Zeitschriftenartikel zum Thema „Sports à vocation esthétique“

Le baroque érotique chez Tournier délimite un espace de plaisir original où corps textuel et langue des héros se croisent en écho et jouent d'effets spéculaires qui relèvent d'une esthétique baroque. L'expression d'un appel à la fois corporel et mystique des héros, l'ambivalence sexuelle exhibée comme un jeu, un écart ou une folie, se nouent, quant à elles, en une langue érotique et persuasive qui invente sa propre économie libidinale. Nous observerons les différentes procédures visant au ravissement, au savoir ambidextre et s'inscrivant dans une topologie baroque érotique qui fascine par sa perversité polymorphe et jouisseuse du réel. Dans ce continuum littéraire, le baroque érotique se définit comme une double vocation de l'oeuvre, laquelle propose un nouveau genre et préfigure un érotisme où se rassemblent les attributs ambigus et les formes rituelles de l'Éros baroque tourniérien.

Cet article propose une étude du surtitrage dans les théâtres francophones de l’Ouest canadien afin de mettre en relief ce qui distingue ce mode de traduction dans le champ de la traduction audiovisuelle. Le théâtre étant un art vivant, les surtitres doivent composer avec la nature instable du texte source livré sur scène et les différents profils linguistiques des destinataires auxquels ils sont transmis pendant le spectacle. Mis en pratique depuis plusieurs années dans les théâtres franco-canadiens, le surtitrage offre plusieurs avantages aux compagnies théâtrales fonctionnant dans une langue française minorisée puisqu’il permet à l’oeuvre de rejoindre un public élargi tout en conservant sa spécificité linguistique et esthétique. Toutefois, parce qu’il oblige les langues source et cible à cohabiter dans un espace traditionnellement consacré à des productions culturelles d’expression française, ce mode de traduction remet en cause la vocation des théâtres francophones en contexte minoritaire. Enfin, devenue pratique courante dans les théâtres franco-canadiens, le surtitrage demeure absent des scènes anglophones, ce qui met en relief l’asymétrie des langues officielles du Canada.

Depuis ces dix dernières années, le secteur médical est sous la loupe de l’administration fiscale. En effet, en 2011, les essais cliniques au profit de sociétés pharmaceutiques effectuées par les médecins et les hôpitaux ont été soumis à la TVA ; en 2016, les médecins ont vu la taxe s’imposer sur les prestations à vocation esthétique. En 2022, la TVA touchera, plus largement, toutes les prestations à but non thérapeutique. À cette occasion, l’administration fiscale revient sur sa position tenue depuis plus de 50 ans et soumet expressément les expertises médicales à la TVA. Il ne s’agit pas d’une initiative belgo-belge. En effet, cette nouvelle approche plus stricte de l’exemption de TVA applicable au secteur médical, paramédical et hospitalier est née sous l’impulsion de la jurisprudence de la Cour de justice de l’Union européenne. Cette approche européenne est loin d’être récente. La soumission à la TVA de certains examens médicaux entraînera un surcoût de 21 %. Celui-ci est en principe supporté par le patient, en tant que consommateur final. Cela paraît simple sauf lorsque les prix sont fixés dans des arrêtés royaux…

Il s’agit de présenter le corps esthésiologique à partir des récits en première personne des participants à la manifestation traditionnelle « Os Cão », pendant le Carnaval de la plage de Redinha, à Natal, au Brésil, en 2017. D’autre part, il s’agit d’évoquer le spectacle « Cão sem plumas » (Le Chien sans plumes), de Débora Colcker pour créer des liens entre l’esthésiologie et l’expérience esthétique de la boue comme un champ expressif pour l’écologisation du corps vers la création de nouveaux sens pour la motricité, notamment dans le domaine de la danse. Une telle proposition nous aide à comprendre la quête de la danse vers une nouvelle fabrication poétique du réel en interaction avec la nature, au mouvement et à la notion du spectacle lui-même au-delà du divertissement ou du simple « loisir » mais comme pourvoyeur de sens existentiel, esthétique et culturel.

Urban structures and professional sports in the south west of France. On the French scale the location of professional sports clubs corresponds to the urban hierarchy : larger towns increase the number and the quality of their teams, whereas smaller towns must rather commit themselves to a strategy of single activities. On the whole the South West of France is inscribed in this general hierarchical schemes, but offers something special linked up to he presence of a sport with a strong regional vocation : rubgy. This sport allows many small towns to filter into sporting elites. Yet the recent changes in professional sports and those to come might soon cause the original regional structure to disappear.

Although Nature Sports are considered a growing phenomenon around the world, there is a lack of research and data about the organizations that are developing these activities. The purpose of this paper is to characterize the Nature Sports Organizations operating in mainland Portugal. Data was obtained through an online survey questionnaire applied to organizations which promoted Nature Sports in Portugal, both from private and public sectors, and 166 answers were obtained. Three main types of organizations were found based on their legal form and organizational vocation: sport tourism companies, sport clubs, and associations (environmentalists, cultural, sportive, recreational and others) which were further characterized by their organization profile, supply and demand. The results show significant statistical differences between the different types of organizations regarding their age, number of collaborators, and type of activities offered, as also the number and provenience of the practitioners. The data also enclose implications for the Nature Sports policies and Nature Sports Organizations management that will be discussed.

This study examines the representations conveyed by sports practitioners and the ideologies that govern sports institutions in three European countries. Sports organizations seem to construct identitary references for practitioners through the values they convey and the forms of sociability that they develop. This international study compares the practices and representations of sport based on a questionnaire sent to a sample of practitioners in Cardiff, Great Britain; Nice, France; and Pitesti, Romania. The findings indicate some differences. In Great Britain, sports practices remain imbued with educational values, in line with the ideals that were at the origin of the sporting movement. In France, sports practices seem more rooted in an orthodoxy promoted by community supervision. In Romania, sport remains attached to a therapeutic vocation and social mobility in connection with the communist past.

ABSTRACT. The Bârgău Mountains are located in the northern group of the Eastern Carpathians and represent a territory with a vocation for practicing winter sports (especially cross-country skiing), but also for sports leisure (hiking, cross-country skiing, freeride). This is due to the snow potential of the mountainous area, especially above 1000 m, where the specific phenomena of winter favor the deposition of a thick layer of snow, which, however, fluctuates in duration and thickness depending on climatic variations affecting the region. The analysis of the snow potential was based on the observations made during 2018-2022, on winter phenomena and snow deposits, and the data obtained were correlated with the morphometric characteristics of the relief, finally establishing the optimal areas for certain sports and leisure activities.

Over the past decades, the sport industry has changed and transformed. The growing sophistication in terms of infrastructure and scientific and technical support needs, the increased visibility of competitive sports and the emergence of sport as a lucrative sector have given credence to the public-private partnership initiative. Thus, various agreements concluded between public institutions and private companies have been put in place during the last decade in Morocco to promote the development of new projects, including sports facilities. Several forms of partnership have been adopted. In this context, the public-private partnership is presented as a hybrid organizational agreement between the public sector and private initiatives in the launch of the Hassan II Park, a project with a triple sporting-societal-tourism vocation launched by King Mohamed 6 in 2014 and inaugurated in November 2018.

Le but de l’article est d’étudier l’impact des idéologies totalitaires sur les pratiques sportives. Selon notre hypothèse, les activités sportives dans des pays totalitaires correspondent à des actions collectives, qui combinent les apports ambivalents de la foule et permettent d’explorer différentes tendances psychosociologiques : compétition, coopération, obéissance, identification, etc. L’analyse comparée dans les trois pays (Allemagne, Italie, URSS), qui étaient sous les régimes totalitaires, démontre la place du sport comme étant à la fois un produit esthétique du corps humain et un producteur de l’image du « nouveau monde », nécessaire pour promouvoir leurs idéologies. Le caractère a priori unifiant est à l’opposé de ce qu’on observe dans la pathologie des états limites, assimilés à l’individualisme et au signe de la modernisation.

The demand for certified sports coaches in Singapore is high, especially from the schools and private sectors. This trend is in line with the significant global growth of the vocation of sports coaching (Taylor & Garratt, 2013). The purpose of this paper is to provide an informal review of the state of coaching and coach education in Singapore, by addressing three main themes: (1) provide an overview of the evolution of the Singaporean coaching system since the late 1990s, (2) describe examples of identified ground up initiatives from various stakeholders within the coaching ecosystem and (3) draw conclusions from existing literature and provide suggestions on how coach education systems can be further developed. The foundation of the current coaching system was established in the late 1990s with the introduction of the National Coaching Accreditation Program (NCAP) and it is still the benchmark for the coaching practice in Singapore today. The basic NCAP is broken down to a theory and technical component which is administered by the Singapore Sports Council (SSC) and the National Sports Associations (NSAs) respectively. The SSC had embarked on various initiatives over the years to ensure that more Singaporeans have access to quality coaching.

The purpose of this paper is to provide an overview of coaching and coaching education in Portugal. In Portugal, sport coaching is traditionally considered a part-time vocation. There has been a growing concern of the Portuguese authorities to increase the standards of quality for sport coaching. Following the 1974 revolution there were profound alterations in how coaching and coach education are regulated. The legislative changes in coach education occurred mainly due to the harmonisation of the qualifications in the European Union. More recently, the responsibility for coach certification has moved from the different sports federations to a national sports organization that has created four grades of coach education. Coach education in all grades requires a general and a specific curricular component as well as an internship supervised by an accredited mentor. The academic formation is now well regulated. However, some sport federations are resistant to this academic certification process because they fear losing their exclusive control of their coach certification.

The article is devoted to the analysis of sports fans’ discourse which is an important part of sports communication. This discourse is examined in the light of the cognitive metaphor as an object for world cognition and modelling. The research is based on one of the most popular works of the new genre (fan diary) – the book written by M. Andrack, a journalist, writer and TV presenter who has a status of an experienced football fan apart from his vocation. Research methods comprise cognitive and discourse analysis, modelling, classification, distributional analysis applied to reveal collocations of certain lexemes. On the basis of the results of the empirical analysis, the article reveals metaphoric representations of key concepts in fans’ subculture built round «rooting »; metaphors having a common reference source (religion, magic, theatre, vehicles, medicine, erotic art, gender, etc.) are united into bigger groups – metaphoric models. The work demonstrates classic and specific (via precedent facts of life and intradiscourse import of concepts) variants for conceptualization of reality by football fans through the metaphoric reference system.

De nombreux artistes notamment des peintres ont développé dans leurs œuvres une vision souvent originale de l’Activité Sportive ; la question est de bien savoir s’il existe une esthétique spécifique du Sport. Les mythes fondateurs de l’humanité mis en œuvre ou réactualisés dans les représentations artistiques de l’athlète contribuent à fonder une anthropologie culturelle du Sport. D’une part, il y a une vision diurne et romantique du champion qui s’exprime dans les courants artistiques aussi divers que l’impressionnisme, le symbolisme ou l’expressionnisme. D’autre part, il y a une vision nocturne de l’Activité Sportive qui se place dans une autre logique que celle de l’humanisme du XXe siècle. Certains artistes futuristes, surréalistes ou non figuratifs ont par exemple contribué à remettre en cause l’identité traditionnelle du Sport, non seulement par la critique sociale d’une institution mais plus profondément par la remise en cause des fondements logiques et rationnels de la performance. De nombreux peintres ont renouvelé la perception du mouvement et de la vitesse. Le rêve et la subversion, grâce aux surréalistes ont pénétré le jeu sportif. L’esthétique donne alors un autre statut du Sport qui le rapproche de ses origines.

This article deals with the construction of the sporting expertise of high-level athletes by focusing on the socialization processes which take place while athletes are injured. The analysis uses results from qualitative research based on interviews and ethnographic surveys in several training centers exclusive to French top-elite athletes. Various socialization contexts (both in sport and outside of sport) were observed in order to understand how injuries can affect the symbolic marking and the symbolic imprisonment processes which go together with the development and the maintenance of high-level vocations. The results show that the effects of injuries are equivocal: when the conditions of symbolic imprisonment remain strong during the time of care and rehabilitation, and when the close circle keeps on nurturing the marks of election, the chances of maintaining sports vocations are high. In contrast, when injuries strongly weaken the signs of election and when the socialization contexts are more heterogeneous, sporting vocations are likely to decline significantly.

Relevance: The article examines the relationship between the way of life and the formation of value orientations, taking into account stress resistance to the conditions of study of students of higher education. The level of formation of the value attitude of female students of the first and fourth years to their health and their relationship to the lifestyle was determined. Results: It was determined that the majority of girls of both the first and fourth years generally follow the rules of a healthy lifestyle, but at the same time they do not follow the rules of rational nutrition. Despite maintaining a healthy lifestyle, fourth-year female students have a low level of physical activity and have doubts whether their lifestyle is satisfactory. In the course of the study, it was established that among the terminal values of first-year students, freedom, social vocation, and lack of financial difficulties predominate, while among fourth-year students, the leading place is occupied by: financially secure life, family life, interesting work. It is shown that the breadth of knowledge, the ability to insist on one's point of view, the ability not to back down in the face of difficulties prevail among the instrumental values of first-year students, while the fourth-year students are led by efficiency in business, courage in defending their views; self control. At the same time, discipline, rationalism and sincerity are the least important for girls. The level of stress resistance of female students of different courses of study was determined. Thus, the vast majority of first-year students have an average level of stress resistance, and among fourth-year students, girls with reduced and very low levels of stress resistance predominate.

The development of burnout in the vocation of sports coaching is a process that can take months or even years. Unfortunately, there is a paucity of longitudinal examination of coaches’ burnout, stress, and recovery. The present study investigated burnout, stress, and recovery of full and part-time coaches to examine possible changes during the course of the season. Twenty-five full-time and 45 part-time active German coaches of different sports and competition levels completed the German coaches’ version of the MBI and the RESTQ for Coaches at three time points. Inferential statistical analysis revealed significant changes of full-time coaches’ stress and recovery scores over the course of the season. Moreover, the work hours per week were significantly higher at the end of the season. Post hoc analysis revealed that full-time coaches whose values of perceived success decreased over the season showed increased emotional stress and decreased recovery values. Part-time coaches reported consistent stress experiences. Consequently, findings suggest that full-time coaches experienced increased emotional stress, invested more time, and had insufficient recovery during the season. Thus, the results highlighted the significant role of recovery for full-time coaches and were particularly important to enhance the understanding of coaches’ work.

Background: Carpal tunnel syndrome (CTS) is a common occupational pathology, representing a high percentage of workers’ compensation (WC) claims. Methods: The literature was reviewed for all studies evaluating CTS outcomes including WC patients between 1993 and 2016. A total of 348 articles were identified; 25 of which met inclusion and exclusion criteria. A systematic review was generated; patient demographics, outcomes, and complications were recorded. Weighted averages were calculated for the demographic and outcome data. Categorical data such as complications were pooled from the studies and used to determine the overall complication rate. Statistical significance was determined between WC and non-WC cohorts when applicable with the chi-square statistic. Results: The WC cohort included 1586 wrists, and the non-WC cohort included 2781 wrists. The WC cohort was younger and more often involved the dominant extremity. The WC cohort was less likely to have appropriate physical exam findings confirming diagnosis and electrodiagnostic studies. WC patients took almost 5 weeks longer to return to work, were 16% less likely to return to preinjury vocation, and had lower Standard Form (SF)-36 scores. Finally, WC patients had nearly 3 times the number of complications and nearly twice the rate of persistent pain. Conclusions: WC patients undergoing carpal tunnel release (CTR) fare poorly as compared with non-WC patients in nearly every metric. Higher rates of postoperative pain with delayed return to work can be anticipated in a WC cohort. In addition, WC patients receive suboptimal preoperative workup, and it is possible that unnecessary surgery is being completed in these cases. These findings are important to consider when treating the WC patient with CTS.

Since 1996 the volleyball sand sports have developed in Maluku province, and there has been vocation in PON as well as being one of the regular sport events of the province Maluku. But volleyball sand sport is known only to a view counties and cities in Maluku province. Such the cities of Southeast Maluku (Tual), the Regency of Tanimbar Island (Saumlaki), the Regency of Buru Island (Namlea), and Ambon City. But in Southwest Regency (Moa), the volleyball sand sports is now means to know until this day. Than Southwest Regency MOA has never include the sport branch in both the POPMAL administration and the state of the region. Event without it’s being recognized as a means of development for the regency of Southwest Maluku. Babar Islands is one of the sub district in Maluku Southwest, it is far from the capital of Southwest Regency (MOA) and Maluku Province. It is a analized factor in the development of the volleyball sand sport branch on Kalwedo Earth. Thus community service activities that embody the volleyball basic skills by college of the academy of arts and sciences, perform devotionals aimed at introducing a volleyball sand sport to the community and those responsible. The method uses for achieving goals in this community service is: 1) identification problem, 2) social approach, 3) planning, 4) administration management, 5) matrial preparation, 6) execution, 7) reporting. The results is: 1) participants of both the sons and doughters volleyball and the socialist-in volved volleyball. 2) participants understand the rules of volleyball sand game. 3) entry to the games own game. 4) the means and infrastructure of the game’s of the volleyball games. 5) the volleyball sand sport and infrastructure help during public service activities by lecture and collages of study programe physical education in Babar Islands

The motivations that lead students to decide on a study modality or on a university degree provide relevant information to improve teaching–learning processes. This work addresses the question regarding the choice of study through analysis of four particular cases. They are special because the individuals chose their studies according to reasons different from the usual ones. To study these cases, interviews were carried out with the individuals. The results were subsequently analyzed according to a qualitative methodology using WebQDA software. The aim was to distinguish the incidence of internal and external motivations when choosing studies. The results obtained represent a contradiction with other pieces of research that analyzed the incidence of these types of motivations for choosing studies and allow for the assessment of various factors that may influence this process. The results obtained in this research indicate that the participants presented a high incidence of internal motivation. This allows for establishing some conclusions about the nature of those motivations when compared with the standard ones referred to in other works that dealt with a general population. The results reveal that in the subjects of this study’s sample, there is a higher incidence of internal motivational factors, such as vocation, while in other subjects, external factors predominate, such as socioeconomic position.

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as “Graduate with Hope”. Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of “talking the walk”. These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education.

The author of the article, on the basis of the theological teaching of John Paul II on the unity of Christian Churches, reveals the subject of the ecclesiastical vocation of the UGCC in the modern era of interchurch relations of Christianity. The object of research is the theological and ecumenical works (encyclicals, epistles, speeches) of John Paul II, Pope in 1978-2000. The immediate subject of research is his theological and historical reflection on the ecclesiastical nature of the UGCC and the mission of this Eastern Catholic Church for the entire universal Church of Christ. Taking into account the above, the purpose of this study is to highlight the theological and historical views of John Paul II regarding the ecclesial mission of the UGCC in the context of modern ecumenical dialogue between the Churches of East and West. Thanks to the critical-historical method and theological analysis of the teachings of John Paul II about the beginnings of the birth of the Kievan Church, its medieval activity in the historical search for the restoration of unity between the Christian East and West, and contemporary for her perspectives of the ecumenical movement in the process of research, a theological synthesis of judgments, ideas and proposals was formed. The main conclusions of the article are: 1) the ecumenical views of John Paul II on the unity of the Catholic and Orthodox Churches remain relevant for Christians of the 21st century and are programmatic for theologians working on new ways to restore unity between East and West; 2) an assessment of past historical attempts to restore the unity of the Church, in particular the Union of Brest (1596), should be based on the then ecclesial context and illuminated as local attempts to search for the unity of the Church, thanks to which the Church received a unique practical experience in implementing the ideas of unity between East and West; 3) the UGCC, which was born as a result of the Union of Brest and today is developing as one of the Eastern Catholic Churches, is a great treasure for Christianity, because it unites Catholic and Orthodox elements in its ecclesiology; 4) in search of new forms of unity between the Eastern and Western Churches, the UGCC receives its own ecclesiastical vocation, to open to the Western Church a world of Eastern tradition and to the Eastern Church a world of Catholic tradition.

The aim of the article is a comprehensive, as complete as possible, objective coverage of the historical portrait of Fr. S. Gorodetsky in the form of his biographical essay based on the analysis of a whole set of unpublished sources. Research methodology: based on scientific principles of objectivity and historicism, specific scientific methods of periodization (to identify stages of the priest's life in the context of historical epochs of Galicia under the rule of different states), comparative analysis (to study and compare information from different sources), biographies (to clarify certain details of the priest's biography). The scientific novelty lies in the fact that the thesis about the formation of the worldview and priestly vocation of Fr. Stepan Gorodetsky during his studies at the gymnasium, seminary and university in Lviv, refuted the allegations about his studies in Rome, revealed the "career path" from an employee of the archcathedral in Lviv to the dean of Rohatyn deanery, his pastoral and public activities, shows the consistent evolution of his social political views from populist to national democrat. Conclusions: The formation of the worldview of Fr. Stepan Gorodetsky from childhood, associated with social background from a peasant family, studying at school in Halych and gymnasium in Brzezany, then at the seminary and university in Lviv, prompted him to choose a priestly vocation (celibate). Already during his studies at the gymnasium and seminary, and then at the beginning of his priestly "career" in the Cathedral of St. Yuri in Lviv, prefect of the seminary, military chaplain in the reserve, chaplain of the Metropolitan of Halych and "government official" of the metropolitan consistory Fr. Stepan Gorodetsky proved to be a consistent pastor and populist in socio-political beliefs. Already in the role of the pastor of the village of Verbylivtsi, and later also the dean of Rohatyn, he launched active pastoral and public activities, focusing on spreading education among the faithful through the centers of "Enlightenment" and "Native School" and Ukrainian private gymnasium in Rohatyn, forming the economic basis of Ukrainian people through the development of the cooperative movement. In 1918 he supported the proclamation of the Western Ukrainian People's Republic, for which he was later persecuted by the Polish authorities. In the postwar period, he focused his efforts on restoring the organized social life of Ukrainians - the centers of "Enlightenment", "Native School", cooperatives, the party organization UNDO.

Enrollment in pre-service teacher education in Chile has dropped by 19% in the last year. To better understand the motivations and perceptions towards teaching among those students who could potentially become teacher candidates, we explored teaching vocation on 11th- and 12th-grade students in Santiago. From a total of 1112 students who voluntarily participated in an online survey including the FIT-Choice scale, 381 expressed their interest in teacher education. Afterward, 83 students confirmed their participation in our mentoring program regarding teacher education and the teaching profession. The results show that the students who chose to be mentored have greater intrinsic motivation towards teaching and a greater self-perceived ability to teach. Additionally, they have a more positive perception of the teaching profession, including work–family conciliation, and project greater satisfaction with their professional choice. However, they also belong to one of the most vulnerable population groups in Chile, those who have more difficulties accessing university education through traditional admission processes conditioned on academic performance. Thus, to foster equity in teacher education and attract students with the vocational potential for becoming excellent teachers, we need to consolidate admission alternatives and provide greater opportunities to students that—due to the inequities of the educational system—fail to complete a successful application or do not make the cut to enroll.

In the turmoil of everyday life, in a series of events determined by the struggle between the concepts of «want» and «should», we look forward to the moment when there will be an opportunity to take up our favorite business. And it is inspiring because a hobby is something we do purely for pleasure.It is difficult to imagine a person who does not have any hobbies. In our historical research, we focused on interests, hobbies and preferences that go beyond the main work of more than one hundred well-known dermatologists, venereologists and some other specialists associated with dermatovenereology. For the most adventurous of them, such hobbies became an integral part of life, a key to the complex labyrinths of their spiritual world, a mirror of their worldview, a tuning fork of their morality.The names of most of the people mentioned in the article are inscribed in golden letters in the history of medicine and dermatovenerology in particular. They made many scientific discoveries, their brilliant clinical experience helped to heal and alleviate the suffering of a huge number of patients, they are talented teachers who generously shared their knowledge with their students. At the same time, most of them had high civic qualities.We have tried to reveal little-known pages of the lives of our esteemed colleagues. We modestly peeked behind the scenes to better see and appreciate what was happening on the main stage.So, the presented material is about our outstanding colleagues and their hobbies, banal, remarkable and diverse: love for painting, music, literature; collecting; passion for sports and other options for active pastime; extraordinary, exotic preferences and other things that can hardly be considered as hobbies which for some of our colleagues became perhaps more important than the medical vocation.

Abstract: Choosing the appropriate career is crucial in today's environment. It is an extremely challenging and complicated task. One should consider their skills, area of interest, abilities, and capabilities before picking the proper vocation. Students hesitate to enter some occupations due to a lack of knowledge about certain fields, which has had a negative impact on those professions. Career Guidance Web Application with Aptitude Test is a type of counselling that focuses on assisting people in determining the best career path for them. It works as an informative tool that will guide the user to get information about the different streams in which he or she wants to pursue their career. Career Guidance Web Application with Aptitude Test a space for counselling that focuses on assisting people with tracking down the right career pathway. It works as an informative tool which will guide the user to get the information about the different streams in which he/she wants to pursue their career. Also, the normal person can get the information about the different streams which he wants to know. If the user is confused to choose one, we are also providing an Aptitude test to find out the eligibility and the interest of the user. The user’s result will be generated respective to its performance in the test.

El presente estudio se basa en analizar las prácticas docentes y enfoques de aprendizaje en relación con la sostenibilidad curricular de los docentes universitarios de la mención de Educación Física de la Universidad de Zaragoza. Una investigación con un enfoque interpretativo o fenomenológico, con una muestra compuesta por 15 docentes universitarios (Medad=45.57±9.72, 80% hombres) procedentes de los tres campus: Facultad de Ciencias Humanas y de la Educación de Huesca; Facultad de Ciencias Sociales y Humanas de Teruel y Facultad de Educación de Zaragoza. Se obtuvo la información a partir de tres grupos de discusión organizados en cada uno de los campus. A partir de un guion de preguntas semi-estructuradas se realizó un análisis de contenido a partir del software QRS-NVIVO12. Los resultados se estructuraron en torno a la relación o no entre la Educación Física y la Educación para el Desarrollo Sostenible generando un primer debate en torno al corpus teórico que rodea al área y que la hace adecuada para albergar la sostenibilidad en ella sin perder de vista la conducta motriz. Su integración en el área se estableció a partir de la interdependencia positiva con diferentes bloques de contenido y Objetivos de Desarrollo Sostenible. Por último, entre los resultados, los docentes destacan la necesidad de que el alumnado debe ser resolutivo, con vocación y estar motivado para el cambio. Además, de la necesidad de que se trabaje de manera colaborativa y en red para alcanzar la Educación para el Desarrollo Sostenible en el área de Educación Física. Palabras clave: Educación para el Desarrollo Sostenible; Educación Física; Formación de docentes; Educación Superior; Docentes universitarios. Abstract. This study is based on analysing the teaching practices and learning approaches in relation to curricular sustainability of university teachers of Physical Education at the University of Zaragoza. A research with an interpretative or phenomenological approach, with a sample of 15 university teachers (Mage=45.57±9.72, 80% men) from the three campuses: Faculty of Human Sciences and Education of Huesca; Faculty of Social and Human Sciences of Teruel and Faculty of Education of Zaragoza. The information was obtained from three discussion groups organised on each of the campuses. Based on a script of semi-structured questions, a content analysis was carried out using QRS-NVIVO12 software. The results were structured around the relationship or not between Physical Education and Education for Sustainable Development, generating a first debate on the theoretical corpus that surrounds the area and which makes it suitable to include sustainability in it without losing sight of motor behaviour. Its integration in the area was established on the basis of the positive interdependence with different content blocks and Sustainable Development Goals. Finally, among the results, teachers highlight the need for students to be resolute, with a vocation and motivated to change. In addition, the need to work collaboratively and in a network to achieve Education for Sustainable Development in the area of Physical Education. Keywords: Education for Sustainable Development; Physical Education; Teacher Training; Higher Education; University Teachers.

Introduction. Jordanian education system encourages students to invest their potentials to fulfill their needs, make their ambitions come true and achieve success in their lives. However, many students still face problems in determining their ambitions and vocational tendencies to attain their goals.Aim. This study aims to identify the degree of ambition level and its relation to the vocational tendencies among university students with respect to the common culture. It focused on two main domains, namely the ambition level and its relation with vocational tendencies.Methodology and research methods. A quantitative method was adopted to analyse the data. The study sample consisted of 500 male and female students studying at Al-Balqa Applied University (BAU) chosen randomly. The authors developed a study instrument which was divided into ambition level 10 items. Strong – Campbell Interest Inventory Scale was applied to examine the tendencies of vocational development. This scale consisted of 42 items divided into six domains.Results. The results showed there was a statistically significant positive relation between the ambition level and vocational tendency among BAU students. There were statistically significant differences at (.05 = a) in the ambition level attributed to the effect of the gender factor in favour of females. Also, there were statistically significant differences in the vocational tendencies attributed to the gender effect in all domains except the vocation selection domain. These differences were in favour of males in relation to the study materials domain, but in favour of females in relation to all the other domains as a whole. The vocational tendencies variable was considered a significant variable that increased the achievement of students’ ambitions.Scientific novelty. The study concluded that developing social changes require a high level of ambitions to cope with the continuous developments in different domains particularly the academic domain. Educators can develop students’ ambition level and identify vocational tendencies to excel in their own goals toward innovation and creativity in light of the common culture.Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. The Ministry of Education in Jordan should pay more attention to the vocational tendencies among students from earlier stages to direct these tendencies in appropriate ways that provide students with a good academic life leading to decent social, vocational and practical life that gets along with the common Jordanian culture. Besides, universities are recommended to focus on ways of developing the ambition level among students by raising parents’ awareness to set a good example to their children, bring them up from an early age to be ambitious and promote their ambition level.

Additional education has long been an integral part of the educational environment. Painting, sports, robotics and other areas make a significant contribution to the development of personality, while teachers play a key role in this process. Education and teaching go hand in hand, which makes it important to invest in the training and professional development of teachers. Today, teachers need various knowledge, skills and abilities to create lesson plans, organize training, work with the administration and interact with parents. Based on the analysis of modern literature and practical experience of the functioning of institutions of children's additional education, the author defines a set of competencies that allow teachers to make a significant contribution to the success of students, and therefore can be taken into account when designing the main professional educational programs of higher education as the results of their development. The article substantiates the relevance of the problem of updating the content of teacher training in the context of the interaction of higher pedagogical and children's additional education. The concept of training pedagogical personnel for the education system for the period up to 2030, methodological recommendations for the training of pedagogical personnel for bachelor's degree programs based on unified approaches to their structure and content ("Core of higher pedagogical education"), professional standard "Teacher of additional education for children and adults" are analyzed. The scientific novelty of the study consists in the fact that on the basis of concretization of scientific ideas about the content of professional training of students of pedagogical vocation, a set of requirements for its results is proposed, clarified taking into account the qualification characteristics of the positions of employees of the system of additional education. The article offers recommendations that allow future teachers to prepare for a career in additional education. The practical significance of the research lies in the possibility of using its results in updating the content of the training of students of pedagogical specialties, compiling textbooks and workshops on the pedagogy of additional education.

Vocation is one of the determining factors taken into account by students when choosing their university studies. However, when the students start their studies, in their first year, they will find a series of basic subjects that barely motivate or stimulate them. In the specific case of mathematics, the problem is aggravated when many of the students already begin the first year showing rejection towards this subject. The lack of motivation for mathematics also affects the subject of physics because “the role of mathematics is to be the language of physics”. The EXPLORIA project proposed by the CEU Cardenal Herrera University is a potential solution to this problem. The objective of this project is the implementation of STEAM learning (Science Technology Engineering Art Mathematics) in the Degree in Fundamentals of Architecture at CEU Cardenal Herrera University through the EXPLORIA project. This article focuses on the activities carried out in the subject of physics in the Degree in Fundamentals of Architecture, corresponding to the part of mechanical engineering in order to show that through the realization of different challenges, we can develop creative products, new buildings with their logos and storytelling, as well as connect with the rest of subjects. For its development, students must use everyday objects within their reach, such as forks, spoons, knives, shoes, etc., to build an object or structure that must remain in a “creative balance” and this will serve as an inspiration for new buildings. These new creations are evaluated by an architecture team who fills in a rubric to evaluate the creativity and originality of the products. The number of students included in this project was 24 and the participants’ age ranged between 18 and 20 (similarly distributed). At the end of the work, an anonymous ad hoc questionnaire was carried out to show the students’ assessment of the new teaching methodology and the challenges developed in the subject of physics.

Bombe au cobalt. Poignée de main chaleureuse. Accident de la route. Immuno-fluorescence. Accouchement. Greffe du cœur. Appel de nuit. Un enfant de trois ans qui se lamente. Radiothérapie d'une tumeur du lobe limbique. Prothèse électronique pour un jeune phocomèle victime de la thalidomide. Poignée de main chaleureuse. Une épouse qui voudrait revendiquer un petit peu d'attention, mais dont les demandes n'ont pas la dimension de cet appel d'urgence auprès d'un patient comateux. Chirurgie esthétique pour madame la comtesse. Poignée de main chaleureuse. Pontiac ou Cadillac. Comité de citoyens. Cours sur la sexualité pour des jeunes qui se préparent au mariage. La compagnie qui demande de préserver ses intérêts, qui demande d'être sévère dans les examens de routine de ses employés. Pontiac, Cadillac. Un appel en pleine nuit : le petit, chez madame Chose perce ses premières dents. Salle d'urgence. Moniteur cardiaque. Toute une quincaillerie électronique où le patient se sent dépaysé. Épidémie de grippe espagnole. Leçons d'hygiène à cette mère dont on devine, au fond, qu'elle n'a ni le temps ni l'énergie pour s'occuper convenablement de ses tâches ménagères. Cours universitaire sur les ultra-virus. Comité de citoyens. Pontiac ou Cadillac. Un comptable qui veille compulsivement à ce que l'on paie le moins d'impôt possible. Tromper l'impôt... Un comptable qui veut administrer les biens de monsieur le docteur parce que le docteur n'est pas un bon administrateur. Se méfier du comptable... Docteur, mon petit ne dort pas ; il pleure. Pourriez- vous venir tout de suite ? Le représentant pharmaceutique veut vous convaincre d'essayer le dernier produit de sa compagnie. La panacée qui fait tant de miracles, sur le pamphlet publicitaire. Les cours du professeur Untel sur les prostaglandines. Hypertension artérielle. Ampoules aux pieds. Anxiété. Fièvre des foins. J'ai hâte que tu t'occupes un peu de moi, j'en ai un petit peu marre de ces appels de l'hôpital. Ils veulent socialiser la médecine. Il paraît même que la médecine, c'est une affaire de politique. Comité de citoyens. Ils veulent mettre sur pieds un C.L.S.C. Radiothérapie. Chirurgie cardiaque. Psychothérapie à long terme des schizophrènes chroniques. Changer l'asile. L'accès aux soins pour tous. Pontiac ou Mercedes? Le conférencier, l'autre jour, prétendait que la médecine se situait comme une petite entreprise de services... Qui est donc le médecin ? Un petit commerçant qui comme tous les petits commerçants paie de sa personne pour arriver à soutirer de sa petite entreprise le maximum de bénéfices monétaires possibles? Un être dévoué qui a la vocation? Un saint? Un technicien qu'on accuse volontiers de s'être déshumanisé au cours des dernières années? Un spécialiste de la santé, ou de la maladie? Docteur, mon petit pleure. Il a eu cinq selles liquides aujourd'hui. Pontiac ou Cadillac? Ah ! et puis à quoi bon ? La mère Garneau est morte, hier. Un cancer de l'intestin : une saloperie. Je lui ai tenu la main, à ses derniers moments. On ne pouvait plus rien faire. Une saloperie, je te dis... La mère Garneau est morte sans qu'on puisse lui greffer un cœur, un intestin. La mère Garneau a déjoué la médecine. Dans les salles d'urgence des hôpitaux, les gens ne se retrouvent plus, encore plus égarés qu'à l'hypermarché. Un spécialiste pour l'œil gauche. Un psychiatre pour ses émotions. Le médecin de famille n'existe plus. La médecine est en pleine crise. On dit que la médecine est en pleine crise. On l'écrit dans les journaux. Presque partout. Et c'est peut-être vrai. En tout cas, la médecine vit une situation difficile. Une situation dont nous allons tenter un inventaire. Et nous commencerons cet inventaire par un regard, par une considération sur le statut scientifique de la médecine. Car la situation actuelle remet en cause ce statut scientifique lui-même. Nous analyserons également ce qui advient, présentement, du schéma médical classique. Car il nous apparaît que ce schéma subit des modifications majeures, des altérations sensibles. Des transformations que nous devons repérer, cerner, si nous voulons comprendre un tant soit peu ce qui a lieu dans ce champ nouvellement contesté de la médecine. Modestement, nous nous hasarderons à proposer un modèle synthétique de l'exercice médical qui pourrait tenir compte des interrogations récentes, tout en rendant justice à une médecine qui se voudrait « savoir sur l'homme ». Ce projet d'une médecine reformulée n'est pas une solution définitive : il est seulement proposé à la discussion, amené pour « faire progresser la question » comme on dit, non pour bâcler un débat qui, de toute évidence, doit se poursuivre tant dans l'intérêt de la population que de la profession médicale.

The article deals with Bohdan Ihor Antonych’s art phenomenon, in particular the factors and trends of his creative evolution. The psychoanalytical approach is helpful in revealing concealed psychical frameworks in the author’s (art) consciousness, and also the key role of Maternal and Paternal archetypical figures in Antonych’s artistic world and writing technique as well. According to the purpose of considering the evolution of B. I. Antonych’s works through the prism of his lyric subject’s Oedipus attraction to Maternal and/or Paternal figures, the concept of “psycho-bibliography” has been proposed. In this concept, the notions of “psychobiography” and “bibliography” are combined. As an experimental literary study field psycho-bibliography assumes projecting the artist's psychical evolution onto his oeuvre, in particular, onto the periodicity of the publication of his books. Despite the harmonious relationships in Antonych's family, his works have shown a confrontation with the Paternal figure caused by his challenged separation from the Maternal figure. Both lead to deep internal conflicts in the writer’s psyche. In the article, it has been defined the specifics of the Paternal and Maternal semantic codes’ implementation in the poetics of B. I. Antonych, has been deciphered the poetic code of their symbolization, as well as characterizes the mental fluctuations expressed in the lyrics between Maternal and Paternal figures as the basis of an alternative interpretive strategy of the artist's work. The B.-I. Antonych's debut collection "Greetings of Life" (1931), despite the dominant motives of travel, youth, and sports, contains a number of poems on the topic of creativity as a dangerous but inevitable vocation for the lyrical subject. For him, creativity is associated with maternal power. He perceived his own devotion to it as a betrayal of the parental authority. As a symbolic compensation for this "sin", the collection "Great Harmony" (1932-1933) has been written. "Great Harmony" is marked by the dominant motives of trust in God and his Guidance, by which the parental archetype is guessed. In the poetics of the next collection, "Three Rings" (1934), the maternal archetype is actualized again. The priority of maternal energy is expressed through the symbolic triad "Night"-"Nature"-"Song" ("Creativity"). The lyric hero is ready to dissolve in the maternal substance, although it can reinforce his fear of confrontation with the parental world, as well as the fear of losing himself in the maternal one. The yearning to reduce this fear had caused a compensatory attraction to the paternal substances Logos, Law, and Order - in the next collection "The Book of the Lion" (1935). The balancing of maternal and paternal energy determines the poetics of the last B. I. Antonych’s collections "Green Gospel" and "Rotation" (both were published after the author’s death in 1938). The motive of death as the end of the life cycle characterizes the resolution of the mental conflict and the completion of the poet's / his lyric subject’s psychical evolution. The psycho-bibliographical approach of rereading Antonych’s oeuvre expands its interpretative field. In the article, contrary to numerous Antonych’s biography studies, there is an attempt to explain the strange logic of noticed author’s mental and art “ambiguity”.

Burnout could be understood by the Old Testament, in which Moses father-in-law rebukes, You will only wear yourselves out. The work is too heavy for you; you cannot handle it alone (Exodus 18:1718). Burnout syndrome was first introduced by Freudenberger in 1974 [1]. It is now a global concern, though it is very much under-reported and discussed in our country. Shanafelt et al. reported it in about 40% of physicians and a slightly higher rate of 53% among surgeons, by comparison [2]. On top of this ladder, orthopedic surgeons are just behind trauma surgeons in ranking [3]. Occupational burnout syndrome is a feeling of emotional exhaustion, depersonalization, and low sense of personal accomplishment secondary to chronic occupational stress [4]. In the high-stakes world of surgery, the demanding nature of the profession can take a toll on surgeons mental and physical well-being and disturb their healthy work–life balance. The etiology is multifactorial, including personal, working environment, and career ambitions, and surgeons often have a combination of these [5]. Long working hours, intense pressure during surgeries, and the emotional burden of dealing with life-and-death situations can lead to chronic stress [6]. Hierarchy in the workplace, over-demanding aggressive patients, and increasing medicolegal implications are additions to surgeon burnout. Due to the incorporation of new techniques and equipment, surgeons are compelled to be lifelong learners for their scientific and technical excellence in their practice. On top of these, the inclusion of administrative tasks takes away their time from patient care and contributes to stress. Limited emotional support, both within the workplace and personally, also contributes to feelings of isolation and burnout. All of these negatively impact personal well-being and threaten surgeons longevity and the safety of patients to whom they provide care. Therefore, burnout affects the well-being of surgeons and can have severe implications for the quality of patient care. Fatigued surgeons may experience reduced job performance and develop an emotional milieu that contributes to medical errors [7]. On the personal front, they suffer from poor physical quality of life, psychosomatic issues, stress, depression, insomnia, fatigue, relationship issues, substance abuse, and suicide. Recently, Jennings et al. reported that burnout-induced suicides are highest among orthopedic surgeons [8]. Therefore, recognizing burnout among surgeons is crucial for medical professionals well-being and the quality of patient care. Several tools have been devised to measure burnout, which include the Maslach Burnout Inventory, the Copenhagen Burnout Inventory, and the Mayo Clinic Physician Well-being Tool [2, 9, 10]. Addressing burnout needs social and institutional-level support. A few strategies are improving the workplace environment, promoting teamwork, and reducing the administrative workload. Darrell Cambell even suggested modifying the surgical curriculum to the extent of providing proper mentorship right from the trainees time [11]. He said, “In the classic training program, we have taught how to perform surgery but not how to live as a surgeon. Organizations can conduct regular surveys for feedback and support, flexible working hours when required, and medicolegal support in adverse outcomes or major complication cases. Regular and timely physical and mental health checkups and training programs focused on resilience, stress management, and coping strategies can enhance surgeons ability to navigate challenging situations [12]. At an individual level, one needs to chalk out a work–life balance. As rightly said, “If your compassion does not include yourself, it is incomplete. One needs to introspect, recognize one’s own limits, and not set unrealistic goals. We need to understand that burnout is a Choice that we make, and once we understand and deal with the choices that lead to burnout, we would understand that the choices are completely avoidable. Although our organizations and society would have us continuously work to our maximum capacity (as per their standards), we should define these work parameters for ourselves. Personal acceptance of burnout and insights into reasons for burnout with measures that will reduce these reasons are the main measures for dealing with burnout for professional reasons. In addition, inculcating some self-care practices such as exercise, yoga, meditation, sports, and music. would help too. Vacation and vocation should be an integral part of busy surgeons lives. Finally, one should be bold enough to communicate and seek help when required because burnout is real and not a sign of personal failure. We should all strive to be resilient health-care providers in a conducive professional environment.

Dans plusieurs œuvres à éléments autobiographiques, Éric-Emmanuel Schmitt révèle la genèse musicale de sa vocation d’écrivain en soulignant le rôle de quelques compositeurs ou bien en décrivant la maïeutique pédagogique mise en œuvre par ses professeures de piano. L’objectif de cet article est d’étudier le rôle (trans)formateur de l’apprentissage musical et plus particulièrement de l’initiation à la musique de Mozart, Beethoven et Chopin. Guides spirituels et maîtres à penser, ces compositeurs ont marqué le parcours existentiel et artistique d’Éric-Emmanuel Schmitt et ont inspiré sa propre aventure esthétique. La rencontre salutaire avec Mozart a induit la naissance de l’amour spirituel et a engendré le processus de conversion scripturale et de transmission créatrice. Le disciple mozartien réinvente sa vocation et transpose dans son œuvre littéraire des particularités de la philosophie musicale de ses maîtres de sagesse en s’inscrivant dans une logique de filiation spirituelle et esthétique.

Abstract Populist movements seek to bolster the power of “the people” and undermine elites. In the United States a businessman, Donald Trump, has convinced a significant portion of the population that he is a man of the people. We answer three inter-related questions about what may be Trump’s biggest “win”: the transformation of populist discourse for a new century. How does Trump embed himself inside his followers’ own deep story? How does he fuse their story with a tale of American restoration? And how does he delegitimize politics as a vocation and valorize politics as business? Drawing on a systematic analysis of Trump/MAGA rallies held in four different regions from 2015 to 2021, we analyze how Trump used his performance to crystalize a distinctly American style of populism. We focus on the cultural accomplishment of his performance, particularly the creation of a business-friendly rhetoric that leverages popular cultural idioms to legitimate politics not as a vocation, but as a business. We find that Trump uses the popular idioms of standup comedy and competitive sports culture. This performance contributed to his 2016 win, yet framing politics as a game to be won runs the risk of reducing deliberative democratic process to election-night outcomes, makes political parties into opposing teams, and divides voters into winners and losers.

Choosing the right career is the most difficult decision in today's world. Numerous understudies today are uncertain about their future. They do have some skills, but they are unable to identify them or place them in a proper domain. Different people will suggest various career options, but the student must ultimately choose their career. Understudy vocation suggestion framework was proposed to help the understudies in concluding their abilities in which they are solid and feeble. It helps to overcome the deficiencies associated with the manual technique for ascertaining Students CGPA It evaluates the performance of student by grouping the grading into various classes using CGPA and their technical skills score. It additionally analysed the association of understudies in sports exercises and different expertise examinations for the understudies. The academic result, sports and extra academic activity are analysed for each student to recommend career opportunities using machine learning algorithm. Random Forest (RF) is a Supervised Artificial intelligence Algorithm that is utilized generally in Classification and Regression issues. It assembles choice trees on various examples and takes their greater part vote in favour of order and normal in the event of relapse and for further developing the expectation exactness.

Across the 12th and 13th centuries, the population of Europe increased hugely. In the feudal system society was organized as a pyramid of sorts. The clergy and nobles were at the top, with a great many peasants at the bottom. In the middle were the scientists, merchants, craftsmen and yeoman farmers. Certain aspects of the Middle Ages seem rather glamorous such as kings, queens, knights, and other rumors that surrounded the time period, but overall, the Middle Ages were not a fun and fancy-free type of time. Many fundamental ideas of western culture developed in this middle period. The Middle Ages produced many works that reveal the culture and thought of that age. William Langland’s Piers Plowman is one of the defining works of late medieval literature, as well as of the English canon. Piers the Plowman or The Vision of Piers the Plowman is an impressive allegory, deeply concerned with social, religious, ethical and economic problems of the time containing a profound consideration of the good life and of man’s religious vocation. The poem is a fine synthesis of social realism and religious vision.

Objective: To explore life satisfaction among adults with Loeys-Dietz and those with vascular Ehlers-Danlos syndrome. Design: Postal survey in 2018. Participants and methods: Persons with molecularly verified Loeys-Dietz syndrome or vascular Ehlers-Danlos syndrome were recruited through the TRS [AQ2] National Resource Centre for Rare Disorders in Norway. The study used the Life Satisfaction Questionnaire 11, Hospital Anxiety and Depression Scale, Fatigue Severity Scale, and questions about physical activity and disease burden. Descriptive statistics were conducted with Bonferroni corrections. Results: The response rate was 74%, 52 participants, age range 18–68 years, and 58% were women. Only half of the participants were satisfied with their lives as a whole. Participants reported dissatisfaction with vocation, somatic health, and sexual life in particular. Participants with vascular Ehlers-Danlos syndrome (n = 18) were satisfied with more areas of life than those with Loeys-Dietz syndrome (n = 34). Low overall satisfaction was significantly associated with severe fatigue (p = 0.002) and symptoms of anxiety (p = 0.001). Conclusion: This study provides important information about living with Loeys-Dietz syndrome and vascular Ehlers-Danlos syndrome. Future studies should identify factors that reduce/increase life satisfaction. Professionals in welfare systems need more information about the unique challenges of living with these diagnoses. Guidelines for research and clinical measurements of life satisfaction should be updated.

As Áreas Naturais Protegidas (ANP´s) apresentam vocações singulares para a prática do ecoturismo, suscitando a dialética entre as funções intrínsecas e utilitárias destes territórios e revelando preocupações com a conservação do acervo biótico e abiótico e com a sensibilidade do tecido social local. Em função dos impactos negativos provocados pelo turismo e a necessidade de estabelecer instrumentos que viabilizem na prática as premissas da sustentabilidade, advoga-se uma maior relevância quanto à aplicação de modelos de gestão do turismo em ANP’s. Neste sentido, o presente artigo realiza uma abordagem que aproxima a oferta de atrativos das ANP´s com diferentes perfis da demanda ecoturística, com o objetivo de apresentar uma proposta de Zoneamento turístico, tendo como estudo de caso o Parque Nacional da Serra de Itabaiana (PARNASI) no estado de Sergipe. Para tanto, utilizou-se uma metodologia de estudo descritivo, mediante a coleta de dados por entrevista e observação direta, além de pesquisa documental. A literatura apresenta diversas tipologias de perfis de ecoturistas e neste trabalho serão detalhados os estudos de Fernie que classificam a demanda ecoturística em Eco-Especialistas, Eco-Intermediários e Eco-Generalistas. Para estabelecer a correlação entre as atividades preferenciais destes perfis e Zoneamento turístico, foi utilizado o modelo ROS (Recreational Opportunity Spectrum). Encontram-se no PARNASI um conjunto de atrativos e infraestruturas, em Zonas específicas, que podem ser direcionados para perfis específicos como o Eco-Generalista, Eco-Intermediário e o Eco-Especialista e suas respectivas motivações para distintas atividades como picnics, contemplação, educação ambiental, caminhadas, esportes radicais, etc. Os resultados mostram o contributo potencial das estratégias de Zoneamento turístico para a conservação e melhoria da experiência turística, através da conciliação entre o perfil do ecoturista e a oferta de atrativos naturais das ANP´s. ABSTRACT The Protected Natural Areas (PNA's) have singular vocation for ecotourism, highlighting the dialectic between intrinsic and utilitarian functions of these territories and revealing concerns about the conservation of the biotic and abiotic collection in addition to the sensibilities associated to the social tissue from the autochthonous communities. Due to the negative impacts caused by tourism and the need for tools that put in practice the premises of sustainability, it´s important to defend a greatest relevance about the application of management models for tourism in PNA`s. In this sense, this paper develops an approach that converge the attractive offer from PNA`s with different profiles of ecotourism demand, with the aim to present a proposed tourist Zoning, as a case study with the National Park Serra de Itabaiana (PARNASI) in the state of Sergipe. For this purpose, we used a descriptive study methodology, data collection through interviews and direct observation, and also documentary research. The literature presents various types of ecotourist profiles and this work will detail the Fernie`s studies which ranks ecotourism demand in Eco-Experts, Eco-intermediates and Eco-generalists. To establish the correlation between the preferred activities of these profiles and tourist Zoning, it was used the Recreational Opportunity Spectrum (ROS). It´s found at PARNASI a set of attractive and infrastructure in specific areas, which can be targeted to specific profiles such as Eco-Generalist, Eco-Intermediate and Eco-Expert and their motivations for different activities as picnics, contemplation, environmental education, treckings, sports, etc. The results show the potential contribution of tourism Zoning strategies for the conservation and improvement of the tourism experience, through conciliation between the profile of the ecotourist demand with the supply of natural attractions of the NPA. Keywords: Protected Natural Areas; Tourist Zoning; Ecotourist demand profile

BackgroundIn the centuries since Odysseus entrusted his son Telemachus to Athena, biographical, literary, and historical accounts have cemented the concept of mentorship into our collective consciousness. Early foundational research characterised mentors as individuals who help us transition through different phases of our lives. Chief among these phases is the progression from adolescence to adulthood, during which we “imagine exciting possibilities for [our lives] and [struggle] to attain the ‘I am’ feeling in this dreamed-of self and world” (Levinson 93). Previous research suggests that mentoring can positively impact a range of developmental outcomes including emotional/behavioural resiliency, academic attainment, career advancement, and organisational productivity (DuBois et al. 57-91; Eby et al. 441-76; Merriam 161-73). The growth of formal mentoring programs, such as Big Brothers-Big Sisters, has further strengthened our belief in the value of mentoring in personal, academic and career contexts (Eby et al. 441-76).In recent years, claims of mentorship uptake have become widespread, even ubiquitous, ranging from codified components of organisational mandates to casual bragging rights in coffee shop conversations (Eby et al. 441-76). Is this a sign that mentorship has become indispensable to personal and professional development, or is mentorship simply in vogue? In this paper, we examine uses of, and corresponding meanings attached to, mentorship. Specifically, we compare popular news portrayals of mentoring with meanings ascribed to mentoring relationships by academics who are part of formal mentoring programs.MethodsWe searched for articles published in the New York Times between July and December 2015. Search terms used included: mentor, mentors, mentoring or mentorship. This U.S. national newspaper was chosen for its broad focus, and large online readership. It is among the most widely read online newspapers worldwide (World Association of Newspapers and News Publishers). Our search generated 536 articles. We conducted a qualitative thematic contentan alysis to explore the nature, scope, and importance of mentorship, as depicted in these media accounts. We compared media themes identified through this analysis with those generated through in-depth interviews previously conducted with 23 academic faculty in mentoring programs at the University of Calgary (Canada). Data were extracted by two authors, and discrepancies in interpretation were resolved through discussion with a third author.The Many Faces of MentorshipIn both interviews and New York Times (NYT) accounts, mentorship is portrayed as part of the “fabric” of contemporary culture, and is often viewed as essential to career advancement. As one academic we interviewed commented: “You know the worst feeling in the world [as a new employee] is...to feel like you’re floundering and you don’t know where to turn.” In 322 NYT articles, mentorship was linked to professional successes across a variety of disciplines, with CEOs, and popular culture icons, such as rap artists and sports figures, citing mentorship as central to their achievements. Mentorship had a particularly strong presence in the arts (109 articles), sports (62 articles) business (57 articles), politics (36 articles), medicine (26 articles), and law (21 articles).In the NYT, mentorship was also a factor in student achievement and social justice issues including psychosocial and career support for refugees and youth from low socioeconomic backgrounds; counteracting youth radicalisation; and addressing gender inequality in the workplace. In short, mentorship appears to have been taken up as a panacea for a variety of social and economic ills.Mentor Identities and RolesWhile mentors in academia were supervisors or colleagues, NYT articles portrayed mentors more broadly, as family members, employers, friends and peers. Mentoring relationships typically begin with a connection which often manifests as shared experiences or goals (Merriam). One academic interviewee described mentorship in these terms: “There’s something there that you both really respect and value.” In many NYT accounts, the connection between mentors and mentees was similarly emphasized. As a professional athlete noted: “To me, it's not about collecting [mentors]...It's if the person means something to me...played some type of role in my life” (Shpigel SP.1).While most mentoring relationships develop organically, others are created through formal programs. In the NYT, 33 articles described formal programs to support career/skills development in the arts, business, and sports, and behaviour change in at-risk youth. Although many such programs relied on volunteers, we noted instances in professional sports and business where individuals were hired to provide mentorship. We also saw evidence to suggest that formal programs may be viewed as a quick fix, or palatable alternative, to more costly, or long-term organisational or societal change. For instance, one article on operational challenges at a law firm noted: “The firm's leadership...didn't want to be told that they needed to overhaul their entire organizational philosophy.... They wanted to be told that the firm's problem was work-family conflict for women, a narrative that would allow them to adopt a set of policies specifically aimed at helping women work part time, or be mentored” (Slaughter SR.1).Mutuality of the RelationshipEffective mentoring occurs when both mentors and mentees value these relationships. As one academic interviewee noted: “[My mentor] asked me for advice on certain things about where they’re going right career wise... I think that’s allowed us to have a stronger sort of mentoring relationship”. Some NYT portrayals of mentorship also suggested rich, reciprocal relationships. A dancer with a ballet company described her mentor:She doesn't talk at you. She talks with you. I've never thought about dancing as much as I've thought about it working with her. I feel like as a ballerina, you smile and nod and you take the beating. This is more collaborative. In school, I was always waiting to find a professor that I would bond with and who would mentor me. All I had to do was walk over to Barnard, get into the studio, and there she was. I found Twyla. Or she found me. (Kourlas AR.7)The mutuality of the mentorship evident in this dancer’s recollection is echoed in a NYT account of the role of fashion models in mentoring colleagues: “They were...mentors and connectors and facilitators, motivated...by the joy of discovering talent and creating beauty” (Trebay D.8). Yet in other media accounts, mentorship appeared unidirectional, almost one-dimensional: “Judge Forrest noted in court that he had been seen as a mentor for young people” (Moynihan A.21). Here, the focus seemed to be on the benefits, or status, accrued by the mentor. Importance of the RelationshipAcademic interviewees viewed mentors as sources of knowledge, guidance, feedback, and sponsorship. They believed mentorship had profoundly impacted their careers and that “finding a mentor can be one of the most important things” anyone could do. In the NYT portrayals, mentors were also recognized for the significant, often lasting, impact they had on the lives of their mentees. A choreographer said “the lessons she learned from her former mentor still inspire her — ‘he sits on my shoulder’” (Gold CT 11). A successful CEO of a software firm recollected how mentors enabled him to develop professional confidence: “They would have me facilitate meetings with clients early on in my career. It helped build up this reservoir of confidence” (Bryant, Candid Questions BU.2).Other accounts in academic interviews and NYT highlighted how defining moments in even short-term mentoring relationships can provoke fundamental and lasting changes in attitudes and behaviours. One interviewee who recently experienced a career change said she derived comfort from connecting with a mentor who had experienced a similar transition: “oh there’s somebody [who] talks my language...there is a place for me.” As a CEO in the NYT recalled: “An early mentor of mine said something to me when I was going to a new job: ‘Don't worry. It's just another dog and pony show.’ That really stayed with me” (Bryant, Devil’s Advocate BU.2). A writer quoted in a NYT article also recounted how a chance encounter with a mentor changed the course of his career: “She said... that my problem was not having career direction. ‘You should become a teacher,’ she said. It was an unusual thing to hear, since that subject had never come up in our conversations. But I was truly desperate, ready to hear something different...In an indirect way, my life had changed because of that drink (DeMarco ST.6).Mentorship was also celebrated in the NYT in the form of 116 obituary notices as a means of honouring and immortalising a life well lived. The mentoring role individuals had played in life was highlighted alongside those of child, parent, grandparent and spouse.Metaphor and ArchetypeMetaphors imbue language with imagery that evokes emotions, sensations, and memories in ways that other forms of speech or writing cannot, thus enabling us communicate complex ideas or beliefs. Academic interviewees invoked various metaphors to illustrate mentorship experiences. One interviewee spoke of the “blossoming” relationship while another commented on the power of the mentoring experience to “lift your world”. In the NYT we identified only one instance of the use of metaphor. A CEO of a non-profit organisation explained her mentoring philosophy as follows: “One of my mentors early on talked about the need for a leader to be a ‘certain trumpet’. It comes from Corinthians, and it's a very good visualization -- if the trumpet isn't clear, who's going to follow you?” (Bryant, Zigzag BU.2).By comparison, we noted numerous instances in the NYT wherein mentors were present as characters, or archetypes, in film, performing arts, and television. Archetypes exhibit attributes, or convey meanings, that are instinctively understood by those who share common cultural, societal, or racial experiences (Lane 232) For example, a NYT film review of The Assassin states that “the title character [is] trained in her deadly vocation by a fierce, soft-spoken mentor” (Scott C.4). Such characterisations rely on audiences’ understanding of the inherentfunction of the mentor role, and, like metaphors, can help to convey that which is compelling or complex.Intentionality and TrustIn interviews, academics spoke of the time and trust required to develop mentoring relationships. One noted “It may take a bit of an effort... You don’t get to know a person very well just meeting three times during the year”. Another spoke of trust and comfort as defining these relationships: “You just open up. You feel immediately comfortable”. We also found evidence of trust and intentionality in NYT accounts of these relationships. Mentees were often portrayed as seeking out and relying on mentorship. A junior teacher stated that “she would lean on mentors at her new school. You are not on that island all alone” (Rich A1). In contrast, there were few explicit accounts of intentionality and reflection on the part of a mentor. In one instance, a police officer who participated in a mentorship program for street kids mused “it's not about the talent. It was just about the interaction”. In another, an actor described her mentoring experiences as follows: “You have to know when to give advice and when to just be quiet and listen...no matter how much you tell someone how it goes, no one really wants to listen. Their dreams are much bigger than whatever fear or whatever obstacle you say may be in their path” (Syme C.5).Many NYT articles present career mentoring as a role that can be assumed by anyone with requisite knowledge or experience. Indeed, some accounts of mentorship arguably more closely resembled role model relationships, wherein individuals are admired, typically from afar, and emulated by those who aspire to similar accomplishments. Here, there was little, if any, apparent awareness of the complexity or potential impact of these relationships. Rather, we observed a casualness, an almost striking superficiality, in some NYT accounts of mentoring relationships. Examples ranged from references to “sartorial mentors” (Pappu D1) to a professional coach who shared: “After being told by a mentor that her scowl was ‘setting her back’ at work, [she] began taking pictures of her face so she could try to look more cheerful” (Bennett ST.1).Trust, an essential component of mentorship, can wither when mentors occupy dual roles, such as that of mentor and supervisor, or engage in mentoring as a means of furthering their own interests. While some academic interviewees were mentored by past and current supervisors, none reported any instance of role conflict. However in the NYT, we identified multiple instances where mentorship programs intentionally, or unintentionally, inspired divided loyalties. At one academic institution, peer mentors were “encouraged to befriend and offer mentorship to the students on their floors, yet were designated ‘mandatory reporters’ of any incident that may violate the school policy” (Rosman ST.1). In another media story, government employees in a phased-retirement program received monetary incentives to mentor colleagues: “Federal workers who take phased retirement work 20 hours a week and agree to mentor other workers. During that time, they receive half their pay and half their retirement annuity payout. When workers retire completely, their annuities will include an increase to account for the part-time service” (Hannon B.1). More extreme depictions of conflict of interest were evident in other NYT reports of mentors and mentees competing for job promotions, and mentees accusing mentors of sexual harassment and rape; such examples underscore potential for abuse of trust in these relationships.Discussion/ConclusionsOur exploration of mentorship in the NYT suggests mentorship is embedded in our culture, and is a means by which we develop competencies required to integrate into, and function within, society. Whereas, traditionally, mentorship was an informal relationship that developed over time, we now see a wider array of mentorship models, including formal career and youth programs aimed at increasing access to mentorship, and mentor-for-hire arrangements in business and professional sports. Such formal programs can offer redress to those who lack informal mentorship opportunities, and increased initiatives of this sort are welcome.Although standards of reporting in news media surely account for some of the lack of detail in many NYT reports of mentorship, such brevity may also suggest that, while mentoring continues to grow in popularity, we may have compromised substance for availability. Considerations of the training, time, attention, and trust required of these relationships may have been short-changed, and the tendency we observed in the NYT to conflate role modeling and mentorship may contribute to depictions of mentorship as a quick fix, or ‘mentorship light’. Although mentorship continues to be lauded as a means of promoting personal and professional development, not all mentoring may be of similar quality, and not everyone has comparable access to these relationships. While we continue to honour the promise of mentorship, as with all things worth having, effective mentorship requires effort. This effort comes in the form of preparation, commitment or intentionality, and the development of bonds of trust within these relationships. In short, overuse of, over-reference to, and misapplication of the mentorship label may serve to dilute the significance and meaning of these relationships. Further, we acknowledge a darker side to mentorship, with the potential for abuses of power.Although we have reservations regarding some trends towards the casual usage of the mentorship term, we are also heartened by the apparent scope and reach of these relationships. Numerous individuals continue to draw comfort from advice, sponsorship, motivation, support and validation that mentors provide. Indeed, for many, mentorship may represent an essential lifeline to navigating life’s many challenges. We, thus, conclude that mentorship, in its many forms, is here to stay.ReferencesBennett, Jessica. "Cursed with a Death Stare." New York Times (East Coast) 2 Aug. 2015, late ed.: ST.1.Bryant, Adam. "Designate a Devil's Advocate." New York Times (East Coast) 9 Aug. 2015, late ed.: BU.2.Bryant, Adam. "The Power of Candid Questions." New York Times (East Coast) 16 Aug. 2015, late ed.: BU. 2.Bryant, Adam. "Zigzag Your Way to the Top." New York Times (East Coast) 13 Sept. 2015, late ed.: BU.2.DeMarco, Peter. "One Life, Shaken and Stirred." New York Times (East Coast) 23 Aug. 2015, late ed.: ST.6.DuBois, David L., Nelson Portillo, Jean E. Rhodes, Nadia Silverhorn and Jeffery C. Valentine. "How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence." Psychological Science in the Public Interest 12.2 (2011): 57-91.Eby, Lillian T., Tammy D. Allen, Brian J. Hoffman, Lisa E. Baranik, …, and Sarah C. Evans. "An Interdisciplinary Meta-analysis of the Potential Antecedents, Correlates, and Consequences of Protégé Perceptions of Mentoring." Psychological Bulletin 139.2 (2013): 441-76.Gold, Sarah. "Preserving a Master's Vision of Sugar Plums." New York Times (East Coast) 6 Dec. 2015, late ed.: CT 11.Hannon, Kerry. "Retiring, But Not All at Once." New York Times (East Coast) 22 Aug. 2015, late ed.: B.1.Kourlas, Gia. "Marathon of a Milestone Tour." New York Times Late Edition (East Coast) 6 Sept. 2015: AR.7.Lane, Lauriat. "The Literary Archetype: Some Reconsiderations." The Journal of Aesthetics and Art Criticism 13.2 (1954): 226-32.Levinson, Daniel. J. The Seasons of a Man's Life. New York: Ballantine, 1978.Merriam, Sharan. "Mentors and Protégés: A Critical Review of the Literature." Adult Education Quarterly 33.3 (1983): 161-73.Moynihan, Colin. "Man's Cooperation in Terrorist Cases Spares Him from Serving More Time in Prison." New York Times (East Coast) 24 Oct. 2015, late ed.: A.21.Pappu, Sridhar. "Tailored to the Spotlight." New York Times (East Coast) 27 Aug. 2015, late ed.: D1.Rich, Motoko. "Across Country, a Scramble Is On to Find Teachers." New York Times (East Coast) 10 Aug. 2015, late ed.: A1.Rosman, Katherine. "On the Campus Front Line." New York Times (East Coast) 27 Sept. 2015, late ed.: ST.1.Scott, AO. "The Delights to Be Found in a Deadly Vocation." New York Times (East Coast) 16 Oct. 2015, late ed.: C.4.Shpigel, Ben. "An Exchange of Respect in the Swapping of Jerseys." New York Times (East Coast) 18 Oct. 2015, late ed.: SP.1.Slaughter, Ann-Marie. "A Toxic Work World." New York Times (East Coast) 20 Sept. 2015, late ed.: SR.1.Syme, Rachel. "In TV, Finding a Creative Space with No Limitations." New York Times (East Coast) 26 Aug. 2015, late ed.: C.5.Trebay, Guy. "Remembering a Time When Fashion Shows Were Fun." New York Times (East Coast) 10 Sept. 2015, late ed.: D.8.World Association of Newspapers and News Publishers. World Press Trends Report. Paris: WAN-IFRA, 2015.

The 1900s and 1910s were a prime era for the growth and empowerment of cadet corps within Australia. Private schools in particular sought to build on a newfound spirit of nationalism following the Federation of the colonies in 1901 by harnessing enthusiasm for the nation and British Empire, and by cultivating a martial culture among their predominantly middle-class students. The principal tool harnessed in that cultivation were the school cadet corps, and the most visible symbol of those corps were their uniforms. By focussing on the cadet corps in the private schools of Sydney during this era, this article will explore the emphasis placed on cadet corps uniforms and argue that uniforms were the central element used cultivate a sense of identity and esprit de corps. When considered within the context of broader cadet corps activities, this will further demonstrate the power of uniforms as an instrument of cultural inculcation. The Federation of Australia in 1901 ushered in a new environment of national defence anxiety amongst the new nation’s middle-class citizens. The drive to Federation itself had partly been fuelled by colonial concerns regarding defence, and, in the new century, the newly federated states sought to work together to allay their combined concerns (White 114). But government policies were only one of the many ways the middle class were preparing the nation. Within the education system, middle-class private schools became a key instrument in preparing middle-class boys for their future as leaders of the nation in politics, business, and, of course, in the military. Within those schools, the cadet corps were utilised to instil core middle-class values of discipline, self-sacrifice, and responsibility in boys. As early as 1900, Sydney Grammar School authorities were proposing the resuscitation of their cadet corps following the rise in military spirit due to the Boer War (The Sydneian "Editorial", 1). The subsequent growth in both national and imperial defence-consciousness over the following years resulted in 100 boys forming a petition requesting the formation of a cadet corps in 1907 (The Sydneian "The Cadet Movement", 12). Within a year, the boys’ request was granted. With this type of enthusiasm from boys, the cadet corps increased in strength throughout the private schools of Sydney during the 1900s. Where they had already existed, they now commanded greater prestige, and where a school previously had no cadet corps, one was soon formed. In 1911, Compulsory Military Training commenced in Australia for all youths aged between 12 and 26, with a view to creating a citizens’ militia. Thus, militarism was a marked element in the new nation’s first decade. The changing nature of society during the 1900s also led to changing images of the ideal citizen, and understandably, of the ‘ideal middle-class boy’. Martin Crotty argues that in the 1900s, Australian middle-class society stressed that ‘fighting for one’s country is the peak of personal achievement and the epitome of manliness’ (9). Crotty goes on to examine the perceptions of middle-class manliness throughout the 1900s and 1910s, where masculinity was defined as the soldier serving his country, and the ‘manliest’ thing a person could do was to fight and die in war. Within this context, then, it is no surprise that private school boys welcomed the cadet system openly and were prepared to adhere to the discipline and the drill that went with it without a fuss. At St. Ignatius College, the school magazine Our Alma Mater reported in 1909 that ‘with enthusiasm on the part of the Corps, and attention to details by the officers, both commissioned and non-commissioned, the College will be in possession of a really fine corps of the future defenders of the Commonwealth’. Cadets were seen as a partial answer to middle-class fears about the defence of Australia. The cadets would provide strong, disciplined, and willing officers in an army if it was needed for the defence of country and empire. It would also make decent men of the boys, curing them of the slothful habits of modern youth. The Newington reported during the first year of Compulsory Military Training that in a year’s time we shall see a great improvement in the appearance and physique of those who have never hitherto had any instruction in the art of bodily discipline and culture. The slouch and roll so much in vogue amongst a certain class of boys will have disappeared, we hope, and a manlier, firmer walk have taken their place. (December 1911, 171) The Newington succinctly conveyed the hopes of all the private schools of Sydney, irrespective of denomination. Much has been written about the history of the cadet corps within the Australian historical literature. Craig Stockings’s The Torch and the Sword remains a seminal work in the field due to its broad focus on the general cadet movement in Australia. Beyond this, most scholarly works focus either on a specific cadet corps, specific location or region, specific theme, or on a specific period.1 However, relatively scant attention has been paid to the importance of their uniforms, and when uniforms are mentioned, it is usually only briefly and in passing. Given the centrality of the uniform to the culture and identity of the cadet corps, this is a surprising gap in the scholarship that this article seeks to address. The military uniform is ‘a relatively recent phenomenon’ (Tynan and Godson 10). While uniforms appear as far back as antiquity, their widespread adoption over the last couple of centuries is due to a convergence of social norms and technology. Towards the end of the eighteenth century, the increasing numbers of public servants meant that more civilians were uniformed whilst performing their duties (Williams-Mitchell 61). Tynan and Godson argue that ‘as state, society and nation converged towards the end of the nineteenth century uniform became part of a modern culture increasingly concerned with regulating time, space, and bodies’ (Tynan and Godson 6). The development of a regular military occurred within this space and can be seen as of part of the development of the stable nation state (Hackett 61). Standardisation of dress for large professional armies was enabled by technological developments brought about by the industrial revolution. Mass production of apparel meant that uniforms could be quickly produced and at a lower cost. In addition, the social culture of the late Victorian and early Edwardian eras in the British Empire was reflected in the material culture of their uniforms. During the First World War, military uniforms tended to be influenced by civilian fashion, while during the Second World War ‘a much more systematic approach to military uniforms could be seen’ (Craik 49). Uniforms have a psychological and social significance beyond identity. Uniforms legitimise the power of both the state and of the person wearing the uniform. The uniform seeks to overlay the image of the institution onto the person, obscuring the individual beneath. Uniforms have a power beyond just the outward appearance, they also affect us as individuals, shaping ‘how we are and how we perform our identities’ (Craik 4). This was recognised by utilitarian reformers at the turn of the twentieth century who ‘saw in the military body an efficiency that could usefully be transposed to civil society’ (Tynan and Godson 11), thereby shaping the populace’s inner as well as their outer selves (Craik 4). Further uniforms are about appearance, maintaining high standards of dress and a sense of belonging (Williams-Mitchell 111). Uniforms are instrumental in the creation of an esprit de corps (Langner 126). Being in the military is seen as more than an occupation, it is a vocation (Hackett 9), and to don a uniform communicates one’s sense of purpose. Part of this is achieved through the maintenance and correct wearing of the uniform, the discipline involved setting a moral high bar for others to measure themselves against. The use of school uniforms, particularly within the private school system, had been established by the end of the nineteenth century. While the addition of a military uniform for student cadets may at first seen incongruous, there are clear reasons why these uniforms would be appealing. Up to and during the First World War, British army officers were ‘still the preserve of young men of good social standing’ (Hackett 158), an association which no doubt appealed to schools whose remit was to prepare young men for leadership positions within society. Further, military uniforms were traditionally seen as an inherently masculine dress, with a ‘close fit between the attributes of normative masculinity as inscribed in uniform conduct and normative masculine roles and attributes’ (Craik 12-13). In Australia, wearing the cadet uniform elevated the schoolboy to a member of the Australian defence force and he was treated as such (Wise 132). As a symbol of government, the uniform endows the wearer with the authority of that same government (Langner 124). Throughout the late nineteenth and early twentieth centuries, the various cadet corps that emerged from Sydney’s private schools were formed to fulfil a variety of middle-class priorities. But by the 1900s, rhetoric had shifted to emphasise that the cadets were instilling discipline into boys and preparing youth for the defence of Australia and the British Empire. They were also used as a means to express school pride and identity. The stern militarism surrounding most of the cadet activities allowed the instructors to impress upon cadets values of discipline, duty, and sacrifice and to promote romantic illusions of warfare, and, above all, the idea that war was an adventure. Cadets were also taught that their training was preparation for war. Rifle practice, drill, skirmishes, camps, hiding behind trees and running around hills to attack the enemy from behind, using bushes as cover to sneak up on the enemy (all while in uniform) – these were the tactics of modern warfare. And cadets were left in no doubt that they would become the officers of the nation’s defence forces when needed. Throughout the conduct of all of their activities, the cadet corps uniform served as a constant visual reminder of that message. Boys generally wore variations of dark green uniforms with a slouch hat, and at times carried rifles with either blank or live ammunition, depending on their purpose. Some schools used ethnic and cultural traditions and social links in the formation of their cadet corps which was also reflected by varieties in their uniforms. For example, the cadets at Scots College were sponsored by the New South Wales Scottish Rifles (later the 30th Battalion, New South Wales Scottish) and based its uniform on that of the Rifles. It consisted of a slouch hat with a red hackle and blue and gold puggaree, a serge jacket in the Scottish tradition, and kilts from the early 1900s until all uniforms became regulated under Compulsory Military Training in 1911. From the time a boy put on his cadet uniform to the time he took it off he was treated as part of Australia’s defence force, and no longer simply a student at school. The uniform, then, became the prominent visual marker of that shifting role and identity. J. McElhone of St. Joseph’s College wrote in the school magazine in March 1911 that ‘when we don our uniforms, and are armed with rifles, we shall then commence to take a soldierly pride in ourselves’. While in uniform the boys were expected to act like soldiers, and their instructors (also in uniform) treated them much like soldiers, with high standards of drill, discipline, and order maintained. Indeed, throughout the 1900s, the cadet corps commanded as much prestige as the rugby and rowing teams. Cleanliness, discipline, and good order during public parades were met with salutations and praise. Success in competitions with other schools in shooting or tug-of-war or other cadet activities was similarly recorded with pride. As with rugby or rowing, the honour of the school was at stake, a matter reflected in Sydney Grammar’s ruminations over the re-formation of its cadet corps in 1907. One of the school’s primary concerns was the risk of losing the honour of the school by having an unsuccessful and ill-disciplined company. The Sydneian reported in August 1907 that if a new S.G.S Cadet Corps should disgrace itself in public by slovenly drill, as it certainly would, if recruited from the “wasters” and little boys, then the Trustees would be blamed for taking a hasty step without gauging the real wishes of boys and parents … . Any New Cadet Corps must maintain the fine traditions of the old one. It must be the pride of the School – our chief object of out-door interest. All sports must give way to it, rather than that the corps, once formed, should fail. By the early 1900s Newington College and the Kings School both had reputations for the quality and conduct of their cadet corps and it was this reputation that schools such as Sydney Grammar hoped to emulate with the formation of their own cadet corps. The ‘wasters’ and the ‘little boys’ were not required. The cadet corps would bring honour to the school, the nation and empire. The peak expression of this pride came in wearing their uniform for public ceremonies. For example, at St. Ignatius College, the cadet corps served as a funeral cortège for the funeral of a master, Fr. Patrick Keating, in 1913.2 The Newington cadet corps formed a Guard of Honour for the State Governor, Sir Harry Rawson, in 1905 (The Newingtonian, March 1905, 188). As the Guard of Honour the Newington College cadet corps’ duties were extended when they were required to fix bayonets in order to keep back the crowd from the main door of Sydney Town Hall where the Governor was inside (The Newingtonian, March 1905, 188). Whilst it may seem remarkable to have teenage boys keeping crowds back from the door with rifles with fixed bayonets, in the cadet corps of the 1900s this was expected when the circumstances required; the cadets were not looked upon as immature boys, but rather as responsible and disciplined soldiers, and they were thus treated accordingly. Great crowds lined Sydney’s streets to watch the Sydney private school cadet corps parade on special occasions, and, for many youth, being seen in uniform was an exciting and memorable experience. The experience of being one of the estimated eighteen thousand cadets who marched past the Governor-General, Lord Denman, on 30 March 1912 in Centennial Park, with parents, teachers, and government and military officials watching attentively would have been one of great pride (Naughtin 142). In formation at parades, the cadets were required to be in perfect order, buttons polished and shoes shining, as government and military officials inspected them and their uniforms. Boys without complete uniforms were not allowed to attend, as they would reduce the appearance of the company. Orders were given sharply by officers to fix and unfix bayonets, march in precise line, and perform specific manoeuvres, each carried out by the cadets, it was hoped, in unison. At times, the cadet corps throughout the private schools were addressed by the Inspector-General of the army, the Governor-General of Australia, or by their headmaster, each reminding them the responsibility that each one had to their cadet corps, to their school, and to their king and country. They were told that the many hours of drill required of them was teaching them the ‘very valuable and necessary lessons of life’ (The Newingtonian, December 1911, 171). They were told that to be effective soldiers they needed to be disciplined, do as they were told by their officers, and respond to orders swiftly. Thus, these cadets were learning not only the attributes of an officer, but of middle-class society in general: respect, presentation, and acceptance of the rules of society. The cadet corps uniform also helped reinforce notions of duty. Although, prior to 1911, the cadet corps were voluntary, private schools strongly urged all students to join as ‘no true Australian can fail to regard it as his duty to fit himself, as far as he is able, to be of service in the case of a call to defend his country’ (The Torch-Bearer, April 1908, 89). School magazines regularly reported on cadet activities throughout the 1900s and 1910s, including frequent references to the fine appearance. Certainly with boys practicing drill on football fields and outside class windows it must have been difficult for some of those boys who were not cadets not to notice, and be impressed by, the presence of one hundred of their fellow schoolmates carrying their rifles, in military uniform, and in perfect order. For the students who had joined the cadet corps this sense of duty became paramount. They were inundated with rhetoric praising their dedication to the cadet corps and the sacrifices they made by being a cadet. The Sydneian asked cadets to ‘consider your Corps first. It is your duty as “Soldiers of the King”’ (E.A.W. 19). The Torch-Bearer in April 1908 made a similar point: Every boy should remember that by becoming an efficient cadet he is carrying out a duty which he owes (1) to his country by rendering himself more capable of fighting in her defence. (2) to his school by helping to send out a corps that will do her as much credit as cricket and football teams and crews have done in the past. (3) to himself, by undergoing a training which will benefit him body and soul.3 Cadets absorbed this sense of duty, believing that they were honouring their school, their country, and the British Empire. Soldiers of the King they certainly believed they were, at least in the Protestant schools. The boys would be ‘toughened by a soldier’s hard training and learn to bear the pinch of sacrifice and bear it cheerfully’ (The Torch-Bearer, April 1911, 251), unlike their peers who had not joined the cadets who were regarded derisively as ‘civilians’ (The Torch-Bearer, October, 1908, 50). Thus, in an era of growing nationalism and militarism, the cadet corps of the private schools of Sydney grew as a symbol of middle-class values. The most immediate visual representation of that symbolism was the cadet corps uniform. When boys put on their uniform, they experienced a change in their demeanour, their identity, and their sense of duty. It had an instant impact on how they saw themselves, and how they were treated by others. These ideas were inculcated into boys throughout their training, and records from across the Sydney private schools suggest that the boys eagerly embraced those lessons. The cadet corps uniform, then, was a valuable tool in the moderation of behaviour and the instillation of core values. References Craik, Jennifer. Uniforms Exposed. Oxford: Berg, 2005. Crotty, Martin. Making The Australian Male: Middle-Class Masculinity 1870-1920. Carlton South: Melbourne UP, 2001. E.A.W. "The Cadet Corps." The Sydneian Dec. 1909: 18-23. Hackett, John. The Profession of Arms. London: Sidgwick & Jackson, 1984. Langner, Lawrence. "Clothes and Government." Dress, Adornment and the Social Order. Eds. Mary Ellen Roach and Joanne Eicher. New York: John Wiley & Sons, 1965. Naughtin, Michael. A Century of Striving: St. Joseph's College, Hunter's Hill, 1881-1981. Hunter's Hill, NSW: St. Joseph's College, 1981.. Our Alma Mater. St. Ignatius College magazine. Midwinter 1909. St Joseph's College Magazine. Mar. 1911. Stockings, Craig. The Torch and the Sword: A History of the Army Cadet Movement in Australia. UNSW Press, 2007. The Newingtonian. Newington College Magazine, Mar. 1905. ———. December 1911 The Sydneian. "The Cadet Movement - Past and Present." Aug. 1907: 7-14. ———. "Editorial: The Proposed Resucitation of the Cadet Corps." May 1900: 1-2. The Torch-Bearer. Sydney Church of England Grammar School Magazine, Apr. 1908. ———. Oct. 1908 ———. Apr. 1911 Tynan, Jane, and Lisa Godson. "Understanding Uniform: An Introduction." Uniform: Clothing and Discipline in the Modern World. Eds. Jane Tynan and Lisa Godson. London: Bloomsbury, 2019. White, Richard. Inventing Australia: Images and Identity 1688–1980. Routledge, 2020. Williams-Mitchell, Christobel. Dressed for the Job: The Story of Occupational Costume. Poole, Dorset: Blandford Press, 1982. Wise, Nathan. "The Adventurous Cadet: Romanticism and Adventure in the Cadet Corps of the Private Schools of Sydney, 1901-1914." Australian Folklore 29 (2014). Notes 1 For several key examples focussing on this period see Martin Crotty, Making the Australian Male; Thomas W. Tanner, Compulsory Citizen Soldiers (Sydney: Alternative Publishing Co-Operative, 1980); David Jones, ‘The Military Use of Australian State Schools: 1872-1914’ (Ph.D. Thesis, La Trobe University, 1991); John Barrett, Falling In – Australians and ‘Boy Conscription’, 1911-1915 (Sydney: Hale and Iremonger, 1979); Nathan Wise, ‘Playing Soldiers: Sydney Private School Cadet Corps and the Great War’ (Journal of the Royal Australian Historical Society 96.2 (2010)); Nathan Wise, ‘The Adventurous Cadet: Romanticism and Adventure in the Cadet Corps of the Private Schools of Sydney, 1901-1914’ (Australian Folklore 29 (2014): 127-141). 2 St. Ignatius College Archives, photo ‘Fr. Patrick Keating’s funeral leaving St. Mary’s, North Sydney, for Gore Hill Cemetary, 1913’. 3 The Torch-Bearer, Sydney Church of England Grammar School Magazine, Apr. 1908: 90. The Torch-Bearer uses the double synonym that the cadet corps were both like a sporting team and a military unit. This supports an argument of D.J. Blair’s ‘Beyond the Metaphor: Football and War, 1914-1918’ in The Journal of the Australian War Memorial 28 (Apr. 1996) that sport, particularly team sports such as football, and war were very similar. Sport assisted in the creation of the ideal man, and one best suited for military training, as it enhanced values of ‘loyalty, courage, self-discipline, and teamwork’ that would be required in war. This argument is further supported by the competitive nature of the cadet corps as examined in chapter four.