehicle of criticism, while everything else is “extremism” and, again, can only stem from a frustrated, even “evil”, individual. If neoliberal individualism is the order of the day, then the thinking must also revolve around that notion and cannot transcend that horizon.ConclusionŽižek expresses the problem of revealing the truth in our day and age by referring to the famous fable “The Emperor’s New Clothes”, where a child is the only one who is naive and brave enough to state that the emperor is in fact naked. But for Žižek today,in our cynical era, such strategy no longer works, it has lost its disturbing power, since everyone now proclaims that the emperor is naked (that Western democracies are torturing terrorist suspects, that wars are fought for profit, etc., etc.), and yet nothing happens, nobody seems to mind, the system just goes on functioning as if the emperor were fully dressed. (Less than Nothing 92)The problem with the “Collateral Murder”, a video of the killing of Iraqi civilians by the US Army, leaked by Wikileaks and Chelsea Manning, that was presented to the public, for instance, was according to accounts in Inside Wikileaks and Inside Julian Assange’s War on Secrecy, that it did not have the desired impact. The public seems, in the end, to be indifferent to such reveals since it effectively cannot do anything about it. The return to the status quo after these reveals supports this stance, as Greenwald writes that after Snowden’s leaks there was no substantial change within the system; during the Obama administration, there was even an increase of criminal investigations of whistleblowers with an emergence of a “climate of fear” (Greenwald 368). Many whistleblower films assure us that in the end the system works; the good guys always win, the antagonists are punished, and laws have been passed. This is not to be accepted simply as a Hollywood convention, something that we also “already know”, but as an ideological stance, since these films are taken more seriously than films with similar messages but within other mainstream genres. Snowden shows that only individualism has the power to challenge the system, while The Fifth Estate draws the line that should not be crossed when it comes to privacy as a “universal” good because, again, “everyone has secrets”. Such representations of whistleblowing and disruption only further cement the notion that in our societies no real change is possible because it seems unnecessary. Whistleblowing as an act of revelation needs therefore to be understood as only one small step made by the individual that in the end depends on how society and the government decide to act upon it.References All the President’s Men. Dir. Alan J. Pakula. Wildwood Enterprises. 1976.Banff Centre for Arts and Creativity. “Oliver Stone- Satire and Controversy.” 23 Mar. 2013. 30 Juy 2020 <https://www.youtube.com/watch?v=7s2gBKApxyk>.Bauman, Zygmunt. Flüchtige Moderne. Frankfurt am Main: Suhrkamp, 2003.Bordwell, David, and Kristin Thomson. Film Art: An Introduction. New York: McGraw-Hill, 2010.Born on the 4th of July. Dir. Oliver Stone. Ixtian, 1989.The Dark Knight. Dir. Christopher Nolan. Warner Brothers, Legendary Entertainment. 2008.Domscheit-Berg, Daniel. Inside WikiLeaks: My Time with Julian Assange at the World’s Most Dangerous Website. London: Jonathan Cape, 2011.The Fifth Estate. Dir. Bill Condon. Dreamworks, Anonymous Content (a.o.). 2013.Foucault, Michel. “Truth and Power.” Power: Essential Works of Foucault 1954-1984. Vol. 3. Ed. James D. Faubion. Penguin Books, 2000. 111-33.Frazer, Nancy. “From Progressive Neoliberalism to Trump – and Beyond.” American Affairs 1.4 (2017). 19 May. 2020 <https://americanaffairsjournal.org/2017/11/progressive-neoliberalism-trump-beyond/>.Friedman, Milton. Capitalism and Freedom. Chicago: U of Chicago P, 1982.“Full Transcript of the Yanis Varoufakis/Noam Chomsky NYPL Discussion.” Yanisvaroufakis.eu, 28 June 2016. 15 Mar. 2020 <https://www.yanisvaroufakis.eu/2016/06/28/full-transcript-of-the-yanis-varoufakis-noam-chomsky-nypl-discussion/>.Greenwald, Glenn. Die globale Überwachung: Der Fall Snowden, die amerikanischen Geheimdienste und die Folgen. München: Knaur, 2015.The Harder They Fall. Dir. Mark Robson. Columbia Pictures. 1956.The Insider. Dir. Michael Mann. Touchstone Pictures, Mann/Roth Productions (a.o.). 1999.JFK. Dir. Oliver Stone. Warner Bros., 1991.Kohn, Stephen Martin. The Whistleblower’s Handbook: A Step-by-Step Guide to Doing What’s Right and Protecting Yourself. Guilford, Lyons P, 2011.Leigh, David, and Luke Harding. WikiLeaks: Inside Julian Assange’s War on Secrecy. London: Guardian Books, 2011.McKee, Robert. Story: Substance, Structure, Style, and the Principles of Screenwriting. New York: Harper-Collins, 1997.Moretti, Anthony. “Whistleblower or Traitor: Edward Snowden, Daniel Ellsberg and the Power of Media Celebrity.” Moscow Readings Conference, 14-15 Nov. 2013, Moscow, Russia.North Country. Dir. Niki Caro. Warner Bros., Industry Entertainment (a.o.). 2005.On the Waterfront. Dir. Elia Kazan. Horizon Pictures. 1954.Oushakine, Sergei A. “The Terrifying Mimicry of Samizdat.” Public Culture 13.2 (2001): 191-214.Platoon. Dir. Oliver Stone. Hemdake, Cinema ‘84. 1986.Polychroniou, C.J. “Socialism for the Rich, Capitalism for the Poor: An Interview with Noam Chomsky.” Truthout, 11 Dec. 2016. 25 May 2020 <https://truthout.org/articles/socialism-for-the-rich-capitalism-for-the-poor-an-interview-with-noam-chomsky/>.Scott, A.O. “Review: ‘Snowden,’ Oliver Stone’s Restrained Portrait of a Whistle-Blower.” The New York Times, 15 Sep. 2016. 5 May 2020 <https://www.nytimes.com/2016/09/16/movies/snowden-review-oliver-stone-joseph-gordon-levitt.html>. Serpico. Dir. Sidney Lumet. Artists Entertainment Complex, Produzioni De Laurentiis. 1973. Silkwood. Dir. Mike Nichols. ABC Motion Pictures. 1983.Snowden. Dir. Oliver Stone. Krautpack Entertainment, Wild Bunch (a.o.). 2016.Žižek, Slavoj. “Good Manners in the Age of WikiLeaks.” Los Angeles Review of Books 33.2 (2011). 15 May 2020 <https://www.lrb.co.uk/the-paper/v33/n02/slavoj-zizek/good-manners-in-the-age-of-wikileaks>.———. Less than Nothing: Hegel and the Shadow of Dialectical Materialism. Verso, 2013.———. Pandemic! COVID-19 Shakes the World. New York: Polity, 2020.———. The Sublime Object of Ideology. Verso, 2008.Zuboff, Shoshana. The Age of Surveillance Capitalism: The Fight for a Human Future and the New Frontier of Power. New York: Public Affairs, 2020.

There are many ways to construct, shape and frame a history of popular music. From a focus on performers to a stress on cities, from theories of modernity to reveling in ‘the post,’ innovative music has been matched by evocative writing about it. One arc of analysis in popular music studies focuses on the record label. Much has been written about Sun, Motown, Factory and Apple, but there are many labels that have not reached this level of notoriety and fame but offer much to our contemporary understanding of music, identity and capitalism. The aim of this article is to capture an underwritten history of 21st century music, capturing and tracking moments of collaboration, movement and contact. Through investigating a specific record label, we explore the interconnectiveness of electronica and city-based creative industries’ initiatives. While urban dance culture is still pathologised through drug scares and law and order concerns, clubbing studies and emerging theories of sonic media and auditory cultures offer a significant trigger and frame for this current research. The focus on Off World Sounds (OWS) traces a meta-independent label that summons, critiques, reinscribes and provokes the conventional narratives of capitalism in music. We show how OWS has remade and remixed the collaborations of punk to forge innovative ways of thinking about creativity, policy and popular culture. While commencing with a review of the origin, ideology and intent of OWS, the final part of the paper shows where the experiment went wrong and what can be learnt from this sonic label laboratory. Moving Off World Popular cultural studies evoke and explore discursive formations and texts that activate dissent, conflict and struggle. This strategy is particularly potent when exploring how immigration narratives fray the borders of the nation state. At its most direct, this analysis provides a case study to assess and answer some of Nabeel Zuberi’s questions about sonic topography that he raises in Sounds English. I’m concerned less with music as a reflection of national history and geography than how the practices of popular music culture themselves construct the spaces of the local, national, and transnational. How does the music imagine the past and place? How does it function as a memory-machine, a technology for the production of subjective and collective versions of location and identity? How do the techniques of sounds, images, and activities centered on popular music create landscapes with figures? (3) Dance music is mashed between creativity, consumerism and capitalism. Picking up on Zuberi’s challenge, the story of OWS is also a history of what happens to English migrants who travel to Australia, and how they negotiate the boundaries of the Australian nation. Immigration is important to any understanding of contemporary music. The two proprietors of OWS are Pete Carroll and, one of the two writers of this current article, Stephen Mallinder. Both English proprietors immigrated to Perth in Australia. They used their contacts to sign electronica performers from beyond this single city. They encouraged the tracks to move freely through lymphatic digital networks for remixing—‘lymphatic’ signalling a secondary pathway for commerce and creativity where new musical relationships were being formed outside the influence of major record companies. Performers signed to OWS form independent networks with other performers. This mobility of sound has operated in parallel with the immigration policies of the Howard government that have encouraged insularity and xenophobia. In other eras of racial inequality and discrimination, the independent record label has been not only an integral part of the music industry, but a springboard for political dissent. The histories of jazz and rhythm and blues capture a pivotal moment of independent entrepreneurialism that transformed new and strange sounds/noises into popular music. In monitoring and researching this complex process of musical movement and translation, the independent label has remained the home of the peripheral, the misunderstood, and the uncompromising. Soul music in the United States of America is an example of a sonic form that sustained independence while corporate labels made a profit. Labels like Atlantic Records became synonymous with the success of black vocal music in the 1960s and 1970s, while the smaller independent labels like Chess and Invicta constructed a brand identity. While the division between the majors and the independents increasingly dissolves, particularly at the level of distribution, the independent label remains significant as innovator and instigator. It retains its status and pedagogic function in teaching an audience about new sounds and developing aural literacies. OWS inked its well from an idealistic and collaborative period of label evolution. The punk aesthetic of the late 1970s not only triggered wide-ranging implications for youth culture, but also opened spaces for alternative record labels and label identity. Rough Trade was instrumental in imbuing a spirit of cooperation and a benign mode of competition. A shift in the distribution of records and associated merchandizing to strengthen product association—such as magazines, fanzines and T-Shirts—enabled Rough Trade to deal directly with pivotal stores and outlets and then later establish cartels with stores to provide market security and a workable infrastructure. Links were built with ancillary agents such as concert promoters, press, booking agents, record producers and sleeve designers, to create a national, then European and international, network to produce an (under the counter) culture. Such methods can also be traced in the history of Postcard Records from Edinburgh, Zoo Records from Liverpool, Warp in Sheffield, Pork Recordings in Hull, Hospital Records in London, and both Grand Central and Factory in Manchester. From the ashes of the post-1976 punk blitzkrieg, independent labels bloomed with varying impact, effect and success, but they held an economic and political agenda. The desire was to create a strong brand identity by forming a tight collaboration between artists and distributors. Perceptions of a label’s size and significance was enhanced and enlarged through this collaborative relationship. OWS acknowledged and rewrote this history of the independent label. There was a desire to fuse the branding of the label with the artists signed, released and distributed. No long term obligations on behalf of the artists were required. A 50/50 split after costs was shared. While such an ‘agreement’ appeared anachronistic, it was also a respectful nod to the initial label/artist split offered by Rough Trade. Collaboration with artists throughout the process offered clear statements of intent, with idealism undercut by pragmatism. From track selection, sleeve design, promotion strategy and interview schedule, the level of communication created a sense of joint ownership and dialogue between label and artist. This reinscription of independent record history is complex because OWS’ stable of performers and producers is an amalgamation of dub, trance, hip hop, soul and house genres. Much of trans-localism of OWS was encouraged by its base in Perth. Metaphorically ‘off world’, Perth is a pad for international music to land, be remixed, recut and re-released. Just as Wellington is the capital of Tolkien’s Middle Earth as well as New Zealand, Perth is a remix capital for Paris or New York-based performers. The brand name ‘Off World Sounds’ was designed to emphasise isolation: to capture the negativity of isolation but rewrite separation and distinctiveness with a positive inflection. The title was poached from Ridley Scott’s 1980s film Bladerunner, which was in turn based on Philip K. Dick’s story, “Do Androids Dream of Electric Sheep?” Affirming this isolation summoned an ironic commentary on Perth’s geographical location, while also mocking the 1980s discourses of modernity and the near future. The key was to align punk’s history of collaboration with this narrative of isolation and independence, to explore mobility, collaboration, and immigration. Spaces in the Music Discussions of place dictate a particular methodology to researching music. Dreams of escape and, concurrently, intense desires for home pepper the history of popular music. What makes OWS important to theories of musical collaboration is that not only was there a global spread of musicians, producers and designers, but they worked together in a series of strategic trans-localisms. There were precedents for disconnecting place and label, although not of the scale instigated by OWS. Fast Products, although based in Glasgow, signed The Human League from Sheffield and Gang of Four from Leeds. OWS was unique in signing artists disconnected on a global scale, with the goal of building collaborations in remixing and design. Gripper, from the north east of England, Little Egypt from New York, The Bone Idle from Vienna, Hull and Los Angeles, Looped for Pleasure from Sheffield, Barney Mullhouse from Australia and the United Kingdom, Ooblo from Manchester, Attache from Adelaide, Crackpot from Melbourne and DB Chills from Sydney are also joined by artists resident in Perth, such as Soundlab, the Ku-Ling Bros and Blue Jay. Compact Disc mastering is completed in Sydney, London, and Perth. The artwork for vinyl and CD sleeves, alongside flyers, press advertising and posters, is derived from Manchester, England. These movements in the music flattened geographical hierarchies, where European and American tracks were implicitly valued over Australian-derived material. Through pop music history, the primary music markets of the United Kingdom and United States made success for Australian artists difficult. Off World emphasised that the product was not licensed. It was previously unreleased material specifically recorded for the label and an exclusive Australian first territory release. Importantly, this licensing agreement also broadened definitions and interpretations of ‘Australian music’. Such a critique and initiative was important. For example, Paul Bodlovich, Director of the West Australian Music Industry (WAM), believed he was extending the brief of his organisation during his tenure. Once more though, rock was the framework, structure and genre of interest. Explaining the difference from his predecessor, he stated that: [James Nagy] very much saw the music industry as being only bands who were playing all original music—to him they were the only people who actually constituted the music industry. I have a much broader view on that, that all those other people who are around the band—the manager, the promoters, the labels, the audio guys, the whole shebang—that they are part of the music industry too. (33) Much was absent from his ‘whole shebang,’ including the fans who actually buy the music and attend the pubs and clubs. A diversity of genres was also not acknowledged. If hip hop, and urban music generally, is added to his list of new interests, then clubs, graf galleries, dance instructors and fashion and jewelry designers could extend the network of musical collaborations. A parody of corporate culture and a pastiche of the post-punk aesthetic, OWS networked and franchised itself into existence. It was a cottage industry superimposed onto a corporate infrastructure. Attempting to make inroads into an insular Perth arts community and build creative industries’ networks without state government policy support, Off World offered an optimistic perspective on the city’s status and value in a national and global electronic market. Yet in commercial terms, OWS failed. What OWS captures through its failures conveys more about music policy in Australia than any success. The label has been able to catalogue the lack of changes to Perth’s music policy. The proprietors, performers and designers were not approached in 2002 by the Western Australian Contemporary Music Taskforce to offer comment. Yet Matthew Benson and Poppy Wise, researchers for that report, stated that “the solution lies in the industry becoming more outwardly focused, and to do this, it must seek the input of successful professionals who have proven track records in the marketing of music nationally and globally” (9). The resultant document argued that the industry needed to the look to Sydney and Melbourne for knowledge of “international” markets. Yet Paul Bodlovich, the Director of WAM, singled out the insularity of ‘England,’ not Britain, and ‘America’ in comparison to the ‘outward’ Perth music industry: To us, they’re all centre of the universe, but they don’t look past their walls, they don’t have a clue what goes in other parts of the world … All they see say in England is English TV, or in America it’s American TV. Whereas we sit in a very isolated part of the world and we absorb culture from everywhere because we think we have to just to be on an equal arc with everyone else. We think we have to absorb stuff from other cultures because unless we do then we really are isolated … It’s a similar belief to the ongoing issue of women in the workplace, where there’s a belief that to be seen on equal footing you have to be better. (33) This knight’s move affiliation of Perth’s musicians with women in the workplace is bizarre and inappropriate. This unfortunate connection is made worse when recognizing that Perth’s music institutions and organisations, such as WAM, are dominated by white, Australian-born men. To promote the outwardness of Perth culture while not mentioning the role and function of immigration is not addressing how mobility, creativity and commerce is activated. To unify ‘England’ and ‘America,’ without recognizing the crucial differences between Manchester and Bristol, New York and New Orleans, is conservative, arrogant, and wrong. National models of music, administered by Australian-born white men and funded through grants-oriented peer review models rather than creative industries’ infrastructural initiatives, still punctuate Western Australian music. Off World Sounds has been caught in non-collaborative, nationalist models for organising culture and economics. It is always easy to affirm the specialness and difference of a city’s sound or music. While affirming the nation and rock, outsiders appear threatening to the social order. When pondering cities and electronica, collaboration, movement and meaning dance through the margins. References Benson, Matthew, and Poppy Wise. A Study into the Current State of the Western Australian Contemporary Music Industry and Its Potential for Economic Growth. Department of Culture and the Arts, Government of Western Australia, December 2002. Bodlovich, Paul. “Director’s Report.” X-Press 940 (17 Feb. 2005): 33. Zuberi, Nabeel. Sounds English: Transnational Popular Music. Urbana: U of Illinois P, 2001. Citation reference for this article MLA Style Brabazon, Tara, and Stephen Mallinder. "Off World Sounds: Building a Collaborative Soundscape." M/C Journal 9.2 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0605/13-brabazonmallinder.php>. APA Style Brabazon, T., and S. Mallinder. (May 2006) "Off World Sounds: Building a Collaborative Soundscape," M/C Journal, 9(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0605/13-brabazonmallinder.php>.