Journal articles on the topic 'Chapter 3 supplementary'

This research is aimed at developing supplementary reading materials to promote critical thinking as a part of the 21st-century competencies (Critical thinking, Creativity and Innovation, Communication and Collaboration) and to reveal the effectiveness of the developed product. The methodology was Research and Development by Borg and Gall (1983). The research steps consist of three main stages; (1) preliminary study covering document analysis, classroom observation, and need analysis, (2) development covering drafting, internal experts judgement, revision, a prototype of the product, (3) field testing covering try out, reflection and interview, external expert judgement, revision, and final product. In analyzing the data, the researcher used descriptive qualitative research. It was adapted from Qualitative Data Analysis by Miles, Huberman & Saldana (1994) that are condensing data, displaying data, drawing, and verifying conclusion. The results of the preliminary study showed that supplementary reading materials to promote the 4’Cs were needed. The textbook evaluation revealed that there were four chapters (chapter 1, chapter 5, chapter 8 and chapter 12) which need to be developed. In need analysis, the researcher interviewed three English teachers and nine students who were in low, middle and high level from the same class. Based on the data, the teachers and the students required the developed product. The researcher then made abound of drafts which were then revised into the prototype of the product. The developed product was tried out in class X TKJ A SMKN 1 Saptosari by having collaboration with the fellow teachers. To catch the real situation, the researcher recorded the teaching and learning process, wrote the transcripts, noted the classroom observation, and did reflection. After the final revision, the supplementary reading materials came to the final product. The try out proved that the developed supplementary reading materials are effective in promoting critical thinking. Based on the analysis, the students are able to complete the tasks that were designed to promote critical thinking ( making predictions, differentiating relevant and irrelevant information, relating different concepts, thinking inductively, and comparing or analyzing the texts).

On August 3, 1860 Dickens wrote to his friend Bulwer Lytton asking whether he might be prepared to contribute “a tale” to All the Year Round. The inquiry was speculative, but prompted by characteristic editorial foresight. The magazine's current serial, Wilkie Collins's The Woman in White, was nearing completion, Charles Lever's A Day's Ride was waiting to take over from it, and Dickens himself was beginning to contemplate a new novel which, as Great Expectations, was subsequently issued between December 1860 and August 1861. Evidently he was already thinking of their successor, and clearly he recognized that Sir Edward Bulwer Lytton, ex-cabinet minister and pillar of the literary establishment, would be a real catch. Bulwer did not reply immediately, though he was in fact already making preliminary sketches for the novel that would become A Strange Story. The idea for the book had come to him in a dream (as, twenty years earlier, had that for his other great tale of the supernatural, Zanoni), and as it developed during the summer of 1860 it gradually supplanted his other work in progress — the historical novel of ancient Greece Pausanias the Spartan (eventually published posthumously in 1876, still incomplete). In October 1860, while vacationing in Corfu, he noted ruefully that his “mystic story” was at a standstill, but on his return to England the following month he was sufficiently encouraged to respond, at least tentatively, to Dickens's inquiry.

In the first quarter of 2019, Micro-blog’s financial marketing revenue reached 2.68 billion yuan, of which advertising revenue reached 2.29 billion yuan, and Micro-blog marketing became an important part of Micro-blog. Students are an important user of Micro-blog and an important target of Micro-blog marketing, in the face of the existence of a variety of English learning methods and diversified microblog marketing methods in Micro-blog, how students view the marketing methods of Micro-blog, how to respond, is an important basis for Micro-blog and enterprises in Micro-blog marketing to formulate corresponding business strategies. This article consists of three chapters. Chapter 1 first introduces the current situation of contemporary students’ choice behavior and analyzes the attitude and impact of contemporary students on microblog marketing through the current situation and questionnaire survey data. Chapter 2 combines Chapter 4’s students’ attitudes and behaviors towards microblog marketing and puts forward suggestions for improving microblog platforms and microblog businesses. Chapter 3 is the concluding part, through analysis, the article believes that advertising is the main source of microblog income, operators should pay attention to maintaining the credibility of the platform when making business strategies, create a good community environment, and severely crack down on false advertising and malicious marketing. Under the premise of ensuring authenticity, enterprises can use celebrity effect, herd psychology and other means to achieve their commercial goals. In addition, Chapter 3 also points out the insufficient analysis of microblog marketing forms and the lack of relevant data and puts forward suggestions for improvement such as multi-angle research and supplementary data.

Since September 11, American Muslim identities, political views, sensi- bilities, and even private lives have been studied by academics, pollsters, government agencies, and think tank researchers. This renewed interest on the nexus of religious and national identity has produced a vast volume of publications, cross-cutting each social science discipline and thematic re- search area. Some are even available online, such as #islamophobiaisracism syllabus, #BlackIslamSyllabus and ISPU’s Muslim American Experience Bibliography page. What is often lost in this conversation, however, are the nuances that influence everyday lives of American Muslims and their practice of Islam. Situated within religious studies and Islamic studies scholarship and speak- ing to a broad disciplinary array, the edited volume The Practice of Islam in America: An Introduction is a much-needed contribution to the scholarship on Islam and American Muslims. The book’s editor, prolific and prominent scholar and historian of Is- lam in America, Edward Curtis IV, explains the goals of the book in this sentence: “This book is driven by the desire to provide clear answers to es- sential, and basic, questions about how observant Muslim Americans prac- tice Islam…” (2). Importantly, the book delivers on its promise to provide a lived religion perspective (3). While the twelve chapters in The Practice of Islam in America examine distinct practices and themes, the chapters synergize in giving voice to a lived religion perspective on American Muslims’ practices. This approach helps the reader to achieve a healthy distance from the significant but often overly dominant political context that influences discourse on American Muslim life. The book opens with an introductory chapter by Curtis, explaining the rationale and background to the project. The chapter is a good prelude to this rich volume, reflecting Curtis’ years of experience working on Muslim American history and experience. For the non-specialist audience, the in- troductory chapter also provides a broad historical overview of American Muslim history, starting from the slave trade and stretching into contem- porary Islamophobia while covering debates within the diverse American Muslim community. The volume is organized across four thematic parts. Each part includes three chapters, producing a rich, twelve-chapter account. Part I examines prayer and pilgrimage and includes chapters on ṣalāt, dhikr, and ḥajj. Part II explores holidays; individual chapters cover Ramadan and Eid celebra- tions, Ashura, and Milad/Mawlid celebrations. Part III takes the reader into the realm of life cycle rituals with chapters on birth, wedding, and funeral/ death rituals. The concluding Part IV touches on Islamic ethics and reli- gious culture. It examines philanthropy, food practices and engagements with the Qur’an with reference to everyday practices of American Muslims. Curtis explains in his introduction that the volume is intentional in de- veloping a lived religion focus. Moreover, almost all authors give examples for how these practices vary in different branches of Islam (Sunni, Twelver and Isma‘ili/Bohra Shi‘i communities) as well as for multiple ethno-racial demographic groups that make up the deeply pluralistic Muslim American fabric. Contributors should be applauded for producing chapters that are ethnographically rich, thematically diverse, and attentive to multiple sites and dynamics. Chapter 1 moves through multiple vignettes that involve ṣalāt, the Muslim ritual prayer. Rose Aslan’s vivid descriptions of the lives of Ameri- can Muslims and her ability to walk the reader along not only the basics of the prayer but also the nuances among individuals with diverse ethno-racial and socioeconomic backgrounds and the post-September 11 securitization of ṣalāt is refreshing. Rosemary R. Corbett’s chapter on dhikr—“medita- tive and sometimes joyous religious litanies,” to use the definition offered by Curtis in the introductory chapter (6)—is a comparative study of three related groups, each springing from the Turkish Halveti Cerrahi order. The historical account around the creation of these groups is helpful especially because one of these figures, Tosun Bayrak of the Spring Valley Halveti Cerrahi order, recently passed away. In the next chapter, Hussein Rashid skillfully walks the reader through the meaning, rites, and politico-eco- nomic realities surrounding ḥajj, the pilgrimage to Mecca in Saudia Arabia. His chapter helps to familiarize the readers with complexities of ḥajj. Part II of the book begins with Jackleen Salem’s nuanced and vivid account of Ramadan, Eid al-Fitr, and Eid al-Adha. In testament to the volume’s attention to inclusivity, Michael Muhammad Knight’s chapter on Ashura is a vivid and informative account of this most popular Shi‘i commemoration. This chapter is less ethnographically driven than other chapters preceding it, perhaps to the advantage of the common reader who learns a great deal about early Muslim history and the background to the Sunni-Shi‘i split. The same is true also for Marcia Hermansen’s chapter on Milad/Mawlid celebrations recognizing Prophet Muhammad’s birth. The chapter strikes a balance between academic information on the subject and a thick description of these ceremonies. She provides a superb account of major debates and disagreements within the Muslim community sur- rounding these celebrations for the benefit of the uninitiated reader. In the first chapter of Part III, Maria Curtis explores birth rituals ranging from baby-showers to naming a child to postpartum complexities faced by moms within the American Muslim community. Her chapter is noteworthy in producing a much-needed addition to these underexplored topics. Juliane Hammer’s chapter on weddings is an exploration of not only ceremonial aspects of marriage but also legal approaches to marriage in America through a rich ethnographic account of three distinct weddings. She gives due attention to textual and Qur’anic interpretations on love and mercy by American Muslims. Her chapter is among those that provide the common reader with a nuanced view of the scholarship on the theme that is under exploration. The same is true for Amir Hussain’s chapter on Muslim funerals. Speaking from within a few funeral processions in southern Cali- fornia, as well as a brief description of the funeral ceremony of Muhammad Ali, Hussain explores the rites of death and burial in the American Muslim landscape.The first chapter of Part IV, by Danielle Witman Abraham, examines philanthropy and social giving in the American Muslim community. The chapter explains the norms in Sunii and Shi‘i communities, including concerns about domestic vs. international giving. Chapter 11, by Magfirat Dahlan, delves into American Muslims’ food consumption choices. She explores the fluid categories of permissible and impermissible food as well as ethical vs. non-ethical food as perceived by her respondents. The final chapter of the book is by Mona Ali and focuses on the Qur’an and how American Muslims engage with Islam’s holy book. Her approach provides a concise and effective summary of the Qur’an’s role in life cycles, identity formation and internal conversations among American Muslims. While the individual chapters’ focus on specific contexts and ethno- graphic accounts is very helpful, some chapters leave the reader with a sense of incompleteness due to the brief attempt to cram information on the broader context in the last two pages of each chapter. For example, in Chapter 1, Rose Aslan invokes the American Muslim debate around cre- ating gender equity in mosques and the third space wave but cannot do justice to the multifaceted conversations and developments around this issue. Chapter 4 by Jackleen Salem also suffers from trying to deliver too much. Salem’s concluding section, “Eid as an American Holiday,” fails to mention the heated debates that defined the “White House Iftar” dinners during President Obama’s presidency. These kinds of omissions create a kind of wedge between the complexities that arise in the everyday practice of Islam and the volume’s broader reflections. Chapter 9, by Amir Hussain, details Muhammad Ali’s funeral but does not fully engage with the debates and choices that marked the funeral. One wonders too if inclusion of other dhikr practices adapted by American Muslim followers of the Tijaniyya or the Ba‘Alawi sufi networks could have been helpful to give voice to dhikr practice in Chapter 2, out- side the Halveti Jerrahi context. Another theme that is neglected lies in the chapter on philanthropy, which does not mention what are often heated debates within American Muslim communities on the jurisprudence (fiqh) of giving to non-Muslims as well as whether certain service organizations (such as those serving students or social justice needs) are zakāt-eligible.There are practices that are left out as well. Du‘a Kumayl, practiced by Shi‘i Muslims on Thursday evenings similar to mawlid ceremonies, is not mentioned in the text. It would have been enriching to include this practice of reading a prayer that is traced to Prophet Muhammad’s cousin and one of the four great caliphs, Imam Ali. Finally, the choice to not cite online resources with their full web ad- dresses seems like an odd choice for a volume this rich in content. The lack of a full pathway in many instances makes it difficult for researchers to access information. These slight omissions notwithstanding, The Practice of Islam in Amer- ica: An Introduction is a great resource for instructors to use in introducto- ry courses in religious studies and American Muslim studies programs, as well as a good supplementary text for anyone teaching Islam in interfaith contexts. It delivers on its promise to provide rich narratives on what Is- lam looks like as a lived religion in America. It is highly relevant for those teaching not only on Islam but also on religion generally. The editor as well as the authors deserve recognition for producing a nuanced and insightful volume. Ahmet Selim TekeliogluAli Vural Ak Center for Global Islamic StudiesGeorge Mason University

Since September 11, American Muslim identities, political views, sensi- bilities, and even private lives have been studied by academics, pollsters, government agencies, and think tank researchers. This renewed interest on the nexus of religious and national identity has produced a vast volume of publications, cross-cutting each social science discipline and thematic re- search area. Some are even available online, such as #islamophobiaisracism syllabus, #BlackIslamSyllabus and ISPU’s Muslim American Experience Bibliography page. What is often lost in this conversation, however, are the nuances that influence everyday lives of American Muslims and their practice of Islam. Situated within religious studies and Islamic studies scholarship and speak- ing to a broad disciplinary array, the edited volume The Practice of Islam in America: An Introduction is a much-needed contribution to the scholarship on Islam and American Muslims. The book’s editor, prolific and prominent scholar and historian of Is- lam in America, Edward Curtis IV, explains the goals of the book in this sentence: “This book is driven by the desire to provide clear answers to es- sential, and basic, questions about how observant Muslim Americans prac- tice Islam…” (2). Importantly, the book delivers on its promise to provide a lived religion perspective (3). While the twelve chapters in The Practice of Islam in America examine distinct practices and themes, the chapters synergize in giving voice to a lived religion perspective on American Muslims’ practices. This approach helps the reader to achieve a healthy distance from the significant but often overly dominant political context that influences discourse on American Muslim life. The book opens with an introductory chapter by Curtis, explaining the rationale and background to the project. The chapter is a good prelude to this rich volume, reflecting Curtis’ years of experience working on Muslim American history and experience. For the non-specialist audience, the in- troductory chapter also provides a broad historical overview of American Muslim history, starting from the slave trade and stretching into contem- porary Islamophobia while covering debates within the diverse American Muslim community. The volume is organized across four thematic parts. Each part includes three chapters, producing a rich, twelve-chapter account. Part I examines prayer and pilgrimage and includes chapters on ṣalāt, dhikr, and ḥajj. Part II explores holidays; individual chapters cover Ramadan and Eid celebra- tions, Ashura, and Milad/Mawlid celebrations. Part III takes the reader into the realm of life cycle rituals with chapters on birth, wedding, and funeral/ death rituals. The concluding Part IV touches on Islamic ethics and reli- gious culture. It examines philanthropy, food practices and engagements with the Qur’an with reference to everyday practices of American Muslims. Curtis explains in his introduction that the volume is intentional in de- veloping a lived religion focus. Moreover, almost all authors give examples for how these practices vary in different branches of Islam (Sunni, Twelver and Isma‘ili/Bohra Shi‘i communities) as well as for multiple ethno-racial demographic groups that make up the deeply pluralistic Muslim American fabric. Contributors should be applauded for producing chapters that are ethnographically rich, thematically diverse, and attentive to multiple sites and dynamics. Chapter 1 moves through multiple vignettes that involve ṣalāt, the Muslim ritual prayer. Rose Aslan’s vivid descriptions of the lives of Ameri- can Muslims and her ability to walk the reader along not only the basics of the prayer but also the nuances among individuals with diverse ethno-racial and socioeconomic backgrounds and the post-September 11 securitization of ṣalāt is refreshing. Rosemary R. Corbett’s chapter on dhikr—“medita- tive and sometimes joyous religious litanies,” to use the definition offered by Curtis in the introductory chapter (6)—is a comparative study of three related groups, each springing from the Turkish Halveti Cerrahi order. The historical account around the creation of these groups is helpful especially because one of these figures, Tosun Bayrak of the Spring Valley Halveti Cerrahi order, recently passed away. In the next chapter, Hussein Rashid skillfully walks the reader through the meaning, rites, and politico-eco- nomic realities surrounding ḥajj, the pilgrimage to Mecca in Saudia Arabia. His chapter helps to familiarize the readers with complexities of ḥajj. Part II of the book begins with Jackleen Salem’s nuanced and vivid account of Ramadan, Eid al-Fitr, and Eid al-Adha. In testament to the volume’s attention to inclusivity, Michael Muhammad Knight’s chapter on Ashura is a vivid and informative account of this most popular Shi‘i commemoration. This chapter is less ethnographically driven than other chapters preceding it, perhaps to the advantage of the common reader who learns a great deal about early Muslim history and the background to the Sunni-Shi‘i split. The same is true also for Marcia Hermansen’s chapter on Milad/Mawlid celebrations recognizing Prophet Muhammad’s birth. The chapter strikes a balance between academic information on the subject and a thick description of these ceremonies. She provides a superb account of major debates and disagreements within the Muslim community sur- rounding these celebrations for the benefit of the uninitiated reader. In the first chapter of Part III, Maria Curtis explores birth rituals ranging from baby-showers to naming a child to postpartum complexities faced by moms within the American Muslim community. Her chapter is noteworthy in producing a much-needed addition to these underexplored topics. Juliane Hammer’s chapter on weddings is an exploration of not only ceremonial aspects of marriage but also legal approaches to marriage in America through a rich ethnographic account of three distinct weddings. She gives due attention to textual and Qur’anic interpretations on love and mercy by American Muslims. Her chapter is among those that provide the common reader with a nuanced view of the scholarship on the theme that is under exploration. The same is true for Amir Hussain’s chapter on Muslim funerals. Speaking from within a few funeral processions in southern Cali- fornia, as well as a brief description of the funeral ceremony of Muhammad Ali, Hussain explores the rites of death and burial in the American Muslim landscape.The first chapter of Part IV, by Danielle Witman Abraham, examines philanthropy and social giving in the American Muslim community. The chapter explains the norms in Sunii and Shi‘i communities, including concerns about domestic vs. international giving. Chapter 11, by Magfirat Dahlan, delves into American Muslims’ food consumption choices. She explores the fluid categories of permissible and impermissible food as well as ethical vs. non-ethical food as perceived by her respondents. The final chapter of the book is by Mona Ali and focuses on the Qur’an and how American Muslims engage with Islam’s holy book. Her approach provides a concise and effective summary of the Qur’an’s role in life cycles, identity formation and internal conversations among American Muslims. While the individual chapters’ focus on specific contexts and ethno- graphic accounts is very helpful, some chapters leave the reader with a sense of incompleteness due to the brief attempt to cram information on the broader context in the last two pages of each chapter. For example, in Chapter 1, Rose Aslan invokes the American Muslim debate around cre- ating gender equity in mosques and the third space wave but cannot do justice to the multifaceted conversations and developments around this issue. Chapter 4 by Jackleen Salem also suffers from trying to deliver too much. Salem’s concluding section, “Eid as an American Holiday,” fails to mention the heated debates that defined the “White House Iftar” dinners during President Obama’s presidency. These kinds of omissions create a kind of wedge between the complexities that arise in the everyday practice of Islam and the volume’s broader reflections. Chapter 9, by Amir Hussain, details Muhammad Ali’s funeral but does not fully engage with the debates and choices that marked the funeral. One wonders too if inclusion of other dhikr practices adapted by American Muslim followers of the Tijaniyya or the Ba‘Alawi sufi networks could have been helpful to give voice to dhikr practice in Chapter 2, out- side the Halveti Jerrahi context. Another theme that is neglected lies in the chapter on philanthropy, which does not mention what are often heated debates within American Muslim communities on the jurisprudence (fiqh) of giving to non-Muslims as well as whether certain service organizations (such as those serving students or social justice needs) are zakāt-eligible.There are practices that are left out as well. Du‘a Kumayl, practiced by Shi‘i Muslims on Thursday evenings similar to mawlid ceremonies, is not mentioned in the text. It would have been enriching to include this practice of reading a prayer that is traced to Prophet Muhammad’s cousin and one of the four great caliphs, Imam Ali. Finally, the choice to not cite online resources with their full web ad- dresses seems like an odd choice for a volume this rich in content. The lack of a full pathway in many instances makes it difficult for researchers to access information. These slight omissions notwithstanding, The Practice of Islam in Amer- ica: An Introduction is a great resource for instructors to use in introducto- ry courses in religious studies and American Muslim studies programs, as well as a good supplementary text for anyone teaching Islam in interfaith contexts. It delivers on its promise to provide rich narratives on what Is- lam looks like as a lived religion in America. It is highly relevant for those teaching not only on Islam but also on religion generally. The editor as well as the authors deserve recognition for producing a nuanced and insightful volume. Ahmet Selim TekeliogluAli Vural Ak Center for Global Islamic StudiesGeorge Mason University

Learning outcomes Teaching objective 1: Students are able to identify and apply characteristics of a social entrepreneur, and social enterprise, as defined by Dees (2001). Teaching objective 2: Students are able to identify and apply the four tensions identified by Smith, Gonin and Besharov (2013) that manifest in social enterprises. Teaching objective 3: Students are able to apply Institutional Theory to social entrepreneurship. Students are able to explain legitimacy and the influence of context on the social enterprise. Teaching objective 4: Students through using the Change Canvas, are able to distinguish between profit and purpose characteristics of the organisation; and are able to make recommendations based on the process they have followed. Case overview/synopsis Kovin Naidoo is the CEO Of a multi-national social enterprise, Australia-based The Brien Holden Institute. The case explores Naidoo's journey as a social entrepreneur, and the partnership forged with Brien Holden as they built their multinational social enterprise. Naidoo is catapulted to the position of CEO after the sudden death of his friend, and is trying to balance the competing pressures of profit and purpose. The case introduces the foundational characteristics of social entrepreneurship, before exploring Institutional Theory and the Change Canvas as a tool for managing tensions between profit and purpose. Complexity academic level This case study is aimed at students of entrepreneurship, social entrepreneurship, corporate social investment, development studies, innovative health-care systems, sustainable livelihoods and asset-based development. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes. Supplementary Materials Videos (including a TedX by Naidoo), Web materials and a book chapter are included in the supplementary materials list. Subject code CSS 3: Entrepreneurship.

AbstractThe bust of Jacobus Zaffius (figs. 1 and 2) in Haarlem's Frans Hals Museum was discovered in 1919. Since that time it has been regarded as a fragment of a large portrait of Zaffius painted by Hals in 1611 and believed to be lost. Jan van de Velde made a print of the missing portrait in 1630 (fig. 3). Recently it emerged that the panel on which the bust is painted is bevelled all round, and that the ground and paint continue over the edges. This means that it cannot be a fragment. The theory that Hals himself painted the copy is untenable. The weak design and indifferent pictorial quality suggest that the painting is a contemporary anonymous copy. An attempt to identify the companion portraits of a man and a woman in Birmingham and Chatsworth (figs. 4 and 5), variously dated as 1610/11 and 1617/18, with a view to establishing their true dates, has failed. It was hoped that if discovered to have been painted in or around 1611, they might have served as material for a stylistic comparison. The investigation yielded only a few supplementary heraldic (fig. 6) and genealogical data. Research in the Haarlem municipal archives uncovered new information pertaining to Zaffius' financial capital and family connections. As archdeacon of the diocese of Haarlem and provost of the Haarlem chapter, Jacobus Hendriksz. Zaffius (Amsterdam 1534-1618 Haarlem) experienced the turbulent history of the Dutch Catholic church during the birth of the Republic. Towards the end of his life he added a few houses to a recently founded bofje of almshouses (fig. 9). Van de Velde's print was made in 1630, when Catholicism had established itself in the Dutch archdiocese and embarked on the documentation of its own history in the form of, among others, portraits of prominent figures of the past.

Learning outcomes This case study introduces students to the core characteristics of social entrepreneurship by teaching Santos (2012) positive theory. The case allows students to transition from comprehension and application of what social entrepreneurship is, to considering how they operate. Druckers (2005) argument that social organisations will never have sufficient resources to do their work because they operate in an environment of infinite need is the catalyst for a conversation on resource dependency theory and the risks of mission drift. Students are introduced to the funding spectrum that can be used to understand the type of income that comes to an organisation, and to apply this to the case. By the end of their studies, students should be able to apply the Santos (2012) definition to social enterprises and social entrepreneurs, have insight into the complexity of operating in an environment of infinite need and able to apply the funding spectrum as a tool to manage to understanding financial sustainability. Case overview/synopsis The case tells the story of Sharanjeet Shan, a globally recognised social entrepreneur, and recipient of the Schwab Foundation’s Social Entrepreneur of the Year award in 2015. Shan moved to South Africa as the country moved into democracy, and has spent the past 20-plus years building the skills of Black African school children in mathematics and science through the organisation she leads, Maths Centre. But the country remains at the bottom of world rankings for the quality of its maths and science education, despite spending more per capita on education than any other country in Africa. Maths Centre has seen a dip in donations despite steady growth in the amount of money that businesses are investing in social change in South Africa through corporate social investment. But does Shan really need more donor income? Or are there other ways that she can build the financial sustainability of Maths Centre? Complexity academic level This case study is aimed at students of non-profit management, entrepreneurship, social entrepreneurship, women in leadership, corporate social investment, development studies and sustainable livelihoods. It is written at an Honours / Masters level and is therefore also appropriate for use in customised or short programmes. The case study is a good introduction for students with a background in business (e.g. Diploma in Business Administration / MBA / custom programmes) who are wanting to understand social enterprise and apply their learning's. Supplementary materials A list of supplementary materials is provided in the Teaching Note as Table I, which includes video's, radio interview recordings and a book chapter. Subject code CSS 3: Entrepreneurship.

Abstract Background We developed a syndromic algorithm for COVID-19 like illness (CLI) to provide supplementary surveillance data on COVID-19 activity. Methods The CLI algorithm was developed using the Electronic Medical Record Support for Public Health platform (esphealth.org) and data from five clinical practice groups in Massachusetts that collectively care for 25% of the state’s population. Signs and symptoms of CLI were identified using ICD-10 diagnosis codes and measured temperature. The algorithm originally included three categories: Category 1 required codes for coronavirus infection and lower respiratory tract infections (LRTI); Category 2 required an LRTI-related diagnosis and fever; Category 3 required an upper or lower RTI and fever. The three categories mirrored statewide laboratory-confirmed case trends during spring and summer 2020 but did not detect the increase in late fall. We hypothesized this was due to the requirements for fever and LRTI. Therefore, we added three new categories defined by milder symptoms without fever: Category 4 requires LRTI-related diagnoses only; Category 5 requires upper or lower RTI or olfactory/taste disorders; and Category 6 requires at least one sign of CLI not identified by another category. Results The six-category algorithm detected the initial surge in April 2020, the summer lull, and the second surge in late fall (see figure). Category 1 cases were not identified until mid-March, which coincides with the first laboratory-confirmed cases in Massachusetts. Categories 2 and 3, which required fever, were prominent during the initial surge but declined over time. Category 5, the broadest category, declined during February and March 2020, likely capturing the end of the influenza season, and successfully detected the spring surge and fall resurgence. Weekly number of COVID-19 like illnesses by category, February 2, 2020 through May 8, 2021 Conclusion A syndromic definition that included mild upper RTI and olfactory/taste disorders, with or without fever or LRTI, mirrored changes in laboratory-confirmed COVID-19 cases better than definitions that required fever and LRTI. This suggests a shift in medically attended care and/or coding practices during initial vs subsequent surges of COVID-19, and the importance of using a broad definition of CLI for ongoing surveillance. Disclosures Michael Klompas, MD, MPH, UpToDate (Other Financial or Material Support, Chapter Author)

Theoretical basis Brands are socially constructed (Askegaard, 2006) and are culturally dependent on the “cultural codes of branding” by taking into consideration the history, images and myths that can influence brand meaning (Schroeder, 2009). Brands can be of great value when they hold a favorable image in the consumer’s mind (Anholt, 2010). Regional differences and demographics can impact what has a favorable image in the consumer’s mind and can bias the expectancy set for consumers. When selecting a brand name, the SMILE and SCRATCH test should be used (Neck et al., 2018; Watkins, 2014). This name evaluation test can be used to assess the strength of a brand name. If the name has these five qualities, it should be kept, or you should “smile”: suggestive – it evokes positivity; meaningful – customers can understand it; imagery – it is visually memorable; legs – it lends itself well to a theme to run with; and emotional – it resonates with your market. On the contrary, if the name has any of these traits, it should be “scratched”: spelling-challenged – it is hard to spell; copycat – it is too similar to competitors’ names; restrictive – it would be hard to grow or evolve with; annoying – it is annoying; tame – it is lame or uninspired; curse of knowledge – only insiders or some people will understand it; and hard-to-pronounce – it is hard to say (Neck et al., 2018; Watkins, 2014). The marketing mix or 4P’s of marketing – product, price, promotion and place – is a set of tools business owners can use to achieve their marketing goals and is based on McCarthy’s (1960) work. The S.A.V.E. framework – solution, access, value and education (Ettenson et al., 2013) – has more recently been cited as a more modern replacement to the long used 4P’s model (Ettenson et al., 2013). Through this framework, business owners can work to align their brand to provide a solution to customers’ problems, give them access to the solution, provide value for customers and educate them about the product or service. The S.A.V.E. framework focuses on solutions, access, value and education rather than product, place, price and promotion. In this framework, the business should focus on meeting their customers’ needs and being accessible to customers along their entire journey from hearing about the company to making a purchase. Additionally, companies should provide value for their customers rather than solely worrying about price, and instead educate customers by providing information they care about (Ettenson et al., 2013; Neck et al., 2018). Research methodology Teaching case. Case overview/synopsis This case presents the story of Big Momma’s, a coffee shop in a deteriorated historic district in Springfield, Missouri. Big Momma’s owner Lyle, a black man in a predominantly white region, was new to the area and launched the business quickly, without much market testing of the concept or brand. Soon after launching, Lyle wondered if he was set up for doom as customers constantly ask for Momma or barbeque. It seemed necessary to take a critical look at the marketing and branding plans. Complexity academic level This case could have multiple uses, primarily for early stage undergraduate students studying entrepreneurship or integrated marketing communications. The case lines up nicely with the following textbook lessons. Entrepreneurship: the case can be used with Entrepreneurship: The Practice and Mindset (Neck et al., 2018), chapter 16, lesson on branding with a specific tie to the SMILE and SCRATCH test described in Table 16.1 and the S.A.V.E. framework described on pages 453–454. It can also be used with Entrepreneurship (Zacharakis et al., 2018), chapter 6, lesson on marketing strategy for entrepreneurs with a specific tie to the sections on marketing mix and value proposition described on pages 183–198. Integrated marketing communications: this case can be used with Advertising, Promotion, and Other Aspects of Integrated Marketing Communications (Shrimp and Andrews, 2013), chapter 3, lesson on brand naming. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Proceedings of the Pakistan Academy of Sciences: Part B (Life and Environmental Sciences) is the official flagship journal of the Pakistan Academy of Sciences. It publishes in the fields of agricultural, biological, environmental and health sciences. Scopus database is directly covering it since 2016 and till 19th April 2022, it has published 210 research documents majorly comprising of articles (n=141), book chapters (n=36), conference papers (n=26), reviews (n=6) and one (n=1) note. It also received 232 total citations. We extracted the publication data from Scopus in BibTeX format and analyzed it on R-Studio. In all publications, 313 authors from 278 institutes or universities from 14 Asian, 6 European, 2 Middle East, 1 Oceanic (Australia), 2 North American, 1 South American (Brazil) and 3 African countries have contributed. The country co-authorship network (constructed on Vosviewer) is presented in Supplemnetaty data (Figure 1). The lists of all authors (with total publications (TP), total citations (TC), publications years, h-index, g-index and m-index), all universities (with TP) and countries (with TP) are provided in supplementary data (Table 1, 2 & 3). It has achieved considerable CiteScore (0.6), SJR (0.143) and SNIP (0.347) calculated on 05th May 2022 by Scopus for the year 2021. The success could be attributed to the editorial board (which has experts from Pakistan, Australia, Canada, China, USA, Turkey, Oman, Malaysia, and Indonesia), reviewers, authors, and editorial management. The number of publications, citations and its foothold in different countries confirm that the journal’s reputation is significantly improving

Since 2016, Scopus database is directly covering Proceedings of the Pakistan Academy of Sciences (PPAS): Part A. Till 28th April, 2022 it has published 190 research documents majorly comprising of articles (n=126), book chapters (n=42), conference papers (n=16) and reviews (n=6). PPAS-A publishes in the areas of computer science, materials science, physics and astronomy, engineering sciences, chemistry, statistics, mathematics, geography, and geology. The entire publication data was downloaded from Scopus and analyzed on R-Studio (Bibliometrix/ Biblioshiny). In all publication, 210 authors from 377 departments or institutes (or more precisely 192 universities) from 12 Asian, 11 European, 4 Middle East, 1 Oceanic (New Zealand), 1 North American (USA), and 3 African countries have contributed (Figure 1). The lists of all authors (with total publications (TP), total citations (TC), publications years, h-index, g-index and m-index), all universities (with TP) and countries (with TP) are provided in supplementary table 1. All publications (n=190) received 174 total citations with 6 h-index. Similarly for 2021 the Citescore, SJR and SNIP were found to be to 0.4, 0.161 and 0.367, respectively. In a short span of only six years, it has achieved considerable rankings in general computer science (193/226), general physics and astronomy (200/233) and general materials sciences (402/455). The success could be attributed to the entire editorial board, reviewers, and authors around the world.

The oldest remedies identified to mankind are herbal medicines. India is recognized worldwide for its Ayurvedic treatment. India has rich history of using many plants for medicinal purposes. Remedial plants are cooperating extremely dynamic position in customary drugs for the action of a variety of illness. However a key obstacle, which has hindered the promotion in use of alternative medicines in the developed countries, is no evidence of documentation and absence of stringent quality control measures. There is a demand for the evidence of every investigate effort execute on conventional remedies in the appearance of certification. The purpose of current review is to make accessible up-to-date information on, botany, morphology, ecological biodiversity, therapeutic uses, phytochemistry and pharmacological activities on diverse parts of Silybum marianum (L.) Gaertn (S. marianum). This review was assembled using technical literature from electronic search engine such as Springer link, Bio Med Central, Pub Med, Scopus, Science Direct, Scielo, Medline and Science domain. Supplementary texts were obtained from books, book chapters, dissertations, websites and other scientific publications. S. marianum a member of the Asteraceae family, is a tall herb with large prickly white veined green leaves and a reddish-purple flower that ends in sharp spines. It is native of the Mediterranean region and which has also spread in East Asia, Europe, Australia and America. Confident chemical constituents were exposed cognate as silybin A, silybin B, isosilybin A, isosilybin B, silychristin, silydianin, apigenin 7-O-β-(2″- O-α-rhamnosyl)galacturonide, kaempferol 3-O-α-rhamnoside-7-O-β-galacturonide, apigenin 7-O-β-glucuronide, apigenin 7-O-β-glucoside, apigenin 7-O-β-galactoside, kaempferol-3-O-α-rhamnoside, kaempferol, taxifolin and quercetin. The plant is exclusively used as anti-diabetic, hepatoprotective, hypocholesterolaemic, anti-hypertensive, anti-inflammatory, anti-cancer, and as an anti-oxidant. Seeds of the plant are also used as an anti-spasmodic, neuroprotective, anti-viral, immunomodulant, cardioprotective, demulcent and anti-haemorrhagic. The plant is also serves as a galactagogue, agent that induces milk secretion and used in the treatment of uterine disorders. The plant is employed in dissimilar conventional schemes of remedy in the cure of different illness.

Objectives: Bibliometric analysis scrutinizes documents quantitatively using key parameters such as number of publications, subject area, citation metrics and collaborative networks. This study was conducted to answer these research questions: 1) What is the current publication trend globally on COVID-19?; 2) Which publications are in the top 100 most cited articles?; 3) Who are the most influential authors on COVID-19?; and 4) Which themes of COVID-19 are the most popular among scholars.Methods: A bibliometric search was conducted in Scopus database using keywords such as `COVID- 19’ or ‘COVID19’ or ‘COVID’ or ‘SARS-CoV-2’ in the article title. Document type was limited to original articles, review articles, conference papers and book chapters. A total of 139,888 documents were retrieved. The data is further analysed using Harzing’s Publish or Perish and VOSviewer to obtain the relevant citation metrics as well as visualization of collaborating networks.Results: Out of the total documents, 39% were published in the ‘Medicine’ subject area. Other subject areas include ‘Social Sciences’ (8.6%), ‘Computer Science’ (4%), ‘Engineering’ (3.1%) and ‘Psychology’ (2.8%). The most productive institution is Harvard Medical School which produced a total of 1921 documents. The top three leading countries are the United States, China and the United Kingdom, while the most productive author is Mahase, E. with 218 documents. The most influential publication, which had 11,279 citations, was titled `Clinical course and risk factors for mortality of adult inpatients with COVID-19 in Wuhan, China: a retrospective cohort study” published in The Lancet, 2020. The 100 top-cited publications have citations ranging from 802 – 11279. These top publications were published in 52 source titles, with the majority of the top-cited articles being published in The Lancet.Conclusion: Publications in COVID-19 are increasing exponentially and are mainly dominated by the United States. Extensive research is still ongoing, with more new discoveries in vaccine areas and related effects of COVID-19 are anticipated.International Journal of Human and Health Sciences Supplementary Issue: 2022 Page: S46

Learning outcomes Learning objectives of this case is to understand the hairdressing industry and develop the sub-branding strategy. After reading this case and practicing in class, students should be able to understand this business and marketing terminology and apply them in the real world. Students will learn the branding strategies: brand extension, brand architecture and brand portfolio. Students will design (DS) the brand name for the new store. Case overview/synopsis Case synopsis Mr. Tai-Hua Teng (aka TR) was a hair artist and opened his first hair salon, vis-à-vis (VS), in 1989 using a high-end positioning strategy. VS focused on offering superb and diverse services to keep ahead of the competition rather than trying to undercut prices. VS hair salon had a solid foundation based mainly on the elite, celebrities and high-salary customers. In 2017, TR owned 16 stores (including one in Canada and two intern salons), 1 academy, 265 employees and 3 brand names. The three brand names were VS, DS and concept (CC). DS and CC were less known to the public, so now these two brands had been carried the parent name and were known as VS DS and VS CC. Quick cut hairdressing businesses were thriving because customers needed quick and cheap hairdressing services. Acknowledging the benefits of entering the highly competitive quick haircut market, TR began to contemplate the new brand name and services to offer. VS had adopted the brand house strategy but TR wondered if it was better to have an individual brand name when entering the quick haircut market. The sub-branding strategy carried the established quality assurance of VS but there was possible brand overlap. An individual new brand name might lack the well-established values from VS but it also showed the potential to reach different segments of customers. TR’s decision to make: a branded house or hybrid? This case showed a high-end hair salon facing the need for simplicity in the market and considered how to expand its business to the lower-end market. Keywords: hairdressing, brand extension and sub-branding strategy. Complexity academic level Level of difficulty: easy/middle level to undergraduate courses specific prerequisites: it is not necessary for students to prepare or read any marketing theory or chapters of the textbook. However, it would help a more in-depth discussion if students know the CCs of brand architecture, brand portfolio, brand extension and line extension. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 8: Marketing.

The aim of this article is to investigate the history of the Cyrillic manuscript transcription of Selenographia (1647), which details Moon observation – the work of Polish–Lithuanian Commonwealth astronomer Johannes Hevelius (Jan Heweliusz, 1611–1687). The codex is relevant in two aspects: first, as an example of a late-17th century book, incorporating the characteristics of both a manuscript and a printed publication; and second – as an example of scientific literature in the Commonwealth. Hevelius is a well-known sciencist. The researcher is recognized as the first precise topographer of the Moon. He has composed a catalogue of 1564 stars, discovered four comets, and defined new boundaries of several constellations. In historiography, the manuscript translation of Selenographia has been known since the end of the 19th century. However, in the beginning of the 20th century, the transcript was equated to a piece owned by Tsar Feodor III Alexeyevich (1661–1682), which was present in his library in 1682. The manuscript has been studied by multiple linguists, astronomers, and museologists from various countries; however, it is still yet to receive attention from Lithuanian scientists. This article aims to clarify the currently available scientific information regarding the manuscript version of J. Hevelius’s work Selenographia, which is presently kept in the Manuscript Department of the Wroblewski Library of the Lithuanian Academy of Sciences (LMAVB). This study also seeks to answer the following questions: whether the scientists of the GDL were aware of the piece and its Slavic translation, if there is a possibility that the codex may have belonged to the library of Tsar Feodor III Alexeyevich, and what are the history and the lifecycle of the codex. The object of this investigation is a manuscript codex (LMAVB RS F19–318) archived in the LMAVB. A digital copy of an exemplar archived in the Zurich ETH Library was used for comparative analysis. The history of astronomy in 17th century Europe and the GDL, as well as the placement of this work of Hevelius in that history, is shortly discussed and based on a literary analysis. This information was used to evaluate the scientific value of the manuscript codex under investigation and make conclusions regarding any possible demand for the translations of Selenographia in the GDL’s scientific environment of that time. Codicological and comparative analyses with the original print enabled to consider the circumstances of the translation and transcription of Selenographia and establish the characteristics of the manuscript codex. It was determined that the text is written in a hybrid Church Slavic language; it is written by several scribes in the Calligraphic Book Font with characteristics of the Chancellerie Font, distinctive to the cursives used in the 17th century in Kiev and Moscow. The transcription of the translation is illustrated with original copper engravings (17 of 140), hand-drawn copies of original drawings (17), and original (3) pictures. The majority of illustrations are missing, some blank gaps meant for tables are present, and several tables have been redacted completely. The contents of Selenographia were adapted to fit the environment of its purchaser: all dedications and celebratory texts dedicated to Hevelius were removed and supplementary texts were eliminated, an original preface created by the translator was added, and only an anonymous “ruler” is mentioned. The transcription of the text was intended to maintain the order of the text and illustrations as well as the exact glosses system present in the margins. All numbers and dates have been written in the Cyrillic alphabet; however a Western year numbering system was maintained, and the surnames of scientists were retained in their original Latin forms; objects named in schemes and diagrams were presented in the Latin alphabet. The coinciding fragments of an extant Selenographia translation (chapters 48, 51, 54, and 55) and texts of the codex kept in the LMAVB archives allow us to conclude that it is a translation made by S. Chizhinski during his service in Posol’skii prikaz (Moscow) in 1678–1681. Based on all the defined characteristics, as well as the unfinished appearance of the book and the variety of paper used, it may be concluded that it is a transcription meant for the diplomatic needs of Posol’skii prikaz rather than for the personal library of the Tsar.Efforts to find any evidence of the discussed Selenographia translation in the history of astronomy and book history in Lithuania were unsuccessful. It was not possible to clarify the history of the function of the codex as well. Nonetheless, the history of this book focuses one’s attention to another little-studied topic in Lithuania – the connections of literature and book culture in the 17th century that bridge the GDL and the Tsardom of Russia. To sum up, it may be concluded that access to new archival sources in Russia and Lithuania and a detailed chemical analysis of materials making up the codex (the ink in particular) would affirm or deny the conclusions reached in this study.

This study answered the following questions: (1) What is the level of acceptability of the materials in terms of: (a) content; (b) objectives; (c) topics; and (d) activities?; (2) What are the mean scores of students in terms of pretest and posttest?; (3) Is there a significant difference between the pre-test and post-test mean scores? The study was conducted to prove that there was a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of three (4) sections at Sampaguita Village National High School to test the effectiveness of using MELC-based Supplementary Learning Materials in Physical Education 9. In this study, random sampling method was used in choosing the respondents. The researcher made questionnaires validated by different experts from the same school where the study was conducted in the District of San Pedro, Schools Division of Laguna. Based on the data presented and interpreted in Chapter 4, the overall statistical data revealed that (1) The Level of Acceptability of Supplementary Learning Materials in Terms of Content, Objectives, Topics and Activities as perceived by the students was “Highly Acceptable”. (2) During the pretest stage, the overall interpretation was Fairly Satisfactory; (3) During the posttest stage, the overall interpretation was Very Satisfactory; and (4) For the difference between the pretest and posttest it was found out that the mean difference between the pre-test and post-test of section Emerald was 3.30 with a t-value of 16.732 and p-value of 0.000 and with an analysis of Significant. For section Jade, the mean difference was 3.43 with a t-value of 16.997 and p-value of 0.000 and with an analysis of Significant. For section Jasper, the mean difference was 1.47 with a t-value of 16.323 and a p-value of 0.000 and with an analysis of Significant. For section Sunstone, the mean difference was 4.94 with a t-value of 26.876 and a p-value of 0.000 and with an analysis of Significant. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: (1) The MELC-based Supplementary Learning Materials had very effective contents, objectives, topics, and activities; (2) The students showed improved achievement after using MELC-based Supplementary Learning Materials; (3) The MELC-based Supplementary Learning Materials was an effective tool in teaching Physical Education during the new normal; (4) The Performance Level in Pretest of sections Emerald, Jade, Jasper and Sunstone was considered deficient before using the MELC-based Supplementary Learning Materials; (5) The Level of Performance in Posttest of sections Emerald, Jade, Jasper and Sunstone was described as Highly Acceptable. This meant that the use of MELC-based Supplementary Learning Materials helps the students in understanding the lessons in Physical Education based on the most essential learning competencies provided by the Department of Education; (6) There were overall significant difference in the result of the pretest and posttest using MELC-based Supplementary Learning Materials in Physical Education. The overall result in this study was highly significant; and (7) During the use of MELC-based Supplementary Learning Materials, the scores of the students were high showing that there was an improvement when it came to the learning outcomes of the respondents. Hence, the use of this MELC-based Supplementary Learning Materials was effective. Based on the conclusions formulated from the findings, the following recommendations were given; (1) For students’ better academic performance, MELC-based Supplementary Learning Materials may be used as alternative mode learning delivery for students who are not capable of having high end gadgets for online modality. By using this, students need not go out of their houses in finding internet shops to search for the given activity instead the answers are incorporated in the reading materials attached to the supplementary learning materials; (2) Teachers may adopt this MELC-based Supplementary Learning Materials in handling students under Modular Distance Learning (MDL); (3) The School Administrators may provide allotted budget to produce these MELC-based Supplementary Learning Materials for students who are under Modular Distance Learning (MDL); (4) School Administrators may conduct seminars to assist teachers and make this kind of learning materials suited for each type of learners; and (5) Future Researcher may use this study to help improve the production of learning materials aligned in the New Normal Set Up of Education due to pandemic.

This article discusses the plan to implement the Quranic Arabic Corpus for the development of Arabic syntax teaching and learning materials (TLM), especially at the university level. The study explores an alternative Arabic syntax TLM development by utilizing a corpus, one of the most important linguistic research resources. In recent years, corpora have been widely utilized in developing teaching materials. The Quranic Arabic Corpus is beneficial not just in terms of additional references or examples, but also in facilitating grammatical understanding and discussion. The highly adequate syntactic annotations recorded in this corpus can also be used to discover and explore the syntactic analysis of every word in the Quran, so that it can be easily implemented in the analysis, examples of each chapter, or section of the discussions in Arabic syntax. Based on the analysis of this corpus’s content and its relevance with the existing Arabic syntax teaching materials, it is shown that this corpus can be incorporated as a supplement of Arabic syntax TLM. The following six steps should be followed to utilize this corpus in Arabic Syntax learning: (1) prepare the necessary tools, (2) select learning materials, (3) determine keywords, (4) access QAC, (5) search for keywords in QAC, and (6) select search results and proceed with the syntactic analysis. Keywords: Arabic syntax, linguistic corpus, Quranic Arabic corpus, teaching and learning materials

As part 3 of the three chapters on sleep-disordered breathing, this chapter reviews central sleep apnea (CSA). CSA is defined as recurrent apneic events during sleep in the absence of respiratory muscle effort and loss of neuronal output to respiratory muscles. The most common cause of CSA is compromised cardiac function. In patients with CSA whose ejection fraction is less than or equal to 45%, adaptive servo-ventilation (ASV) has been shown to increase mortality. With the abuse of opioids reaching epidemic proportions, it has been estimated that 30 to 75% of patients on chronic opioid therapy have a significant increased incidence of CSA. Opioid-induced sleep-disordered breathing can be treated with ASV. This review contains 1 figure, and 37 references. Key Words: adaptive servo-ventilation, central sleep apnea, Cheyne-Stokes respiration, congenital central hypoventilation syndrome, impaired central ventilatory drive, opioid abuse, PHOX2B gene, supplemental oxygen

The objective of this study was to develop the appropriate English reading materials in report text for students of electrical engineering program at SMK Negeri 2 Medan. This study was conducted by using Research and Development (R&D) design. The data were gathered by distributing questionnaires to 35 students of electrical engineering program and administering interview to the teacher. The result of this study was a set of developed teaching reading materials as supplementary entitled “English for Electrical Engineering Students” which covers of three chapters on the topics of (1) things in electrical about hammer drill, (2) natural phenomena about lightning and aurora, (3) social phenomena about short circuit and electric shock. It is also accompanied by documents such as syllabus, lesson plans, reading materials, worksheets, and assessments. Key words:Research and Development (R&D), Reading Materials, Report Text, Vocational School, Electrical Engineering Program.

Background: This article presents the recommendations from the Physical Activity Guidelines for the Brazilian Population. Methods: A steering committee composed of a chair, 6 experts in physical activity, and representatives from the Ministry of Health/Brazil, Pan American Health Organization, Brazilian Society of Physical Activity and Health designed the guidelines, which was implemented by 8 working groups, as follows: (1) understanding physical activity, (2) children up to 5 years old, (3) children and youth from 6 to 17 years old, (4) adults, (5) older adults (60 years and above), (6) physical education at school, (7) pregnant and postpartum women, and (8) people with disabilities. The methodological steps included evidence syntheses, hearings with key stakeholders, and public consultation. Results: Across 8 chapters, the guidelines provide definitions of physical activity and sedentary behavior, informing target groups on types of physical activity, dosage (frequency, intensity, and duration), benefits, and supporting network for physical activity adoption. The guidelines are openly available in Portuguese, Spanish, English, and Braille and in audio versions, with a supplementary guide for health professionals and decision makers, and a report about the preparation and references. Conclusions: The Physical Activity Guidelines for the Brazilian Population provide evidence-based recommendations, being a public-directed resource to contribute to the physical activity promotion in Brazil.

Kyi, Tanya L. 50 Poisonous Questions: A Book with Bite. Illus. Ross Kinnaird. Toronto: Annick Press, 2011. Print. This is the second book in the 50 questions series published by Annick Press. In this case the questions are all centered on toxins of various types such as “Can Sheep Cure Snake Bites?” and “Why Was the Hatter Mad?” It consists of eight chapters with titles such as: “Lethal Leaves”, “Murderous Villains” and “Spills and Disasters”. The answers guide young readers through a series of factoids that act as a gateway to learning about world history, the environment and life sciences. A wide range of time periods and geographical locations are covered. For example, one answer is set in 600 BC and involves how the city state of Delphi in ancient Greece defeated the city state of Kirrha by contaminating their water supply with poisonous hellebore leaves. A more contemporary example is the deadly sarin gas attack on a Japanese subway carried out by members of the Shinriko cult in 1995. There is also a significant amount of Canadian content: a deadly spider in a Manitoba classroom, mercury poisoning in Quebec and the discovery of a University of Alberta anthropologist regarding what happened to members of the ill-fated Franklin expedition. In addition to the questions, it also includes features such as the “poison puzzle” riddles to challenge readers’ powers of deduction and to reinforce what they have been learning. One particularly intriguing example is the case of the umbrella murderer involving a Bulgarian secret service agent. The author also presents information in the form of “Foul Facts” and mini-articles such as “Sprinting for Strychnine”. The book is illustrated with whimsical cartoon images on a toxic green background highlighted with skulls, cross-bones and warning signs. The look and feel is sure to pique the interest of mid to late elementary school readers and is recommended for grade four or age nine and above. The overall tone and language of the book is light-hearted and not overly academic. It does include a list of resources for further reading, a brief bibliography and an index. There are only 34 resources listed in the bibliography, which is less than one per question. However, given that the articles are designed to be brief and engaging rather than a comprehensive literature review this is not inappropriate. This book is entertaining and informative and could be used as supplementary classroom material on a variety of biology, environmental or history related topics. Recommended: 3 out of 4 stars Reviewer: Kim Frail

Horizon Environmental Services, Inc. (Horizon) was selected by the City of Dripping Springs to conduct an intensive cultural resources inventory survey and assessment of the proposed Dripping Springs Wastewater System Improvements Project (EID 1) in Dripping Springs, Hays County, Texas (USACE Project No. SWF-2020-00075). This survey represents the first phase of a larger project involving the proposed construction of wastewater system improvements in Dripping Springs. The current phase of the project would involve three separate components—the West Interceptor segment, which extends approximately 3.7 kilometers (2.3 miles) in length along Onion Creek west of Farm-to-Market Road (FM) 12; the Reclaimed Water Line segment, which extends approximately 1.3 kilometers (0.8 mile) in length between Needham Road and the intersection of FM 12 and FM 150; an approximately 2.3-hectare (5.7-acre) effluent pond located south of an existing water reclamation facility south of FM 150; and the proposed expansion of the existing water reclamation facility adjacent to the proposed effluent pond, which together cover 3.3 hectares (8.0 acres). The linear rights-of-way (ROW) of proposed pipeline segments would measure a maximum of 30.5 meters (100.0 feet) in width, and the proposed project components would cover a combined area of approximately 18.5 hectares (45.6 acres). The proposed undertaking would be sponsored by the City of Dripping Springs, a public subdivision of the state of Texas. As a political subdivision of the state of Texas, the project would fall under the jurisdiction of the Antiquities Code of Texas (Natural Resources Code, Title 9, Chapter 191). In addition, the project would utilize funding provided by the Clean Water State Revolving Fund (CWSRF) program, which is a federal-state partnership between the US Environmental Protection Agency (US EPA) and the state of Texas. As the US EPA is a federal agency, the project would also fall under the jurisdiction of Section 106 of the National Historic Preservation Act (NHPA) of 1966, as amended. As the proposed project represents a publicly sponsored undertaking, the project sponsor is required to provide the Texas Historical Commission (THC), which serves as the State Historic Preservation Office (SHPO) for the state of Texas, with an opportunity to review and comment on the project’s potential to adversely affect historic properties listed on or considered eligible for listing on the National Register of Historic Places (NRHP) under the NHPA and for designation as State Antiquities Landmarks (SAL) under the Antiquities Code of Texas. From October 1 to 3, on November 4, and on November 22, 2019, Horizon archeologists Jesse Dalton, McKinzie Froese, Amy Goldstein, Elizabeth Sefton, and Jared Wiersema conducted an intensive cultural resources survey of the project area, including pedestrian walkover with shovel testing and backhoe trenching. The survey was performed under the supervision of Jeffrey D. Owens, who served as Principal Investigator, under Texas Antiquities Permit No. 9114. The purpose of the survey was to locate any significant cultural resources that potentially would be impacted by the proposed undertaking. Horizon’s archeologists traversed the project area on foot and thoroughly inspected the modern ground surface for aboriginal and historic-age cultural resources. Overall, vegetation across the entire project area generally consisted of short- to medium-length grasses interspersed with mature live oak and cedar trees, which afforded fair to good ground surface visibility (30 to 60%). Within the riparian zone of Onion Creek, vegetation consisted of tall, dense grass and mature honey mesquite, cedar, live oak, and hackberry trees, which provided poor ground surface visibility (<30%). The West Interceptor segment runs along the gravelly terraces of Onion Creek. Topographically, this segment of the project area consists of steep limestone steps and rocky outcrops that give way to flat, open fields. The proposed interceptor crosses Onion Creek at three locations, and the lower stream terraces of the creek have extensive gravel bars and debris associated with high-energy flooding. Soil profiles typically consist of a shallow A horizon of hard, calcareous clay loam underlain by dense gravelly deposits; however, in the southeastern portion of the West Interceptor, deeper clayey loam alluvium underlain by limestone bedrock was encountered. The Reclaimed Water Line segment traverses the west-facing hillslopes of upland ridges east of Onion Creek. Approximately the southeastern half of this segment of the project area would be constructed within the existing ROW of FM 12 west of the roadway, and construction, use, and ongoing maintenance of the roadway and associated facilities has resulted in extensive prior disturbances. Evidence of ground disturbance resulting from land clearing for housing developments and a transmission line were also noted within the northwestern portion of the proposed Reclaimed Water Line segment. The far northwestern end of the proposed Reclaimed Water Line segment skims the edge of the floodplain associated with a tributary of Onion Creek. Sediments on the terraces of this stream channel consist of calcareous loamy alluvial deposits, while soils across the upland portions of the segment consist of shallow deposits of gravelly clay and clay loam underlain by naturally degrading limestone bedrock. The water reclamation facility expansion and effluent pond segment are located on the upper terraces northeast of Onion Creek. The water reclamation facility is an existing industrial facility surrounded by septic fields, and prior disturbances from construction, use, and ongoing maintenance of the facility are extensive. The proposed expansion area to the north of the existing facility is currently utilized as a septic field. Sediments within this segment of the project area consist of shallow, gravelly, calcareous loamy to clayey loam alluvium underlain by naturally degrading limestone bedrock. In addition to a pedestrian walkover, the Texas State Minimum Archeological Survey Standards (TSMASS) require a minimum of 16 subsurface shovel tests per 1.6 kilometers (1.0 mile) for each 30.5-meter- (100.0-foot-) wide transect (or fraction thereof) for linear surveys unless field conditions warrant more shovel tests (e.g., in cultural high-probability areas) or fewer shovel tests (e.g., on steep slopes, in areas with excellent ground surface visibility). For block-area surveys, the TSMASS require two shovel tests per 0.4 hectare (1.0 acre) for project areas between 1.2 and 4.0 hectares (3.0 and 10.0 acres) in size. As such, a minimum of 37 shovel tests would be required within the West Interceptor segment, 13 shovel tests would be required within the Reclaimed Water Line segment, and 16 shovel tests would be required within the proposed water reclamation facility expansion and effluent pond area, for a total of 66 shovel tests for the project area as a whole. Horizon excavated a total of 106 shovel tests during the survey, including 82 shovel tests within the West Interceptor segment, 13 shovel tests within the Reclaimed Water Line segment, and 11 shovel tests within the facility expansion and effluent pond area. The shovel tests within the proposed facility expansion and effluent pond area were not all excavated directly within the final proposed construction footprint as the boundaries of this portion of the project area had not been firmly determined at the time of the survey, and no shovel tests were excavated within the existing water reclamation facility due to the extent of observable prior disturbances within this area. Overall, Horizon exceeded the minimum number of shovel tests required for the project area as a whole, and it is Horizon’s opinion that shovel testing was capable of fully penetrating sediments with the potential to contain subsurface archeological deposits (with the exception noted below where backhoe trenches were excavated along a portion of the West Interceptor segment). In addition to shovel testing, Horizon excavated four backhoe trenches within the southeastern portion of the proposed West Interceptor segment. The trenches were excavated at roughly 100.0-meter (328.0-foot) intervals along the proposed centerline to depths ranging from 105.0 to 350.0 centimeters (41.3 to 137.8 inches) below surface. Sediments observed within trench profiles typically consisted of moderately deep deposits of grayish-brown fine clay loam over yellowish-brown fine sandy loam. Dense deposits of river cobbles and/or naturally degrading limestone bedrock were observed at the base of three of the four trenches, and it is Horizon’s opinion that backhoe trenching was capable of fully penetrating sediments with the potential to contain archeological deposits. One chert flake was recorded in a shovel test (ST AG30) at a depth of 0.0 to 30.0 centimeters (0.0 to 11.8 inches) below surface at the far northwestern end of the West Interceptor project segment. Supplemental delineation shovel tests excavated around this initial discovery failed to produce any additional evidence of prehistoric cultural activity at this location, so the chert flake was recorded as an isolated artifact occurrence but was not documented as an archeological site. No other cultural resources of prehistoric or historic age were recorded within the project area during the pedestrian survey, shovel testing, or backhoe trenching. Based on the results of the survey-level investigations documented in this report, no cultural resources would be affected by the proposed undertaking. In accordance with 36 CFR 800.4, Horizon has made a reasonable and good-faith effort to identify historic properties within the project area. No cultural resources were identified within the project area that meet the criteria for designation as SALs according to 13 TAC 26 or for inclusion in the NRHP according to 36 CFR 60.4. Horizon recommends a finding of “no historic properties affected,” and no further archeological work is recommended in connection with the proposed undertaking. However, human burials, both prehistoric and historic, are protected under the Texas Health and Safety Code. In the event that any human remains or burial objects are inadvertently discovered at any point during construction, use, or ongoing maintenance in the project area, even in previously surveyed areas, all work should cease immediately in the vicinity of the inadvertent discovery, and the THC should be notified immediately. Following completion of the project, all project records will be prepared for permanent curation at the Texas Archeological Research Laboratory (TARL).

While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisements into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circumscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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