Journal articles on the topic 'Social classes, cuba'

Subject area Entrepreneurship; tourism and hospitality. Study level/applicability Junior or senior-level business students as well as graduate-level (MBA and/or EMBA) classes in entrepreneurship, small business management, strategic management, international business or international economics. Case overview Cuban tour guides working for the communist Castro Government dream of working for themselves or leaving for the USA. Their story is contrasted by a visit to Cuba as told by a US business professor. Expected learning outcomes To compare entrepreneurship under capitalism that is slowly relaxing their communistic rules, to learn more about the island of Cuba and its potential for tourism and new venture creation, to understand the legal, social, political, historical and cultural barriers to entrepreneurship, to hypothesize or brainstorm potential new ventures for Cuba. Supplementary materials Teaching notes; photos also available upon request from the author.

The comprehensive training of future professionals is a fundamental objective of Higher Education. In this sense, cooperative learning, while contributing to learning, also favors the development of social competences that promote the social cohesion of the group or class. The objective of this research is to compare two class groups of Bachelor’s degree courses in Tourism from universities in Cuba and Mexico, taking into account the social cohesion achieved from the cooperative learning experience. The Social Network Analysis method is used to obtain those indicators that show the social cohesion achieved by these class groups subject to cooperative learning practices. The results show that the Cuban class group exhibits better results with respect to Mexico. On the other hand, some elements that should continue to be worked on from this experience for the development of social competencies and to achieve greater social cohesion are evidenced. Received: 8 April 2022Accepted: 16 April 2023

A Revolução Cubana empreendeu construir um Estado nacional -popular, que combina uma adesão social antiimperialista, antimonopolista e antilatifundista que faz oposição contra a classe dominante externa. Por isso, não descarta o controle estatal por parte da burguesia nacional, e mesmo que não seja liderado pelas classes populares, envolve a participação popular. Trata-se de um nacionalismo dos dominados que guarda, assim, um caráter progressista. Na representação política dos trabalhadores cubanos existem alguns aspectos que podemos chamar de socialistas. Os trabalhadores interferem em parte dos processos de decisão política, exatamente por se tratar de um “Estado na cional-popular”, atendendo algumas das demandas do setor nacional e do proletariado em geral

SummaryNineteenth-century Cuban colonial and slave society sharply divided its inhabitants by race and ethnicity. These race and ethnicity divisions, and the formidable repressive apparatus necessary to sustain slavery and colonialism, hindered the emergence of a class identity among the urban popular classes. However, this oppressive atmosphere created working and living conditions that compelled workers of diverse ethnicity and race to participate, increasingly, in collective action together. Free labour shared many of the adversities imposed on unfree labour, which led the emerging Cuban labour movement, first to oppose the use of unfree labour in the factories, and later, to become openly abolitionist.

Resumo: O percurso metodológico do presente artigo é vinculado à trajetória de pesquisas realizadas em Cuba, com aproximação ao materialismo dialético. O processo histórico, fez com que concorressem à consolidação da cubanía três correntes fundadoras: a dos indígenas, dizimados em razão dos maus tratos e da perda do interesse pela sobrevivência, a dos colonizadores espanhóis e a dos homens africanos escravizados. Uma profunda tarefa de séculos, caracterizada por mesclas de sangues, coagulou a identidade cubana formada por retalhos de diferentes origens e condições sociais. O artigo busca discutir se em Cuba, por um lado, ocorreu um processo de “solidariedade cultural” no lugar da “homogeneização das diferenças” ou, por outro, se o tempo cristalizou um esquecimento, não ingênuo, na ligadura classes-etnias ao longo da formação da nacionalidade. Resumen: El recorrido metodológico de este artículo está ligado a la trayectoria de investigaciones realizadas en Cuba, con un acercamiento al materialismo dialéctico. El proceso histórico hizo competir por la consolidación de la Cubanía a tres corrientes fundacionales: la de los pueblos indígenas, diezmados por el maltrato y la pérdida del interés por la supervivencia, la de los colonizadores españoles y la de los hombres africanos esclavizados. Una profunda tarea de siglos, caracterizada por mestizajes, coaguló la identidad cubana formada por parches de diversa procedencia y condición social. El artículo busca discutir si en Cuba, por un lado, hubo un proceso de “solidaridad cultural” en lugar de la “homogeneización de las diferencias” o, por otro lado, si el tiempo cristalizó un olvido no ingenuo en la unión clase- étnica al largo de la formación de la nacionalidad.

A quite large number of developing countries in Asia, Africa, and Latin America, which are today characterised by chronic underdevelopment, general social retardation, slow social mobility, and political instability became highly prone to military interventions in politics in their initial phases of decolonization soon after World War II. These military interventions in the fragile civil polities and stagnant economies, termed by some scholars as the coup zone, are justified and legitimised on various pretexts of modernisation, democratisation, and reform; which means that the military seeks to fill the institutional vacuum when the overall civil administration of the country breaks down as a consequence of the rivalry for pelf and power between various ruling classes. Thus, the military has emerged as the most powerful institution in these countries. Some social revolutions of modern times, in China in 1949, for example, and in Cuba in 1959, were caused by endemic military interventions in the civil society.

Résumé II s'agit de synthétiser les principaux apports théoriques de trois recherches sur les coopératives et leur implication dans le processus de développement, effectuées à Cuba, en Tunisie et au Sénégal entre 1963 et 1973. Dans les trois cas, une idéologie faisant la nlus wanri" II semble bien qu'il soit difficile de considérer le système coopératif comme un mode de production en lui-même. Qu'il s'implante au sein d'une société socialiste ou capitaliste, il est vite neutralisé lorsque, se transformant en mouvement social, il risque de remettre en cause le pouvoir des classes dominantes dans ces sociétés. C'est cet échec relatif du mouvement coopératif que nous avons eu l'occasion d'observer dans les trois sociétés étudiées. On peut donc affirmer que le système coopératif n'y présida pas à la naissance d'un nouveau type de société, mais servit plutôt à faciliter le passage au mode de production dominant, soit capitaliste, soit socialiste. Au-delà de l'idéologie exprimée, ce furent les intérêts de la classe politique au pouvoir qui l'emportèrent sur la participation populaire.

En un país en crisis permanente, las reformas anunciadas por Raúl Castro en 2007, un año antes de convertirse en presidente de Cuba (2008-2018) supusieron la coartada perfecta para una serie de ajustes económicos que, en su implementación, han funcionado como detonadores de una serie de desigualdades sociales. El presente artículo muestra los resultados de una investigación de doctorado sobre la configuración de las desigualdades de las clases sociales en la Cuba contemporánea. De manera que, tomando como pretexto el estudio de las dinámicas que tienen lugar en el Centro Histórico Habanero, exploramos cómo el acceso diferencial a las reformas se traduce en una posición, también diferencial, en terminos de una estratificación social.

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Social media usage and online learning for education has increased because of COVID-19. The purpose of the paper is to investigate how parents feel about the increase in online enrichment programs during the COVID-19 pandemic and the part that social media played in it. The data was gathered, and the study objectives were analyzed using the online survey. A survey of 100 parents was completed in total. By encouraging learning and encouraging students to be active participants, the use of social media by higher education institutions positively impacts the educational process. There were also some challenges found in the teaching and learning process. The physical closure caused a quick transition to remote learning, which gave parents and guardians more responsibility for their children’s education. It is important to investigate parents’ interactions with their children during remote learning because they are one of the key participants in the educational process. Parents have shown keen interest in enrolling their children in online enrichment classes like chess, rubric cube, dance, arts and craft, among others. Learning objectives based on socialization, interpersonal interactions, and interpersonal problem-solving require special consideration. Young learners participate in play-based learning and pick up skills like taking turns, cooperating in groups, and forming good relationships with peers. The study will be significant in analyzing the role of social media in promoting enrichment classes and how effective were these online classes. These interactions and learning activities, specific to the lower grades, need connections with classmates. There is

Este artigo propõe uma leitura de Memórias póstumas de Brás Cubas e uma reflexão acerca das experiências e veleidades desse filho abastado da elite brasileira do século XIX. Tais memórias ficcionais, escritas de além-túmulo, traduzem aspectos do "real vivido", enfatizando a falência moral, as injustiças e os privilégios praticados por toda uma classe social, que é personificada na figura do protagonista.

El proceso de enseñanza-aprendizaje en la educación superior debe guiar, orientar y formar a los estudiantes hacia la adquisición de habilidades informáticas, en una sociedad cada vez más impregnada por las Tecnologías de la Información y la Comunicación. El objetivo de la investigación es proponer un sistema de clases prácticas virtuales, para el estudio de la morfología externa e interna de los vertebrados que se estudian como parte del programa de Zoología de los cordados, en la Carrera de Licenciatura en Educación. Biología, en el tercer año del Curso Regular Diurno, en la Universidad Central «Marta Abreu» de Las Villas, Villa Clara, Cuba. El sistema se sustenta en la Teoría Histórico - Cultural de L. S. Vigotsky y sus seguidores. La información para el diagnóstico es obtenida a partir de la aplicación de diferentes métodos de recopilación de información y procesamiento de estas, como encuestas, entrevistas, observación y revisión de documentos. Para mitigar las dificultades detectadas, y con vistas a utilizar las Tecnologías de la Información y la Comunicación, se elabora el sistema de clases prácticas virtuales, cuyo aporte a la teoría está dado en su concepción, donde la interacción entre las diferentes actividades que se proponen, permite cumplir la aspiración social expuesta en el modelo del profesional y los objetivos del programa relacionados con la realización de las actividades prácticas. El sistema se somete para su valoración a criterio de expertos y se implementa por primera vez en el curso académico 2022 con excelentes resultados.

Resumo: Os estudos de gênero sobre o século XIX cubano têm privilegiado as mulheres escritoras. Para a aproximação a esses discursos, existem várias teorias nos campos literários e feministas. Porém, a incidência da classe, da raça, do sexo nas relações de gênero1 e na formação das subjetividades2 femininas entre setores populares é um tema menos estudado e, sobretudo, a permanência das matrizes africanas na nova situação. Neste trabalho, busco relacionar esses conceitos com o foco nas negras e nas pardas escravas, sem abandonar a interpretação social mais abrangente. As fontes escritas sobre o assunto são fragmentadas, além das distorções sofridas pela interpretação de um terceiro: procurador de justiça, síndico de escravos, escrevente e até historiadores e editores que participaram na organização das mesmas. O estudo aborda os processos de transformação das relações de gênero e das subjetividades femininas, criando formas diferentes dentro do gênero, pela autonomia de negras e mulatas em relação às normativas masculinas brancas dominantes. Tenta-se dar uma orientação mais fluida aos conceitos com o intuito de aprofundar as transformações operadas, tanto na relação entre os sexos como entre os gêneros, assim como nos paradoxos que derivaram das mudanças sociais no século XIX cubano. Interessa conhecer o processo pelo qual as mulheres negras e pardas, ainda na marginalidade social à qual foram lançadas, já livres ou na escravidão, foram capazes de reconstruir relações sociais com um grande peso do acervo cultural africano, embora este fosse rejeitado pelas instituições dominantes: a Igreja, a família branca e o Estado.

O presente artigo tem por objetivo aplicar a máxima de Quincas Borba: “o prazer do beneficiador é sempre maior que o do beneficiado”, expressa no capítulo “Teoria do benefício”, de Memórias póstumas de Brás Cubas (1880/1881), ao conto “A causa secreta” (1886). Com olhos à teoria borbista, o conto retoma temas caros a Machado de Assis, como o poder da classe dominante, o favor como meio de ascensão social da burguesia e a exploração como prática da alta sociedade brasileira do século XIX

El aula virtual como escenario para impartir clases a distancia, obliga al docente a buscar propuestas educativas que mejoren la comprensión de los contenidos. Alternativas muy sugerentes pueden ser las que se apoyan de imágenes al ser más simples de entender que un texto. En tal sentido, en la presente investigación se muestra la experiencia del empleo de medios visuales como recursos educativos en el curso de Redacción Científica en la Universidad de Granma, Cuba. Este programa se impartió de marzo a abril del año 2020, período que existía aislamiento social provocado por la Covid – 19, lo cual constituyó un reto aún mayor. Como resultado, se presentó la materia mediante un aula virtual iconográfica, videos tutoriales, mapas conceptuales y objetos de aprendizaje. Se concluye que, como efecto de la utilización de estas propuestas, los educandos lograron niveles altos de aprendizaje y adquirieron las habilidades concebidas en el curso.

El actual proceso de cambios en Cuba, caracterizados por el crecimiento exponencial del mercado, formas de propiedad y gestión no estatal; profundización de los vínculos con la emigración y su protagonismo inversionista en el país, determinado desgaste del modelo tradicional de construcción socialista, su sistema de valores y símbolos que lo acreditaron históricamente en la discursividad como una realidad superior, humana y liberadora ante la mayoría abrumadora del pueblo, emergencia de nuevas clases y grupos sociales, proliferación de diferentes ideologías, proyectos de vida, intereses políticos, etc, impone un conjunto de desafíos a la preservación de la unidad socialista del pueblo, que deberán tener un seguimiento exhaustivo por parte del nuevo liderazgo revolucionario. El objetivo del presente trabajo es valorar los cambios que se deben realizar en la sociedad cubana actual para evitar fenómenos implosivos hacia el futuro cercano y a la vez preservar el sistema social en construcción. Para ello, se profundiza en el contexto interno y externo-contradictorio y cada vez más retador, en que transcurren los cambios. Se concluye, que la preservación de la unidad socialista solo es posible mediante el reemplazo de un modelo de desarrollo anterior basado en el estatismo omnipresente, que no ha originado los avances deseados por el pueblo, por otro multiactoral y eficiente, donde las mayorías alcancen los niveles de bienestar que aseguren una calidad de vida digna como se establece en la Constitución. Ello demandará sabiduría política, valoración de las diferentes estrategias posibles y a la vez, la participación sustantiva de las mayorías.

RESUMO Este trabalho tem como objetivo analisar a obra de Ramiro Guerra (Latifúndio, escravidão e dependência econômica), uma das suas principais obras que trata da região de Barbados localizada nas Pequenas Antilhas na América Central. Assim, a análise mostra como Ramiro Guerra desmistifica toda uma teoria em relação à substituição do trabalho do pequeno proprietário pela mão de obra barata do escravo. O mesmo autor ressalta que essa substituição não foi devido a uma questão de raças ou de clima ou até mesmo da superioridade da vontade humana. Mas, sim, devido a uma causa puramente social e econômica: a destruição da pequena propriedade pelo latifúndio açucareiro e pela conseguinte emigração de uma classe social que seria expulsa de forma “voluntária” devido à falta de trabalho. Dessa forma, a análise, de acordo com o pensamento de Guerra, enfatiza que não foi o clima antilhano que expulsou os servos brancos, mas sim a empresa açucareira capitalista que se instalaria na região, aniquilando a pequena propriedade e eliminando o cultivador independente e convertendo as comunidades robustas com vidas próprias em meras oficinas de trabalho com salários baixos, tudo em prol das metrópoles. E também as consequências desse comércio açucareiro em Cuba trazendo as mesmas consequências de destruição da pequena agricultura.

El trabajo que se presenta a continuación tiene como objetivo describir la metodología y aspectos colaterales respecto al voleibol y la enseñanza en secundaria básica, dirigido fundamentalmente al diseño de juegos predeportivos para la familiarización de los estudiantes con las habilidades motrices en dicho deporte; estos juegos servirán como herramienta importante no solo en las clases de educación física propiamente dichas, sino también para emplearlos en las comunidades donde viven los estudiantes, dándoles la oportunidad de utilizar el tiempo libre en actividades saludables que les permitan un desarrollo espiritual, biológico, psicológico y social adecuado. La metodología empleada incluyó niveles teóricos sustentados en el método analítico-sintético y a nivel empírico, se empleó la observación. Se tomó como referencia el grupo 8vo 1 de la ESBU 30 “Aniversario de la Batalla de Guisa”, del municipio de Bayamo, en la provincia de Granma, Cuba. Las conclusiones revelan la forma en la que mediante estos juegos se pretende elevar la cultura deportiva de los estudiantes dentro y fuera del centro de estudio.

Sea ice is declining over much of the Arctic. In Hudson Bay the ice melts completely each summer, and advances in break-up have resulted in longer ice-free seasons. Consequently, earlier break-up is implicated in declines in body condition, survival, and abundance of polar bears (Ursus maritimus Phipps, 1774) in the Western Hudson Bay (WH) subpopulation. We hypothesised that similar patterns would be evident in the neighbouring Southern Hudson Bay (SH) subpopulation. We examined trends 1980–2012 in break-up and freeze-up dates within the entire SH management unit and within smaller coastal break-up and freeze-up zones. We examined trends in body condition for 900 bears captured during 1984–1986, 2000–2005, and 2007–2009 and hypothesised that body condition would be correlated with duration of sea ice. The ice-free season in SH increased by about 30 days from 1980 to 2012. Body condition declined in all age and sex classes, but the decline was less for cubs than for other social classes. If trends towards a longer ice-free season continue in the future, further declines in body condition and survival rates are likely, and ultimately declines in abundance will occur in the SH subpopulation.

La didáctica interactiva ha sido objeto de investigación de un equipo de profesores de la universidad de Pinar del Río, Cuba, desde 1995 y utilizada en la práctica pedagógica desde 2007. El objetivo de la investigación es mostrar cómo se ha enriquecido la didáctica interactiva en la enseñanza de lenguas extranjeras para el desarrollo de la competencia comunicativa, interactiva e intercultural. Se tuvo en cuenta las tendencias actuales de la enseñanza de lenguas, la relativa normalidad pospandémica y el cambiante contexto educativo cubano. Se realizó un diagnóstico del estado actual de la didáctica interactiva y una intervención pedagógica, con la utilización de los métodos de observación, entrevista y encuesta, talleres de debate, cursos y tutorías, con el fin de capacitar a los profesores para la instrumentación en la práctica de los cambios realizados en los componentes de la enseñanza y el aprendizaje. Como resultado, se logró el enriquecimiento de la didáctica con la inclusión de aprendizajes híbridos, aula invertida, aprendizaje digitalizado fuera y dentro del aula, así como nuevas ideas acerca de la interacción social reflexiva e intercultural que la sustenta. Se muestran cambios en la calidad de las clases que superan el estado de la etapa de diagnóstico.

El artículo muestra cómo se ha instrumentado y enriquecido la Didáctica interactiva en la enseñanza del inglés en la formación de profesores de lenguas extranjeras en la Universidad de Pinar del Río, Cuba. La Didáctica interactiva ha sido objeto de investigación de un equipo de profesores en dicha universidad desde 1995 y utilizada en la práctica pedagógica desde 2007. Ante la necesidad de la actualización se ha desarrollado la investigación con el objetivo de enriquecer la Didáctica como plataforma metodológica para el desarrollo de la competencia comunicativa, interactiva e intercultural. Para tales cambios, se han tenido en cuenta tendencias actuales de la enseñanza de lenguas, la relativa normalidad de la etapa de pos-pandemia y el cambiante contexto educativo cubano. Así, se ha realizado un diagnóstico del estado actual de la Didáctica interactiva y una intervención pedagógica con la utilización de los métodos de observación a clase, entrevista y encuesta a profesores, talleres de debate, un curso y tutorías, con el fin de capacitar los profesores para la instrumentación en la práctica de los cambios realizados en los componentes de la enseñanza y el aprendizaje. Como resultado, se ha logrado el enriquecimiento de la Didáctica interactiva con la inclusión de aprendizajes híbridos, aula invertida, aprendizaje digitalizado fuera y dentro del aula, así como nuevas ideas acerca de la interacción social que la sustenta. Se muestran cambios en la calidad de las clases que superan significativamente el estado de la etapa de diagnóstico.

Abstract The ability of an individual to cope with stressors in their environment is going to be paramount in the face of climate change. Rangeland livestock experience harsh conditions including heat and/or cold stress, water and feed restrictions and risk of predation. In extensive management systems, the ability to capture the capacity to cope with stressors of an individual in its environment is encumbered by remote locations with difficult terrain and no access to power or the internet. GPS collars can provide insights into individual land-use behavior, e.g., their impact on the environment or ability to cope with stressors, and social interactions, e.g., mothering ability. GPS collars (n = 112) developed at the University of Idaho were deployed on 57 ewes and 55 lambs (45 ewe-lamb pairs) in an extensive rangeland environment at the Great Basin Research and Extension Center in Eureka, NV. The collars recorded location data every 10 minutes from July 27th to August 18, 2022. Coordinate fixes were successfully recorded 67.11 ± 27.12% of the time and resulted in a kept record occurring every 60 ± 202 minutes. Of the ewe-lamb pair devices, 43 pairs contributed 801 ± 703 paired records (i.e., records that occurred within 5 minutes of each other). GPS coordinate locations, and their respective capture times, allow for the analysis of distance traveled, water usage, dispersion, and ewe-lamb distance. Distance traveled was analyzed on a daily basis with a weighted median distance imputed for all travel times that lasted more than 900 seconds. Dispersion was defined as the distance of an individual from the centroid of the flock in meters, and was transformed to a Z-score based on the position of individuals with GPS coordinates captured within 10 minutes of the measurement of the individual. Ewe-lamb pair distances were cube root transformed. Twin status, dam line, age, and day were fitted as fixed classes to estimate the repeatability of records for mature ewes. Repeatability estimates of daily distance traveled, daily water usage, and daily dispersion were 0.22 ± 0.05, 0.30 ± 0.06 and 0.10 ± 0.03, respectively. Daily ewe-lamb distances had a repeatability estimate of 0.45 ± 0.08. Day of recording was significant for daily distance traveled (P-value = 2.72×10-4) and water usage (P-value = 1.06×10-3). No other effects were significant in any of the models. In conclusion, PLF tools are an enabling technology that allow for passive data capture in remote locations. Our findings suggest that GPS collars can elucidate a variety of land use and social behavior traits that could serve as meaningful criteria for selection in extensive livestock production settings. Selection on these indicators of resilience may increase livestock productivity and welfare by increasing heat stress tolerance via the analysis of novel behavioral traits seen on extensive rangelands.

Background. Traditional ways of developing practical work in chemistry classes mainly focus on providing narrow relations between theory and practice, following scripts without refl ections on meanings for proposed actions, among other features. To improve chemistry learning, we propose a new model based on Activity Th eory (AT), considering a Scheme for a Complete Orienting Basis of an Action (SCOBA) to guide experimental activities towards developing the students’ chemical thinking and creativity. Aims. To propose a model based on the Activity Th eory proposed by A.N. Leontiev to guide experimental activities directed to problem-solving situations and promote structured and creative learning in chemistry teaching and learning. Methods. A formative experiment involved 23 fi rst-year undergraduates (median age 19 years) in a General Chemistry discipline of a mechanical engineering course at a Cuban university. Th e formative experiment consisted of an initial diagnosis to guide the elaboration of models (SCOBA) to develop fi ve experimental activities during the classes. Data were collected from classroom observations focused on using the proposed model by the undergraduates and written text elaborated by them as they were executing actions in the experimental activities. Data analysis considered three levels of performance by the undergraduates, which suggested the quality of learning for them: correctly (I), partially (II), and incorrectly (III) supported by SCOBA. Results. We found an increasing percentage of undergraduates who correctly perform the experimental activity (EA) based on the established model for the activity (SCOBA), from EA2 to EA6. Considering that the SCOBA is elaborated to facilitate learning from the integral actions, this result suggests most undergraduates gradually reached a good appropriation of the chemistry contents related to the experimental activities (86.9% in Level I at EA6). Progressively, the undergraduates showed greater awareness, motivation, and independence for the experimental activities, improving productive social interactions, between pairs and with the instructor, during the classes. Conclusions. Th e fi ndings showed the potential of the organization of experimental activities based on the Activity Th eory as an innovative proposal for more effi cient teaching in professional training. Bringing together the problem-solving strategy as an experimental activity, developed under a basis of orientation for action, the students are given the possibility to engage consciously and creatively of solving problems, exploring, and deciding, being motivated protagonists of their learning.

A educação, a ciência e a tecnologia brasileira sofre graves cortes em seus orçamentos, bem como desloca os esforços da comunidade acadêmica à luta pela manutenção dos investimentos no presente e no futuro da grande nação brasileira.O novo número da HOLOS reforça os esforços deste periódico para a comunicação, cooperação e difusão científica com caráter internacional. Este é refletido nos artigos advindos dos vários estados brasileiros, bem como de Cuba, Espanha, Irã, México, Portugal, Polônia. A diversidade reflete a importância das publicações de acesso aberto e confirma que esta modalidade influencia em seu protagonismo.Para reafirmar este quadro de evolução são apresentados abaixo dados comparativos de acessos dos períodos de 1o de janeiro a 17 de setembro dos anos de 2016 e 2017 obtidos no Google Analytics. Quadro 1 – Dados de acesso à HOLOS. 01/01/2016 a 17/09/2016(n)01/01/2017 a 17/09/2017(n)Evolução(%)Número de Usuários72.80790.264+24Visualizações370.511433.583+17Duração Média (min)2,982,68- 10Fonte – Google Analytics.Os dados refletem os acessos diretos do site do periódico e demonstram um crescimento do números de acessos e de visualizações. A duração média do acesso apresenta uma redução da ordem de 6%.Como estratégia para reduzir o tempo de publicação, o periódico passa a definir a ordem de aparição dos artigos no sumário de acordo com a avaliação, assim este procedimento deve dar maior celeridade ao processo de publicação.Em um mundo globalizado e do conhecimento, os instrumentos protagonizados pela lei que criou as Escolas de Aprendizes e Artífices, se alteram do plano manual para a automação, do impresso ao virtual. No entanto, se mantém o compromisso com a utopia da formação da classe trabalhadora. Esta deve estar à altura daqueles que façam a nação vislumbrar perenidade nas políticas de desenvolvimento social!Enfim, convido-os a acessarem o sumário e, quando possível, difundir entre vossas redes sociais.Natal, 18 de setembro de 2017. José Yvan Pereira Leite

PhD. Jorge Luis León González1 E-mail: jlleon@umet.edu.ec 1 Convenio Universidad Metropolitana del Ecuador- Universidad de Cienfuegos “Carlos Rafael Rodríguez”. Cuba. Estimados lectores: Desde el surgimiento en diciembre de 2019, en Wuhan (China), del virus SARS-CoV-2, que causa la Covid-19, son muchas las investigaciones orientadas en cómo desarrollar una cura, la influencia de la situación actual en el estado emocional de las personas y en la transformación de los contextos socioeconómicos en medio de esta pandemia. La enfermedad produce síntomas similares a los de la gripe, como: fiebre, tos seca y cansancio; aunque se tiene conocimiento que pueden presentarse otros indicios. Se transmite mediante pequeñas gotas, que se emiten al hablar, estornudar, toser o espirar; directamente de persona a persona o a partir del contacto con objetos y superficies contaminadas. Luego, a través de las manos, penetra en el organismo por las mucosas orales, nasales y oculares. Los síntomas aparecen entre dos y catorce días, con un promedio de cinco días, después de la exposición al virus. En muchos casos la infección puede conducir a la muerte. A partir de la propagación de esta pandemia en todo el planeta, y ante la no existencia de una vacuna para su erradicación, la Organización Mundial de la Salud orientó como medida preventiva el confinamiento social; la cual fue asumida, en mayor o menor grado, por los gobiernos del mundo. A esto añadieron, el cierre de las fronteras la suspensión de las clases en todos los niveles educativos y la prohibición de los comercios no necesarios. De esta forma en la mayoría de los países se han tomado medidas para continuar los procesos socioeconómicos más importantes para sobrevivir y resguardar la vida, entretanto no aparezca la cura. La pandemia paralizó China entre diciembre de 2019 y marzo de este año y está golpeando Europa desde febrero. También ha provocado la caída de la bolsa de valores en Estados Unidos y el precio del petróleo a nivel mundial; además de pérdidas millonarias en Australia y otras partes del mundo. Sus efectos en América Latina han tenido implicaciones en el área económica, social y sanitaria, pues la crisis sucede en un momento de profunda debilidad de la mayoría de los gobiernos de la región. En el caso del contexto educativo, las instituciones cambiaron la dinámica de los procesos de enseñanza y aprendizaje y sus modalidades de estudio, de presencial a virtual. Tomaron medidas para garantizar la continuidad de estudios, fortaleciendo el vínculo estudiante-docente y familia-escuela; el acceso al contenido del currículo escolar; y el acompañamiento y seguimiento del proceso. En este número de la revista presentamos ejemplos de algunas transformaciones realizadas en medio de esta pandemia. Invitamos a todos los autores a enviar sus contribuciones sobre el tema para el próximo número.

The article aims to analyze the validity of Internet confession texts used as a source of training data set for designing computer classifier of Internet texts in Russian according to their emotional tonality. Thus, the classifier, backed by Lövheim’s emotional cube model, is expected to detect eight classes of emotions represented in the text or to assign the text to the emotionally neutral class. The first and one of the most important stages of the classifier creation is the training data set selection. The training data set in Machine Learning is the actual dataset used to train the model for performing various actions. The internet text genres that are traditionally used in sentiment analysis to train two or three tonalities classifiers are twits, films and market reviews, blogs and financial reports. The novelty of our project consists in designing multiclass classifier that requires a new non-trivial training data. As such, we have chosen the texts from public group Overheard in Russian social network VKontakte. As all texts show similarities, we united them under the genre name “Internet confession”. To feature the genre, we applied the method of narrative semiotics describing six positions forming the deep narrative structure of “Internet confession”: Addresser – a person aware of her/his separateness from the society; Addressee – society / public opinion; Subject – a narrator describing his / her emotional state; Object – the person’s self-image; Helper – the person’s frankness; Adversary – the person’s shame. The above mentioned genre features determine its primary advantage – a qualitative one – to be especially focused on the emotionality while more traditional sources of textual data are based on such categories as expressivity (twits) or axiological estimations (all sorts of reviews). The structural analysis of texts under discussion has also demonstrated several advantages due to the technological basis of the Overheard project: the text hashtagging prevents the researcher from submitting the whole collection to the crowdsourcing assessment; its size is optimal for assessment by experts; despite their hyperbolized emotionality, the texts of Internet confession genre share the stylistic features typical of different types of personal internet discourse. However, the narrative character of all Internet confession texts implies some restrictions in their use within sentiment analysis project.

A edição no 25 da RBMFC traz temas interessantes para os profissionais da APS/ESF, a começar pela experiência em uma unidade de saúde da Espanha que implementou o programa Mentoring para a capacitação de profissionais médicos e enfermeiros na realização de pequenas cirurgias e/ou procedimentos. Esse artigo explora o potencial instalado nos serviços de saúde para multiplicação de conhecimentos e habilidades entre pares, visando atender a carteira de serviços e melhorar tanto a resolutividade do profissional (e consequente autoestima) como a satisfação dos usuários do sistema de saúde. Já na seção Ensaios, o artigo Hiperplasia ProstáticaBenigna e PSA: o efeito dominódiscute um tema polêmico, visto que a recomendação atual do USPSTF é contrária ao rastreamento do câncer de próstata1. As diversas diretrizes sobre o PSA e HPB variam em suas recomendações, desde a não utilização até o uso rotineiro da dosagem do PSA. Porém, o autor traz à tona a necessidade de não se inserir como rotina o teste do PSA no cuidado do paciente com sintomas sugestivos de HPB, pois esses sintomas não aumentam a probabilidade pré-teste para câncer de próstata. Desse modo, esse tema constitui um caso exemplar para a prática da prevenção quaternária2. Segundo Gérvas3 nenhum processo de diagnóstico/tratamento está isento de dano e se os médicos usam-no sem uma sólida evidência científica de seu benefício, estão expondo os pacientes a riscos, ao invés de oferecerem benefícios.Vinculados à questão da formação e prática em APS, destacam-se dois artigos: na seção Perspectiva o artigoOficina acadêmica: bases curriculares e Medicina de Família e Comunidade, construído a partir de um debate no IV Congresso Mineiro de Medicina de Família e Comunidade, faz uma discussão sobre a graduação em medicina e a necessidade de incorporação dos temas relacionados à MFC; e na seção Relato de Casos um artigo sobre a formação multiprofissional em saúde da família e a discussão sobre os desafios de estimular a reativação de um Conselho Local de Saúde (CLS) em face às dificuldades e a legitimação do ‘status quo’. Os CLSs e o engajamento com as questões da comunidade são importantes na formação dos profissionais de saúde, pois contextualizam suapráxis e promovem o vínculo entre profissionais e moradores assistidos pela Unidade de Saúde da Família (USF). Assim, esse espaço político poderia ser melhor explorado nos processos de formação, dada sua relevância para a inclusão social e fortalecimento do SUS. Em sua grande maioria, os profissionais de saúde da APS trabalham em realidades que mesclam dois tipos de situação, fruto da exclusão social: a pobreza e a iniquidade. A primeira é bem conhecida, por seus efeitos deletérios sobre a saúde e inclui: falta de saneamento básico, condições de moradia inadequadas, desemprego, etc. A segunda é mais sutil, pois é difícil ‘mensurar’ e/ou documentar a via fisiopatológica dos efeitos da iniquidade social sobre a saúde. Entretanto, o estudo de coorteWhitehall I, construído para ser o ‘Framingham Britânico’,mostrou que os marcadores tradicionais (hipertensão, colesterol, diabetes, obesidade, etc) explicavam apenas 1/3 da diferença de morbimortalidade entre os servidores públicos situados no topo do organograma administrativo e aqueles que ocupavam níveis mais baixos da mesma instituição pública4. Por exemplo, o risco relativo de mortalidade cardiovascular era de 2.2 para auxiliares de escritório, quando comparado aos administrativos sênior. A questão é: porque haveria um gradiente social de morbimortalidade, uma vez que todos no estudo viviam acima da linha de pobreza, dentro de um país que, se comparado com o Brasil, apresenta uma forte política de bem estar social? Para responder a essa pergunta fez-se o estudo coorteWhitehall II, conduzido por Michael Marmot, que confirmou que fatores psicossociais estariam na base desse gradiente social em saúde. OWhitehall IIdemonstrou que o baixo controle sobre o processo de trabalho é um preditor de Doença Arterial Coronariana (DAC), independentemente dostatus social, e que este era responsável por metade do gradiente social para doença cardiovascular5. Para Marmot, três principais fatores influenciam o gradiente social em saúde: o senso subjetivo de controle sobre suas circunstâncias devida (laboral e familiar), o grau de coesão social e a rede de suporte (família, amigos e/ou colegas de trabalho). Segundo ele, quanto maior a coesão social melhores os desfechos em saúde, tanto para ricos como para pobres. Nas sociedades menos desiguais, o senso de pertencer, de coesão social e de segurança são maiores e por isso, os efeitos benéficos sobre a saúde ocorrem também para os mais ricos nestassociedades6. Por exemplo, na Inglaterra/País de Gales, a mortalidade infantil é maior para todos os estratos sociais, quando comparada com a Suécia. Ou seja, as crianças inglesas, nascida de famílias ricas, morrem mais do que as crianças suecas, também nascidas de pais ricos. Do mesmo modo, a mortalidade infantil das crianças nascidas de mães solteiras inglesas é o dobro (~14/1000) quando comparada as crianças nascidas de mães solteiras suecas (~7/1000)7. Esses dados ilustram que o efeito da igualdade social é benéfico para todos os segmentos da estrutura social.Três artigos que compõem a presente edição perpassam as reflexões acima, pois tratam de certo modo, de questões relativas às desigualdades sociais no Brasil. O artigo‘Consumo de bebidas alcoólicas entre trabalhadores de uma Unidade de Saúde da Família em Vitória, Espírito Santo, Brasil’explora o padrão de consumo de bebidas alcoólicas pelos trabalhadores de uma USF, que em certa medida aponta para a existência de um gradiente social de consumo de bebidas alcoólicas. Já o artigo que trata do surto de dengue ocorrido em Aracaju em 2008, revela um problema importante de saúde pública e a necessidade de uma vigilância em saúde capaz de, a partir da análise dos dados epidemiológicos, elaborar estratégias para seu efetivo controle. Entretanto, os números revelam que os mais acometidos são aqueles desfavorecidos socioeconomicamente. Por fim, o artigo‘Não aceitação da gravidez e o desenvolvimento da criança aos quatro anos de idade no bairro Vila Jardim, Porto Alegre, Rio Grande do Sul, Brasil’faz uma associação entre ‘gravidez não desejada’ e problemas para o desenvolvimento da criança aos quatro anos de idade. Mesmo dentro de um contexto político-social anti-aborto, segundo a OMS, no Brasil a taxa de aborto chega a 31%.Nesse sentido, as autoras alertam os profissionais de saúde para que estejam atentos durante o pré-natal (abordando o significado da gravidez para a gestante e/ou casal nas famílias das classes sociais média-baixa e baixa), e adotem medidas preventivas que possam minimizar tais efeitos adversos para as crianças. Essas questões que abordam fatores psicossociais são importantes, visto que, os profissionais de saúde da APS se caracterizam por buscarem estratégias que transcendam o modelo biomédico, reducionista e centrado em patologias. Situando cada caso individualmente em seu contexto familiar e comunitário é que profissionais da APS/ESF podem fazer a diferença ao cuidarem de seus pacientes. Essa edição também presta homenagem ao Dr. Luiz Felipe Cunha Mattos que nos deixou precocemente, depois de anos de serviços prestados a sua gente e a especialidade. Na seção Memória, escrita pelo Dr. José Mauro C. Lopes, é retratada um pouco da doação que o Dr. Luiz Felipe fez a sociedade, nas diversas instâncias em que atuou enquanto MFC. Para Needelman8 o que define a natureza humana é a capacidade “de doação”,pois tudo o que recebemos é para esse fim, ou seja, ‘somos feitos para servir’8. Nesse sentido, a vida do Dr.Luiz Felipe fez a diferença para a MFC no Brasil. Nessa última edição de 2012, gostaria de agradecer: a diretoria da SBMFC na figura do Dr. Nulvio Lermen Junior; aos autores e a todos os avaliadores que tem voluntariamente colaborado, ‘doando’ seu tempo e seu trabalho, assegurando assim, a qualidade dos conteúdos publicados pela RBMFC. Também meu agradecimento ao secretariado da revista, David Milhomens e Josane Norman e, em especial, a equipe da Editora Cubo pela dedicação e parceria no fechamento desta última edição de 2012. Termino esse editorial desejando a todos um ano de 2013 repleto de realizações e que a RBMFC possa seguir cumprindo seu papel social e científico para a sociedade.

That was the year that was! 2021 seemingly arrived just yesterday and now we are shortly to bid it farewell. I hailed its predecessor as heralding the hope for a new clarity of vision – the start of a new decade which promised much. However, I have become reminded that perfect 20/20 vision in the present may not necessarily lead to reliable predictions for the future. Further I have immediately been taken back to my undergraduate days and the unforgettable words of the great poet T. S Eliot in his poem Burnt Norton – the first of the four Quartets Time present and time past Are both perhaps present in time future, And time future contained in time past. If all time is eternally present All time is unredeemable. What might have been is an abstraction Remaining a perpetual possibility Only in a world of speculation. What might have been and what has been Point to one end, which is always present They are words that seem to ring particularly true not only to anyone contemplating their remorselessly advancing years and reflecting on a career nearing completion, but they also seem particularly apposite for the experiences of the last two years. The pandemic started by destroying our expectations and predictions for what lay ahead. It ensured that our best laid plans for our immediate futures would remain unfulfilled and thus unredeemable. Subsequently during the year, we were left to speculate as to our future pathways - not only with regard to our professional activities, but also concerning our personal and family relationships – with a whole world of separation between ourselves and those of our kith and kin domiciled in distant lands. Though for some it may have been no more than a regional border! Such forced isolation caused many of us to think backwards as well, reflecting on our past trajectories and recalling both mistakes and successes alike. Yet for many it became a time to substitute the incessant demands of work and its associated travel and busy-ness with former and forgotten pleasures. Leisurely walks with friends and family, the rediscovering of rhythms and tempos unimpeded by the daily demands of our diaries and other extraneous demands on our time that had required us to respond immediately and forgo the immediate needs of the surroundings and people closest to us. Above all, with the future in limbo and the past re-emerging in our minds, it reinforced the realisation that the present is what we really have, and it contains what is most important. For a time, the incessant chatter and noise of the media retained our attention, just as it had dominated our attention at the end of 2019. Yet, somehow during the year, the hype and frenzied reporting seems to have diminished in impact. This was nowhere more evident than in the responses to COP26 – the 26th United Nations Climate Change Conference in Glasgow, UK. Items in the press came thick and fast leading up to the event: predictions of planetary doom; political conflicts were highlighted as world leaders met or didn’t meet on the conference stage; appearances by the celebrities of the world; demonstrations aplenty. All of this breathless activity faded imperceptibly out of our consciousness as the serious (but more boring?) negotiations between nations started to take place, with much of the brilliance of the limelight now exhausted. The anticlimactic conclusion was judged by Boris Johnson, the chair and among the most optimistic of politicians, as achieving a 6 out of 10. Several positive outcomes were identified such as: commitments to end deforestation; a global methane pledge; a socalled ‘Breakthrough Agenda’, which committed countries to work together to accelerate the clean energy transition. Yet predictably, this was labelled by the critics and activists as too little too late. Although there are many who would see climate crisis as the major crisis that faces us – there are many other current crises of even more pressing and immediate concern to very many of us. The most urgent of which, would depend upon your own circumstances and where you might find yourself in the world. Examples from recent media would include: the loss of previously taken for granted freedoms in Hong Kong; increased fears for personal safety and the prospect of hunger and poverty in Afghanistan; the loss of political freedoms and the prospects of war in Belarus and the Ukraine; the prospect of secession leading to renewed civil war in Serbia; another military coup in Sudan; civil unrest in Cuba, etc etc.. On a global scale the movement of people leaving failed states and war-torn areas looking for the chance to make a better future, has continued to increase on a scale that the world is quite unable to manage. Sadly, even in the countries that are eagerly sought as destinies, there seem to be endless stories of strife, anxiety and anger to be told. The Economist provides the example of France, the ninth largest economy in the world with the 20th largest population of 67+ million. This pillar of Europe is facing a presidential election. Far from rejoicing in its prosperity, stability and proud history – the mood is sombre. Tune in to any French prime time talk show this autumn, and discussion rages over the country’s wretched decline. France is losing its factories and jobs, squeezing incomes and small businesses, destroying its landscapes and language, neglecting its borders and squandering its global stature. Its people are fractious and divided, if not on the verge of a civil war, as a public letter from retired army officers suggested earlier this year. At the second presidential primary debate for the centre-right Republicans party, on November 14th, the five candidates competed with each other to chronicle French disaster. Listen to the hard right, and it is “the death of France as we know it”. The anxiety is widespread. In a recent poll 75% agreed that France is “in decline”. When asked to sum up their mood in another survey, the French favoured three words: uncertainty, worry and fatigue. So, we are entitled to ask, what is happening in the world as we contemplate the path out of Covid? Should we not be expecting some feeling of optimism and gratitude that modern medicine has provided a way forward out of the pandemic through vaccination and new medical treatments? We should be putting the trials and tribulations of the pandemic behind us, embracing the lessons we have learnt and anticipating the benefits of the reassessments and recalibrations we have undergone over the last two years. Yet instead, we seem to be facing re-entry into a world of strife and dissension. It is a view that that would seem to encourage retreat into the comfort of a limited and familiar space, rather than striking out confidently and optimistically. So, to return to Eliot – perhaps we need to be reminded that the present is all we have. We will only be able to experience our future when we arrive there. Therefore, the pathway we choose to it, should be as smooth, rich and rewarding as possible. It should not be characterised by hedonism but rather by enhancing rather than diminishing the future. Every moment spent devaluing either our future or our past, is a moment that further undermines our present. This last point is particularly true when we fail to see our present in the context of both our past and future. One of the major contributions to this current angst within our societies, appears to be the cultural wars being waged by the warriors of WOKE. Passing judgements on figures from a previous time, without a clear understanding of the context in which they operated makes absolutely no sense. It is akin to a capital punishment abolitionist vilifying the heroes of the French Revolution for allowing Madame Guillotine to be the agent of their retribution against the aristocracy. So, it is with defacing statues of those who lived and acted in far different times and were the product of the dominant values and beliefs of that time. It is indeed an act of vandalism. If we remove all evidence of the history to which such people belonged, how can we expect to learn from that time and ensure that the world does indeed move forward? Although we are talking about the context provided by time – this is equally true of all the contexts in which we currently find ourselves. It is impossible to understand human behaviour without knowing and understanding the context in which it occurs. This is a key principle of the science of human behaviour. Alas it is a principle that has been neglected in the sport sciences in recent years. Whereas research into the physiology, psychology and biomechanics of sport has flourished, too often it is reported in a way that fails to adequately take account of the context in which it occurs. It is why so many findings are ungeneralisable and remain in the laboratory rather than making the journey out onto the playing field of life. Understanding the history and the social context within which sport is practised is essential if scientists and professionals are going to be able to make comparisons between findings gained in different settings. Comparative studies in sport and physical education play an important role in enabling knowledge and understanding about these institutions to be widely shared. Our journal therefore has an important role to play in the development and sharing of knowledge and understanding between scientists and professionals in different settings. This is a role that has been filled by our journal over the last forty-three years. I am pleased to be able to report that the society (ISCPES), following a break of four years in activity, will be meeting again at the end of this year. The meeting which can be attended online will be hosted by Lakshmibai National College of Physical Education in India. Details are provided in this edition, and I commend this important meeting to you. That there is an interest and demand in comparative and international studies is clear from the number of submissions we have been receiving for our journal. The chance to meet with fellow researchers and colleagues in real time, if not actually face to face, is to be welcomed. It is my fervent hope that this will lead to continuing growth in interest in our multidiscipline and internationally focused field. I congratulate the organisers for their initiative. I would also like to pay tribute to former president Dr Walter Ho of the University of Macau, for his role in this as well as for his continuing support of our journal. So, I come to commend to you the contributions of this latest volume. They come from four different continents and as such provide a representative cross section of our readership. The topics about which they write give an example of the range of understanding and practices that can usefully be shared amongst us. In our first paper Croteau, Eduljee and Murphy report on the health, lifestyle behaviours and well-being of international Masters field hockey athletes. The Masters sport movement provides an important example of why sport represents a solid investment in assisting individuals to commit to health supporting physical activity across the lifespan. The study is particularly interesting, as it provides evidence of the broader sense of wellbeing to be gained by ongoing participation and also the fact that this benefit seems to apply even in the geographic and culturally different environments provided by life in Europe, North America and, Asia and the Pacific. Our second paper by Kubayi, Coopoo and Toriola addresses a familiar problem – the breakdown in communication between researchers and scientists in sport and the coaches who work with the athletes. The context for this study is provided by elite performance level sport in South Africa and the sports of soccer, athletics, hockey and netball. It is concluded that the sports scientists and academics need to be encouraged to make their work more available by presenting it more frequently face to face during coaching workshops, seminars, clinics and conferences. However, the caveat is that this needs to be done in a way that is understandable, applicable and relevant to helping the coach make effective decisions and solve problems in a way that benefits the athletes as the end product. A team of medical and pedagogical scientists from Gadjah Mada University in Indonesia provide the Asian input to this volume. They raise a concern over the issue of safety and risk in physical education and how well specialists in the subject are prepared in the area of sport injury management. Hidayat, Sakti, Putro, Triannga, Farkhan, Rahayu and Magetsari collaborated in a survey of 191 physical education teachers. They concluded that there was a need for better and more sustained teacher education on this important topic. PE teacher training should not only upgrade teachers’ knowledge but also increase their self-perceptions of competence. PE teachers should be provided with enhanced training on sports injuries and Basic Life Support (BLS) skills, in order to improve the safety and maximize the benefits of PE classes. It is a finding that could usefully be compared with current practices in other countries and settings, given the common focus in the PE lesson on children performing challenging tasks in widely varying contexts. Our final paper by Rojo, Ribeiro and Starepravo takes a very much broader perspective. Sport migration is a relatively new, specialised but expanding field in sports studies. This paper is however significant not for what it can tell us about current knowledge in sport migration, but rather in what it tells us about the way knowledge is gathered and disseminated in a specialist area such as this. Building on the ideas of Bourdieu, they demonstrate how the field of knowledge is shaped by the key actors in the process and how these key actors serve to gather and use their academic capital in that process. As such fields of knowledge can become artificially constricted in both the spaces and cultures in which they develop. The authors highlight a very real problem in the generation and transmission of academic knowledge, and it is one that International Sports Studies is well positioned to address. In conclusion, may I encourage you in sharing with these papers to actively engage in reflecting on the importance of the varying contexts these authors bring and how sensitivity to this can enlarge and deepen our own practices and understanding. John Saunders Brisbane, November 2021

Esta edición de Encrucijada Americana, correspondiente al Año 7 N° 2, pone el foco en un importante tema que por largo tiempo ha estado relegado a un segundo plano, tanto en Chile como en buena parte de nuestra región. Nos referimos al debate en torno al desarrollo económico, que en décadas pasadas tuvo gran incidencia en la disciplina económica y las ciencias sociales en general. Desde la segunda mitad del siglo XX, el tema del (sub)desarrollo económico fue gravitante en gran parte de las ciencias sociales y el eje a través del cual comenzaron a surgir múltiples visiones y disputas respecto a la naturaleza, dinámica y contradicciones del capitalismo en América Latina. Las lecturas modernizadoras –por ejemplo– empezaron a ser replicadas por representantes del estructuralismo cepalino y de la teoría de la dependencia, corriente esta última que contribuyó a radicalizar la discusión. Sin embargo, aquel debate sobre el desarrollo tuvo un quiebre en los años ochenta. El fracaso de la industrialización por sustitución de importaciones hizo repensar y reformular la estrategia de desarrollo. El consecuente giro neoliberal no sólo se impuso políticamente sino que, además, como lo ha planteado el economista Gabriel Palma, definió –con una fuerza casi religiosa– una verdad que abortó en la práctica la reflexión sobre el desarrollo y restringió el ámbito de lo posible en materia económica y política. En la actualidad, y producto de aquella imposición, la ortodoxia económica –chilena y latinoamericana– estima que el tema del desarrollo no debe ser considerado como un objeto de estudio con dignidad propia, sino más bien como el resultado natural de las fuerzas del mercado. Bajo este enfoque basta con entender cómo funciona el mercado para tener la llave para comprender no solo el crecimiento económico y la transformación productiva, sino el bienestar social y la consolidación democrática. Por otro lado, para una creciente literatura crítica, emergente en la región desde los noventas, el desarrollo económico dejó de ser un eje de análisis. Más aún “lo económico” comenzó a ser mirado con cierta duda: ante la crítica al excesivo economicismo del marxismo en los setentas, la crítica sacó de su eje de problematización gran parte del área de la transformación productiva y lo giró hacia problemáticas “extra económicas”. De este modo inició la vuelta a lo “local”, al análisis centrado en la microfísica de los poderes dispersos sobre el tejido social, a reconsiderar la forma de democracia y la emergencia de las identidades culturales como puntos centrales del debate. Sin duda tales temas ayudaron a reabrir problemas y a reformular preguntas por largo tiempo silenciadas, pero no abordaron la discusión sobre la economía política del desarrollo. En consecuencia, el debate sobre el desarrollo no ha vuelto a tener la centralidad y trascendencia que alguna vez tuvo. Aquello no tendría por qué preocuparnos si no fuera porque su pregunta fundamental –que apunta a explicar la riqueza y la pobreza de las naciones– sigue siendo un tema sin resolver en la teoría y –más importante– en la práctica latinoamericana. A pesar de lo anterior, en la última década han surgido nuevos estudios sobre el desarrollo económico y debates relativos al rol de las instituciones, el régimen de Estado, las clases y las formas de inserción en la globalización que han construido un nuevo horizonte de análisis que creemos importante difundir en América Latina. En esta nueva edición de Encrucijada hemos querido hacer justamente eso, difundir estas nuevas perspectivas y volver a poner el acento en el desarrollo económico y su economía política. Para eso contamos con los aportes de destacados académicos e investigadores tanto nacionales como internacionales. En este número presentamos seis artículos agrupados en dos secciones: I. Heterodoxia y desarrollo económico; y II. Puntos de vista: crimen organizado en Colombia y paradiplomacia en el Cono Sur. La primera sección –que es por cierto la principal– cuenta con dos artículos de dos profesores expertos en economía política del desarrollo –ambos radicados en prestigiosas universidades del Reino Unido– que han sido traducidos especialmente para esta edición. Cuenta también con otros dos artículos de investigadores procedentes de Chile, Cuba y Angola. El primer trabajo, del profesor de la Universidad de Cambridge Ha-Joon Chang, titulado Instituciones y desarrollo económico: teoría, políticas e historia, cuestiona la visión convencional que se establece entre instituciones liberales y desarrollo económico. Haciendo una lectura crítica y heterodoxa del rol de las instituciones en el proceso de cambio estructural, Chang nos sugiere una vuelta al análisis histórico para poder observar aquello que no suele ser contado de los procesos de desarrollo. El siguiente artículo, titulado ¿Son los países desarrollados y en vías de desarrollo estructuralmente diferentes? un análisis del pensamiento de Kalecki, del profesor de la Universidad de Oxford Diego Sánchez-Ancochea, busca mostrar la vitalidad del pensamiento postkeynesiano a partir de la obra de Michal Kalecki. Sánchez-Ancochea revisa la especificidad de la condición de “subdesarrollo” e identifica una matriz teórica a partir de la cual es posible vincular exitosamente lo político con lo económico en lo relativo al desarrollo. En tercer lugar, incluimos un artículo de los académicos chilenos Mauricio Rifo y Beatriz Silva que se titula Alternativas de desarrollo o alternativas al desarrollo, en el que se hace una crítica al discurso desarrollista. A partir de un análisis teórico detallado, los autores buscan revitalizar el rol de los movimientos sociales y su crítica anticapitalista como posible alternativa a la crisis contemporánea. Finalmente, el último artículo de esta sección, Acercamiento al debate teórico sobre el desarrollo socioeconómico. Una perspectiva desde la economía política, del profesor cubano Roberto Muñoz y el angoleño Bonifácio Vissetaca, busca –por medio de un análisis tanto histórico como teórico– repasar las diferentes perspectivas que existen hoy sobre el desarrollo. Para ello utiliza enfoques convencionales y alternativas no convencionales actualmente en boga. En la segunda sección, incluimos dos escritos que constituyen un aporte para entender la realidad latinoamericana, especialmente en lo que se refiere al rol y la incidencia en distintos ámbitos de actores no estatales y de actores subnacionales. El primero de ellos, de los académicos colombianos Luis Fernando Trejos y Geanny Rendón, titulado Ilegalidad, debilidad estatal y reconfiguración cooptada del estado en la región Caribe colombiana, analiza las causas que han posibilitado el surgimiento, desarrollo y evolución de distintos actores armados ilegales que por medio de la fuerza o la amenaza de su uso, han logrado disputarle al Estado el monopolio de la fuerza, el tributo y el control territorial, particularmente en la región Caribe. El segundo, titulado Las “nuevas diplomacias” en las relaciones argentino-chilenas. transgubernamentalismo y acción subnacional, de la académica argentina Miryam Colacrai, discute las transformaciones que ha experimentado la política exterior a causa de las relaciones de interdependencia que establecen los actores subnacionales, y examina particularmente el incremento de las relaciones entre regiones, provincias y gobiernos locales de Argentina y Chile. Estimados lectores, Con este esfuerzo hemos querido juntar, en un mismo espacio –en esta encrucijada–, a académicos internacionales de reconocida trayectoria y a jóvenes interesados en la emergente temática del desarrollo, todo con el objetivo de contribuir a difundir visiones alternativas y continuar abriendo ventanas y puertas, tanto en Chile como en América Latina, al perenne desafío del desarrollo. Además, hemos querido explorar dos facetas específicas de la realidad latinoamericana –el crimen organizado en el Caribe colombiano y la paradiplomacia argentino-chilena– con el fin de aportar a la comprensión de los problemas, desafíos y transformaciones que experimenta la región. Esperamos en que esta edición de Encrucijada Americana sea del interés de todos ustedes: académicos, investigadores y estudiantes interesados en conocer y contrastar diversas perspectivas de la realidad de nuestro continente y del mundo.

En estas líneas presentamos el Nº 25 de la REJIE, Nueva época que se estrena con un Consejo de Redacción renovado, al que se incorporan los profesores José Francisco Alenza García, Catedrático de Derecho Administrativo de la Universidad Pública de Navarra; Maribel Canto López, Associate Professor (Senior Fellow of the Higher Education Academy y University Distinguished Teaching Fellow), de la University of Leicester (United Kingdom); María Jesús Elvira Benayas, Profesora Contratada Doctora de Derecho Internacional Privado de la Universidad Autónoma de Madrid; Inmaculada González Cabrera, Profesora Titular de Derecho Mercantil de la Universidad de Las Palmas de Gran Canaria y Nicola Gullo, Professore Associato di Diritto amministrativo de la Università degli Studi di Palermo (Italia). La incorporación de estos profesores al Consejo de Redacción lo enriquecen al abrirse a miembros de distintas Universidades nacionales e internacionales ayudando a incrementar la calidad de las publicaciones y el ámbito de difusión de la Revista. Por otro lado, Patricia Benavides Velasco, Profesora Titular de Derecho Mercantil de la Universidad de Málaga; Rocío Caro Gándara, Profesora Titular de Derecho Internacional Privado de la Universidad de Málaga; Mª Encarnación Gómez Rojo, Profesora Titular de Historia del Derecho de la Universidad de Málaga; Miguel Gutiérrez Bengoechea, Profesor Titular de Derecho Financiero y Tributario de la Universidad de Málaga, Mª Ángeles Liñán García, Profesora Contratada Doctora de Derecho Eclesiástico del Estado de la Universidad de Málaga, y Mª Belén Malavé Osuna, Profesora Titular de Universidad de Derecho Romano de la Universidad de Málaga dejan el Consejo de Redacción de la Revista y se incorporan al Comité Científico Nacional de la misma. En estas líneas, desde la Dirección de la Revista queremos expresar nuestro más sincero agradecimiento a los profesores que se incorporan al Consejo de Redacción y a los profesores que asumen una responsabilidad nueva como miembros del Comité Científico. Esta Revista desde sus comienzos fue un proyecto de equipo y es una satisfacción ir sumando a colegas que se ilusionan y lo hacen suyo también. GRACIAS. En este número se han publicado un total de seis artículos y tres recensiones. En el bloque sobre innovación docente, el primer artículo se titula “Las actividades prácticas evaluables en los estudios jurídicos universitarios. Vídeo-ejercicios como instrumentos trasformadores” y ha sido elaborado por Gabriele Vestri, Profesor Ayudante Doctor (acr. PCD) de Derecho Administrativo de la Universidad de Cádiz. Este estudio comparte el resultado del análisis de un Proyecto de Innovación y Mejora Docente llevado a cabo durante el curso académico 2020-2021 en el marco de tres asignaturas del Grado en Gestión y Administración Pública. El autor explica detalladamente tanto los supuestos prácticos que se facilitaron a los alumnos como los requisitos y características que debían tener los videos resolutorios entregados por ellos, así como los resultados obtenidos en dicha experiencia, ayudándose de los oportunos gráficos y tablas explicativas. Todo ello en un contexto de pandemia y entre la enseñanza presencial y virtual. El segundo artículo titulado “Las cuestiones de debate de la Ciencia Política como docencia práctica en un entorno de enseñanza semipresencial y virtual” ha sido escrito en coautoría por Francisco Collado Campaña, Profesor Sustituto Interino de Ciencia Política y Ángel Valencia Sáiz, Catedrático de Ciencia Política, ambos de la Universidad de Málaga. Este estudio se centra también en una experiencia docente en el contexto del Grado en Gestión y Administración Pública, pero en las asignaturas introductorias de Ciencia Política. El esquema de la experiencia, asentada en la metodología de debate (razonamiento, discusión y argumentación) se concreta en cuatro fases: primero, los alumnos desarrollan su conocimiento sobre una pregunta clásica en la asignatura y la confrontan; segundo, los estudiantes se documentan y seleccionan fuentes que favorezcan su conocimiento referente a las distintas respuestas y/o posturas; tercero, los alumnos analiza las lecturas para diseñar su propia postura ya sea adhiriéndose a alguna de las existentes o conformando una posición ecléctica y, finalmente, los alumnos presentan la importancia de la pregunta trabajada, muestran una panorámica de las distintas respuestas para afrontarla y razonan su postura ante una audiencia formada por el profesor y el resto de la clase. Esta fase final va acompañada de un turno de preguntas o réplicas por parte del público para evaluar la fundamentación de los argumentos del alumno. Es de destacar en este estudio el análisis que se realiza sobre las diversas dificultades que tanto profesores como alumnos nos hemos encontrado ante las restricciones en las clases en el contexto de la crisis sanitaria. El tercer artículo lleva por título ”Los derechos fundamentales más allá de los derechos fundamentales. Notas para enseñar Derecho Constitucional” y ha sido realizado por Ignacio Álvarez Rodríguez, Profesor Contratado Doctor de Derecho Constitucional de la Universidad Complutense de Madrid”. Este original artículo, partiendo de la selección de jurisprudencia del TEDH tiene como ambicioso objetivo demostrar cómo la enseñanza del Derecho Constitucional en pleno siglo XXI no puede limitarse a explicar cómo afecta el Convenio Europeo de Derechos Humanos a la parte dogmática de la Constitución (derechos fundamentales) sino cómo lo hace, desde la transversalidad más objetiva, a la parte orgánica (órganos, instituciones). Es decir, la enseñanza del Derecho Constitucional, a juicio del autor, no puede limitarse a “actualizar” el catálogo de derechos fundamentales en base a la literalidad constitucional y/o convencional y en la interpretación que los altos tribunales hagan de los mismos, sino que es necesario explorar cómo afecta y en qué medida podría seguir afectando a las instituciones y órganos estatales la interpretación que de tales derechos se hacen. El artículo que cierra el bloque sobre innovación docente lo firman Daiana-Yamila Rigo, Investigadora Adjunta del Consejo Nacional de Investigaciones Científicas y Técnicas de la Universidad Nacional de Río Cuarto, Argentina, y Rosana Beatriz Squillari, Profesora Adjunta Exclusiva en Ciencias Jurídicas, Políticas y Sociales de la citada Universidad. El estudio lleva por título “Clase invertida, formación docente y agencia transformadora: Un estudio preliminar en pandemia con estudiantes argentinos” y en él, las autoras, además de centrarse en la experiencia del uso de la clase invertida como recurso docente en el contexto de la COVID-19, constatan la necesidad de formar a los futuros formadores para las futuras pandemias, repensando las formas de trabajo en el aula y contemplando que las instituciones educativas van más allá de sus propias infraestructuras físicas. El bloque dedicado a la investigación sustantiva se inicia con el estudio titulado “¿Hacia un cambio de modelo en la relación Administración tributaria-contribuyente? Análisis del cumplimiento fiscal voluntario” y realizado por José Francisco Sedeño López, Personal Investigador en Formación de la Universidad de Málaga. Este interesante estudio analiza el cumplimiento voluntario de las obligaciones tributarias y constata que, partiendo de la idea de que la decisión final del contribuyente es crucial para la voluntariedad del cumplimiento, otros factores psicológicos, enraizados en la confianza en las instituciones formales y la confianza en las instituciones informales, así como la edad, el nivel de renta o la ideología han resultado ser circunstancias sociodemográficas que influyen en el cumplimiento voluntario. El segundo y último artículo del bloque dedicado a la investigación sustantiva lo ha realizado Ana Rosa Aguilera Rodríguez, Profesora de la Universidad de Las Tunas, Cuba. El estudio se titula “La enseñanza del derecho a la ciudad en la formación de profesionales del Derecho”. En él la autora reflexiona sobre la necesidad de mejorar la enseñanza del Derecho y los vigentes planes de estudios de las Universidades cubanas con la incorporación de asignaturas relacionadas con el Derecho a la Ciudad, la Ordenación del Territorio y el Urbanismo. Incorporar estas disciplinas, a juicio de la autora, contribuiría a elevar la cultura jurídica de los profesionales del Derecho, y con ello, a conseguir una mayor integralidad en la formación que permita dar respuesta a necesidades e intereses de la sociedad. El número se cierra con tres reseñas. La primera, de María del Carmen Macías García sobre la monografía “La cuarta revolución industrial y su impacto sobre la productividad, el empleo y las relaciones jurídico-laborales: desafíos tecnológicos del siglo XXI” del profesor de la Universidad de Málaga Miguel Ángel Gómez Salado, publicado en 2021 por la editorial Thomson Reuters Aranzadi, Cizur Menor. La segunda, de Miguel Ángel Gómez Salado sobre la monografía “La protección social de las personas inmigrantes: un modelo garantista” de la profesora de la Universidad de Granada Belén del Mar López Insua, publicada en 2020 por la editorial Atelier. La tercera, de Virginia Martínez Torres sobre la monografía “La tributación de los servicios digitales en Europa y España” del profesor de la Universidad Complutense de Madrid Guillermo Sánchez-Archidona Hidalgo, publicada en 2020 por la editorial Thomson Reuters Aranzadi, Cizur Menor. Antes de concluir la presentación, una breve reflexión, la aparición de la COVID-19 ha influido profundamente en el modo de vivir, de relacionarnos, de desempeñar nuestro cometido de enseñar y seguir aprendiendo, como miembros de la comunidad universitaria. El cierre físico de las instalaciones universitarias, la apertura de nuestro entorno doméstico y personal en la realización de nuestro cometido profesional, ha aumentado la conciencia de comunidad con nuestros estudiantes. Esta revista, como se deja sentir en este número, especialmente en el bloque de innovación docente, también está aumentando la conciencia de comunidad, de grupo de colegas con una preocupación especial por la mejora de la educación superior sean cuales sean las circunstancias que se presenten, a modo de pandemia, o de cambios legislativos y de modelo de enseñanza, como fue la implantación del modelo universitario de Bolonia. Por este motivo es merecido agradecer a todos los autores que han publicado en esta Revista, desde sus inicios, la confianza que han depositado en nosotros y, también, a los lectores, que número tras número, la consultan y la citan. Entre todos contribuimos a que esté viva a que tenga dinamismo y a que sea un foro de intercambio intelectual y debate académico. Carmen María Ávila Rodríguez Subdirectora académica de la REJIE, Nueva época.

Nos últimos quatro anos, assumimos com a Revista Baiana de Educação Matemática (RBEM) o compromisso de democratizar o acesso ao conhecimento científico, proporcionando um espaço aberto e gratuito para autores de todo o Brasil e de outros países comunicarem os resultados de suas pesquisas e experiências. Durante esse período, mantivemos rigor editorial, orgulhando-nos de ser reconhecidos como uma fonte qualificada de comunicação científica. Desde 2020, nossa ênfase tem sido em trabalhos que se concentram em discutir a prática e formação do professor que leciona Matemática, a realidade escolar, e o processo de ensino-aprendizagem dessa ciência. Os 21 artigos e relatos de experiência aceitos para publicação neste volume 4, abordam uma variedade de temas relacionados ao ensino-aprendizagem da Matemática, explorando diferentes estratégias, metodologias e desafios enfrentados pelos educadores. Eles discutem experiências, com o uso de materiais manipuláveis e a resolução de problemas, para tornar o ensino de Matemática mais dinâmico. Além disso, destacam a importância da inclusão de alunos com necessidades especiais, como aqueles com síndrome de Down, e propõem abordagens pedagógicas específicas para atender às suas necessidades de aprendizagem, enfatizando a importância do planejamento cuidadoso e da colaboração entre os educadores e outros profissionais envolvidos. Outros temas recorrentes incluem a análise de materiais didáticos, como livros didáticos e vídeos educacionais, buscando identificar como esses recursos podem ser mais eficazes no ensino de conceitos matemáticos. Além disso, abordam as dificuldades dos alunos na interpretação de problemas matemáticos e propõem estratégias para superar esses obstáculos. Em suma, os artigos e relatos de experiência refletem a preocupação em melhorar a qualidade do ensino da matemática, oferecendo insights valiosos sobre práticas pedagógicas inovadoras, adaptações curriculares e abordagens inclusivas que visam atender às necessidades de todos os alunos, independentemente de suas habilidades ou limitações. Apresentaremos brevemente, a seguir, cada uma dessas produções, destacando os principais pontos de cada uma delas. No artigo intitulado "Formação em Matemática por meio de invenções científico-tecnológicas voltadas aos impactos sociais: uma revisão de literatura" (Azevedo e Maltempi, 2023), é apresentado um estudo de revisão sistemática da literatura sobre Formação em Matemática utilizando invenções científico-tecnológicas para tratar sintomas da doença de Parkinson. Já em "Análise do livro didático de matemática: um estudo das Tecnologias Digitais de Informação e Comunicação utilizadas e da atenção seletiva na aprendizagem da função seno" (Nascimento, Mattos e Fonseca, 2023), foi realizado um estudo com o objetivo de analisar a presença de Tecnologias Digitais de Informação e Comunicação (TDIC) e a atenção seletiva na aprendizagem da função seno em um livro didático. Oliveira, Silva Neto e Silva (2023) discutem em seu texto o desenvolvimento de uma atividade didática no Ensino Médio sobre o método de Arquimedes para determinação de medidas do círculo, aliado ao uso de materiais concretos. A pesquisa adota a investigação histórica no ensino de Matemática, visando uma atividade investigativa e criativa que promova argumentação e comunicação entre os alunos. Por outro lado, Alves e Menezes (2023) analisam ações didáticas relacionadas ao ensino de áreas de figuras planas, com destaque para o uso do Software Geogebra e do site Phet Colorado, em uma escola municipal no Ceará. O estudo propõe uma Situação Didática Olímpica (SDO) para duas turmas do 9º ano do Ensino Fundamental II, visando abordar Problemas Olímpicos (PO’s) em aulas regulares de matemática. Pinheiro e Carneiro (2023), em seu artigo, propuseram uma experiência para auxiliar os alunos a compreender melhor o conteúdo de Trigonometria no Ensino Médio. A proposta consistiu em utilizar Narrativas Históricas Ilustrativas para tornar as aulas mais interessantes, dinâmicas e contextualizadas. A pesquisa foi realizada em duas etapas e teve por objetivo alcançar uma melhoria no processo de ensino e aprendizagem das aulas de Trigonometria. Braga e Neiva (2023) investigaram os fatores que influenciam a aprendizagem matemática nos anos iniciais da Educação Básica, visando fornecer subsídios para uma prática docente voltada para a formação cidadã, sinalizando que aprender matemática permite aos alunos compreender melhor o mundo ao seu redor, questioná-lo criticamente e agir em prol de sua transformação, se necessário. Vitalino, Teixeira e Santos (2023) apresentam os resultados de uma investigação sobre a formação inicial de professores de Matemática, focando na articulação entre teoria e prática. A pesquisa, baseada em revisão de literatura, identificou ações que promovem essa articulação e examinou como essas ações contribuem para o desenvolvimento profissional dos futuros professores. Machado Júnior et al. (2023) analisaram em seu texto de pesquisa o ensino de Geometria nos anos finais do Ensino Fundamental, comparando as propostas dos Parâmetros Curriculares Nacionais (PCN) e da Base Nacional Comum Curricular (BNCC). Utilizando a Hermenêutica de Profundidade, investigam tanto os aspectos internos dos documentos quanto o contexto social, político e econômico em que foram elaborados e destacam mudanças como a antecipação de alguns conteúdos na BNCC, a ampliação da abordagem de conceitos e procedimentos, e a ausência de certos conteúdos presentes nos PCN. Quimuanga, José e Domínguez (2023) adotaram uma abordagem predominantemente qualitativa e explicativa em "O ensino da Estatística baseado na resolução de problemas: Uma estratégia didática de trabalho com os alunos de uma Escola Primária em Angola", com o objetivo de identificar a influência da resolução de problemas na aprendizagem da Estatística por 80 alunos da 6ª Classe da Escola Primária nº 677 de Kimaiúngui. Diniz, Ferreira e Diniz (2023), em "Educação Matemática na Bahia: contribuições da professora Adelaide Reis Mendonça", apresentaram as contribuições da professora Adelaide Reis Mendonça para a Educação Matemática na Bahia. Realizaram entrevistas com a professora e adotaram uma abordagem histórica, explorando sua trajetória pessoal e profissional, suas práticas como educadora matemática no ensino superior, sua participação no Encontro Baiano de Educação Matemática (EBEM) e seu papel na formação de professores. O artigo visa contribuir para o entendimento da História da Educação Matemática na Bahia e fornecer perspectivas para pesquisas futuras sobre o ensino e a formação de professores de matemática no estado, destacando o EBEM como um evento significativo nesse processo. Santana Oliveira e Fonseca (2023) realizaram uma análise dos obstáculos epistemológicos e didáticos relacionados às transformações trigonométricas presentes no livro didático "Matemática e suas tecnologias" de Souza (2021), disponível no PNLEM 2021. O estudo foi conduzido como um levantamento bibliográfico, seguindo os princípios de Bachelard (2006) e revelou que a maioria dos livros didáticos a partir do PNLEM 2018 deixou de abordar esse tema, seguindo as diretrizes dos documentos normativos nacionais. Por sua vez, Santos e Jucá (2023) realizaram uma revisão de estudos sobre a formação de professores polivalentes e o ensino de frações, com o objetivo de levantar conhecimentos e dificuldades apontados nessas pesquisas. A revisão identificou lacunas de conhecimento pedagógico e de conteúdo sobre frações entre estudantes de Pedagogia em formação inicial e professores em formação continuada e ressaltou a importância de abordar o campo fracionário na formação de professores polivalentes para minimizar essas lacunas e contribuir para a melhoria do ensino de matemática na Educação Básica. No artigo “Pré-apropriação de jogos sobre equação do 1º grau propostos em livros didáticos” (Lima Lira e Espíndola, 2023), o objetivo é analisar a pré-apropriação de jogos para o ensino de equações do 1º Grau por professores de matemática, conforme propostos em livros didáticos do Programa Nacional do Livro Didático. A pesquisa destaca a influência do conhecimento matemático dos professores na instrumentalização dos jogos e diferentes formas de orquestração instrumental, especialmente para o jogo das equações equivalentes em sala de aula. Já em “Intersemioses nos Festivais de Vídeos Digitais e Educação Matemática: uma análise de vídeos com conteúdo de Geometria” (Oliveira e Neves, 2023), discute-se os Festivais de Vídeos Digitais e Educação Matemática, que promovem a produção de vídeos com conteúdo matemático por estudantes e professores de todo o país. O estudo visa analisar o potencial de produção de significados dos vídeos participantes do festival, com foco nas escolhas de recursos semióticos e suas combinações para construir o discurso matemático digital. No relato de experiência "Cálculo do desconto do INSS sobre o salário-mínimo: relato de experiência de uma aula baseada na resolução de problemas" (Moreira, Pontes e Souza, 2023), os autores descrevem a aplicação de uma aula que aborda o cálculo dos descontos trabalhistas no salário mínimo, utilizando a metodologia de Resolução de Problemas. Os resultados indicam que os alunos se envolveram mais e participaram ativamente do processo de aprendizagem, avaliando o próprio progresso. Conclui-se que a metodologia destacou aspectos relevantes como trabalho em grupo e construção de conhecimento matemático de forma mais significativa e efetiva pelos alunos. No relato de experiência "A modelagem do peso e altura dos três Josés" (Cruz e Pires, 2023), os autores apresentam uma análise do desenvolvimento de três bebês com base em informações sobre peso e altura. No estudo "Experiências e saberes docentes nas tessituras de uma oficina pedagógica tematizando a probabilidade e a estatística" (Alves Oliveira, Martins e Carneiro, 2023), os autores apresentam e discutem experiências formativas e saberes docentes em uma oficina pedagógica realizada em Ponte Nova, Minas Gerais, no segundo semestre de 2019. O relato destaca a importância das oficinas pedagógicas como estratégias dinâmicas, lúdicas e problematizadoras na formação e prática docente, promovendo um trabalho colaborativo e dialógico que revitaliza os processos de ensino-aprendizagem da matemática na educação básica. Assim, no relato "Proposta para o ensino e aprendizagem de professores em formação inicial: um curso de matemática básica desenvolvido a partir da Resolução de Problemas" (Alves e Neves, 2023), os autores apresentam os resultados de um curso de matemática básica oferecido à comunidade local e a acadêmicos de um campus universitário. Os resultados dessa iniciativa demonstraram um desempenho significativo na interpretação de questões-problema, desafiando os participantes a pensar e expressar suas ideias. A metodologia empregada permitiu a interpretação de diversas abordagens para um mesmo problema, exercitando a interpretação e a argumentação verbal e escrita. Em "Resolução de problemas sobre Planificação do cubo: uma abordagem através de materiais manipuláveis" (Oliveira, 2023), é apresentada uma atividade experimental realizada com alunos da disciplina Metodologia do Ensino da Matemática. O objetivo era obter as planificações do cubo utilizando materiais manipuláveis. No relato "Dificuldades em Interpretações Matemáticas dos Alunos do Proeja na Resolução de Situações Problemas" (Goulart, Silva e Mariani, 2023), apresenta-se uma experiência baseada no Estágio Curricular Supervisionado (ECS) do Curso de Licenciatura em Matemática, realizado no Instituto Federal Farroupilha (IFFar). Observou-se que os alunos do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (Proeja), curso Técnico em Cozinha, enfrentavam dificuldades na interpretação de enunciados matemáticos em situações-problema. O relato discute essas dificuldades e busca embasamento teórico para compreender suas causas estruturais. Por último, em "Ensino de Conceitos Matemáticos e Educação Inclusiva: Uma Experiência com Aluno com Síndrome de Down" (Almeida, Santos e Bezerra, 2023), os autores relatam e discutem a experiência de ensino de conceitos matemáticos a um aluno com síndrome de Down, matriculado nos anos finais do ensino fundamental em uma escola privada de Fortaleza, Ceará. O relato se baseia em dez meses de acompanhamento diário do aluno pelas autoras, durante os quais buscou-se compreender a relação entre o professor de matemática e as especificidades desse aluno, assim como conhecer as práticas, intervenções, metodologias e estratégias de ensino adotadas para seu desenvolvimento cognitivo em matemática. Os artigos e relatos de experiência, portanto, destacam a complexidade e a diversidade de abordagens no ensino da matemática, evidenciando a importância de uma educação matemática de qualidade e acessível a todas as pessoas. A reflexão sobre práticas pedagógicas, o uso de metodologias inovadoras e a promoção da inclusão são aspectos fundamentais para o desenvolvimento de uma educação matemática mais significativa. Assim, desejamos aos leitores uma leitura proveitosa e enriquecedora, na qual possam significar as diversas ideias apresentadas, contribuindo para uma reflexão aprofundada e inspiradora de novas práticas pedagógicas em suas próprias realidades educacionais.

In this article, we contend that Cuba's civic education system is highly ideological, and the Cuban Communist Party's ideology strongly permeates citizens' social obligations towards the state, as imparted through civic education. The research demonstrates that the Cuban education system embodies a form of inclusive nationalism that offers a clear definition of membership within the collective society. As evidenced by our findings, Cuba has, through its Constitution, textbooks, and curriculum, played a crucial role in institutionalizing a particular concept of Cubanness, delineating what it means to be a Cuban citizen. However, the imposition of specific values through socialist ideology faces threats from the economic crisis and the influence of the internet, tourism, and social media on Cuban society. Interviews with informants have unveiled the challenges posed by the rigid and one-dimensional imposition of this particular ideology in schools, revealing tensions, discontent, and fractures in the politicized teaching. The article also compares civic education in Cuba with the progressive Critical Global Citizenship Education. This article is based on 6 weeks of fieldwork (September to November 2019) in Cuba, where civic education was explored in a 5th grade and a 9th grade school in Havana. The qualitative study was based on interviews with important stakeholders, observation of classes, and document analysis of the Constitution, the curriculum, as well as textbooks.

Egodocuments are an excellent documentary type for the study of social and linguistic history. As they are not subject to mediation, correction, or interference by a secondary author, they are texts in which the author expresses his or her feelings just setting the pen to paper. On the other hand, as their execution is focused on immediate communication, their dissemination is not considered, so they lack the filters of social or formal conventions. The aim of this research is to show the importance of considering egodocuments as a valuable material for the reconstruction of identity and the role played by the popular classes in Cuba, concentrating on the decades before Independence, in those accurate moments when the social and linguistic identity of a new nation was being formed. Los egodocumentos son un excelente tipo documental para estudiar la historia social y lingüística. Al no estar sometidos a mediación, corrección o injerencia de autor secundario, son textos en los que el autor plasma sus sentimientos y experiencias en el correr de la pluma. De otra parte, como su ejecución se centra en una comunicación inmediata, no se considera su difusión, por lo que carecen de los filtros propios de las convenciones sociales o formales. El objetivo de esta investigación es mostrar la importancia de considerar los egodocumentos como material valioso para la reconstrucción de la identidad y del papel representado por las clases populares en Cuba, ciñéndonos a las décadas previas a la Independencia, en esos precisos momentos en que se está configurando la identidad social y lingüística de una nueva nación.

AbstractThis paper examines a collective identity shift among unionizing art museum workers. Pulling data from an action research study of museum union members, I argue that museum workers today are explicitly aligning themselves with working classes in building wall‐to‐wall labor unions and embracing the collective identity, or membership within the group, of “museum worker.” In analyzing this identity label, I draw from Bruce Lincoln's theories on discourse as a mechanism for constructing or dismantling affective social boundaries. The shift from “museum professional” to “museum worker” signifies a redefinition of creative labor and museum work rooted in cross‐class solidarity and bears implications for effective grassroots organizing and coalition‐building for institutional and social change.

AbstractIn mammalian societies, dominance hierarchies translate into inequalities in health, reproductive performance and survival. DNA methylation is thought to mediate the effects of social status on gene expression and phenotypic outcomes, yet a study of social status-specific DNA methylation profiles in different age classes in a wild social mammal is missing. We tested for social status signatures in DNA methylation profiles in wild female spotted hyenas (Crocuta crocuta), cubs and adults, using non-invasively collected gut epithelium samples. In spotted hyena clans, female social status influences access to resources, foraging behavior, health, reproductive performance and survival. We identified 149 differentially methylated regions between 42 high- and low-ranking female spotted hyenas (cubs and adults). Differentially methylated genes were associated with energy conversion, immune function, glutamate receptor signalling and ion transport. Our results provide evidence that socio-environmental inequalities are reflected at the molecular level in cubs and adults in a wild social mammal.

Foi cruel para o destino de suas lutas que o proletariado latino americano tenha começado a travar grandes combates com relativa independência de classe somente depois do fim da Segunda Guerra Mundial, justamente quando a classe trabalhadora européia, a grande protagonista das revoluções anti-capitalistas na primeira metade do século, se retirava de cena. A primeira revolução operária do continente sacudiu a Bolívia no início dos anos cinqüenta e, depois de uma extraordinária luta foi derrotada, mas o marxismo passou a ser, pela primeira vez na América Latina, o vocabulário da maioria da classe operária. O continente latino-americano escreveu sua primeira página de glória na história da revolução socialista com o triunfo da revolução cubana em 1959. Uma onda de entusiasmo e radicalização política se estendeu do México ao Chile, mas a hora dos combates decisivos seria decidida, desfavoravelmente, no Rio de Janeiro em 1964. O perigo de novas “Cubas” levou Washington a fomentar um cerco comercial, político e militar a Cuba. A mobilidade social intensa do período histórico do pós-guerra, que acompanhou o processo de urbanização na maioria do continente, se interrompeu no final dos anos setenta. Pela primeira vez, uma geração de jovens descobriu que não podia aspirar a uma vida melhor que a da geração de seus pais. As tensões sociais que o processo de urbanização e industrialização conseguiu absorver, mesmo com a manutenção de grande desigualdade social, porque permitia a esperança de uma ascensão individual, deixou de ser possível quando explodiu a crise das dívidas externas nos anos oitenta e, depois, a consolidação do desemprego em níveis superiores a 10% da população economicamente ativa nos anos noventa. Esse foi o quadro histórico-econômico que explica a instabilidade crônica dos regimes democrático-liberais que culminou com a queda de mais de 10 presidentes eleitos e a explosão político-social que foi a onda de situações revolucionárias que se precipitou da Argentina para o Equador, e da Venezuela para a Bolívia.

Consideration of the prevalence of regional prejudice in Brazil shows how stereotypical assumptions about culture, race, and socioeconomic class inform regional biases. A comparison of discriminatory social media posts after the 2014 and 2018 presidential elections reveals similarities in most of the racist and xenophobic language in the two election cycles but an increase in references to Venezuela and Cuba and heightened animosity toward the Partido dos Trabalhadores in 2018. Racism directed by social media users against nordestinos is part of a historical continuum of oppression fostered by regional stereotypes and failed public policies that have real-life implications for Brazil’s nordestinos. A consideração da prevalência de preconceito regional no Brasil mostra a centralidade de premissas estereotipadas sobre cultura, raça e classe socioeconômica. Uma comparação de publicações discriminatórias nas mídias sociais após as eleições presidenciais de 2014 e 2018 revela semelhanças na maior parte da linguagem racista e xenofóbica nos dois ciclos eleitorais, mas um aumento nas referências à Venezuela e Cuba e maior animosidade em relação ao Partido dos Trabalhadores em 2018. Racismo dirigido por usuários de mídia social contra os nordestinos faz parte de um continuum histórico de opressão promovida por estereótipos regionais e políticas públicas fracassadas que têm implicações na vida real para os nordestinos do Brasil.

Este trabajo aborda una estrategia didáctica de un caso de investigación para promover la interdisciplinariedad entre la enseñanza de la ciencia y la literatura brasileña aplicada a los estudiantes de la escuela primaria en una escuela pública. Investigamos la dinámica de las interacciones entre los estudiantes de un caso de investigación inspirado en las "Memórias Póstumas de Brás Cubas" de Machado de Assis, centrado en el desarrollo de las habilidades argumentales desarrolladas por Toulmin. En las clases de ciencia y literatura los alumnos analizaron el caso de Brás Cubas, protagonista de la obra, y el problema retratado estaba relacionado con el personaje central que intentaba inventar "el yeso de Brás Cubas", con el fin de curar a toda nuestra melancólica humanidad. Este dilema es central en la obra original de Machado de Assis y, en nuestra estrategia, fue decodificado en el formato de una carta con la intención de proporcionar una mayor comprensión al público objetivo, entre 13 y 14 años. A partir de la transposición didáctica, realizada en este clásico de la literatura brasileña, los alumnos analizaron si los medicamentos pueden resolver todos los males de la humanidad, y también discutieron cuestiones sociales y científicas como la ética en la industria farmacéutica y los casos de depresión, ansiedad y el uso de medicamentos de forma no regulada. El caso de investigación se llevó a cabo durante las cinco clases y se analizaron las actividades para identificar la eficacia de la argumentación y la colaboración de los estudiantes en la resolución del caso. La resolución se desarrolló en las clases con el fin de proporcionar interdisciplinariedad, implicando la presentación de la obra de Machado de Assis, la relación fosfoetanolamina (caso real) y el yeso Brás Cubas (caso ficticio) y la rueda de conversación. Las estrategias didácticas como la que se aborda en este estudio pueden ayudar a los estudiantes de la educación básica a aprender y aplicar los principales conceptos y habilidades propuestos, adquiriendo una postura activa durante la resolución del problema propuesto.CASOS INVESTIGATIVOS PARA A PROMOÇÃO DA INTERDISCIPLINARIDADE ENTRE O ENSINO DE CIÊNCIAS E A LITERATURA BRASILEIRARe sumo sumosumoEste trabalho aborda uma estratégia didática de um caso investigativo para promover a interdisciplinaridade entre o ensino de ciências e a literatura brasileira aplicado aos estudantes do Ensino Fundamental de uma escola pública. Investigamos a dinâmica das interações entre os alunos a partir de um caso investigativo inspirado na obra “Memórias Póstumas de Brás Cubas” de Machado de Assis, focado no desenvolvimento da habilidade de argumentação desenvolvido por Toulmin. Durante as aulas de ciências e literatura os alunos analisaram o caso de Brás Cubas, protagonista da obra, e o problema retratado era relativo ao personagem central que tentava inventar “o emplasto Brás Cubas”, com o objetivo de curar toda nossa melancólica humanidade. Esse dilema é central na obra original de Machado de Assis e, em nossa estratégia, ele foi decodificado no formato de uma carta com a intenção de proporcionar maior compreensão ao público alvo, entre 13 e 14 anos. A partir da transposição didática, realizada nesse clássico da literatura brasileira, os estudantes analisaram se medicamentos podem resolver todos os males da humanidade, além disso discutiram questões sociocientíficas como a ética na indústria farmacêutica e os casos de depressão, ansiedade e o uso de medicamentos de modo desregrado. O caso investigativo foi realizado durante as cinco aulas e foram analisadas as atividades para identificar a eficácia da argumentação e da colaboração dos alunos na resolução do caso. A resolução foi desenvolvida nas aulas de modo a proporcionar a interdisciplinaridade, envolvendo apresentação da obra do Machado de Assis, relação da fosfoetanolamina (caso real) e o emplasto Brás Cubas (caso fictício) e roda de conversa. Estratégias didáticas como a abordada em este estudo pode ajudar os estudantes da educação básica a aprender e aplicar os principais conceitos e habilidades propostos, adquirindo uma postura ativa durante a resolução do problema proposto.Palavras-chave: Machado de Assis; questões sociocientíficas; ética farmacêutica, casos investigativosINVESTIGATIVE CASES FOR A PROMOÇÃO DA INTERDISCIPLINARIDADE BETWEEN OR ENSINO DE CIÊNCIAS E A LITERATURA BRASILEIRAThis work addresses a didactic strategy of an investigative case to promote interdisciplinarity between science teaching and Brazilian literature applied to primary school students in a public school. We investigate the dynamics of interactions between students from an investigative case inspired by the work "Memórias Póstumas de Brás Cubas" by Machado deAssis, focused on the development of argumentation skills developed by Toulmin. During science and literature classes the students analyzed the case of Brás Cubas, the protagonist of the work, and the problem portrayed was related to the central character who tried to invent"the Brás Cubas plaster", with the objective of curing allour melancholic humanity. This dilemma is central to Machado de Assis' original work and, in our strategy, it was decoded in the format of a letter with the intention of providing greater understanding to the target audience, between 13 and 14 years. From the didactic transposition, carried out in this classic of Brazilian literature, the students analyzed if medicines can solve all the ills of humanity, and also discussed social and scientific issues such as ethics in the pharmaceutical industry and casesof depression, anxiety and the use of medicines in an unregulated manner. The investigative case was conducted during the five classes and activities were analyzed to identify the effectiveness of the argumentation and collaboration of the students in solving the case. The resolution was developed in the classes in order to provide interdisciplinarity, involving the presentation of Machado de Assis's work, phosphoethanolamine relationship (real case) and the Brás Cubas plaster (fictitious case) and conversation wheel. Didactic strategies such as the one approached in this study can help students in basic education to learn and apply the main concepts and skills proposed, acquiring an active posture during the resolution of the proposed problem.Keywords: Machado de Assis; socio-scientific issues; pharmaceutical ethics;research cases

La asociación de hombres y mujeres zulianos, de diferentes clases y procedencia social, integrados en una red vinculada con capitales caribeños (puertorriqueños y cubanos) transformaron, en las dos primeras décadas del siglo XX, la producción y el comercio de los derivados de la caña, creando una plataforma económica y social que facilitó el proceso de industrialización del azúcar por primera vez en Venezuela e incorporó el producto en el mercado nacional e internacional. La alianza criolla y caribeña se produjo cuando los actores sociales decidieron organizarse y fundar las compañías anónimas “Unión Agrícola” (1909) y “Central Azucarero del Zulia” (1912), localizadas en Bobures y Gibraltar del distrito Sucre, al sur del Lago de Maracaibo, las cuales mejoraron las prácticas tradicionales de explotación de la tierra y transformaron el estatus del agricultor y del comerciante en productores de materia prima y accionistas de las corporaciones azucareras. Las corporaciones azucareras operaron con tecnología proveniente de Cuba, Europa y Estados Unidos.

AbstractThis paper presents variationist sociolinguistics research on the copula estar with predicate adjectives in Cuban Spanish, a variety in which it appears to have gone largely uninvestigated. To examine its social and linguistic distribution, a real-time study with data from the 1960s and 1990s was coupled with an apparent-time study with data from the 1990s. Findings showed that generation and adjective type were significant factors constraining the variation. The comparison of different generations in real and apparent time suggested that the frequency of estar had increased significantly in the younger generation compared to older ones, and it had remained stable for the two age cohorts studied in real time. Results for following adjective showed that the extension of estar was favored in two of eight adjective classes. These findings suggest that Cuban Spanish has experienced a change over time in the frequency and distribution of innovative estar with predicate adjectives.

The article deals with the relationship between confessions, between them and other social forces, the state. Opportunities are also being considered for dialogue and cooperation on a variety of issues, such as human rights, upbringing and education (particularly religious). Examples of the dialogue of leaders of churches of various Christian denominations are given — a meeting in Cuba in February 2016, the relevant documents developed at the World Russian People's Councils. It is shown that interfaith dialogue and cooperation is likely on such issues as, for example, the attitude to the situation in various regions of the world and possible participation in its resolution, human rights, religious education and education, etc. The article notes that with the apparent absence of interfaith differences, with the intervention of radical forces and, especially, politics, the risk of ideological confrontation and open clashes remains, posing a threat to the cultural and national security of the country.

AbstractIn the mid-1930s, in the midst of economic depression, social turmoil and political upheaval,the province of Alberta introduced an innovative progressive school curriculum, consistingof the “enterprise” approach and the replacement of history courses with Social Studies.Historians who have examined this revision, like Robert Patterson, assert that the curriculumwas never seriously implemented, particularly in the rural schools of the province. They arguethat young and inexperienced teachers with few teaching resources were simply not up to thetask of putting the child-centred, project-based program into effect. This paper argues thatrural teachers, not inhibited by many elements of what Tyack and Cuban call “the grammarof schooling,” were actually well placed to implement hands-on, subject-integrated andstudent-directed learning activities. An examination of a range of primary source material, includingteacher memoirs, newspaper accounts and Department of Education correspondence,indicates that rural teachers, though they faced considerable challenges in fully implementingprogressive curriculum reforms, adopted and adapted teaching practices they saw as relevantand useful for the students in their classrooms.RésuméAu milieu des années 1930, dans un contexte de crise économique, d’agitation sociale et debouleversement politique, la province d’Alberta introduisit un programme d’études progressisteet innovateur, caractérisé par l’approche « entreprenariale » et le remplacement des coursd’histoire par les sciences sociales. Des historiens qui ont étudié ce changement, comme RobertPatterson, maintiennent que le programme d’études n’a jamais été véritablement mis en oeuvre,particulièrement dans les écoles rurales de la province. Ils affirment que de jeunes enseignantsinexpérimentés, travaillant avec peu de ressources pédagogiques, n’étaient tout simplement pasen mesure d’appliquer le programme orienté vers des projets centrés sur l’enfant. Cet articlesoutient que les enseignants des écoles rurales n’étaient pas limités par plusieurs éléments dece que Tyack et Cuban appellent « la grammaire de l’enseignement », mais qu’ils étaient plutôtbien placés pour mettre en pratique la transmission des savoirs basée sur l’intégration des matièreset l’apprentissage individuel. Notre étude d’un corpus de sources primaires comprenantles mémoires d’enseignants, des journaux et la correspondance du Département de l’éducationrévèle que les instituteurs ruraux, bien qu’ils aient affronté des défis importants dans la miseen oeuvre des réformes, ont su adopter et adapter dans leurs classes les pratiques pédagogiquesqu’ils trouvaient pertinentes et utiles pour leurs élèves.

Le vodou haïtien compte parmi les religions issues des cultures afro-américaines telles que les différentes formes de candomblé au Brésil, la santería et le palo monte à Cuba ou encore le culte shango à Trinidad. Le vodou partage certains aspects avec ces autres religions nées de la traite et de l'esclavage des Africains, façonné par l'histoire singulière de la société dans laquelle il est s'est formé. Tout au long de l’histoire haïtienne, le vodou a été marqué par des rapports étroits avec le champ politique et religieux. Entre mythe et histoire, à la fois réunion politique et religieuse, la cérémonie vodou du Bois-Caïman est passée à la postérité comme l’événement initiateur de l’indépendance d’Haïti proclamée le 1er janvier 1804. Nées dans le contexte esclavagiste de la colonie française de Saint-Domingue, les pratiques alors assimilées au vodou (fabrication de poisons, danses, assemblées nocturnes, etc.) étaient interdites. Au XIXe siècle, différentes constitutions privilégièrent le catholicisme au détriment du vodou jusqu’au Concordat de 1860 entre Haïti et le Vatican. Si certains dirigeants haïtiens comptaient dans leurs réseaux des serviteurs du culte, d’autres soutenaient les campagnes antisuperstitieuses menées par le clergé. L’Occupation américaine d’Haïti (1915-1934) provoqua un sursaut nationaliste : l’indigénisme et le mouvement ethnologique et folklorique placèrent alors les classes populaires et le vodou au centre d’une refondation culturelle, ce qui fut ensuite récupéré par François Duvalier avec le noirisme (Béchacq 2014a). En 1986, des officiants et des temples vodou furent attaqués à la suite de l’exil de Jean-Claude Duvalier du fait de leur relation étroite, avérée ou supposée, avec la dictature. Deux premières associations de défense et de promotion du culte, Zantray et Bodè Nasyonal furent crées. Un mouvement d’institutionnalisation du vodou se développa dans les années 1990 par des militants souhaitant représenter les pratiquants dans les instances publiques nationales. En 2003, le culte fut reconnu par décret comme « religion à part entière » et en 2008, une fédération d’associations vodou désigna son représentant, Max Beauvoir, comme « Guide Suprême du Vodou » et défenseur du culte contre ses détracteurs (Béchacq 2014b). Le catholicisme, les églises protestantes et plus récemment l’islam entretiennent des relations complexes avec le vodou. Son influence est combattue par les autorités religieuses, notamment protestantes, qui appellent à la lutte contre le vodou, poursuivant ainsi l’œuvre des campagnes antisuperstitieuses catholiques (fin XIXe-milieu XXe siècles). Parallèlement, plusieurs religions peuvent être représentées dans une même famille ; l’adhésion au vodou, comme aux autres cultes, peut constituer une étape dans un parcours religieux, d’autant qu’il existe des similitudes entre vodou et pentecôtisme (glossolalie, transe, etc.). Le vodou est réputé pour être fréquenté majoritairement par des femmes, comme espace de tolérance pour les homosexuels et il existe plusieurs niveaux de rapport au vodou, du client non initié au pratiquant assidu. Si ce culte a pendant longtemps symbolisé la bipolarité socioculturelle haïtienne (pauvres/riches, noirs/mulâtres, campagne/ville, créole/français, etc.), toutes les couches sociales sont aujourd’hui représentées dans le vodou. Les serviteurs sont organisés en familles spirituelles sous l'autorité charismatique d'un oungan ou d'une manbo et liés par une filiation initiatique. De ce fait, et par son mode de transmission principalement oral, le vodou haïtien connaît une grande variabilité d'un groupe à l'autre. Une diversité régionale du vodou se manifeste dans les identités des esprits, les rites, les chants, les rythmes musicaux, la liturgie, l’initiation et dans le rapport à la possession, certains rituels régionaux valorisant des transes plus expressives. Enfin, selon qu'il soit pratiqué en ville, et surtout à Port-au-Prince, ou en milieu rural, lieu de nombreux pèlerinages, le vodou affiche des différences importantes affectant le rapport aux entités, la sophistication des cérémonies ou le rapport à l'environnement. Cette diversité amène certains auteurs à considérer qu'il existe plusieurs vodou (Kerboull 1973). L’essentiel de la liturgie est issu de rites de possessions africains, origine que l’on retrouve dans les noms des lwa (Legba, Danbala, Ogou…), dans ceux de leurs familles ou nanchon (nation), ou encore dans ceux des rituels (Rada, Nago, Kongo...) (Métraux 1958). Pendant la période coloniale, les pratiquants – principalement des esclaves mais également, à différents degrés d’implication, des colons ou des « libres de couleur » – se sont aussi appropriés le catholicisme populaire européen par l'usage des chromolithographies et des prières. Les deux autres influences sont la magie – européenne, diffusée par la circulation de livres, et plusieurs variantes africaines – et la franc-maçonnerie. Par ailleurs, le contact des esclaves avec les premiers habitants de l’île et l’usage d’artefacts taïno (haches polies, céramiques) dans le vodou étant avérés, certains intellectuels y voient la preuve d’une influence sur le culte. L'ensemble de ces influences, sans cesse retravaillées par les dynamiques sociales, a fait du vodou une « religion vivante » (Bastide 1996) parmi les religions afro-américaines. Le vodou fait partie intégrante du pluralisme médical haïtien, aux côtés de la phytothérapie populaire, des doktè fey (docteurs feuilles), de la biomédecine et de certaines églises évangéliques (Brodwin 1996 ; Vonarx 2011 ; Benoît 2015). Pour effectuer leurs trètman (traitements), les praticiens vodou recourent systématiquement à leurs entités, dépositaires du savoir thérapeutique. Les rituels de guérison et les séances de consultation prennent en charge les maux physiques, relationnels et spirituels et comprennent des bains, des prières, des boissons et/ou la confection d'objets magiques (Munier 2013). Ils sollicitent parfois des lieux spécifiques (église, carrefour, cimetière) et des éléments de l’espace naturel (rivière, mer, arbre, grotte). Ces pratiques visent à intégrer le patient dans des collectifs composés d'entités et de pratiquants, reliés entre eux par des échanges mutuels témoignant de la dimension holistique du vodou qui associe étroitement médecine et religion, environnement social et naturel. La diaspora haïtienne – en Amérique du Nord, dans la Caraïbe et en Europe francophone – s’est formée dans les années 1960 et est actuellement estimée à 2 millions de personnes. Ces communautés d’Haïtiens, leurs descendants et leur pays d’origine sont reliés par des réseaux familiaux, économiques, politiques et religieux, dont ceux du vodou (Richman 2005). Ce dernier s’est adapté à de nouveaux environnements urbains et participe de cette dynamique transnationale (Brown Mac Carthey 2001) ; Béchacq 2012). Du fait de son fort ancrage dans la culture haïtienne et de son absence de prosélytisme, le vodou est surtout pratiqué dans ces nouveaux espaces par des Haïtiens et leurs descendants, ainsi que par des Caribéens et des Africains-Américains mais assez peu par d'autres populations.

A spatial stochastic simulation model was developed to describe the dynamics of bovine tuberculosis in badger populations in southwest England, based on data from the literature and from unpublished sources. As there are no data on intra- and intergroup infection probabilities, estimates of these were obtained through repeated simulations based on field observations of the spread and prevalence of the disease. The model works on a grid-cell basis, with each grid cell potentially occupied by one badger social group; immigration to and emigration from the main grid are incorporated. Population regulation is assumed to occur at the group level through density-dependent fecundity and cub mortality, and the model can be run for various disease-free equilibrium group sizes (which are determined by the carrying capacity of the environment). The model works on a quarterly (three-monthly) basts and processes are stochastic at the individual level. Three classes of individual (adults, yearlings and cubs) and three classes of infection (susceptible, infected-but-not-infectious and infectious) are recognized. Bovine tuberculosis was shown to persist in badger populations for long periods of time, even in populations with a disease-free equilibrium group size of only four adults and yearlings. However, with standard rates of intergroup infection and movement, the disease only became endemic in populations with a disease-free equilibrium group size greater than six adults and yearlings. In the endemic situation the prevalence of the disease ranged between 11- 22% depending on the combination of inter- and intragroup infection probabilities used. Endemic infection within the homogeneous environment of the grid was characterized by a high degree of heterogeneity. Patches of infection were spatio-temporally unstable, but shifted in location relatively slowly. Spread of the disease from a point source of infection with standard rates of intergroup movement and infection only occurred to any marked extent in populations with disease-free equilibrium group sizes of eight or more adults and yearlings. Increasing the intergroup infection probability had a significant effect on increasing the probability and rate of spread, and considerably lowered the threshold group size for spread from a point source to around four adults and yearlings. However, increasing the rates of intergroup movement reduced the probability of spread of the disease except at the largest group sizes. When both intergroup infection and movements were increased, the effects of increased infection in enhancing spread were offset to some degree by the increased movements. Perturbation to the badger population, as may be caused by control operations, could therefore increase the probability of persistence or spread of an infection.

Este artigo objetivou propor reflexão acerca dos enunciados formalmente ditos sobre Jatobá e o conjunto da obra deste autor, no sentido de apresentar o contexto de leitura no qual a obra se insere. Esse autor vem se destacando no espaço da prosa literária contemporânea brasileira, por produzir literatura que retrata e refrata o Brasil vivido pela classe operária, nos meados do século XX até os dias atuais. Jatobá tem realizado importantes inserções na ficção contemporânea, com temática pouco explorada na literatura brasileira canônica: condições de vida do trabalhador brasileiro. Para Jatobá, a condição humana não deve se situar inocuamente, do ponto de vista social e político, na literatura. Vida e arte estão em constantes relações dialógicas. Teoricamente, as discussões estão amparadas em Bakhtin (2000), Bakhtin e Volochínov (2004), autores que produziram importantes estudos na contemporaneidade sobre o diálogo entre os discursos da arte e da vida.ReferênciasAGUIAR, Flávio. Prefácio do livro Paragens de Roniwalter Jatobá. In: JATOBÁ, Roniwalter. Paragens. São Paulo: Boitempo, 2004.ARANTES, Noel. Pássaro inquieto. In: JATOBÁ, R. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo, 2016. p. 255-261.BAKHTIN, Mikhail. Estética da criação verbal. 3. ed. Tradução: Maria Ermanlina Galvão. São Paulo: Martins Fontes, 2000.______. Questões de literatura e estética: a teoria do romance. Tradução: Aurora Fornoni Bernardini et al. 7.ed. São Paulo: Hucitec, 2014.______. Problemas da Poética de Dostoiévski. Trad. Paulo Bezerra. 5. ed. Rio de Janeiro: Forense Universitária, 2010.______; VOLOCHÍNOV, Valentin Nikolaevich. Discurso na vida e discurso na arte: sobre poética sociológica. Tradução: Carlos Alberto Faraco e Cristovão Tezza (para fins didáticos), 2004, p. 1-16. Título Original: Discourse in Life and Discourse in Art – Concerning Sociological Poetics. Publicado em V.N. Voloshinov, Freudism, New York: Academic Press, 1976.CANDIDO ,Antonio. O discurso e a cidade.3 ed. Rio de Janeiro: Ouro sobre Azul,2004.FARACO, Carlos Alberto. Aspectos do pensamento estético de Bakhtin e seus pares. Letras de Hoje, Porto Alegre, v. 46, n. 1, p. 21-26, jan./mar. 2011.FREDERICO, Enid Yatsuda. Trabalho e mais trabalho. In: JATOBÁ, Roniwalter. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo, 2016. p. 9-13.FREDERICO, Celso. Dignidade operária, mundo desumanizado. In: JATOBÁ, Roniwalter. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo,2016. p. 193-197.JATOBÁ, Roniwalter. Entrevista. In: RICCIARDI, Giovanni. Entrevistas com escritores de Minas Gerais. Dulce Mindlin (Org.). Ouro Preto: UFOP, 2008, v. 3, 486 p.______. Alguém para amar a vida inteira. Curitiba: Positivo, 2015.______. No chão da fábrica. São Paulo: Nova Alexandria, 2016.______. Crônicas da vida operária. São Paulo: Círculo do Livro, 1979.LUCAS, Fábio. A marca da mudança na ficção de Roniwalter Jatobá. In: JATOBÁ, Roniwalter. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo,2016. p. 186-189.MORAIS, Fernando. Operários no prêmio das américas, em Cuba. In: JATOBÁ, Roniwalter. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo,2016. p. 246-248.POMPEU, Renato. Obra de estreia de Jatobá. In: JATOBÁ, Roniwalter. No chão da fábrica: contos e novelas. Nova Alexandria. São Paulo,2016. p. 183-185.RICCIARDI, Giovanni. Entrevistas com escritores de Minas Gerais. Dulce Mindlin (Org.). Ouro Preto: UFOP, 2008, v. 3, p. 486.RUFFATO Luiz. Roniwalter Jatobá e a literatura proletária. In: JATOBÁ, Roniwalter p. 193-197.Contos ontológicos de Roniwalter Jatobá. São Paulo: Nova Alexandria, 2009.p. 13-17.SANTOS, A. C. dos; FANINI, Ângela Maria Rubel. Trabalho artesanal e trabalho industrial como elementos de sociabilidade, subjetividade e tragédia em “a mão esquerda” de Roniwalter Jatobá. Estudos de Literatura Brasileira Contemporânea, n. 42, p. 197-208, 2013.VOLOCHÍNOV, Valentin Nikolaevich. A construção da enunciação e outros ensaios. João Wanderley Geraldi (Org.). São Carlos, SP: Pedro João Editores, 2013._______. Marxismo e filosofia da linguagem: problemas fundamentais do método sociológico nas ciências da linguagem. Tradução: Sheila Grillo Ekaterina Vólkova Américo. São Paulo: Editora 34, 2017.Recebido em 04-03-2020 | Aceito em 02-05-2020

Introduction Since the early 2000s, and especially since the onset of COVID-19 and long periods of lockdown, board games have seen a revival in popularity. The increasing popularity of board games are part of what Julie Lennett, a toy industry analyst at NPD Group, describes as the “nesting trend”: families have more access to entertainment at home and are eschewing expensive nights out (cited in Birkner 7). While on-demand television is a significant factor in this trend, for Moriaty and Kay (6), who wouldn’t “welcome [the] chance to turn away from their screens” to seek the “warmth and connection you get from playing games with live human family and friends?” For others, playing board games can simply be about nostalgia. Board games have a long history not specific to one period, geography, or culture. Likely board games were developed to do two things – teach and entertain. This remains the case today. Historically, miniature versions of battles or hunts were played out in what we might recognise today as a board game. Trade, war, and science impacted on their development, as did the printing press, which allowed for the standardisation of rules. Chess had many variations prior to the fifteenth century. Similarly, the Industrial Revolution allowed for the mass production of board games, boosting their popularity across nations, class, and age (Walker 13). Today, regardless of or because of our digital lives, we are in a “board game renaissance” (Booth 1). Still played on rainy days, weekends, and holidays, we now also play board games in dedicated game board cafés like the Haunted Game Café in America, the Snakes and Lattes in Canada, or the Mind Café in Singapore. In the board game café Draughts in the UK, customers pay £5 to select and play one of 800 board games, including classics like Monopoly and Cluedo. These cafes are important as they are “helping manufacturers to understand the kind of games that appeal to the larger section of players” (Atrizton). COVID-19 caused board game sales to increase. The global market was predicted to increase by US$1 billion in 2021, compared to 2020 (Jarvis). Total sales of board games in Australia are expected to reach AU$86 million in 2023, an almost 10 per cent increase from the preceding year (Statista "Board Games – Australia"). The emergence of Kickstarter, a global crowdfunding platform which funds new board games, is filling the gap in the contemporary board game market, with board games generating 20 per cent of the total funding raised (Carter). Board games are predicted to continue to grow, with the global market revenue record at US$19 billion dollars in 2022, a figure that is expected to rise to US$40 billion within 6 years (Atrizton). If the current turn towards board games represents a desire to escape from the digital world, the Internet is also contributing to the renaissance. Ex-Star Trek actor Wil Wheaton hosts the popular Web series TableTop, in which each episode explains a board game that is then played, usually with celebrities. The Internet also provides “communities” in which fans can share their enthusiasm, be it as geek culture or cult fandom (Booth 2). Booth provides an eloquent explanation, however, for the allure of face-to-face board games: “they remind us of our face-to-face past, and recall a type of pre-digital luddism where we can circle around the ‘campfire’ of the game board” (Booth 1-2). What makes a board game successful is harder to define. Phillip Orbanes, an American game designer and former vice-president of research and development at Parker Brothers, has attempted to elucidate the factors that make a good board game: “make the rules simple and unambiguous … don’t frustrate the casual player … establish a rhythm … focus on what’s happening off the board … give ‘em chances to come from behind … [and] provide outlets for latent talents” (Orbanes 52-55). Orbanes also says it is important to understand that what “happens off the board is just as important to the experience as the physical game itself” (Orbanes 51). Tristan Donovan contends that there are four broad stages of modern board games, beginning with the folk era when games had no fixed author, their rules were mutable, and local communities adapted the game to suit their sensibilities. Chess is an example of this, with the game only receiving the fixed rules we know today when tournaments and organisations saw the need for a singular set of rules. Mass production of games was the second stage, marking “the single biggest shift in board game history – a total flip in how people understood, experienced and played board games. Games were no long[er] malleable objects owned by the commons, but products created usually in the pursuit of profit” (Donovan 267). An even more recent development in game boards was the introduction of mass produced plastics, which reduced the cost of board game construction and allowed for a wider range of games to be produced. This was particularly evident in the post-war period. Games today are often thought of as global, which allows gamers to discover games from other regions and cultures, such as Catan (Klaus Teuber, 1995), a German game that may not have enjoyed its immense success if it were not for the Internet. Board game players are broadly categorised into two classes: the casual gamer and the hobby or serious gamer (Rogerson and Gibbs). The most popular game from the mass production era is Monopoly, the focus of this article. The History of Monopoly Monopoly was designed and patented by American Elizabeth Magie (1866-1948) in 1902, and was originally called The Landlord’s Game. The game was based on the anti-monopoly taxation principles of Henry George (1839-1897), who argued that people should own 100 per cent of what they make and the land should belong to everyone. Land ownership, considered George, only benefitted land owners, and forces working people to pay exorbitant rent. Magie’s original version of the game was designed to demonstrate how rents enrich property owners and impoverish tenants. Renters in Australia’s property market today may recognise this side of ruthless capitalism. In 1959 Fidel Castro thought Monopoly “sufficiently redolent of capitalism” that he “ordered the ­destruction of every Monopoly set in Cuba” (McManus). Magie, however, was not credited with being the original inventor of Monopoly: rather, this credit was given to Charles Darrow. In 2014, the book The Monopolist: Obsession, Fury, and the Scandal behind the World's Favorite Board Game by Mary Pilon re-established Magie as the inventor of Monopoly, with her role and identity unearthed by American Ralph Anspach (1926-2022), an Adam Smith economist, Polish-German refugee, and anti-Vietnam protestor. According to Pilon, Magie, a suffragette and progressive economic and political thinker, was a Georgist advocate, particularly of his anti-monopolist policies, and it was this that informed her game’s narrative. An unmarried daughter of Scottish immigrants, she was a Washington homeowner, familiar with the grid-like street structure of the national capital. Magie left school at 13 to help support her family who were adversely impacted upon by the Panic of 1873, which saw economic collapse because of falling silver prices, railroad speculation, and property losses. She worked as a stenographer and teacher of Georgist single tax theory. Seeking a broader platform for her economic ideas, and with the growing popularity of board games in middle class homes, in 1904 Magie secured a patent for The Landlord’s Game, at a time when women only held 1 per cent of US patents (Pilon). The original game included deeds and play money and required players to earn wages via labour and pay taxes. The board provided a circular path (as opposed to the common linear path) in which players circled through rental properties and railroads, and could acquire food, with natural reserves (oil, coal, farms, and forests) unable to be monopolised. However, she created two sets of rules – the monopoly rules familiar to today’s players, and anti-monopoly rules in which tensions over human greed and altruism could be played out by participants. Magie started her own New York firm to manufacture and distribute the game, continued the struggle for women’s equality, and raged against wealthy monopolists of the day such as Andrew Carnegie (Pilon). By the late 1920, the game, mostly referred to as the ‘monopoly’ game, was popular, but many who played the game were playing handmade versions, likely unaware of the original Landlord’s Game. In 1931, mass-produced versions of the game, now titled Finance, began to appear, with some changes, including the ability to purchase properties, along with rule books. Occurring at the same time as the emergence of fixed-price goods in large department stores, the game, which now included chance cards, continued to be popular. It was Charles Darrow who sold Monopoly to Parker Brothers, even if he did not invent it. Darrow was introduced to one of the variants of the game and became obsessed with the game, which now featured the Community Chest and Free Parking, but his version did not have a set of rules. An unemployed ex-serviceman with no college education, Darrow struggled to provide for his family. By 1932, America was in the grip of the Great Depression, with housing prices collapsing and squatting common in large American cities. Befriending an artist, Darrow sought to provide a more dynamic and professional version of the game and complete it with a set of rules. In 1933, Darrow marketed his version of the game, titled Mr Monopoly, and it was purchased by Parker Brothers for US$7,000 in 1935. Magie received just US $500 (Farzan). Monopoly, as it was rebranded, was initial sold for $2 a game, and Parker Brothers sold 278,000 games in the first year. In 1936, consumers purchased 1.7 million editions of the game, generating millions of dollars in profits for Parker Brothers, who prior to Monopoly were on the brink of collapse (Pilon). Mary Pilon’s The Monopolists also reveals the struggle of Ralph Anspach in the 1970s to sell his Anti-Monopoly board games, which Parker Brothers fought in the courts. Anspach’s game sought to undermine the power of capitalist monopolies, which he had witnessed directly and negatively impact on fuel prices in America in the early 1970s. Hence the aim was to produce a game with an anti-monopolist narrative grounded in the free-market thinking of Adam Smith. Players were rewarded by breaking monopoly ownerships of utilities such as railroads and energy and metal reserves. In preparing his case against Parker Brothers, Anspach “accidentally discovered the true history of the game”, which began with Magie’s Landlord’s Game. Magie herself had battled with Parker Brothers in order to be “credited as the real originator of the game” and, like Anspach, reveal how Parker Brothers had changed the anti-capitalist narrative of the game, making it the “exact opposite” of its original aims (Landlordsgame). Anspach’s court room version of his battle with Parker Brothers was published in 2000, titled Monopolygate: During a David and Goliath Battle, the Inventor of the Anti-Monopoly® Game Uncovers the Secret History of Monopoly®. Monopoly Today Monopoly is now produced by Hasbro. It is the highest selling board game of all time, with an estimated 275 million units of Monopoly sold (Lee). Fan bases are clearly large too: the official Monopoly Facebook accounts report 9.9m likes (Facebook), and 68% of American households report owning a version of Monopoly (Statista "Which"). At the end of the twentieth century it was estimated that 550 million, or one in 12 people worldwide, had played the game (Guinness World Records "Most Popular"). Today it is estimated that Monopoly has been played by more than one billion people, and the digital Monopoly version has had over 100 million downloads (Johnson). The ability to play beloved board games with a computer opponent or with other players via the Internet arguably adds to the longevity of classic board games such as Monopoly. Yet research shows that despite Monopoly being widely owned, it is often not played as much as other games in people’s homes (d'Astous and Gagnon 84). D’Astous and Gagnon found that players in their study chose Monopoly to play on average six times a year, less than half the times they played Cluedo (13 times a year) or Scrabble (15 times). As Michael Whelan points out, Magie’s original goal was to make a statement about capitalism and landlords: a single player would progress round the board building an empire, whilst the others were doomed to slowly descend into bankruptcy. It was “never meant to be fun for anyone but the winner” (Whelan). Despite Monopoly’s longevity and impressive sales record, it is perhaps paradoxical to find that it is not a particularly popular or enjoyed game. Board Game Geek, the popular board game Website, reports in 2023 that the average rating for Monopoly by over 33,000 members is just 4.4 out of 10, and is ranked the 23,834th most popular game on the site (Board Game Geek). This is mirrored in academic studies: for example, when examining Orbane’s tenets for a good board game, d’Astous and Gagnon (84) found that players' appreciation of Monopoly was generally low. Not only is appreciation low for the game itself, it is also low for player antics during the game. A 2021 survey found that Monopoly causes the most fights, with 20% of households reporting “their game nights with friends or family members are often or always disrupted by competitive or unfriendly behaviour”, leading to players or even the game itself being banned (Lemore). Clearly Orbane’s tenet that the game “generates fun” is missing here (Orbanes 52). Commentators ask why Monopoly remains the best-selling board game of all time when the game has the “astonishing ability to sow seeds of discord” (Berical). Despite the claims that playing Monopoly causes disharmony, the game does allow for player agency. Perhaps more than any other board game, Monopoly is subjected to ‘house rules’. Buzzfeed reported 15 common house rules that many people think are official rules. In 2014 the official Monopoly Facebook page posted a video claiming that “68% of Americans have never read the official game rules” and that “49% of Americans had admitted to playing with their own ‘house rules’”. A look through these rules reveals that players are often trying to restore the balance of power in the game, or in other words increase the chance that a player can win. Hasbro has embraced these rules by incorporating some of them into the official rules. By incorporating players' amendments to the game, Hasbro can keep the Monopoly relevant. In another instance, Hasbro asked fans to vote on new tokens, which led to the thimble token being replaced with a Tyrannosaurus Rex. This was reversed in 2022 when nostalgic fans lobbied for the thimble’s return. Hasbro has also been an innovator by creating special rules for individual editions: for example, the Longest Game Ever edition (2019) slows players down by using only a single dice and has an extended game board. This demonstrates that Hasbro is keen to innovate and evolve the game to meet player expectations. Innovation and responsiveness to fans is one way that Hasbro has maintained Monopoly’s position as highest-selling board game. The only place the original Monopoly rules seem to be played intact are at the official competitions. Collecting and Nostalgia The characteristics of Monopoly allow for a seemingly infinite number of permutations. The places on the board can be real or fictional, making it easily adaptable to accommodate different environments. This is a factor in Monopoly’s longevity. The number of Monopoly editions are endless, with BoardGameGeek listing over 1,300 versions of the game on its site. Monopoly editions range from collector and commemorative editions to music, television, and film versions, actor-based editions, sports club editions, editions tied to toy franchises, animal lover editions, country editions, city editions, holiday editions, car brand editions, motor bike editions, as well as editions such as Monopoly Space, editions branded to popular confectionary, Ms Monopoly, and Go Green Monopoly. Each of these contain their own unique modifications. The Go Green version includes greenhouses, dice are made from FSC-certified wood from well-managed forests, tokens are made with plant-based plastic derived from sugarcane, a renewable raw material, and players can vie to have monopolistic control over renewable energy firms, solar farms, and bike paths. Licencing agreements allows Hasbro to leverage two sets of popular culture fans and collectors simultaneously: fans of Monopoly and its different versions, and fans of the Monopoly branded collectable, such as the Elvis Collector’s edition and Breaking Bad Monopoly. Apart from licencing, what else explains the longevity of Monopoly? Fred Davis demonstrates that nostalgia is an important sociological phenomenon, allowing consumers to re-imagine the past via iconic items including toys. Generation Y, also known as Millennials or digital natives, a cohort born between 1982 and 1994 who have grown up with technology as part of their everyday lives, are particularly interested in ‘heritage-inspired’ goods (Marchegiani and Phau). These consumers enjoy the past with a critical eye, drawn by the aesthetic properties of nostalgic goods rather than a direct personal connection (Goulding 575). Popular culture items are a site of widespread collecting behaviour (Geraghty 2). Belk argues that our possessions are used to construct our social selves. Collectors are a special kind of consumer: where consumers use and discard goods as needed, collectors engage with goods as special objects to be maintained and preserved (Belk 254), which is often achieved through ritualistic behaviour (McCracken 49). This is not to say that items in a collection are removed from use entirely: often being used in the normal manner, for example, clothing collectors will wear their items, yet take care of them in the a way they see akin to conservatorship (Hackett). Collections are often on display, often using the flexibility of the Internet as showground, as is the case with Neil Scallon’s world record collection of Monopoly’s 3,554 different versions of the game (World of Monopoly). Monopoly has low barriers to entry for a collector, as many sets retail at a low price-point, yet there are a few sets which are very expensive. The most expensive Monopoly set of all time retailed for US$2 million, and the cost was mainly borne out of the luxurious materials used: “the board is made from 23 carat gold, rubies and sapphires top the chimneys of the solid gold houses and hotels and the dice have 42 full cut diamonds for spots” (Guinness World Records "Most Expensive"). Conclusion The recent resurgence in board game popularity has only served to highlight Monopoly’s longevity. Through clever marketing and leveraging of nostalgia and popular culture fandoms, Hasbro has managed to retain Monopoly’s position as the number one board game, in sales figures at least. Despite its popularity, Monopoly suffers from a reputation as a conduit for poor player behaviour, as one person triumphs at the downfall of the other players. The game dynamics punish those whom fortune did not reward. In this regard, Elizabeth Magie’s initial aim of teaching about the unfairness of capitalism can be considered a resounding success. In re-establishing her role as a feminist and inventor at the turn of the century, embraced by progressive left-wingers of the 1930s, her story as much as that of Monopoly is a valuable contribution to modern popular culture. References Atrizton. Board Games Market – Global Outlook & Forecast 2023-2028. 2023. Belk, Russell W. "Collectors and Collecting." Handbook of Material Culture. Eds. Christopher Tilley et al. London: Sage, 2006. 534-45. Berical, Matt. "Monopoly Is a Terrible Game. Quit Playing It." Fatherly 4 Mar. 2020. Birkner, Christine. "Get on Board." Adweek 3-10 Apr. 2017: 7. Board Game Geek. "Monopoly." 2023. Booth, Paul. Game Play: Paratextuality in Contemporary Board Games. Bloomsbury, 2015. Buzzfeed. "15 Monopoly Rules That Aren't Actually Rules: Settled That 'Free Parking' Debate." Buzzfeed 27 Mar. 2014. Carter, Chase. "Tabletop Games Have Made over $1.5 Billion on Kickstarter." Dicebreaker 13 Dec. 2022. D'Astous, Alain, and Karine Gagnon. "An Inquiry into the Factors That Impact on Consumer Appreciation of a Board Game." Journal of Consumer Marketing 24.2 (2007): 80-89. Davis, Fred. Yearning for Yesterday: A Sociology of Nostalgia. New York: Free Press, 1979. Donovan, Tristan. "The Four Board Game Eras: Making Sense of Board Gaming’s Past." Catalan Journal of Communication & Cultural Studies 10.2 (2018): 265-70. Facebook. "Monopoly." 1 Mar. 2023. Farzan, Antonia Noori. "The New Monopoly ‘Celebrates Women Trailblazers,’ But the Game’s Female Inventor Still Isn’t Getting Credit." Washington Post 11 Sep. 2019. Geraghty, Lincoln. Cult Collectors. Routledge, 2014. Goulding, Christina. "Romancing the Past: Heritage Visiting and the Nostalgic Consumer." Psychology and Marketing 18.6 (2001): 565-92. Guinness World Records. "Most Expensive Board Game of Monopoly." 30 Jan. 2023. ———. "Most Popular Board Game." 30 Jan. 2023. Hackett, Lisa J. "‘Biography of the Self’: Why Australian Women Wear 1950s Style Clothing." Fashion, Style and Popular Culture 9.1-2 (2022). Johnson, Angela. "13 Facts about Monopoly That Will Surprise You." Insider 27 June 2018. Landlordsgame. "Landlord's Game History, Monopoly Game History." 2021. Lee, Allen. "The 20 Highest Selling Board Games of All Time." Money Inc 11 Mar. 2023. Lemore, Chris. "Banned from Game Night: ‘Monopoly’ Leads to the Most Fights among Family, Friends." Study Finds 2021. Marchegiani, Christopher, and Ian Phau. "Personal and Historical Nostalgia—a Comparison of Common Emotions." Journal of Global Marketing 26.3 (2013): 137-46. McCracken, Grant. Culture and Consumption: New Approaches to the Symbolic Character of Consumer Goods and Activities. Bloomington: Indiana UP, 1988. McManus, James. "Do Not Collect $200." New York Times, 2015. 10. Moriarity, Joan, and Jonathan Kay. Your Move: What Board Games Teach Us about Life. Sutherland House, 2019. Orbanes, Phil. "Everything I Know about Business I Learned from Monopoly." Harvard Business Review 80.3 (2002): 51-131. Pilon, Mary. The Monopolists: Obsession, Fury, and the Scandal Behind the World's Favorite Board Game. Bloomsbury, 2015. Rogerson, Melissa J., and Martin Gibbs. "Finding Time for Tabletop: Board Game Play and Parenting." Games and Culture 13.3 (2018): 280-300. Statista. "Board Games – Australia." 25 Mar. 2023. ———. "Which of These Classic Board Games Do You Have at Home?" Statista-Survey Toys and Games 2018 (2018). Walker, Damian Gareth. A Book of Historic Board Games. Lulu.com, 2014. Whelan, Michael. "Why Does Everyone Hate Monopoly? The Secret History behind the World's Biggest Board Game." Dicebreaker 26 Aug. 2021. World of Monopoly. "Neil Scallan's World Record List of Official Monopolu Items." 2016.

When we think of United Nations (UN) peacekeepers, the first image that is conjured in our mind is of an individual sporting a blue helmet or a blue beret (fig. 1). While simple and uncomplicated, these blue accessories represent an expression and an embodiment resembling that of a warrior, sent to bring peace to conflict-torn communities. UN peacekeeping first conceptually emerged in 1948 in the wake of the Arab-Israeli war that ensued following the United Kingdom’s relinquishing of its mandate over Palestine, and the proclamation of the State of Israel. “Forged in the crucible of practical diplomacy” (Rubinstein 16), unarmed military observers were deployed to Palestine to monitor the hostilities and mediate armistice agreements between Israel and its Arab neighbours. This operation, the United Nations Truce Supervision Organization (UNTSO), significantly exemplified the diplomatic and observational capabilities of military men, in line with the UN Charter’s objectives of international peace and security, setting henceforth a basic archetype for international peacekeeping. It was only in 1956, however, that peacekeeping formally emerged when armed UN forces deployed to Egypt to supervise the withdrawal of forces occupying the Suez Canal (informally known as the ‘Second Arab-Israeli’ war). Here, the formation of UN peacekeeping represented an international pacifying mechanism comprised of multiple third-party intermediaries whereby peaceful resolution would be achieved by transcending realist instincts of violence for political attainment in favour of applying a less-destructive liberal model of persuasion, compromise, and perseverance (Howard). ‘Blue helmet’ peacekeeping operations continue to be regarded by the UN as an integral subsidiary instrument of its organisation. At present, there are 12 active peacekeeping operations led by the UN Department of Peacekeeping across the world (United Nations Peacekeeping). Fig. 1: United Nations Mission in South Sudan (UNMISS) sporting blue berets (https://www.gov.uk/government/news/uk-troops-awarded-un-medals-for-south-sudan-peacekeeping-mission) But where did the blue helmets and berets originate from? Rubinstein details a surprisingly mundane account of the origins of the political accessory that is now a widely recognised symbol for UN peacekeepers’ uniforms. Peacekeepers’ uniforms initially emerged from the ad hoc need to distinguish UN troops from those of the armed forces in a distinctive dress during the 1947 UNTSO mission by any means and material readily available, such as armbands and helmets (Henry). The era of early peacekeeping operations also saw ‘observers’ carry UN flags and paint their vehicle white with ‘UN’ written in large black letters in order to distinguish themselves. The blue helmets specifically came to be adorned during the first peacekeeping operation in 1956 during the Suez crisis. At this time, Canada supplied a large number of non-combatant troops whose uniform was the same as the belligerent British forces, party to the conflict. An effort to thus distinguish the peacekeepers was made by spray-painting surplus World War II American plastic helmet-liners, which were available in quantity in Europe, blue (Urquhart; Rubenstein). The two official colours of the UN are ‘light blue’ and ‘white’. The unique light “UN” blue colour, in particular, was approved as the background for the UN flag in the 1947 General Assembly Resolution 167(II), alongside a white emblem depicting a map of the world surrounded by two olive branches. While the UN’s use of the colour was chosen as a “practical effect of identifying the Organization in areas of trouble and conflict, to any and all parties concerned”, the colour blue was also specifically chosen at this time as “an integral part of the visual identity of the organisation” representing “peace in opposition to red, for war” (United Nations). Blue is seen to be placed in antithesis to the colour red across several fields including popular culture, and even within politics, as a way to typically indicate conflict between two warring groups. Within popular culture, for example, many films in the science fiction, fantasy, or horror genres, use a clearly demarcated, dichotomous ‘red vs. blue’ colour scheme in their posters (fig. 2). This is also commonly seen in political campaign posters, for example during the 2021 US presidential election (fig. 3). Fig. 2: Blue and red colour schemes in film posters (left to right: Star Wars: The Force Awakens (2015), Captain Marvel (2019), and The Dead Don’t Die (2019)) Fig. 3: Biden (Democratic party) vs. Trump (Republican party) US presidential election (https://www.abc.net.au/news/2020-10-15/us-election-political-parties-explained-democrats-vs-republicans/12708296) This dichotomy can be traced back to the high Middle Ages between the fourteenth and seventeenth century where the colour blue became a colour associated with “moral implications”, rivalling both the colours black and red which were extremely popular in clothing during the eras of the late Middle Ages and early Renaissance (Pastoureau 85). This ‘moral metamorphosis’ in European society was largely influenced by the views of Christian Protestant reformers concerning the social, religious, and artistic use of the colour blue (Pastoureau). A shift in the use of blue and its symbolic connotations may also be seen, for example, in early Christian art and iconography, specifically those deriving from depictions of the Virgin Mary; according to Pastoureau (50), this provides the “clearest illustration of the social, religious, and artistic consequences of blue's new status”. Up until the eighteenth century, the colour blue, specifically ‘sky blue’ or light blue tones resemblant of the “UN” shade of blue, had minimal symbolic or aesthetic value, particularly in European culture and certainly amongst nobility and the upper levels of society. Historically, light blue was typically associated with peasants’ clothing. This was due to the fact that peasants would often dye their clothes using the pigment of the woad herb; however, the woad would poorly penetrate cloth fibres and inevitably fade under the effects of sunlight and soap, thereby resulting in a ‘bland’ colour (Pastoureau). Although the blue hues worn by the nobility and wealthy were typically denser and more solid, a “new fashion” for light blue tones gradually took hold at the courts of the wealthy and the bourgeoisie, inevitably becoming deeply anchored in Western European counties (Pastoureau). Here, the reorganisation of the colour hierarchy and reformulation of blue certainly resembles Pastoureau’s (10) assertion that “any history of colour is, above all, a social history”. Within the humanities, colour represents a social phenomenon and construction. Colour thus provides insights into the ways society assigns meaning to it, “constructs its codes and values, establishes its uses, and determines whether it is acceptable or not” (Pastoureau, 10). In this way, although colour is a naturally occurring phenomenon, it is also a complex cultural construct. That the UN and its subsidiary bodies, including the Department of Peacekeeping, deliberately assigned light blue as its official organisational colour therefore usefully illustrates a significant social process of meaning-making and cultural sociology. The historical transition of light blue’s association from one of poverty in and around the eighteenth century to one of wealth in the nineteenth century may perhaps also be indicative of the next transitional era for light blue in the twentieth and twenty-first centuries, representative of the amalgamation or unity between the two classes. Representing the ambitions not only of the organisation, but rather of the 193 member-states, of attaining worldwide peace, light blue may be seen as a colour of peace, as well as one of the people, for the people. This may be traced back, according to Pastoureau, as early as the Middle Ages where the colour blue was seen a colour of ‘peace’. Colours, however, do not solely determine social and cultural relevance in a given historical event. Rather, fabrics and clothing too offer “the richest and most diverse source of artifacts” in understanding history and culture. Artifacts such as UN peacekeepers’ blue berets and helmets necessarily incorporate economic, social, ideological, aesthetic, and symbolic aspects of both colour and material into the one complete uniform (Pastoureau). While the ‘UN blue’ is associated with peace, the beret, on the other hand, has been described as “an ally in the battlefield” (Kliest). The history of the beret is largely rooted in the armed forces – institutions typically associated with conflict and violence – and it continues to be a vital aspect of military uniforms worn by personnel from countries all around the globe. Given that the large majority of UN peacekeeping forces are made up of military personnel, peacekeeping, as both an action and an institution, thus adds a layer of complexity when discussing artifact symbolism. Here, a peacekeeper’s uniform uniquely represents the embodiment of an amalgamation of two traditionally juxtaposing concepts: peace, nurture, and diplomacy (often associated with ‘feminine’ qualities) versus conflict, strength, and discipline (often associated with ‘masculine’ qualities). A peacekeeper’s uniform thus represents the UN’s institutionalisation of “soldiers for peace” (Howard) who are, as former UN Secretary-General Dag Hammarskjold proclaimed, “the front line of a moral force” (BBC cited in Howard). Aside from its association with the armed forces, the beret has also been used as a fashion symbol by political revolutionaries, such as members of the ‘Black Panther Party’ (BPP) founded in the 1960s during the US Civil Rights Movement, as well as Che Guevara, prominent Leftist figure in the Cuban Revolution (see fig. 4). For, Rosabelle Forzy, CEO of beret and headwear fashion manufacturing company ‘Laulhère’, the beret is “emblematic of non-conformism … worn by people who create, commit, militate, and resist” (Kliest). Fig. 4: Berets worn by political revolutionaries (Left to right: Black Panthers Party (BPP) protesting outside of a New York courthouse (https://www.dailymail.co.uk/news/article-2988897/Black-Panther-double-cop-killer-sues-freedom-plays-FLUTE-Murderer-demands-parole-changed-fury-victim-s-widow.html), and portrait of Che Guevara) In a way, the UN’s ‘blue beret’ too bears a ‘non-conformist’ visage as its peacekeepers neither fit categorisations as ‘revolutionaries’ nor as traditional ‘soldiers’. Peacekeepers personify a cultural phenomenon that operates in a complex environment (Rubinstein). While peacekeepers retain their national military (usually camouflage) uniforms during missions, the UN headwear is a symbol of non-conformity in response to sociological preconceptions regarding military culture. In the case of peacekeeping, the implementation and longevity of peacekeepers’ uniforms has occurred through a process of what Rubinstein (50) refers to as ‘cultural’ or ‘symbolic inversion’ wherein traditional notions of military rituals and symbolism have been appropriated or ‘inverted’ and given a new meaning by the UN. In other words, the UN promotes the image of soldiers acting without the use of force in service of peace in order to encode an image of a “world transformed” through the contribution of peacekeeping toward the “elaboration of an image of an international community acting in a neutral, consensual manner” (Rubinstein, 50). Cultural inversion therefore creates a socio-political space wherein normative representations are reconfigured and conditioned as acceptable. Rubinstein argues, however, that the UN’s need to integrate individuals with such diverse backgrounds and perceptions into a collective peacekeeper identity can be problematic. Rubinstein (72) adds that the blue beret is the “most obvious evidence” of an ordinary symbol investing ‘legitimacy’ in peacekeeping through ritual repetition which still holds its cultural relevance to the present day. Arguably, institutional uniforms are symbols which profoundly shape human experience, validating contextual action according to the symbol’s meanings relevant to those wearing it. In this way, uniform symbolism not only allows us to make sense of our daily experiences, but allows us to construct and understand our identities and our interactions with others who are also part of the symbolic culture we are situated in. Consider, for example, a police officer. A police officer’s uniform not only grants them membership to the policing institution but also necessarily grants them certain powers, privileges, and jurisdictions within society which thereby impact on the way they see the world and interact with it. Necessarily, the social and cultural identity one acquires from wearing a specific uniform only effectively functions by “investing differences”, however large or small, into these symbols that “distinguish us from others” (Rubinstein, 74). For example, a policeman’s badge is a signifier that they are, in fact, part of an exclusive group that the majority of the citizenry are not. To this extent, the use of uniforms is not without its controversies or without the capacity to be misused as a tool of discrimination in a ‘them’ versus ‘us’ scenario. Referring to case regarding the beret, for example, in 2000 then US Army Chief of Staff, General Eric Shineski, announced that the black beret – traditionally worn exclusively by specialised US Army units such as ‘Rangers’ – would become a standardised part of the US Army uniform for all soldiers and would denote a “symbol of unity”. General Shineski’s decision for the new headgear symbolised “the half-million-strong army’s transition to a lighter, more agile force that can respond more rapidly to distant trouble spots” (Borger). This was, however, met with angry backlash particularly from the Rangers who stated that they “were being robbed of a badge of pride” as “the beret is a symbol of excellence … that is not to be worn by everybody” (Borger). Responses to the proposition pointed to the problem of ‘low morale’ that the military faced, which could not be fixed just by “changing hats” (Borger). In this case, the beret was identified and isolated as a tool for coordinating perceptions (Rubinstein, 78). Here, the use of uniforms is as much about being external identifiers and designating a group from another as it is about sustaining a group by means of perpetuating what Rubinstein conceptualises as ‘self-legitimation’. This occurs in order to ensure the survival of a group and is similarly seen as occurring within UN peacekeeping (Joseph & Alex). Within peacekeeping the blue beret is an effective symbol used to perpetuate self-legitimacy across various levels of the UN which construct systems, or a ‘community’, of reinforcement largely rooted on organisational models of virtue and diplomacy. In the broadest sense, the UN promotes “a unique responsibility to set a global standard” in service to creating a unified and pacific world order (Guterres). As an integral instrument of international action, peacekeeping is, by extension, necessarily conditioned and supported by this cultural model whereby the actions of individual peacekeepers are strategically linked to the symbolic capital at the broadest levels of the organisation to manage the organisation’s power and legitimacy. The image of the peacekeeper, however, is fraught with problems and, as such, UN peacekeepers’ uniforms represent discrepancies and contradictions in the UN’s mission and organisational culture, particularly with relation to the UN’s symbolic construction of community and cooperation amongst peacekeepers. Given that peacekeeping troops are made up of individuals from different ethnic, cultural, and professional backgrounds, conditions for cultural interaction become challenging, if not problematic, and may necessarily lead to cross-cultural misunderstandings, miscommunication, and conflict. This applies to the context of peacekeeper deployment to host nations amongst local communities with whom they are also culturally unfamiliar (Rubinstein, "Intervention"). According to Rubinstein ("Intervention", 528), such operations may “create the conditions under which criminal activities or the institution of neo-colonial relationships can emerge”. Moncrief adds to this by also suggesting that a breakdown in conduct and discipline during missions may also contribute to peacekeepers engaging in violence during missions. Consequently, multiple cases of misdemeanour by UN peacekeepers have been reported across the years including peacekeeper involvement in bribery, weapons trading, and gold smuggling (Escobales). One of the most notorious acts of misconduct and violence that continues to be reported in the present day, however, is of peacekeepers perpetrating sexual exploitation and abuse against host women and children. Between 2004 and 2016, for example, “the UN received almost 2,000 allegations of sexual exploitation and abuse” (Essa). According to former chief of operations at the UN’s Emergency Co-ordination Centre, Andrew Macleod, this figure may be, however, much more disturbing, estimating in general that approximately “60,000 rapes had been carried out by UN staff in the past decade” (Zeffman). An article in the Guardian reported that a 12-year-old girl had been hiding in a bathroom during a house search in a Muslim enclave of the capital, Bangui [in the Central African Republic] … . A man allegedly wearing the blue helmet and vest of the UN peacekeeping forces took her outside and raped her behind a truck. (Smith & Lewis) In the article, the assailant’s uniform (“the blue helmet and vest”) is not only described as literal imagery to contextualise the grave crime that was committed against the child. In evoking the image of the blue helmet and vest, the author highlights the uniform as a symbolic tool of power which was misused to perpetuate harm against the vulnerable civilian ‘other’. In this scenario, like many others, rather than representing peace and hope, the blue helmet (or beret) instead illustrates the contradictions of the UN peacekeeper’s uniform. Here, the uniform has consequently come to be associated as a symbol of violence, fear, and most significantly, betrayal, for the victim(s) of the abuse, as well as for much of the victim’s community. This discrepancy was also highlighted in a speech presented by former Ambassador of the UK Mission to the UN, Matthew Rycroft, who stated that “when a girl looks up to a blue helmet, she should do so not in fear, but in hope”. For many peacekeepers perpetrating sexual exploitation and abuse, particularly transactional sex, however, they “do not see themselves as abusing women”. This is largely to do with the power and privileges peacekeepers are afforded, such as ‘immunity’ – that is, a peacekeeper is granted immunity from trial or prosecution for criminal misconduct by the host nation’s judicial system. Over the years, scholarly research regarding peacekeepers’ immunity has highlighted a plethora of organisational problems within the UN, including lack of perpetrator accountability, and internal investigation or follow-up. More so, it has undoubtedly “contributed to a culture of individuals committing sexual violence knowing that they will get away with it” (Freedman). When a peacekeeper wears their uniform, they are thus imbued with the power and charged with the responsibility to properly embody and represent the values of the UN; “if [peacekeepers] don’t understand how powerful a position they are in, they will never understand what they do is actually wrong” (Elks). As such, unlike other traditional institutional uniforms, such as that of a soldier or a police officer, a peacekeeper’s uniform stands out as an enigma. One the one hand, peacekeepers channel the peaceful and passive organisational values of the UN by wearing the blue beret or helmet, whilst at the same time, they continue to sport the national military body uniform of their home country. Questions pertaining to the peacekeeper’s uniform arise and require further exploration: how can peacekeepers disassociate from their disciplined military personas and learnt combat skills if they continue to wear military camouflage during peacekeeping missions? Is the addition of the blue beret or helmet enough to reconfigure the body of the peacekeeper from one of violence, masculinity, and offence to that of peace, nurture, and diplomacy? Certainly, a range of factors are pertinent to an understanding of peacekeepers’ behaviour and group culture. But whether these two opposing identities can cohesively create or reconstitute a third identity using the positive skills and attributes of both juxtaposing institutions remains elusive. Nonetheless, the blue beret is a symbol of international hope, not only for vulnerable populations, but also for the world population collectively, as it represents neutral third-party member states working together to rebuild the world through non-combative means. References Borger, Julian. “Elite Forces Fear the Coming of the Egalitarian Beret.” The Guardian 19 Oct. 2000. <https://www.theguardian.com/world/2000/oct/19/julianborger>. Elks, Sonia. “Haitians Say Underaged Girls Were Abused by U.N. Peacekeepers.” Reuters 19 Dec. 2019. <https://www.reuters.com/article/us-haiti-women-peacekeepers-idUSKBN1YM27W>. Escobales, Roxanne. “UN Peacekeepers 'Traded Gold and Guns with Congolese rebels'.” The Guardian 28 Apr. 2008. <https://www.theguardian.com/world/2008/apr/28/congo.unitednations>. Essa, Azad. “Why Do Some Peacekeepers Rape? The Full Report.” Al Jazeera 10 Aug. 2017. <https://www.aljazeera.com/features/2017/8/10/why-do-some-peacekeepers-rape-the-full-report>. Freedman, Rosa. “Why Do peacekeepers Have Immunity in Sex Abuse Cases?” CNN 25 May 2015. <https://edition.cnn.com/2015/05/22/opinions/freedman-un-peacekeepers-immunity/index.html>. Guterres, António. Address to High-Level Meeting on the United Nations Response to Sexual Exploitation and Abuse. United Nations. 18 Sep. 2017. <https://www.un.org/sg/en/content/sg/speeches/2017-09-18/secretary-generals-sea-address-high-level-meeting>. Henry, Charles P. Ralph Bunche: Model Negro or American Other? New York: New York UP, 1999. Howard, Lise Morjé. Power in Peacekeeping. Cambridge: Cambridge UP, 2019. Joseph, Nathan, and Nicholas Alex. "The Uniform: A Sociological Perspective." American Journal of Sociology 77.4 (1972): 719-730. Kliest, Nicole. “Why the Beret Never Goes Out of Style.” TZR 6 April 2021. <https://www.thezoereport.com/fashion/history-berets-hat-trend>. Rubinstein, Robert A. "Intervention and Culture: An Anthropological Approach to Peace Operations." Security Dialogue 36.4 (2005): 527-544. DOI: 10.1177/0967010605060454. ———. Peacekeeping under Fire: Culture and Intervention. Routledge, 2015. Rycroft, Matthew. "When a Girl Looks Up to a Blue Helmet, She Should Do So Not in Fear, But in Hope." 10 Mar. 2016. <https://www.gov.uk/government/speeches/when-a-girl-looks-up-to-a-blue-helmet-she-should-do-so-not-in-fear-but-in-hope>. Smith, David, and Paul Lewis. "UN Peacekeepers Accused of Killing and Rape in Central African Republic." The Guardian 12 Aug. 2015. <https://www.theguardian.com/world/2015/aug/11/un-peacekeepers-accused-killing-rape-central-african-republic>. United Nations. :United Nations Emblem and Flag." N.d. <https://www.un.org/en/about-us/un-emblem-and-flag>. United Nations Peacekeeping. “Where We Operate.” N.d. <https://peacekeeping.un.org/en/where-we-operate>. Urquhart, Brian. Ralph Bunche: An American Life. New York: W.W. Norton & Co. 1993. Zeffman, Henry. “Charity Sex Scandal: UN Staff ‘Responsible for 60,000 rapes in a Decade’.” The Times 14 Feb. 2018. <https://www.thetimes.co.uk/article/un-staff-responsible-for-60-000-rapes-in-a-decade-c627rx239>.

Introduction Cookbooks are an exceptional written record of what is largely an oral tradition. They have been described as “magician’s hats” due to their ability to reveal much more than they seem to contain (Wheaton, “Finding”). The first book printed in Germany was the Guttenberg Bible in 1456 but, by 1490, printing was introduced into almost every European country (Tierney). The spread of literacy between 1500 and 1800, and the rise in silent reading, helped to create a new private sphere into which the individual could retreat, seeking refuge from the community (Chartier). This new technology had its effects in the world of cookery as in so many spheres of culture (Mennell, All Manners). Trubek notes that cookbooks are the texts most often used by culinary historians, since they usually contain all the requisite materials for analysing a cuisine: ingredients, method, technique, and presentation. Printed cookbooks, beginning in the early modern period, provide culinary historians with sources of evidence of the culinary past. Historians have argued that social differences can be expressed by the way and type of food we consume. Cookbooks are now widely accepted as valid socio-cultural and historic documents (Folch, Sherman), and indeed the link between literacy levels and the protestant tradition has been expressed through the study of Danish cookbooks (Gold). From Apicius, Taillevent, La Varenne, and Menon to Bradley, Smith, Raffald, Acton, and Beeton, how can both manuscript and printed cookbooks be analysed as historic documents? What is the difference between a manuscript and a printed cookbook? Barbara Ketchum Wheaton, who has been studying cookbooks for over half a century and is honorary curator of the culinary collection in Harvard’s Schlesinger Library, has developed a methodology to read historic cookbooks using a structured approach. For a number of years she has been giving seminars to scholars from multidisciplinary fields on how to read historic cookbooks. This paper draws on the author’s experiences attending Wheaton’s seminar in Harvard, and on supervising the use of this methodology at both Masters and Doctoral level (Cashman; Mac Con Iomaire, and Cashman). Manuscripts versus Printed Cookbooks A fundamental difference exists between manuscript and printed cookbooks in their relationship with the public and private domain. Manuscript cookbooks are by their very essence intimate, relatively unedited and written with an eye to private circulation. Culinary manuscripts follow the diurnal and annual tasks of the household. They contain recipes for cures and restoratives, recipes for cleansing products for the house and the body, as well as the expected recipes for cooking and preserving all manners of food. Whether manuscript or printed cookbook, the recipes contained within often act as a reminder of how laborious the production of food could be in the pre-industrialised world (White). Printed cookbooks draw oxygen from the very fact of being public. They assume a “literate population with sufficient discretionary income to invest in texts that commodify knowledge” (Folch). This process of commoditisation brings knowledge from the private to the public sphere. There exists a subset of cookbooks that straddle this divide, for example, Mrs. Rundell’s A New System of Domestic Cookery (1806), which brought to the public domain her distillation of a lifetime of domestic experience. Originally intended for her daughters alone, Rundell’s book was reprinted regularly during the nineteenth century with the last edition printed in 1893, when Mrs. Beeton had been enormously popular for over thirty years (Mac Con Iomaire, and Cashman). Barbara Ketchum Wheaton’s Structured Approach Cookbooks can be rewarding, surprising and illuminating when read carefully with due effort in understanding them as cultural artefacts. However, Wheaton notes that: “One may read a single old cookbook and find it immensely entertaining. One may read two and begin to find intriguing similarities and differences. When the third cookbook is read, one’s mind begins to blur, and one begins to sense the need for some sort of method in approaching these documents” (“Finding”). Following decades of studying cookbooks from both sides of the Atlantic and writing a seminal text on the French at table from 1300-1789 (Wheaton, Savouring the Past), this combined experience negotiating cookbooks as historical documents was codified, and a structured approach gradually articulated and shared within a week long seminar format. In studying any cookbook, regardless of era or country of origin, the text is broken down into five different groupings, to wit: ingredients; equipment or facilities; the meal; the book as a whole; and, finally, the worldview. A particular strength of Wheaton’s seminars is the multidisciplinary nature of the approaches of students who attend, which throws the study of cookbooks open to wide ranging techniques. Students with a purely scientific training unearth interesting patterns by developing databases of the frequency of ingredients or techniques, and cross referencing them with other books from similar or different timelines or geographical regions. Patterns are displayed in graphs or charts. Linguists offer their own unique lens to study cookbooks, whereas anthropologists and historians ask what these objects can tell us about how our ancestors lived and drew meaning from life. This process is continuously refined, and each grouping is discussed below. Ingredients The geographic origins of the ingredients are of interest, as is the seasonality and the cost of the foodstuffs within the scope of each cookbook, as well as the sensory quality both separately and combined within different recipes. In the medieval period, the use of spices and large joints of butchers meat and game were symbols of wealth and status. However, when the discovery of sea routes to the New World and to the Far East made spices more available and affordable to the middle classes, the upper classes spurned them. Evidence from culinary manuscripts in Georgian Ireland, for example, suggests that galangal was more easily available in Dublin during the eighteenth century than in the mid-twentieth century. A new aesthetic, articulated by La Varenne in his Le Cuisinier Francois (1651), heralded that food should taste of itself, and so exotic ingredients such as cinnamon, nutmeg, and ginger were replaced by the local bouquet garni, and stocks and sauces became the foundations of French haute cuisine (Mac Con Iomaire). Some combinations of flavours and ingredients were based on humoral physiology, a long held belief system based on the writings of Hippocrates and Galen, now discredited by modern scientific understanding. The four humors are blood, yellow bile, black bile, and phlegm. It was believed that each of these humors would wax and wane in the body, depending on diet and activity. Galen (131-201 AD) believed that warm food produced yellow bile and that cold food produced phlegm. It is difficult to fathom some combinations of ingredients or the manner of service without comprehending the contemporary context within they were consumeSome ingredients found in Roman cookbooks, such as “garum” or “silphium” are no longer available. It is suggested that the nearest substitute for garum also known as “liquamen”—a fermented fish sauce—would be Naam Plaa, or Thai fish sauce (Grainger). Ingredients such as tea and white bread, moved from the prerogative of the wealthy over time to become the staple of the urban poor. These ingredients, therefore, symbolise radically differing contexts during the seventeenth century than in the early twentieth century. Indeed, there are other ingredients such as hominy (dried maize kernel treated with alkali) or grahams (crackers made from graham flour) found in American cookbooks that require translation to the unacquainted non-American reader. There has been a growing number of food encyclopaedias published in recent years that assist scholars in identifying such commodities (Smith, Katz, Davidson). The Cook’s Workplace, Techniques, and Equipment It is important to be aware of the type of kitchen equipment used, the management of heat and cold within the kitchen, and also the gradual spread of the industrial revolution into the domestic sphere. Visits to historic castles such as Hampton Court Palace where nowadays archaeologists re-enact life below stairs in Tudor times give a glimpse as to how difficult and labour intensive food production was. Meat was spit-roasted in front of huge fires by spit boys. Forcemeats and purees were manually pulped using mortar and pestles. Various technological developments including spit-dogs, and mechanised pulleys, replaced the spit boys, the most up to date being the mechanised rotisserie. The technological advancements of two hundred years can be seen in the Royal Pavilion in Brighton where Marie-Antoinin Carême worked for the Prince Regent in 1816 (Brighton Pavilion), but despite the gleaming copper pans and high ceilings for ventilation, the work was still back breaking. Carême died aged forty-nine, “burnt out by the flame of his genius and the fumes of his ovens” (Ackerman 90). Mennell points out that his fame outlived him, resting on his books: Le Pâtissier Royal Parisien (1815); Le Pâtissier Pittoresque (1815); Le Maître d’Hôtel Français (1822); Le Cuisinier Parisien (1828); and, finally, L’Art de la Cuisine Française au Dix-Neuvième Siècle (1833–5), which was finished posthumously by his student Pluméry (All Manners). Mennell suggests that these books embody the first paradigm of professional French cuisine (in Kuhn’s terminology), pointing out that “no previous work had so comprehensively codified the field nor established its dominance as a point of reference for the whole profession in the way that Carême did” (All Manners 149). The most dramatic technological changes came after the industrial revolution. Although there were built up ovens available in bakeries and in large Norman households, the period of general acceptance of new cooking equipment that enclosed fire (such as the Aga stove) is from c.1860 to 1910, with gas ovens following in c.1910 to the 1920s) and Electricity from c.1930. New food processing techniques dates are as follows: canning (1860s), cooling and freezing (1880s), freeze drying (1950s), and motorised delivery vans with cooking (1920s–1950s) (den Hartog). It must also be noted that the supply of fresh food, and fish particularly, radically improved following the birth, and expansion of, the railways. To understand the context of the cookbook, one needs to be aware of the limits of the technology available to the users of those cookbooks. For many lower to middle class families during the twentieth century, the first cookbook they would possess came with their gas or electrical oven. Meals One can follow cooked dishes from the kitchen to the eating place, observing food presentation, carving, sequencing, and serving of the meal and table etiquette. Meal times and structure changed over time. During the Middle Ages, people usually ate two meals a day: a substantial dinner around noon and a light supper in the evening (Adamson). Some of the most important factors to consider are the manner in which meals were served: either à la française or à la russe. One of the main changes that occurred during the nineteenth century was the slow but gradual transfer from service à la française to service à la russe. From medieval times to the middle of the nineteenth century the structure of a formal meal was not by “courses”—as the term is now understood—but by “services”. Each service could comprise of a choice of dishes—both sweet and savoury—from which each guest could select what appealed to him or her most (Davidson). The philosophy behind this form of service was the forementioned humoral physiology— where each diner chose food based on the four humours of blood, yellow bile, black bile, or phlegm. Also known as le grand couvert, the à la française method made it impossible for the diners to eat anything that was beyond arm’s length (Blake, and Crewe). Smooth service, however, was the key to an effective à la russe dinner since servants controlled the flow of food (Eatwell). The taste and temperature of food took centre stage with the à la russe dinner as each course came in sequence. Many historic cookbooks offer table plans illustrating the suggested arrangement of dishes on a table for the à la française style of service. Many of these dishes might be re-used in later meals, and some dishes such as hashes and rissoles often utilised left over components of previous meals. There is a whole genre of cookbooks informing the middle class cooks how to be frugal and also how to emulate haute cuisine using cheaper or ersatz ingredients. The number dining and the manner in which they dined also changed dramatically over time. From medieval to Tudor times, there might be hundreds dining in large banqueting halls. By the Elizabethan age, a small intimate room where master and family dined alone replaced the old dining hall where master, servants, guests, and travellers had previously dined together (Spencer). Dining tables remained portable until the 1780s when tables with removable leaves were devised. By this time, the bread trencher had been replaced by one made of wood, or plate of pewter or precious metal in wealthier houses. Hosts began providing knives and spoons for their guests by the seventeenth century, with forks also appearing but not fully accepted until the eighteenth century (Mason). These silver utensils were usually marked with the owner’s initials to prevent their theft (Flandrin). Cookbooks as Objects and the World of Publishing A thorough examination of the manuscript or printed cookbook can reveal their physical qualities, including indications of post-publication history, the recipes and other matter in them, as well as the language, organization, and other individual qualities. What can the quality of the paper tell us about the book? Is there a frontispiece? Is the book dedicated to an employer or a patron? Does the author note previous employment history in the introduction? In his Court Cookery, Robert Smith, for example, not only mentions a number of his previous employers, but also outlines that he was eight years working with Patrick Lamb in the Court of King William, before revealing that several dishes published in Lamb’s Royal Cookery (1710) “were never made or practis’d (sic) by him and others are extreme defective and imperfect and made up of dishes unknown to him; and several of them more calculated at the purses than the Gôut of the guests”. Both Lamb and Smith worked for the English monarchy, nobility, and gentry, but produced French cuisine. Not all Britons were enamoured with France, however, with, for example Hannah Glasse asserting “if gentlemen will have French cooks, they must pay for French tricks” (4), and “So much is the blind folly of this age, that they would rather be imposed on by a French Booby, than give encouragement to an good English cook” (ctd. in Trubek 60). Spencer contextualises Glasse’s culinary Francophobia, explaining that whilst she was writing the book, the Jacobite army were only a few days march from London, threatening to cut short the Hanoverian lineage. However, Lehmann points out that whilst Glasse was overtly hostile to French cuisine, she simultaneously plagiarised its receipts. Based on this trickling down of French influences, Mennell argues that “there is really no such thing as a pure-bred English cookery book” (All Manners 98), but that within the assimilation and simplification, a recognisable English style was discernable. Mennell also asserts that Glasse and her fellow women writers had an enormous role in the social history of cooking despite their lack of technical originality (“Plagiarism”). It is also important to consider the place of cookbooks within the history of publishing. Albala provides an overview of the immense outpouring of dietary literature from the printing presses from the 1470s. He divides the Renaissance into three periods: Period I Courtly Dietaries (1470–1530)—targeted at the courtiers with advice to those attending banquets with many courses and lots of wine; Period II The Galenic Revival (1530–1570)—with a deeper appreciation, and sometimes adulation, of Galen, and when scholarship took centre stage over practical use. Finally Period III The Breakdown of Orthodoxy (1570–1650)—when, due to the ambiguities and disagreements within and between authoritative texts, authors were freer to pick the ideas that best suited their own. Nutrition guides were consistent bestsellers, and ranged from small handbooks written in the vernacular for lay audiences, to massive Latin tomes intended for practicing physicians. Albala adds that “anyone with an interest in food appears to have felt qualified to pen his own nutritional guide” (1). Would we have heard about Mrs. Beeton if her husband had not been a publisher? How could a twenty-five year old amass such a wealth of experience in household management? What role has plagiarism played in the history of cookbooks? It is interesting to note that a well worn copy of her book (Beeton) was found in the studio of Francis Bacon and it is suggested that he drew inspiration for a number of his paintings from the colour plates of animal carcasses and butcher’s meat (Dawson). Analysing the post-publication usage of cookbooks is valuable to see the most popular recipes, the annotations left by the owner(s) or user(s), and also if any letters, handwritten recipes, or newspaper clippings are stored within the leaves of the cookbook. The Reader, the Cook, the Eater The physical and inner lives and needs and skills of the individuals who used cookbooks and who ate their meals merit consideration. Books by their nature imply literacy. Who is the book’s audience? Is it the cook or is it the lady of the house who will dictate instructions to the cook? Numeracy and measurement is also important. Where clocks or pocket watches were not widely available, authors such as seventeenth century recipe writer Sir Kenelm Digby would time his cooking by the recitation of the Lord’s Prayer. Literacy amongst protestant women to enable them to read the Bible, also enabled them to read cookbooks (Gold). How did the reader or eater’s religion affect the food practices? Were there fast days? Were there substitute foods for fast days? What about special occasions? Do historic cookbooks only tell us about the food of the middle and upper classes? It is widely accepted today that certain cookbook authors appeal to confident cooks, while others appeal to competent cooks, and others still to more cautious cooks (Bilton). This has always been the case, as has the differentiation between the cookbook aimed at the professional cook rather than the amateur. Historically, male cookbook authors such as Patrick Lamb (1650–1709) and Robert Smith targeted the professional cook market and the nobility and gentry, whereas female authors such as Eliza Acton (1799–1859) and Isabella Beeton (1836–1865) often targeted the middle class market that aspired to emulate their superiors’ fashions in food and dining. How about Tavern or Restaurant cooks? When did they start to put pen to paper, and did what they wrote reflect the food they produced in public eateries? Conclusions This paper has offered an overview of Barbara Ketchum Wheaton’s methodology for reading historic cookbooks using a structured approach. It has highlighted some of the questions scholars and researchers might ask when faced with an old cookbook, regardless of era or geographical location. By systematically examining the book under the headings of ingredients; the cook’s workplace, techniques and equipment; the meals; cookbooks as objects and the world of publishing; and reader, cook and eater, the scholar can perform magic and extract much more from the cookbook than seems to be there on first appearance. References Ackerman, Roy. The Chef's Apprentice. London: Headline, 1988. Adamson, Melitta Weiss. Food in Medieval Times. Westport, Connecticut: Greenwood P, 2004. Albala, Ken. Eating Right in the Renaissance. Ed. Darra Goldstein. Berkeley: U of California P, 2002. Beeton, Isabella. Beeton's Book of Household Management. London: S. Beeton, 1861. Bilton, Samantha. “The Influence of Cookbooks on Domestic Cooks, 1900-2010.” Petit Propos Culinaires 94 (2011): 30–7. Blake, Anthony, and Quentin Crewe. Great Chefs of France. London: Mitchell Beazley/ Artists House, 1978. Brighton Pavilion. 12 Jun. 2013 ‹http://www.guardian.co.uk/artanddesign/interactive/2011/sep/09/brighton-pavilion-360-interactive-panoramic›. Cashman, Dorothy. “An Exploratory Study of Irish Cookbooks.” Unpublished Master's Thesis. M.Sc. Dublin: Dublin Institute of Technology, 2009. Chartier, Roger. “The Practical Impact of Writing.” Trans. Arthur Goldhammer. A History of Private Lives: Volume III: Passions of the Renaissance. Ed. Roger Chartier. Cambridge, Massachusetts: Belknap P of Harvard U, 1989. 111-59. Davidson, Alan. The Oxford Companion to Food. New York: Oxford U P, 1999. Dawson, Barbara. “Francis Bacon and the Art of Food.” The Irish Times 6 April 2013. den Hartog, Adel P. “Technological Innovations and Eating out as a Mass Phenomenon in Europe: A Preamble.” Eating out in Europe: Picnics, Gourmet Dining and Snacks since the Late Eighteenth Century. Eds. Mark Jacobs and Peter Scholliers. Oxford: Berg, 2003. 263–80. Eatwell, Ann. “Á La Française to À La Russe, 1680-1930.” Elegant Eating: Four Hundred Years of Dining in Style. Eds. Philippa Glanville and Hilary Young. London: V&A, 2002. 48–52. Flandrin, Jean-Louis. “Distinction through Taste.” Trans. Arthur Goldhammer. A History of Private Lives: Volume III : Passions of the Renaissance. Ed. Roger Chartier. Cambridge, Massachusetts: Belknap P of Harvard U, 1989. 265–307. Folch, Christine. “Fine Dining: Race in Pre-revolution Cuban Cookbooks.” Latin American Research Review 43.2 (2008): 205–23. Glasse, Hannah. The Art of Cookery Made Plain and Easy; Which Far Exceeds Anything of the Kind Ever Published. 4th Ed. London: The Author, 1745. Gold, Carol. Danish Cookbooks: Domesticity and National Identity, 1616-1901. Seattle: U of Washington P, 2007. Grainger, Sally. Cooking Apicius: Roman Recipes for Today. Totnes, Devon: Prospect, 2006. Hampton Court Palace. “The Tudor Kitchens.” 12 Jun 2013 ‹http://www.hrp.org.uk/HamptonCourtPalace/stories/thetudorkitchens› Katz, Solomon H. Ed. Encyclopedia of Food and Culture (3 Vols). New York: Charles Scribner’s Sons, 2003. Kuhn, T. S. The Structure of Scientific Revolutions. Chicago: U of Chicago P, 1962. Lamb, Patrick. Royal Cookery:Or. The Complete Court-Cook. London: Abel Roper, 1710. Lehmann, Gilly. “English Cookery Books in the 18th Century.” The Oxford Companion to Food. Ed. Alan Davidson. Oxford: Oxford U P, 1999. 277–9. Mac Con Iomaire, Máirtín. “The Changing Geography and Fortunes of Dublin’s Haute Cuisine Restaurants 1958–2008.” Food, Culture & Society 14.4 (2011): 525–45. Mac Con Iomaire, Máirtín, and Dorothy Cashman. “Irish Culinary Manuscripts and Printed Cookbooks: A Discussion.” Petit Propos Culinaires 94 (2011): 81–101. Mason, Laura. Food Culture in Great Britain. Ed. Ken Albala. Westport CT.: Greenwood P, 2004. Mennell, Stephen. All Manners of Food. 2nd ed. Chicago: U of Illinois P, 1996. ---. “Plagiarism and Originality: Diffusionism in the Study of the History of Cookery.” Petits Propos Culinaires 68 (2001): 29–38. Sherman, Sandra. “‘The Whole Art and Mystery of Cooking’: What Cookbooks Taught Readers in the Eighteenth Century.” Eighteenth Century Life 28.1 (2004): 115–35. Smith, Andrew F. Ed. The Oxford Companion to American Food and Drink. New York: Oxford U P, 2007. Spencer, Colin. British Food: An Extraordinary Thousand Years of History. London: Grub Street, 2004. Tierney, Mark. Europe and the World 1300-1763. Dublin: Gill and Macmillan, 1970. Trubek, Amy B. Haute Cuisine: How the French Invented the Culinary Profession. Philadelphia: U of Pennsylvania P, 2000. Wheaton, Barbara. “Finding Real Life in Cookbooks: The Adventures of a Culinary Historian”. 2006. Humanities Research Group Working Paper. 9 Sep. 2009 ‹http://www.phaenex.uwindsor.ca/ojs/leddy/index.php/HRG/article/view/22/27›. Wheaton, Barbara Ketcham. Savouring the Past: The French Kitchen and Table from 1300-1789. London: Chatto & Windus, 1983. White, Eileen, ed. The English Cookery Book: Historical Essays. Proceedings of the 16th Leeds Symposium on Food History 2001. Devon: Prospect, 2001.

Introduction Australia has embraced Barbie since the doll was launched at the Toy Fair in Melbourne in 1964, with Mattel Australia established in Melbourne in 1969. Barbie was initially sold in Australia with two different hairstyles and 36 separately boxed outfits. As in the US, the initial launch range was soon followed by a constant stream of additional outfits as well as Barbie’s boyfriend Ken and little sister Skipper, pets, and accessories including her dreamhouse and vehicles. Also released were variously themed Barbies (including those representing different careers and nationalities) and a seemingly ever-expanding group of friends (Gerber; Lord, Forever). These product releases were accompanied by marketing, promotion, and prominent placement in toy, department, and other stores that kept the Barbie line in clear sight of Australian consumers (Hosany) and in the forefront of toy sales for many decades (Burnett). This article focusses on a thread of subversion operating alongside the purchase of these Barbie dolls in Australia, when the phenomenon of handmade ‘do-it-yourself’ intersected with the dolls in the second half of the 1960s. Do-It-Yourself ‘Do-it-yourself’ (often expressed as DIY) has been defined as “anything that people did for themselves” (Gelber 283). The history of DIY has been researched in academic disciplines including sociology, cultural studies, musicology, architecture, marketing, and popular culture. This literature charts DIY practice across such domestic production as making clothes, furniture, and toys, growing food, and home improvements including renovating and even building entire houses (Carter; Fletcher) to more externally facing cultural production including music, art, and publications (Spencer). While DIY behaviour can be motivated by such factors as economic necessity or financial benefit, a lack of product availability or its perceived poor quality, and/or a desire for customisation, it can also be linked to the development of personal identity (Wolf and McQuitty; Williams, “A Lifestyle”; Williams, “Re-thinking”). While some mid-century considerations of DIY as a phenomenon were male-focussed (“Do-It”), women and girls were certainly also active at this time in home renovation, house building, and other projects (‘Arona’), as well as more traditionally gendered handicraft activities such as sewing and knitting. Fig. 1: Australian Home Beautiful magazine cover, November 1958, showing a woman physically engaged in home renovation activities. Australia has a long tradition of women crafting (by sewing, knitting, and crocheting, for instance) items of clothing for themselves and their families, as well as homewares such as waggas (utilitarian quilts made of salvaged or other inexpensive materials such as old blankets and grain sacks) and other quilts (Burke; Gero; Kingston; Thomas). This making was also prompted by a range of reasons, including economic or other necessity and/or the pursuit of creative pleasure, personal wellbeing, or political activism (Fletcher; Green; Lord, Vintage). It is unsurprising, then, that many have also turned their hands to making dolls’ clothes from scraps of fabrics, yarns, ribbons, and other domestic materials, as well as creating entire dolls’ houses complete with furniture and other domestic items (Benson). In the late eighteenth and nineteenth centuries, many Australian dolls themselves were handmade, with settlers and migrants importing European traditions of doll-making and clothing with them (Cramer). In the early twentieth century, mass-produced dolls and clothing became more available and accessible, however handmade dolls’ clothes continued to be made and circulated within families (Elvin and Elvin, The Art; Elvin and Elvin, The Australian). An article in the Weekly in 1933 contained instructions for making both cloth dolls and clothes for them (“Home-Made”), with many such articles to follow. While the 1960s saw increased consumer spending in Australia, this research reveals that this handmade, DIY ethos (at least in relation to dolls) continued through this decade, and afterwards (Carter; Wilson). This making is documented in artefacts in museum and private collections and instructions in women’s magazines, newspapers, and other printed materials including commercially produced patterns and kits. The investigation scans bestselling women’s magazine The Australian Women’s Weekly (the Weekly) and other Australian print media from the 1960s that are digitised in the National Library of Australia’s Trove database for evidence of interest in this practice. Do-It-Yourself Barbie Doll Patterns for Barbie clothes appeared in Australian women’s magazines almost immediately after the doll was for sale in Australia, including in the Weekly from 1965. The first feature included patterns for a series of quite elaborate outfits: a casual knitted jumpsuit with hooded jacket, a knitted three-piece suit of skirt, roll-necked jumper and jacket, a crocheted afternoon dress, tied with a ribbon belt and accessorised with a knitted coat and beret, and a crocheted full length evening gown and opera coat (“Glamorous”). A sense of providing the Weekly’s trusted guidance but also a reliance on makers’ individuality was prominent in this article. Although detailed instructions were provided in the feature above, for example, readers were also encouraged to experiment with yarns and decorative elements. Fig. 2: Crocheted and knitted ‘afternoon ensemble’ in “Glamorous Clothes for Teenage Dolls” feature in the Weekly, 1965. Another richly illustrated article published in 1965 focussed on creating high fashion wigs for Barbie at home. The text and photographs guided readers through the process of crafting five differently styled wigs from one synthetic hair piece: a “romantic, dreamy” Jean Shrimpton-style coiffure, deep-fringed Sassoon hairdo, layered urchin cut, low set evening bun, and pair of pigtails (Irvine, “How”). Again, makers were encouraged to express their creativity and individuality in decorating these hairstyles, with suggestions (but not directions) to personalise these styles using ribbons, tiny bows and artificial flowers, coloured pins, seed pearls, and other objects that might be to hand. Fig. 3: Detailed instructions for creating one of the wigs. Three Barbie dolls (identified as ‘teen dolls’ rather than by the brand) were featured on the cover of the Weekly on 5 January 1966, for a story about making dolls’ outfits from handkerchiefs (Irvine, “New”). This was framed as a “novel” way to use the excess of fancy hankies often received at Christmas, promising that the three ensembles could thriftily and cleverly be made from three handkerchiefs in a few hours. The instructions detail how to make a casual two-piece summer outfit accessorised with a headscarf, a smart town ensemble highlighted with flower motifs cut from broderie anglaise, and a lavish evening gown. Readers were assured this would be an engaging, “marvellous fun” as well as creative activity, as each maker needed to individually design each garment in terms of working with the individual features of the handkerchiefs they had, incorporating such elements as floral or other borders, lace edging, and overall patterns such as spots or checks (Irvine, “New”). The long-sleeved evening gown was quite an ambitious project. The gown was not only fashioned from a fine Irish linen, lace-bordered hankie, meaning some of the cutting and sewing required considerable finesse, but the neckline and hemline were then hand-beaded, as were a circlet of tiny pearls to be worn around the doll’s hair. Such delicacy was required for all outfits, with armholes and necklines for Barbie dolls very small, requiring considerable dexterity in cutting, sewing, and finishing. Fig. 4: Cover of The Australian Women’s Weekly of 5 January 1966 featuring three Barbie dolls. Only two issues later, the magazine ran another Barbie-focussed feature, this time about using oddments found around the home to make accessories for Barbie dolls. Again, the activity is promoted as thrifty and creative: “make teen doll outfits and accessories economically—all you need is imagination and a variety of household oddments” (“Turn”). Included in the full coloured article is a ‘hula’ costume made from a short length of green silk fringe and little artificial flowers sewn together, hats fashioned from a bottle top and silk flower decorated with scraps of lace and ribbon, a cardboard surfboard, aluminium foil and ice cream stick skis, and miniature ribbon-wound coat hangers. This article ended with an announcement commonly associated with calls for readers’ recipes: “what clever ideas have you got? … we will award £5 for every idea used” (“Turn”). This was a considerable prize, representing one-third of the average minimum weekly wage for full-time female workers in Australia in 1966 (ABS 320). Fig. 5: Brightly coloured illustrations making the Weekly’s “Turn Oddments into Gay Accessories”, 1966, a joyful read. This story was reinforced with a short ‘behind the scenes’ piece, which revealed the care and energy that went into its production. This reported that, when posing the ‘hulagirl’ on a fountain in Sydney’s Hyde Park, the doll fell in. While her skirt was rescued by drying in front of a fan, the dye from her lei ran and had to be scrubbed off the doll with abrasive sandsoap and the resulting stain then covered up with make-up. After the photographer built the set (inside this time), the shoot was finally completed (“The Doll”). A week later, the Weekly advertised a needlework kit for three new outfits: a beach ensemble of yellow bikini and sundress, red suit with checked blouse, and blue strapless evening gown. The garment components, with indicated gathering, seam, stitching, and cutting lines, were stamped onto a piece of fine cotton. The kit also included directions “simple enough for the young beginner seamstress” (“Teenage Doll’s”). Priced at 8/6 (85¢ in the new decimal currency introduced that year) including postage, this was a considerable saving when compared to the individual Mattel-branded clothing sets which were sold for sums ranging from 13/6 to 33/6 in 1964 (Burnett). Reader demand for these kits was so high that the supplier was overwhelmed and the magazine had to print an apology regarding delays in dispatching orders (“The Weekly”). Fig. 6: Cotton printed with garments to cut out and sew together and resulting outfits from the Weekly’s “Teenage Doll’s Wardrobe” feature, 1966. This was followed by another kit offer later in the year, this time explicitly promoted to both adult and “little girl” needleworkers. Comprising “cut out, ready to sew [material pieces] … and easy-to-follow step-by-step instructions”, this kit made an embroidered white party dress with matching slip and briefs, checked shorts and top set, and long lace and net trimmed taffeta bridesmaid dress and underclothes (“Three”). Again, at $1.60 for the kit (including postage), this was much more economical (and creative) than purchasing such outfits ready-made. Fig. 7: Party dress from “Three Lovely Outfits for Teenage Dolls” article in the Weekly, 1966. Making dolls’ clothes was an educationally sanctioned activity for girls in Australia, with needlecraft and other home economics subjects commonly taught in schools as a means of learning domestic and professionally transferable skills until the curriculum reforms of the 1970s onwards (Campbell; Cramer; Issacs). In Australia in the 1960s, Barbie dolls (and their clothing and furniture) were recommended for girls aged nine-years-old and older (Dyson), while older girls obviously also continued to interact with the dolls. A 1968 article in the Weekly, for example, praised a 13-year-old girl’s efforts in reinterpreting an adult dress pattern that had appeared in the magazine and sewing this for her Barbie (Dunstan; Forde). It was also suggested that the dolls could be used by girls who designed their own clothes but did not have a full-sized dressmaker’s model, with the advice to use a Barbie model to test a miniature of the design before making up a full-sized garment (“Buy”). Making Things for Barbie Dolls By 9 February 1966, the ‘using oddments’ contest had closed and the Weekly filled two pages with readers’ “resourceful” ideas (“Prizewinning”). These used such domestic bits and pieces as string, wire, cord, cotton reels, egg cartons, old socks, toothpicks, dried leaves, and sticky tape to create a range of Barbie accessories including a mob cap from a doily, hair rollers from cut drinking straws and rubber bands, and a suitcase from a plastic soap container with gold foil locks. A party dress and coat were fashioned from an out-of-date man’s tie and a piece of elastic. There was even a pipe cleaner dog and cardboard guitar. A month later, fifty more winning entries were published in a glossy, eight-page colour insert booklet. This included a range of clothing, accessories, and furniture which celebrated that “imagination and ingenuity, rather than dollars and cents” could equip a teen doll “for any occasion” (“50 Things”, 1). Alongside day, casual, and evening outfits, rainwear, underwear, jewellery, hats, sunglasses, footwear, a beauty case, hat boxes, and a shopping trolley and bags, readers submitted a skilfully fashioned record player with records in a stand as well as a barbeque crafted from tiny concrete blocks, sun lounge, and deckchairs. Miniature accessories included a hairdryer and lace tissue holder with tiny tissues and a skindiving set comprising mask, snorkel, and flippers. The wide variety of negligible-cost materials utilised and how these were fashioned for high effect is as interesting as the results are charming. Fig. 8: Cover of insert booklet of the entries of the 50 winners of the Weekly’s making things for Barbie from oddments competition, 1966. That women were eager to learn to make these miniature fashions and other items is evidenced by some Country Women’s Association groups holding handicraft classes on making clothes and accessories for Barbie dolls (“CWA”). That they were also eager to share the results with others is revealed in how competitions to dress teenage dolls in handmade outfits rapidly also became prominent features of Australian fetes, fairs, agricultural shows, club events, and other community fundraising activities in the 1960s (“Best”; “Bourke”; “Convent”; “Fierce”; “Frolic”; “Gala”; “Guide”; “Measles”; “Parish”; “Personal”; “Pet”; “Present”, “Purim”; “Successful”; “School Fair”; “School Fair Outstanding”; “School Fete”; “Weather”; Yennora”). Dressing Barbie joined other traditional categories such as those to dress baby, bride, national, and bed dolls (the last those dolls dressed in elaborate costumes designed as furniture decorations rather than toys). The teenage doll category at one primary school fete in rural New South Wales in 1967 was so popular that it attracted 50 entries, with many entries in this and other such competitions submitted by children (“Primary”). As the dolls became more prominent, the categories using them became more imaginative, with prizes for Barbie doll tea parties (“From”), for example. The category of dressing Barbie also became segmented with separate prizes for Barbie bride dolls, both sewn and knitted outfits (“Hobby and Pet”) and day, evening, and sports clothes (“Church”). There is no evidence from the sources surveyed that any of this making concentrated on producing career-focussed outfits for Barbie. Do-It-Yourself Ethos A do-it-yourself ethos was evident across the making discussed above. This refers to the possession of attitudes or philosophies that encourage undertaking activities or projects that involve relying on one’s own skills and resources rather than consuming mass-produced goods or using hired professionals or their services. This draws on, and develops, a sense of self-reliance and independence, and uses and enhances problem-solving skills. Creativity is central in terms of experimentation with new ideas, repurposing materials, or finding unconventional solutions to challenges. While DIY projects are often pursued independently and customised to personal preferences, makers also often collaboratively draw on, and share, expertise and resources (Wilson). It is important to note that the Weekly articles discussed above were not disguised advertorials for Barbie dolls or other Mattel products with, throughout the 1960s, the Barbies illustrated in the magazine referred to as ‘teen dolls’ or ‘teenage dolls’. However, despite this and the clear DIY ethos at work, women in Australia could, and did, make such Barbie-related items as commercial ventures. This included local artisanal dressmaking businesses that swiftly added made-to-measure Barbie doll clothes to their ranges (“Arcade”). Some enterprising women sold outfits and accessories they had made through various non-store venues including at home-based parties (“Hobbies”), in the same way as Tupperware products had been sold in Australia since 1961 (Truu). Other women sought sewing, knitting, or crocheting work specifically for Barbie doll clothes in the ‘Work wanted’ classified advertisements at this time (‘Dolls’). Conclusion This investigation has shown that the introduction of the Barbie doll unleashed more than consumer spending in Australia. Alongside purchases of the branded doll, clothes, and associated merchandise, Australians (mostly, but not exclusively, women and girls) utilised (and developed) their skills in sewing, knitting, crochet, and other crafts to make clothes for Barbie. They also displayed significant creativity and ingenuity in using domestic oddments and scraps to craft fashion accessories ranging from hats and bags to sunglasses as well as furniture and many of the other accoutrements of daily life in the second half of the 1960s in Australia. This making appears to have been prompted by a range of motivations including thrift and the real pleasures gained in crafting these miniature garments and objects. While the reception of these outfits and other items is not recorded in the publications sourced during this research, this scan of the Weekly and other publications revealed that children did love these dolls and value their wardrobes. In a description of the effects of a sudden, severe flood which affected her home south of Cairns in North Queensland, for instance, one woman described how amid the drama and terror, one little girl she knew packed up only “her teenage doll and its clothes” to take with her (Johnstone 9). The emotional connection felt to these dolls and handcrafted clothes and other objects is a rich area for research which is outside the scope of this article. Whether adult production was all ultimately intended to be gifted (or purchased) for children, or whether some was the work of early adult Barbie collectors, is also outside the scope of the research conducted for this project. As most of the evidence for this article was sourced from The Australian Women’s Weekly, a similarly close study of other magazines during the 1960s, and of whether any DIY clothing for Barbie also included career-focussed outfits, would add more information and nuance to these findings. This investigation has also concentrated on what happened in Australia during the second half of the 1960s, rather than in following decades. It has also not examined the DIY phenomenon of salvaging and refurbishing damaged Barbie dolls or otherwise altering and customising their appearance in the Australian context. These topics, as well as a full exploration of how women used Barbie dolls in their own commercial ventures, are all rich fields for further research both in terms of practice in Australia and how they were represented in popular and other media. Alongside the global outpouring of admiration for Barbie as a global icon and the success of the recent live action Barbie movie (Aguirre; Derrick), significant scholarship and other commentary have long criticised what Barbie has presented, and continues to present, to the world in terms of her body shape, race, activities, and career choices (Tulinski), as well as the pollution generated by the production and disposal of these dolls (“Feminist”; Pears). An additional line of what can be identified as resistance to the consumer-focussed commercialism of Barbie, in terms of making her clothes and accessories, seems to be connected to do-it-yourself culture. The exploration of handmade Barbie doll clothes and accessories in this article reveals, however, that what may at first appear to reflect a simple anti-commercial, frugal, ‘make do’ approach is more complex in terms of how it intersects with real people and their activities. 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