Journal articles on the topic 'Corporate boys' school'

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation r was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.

Issues of child abuse, neglect, malnutrition and exploitation are the focus of renewed attention amongst governments, policymakers and multilateral institutions. For instance, the United Nations Millennium Declaration 2005 and the Sustainable Development Goals (SDG) 2017 have listed children’s rights to survival, health, and education as their main agendas. Research has shown that children are the most vulnerable segments of society, being exposed to abuse and violence. Each year, an estimated 0.5 to 1.5 billion children are involved in physical violence, 150 million girls and 73 million boys are raped or subjected to sexual abuse, 115 million children are engaged in dangerous work, and 264 million children have no access to school.

Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.

This article explores the overlapping relations between normativity and policies of recognition in curricular discourses from the school experiences of three “gay boys”, named, in this text, as Mitchel, Jonas and Álvaro. Inspired by Judith Butler's work, the argument developed here attempts to displace the critique that describes curriculums as homogenous horizons of normativity and points that schools can contribute to a livable life. On the one hand, the struggle for intelligibility for what counts as a “gay boy” occurs within heterogeneous gender norms, which allow the boys to avoid abjection. As a corollary, these norms displace definitions of homosexuality centered on desire and create new definitions centered on a gender corporality called “gay”. On the other hand, these same corporal forms of circulation of recognition in the curriculum inscribe, through the ambivalence and heterogeneity of normativity, the viability of these school experiences. Therefore, if curriculums are instruments of subjection, they can also function as networks of forces in which intelligibility takes place, contributing to “gay boys” interacting with the historical conditions of the present.

Violent behaviour among school students and its predictors were investigated. Selected children [2170]were requested to complete a self-administered questionnaire. Initiating violent assaults in the 18 months prior to the study was reported by 51.0% of boys and 20.9% of girls. Multivariate logistic regression analysis pointed to 16 predictive variables for violent behaviour; few were related to family background whereas the majority were related to the children themselves. Violent assaults were more likely to be initiated by boys and those who were dangerously daring and risk-takers, often fought verbally, threatened to attack others, were cruel to animals, disrupted class discipline, were truant from school or ran away from home and were disciplined by corporal punishment by their parents and their teachers. School-based prevention and intervention programmes addressing modifiable predictors should be considered

Background. Nocturnal enuresis refers to an inability to control urination during sleep. This study aimed to determine the prevalence of nocturnal enuresis and its associated factors in children in the city of Khorramabad.Materials and Methods. In this descriptive-analytic, cross-sectional study, 710 male and female children were divided into two groups with equal numbers. The samples were selected from the schools of Khorramabad using the multistage cluster and stratified random sampling methods based on the diagnostic criteria of DSM-IV. The data was analyzed using the logistic regression.Results. The results showed that 8% of the children had nocturnal enuresis, including 5.2% of primary nocturnal enuresis and 2.8% of secondary nocturnal enuresis. The prevalence of nocturnal enuresis in the boys (10.7%) was higher compared with that in the girls (5.4%) (P=0.009). There were statistically significant relationships between nocturnal enuresis and history of nocturnal enuresis in siblings (P=0.023), respiratory infections (P=0.036), deep sleep (P=0.007), corporal punishment at school (P=0.036), anal itching (P=0.043), and history of seizures (P=0.043).Conclusion. This study showed that the prevalence of nocturnal enuresis in the boys was higher compared with that in the girls.

Escuelas Deportivas es un proyecto educativo de actividad física (AF) extraescolar, implementado por la Junta de Andalucía (España) para fomentar la AF y prevenir la obesidad escolar. El objetivo del estudio fue observar cambios en la composición corporal, niveles de AF y capacidad aeróbica durante la aplicación del programa Escuelas Deportivas en un curso escolar (2011/2012). Estudio no experimental, con medidas al inicio y al final del curso citado. En él participaron 1713 adolescentes (12-16 años) que cursaban educación secundaria en Andalucía. Índice de masa corporal y capacidad aeróbica fueron evaluados con medidas objetivas, AF mediante un cuestionario previamente validado. El programa Escuelas Deportivas tuvo mayor aceptación entre los adolescentes varones y entre los adolescentes de ambos sexos que fueron más activos y obtuvieron mayor puntuación en la prueba de capacidad aeróbica. Durante su aplicación, se observó un descenso de los niveles de AF y capacidad aeróbica de las chicas que sólo fue significativo entre aquellas que no participaron en el programa.Palabras clave. Adolescente, condición física, educación física, ejercicio, programas extraescolares, promoción de la salud.Abstract. Sport Schools is an educational project of after-school physical activity (PA) developed by the Andalusian Government (Spain) to promote PA and to prevent the obesity among school-aged children. The aim of this study was to observe changes in body composition, PA levels, and cardiorespiratory fitness during application of the Sport Schools program in one school year (2011/2012). Non-experimental study design with measures taken at the beginning and at the end of the mentioned school year. The sample was 1713 teenagers (12-16 yr.) who were attending secondary education in Andalusia (Spain). Body mass index and cardiorespiratory fitness were evaluated with objective measures, PA using a validated questionnaire. The Sport Schools program had greater acceptance among boys than girls, and among the adolescents of both sexes with higher levels of PA and cardiorespiratory fitness than those with lower levels of this variables. During their implementation, we observed a decrease of PA levels and cardiorespiratory fitness in girls that was significant among those who did not participated in the program. Suggestions for improvement are offered in the Discussion section.Key words. After-school programs, exercise, health promotion, physical education, physical fitness, teenager.

Abstract This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.

Aggression among youth is a public health problem that is often studied in the context of how youth interpret social information. Social cognitive factors, especially hostile attribution biases, have been identified as risk factors for the development of youth aggression, particularly across the transition to middle school. Parental behaviors, including parental aggression to children in the form of corporal punishment and other aggressive behavior, have also been linked to aggressive behavior in children at these ages. Despite the important role played by these two risk factors, the connection between the two has not been fully studied in the literature. This study examined the link between parental aggression and children’s hostile attributions longitudinally among a diverse sample of 123 boys as they entered middle school. Results support acceptance of a model in which parental aggression to children prior to entering middle school predicted children’s hostile attributions after the transition to middle school above and beyond that which was predicted by previous levels of hostile attributions. As expected, hostile attributions also predicted change in parent- and teacher-rated child aggression. These findings provide important evidence of the role that parental behavior plays in youth social cognition at this critical age, which has implications for understanding the development of aggressive behavior.

AbstractThis prospective longitudinal study focused on self-regulatory, social–cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5–6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understanding were assessed during a laboratory visit, and parenting risk (corporal punishment and low warmth/responsiveness) was assessed using interview-based and questionnaire measures. Individual differences in children's peer aggression were moderately stable across the preschool to school transition. Preschool-age children who manifested high levels of aggressive peer interactions also showed lower levels of self-regulation and theory of mind understanding, and experienced higher levels of adverse parenting than others. Our main finding was that early corporal punishment was associated with increased levels of peer aggression across the transition from preschool to school, as was the interaction between low maternal emotional support and children's early delays in theory of mind understanding. These data highlight the need for family-directed preventive efforts during the early preschool years.

NikeGO was initiated in 2002 by the Nike US Community Affairs Division to address a growing need: to provide youth a safe environment in which to be physically active. Nike collaborated with several organizations across the country and offered an array of programs to foster developmentally appropriate physical activity among youth through their influencers (e.g., teachers, coaches). These programs reached youth in underserved areas ranging from urban inner cities to rural Native lands through various channels and settings including schools, Boys and Girls Clubs, YMCA’s, youth sports organizations, and others. Objective and subjective measures were used to determine the reach of the program, the dose of physical activity, the “fun” level of the activities, changes in youths’ self-esteem and self-concept, and the likelihood of continued participation. Many older youth gained leadership skills in the process. Overall, the programs have been successful in reaching “hard to reach” youth and engaging them in the positive, developmentally sensitive, health behaviors.

Los objetivos del estudio son comparar los niveles de adiposidad corporal expresado por medio de Índice de Masa Corporal IMC y circunferencia de la cintura CC con la referencia americana del Centro para el Control y la Prevención de Enfermedades CDC-2012 y analizar si estos niveles de adiposidad corporal difieren entre los adolescentes, según categorías de actividad física AF. Se efectuó un estudio descriptivo transversal en 765 adolescentes (432 hombres y 333 mujeres). La selección de la muestra fue no-probabilística (cuotas). El rango de edad oscila de 10.0 a 18,9 años. Se evaluó el peso, la estatura, CC y se calculó el IMC. Se aplicó un cuestionario de AF. No hubo diferencias significativas de IMC y CC con la referencia del CDC-2012 en adolescentes de ambos sexos (p<0.05). Se observó prevalencia de bajo nivel AF (5,3% para hombres y 14,7% para mujeres), en moderada AF (47.7% en hombres y 63,4% mujeres) y con un elevada AF (47,0% en hombres y 21,9% en mujeres). Se observó relación positiva entre los IMC y CC en las tres categorías (bajo nivel: r= 0,94 hombres y r= 0,87 mujeres, moderado nivel: r= 0,87 hombres y r= 0,86 mujeres y elevado nivel de AF: r= 0,85 hombres y r= 0,63 mujeres). Los adolescentes estudiados reflejan similares patrones de adiposidad corporal que la referencia del CDC-2012. Además, los clasificados con elevada AF, reflejaron menor adiposidad abdominal que las demás categorías de AF.Abstract. The objectives of the study were to compare body adiposity levels expressed by means of Body Mass Index (BMI) and waist circumference (WC) with the American reference of the Center for Disease Control and Prevention (CDC-2012); and to analyze whether these body adiposity levels differ among adolescents by physical activity categories. A cross-sectional descriptive study was carried out with 765 adolescents (432 boys and 333 girls). The selection of the sample was non-probabilistic (quotas). We included 4 schools from the city of Talca, Chile. The age interval ranged from 10.0 to 18.9 years old. Weight, height, and WC were evaluated, and BMI was calculated. A PA questionnaire was applied. There were no significant differences in BMI and WC with the reference of CDC-2012 in adolescents of both genders (p <0.05). Prevalence of low PA level was observed (5.3% for boys, and 14.7% for girls), as well as moderate PA level (47.7% in boys, and 63.4% girls) and high PA level (47,0% in boys, and 21.9% in girls). Positive relationship was found between the indicators of body adiposity (BMI and WC) in the three categories (low level: r = 0.94 boy, and r = 0.87 girls; moderate level: r = 0.87 boys, and r = 0.86 girls; and high level of PA: r = 0.85 boys, and r = 0.63 girls). The adolescents in this study reflect similar patterns of corporal adiposity as in the CDC-2012 for both genders. In addition, schoolchildren classified with high level of PA reflected lower abdominal adiposity than those in the other PA categories.

Background: South African adolescents experience disproportionally high rates of violence, with lifelong health, social and economic impacts. Few papers present risk factors associated with experiences of adolescent violence. Methods: A baseline cross-sectional survey was done (April 2017 – Sept 2018) with 3432 grade 8 learners in the Girls Achieve Power (GAP Year) trial from 26 high schools in three townships (Soweto and Tembisa, Gauteng and Khayelitsha, Western Cape). Collected data on lifetime experiences of different types of violence, perpetrators, and place of violence. Descriptive statistics and logistic regression were used to enumerate experiences of, and factors associated with violence. Results: A total of 2383 respondents are included. Most (63.1%) were girls, 81.5% aged 12-14. In total 26% had ever experienced violence, higher among boys (p=<0.001). Physical violence was most common (35.7%), then psychological (21.8%), sexual (13.1%), neglect (10.6%), cyberbullying (7.6%), corporal punishment (6.5%) and economic abuse (4.8%). Boys experienced more physical violence (36.0%); girls experienced more psychological violence (22.2%). Gauteng had double the reports of sexual violence (18.4% vs 7.6%, p<0.001). Violence happened most at school (27.4%), followed by the park (19.8%) or their friends’ home (12.9%). Multivariate analysis showed that boys (aOR 1.57; 95% CV 1.27-1.94; p=0.000), those aged 15-17 years (aOR 1.41; 95% CV 1.07-1.84; p=0.013), those who ever used substances (aOR 1.92; 95% CI 1.54-2.37; p=0.000), and those who sometimes feel worthless (aOR 1.35; 95% CI 1.10-1.64, p=0.003) were at higher odds of ever experiencing violence. Those who had never had sex were less likely to have ever experienced violence (aOR 0.66; 95% CI 0.51-0.83; p=0.001). Conclusion: Urgently need wider adoption, scaling, and sustaining of evidence-based primary violence prevention and structural interventions are required to reduce the high burden of adolescent violence. Stakeholders across the ecological model are needed to tackle harmful cultural norms that perpetuate violence.

Resumen. Objetivo: analizar y comparar la percepción de la imagen corporal (IC) en adolescentes practicantes y no practicantes de gimnasia acrobática (GA) como actividad extraescolar. Método: estudio transversal con 38 chicas y 32 chicos (rango edad entre 14 y 17 años); el 35,72% realizaba GA como actividad extraescolar y el 64,28% restante no practicaban ninguna actividad extraescolar. Se registró el índice de masa corporal (IMC) y la percepción de la IC mediante el Test de siluetas de adolescentes. Resultados: al 55% de las chicas que no practican les gustaría ser delgadas en comparación con el 22% de las que practican. La tasa de satisfacción de IC fue mayor en el grupo de práctica de GA (68%) que en el grupo sin práctica (35%), sin diferencias significativas. Esta satisfacción es más acentuada según el sexo, los chicos (85%) y las chicas (61%) que practicaron GA mostraron una mayor satisfacción frente a los chicos (36%) y las chicas (35%) no practicantes. El 40% de no practicantes y el 45% de practicantes de GA no presentan distorsión con su IC. Con respecto al sexo, las chicas GA mostraron menos distorsión (50%) en comparación con las que no practican (35%), siendo similares en el caso de los chicos, 42% y 44% respectivamente. Conclusiones: los adolescentes que practican GA parecen presentar mayor satisfacción y menor distorsión de su IC que aquellos que no practican esta actividad. Los chicos presentan más casos de distorsión de IC y menores tasas de insatisfacción que las chicas. Abstract. Objective: to analyze and compare body image (BI) perception in adolescent who participante vs. do not participate in acrobatic gymnastics (AG) as an after-school activity. Method: a cross-sectional study was carried out with 38 girls and 32 boys (age range between 14 and 17 years old), out of which 35.72% performed AG as an after-school activity, whilst 64.28% did not practice any extracurricular activity. Body mass index (BMI) and BI perception were recorded using the Adolescent Silhouette Test. Results: 55% of non-practice girls would like to be thin compared to 22% of practice. BMI satisfaction rate was higher in the AG practice group (68%) than in non-practice group (35%), without significant differences. This satisfaction is more accentuated by gender, since boys (85%) and girls (61%) who practiced AG showed greater satisfaction compared to non-practice AG boys (36%) and girls (35%). A total of 40% of participants in the non-practice group and 45% of the AG practitioners showed no BI distortion. Regarding gender, AG girls showed less distortion (50%) compared to those who do not practice (35%), being this proportion similar in boys, with 42% and 44% respectively. Conclusions: adolescents who practice AG seem to present greater perception and less distortion of their BI than those who do not practice this activity. Boys present more cases of BI distortion, although dissatisfaction rates were lower than in girls.

The purpose of the present study was to compare the perception of current (CBI), ideal (IBI), social body images (SBI), and body dissatisfaction (BD) by gender in Mexican primary and secondary school students. A total sample of 1,146 participants (550 girls and 596 boys) aged 11-16 participated in the study. All participants completed the Mexican computerized adaptation of the Contour Drawing Rating Scale. Results of one-way multivariate analysis of variance, followed by one-way univariate analyses of variance, showed that girls (ABI = 4.26; IBI = 3.53; SBI = 4.28; BD = 0.89) expressed a greater discrepancy between ideal and actual body shape, as well as lower scores of ideal body shape than boys (ABI = 4.28; IBI = 3.93; SBI = 4.31; BD = 0.61). However, no statistical differences were found between boys and girls in actual and social body shape. Although current and social body images are perceived in a similar way by adolescents in our sample regardless of gender, yet girls seem to be more responsive to social and environmental pressures related with body stereotype, this being reflected by a higher dissatisfaction and a thinner idealization of the body. Our findings suggest that we need to focus our attention on girls, especially in a phase of changes such as puberty, if we aim to design any intervention that could positively impact youth’s health through a proper body image.Resumen. El propósito de este estudio fue de comparar por género la percepción de la imagen corporal actual (CBI), ideal (IBI) y social (SBI), así como el descontento con el propio cuerpo (BD), en una muestra de estudiantes mexicanos de escuelas primarias y secundarias. Se seleccionó una muestra de 1.146 participantes (550 niñas y 596 niños) de entre 11 y 16 años de edad, que completaron la adaptación mexicana de la Contour Drawing Rating Scale. Los resultados de los análisis multivariados y univariados demuestran que las niñas (ABI = 4.26; IBI = 3.53; SBI = 4.28; BD = 0.89) sufren un mayor descontento corporal que los niños (ABI = 4.28; IBI = 3.93; SBI = 4.31; BD = 0.61), así como consideran que el cuerpo ideal sea mucho más delgado. No se encontraron diferencias significativas entre niños y niñas en la imagen corporal real y social. Aunque los adolescentes perciban de una manera similar su cuerpo independientemente del género, las niñas son más receptivas en lo que refiere a las presiones sociales del estereotipo corporal, reflejándose esto en un mayor descontento y en un ideal excesivamente magro de su cuerpo. Nuestros resultados sugieren la necesidad de enfocar la atención en las niñas, especialmente durante la pubertad, de cara a implementar intervenciones apropiadas que tengan un impacto real sobre la salud de los jóvenes a través de la construcción de una apropiada imagen corporal.

A cross-sectional survey of the prevalence of eye injuries among primary school children in two noncontiguous local government areas of Enugu State of Nigeria was undertaken. One of the local government areas was urban, while the other one was rural. Children who were <15 years in two randomly selected primary schools in the urban area and three randomly selected schools in the rural area were interviewed and examined with Snellen chart, pen torch, head loupe, and direct ophthalmoscope. The findings were recorded using a semi-structured questionnaire and the World Health Organization Programme for Prevention of Blindness (WHO/PBL) eye examination form. Training on visual acuity measurement was done for each of the class teachers. A total of 1,236 children <15 years of age were studied and analyzed. Slightly more females, 652 (52.8%), than males, 584 (47.2%), constituted the sample population giving a female/male ratio of 1.1:1. A total of 98 (7.93%) children had evidence of injury to the eye or its adnexa. Eyelid scar was the commonest (5.34%) followed by eyebrow scar (2.10%). Canthal scar was the next (0.32%). Two girls had monocular blindness from eye trauma (0.16%). One had leucoma, while the other had a dislocated lens. All the monocular blind children of this study were from the urban area. The home was the commonest environment for an eye injury (69.39%) followed by the school (20.41%). The farm was next in frequency (7.14%), especially among boys in the rural area. The church and the road/street constituted the remainder. Regarding persons causing the injury, the child's playmate was the commonest (55.10%) followed by self (27.55%). Parents and guardians were the next (9.18%). These were injuries associated with corporal punishment. Corporal punishment-related eye injury, according to this study, appears to be common in the rural area and affects boys predominantly. Other human intermediary agents that cause an eye injury include passersby (2.04%), RTA (2.04%), siblings (2.04%), and others (1.02%). The primary agents that caused an eye injury were sticks/wood, 29 (29.60%); stone, 21 (21.43%); pieces of metal, 19 (19.39%); fall, 10 (10.20%); fight/fist blow, 9 (9.918%); plastic, 2 (2.04%); fingernails, 2 (2.04%); farm tools/fruits, 2 (2.04%); and RTA, glass, and headbutt, each 1.02%. Farm implements/fruits as well as fingernails appear to be fairly common primary agents that cause an eye injury in the rural Enugu, Nigeria. In terms of prevalence, there was no significant difference between the urban and rural areas. The findings from this study showed a high prevalence of eye injury among primary school children. In terms of treatment, 58.16% of the children with an eye injury had no form of treatment for it. The children from this study with monocular blindness did not receive adequate medical treatment. Treatment of an eye injury, according to this study, was sought from chemists (19.39%), at hospital/health centers (16.33%), at home (3.06%), and from traditional healers (3.06%). The persons who treated an eye injury, as observed from this study, were doctors (14.29%), nurses (4.08%), chemists (17.35%), and traditional healers and fathers (3.06% each). The frequency of noninjury-related diagnosis made in this study was refractive error, 4.85%; allergic conjunctivitis, 1.94%; oculocutaneous albinism, 0.24%; prepapillary vascular loops, 0.40%; and then ptosis, exotropia, stye, corneal opacity, and retinitis pigmentosa, 0.08% each. The annual incidence of an eye injury according to this study was 3.48%. The majority of the causes of an eye injury, as per this study, were preventable. Appropriate promotion of preventive eye care among children may go a long way in reducing the burden of blindness from eye injuries.

AbstractPreventing problem behavior requires an understanding of earlier factors that are amenable to intervention. The main goals of our prospective longitudinal study were to trace trajectories of child externalizing behavior between ages 3 and 10 years, and to identify patterns of developmentally significant child and parenting risk factors that differentiated pathways of problem behavior. Participants were 218 3-year-old boys and girls who were reassessed following the transition to kindergarten (age 5–6 years) and during the late school-age years (age 10). Mothers contributed ratings of children's externalizing behavior at all three time points. Children's self-regulation abilities and theory of mind were assessed during a laboratory visit, and parenting risk (frequent corporal punishment and low maternal warmth) was assessed using interview-based and questionnaire measures. Four developmental trajectories of externalizing behavior yielded the best balance of parsimony and fit with our longitudinal data and latent class growth analysis. Most young children followed a pathway marked by relatively low levels of symptoms that continued to decrease across the school-age years. Atypical trajectories marked chronically high, increasing, and decreasing levels of externalizing problems across early and middle childhood. Three-year-old children with low levels of effortful control were far more likely to show the chronic pattern of elevated externalizing problems than changing or low patterns. Early parental corporal punishment and maternal warmth, respectively, differentiated preschoolers who showed increasing and decreasing patterns of problem behavior compared to the majority of children. The fact that children's poor effortful regulation skills predicted chronic early onset problems reinforces the need for early childhood screening and intervention services.

Este estudo tem como objetivo analisar os níveis de aptidão física relacionadas a saúde de escolares 5º ao 9º ano de duas escolas do município de Mafra. Esse manuscrito apresenta dados preliminares do projeto intitulado “Análise de Saúde do Escolar de Mafra” (ASESC). Para tanto, duas escolas da Rede Municipal de Ensino foram contempladas em uma população de 900 indivíduos obtendo uma amostra final de 255 escolares. Foram medidos e avaliados dados antropométricos de massa corporal, estatura, perímetro de cintura, dobras cutâneas de tríceps e panturrilha obtendo o índice de massa corporal (IMC) e o percentual de gordura. Para os testes de aptidão física (flexibilidade, capacidade cardiorrespiratória e força) foram utilizados os propostos da Bateria de Testes do Projeto Esporte Brasil (teste de corrida e caminha dos 6 minutos; teste de sentar e alcançar; número de abdominais em 1 minuto). A amostra obteve uma média de idade de 12,6 (DP=1,24) anos sendo 48,6% (n=124) meninos e 51,4% (n=131) meninas. Dados de IMC revelaram que 27,5% estavam acima do peso. No perímetro de cintura 16,5% estavam em situação de risco e 45,4% encontravam-se com percentual de gordura acima do recomendado. O teste de flexibilidade revelou que 20,4% estavam em situação de risco e no teste de resistência de força 32,9%. No teste de aptidão cardiorrespiratória 35% foram avaliados abaixo do recomendado. Os dados revelam distúrbios da composição corporal e uma prevalência significativa de escolares com aptidão física relacionada à saúde abaixo do recomendado refletindo a necessidade de intervenções em saúde.ABSTRACTThis study aimed to evaluate the levels of health related physical fitness in students from 5th to 9th grade from two public schools in the city of Mafra. This manuscript introduces preliminary information about the project titled "Health Analysis of the Schools of Mafra" (ASESC). Therefore, two public schools from the municipal school system of Mafra have been included with a total of 900 subjects, obtaining a final sample of 255 students. Anthropometric data of body mass, height, waist circumference, triceps and calf skinfolds were measured and evaluated, obtaining body mass index (BMI) and percentage of fat. For the physical fitness tests (Flexibility, Cardiovascular Endurance and Strength), the battery test suggested by the Brazilian Sport Project (application of 6-minute-run / walk; sit-and-reach test) has been used. The sample has a mean age of 12.6 years old (DP01,24), being 48.6% (n = 124) boys and 51.4% (n = 131) girls. Classification based on BMI disclosed 27.5% were overweight. For the waist circumference, 16.5% were in the risk zone and 45.4% were above the appropriate percentage of fat. The Flexibility test disclosed that 20.4% were in a high-risk situation and in the test of strength endurance 32.9%. In the cardiovascular endurance tests, 35% were rated below the suitable level. The data on the achievements reveal disorders of body composition and a significant prevalence of students with health-related physical fitness below the recommended level, which reflects the need for health interventions.

El siguiente estudio, tuvo como finalidad, determinar la correlación entre la composición corporal y la condición física en niños de sexto grado de la Institución Educativa de Tuluá, Colombia. El estudio fue no experimental, descriptivo y de alcance correlacional. La valoración de la composición corporal, se realizó mediante el índice de masa corporal y el porcentaje de grasa (fórmula de Slaughter y Lohmann). La condición física, se determinó por medio de la batería Fitnessgram. La muestra fue de 193 niños y niñas, entre ocho y 12 años. Los resultados se determinaron, por medio de estadísticos descriptivos y correlación de Pearson. Estos resultados, evidenciaron una r=-0,52 y -0,72 para niño y niña respectivamente, entre el porcentaje de grasa y la capacidad cardiovascular. Las correlaciones entre el índice de masa corporal y peso corporal, con el porcentaje de grasa fueron, r=0,59 niña 0,76 y niño y r=0,46 niña y 0,67 niño respectivamente, indicando que, a mayor masa corporal mayor grasa. La correlación entre masa grasa y el test de barra fija fue inversa, pero no alta, r=-0,23 y -0,24, sin embaro, cuando este test se correlacionó con el índice de masa corporal, dicha correlación fue mayor, r=-0,57 y -0,78, reflejando que, la masa corporal, afectó la resistencia en la barra. La flexibilidad y agilidad, no se alteraron por la masa grasa, r < 0,20. Como conclusión, se evidencia que, la masa grasa puede disminuir la capacidad cardiovascular y resistencia a la fuerza, sin embargo, la flexibilidad y la velocidad-agilidad pueden no alterarse. Abstract. The following study aimed at determining the correlation between body composition and physical condition in sixth grade students from the high school Institución Educativa Moderna in Tuluá, Colombia. It was carried as a non-experimental, descriptive, and correlational study. The assessment of body composition was carried out using the body mass index and the fat percentage based on Slaughter and Lohmann formula. Physical condition was determined by using the Fitnessgram battery. The sample consisted of 193 boys and girls, around eight and 12 years old. The results were determined by means of descriptive statistics and Pearson correlation. These results showed r = -0.52 and -0.72 for boys and girls respectively, after correlating the percentage of fat and cardiovascular capacity. The correlation of their body mass index and their body weight, towards the percentage of fat were: r = 0.59 girl, 0.76 boy and r = 0.46 girl and 0.67 boy respectively, indicating that, the higher the body mass the higher the increase of fat. The correlation between fat mass and the fixed bar test was inverse, but not high: r = -0.23 and -0.24. However, when this test was correlated with the body mass index, that correlation was higher: r = -0.57 and -0.78, reflecting that the body mass affected the resistance at the bar. Flexibility and agility were not altered by fat mass: r <0.20. In conclusion, it is evidenced that fat mass can decrease cardiovascular capacity and resistance to strength, however, flexibility and speed-agility may not be altered.

Los objetivos de este estudio han sido analizar la carga de entrenamiento y competición desarrollada en una concentración del equipo nacional, describir los efectos físicos que conlleva en los judokas y determinar si aparecen diferencias entre sexos. La muestra estaba formada por 29 judokas adolescentes (15 chicas y 14 chicos) de 15.2 ± 0.9 años de media. Se realizaron dos valoraciones, antes y después de la concentración, las cuales siguieron el mismo protocolo de pruebas: peso, talla, flexibilidad «sit and reach» y «dedos-suelo», CMJ y la fuerza isométrica manual. Los resultados muestran que el tiempo total de entrenamiento en tatami fue de 50700 seg (aproximadamente 14 horas) divididos en 6 sesiones. Las variables físicas afectadas por la carga de entrenamiento desarrollada fueron el peso corporal y la flexibilidad isquiosural, las cuales incrementaron significativamente sólo en las chicas al finalizar la concentración (p<0.05), sin mostrar cambios físicos en los chicos. Por lo tanto, se manifiesta una buena orientación del trabajo en la concentración, no existiendo un volumen de entrenamiento que conlleve una sobrecarga en los judokas adolescentes.Palabra clave: judo, entrenamiento, adolescentes, escolares.Abstract: The objectives of this study were to analyze the burden of training and competition developed in a concentration of the national team, describe the physical effects involved in judokas and whether differences between sexes. The sample included 29 judokas adolescents (15 girls and 14 boys) of 15.2 ± 0.9 years on average. Two tests were performed before and after the merger, which followed the same testing protocol: weight, height, flexibility «sit and reach» and «finger-floor», CMJ and isometric force manual. The results show that the total training time was 50700 sec mat (approx. 14 hours) dividid into 6 sessions. The variables affected by the physical training load were developed body weight and flexibility isquiosural, which increased significantly only in girls when the concentration (p <0.05), without showing physical changes in boys. Therefore, there is a good guide to the concentration of work, no amount of training that involves an in overcharging judokas adolescents.Key words: judo, training, young, school ages.

AbstractThe issues of business ethics, corporate social responsibility and sustainability have come to attract increasing attention in management education in recent years, at least from the perspective of potential employers, accrediting bodies and business school alumni. This paper examines the extent of penetration of these three subjects in to global MBA curricula through an examination of course content and structure pertaining to the Financial Times Global MBA Rankings top 100, the Australian Financial Review BOSS top 17 ranked Australian MBAs, and the seven MBA programmes currently offered by universities in New Zealand. The findings reveal that: a variety of delivery modes are utilised; while the teaching of ethics has achieved considerable penetration, only about fifty percent of MBA programmes include it as a required subject (and even then it may only constitute part of a larger subject); and that the teaching of sustainability has achieved much lower penetration, with only six percent of MBA programmes examined incorporating the topic into their core curriculum. Implications for the design of MBA programmes and future research directions are then discussed within the context of a business environment in which increasing prominence is being given to these subject areasx.

AbstractThe issues of business ethics, corporate social responsibility and sustainability have come to attract increasing attention in management education in recent years, at least from the perspective of potential employers, accrediting bodies and business school alumni. This paper examines the extent of penetration of these three subjects in to global MBA curricula through an examination of course content and structure pertaining to the Financial Times Global MBA Rankings top 100, the Australian Financial Review BOSS top 17 ranked Australian MBAs, and the seven MBA programmes currently offered by universities in New Zealand. The findings reveal that: a variety of delivery modes are utilised; while the teaching of ethics has achieved considerable penetration, only about fifty percent of MBA programmes include it as a required subject (and even then it may only constitute part of a larger subject); and that the teaching of sustainability has achieved much lower penetration, with only six percent of MBA programmes examined incorporating the topic into their core curriculum. Implications for the design of MBA programmes and future research directions are then discussed within the context of a business environment in which increasing prominence is being given to these subject areasx.

El objetivo de este estudio es describir los niveles de práctica de actividad física, habilidades motrices básicas y la composición corporal en niños y jovenes con Trastornos de Espectro Autista que se encuentran escolarizados en centros de educación especial en la Comunidad de Madrid y analizar diferencias entre sexos, por ser una población de la que existe una carencia de información sobre estos parámetros. Participaron 53 niños y jóvenes (11.9 + 3.4 años) y sus familias. Se empleó un diseño descriptivo y comparativo entre sexos donde se utilizó acelerometría para medir su actividad física, test motores para las habilidades motrices y bioimpedancia para la composición corporal. Los niños presentan mayores tasas de actividad moderada frente a las niñas, tanto en los días laborables (62.8±33.5 vs 36.1±34.1 minutos respectivamente; p=.02) como en los días festivos, donde estas diferencias se incrementan (75.4±56.0 vs 31.5±36.7; p=.02). Los festivos incrementan el tiempo que dedican a la televisión (40.9±45.0 vs 87.7±102.8 min. en las niñas; 59.7±80.2 vs 88.8±144.0 en los niños; p=.01), sin diferencias entre sexos (p>.05). En el total de la muestra, se ha encontrado un 27.3% de incidencia de sobrepeso siendo más elevada en las niñas (55.6% niñas vs 20.0% niños; p=.03). Igualmente, las niñas han mostrado menores niveles de habilidad motriz. Se hace necesario implementar programas de actividad física para este colectivo, prestando especial atención a las niñas.Abstract. The purpose of this study was to describe the physical activity levels, motor skills and body composition in children and young with Autistic Spectrum Disorders and analyze gender differences. Fifty-three students from special education schools and their families from Madrid (11.9 + 3.4 years) took part in this descriptive study. Triaxial accelerometers were used to assess their physical activity (PA) levels, motor tests were used to measure their motor skills and bioimpedance was used to calculate body composition. Boys have higher rates of moderate PA than girls, both on weekdays (62.8±33.5 vs. 36.1±34.1 min, respectively; p=.02) and on weekends, when these differences are increased (75.4±56.0 vs 31.5±36.7; p=.02). On weekends, time they spend watching television are increased (40.9±45.0 vs. 87.7±102.8 min for girls; 59.7±80.2 vs. 88.8±144.0 for boys; p=.01), without gender differences (p>.05). For the total sample, has been identified 27.3% the overweight’s incidence, that is higher in girls (55.6% girls vs. 20.0% boys; p=.03). Likewise, girls had lower motor skills levels. It is necessary to introduce PA programs to this group, with special focus on girls.

El objetivo del presente trabajo fue analizar el efecto de una aplicación didáctica de Expresión Corporal sobre las orientaciones de meta y las necesidades psicológicas básicas en el alumnado de primaria en las clases de Educación Física. 73 estudiantes de Educación Física (39 chicas y 34 chicos) con edades comprendidas entre los 9 y los 12 años (4ºPRI, n=24; 5ºPRI, n=23; y 6ºPRI, n = 26), pertenecientes a un colegio público de Educación Primaria de una línea participaron en este estudio. Se llevó a cabo una intervención didáctica específica para el desarrollo de la Expresión Corporal durante siete sesiones de 50 minutos, en la que se realizó apoyo a la autonomía, trabajo en grupo y creatividad del alumnado. Se evaluó el clima motivacional (POSQ) y las necesidades psicológicas básicas (BPNES) de todo el alumnado. Los resultados indican un aumento significativo del conjunto de la muestra en las variables dependientes autonomía (p < .001) y competencia (p = .021) tras la intervención. En chicas, todas las necesidades psicológicas básicas aumentaron significativamente su valor tras la intervención. No hubo efecto en el clima motivacional excepto en sexto curso de educación primaria. Por tanto, el desarrollo de la Expresión Corporal presenta una serie de beneficios para el bienestar psicológico en el alumnado, especialmente en las chicas. Abstact. The objective of this work was to analyse the effect of a didactic application of corporal expression (Body Expression) on goal orientations and basic psychological needs in primary school students in Physical Education lessons. 73 Physical Education students (39 girls and 34 boys) aged between 9 and 12 years (4th PRI, n = 24; 5th PRI, n = 23; and 6th PRI, n = 26), belonging to a one-line State school of Education Primary participated in this study. A specific didactic intervention was carried out for the development of Body Expression during seven lessons of 50 minutes, in which support was given to autonomy, teamwork and creativity of the students. The motivational climate (POSQ) and basic psychological needs (BPNES) of all the students were evaluated. The results indicate a significant increase in the entire sample in the dependent variables: autonomy (p <0.001) and competence (p = 0.021) after the intervention. In girls, all basic psychological needs increased significantly its value after the intervention. There was no effect on the motivational climate(atmosphere) except in the sixth grade of primary education. Therefore, the development of Body Expression presents a series of benefits for the psychological well-being in students, especially in girls.

A adolescência é um período de diversas transformações, sendo observadas mudanças em relação à nutrição, que podem resultar em excesso de peso corporal. Assim, o estudo teve como objetivo verificar a associação entre excesso de peso corporal e consumo de refrigerante em adolescentes escolares estratificado por sexo. Trata-se de um estudo transversal, realizado com estudantes do ensino médio. Utilizou-se um questionário autoaplicável. A variável desfecho foi a mediana do escore de IMC (eutrófico e excesso de peso) e o consumo de refrigerante foi a variável de exposição principal. Foi utilizado o modelo de Poisson, estratificado por sexo. Participaram do estudo 1.225 adolescentes, 53,4% do sexo feminino e 15,6% consumiam refrigerante diariamente. Nos adolescentes eutróficos não houve associação de consumo de refrigerantes e zIMC. Nos meninos com excesso de peso e consumo de refrigerante mais de duas vezes na semana apresentaram maior chance de estarem acima da mediana de zIMC. Os resultados apontaram que o consumo diário de refrigerantes por adolescentes do sexo masculino com excesso de peso pode aumentar as chances de ter zIMC ainda mais alto, reforçando assim, a necessidade de medidas que visem a redução do consumo de refrigerante. Adolescence is a period of several changes, with changes related to nutrition, which can result in excess body weight. Thus, the study aimed to verify the association between excess body weight and soft drink consumption in school adolescents stratified by sex. This is a cross-sectional study, carried out with high school students. A self-administered questionnaire was used. The outcome variable was the median BMI score (eutrophic and overweight) and soft drink consumption was the main exposure variable. The Poisson model, stratified by sex, was used. The sample consisted of 1,225 adolescents, which 53.4% were female and 15.6% consumed soft drinks daily. In eutrophic adolescents, there was no association between consumption of soft drinks and the BMI Z-score. In overweight boys and soda consumption more than twice a week, they were more likely to be above the BMI Z-score median. The results showed that the daily consumption of soft drinks by overweight male adolescents may increase the chances of having even higher BMI Z-score, thus reinforcing the need for measures aimed at reducing the consumption of soft drinks.

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n5p548 The aim of this study was to evaluate the diagnostic accuracy of body mass index (BMI), waist circumference (WC), waist-to-height ratio (WHtR) and conicity index (C index) for the prediction of excess body fat (estimated by skinfold thickness) and determine the cutoffs of anthropometric indicators (BMI, WC, WHtR and C index) that best predict excess body fat. Overall, 1,589 students (11-14 years old) from public and private schools of Florianopolis (southern Brazil) participated in this study. Anthropometric measurements of body weight, height, WC, and skinfolds (triceps and medial calf) were collected. ROC curves were used to compare the discriminatory power of BMI, WC, WHtR and C index in detecting adolescents with excess body fat (relative body fat estimated with skinfold thickness). All anthropometric indicators, except for C index in females, obtained good performance in the detection of excess body fat in both sexes, expressed as the area under the ROC curve. Cutoffs for boys and girls, respectively, associated with high excess body fat were BMI (20.7 and 19.7kg/m²), WC (68.7 and 65.9cm), WHtR (0.43 and 0.41cm), and C index (1.13 and 1.11). The study showed that, except for C index in females, BMI, WC and WHtR can be used to identify excess body fat in adolescents, considering the suggested cutoffs from this research.

Abstract. The aim of this study was to analyse changes over 8-months of a multidisciplinary school-based intervention program (ACORDA-Project), in body fat, metabolic profile and physical activity (PA). 40 children [22 girls (55%), and 18 boys age=8.4±1.2] of 6 schools participated in a multidisciplinary program during a school year. Blood pressure (BP), physical activity (PA) by accelerometers, percentage of body fat (%BF) and of trunk fat (%TF) by DXA, and plasmatic total cholesterol (TC), triglycerides, HDL-cholesterol, LDL-cholesterol, insulin and glucose were taken at the baseline (Time point 1, TP1) and at the end of the intervention (Time point 2, TP2). General Linear Models (Repeated Measures Analysis of Covariance) was carried out comparing values at baseline vs. final evaluation, with adjustments for gender and age at baseline. Further adjustments were made to relative changes (increase%X) in height, weight, total PA through steps.day-1, sedentary (SEDPA), light (LIGPA) and moderate to vigorous (MVPA) intensities. Relative changes were calculated as: increase%X = (Xfinal – Xbaseline) / Xbaseline. Statistical significance was set at 5%. Eta squared (n2) was used as an indicator of effect size. There was a significant increase of LIGPA and MVPA, (P<0.05), and significant reduction in systolic blood pressure (P<0.05), but not in diastolic blood pressure. For TC and fasting glucose, significant reductions were also found P<0.05). No changes were observed for other traditional cardiovascular risk factors. The present study found that 8-months of multidisciplinary intervention provided a significant increase in PA levels and reduced cardiovascular risk factors in school children, highlighting the importance of this type of intervention through promotion of PA and the positive impact on children health.Resumen. El objetivo de este estudio fue analizar los cambios en la grasa corporal, el perfil metabólico y la actividad física (AF) en jóvenes escolares que han participado en un programa de intervención multidisciplinario (ACORDA-Project). 40 niños [22 niñas (55%), y 18 niños de edad = 8,4 ± 1,2] de 6 escuelas participaron en un programa multidisciplinario durante un año escolar. La presión arterial (PA), AF por acelerómetros, la porcentaje de grasa corporal (% GC) y de la grasa del tronco (% TF) por DXA, y el colesterol total plasmático (CT), triglicéridos, HDL-colesterol, LDL-colesterol, insulina, la glucosa se tomaron a la línea de base (punto de tiempo 1, TP1) y al final de la intervención (punto de tiempo 2, TP2). Modelos lineales generales (medidas repetidas análisis de covarianza) se utilizaran para la comparación de los valores al inicio del estudio vs. evaluación final, con ajustes para el género y la edad al inicio del estudio. Se hicieron nuevos ajustes a los cambios relativos (incremento%X) de altura, el peso, actividad física total (PA) a través de pasos por día, sedentaria (SEDPA), leve (LIGPA) y de moderada a (MVPA) intensidades vigorosas. Se calcularon los cambios relativos como: incremento%X = (xfinal - Xbaseline) / Xbaseline. La significación estadística se fijó en 5%. Eta cuadrado (n2) se usó como un indicador del tamaño del efecto. Se observó un aumento significativo de LIGPA y MVPA, (P <0.05) y una reducción significativa de la presión arterial sistólica (p <0,05), pero no en la presión arterial diastólica. Para el CT y la glucosa en ayunas, también se encontraron reducciones significativas (P<0.05). No se observaron cambios en otros factores de riesgo cardiovascular tradicionales. El presente estudio encontró que 8-meses de intervención multidisciplinaria proporcionaron un aumento significativo en los niveles de AF y reducción de factores de riesgo cardiovascular en niños en edad escolar. Se destaca la importancia de este tipo de intervención a través de la promoción de la AF y el impacto positivo en la salud de los niños.

The search for improvements in the quality of Physical Education teaching requires an increasing emphasis on teacher training. In this sense, this work presented the result of interventions with the theme of creative and recreational dance developed in a university extension course entitled: recreational games in early childhood and carried out by undergraduate students in Physical Education. For its development, study, research, planning and intervention activities were carried out with Early Childhood Education children aged between 4 and 5 years enrolled in a municipal public school in a city in the state of Tocantins, northern Brazil. The results of the action demonstrated that disciplines focused on the expression of body language are necessary in an attempt to deconstruct prejudices through factual opinions. It can be inferred that interventions with recreation and dance make it possible to stimulate the corporal and subjective development of children. For this reason, it is important that body language expressions are considered when developing public educational policies aimed at Brazilian municipalities.Resumo A busca por melhorias na qualidade do ensino de Educação Física exige cada vez mais ênfase na formação docente. Nesse sentido, este trabalho apresentou o resultado das intervenções com a temática dança criativa e recreativa desenvolvida em um curso de extensão universitária intitulado: jogos recreativos na primeira infância e realizado por acadêmicos do curso de licenciatura em Educação Física. Para o desenvolvimento do mesmo, foram realizadas atividades de estudo, pesquisa, planejamento e intervenção com crianças da Educação Infantil na faixa etária entre 4 e 5 anos matriculadas em escola pública municipal de uma cidade do estado do Tocantins, região norte do Brasil. Os resultados da ação demonstraram que são necessárias disciplinas focadas na expressão da linguagem corporal como tentativa de desconstruir preconceitos por meio de opiniões factuais e que intervenções com recreação e dança possibilitam o estímulo do desenvolvimento corporal e subjetivo das crianças. Por isso, é importante que expressões da linguagem corporal sejam pensadas no momento de elaboração de políticas públicas educacionais direcionadas aos municípios brasileiros.Resumen La búsqueda de una mejor calidad de educación física exige más y más estrés en la formación del maestro. Este estudio tuvo como objetivo comprender cómo los niños experimentan relaciones materiales y simbólicas que ocurren en momentos de manifestación del lenguaje corporal. Este es un informe de experiencia sobre intervenciones llevadas a cabo sobre el tema de la danza creativa y recreativa, insertadas en el proyecto de extensión universitaria: juegos recreativos para la primera infancia, celebrados en una ciudad en el estado de Tocantins, norte de Brasil. Es una investigación de campo descriptiva realizada con estudiantes de pre-educación en Educación Física en una Universidad Federal que formó parte del proyecto de extensión. Las actividades de estudio, investigación, planificación e intervención se llevaron a cabo con niños en edad preescolar en el rango de 4 a 5 años desde una escuela pública municipal que atiende a niños y adolescentes con un perfil de poder adquisitivo. Los datos fueron recolectados de informes preparados por académicos. El análisis descriptivo y los resultados se llevaron a cabo y mostraron que las disciplinas centradas en la expresión del lenguaje corporal son necesarias como un intento de reconstruir el daño a través de opiniones objetivas que pueden generar emancipación.Palavras-chave: Linguagem corporal, Recreação, Dança Infantil, Preconceito.Keywords: Body language, Recreation, Children's dance, Prejudice.Palabras claves: Lenguaje corporal, Recreación, Danza infantil, Prejuicio.ReferencesAWAD, Hani Zehdi Amine; SANTOS, Marcelo Grangeiro; BARBOSA, José Antonio Strumendo in PIMENTEL, Giuliano de Assis Gomes; AWAD, Hani Zehdi Amine Org(s) Recreação total. 1° ed. Várzea Paulista, SP: Fontoura, 2015.ATARA Sivan. Leisure education in schools: challenges, choices and consequences. World Leisure Journal. v 59, n°1, p.15-2, 2017.AUSUBEL, D. P.; NOVAK, J. D.; HANESIAN, H. Psicologia educacional. Rio de Janeiro: Interamericana, 1980.BARDIN, Laurence. Análise de conteúdo. 4. ed. 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El ocio, el tiempo libre y la recreación en América latina: problematizaciones y desafíos. Medellin: Editorial Civitas, 2005.GOMES, Christiane; OSORIO, Esperanza; PINTO, Leila; ELIZALDE, Rodrigo. Lazer na América Latina/ Tiempo libre, ócio y recreación em Latinoamérica. Belo Horizonte: Editora UFMG, 2009.GOMES, Silvia Cristina Costa; MARTINS, Cristina Amorim. A presença do pensamento de Froebel, Dewey e Montessori nas diretrizes curriculares nacionais para a educação infantil. Encontros Universitários da UFC, Fortaleza, v. 1, 2016.HUIZINGA, J. Homo ludens: o jogo como elemento da cultura. São Paulo: USP, 1971.LIMA, A. J. A. O lúdico em clássicos da filosofia: uma análise em Platão, Aristóteles e Rousseau. II CONEDU. Congresso Nacional de Educação, Anais..., 2015.MARQUES, Isabel A. Corpo, dança e educação contemporânea. Pro-Posições v.9, n° 2, p. 70-78, Junho de 1998.MONDEN, Masafumi. Boys at the Barre: Boys, Men and the Ballet in Japan. Journal Japanese Studies, v.39, n° 2, p.145-167, 2019.NASCIMENTO, Diego Ebling do; AFONSO, Mariângela da Rosa. A participação masculina na dança clássica: do preconceito aos palcos da vida. Reflexão e Ação, Santa Cruz do Sul, v. 21, n. 1, p. 219-236, jul. 2013.PIMENTEL, Giuliano de Assis Gomes. Lúdico o princípio de tudo. In: Teorias do Lazer, Maringá, Eduem, 2010.PIMENTEL, Giuliano de Assis Gomes; AWAD, Hani. Usos e significados da recreação na produção acadêmica. Revista de Educação Pública, v. 29, p. 1-18, 2020.SILVA, Débora Alice Machado; STOPPA, Edmur Antonio; ISAYAMA, Helder Ferreira; MARCELLINO, Nelson Carvalho; MELO, Victor Andrade. A importância da recreação e do lazer. Brasília: Gráfica e Editora Ideal, p. 52, 2011.SOARES, Marília Vieira. Ballet ou Dança Moderna? Uma questão de Gênero. São Paulo na década de 30. Juiz de Fora: Clio Edições Eletrônicas, 43 p. 2002.STORMANN, W. F. Cultural recreations and hierarchy: a historical interplay. Leisure/Loisir, v.34, n° 3, p. 223-241, 2010.STRAZZACAPPA, Márcia. A tal "Dança Criativa": Afinal que dança seria? In: TOMAZZONI, Airton; WOSNIAK, Cristiane; MARINHO, Nirvana (Org.). Algumas perguntas sobre dança e educação. Joinville: Nova Letra, p. 39-46. 2010.WINNICOTT, D. W. O brincar e a realidade. Rio de Janeiro, RJ: Imago, 1975, p.13-44, 1971.e3923109

El presente estudio tuvo como objetivo determinar la prevalencia de sobrepeso y obesidad así como evaluar la práctica de actividad física y pautas alimentarias en niños escolares de 3º Ciclo de Educación Primaria y su relación con el rendimiento escolar. Un total de 115 niños de 5 y 6º de Educación Primaria fueron seleccionados en escuelas públicas de Bollullos del Condado (Huelva). La composición corporal se determinó mediante impedancia bioeléctrica (Tanita MC-980), la actividad física mediante el cuestionario PAQ-A, los hábitos alimentarios mediante un cuestionario de frecuencia de consumo, hábitos y prácticas de alimentación para escolares y el rendimiento académico con las calificaciones medias del trimestre anterior. Se observó una mayor práctica de actividad física y mayor masa muscular y ósea por parte de los chicos que las chicas. Las cifras de sobrepeso y/o obesidad y/o porcentaje graso resultaron ser elevadas y el consumo de alimentos básicos reducido, observándose relación entre un bajo consumo de frutas, verduras y lácteos con un peor rendimiento académico. Existe la necesidad de fomentar una educación en hábitos saludables, con la finalidad de aumentar la práctica de actividad física y mejores hábitos alimentarios, repercutiendo así sobre el rendimiento académico.Abstract. The aim of this study was to determine the prevalence of overweight and obesity, as well as to evaluate physical activity and food frequency patterns in school-aged children from the 3rd cycle of Primary Education, and their relationship with academic achievement. A total of 115 students were selected from 5th and 6th grades of public primary schools in Bollullos del Condado (Huelva). Body composition was assessed through Tanita MC-980, physical activity through the PAQ-A questionnaire, dietary habits using a food frequency consumption questionnaire, and academic performance by reviewing students’ grades from the previous term. Results showed greater physical activity practice together with greater muscular and bone mass in boys compared to girls. Regarding fat percentage, a high prevalence of overweight and/or obesity was observed. The food consumption analysis revealed a reduced consumption of basic groups of food in contrast with unhealthier food; a relation between lower consumption of fruits, vegetables and dairy products and lower academic performance was observed. There is a need to promote healthy habits education, with the aim of increasing the practice of physical activity, as well as to improve dietary habits, which have an impact on academic performance.

The objective of the present cross-sectional study was to quantify the effect size of overweight on the results of speed-agility in adolescents and to report percentile tables based on sex, age and BMI. Was hypothesized that the effect size obtained from the difference between normal-weight and overweight youth would be equal to or greater than the differences between sexes within the same age group. A total of 10.439 Spanish adolescents aged 13.72 ± 1.42 years from 42 secondary schools participated in the research. Speed-agility was evaluated using the 4x10 m test. The effect size was analysed using the adjusted Hedges’ ğ. The findings regarding sex show that 92.74% and 86.98% of normal-weight and overweight girls, respectively, attained lower speed-agility than boys. With regard to body composition, the percentages are also high, but they are a bit lower than those for sex. So, 77.26% and 70.52% of overweight boys and girls, respectively, showed lower speed-agility than their normal-weight peers. The differential effect size between boys and girls is higher than between normal-weight and overweight adolescents in speed-agility. In spite of this, the results suggest that BMI should be taken into account in assessing the speed-agility of young people. Resumen. El objetivo de este estudio transversal fue cuantificar el tamaño del efecto del sobrepeso en los resultados de velocidad-agilidad en adolescentes e informar las tablas de percentiles en función del sexo, la edad y el IMC. Se planteó la hipótesis de que el tamaño del efecto obtenido entre los jóvenes con sobrepeso y normopeso sería igual o mayor que las diferencias entre los sexos dentro del mismo grupo de edad. Un total de 10.439 adolescentes españoles de 13.72 ± 1.42 años de 42 centros de educación secundaria participaron en la investigación. Se evaluó la velocidad-agilidad utilizando la prueba de 4x10 m. El tamaño del efecto se analizó ajustando por la prueba ğ de Hedges. Los resultados con respecto al sexo muestran que el 92.74% y el 86.98% de las niñas con sobrepeso y normopeso, respectivamente, alcanzaron una velocidad-agilidad menor que los niños. Con respecto a la composición corporal, los porcentajes también son altos, pero son un poco más bajos que los del sexo. El 77.26% y 70.52% de los niños y niñas con sobrepeso, respectivamente, mostraron menor velocidad-agilidad que sus pares de peso normal. Como conclusión, el tamaño del efecto diferencial entre niños y niñas es mayor que entre adolescentes con normopeso y sobrepeso en velocidad-agilidad. A pesar de esto, los resultados sugieren que se debe tener en cuenta el IMC al evaluar la velocidad-agilidad de los jóvenes.

El objetivo de este estudio residió en conocer si el apoyo percibido por los progenitores para la práctica de actividad física se relacionaba con el sexo y con el nivel de condición física de que presentaba un grupo de adolescentes con sobrepeso y obesidad. Un total de 177 adolescentes pertenecientes a instituciones escolares públicas, con edades comprendidas entre los 12 y los 16 años de edad, con índice de masa corporal promedio de 29.03 participaron en este estudio. Los resultados de este estudio revelaron que los mayores niveles de apoyo general parental hacia la práctica deportiva se observaron en los chicos y chicas que presentaban una elevada capacidad aeróbica. Asimismo, las chicas atribuyeron a sus progenitores un mayor grado de apoyo guiado con relación a sus compañeros varones. Con los resultados arrojados por este estudio podemos concluir pues, que existe una relación positiva entre condición física y apoyo parental percibido.Abstract. The objective of this study was to assess if parents’ perceived support towards the practice of physical activity was related to gender and to physical fitness level in a group of overweight and obese adolescents. A total of 177 adolescents enrolled in public school institutions, aged between 12 and 16 years old, with an average body mass index of 29.03, participated in this study. The results of this study revealed that the highest levels of general parental support for sports were observed in boys and girls with high aerobic capacity. Likewise, girls attributed their parents a greater degree of guided support compared to their male peers. With the results of this study, we can conclude that there is a positive relationship between physical fitness and perceived parental support.

El objetivo del estudio es valorar la imagen corporal, la práctica de actividades físico-deportivas y la percepción de la salud en escolares adolescentes de educación secundaria. Se presenta un diseño de estudio de tipo no experimental, descriptivo, comparativo y correlacional. La población objeto de estudio es una muestra de 416 estudiantes de educación secundaria de la ciudad de San Nicolás de los Garza, N. L. México seleccionados mediante un muestreo aleatorio y estratificado por género y grado escolar, con una edad entre 12 y 15 años (13,14 ± 0,87), de los cuales 216 son hombres y 200 mujeres, con un peso promedio de 53,63 ± 10,33 kg, una estatura de 1,59 ± 8,44 m y un IMC de 21 ± 3,03. Se utilizó el cuestionario Body Shape Questionnaire (BSQ-8A), con 8 ítems y una escala de respuesta de 1 a 6 (donde 1 es nunca y 6 siempre), agrupados en puntos de corte sobre la procupación de la imagen corporal: < 19 ninguna, 19-25 leve, 26-33 moderada, > 33 marcada. El instrumento cuenta con buenas propiedades psicométricas. Para el análisis de los datos se utilizó el programa estadístico SPSS v24 y LISREL. En general los estudiantes adolescentes mexicanos tienen una preocupación importante de su imagen corporal, especialmente en las mujeres y los que perciben una mala salud, y esta no es determinante de la práctica de actividades físico-deportivas. The aim of the study is to value body image, the practice of physical-sport activities, and the perception of the health in school age adolescents in middle school. A non-experimental, descriptive, comparative and correlational study design is presented. The subject population of the study is a sample of 416 middle school students from the city San Nicolas de los Garza, N. L. Mexico selected by random sampling and stratified by gender and grade level, with an age between 12 and 15 years (13,14 ± 0,87), of which 216 are male and 200 are female; with an average weight of 53,63 ± 10,33 kg, a height of 1,59 ± 8,44 m and a BMI of 21 ± 3,03. The questionnaire Body Shape Questionnaire (BSQ-8A) was used, with 8 items and a response scale of 1 to 6 (where 1 is never and 6 is always), grouped in cut off points based on the concern of the body image: < 19 never, 19-25 slight, 26-33 moderate, >33 marked. The instrument has good psychometric properties. The statistical program SPSS v24 and LISREL were used for the analysis of the data. In general, Mexican adolescent students have an important concern for their body image, especially in women and those who perceive poor health, people who have a higher practice of physical-sports activities show a positive attitude towards their own body. O objetivo do estudo é avaliar a imagem corporal, a prática de atividades físico-desportivas e a percepção de saúde em alunos adolescentes do ensino médio. Apresenta-se um desenho de estudo não experimental, descritivo, comparativo e correlacional. A população alvo é uma amostra de 416 estudantes do ensino médio da cidade de San Nicolás de los Garza, N. L. México, selecionado por amostragem aleatória e estratificado por gênero e série escolar, com idade entre 12 e 15 anos (13,14 ± 0,87), dos quais 216 são homens e 200 mulheres, com peso médio de 53,63 ± 10,33 kg, altura de 1,59 ± 8,44 m e IMC de 21 ± 3,03. Foi utilizado o Body Shape Questionnaire (BSQ-8A), com 8 itens e uma escala de resposta de 1 a 6 (onde 1 nunca é e 6 sempre), agrupados em pontos de corte na preocupação com a imagem corporal: < 19 nenhum, 19-25 leve, 26-33 moderado, > 33 marcado. O instrumento tem boas propriedades psicométricas. O programa estatístico SPSS v24 e LISREL foram utilizados para a análise dos dados. Em geral, os estudantes adolescentes mexicanos têm uma preocupação importante com a sua imagem corporal, especialmente nas mulheres e naqueles que percebem a falta de saúde, e isso não é determinante para a prática de atividades físico-desportivas.

El desplazamiento activo se define como la acción de dirigirse al Centro educativo por medio de transportes que conlleven gasto metabólico, como andar o usar la bicicleta. El tiempo medio diario de desplazamiento activo en adolescentes es de 18 minutos, y podría incrementar un 13% la actividad física total diaria. El desplazamiento activo se ha asociado a una mejor salud y rendimiento cognitivo. Sin embargo, los estudios que analizan la asociación entre desplazamiento activo y rendimiento académico son muy escasos. El objetivo fue analizar el grado de asociación del desplazamiento activo con el rendimiento académico en Matemáticas, Lengua, Educación Física y con el rendimiento académico general ___promedio de Matemáticas, Lengua y Educación Física___ en adolescentes. En el presente estudio transversal participaron 1.006 adolescentes españoles. El modo de desplazamiento se evaluó mediante cuestionario y para el rendimiento académico se solicitó a los institutos las calificaciones numéricas. Los adolescentes se clasificaron en inactivos (empleaban transporte motorizado o realizaban menos de cinco trayectos/semana andando durante más de 15 minutos), y activos (realizaban ≥ cinco trayectos/semana andando más de 15 minutos). Se realizaron análisis de regresión lineal y ANCOVA ajustados por edad e Índice de Masa Corporal. Los resultados mostraron que las chicas que realizan un mayor número de desplazamientos activos semanales tenían un mayor rendimiento académico en Matemáticas (ß=0,041±0,019, p=0,036), en Educación Física (ß=0,029±0,013, p=0,029), y mayor rendimiento académico general (ß=0,031±0,014, p=0,027). En chicos, ninguna asociación resultó significativa (todos p>0,05). Se concluye que desplazarse al instituto andando, al menos cinco trayectos semanales de más de 15 minutos, se relaciona con mayores calificaciones en Matemáticas en las chicas adolescentes. Fomentar el desplazamiento activo, desde el ámbito escolar y familiar puede ser potencialmente relevante para mejorar el rendimiento académico en chicas españolas de Educación Secundaria. Abstract. Active commuting is defined as the action of going to school using a means of transportation that implies energy consumption, such as walking or cycling. Daily average time of active commuting in adolescents is 18 minutes, and this time could increase the total daily physical activity account by 13%. Active commuting has been associated with better health and cognitive performance. However, studies examining the association between active commuting and academic performance are scarce. Based on the above statements, the aim was to analyse the association between active commuting to school and academic performance in Maths, Spanish Language, Physical Education and general academic performance ___mean of Math, Language and Physical Education___ in adolescents. 1,006 Spanish youths participated in the present cross-sectional study. We used a weekly questionnaire to assess active commuting, whereas we requested academic marks in order to track academic performance. Adolescents were classified as inactive (using passive transport or walking 15’ or more less than five times a week) and active (walking 15’ or more at least six times a week). Linear regression and ANCOVA analyses adjusted by age and body mass index were performed. Our results showed that girls who carry out a higher number of weekly active trips to school had higher Maths and Physical Education marks (ß=0,041±0,019, p=0,036; ß=0,029±0,013, p=0,029, respectively), and better general academic performance (ß=0,031±0,014, p=0,027). There were no associations in boys (all p>0,05). Commuting actively to school for more than 15’ a day at least five times a week is associated with better Math performance in adolescent girls. Promotion of active commuting from both school staff and families could be potentially relevant to improve academic performance in Spanish Secondary school girls.

El objetivo de esta investigación es estudiar la existencia de dolor de espalda en escolares y determinar los factores de riesgo asociados a un mayor riesgo de padecerlo con el fin de diseñar una intervención. El presente estudio se llevó a cabo en 178 escolares (94 niños y 84 niñas) de 10-12 años, de Mallorca. La selección de los colegios se realizó por aleatorización estratificada, en función de tamaño del centro, tipo y ubicación. El cuestionario y la metodología de recogida de datos fueron previamente validados mediante el método test-retest. Los resultados obtenidos muestran que la existencia de dolor de espalda fue del 61.2% (niños en un 45.7% y niñas en un 78.6%). No existe relación significativa alguna entre el deporte ni las horas de práctica con la existencia o no de síntomas de dolor de espalda en los jóvenes. En cuanto al peso de las mochilas, su peso medio fue 4.99 kg. equivalente al 11.9% del peso corporal de los niños/as. Este estudio sugiere, a partir de los resultados obtenidos, y acorde con la literatura científica revisada que el dolor de espalda es un mal que afecta de manera importante a la población juvenil, y más concretamente entre los 10 y 12 años.Palabra clave: dolor de espalda, escolares, prevención, promoción de la salud.Abstract: The aim of this research study is to explore the existence of back pain in schoolchildren and determine the risk factors associated with a greater possibility of it, to design an intervention. This study was carried out using a sample of 178 schoolchildren (94 boys and 84 girls) aged 10-12, resident in Mallorca. The schools were chosen using stratified random sampling, depending on the size of the centre, type and location. The questionnaire and method for gathering the data were previously validated using the test-rest reliability method. The obtained results show that 61.2% of the schoolchildren (45.7% boys and 78.6% girls) suffer from back pain. There is no significant relationship between sport or the time spent doing sporting activities and the existence or non-existence of symptoms of back pain in the schoolchildren. As for the weight of their schoolbags, they had an average weight of 4.99 kg, equivalent to 11.9% of the children’s body weight. From the results that were obtained, this study suggests that, in keeping with the scientific literature that was reviewed, back pain is a problem that affects the young population (more specifically children aged 10 to 12) to a high degree.Key words: back pain, prevention, promotion of healthcare

El propósito de esta investigación fue examinar la prevalencia de sobrepeso, obesidad, niveles de actividad física y de autoestima de la población infantil centroamericana, comparándoles según sexo y país. Este estudio comparativo transversal de muestra probabilística aleatoria por conglomerados evaluó 5291 estudiantes matriculados en cuarto, quinto y sexto grado, de los cuales 52.3% fueron niñas y 47.7% niños, pertenecientes a 73 centros educativos de Guatemala, Honduras, El Salvador, Costa Rica, Nicaragua y Panamá, con una edad promedio de 10.90 ± 1.13. En todos los países se realizó la medición del peso y la talla para el cálculo del índice de masa corporal, se aplicó el cuestionario de actividad física para niños y niñas mayores (PAQ-C) y el cuestionario LAWSEQ para la medición del nivel de autoestima. Los resultados de esta investigación mostraron una prevalencia de sobrepeso y obesidad del 25%, un nivel de actividad física bajo en un 35.1% y una baja autoestima en el 44.3%. Asimismo, al determinar el efecto del país de procedencia y del género sobre el índice de masa corporal, nivel de actividad física y autoestima, controlando la edad como una covariable, se encontró que El Salvador presentó el mayor promedio de índice de masa corporal y el menor nivel de actividad física junto a Honduras y Panamá. En relación a la autoestima, solamente Costa Rica y Guatemala presentaron una autoestima promedio. Esto demuestra que la situación de salud pública que enfrenta la niñez centroamericana es un problema que debe ser atendido en forma integral. Abstract. The purpose of this investigation was to explore the prevalence of overweight, obesity, physical activity levels, and self-esteem in Central American children, comparing them by gender and country. This comparative cross-sectional study used a random probabilistic conglomerate-based sampling technique, by which 5.291 students (52.3% girls and 47.7% boys) enrolled in fourth, fifth, and sixth grade from 73 schools in Guatemala, Honduras, El Salvador, Costa Rica, Nicaragua, and Panama, with an average age of 10.90 ± 1.13 years old, were selected. In all the participating countries, weight and height were taken to calculate body mass index; additionally, the Physical Activity Questionnaire for Children (PAQ-C) and the Lawrence's Self-Esteem Questionnaire (LAWSEQ) were applied. The results suggest a prevalence of overweight and obesity (25%), low physical activity levels (35.1%), and low self-esteem (44.3%). Also, when analyzing variables interaction by country and gender, it was found that El Salvador presented the highest average body mass index and the lowest levels of physical activity, along with Honduras and Panama. Regarding self-esteem, only Costa Rica and Guatemala presented average rank. This shows that the conditions of public health with regard to Central American youth are concerning and must be dealt with in an integral manner.

La actividad física (AF) es fundamental en la infancia y en la adolescencia a fin de promover un desarrollo saludable. La OMS (2010), recomienda que los niños de 5-17 años deberían acumular un mínimo de 60 minutos diarios de AF moderada (3 - 6 METs) o vigorosa (> 6 METs). El objetivo general del estudio se centra en evaluar y conocer mediante la utilización de acelerometría triaxial si el tiempo e intensidad de la AF realizada diariamente por los adolescentes de un centro escolar cumplen con las recomendaciones de la OMS. Los participantes fueron 60 adolescentes pertenecientes a la escuela Empordá (Roses, España). Previamente se obtuvo el consentimiento informado de los padres y/o tutores. Los niveles de AF diarios fueron obtenidos mediante acelerometría, el índice de Masa corporal (IMC) se calculó utilizando el peso y la altura, la frecuencia cardíaca (FC) y tensión arterial (TA) se obtuvieron mediante un tensiómetro digital. Se realizó un análisis descriptivo de todas las variables y el test T de Student (p < .05) se utilice para analizar las diferencias entre varones y mujeres. Los pricipales resultados muestran que los varones realizan AF durante más tiempo y a mayores intensidades que las mujeres. Existe un bajo porcentaje de alumnos que cumplen con las recomendaciones de la OMS. Como conclusiones, creemos muy importante la búsqueda de nuevas estrategias y métodos a fin de involucrar un mayor número de adolescentes en la práctica de AF, como también vemos de vital inportancia las sesiones de AF en la escuela.Palabra clave: actividad física, intensidad, gasto calórico, adolescentes, acelerómetro, acelerometría.Abstract: Physical Activity (PA) is very important during childhood and adolescence in order to promote healthy development and prevent obesity. The WHO recommends 60 minutes daily of moderate-vigorous activity (e» 3 METs/day). The main objective of the study is to assess the levels of PA intensity performed daily by adolescents from a school using the triaxial accelerometry system and to know if they achieve the WHO recommendations. The sample size was 60 Spanish adolescents (14.52 ± .854 year-old) belongs to the Empordá school (Empúries, Spain). Previous informed consent was obtained from their parents and/or tutors. PA levels were obtained through accelerometry, Body Mass Index (BMI) was calculated though weight and height, heart rate (HR) and blood pressure (BP) were measured using a digital automatic blood pressure monitor. Descriptive for all data was calculated, and T–test (p < .05) was used to analyze the differences between boys and girls. The main result show that males performed PA during longer time and at higher intensity than women. There is a low percentage of students who achieve the WHO recommendations. In conclusion, we believe very important to seek new strategies and methods to involve more adolescents in the practice of PA, and we believe that PA sessions at school are very important. Key words: physical activity, intensity, energy expenditure, adolescents, accelerometry, accelerometer.

Abstract.The family still makes the socializing agency par excellence, hence it affects the appropriateness of proceeding to study the mechanisms of influence on adolescent attitudes to school violence, given the importance of the perceived quality of communication and support socio affective in the family. The educational style printed to parent-child relationships, the type of support provided or family pressure, among other factors specific to the process of family socialization variables are related to attitudes to the problem of bullying among equals. And, certainly, the closest social environment has a significant effect on both the psychological adjustment of victims of bullying, and deregulation of those who have favorable attitudes toward bullying. Given the finding that students victims of bullying who have better communication with their parents show greater integration into their peer group and have better psychological adjustment that victims of harassment that do not have these important psychosocial resources interest is justified psychosocial study of this linkage attitudinal level. Therefore, we aim to provide a psychosocial analysis of the reported differences in the family environment indicators such as parent-child communication, use of physical punishment and / or psychological in parental discipline style and perceived parental support and understanding, between others, based on overall attitudes to the perceived problem of bullying among equals. Specifically, in this study sample consists of a total of 550 students (278 girls, 50.5% and 272 boys, 49.5%) enrolled in the Principality of Asturias (Spain), aged between 12 and 19 years (mean = 14,74, SD = 1,642). We evaluated attitudes to bullying according to a three-dimensional model (.Beliefs, expectations, etc.) cognitive level, affective (feelings, values, awareness, etc..) And behavioral (personal disposition). It has been confirmed that adolescents who have more favorable attitudes toward violence among peers perceive a more conflictual family climate and report the use of corporal punishment more and more psychological violence by their parents, as well as greater understanding and less communicative difficulties and psychosocial support.Keywords: Family environment, Bullying, Youth, Attitudes, Psychosocial Perspective.Resumen.La familia sigue representando la agencia socializadora por excelencia, de ahí que se incida en la pertinencia de proceder a estudiar sus mecanismos de influencia sobre las actitudes de los adolescentes ante la violencia escolar, dada la importancia de la calidad percibida de la comunicación y del apoyo socioafectivo en el entorno familiar. El estilo educativo imprimido a las relaciones paterno-filiales, el tipo de apoyo brindado o la presión familiar, entre otros factores propios del proceso de socialización familiar, constituyen variables relacionadas con las actitudes ante la problemática del acoso escolar entre iguales. Y es que, ciertamente, el entorno social más próximo ejerce un importante efecto tanto en el ajuste psicológico de las víctimas de acoso escolar, como en las desregulaciones de quienes presentan actitudes favorables ante el bullying. Dada la constatación de que los alumnos víctimas de acoso escolar que tienen una mejor comunicación con sus padres muestran una mayor integración en su grupo de iguales y presentan mejor ajuste psicológico que las víctimas de acoso que no cuentan con estos importantes recursos psicosociales se justifica el interés del estudio psicosocial de esta vinculación a nivel actitudinal. Por tanto, nuestro objetivo es ofrecer un análisis psicosocial de las diferencias informadas en el ambiente familiar en indicadores, tales como comunicación paterno-filial, empleo del castigo físico y/o psicológico en el estilo disciplinar paterno y percepción de apoyo y comprensión paternos, entre otros, en función de las actitudes globales percibidas ante la problemática del acoso escolar entre iguales. En concreto, en este estudio la muestra está integrada por un total de 550 alumnos (278 chicas, 50.5% y 272 chicos, 49.5%) escolarizados en el Principado de Asturias con edades comprendidas entre los 12 y los 19 años (media=14,74; DT= 1,642). Se han evaluado las actitudes ante el acoso escolar de acuerdo con un modelo tridimensional: plano cognitivo (creencias, expectativas, etc.), afectivo (sentimientos, valoraciones, concienciación, etc.) y comportamental (disposición personal). Se ha confirmado que los adolescentes que presentan actitudes más favorables ante la violencia entre iguales perciben un clima familiar más conflictivo e informan del empleo de más castigos corporales y de mayor violencia psicológica por parte de sus padres, así como de mayores dificultades comunicativas y menor comprensión y apoyo psicosocial.Palabras Clave: Clima familiar, Acoso escolar, Adolescencia, Actitudes, Perspectiva psicosocial.

Despite global shifts toward prevention of school corporal punishment, the practice remains widespread. This systematic review focused on (a) prevalence, (b) associated mental health and behavioral factors, and (c) correlates that may be risk or protective factors. Studies included in this review were peer-reviewed, published in English between 1980 and July 2017, and quantitative in design. Fifty-three papers met the inclusion criteria. All were cross-sectional surveys, predominantly of moderate quality and conducted in the United States (US) and on the African continent. Results indicated that school corporal punishment is prevalent across the globe (including where bans are in place) and does not appear to be decreasing over time, although measurement differences preclude firm conclusions. It is associated with physical, academic, mental health, and behavioral problems for children. Boys, Black students (in the US), and students exposed to violence at home were most at risk of corporal punishment. It is unclear whether disability puts a student at risk. Schools with high rates of other disciplinary practices were more likely to use corporal punishment, while those who employed a mental health professional and trained staff in safety procedures were less likely to use corporal punishment. Teacher attitudes favoring corporal punishment, and their use of violence in other contexts, increased risk. Low socioeconomic status (of the student or the school environment) increased risk, while high levels of state social capital reduced risk. Future research must include areas where corporal punishment is banned and focus on developing effective interventions to prevent school corporal punishment.

The present study examined the moderating effects of both parents’ warmth in the relations between parental harsh discipline (psychological aggression and corporal punishment) and migrant children’s anxiety and parent and child gender differences in the moderating mechanism in Chinese society. This study used a sample of 477 elementary school-age children and both their parents in Chinese migrant families. We constructed a Structural Equation Model to explore the relation between parental harsh discipline (psychological aggression and corporal punishment) and migrant children’s anxiety and the moderating role of parental warmth. Our findings revealed that maternal but not paternal psychological aggression was found to significantly predict boys’ anxiety. Moreover, maternal warmth exacerbated the relations between paternal corporal punishment and girls’ anxiety. The findings provide partial support for the “healthy context paradox” and highlight the importance of considering how the broader family emotional context may interact with parental harsh discipline to influence child adjustment.

The study sought to determine: (a) the perceptions of students with disabilities, their teachers, caregivers and parents about what constitutes child abuse of children with disabilities; and (b) how these stakeholders view the school’s efforts to help children with disabilities avoid abuse and cope with instances of abuse. A purposive sample of 14 children with various disabilities, 7 teachers who taught and counselled these children and 2 caregivers who looked after the children in their hostels at the residential school participated in this study. Seven parents of children with disabilities were also interviewed. Data were analysed using themes in this study. Teachers, parents and caregivers reported that young girls with disabilities were forced into sexual relations by older boys and men. Children with visual and hearing impairments reported that corporal punishment was administered on them; and embarrassing name-calling and verbal abuse by some teachers and caregivers as behaviour modification strategies.

The compulsion to work has clearly become pathological in modern industrial societies. Millions of people are working long hours, devoting their lives to making or doing things that will not enrich their lives or make them happier but will add to the garbage and pollution that the earth is finding difficult to accommodate. They are so busy doing this that they have little time to spend with their family and friends, to develop other aspects of themselves, to participate in their communities as full citizens. Unless the work/consume treadmill is overcome there is little hope for the planet. The work ethic, and the corresponding respect accorded to those who accumulate wealth, are socially constructed but rapidly becoming dysfunctional for social and environmental welfare. Much has been written about the role of Protestant preachers in the rise of the work ethic but the continued reinforcement of a secular work ethic owes much to literature, particularly self-help books and children's literature of the nineteenth century, which promoted work as a route to success and a sign of good character. In the centuries following the Protestant reformation the emphasis on work as a religious calling was gradually superseded by a materialistic quest for social mobility and material success. This success-oriented work ethic encouraged ambition, hard work, self-reliance, and self-discipline and held out the promise that such effort would be materially rewarded. Through example and reiteration, the myth that any man, no matter what his origins, could become rich if he tried hard enough became firmly established. The self-made man owed his advancement to habits of industry, sobriety, moderation, self-discipline, and avoidance of debt (Beder). In early America the middle classes "controlled the major institutions of social influence" the schools, churches, factories, political offices and publishing companies and used them to propagate work values (Cherrington 32-3). Their children learned the value of hard work from their parents and this was reinforced by school teachers, classroom readers and popular books. Benjamin Franklin was one of the best-known early propagators of work values. Poor Richard and Franklin's autobiography sold millions of copies at the time and was translated into many languages for sale abroad. In his books he urged thrift, industry, pursuit of money and hard work. "Newspapers, books, interviews, speeches, and literature abounded with praise of the successful who had made it on their own" (Bernstein 141). Success was defined in terms of doing well in business and making lots of money. Owning one's own business was supposed to be a route to success that was open to all, as Abraham Lincoln explained in an 1861 speech to Congress: "The prudent, penniless beginner in the world, labors for wages awhile, saves a surplus with which to buy tools or land for himself, then labors on his own account for awhile, and at length hires another new beginner to help him. This is a just, and generous, and prosperous system; which opens the way to all gives hope to all, and consequent energy and progress, and improvement of conditions to all." (qtd. in Chinoy 4) The earliest textbooks published in America promoted work values as part of good character and the formula to success. These included the Peter Parley books first published by Samuel Goodrich during the 1820s and 30s (Peter Parley was a pseudonym). Goodrich wrote some 150 children's books beginning with Tales of Peter Parley about America. The Parley books covered geography, history, commerce and even mathematics. McGuffey's Eclectic Readers were the standard English textbooks in American schools from 1830s through to 1920s. They were first published in 1836 and became perhaps the most widely read children's books in the 19th century with 122 million copies of the six readers sold to an estimated four fifths of US school children (Cherrington 36). American children learned to read and write using these books, which also taught middle-class values including the work ethic and success through hard work: "Work, work, my boy, be not afraid; Look labor boldly in the face" (qtd. in Bernstein 161). They are again being promoted today by conservative groups in the US (see for example http://www.liberty-tree.org/ltn/mcguffeys-reader.html and http://www.aobs-store.com/reviews/mcguffey.htm). American story books also taught work values. Horatio Alger (1832-99) was one of the most prolific American writers. He wrote some 130 books that taught work values to young boys. Twenty million copies of Alger's books were sold with titles such as Strive and Succeed, Ragged Dick, Mark the Matchboy, Risen from the Ranks, Bound to Rise. They typically told of poor boys who became self-made men through their own efforts and perseverance. In the twentieth century children continued to learn at school about how various successful businessmen had started from humble origins. From the 1940s the American Schools and Colleges Association presented an annual "Horatio Alger Award" to businessmen whose "rise to success symbolizes the tradition of starting from scratch under our system of free competitive enterprise" (Chinoy 1) and there are still a range of Alger associations and awards current today (see for example http://www.ihot.com/~has/ and http://www.horatioalger.com/). Self-help books supplemented fiction in showing the way to success. Books at the turn of the 20th century with names such as The Conquest of Poverty, Pushing to the Front, Success under Difficulty, all preached the message of how any motivated, hard-working individual could overcome life's obstacles. Work as a route to success was also promoted in Britain in books, newspapers and official reports. Workers were urged to work hard towards success, to be independent and raise themselves above their lowly stations in life through saving, striving, and industriousness. Nineteenth century organisations such as the Bettering Society promoted thrift and self-improvement and criticised measures to aid the poor (Roach 69). Samuel Smiles was one of the foremost advocates of "the spirit of self-help". His 1859 book Self-Help argued: "In many walks of life drudgery and toil must be cheerfully endured as the necessary discipline of life... He who allows his application to falter, or shirks his work on frivolous pretexts, is on the sure road to ultimate failure... even men with the commonest brains and the most slender powers will accomplish much..." (qtd. in Ward 22-3) The myth of the self-made man was also evident in popular music hall songs in the 19th century, such as Work Boys Work by Harry Clifton (1824-1872): ...labour leads to wealth and will keep you in good health, so its best to be contented with your lot. Whilst it was true that some of the early English manufacturers started off as workers themselves, they tended to come from the middle classes and as time went by the opportunity for working people to become capitalists were reduced as the income gap between capitalists and workers broadened. In fact the much publicised gospel of improvement and self-help served only to obscure the very limited prospects and achievements of the self-made men within early and later Victorian society, and investigations of the steel and hosiery industries, for instance, have shown how little recruitment occurred from the ranks of the workers to those of the entrepreneurs. (Thomis 86) However, there were enough oft-repeated stories of individuals moving from poverty to wealth to keep alive, at least in the minds of the well-to-do, the idea that hard work could lead from rags-to-riches, despite this not being the case for the vast majority of people who were born in poverty and died in poverty after a life time of hard work (Furnham 198). In this way the affluent were able to feel comfortable about poverty in their midst, blaming it on individual weakness rather than societal failings. In Britain, as in America, the myth of the self-made man persisted in children's literature into the twentieth century. Academic Philip Cohen noted: When I was growing up in the early 1950s it was still possible to get given 'improving books' for one's birthday, consisting of biographies of self-made men, engineers, inventors, industrialists, entrepreneurs, philanthropists and the like. These men, and they were all men, had usually lived in the 'heroic' age of nineteenth-century capitalism and the books themselves were clearly prepared for the edification of the young. (Cohen 61) The contemporary reception by audiences of the texts discussed in this article is unknown. In particular, the degree to which children were able to resist the none too subtle moral lessons contained in their texts and stories is a question requiring empirical research that has yet to be carried out. However, it is evident that the promotion of the work ethic has been a successful enterprise and this article has shown that 19thcentury books played an active part in that. Although not everyone subscribes to the work ethic today, the myth of the self-made man remains a myth in most English speaking countries, even though the disparities between rich and poor are widening and it is becoming more and more difficult for the poor to become rich through talent, effort and opportunities. Despite the dysfunctionality of the work ethic it continues to be promoted and praised, accepted and acquiesced to. It is one of the least challenged aspects of industrial culture. Yet it is based on myths and fallacies which provide legitimacy for gross social inequalities. If we are to protect the planet and our social health we need to find new ways of judging and valuing each other which are not work and income dependent. References Beder, Sharon. Selling the Work Ethic: From puritan pulpit to corporate PR. London: Zed Books, 2000. Bernstein, Paul. American Work Values: Their Origin and Development. Albany, NY: State U of New York P, 1997. Cherrington, David J. The Work Ethic: Working Values and Values that Work. New York: AMACON, 1980. Chinoy, Ely. Automobile Workers and the American Dream. 2nd ed. Urbana and Chicago: U of Illinois P, 1992. Cohen, Philip. "Teaching Enterprise Culture: Individualism, Vocationalism and the New Right." The Social Effects of Free Market Policies: An International Text. Ed. Ian Taylor. New York: Harvester Wheatsheaf, 1990. 49-91. Furnham, Adrian. The Protestant Work Ethic: The Psychology of Work-Related Beliefs and Behaviours. London: Routledge, 1990. Roach, John. Social Reform in England 1780-1880. London: B T. Batsford, 1978. Thomis, Malcolm I. The Town Labourer and the Industrial Revolution. London: B.T.Batsford, 1974. Ward, J. T. The Age of Change 1770-1870. London: A&C Black, 1975. Links http://www.horatioalger.com/ http://www.aobs-store.com/reviews/mcguffey.htm http://www.ihot.com/~has/ http://www.liberty-tree.org/ltn/mcguffeys-reader.html Citation reference for this article MLA Style Beder, Sharon. "The Promotion of a Secular Work Ethic" M/C: A Journal of Media and Culture 4.5 (2001). [your date of access] < http://www.media-culture.org.au/0111/Beder.xml >. Chicago Style Beder, Sharon, "The Promotion of a Secular Work Ethic" M/C: A Journal of Media and Culture 4, no. 5 (2001), < http://www.media-culture.org.au/0111/Beder.xml > ([your date of access]). APA Style Beder, Sharon. (2001) The Promotion of a Secular Work Ethic. M/C: A Journal of Media and Culture 4(5). < http://www.media-culture.org.au/0111/Beder.xml > ([your date of access]).

El propósito de esta investigación fue analizar el conocimiento conceptual sobre hábitos saludables mediante la aplicación de un cuestionario. Participaron en la investigación 1163 alumnos (610 chicos y 553 chicas) de Educación Primaria. El cuestionario constó de 57 preguntas agrupadas en ocho bloques. Los resultados indican que el alumnado posee un nivel de conocimientos sobre hábitos saludables por encima del aprobado, destacando en las dimensiones “Higiene corporal” (M 87.22 DS 17.41) y “Hábitos alimenticios” (M 81.60 DS 10.30). Sin embargo, las dimensiones con menor puntuación son “Condición Física” (M 34.24 DS 23.02) y “Prevención de accidentes y conocimiento de primeros auxilios” (M 38.72 DS 24.18), por lo que sería conveniente incluir más programas para su mejora. Además, se constatan diferencias altamente significativas (p<0.01) a partir de tres horas dedicadas a la actividad física. Se establece una relación positiva entre la práctica de la actividad física y el conocimiento de los hábitos de salud para la mejora de la calidad de vida en los estudiantes. === The objective of this investigation was to analyze the conceptual knowledge with regards to healthy habits using a questionnaire method. 1163 pupils participated in the investigation (610 boys and 553 girls) from Primary Education. The questionnaire included 57 questions, which were grouped into eight blocks. The results indicate that pupils have a higher than average knowledge of health habits, particularly in the areas of “Personal hygiene” (M 87.22 SD 17.41) and “Eating habits” (M 81.60 SD 10.30). However, the areas with the lowest scores are “Physical condition” (M 34.24 SD 23.02) and “Accident prevention and first aid knowledge” (M 38.72 SD 24.18), so it would be necessary to include more programs to improve such areas. Furthermore, highly significant differences (p<0.01) can be found from three hours dedicated to physical activity. A positive relationship is established between physical activity and knowledge of health habits to improve the quality of life of school children.

Introdução: Nas últimas décadas aumentou o número de pessoas acima do peso, incluindo crianças e adolescentes, fato que é considerado preocupante, pois pode acarretar diversas doenças crônicas, em longo prazo.Objetivo: Avaliar a prevalência de sobrepeso e obesidade em escolares de um colégio militar, investigando possíveis diferenças entre os sexos e as faixas etárias.Métodos: Estudo quantitativo, transversal, do qual participaram 381 escolares de um colégio militar de Minas Gerais, de 11 a 17 anos, sendo 213 meninos e 168 meninas. Calculou-se o índice de massa corporal (IMC) que foi classificado segundo o PROESP-BR. Para testar diferenças entre os sexos, utilizou-se o teste do Qui-Quadrado (X2) e para testar a relação entre idade e IMC, utilizou-se a correlação de Pearson. Significância estatística: p < 0,05.Resultados: Foi observado sobrepeso em 17,8% (n = 68) e de obesidade em 5,8% (n = 22) dos escolares. Houve correlação positiva entre a idade cronológica e o IMC (r = 0,32; p < 0,0001). Não houve correlação entre estado nutricional e faixa etária. Não foram observadas diferenças significativas entre os sexos, em relação ao sobrepeso e à obesidade (16,9% e 6,6% nos meninos vs. 19,0% e 4,8% nas meninas, respectivamente).Conclusão: A prevalência sobrepeso e obesidade nos escolares do colégio militar, em conjunto, foi de 23,6%, tanto nos meninos quanto nas meninas, sem diferença significativa entre as faixas etárias. Essa prevalência foi similar à média de escolares brasileiros.Prevalence of Overweight and Obesity in Students of a Military SchoolIntroduction: Over the past few decades, the number of overweight people, including children and adolescents has increased significantly, a fact that is considered worrying, as it can lead to several chronic diseases in the long term.Objective: To evaluate the prevalence of overweight and obesity in schoolchildren of a military college, investigating possible differences between sexes and age groups.Methods: A quantitative, cross-sectional study was carried out in which 381 students from a military school in Minas Gerais, aged 11 to 17 years, were 213 boys and 168 girls. The body mass index (BMI) was calculated according to the PROESP-BR. To test for gender differences, the Chi-square test (X2) was used and Pearson's correlation was used to test the relationship between age and BMI. Statistical significance: p <0.05.Results: Overweight was observed in 17.8% (n = 68) and obesity in 5.8% (n = 22) of the students. There was a positive correlation between chronological age and BMI (r = 0.32; p <0.0001). There was no correlation between nutritional status and age range. No significant differences were observed between genders regarding overweight and obesity (16.9% and 6.6% in boys vs. 19.0% and 4.8% in girls, respectively).Conclusion: The prevalence of overweight and obesity in the students of the military college, together, was 23.6% in both boys and girls, with no significant difference between age groups. This prevalence was similar to the average of Brazilian schoolchildren.

Unchanged Indian education system has blocked student’s interest in active learning in the classroom. All the time and all the ways students are demotivated, distracted and pressurized. Today class room teaching made the teachers get limited for completion of the portion and also the modern educational institutions are wordless in beyond classroom teaching. Corporal punishments, exams and home works are only become the deferent parameters to measure the children. It made all the way children feel helpless, hopeless and worthless. In the classroom students are only expected by the teachers to be silent and pay attention towards continues sessions. The other hand teachers have no way to pay little time to make children get motivated and active. However unless we create a positive and motivational teaching in the classroom no use whatever we inculcate, only we can complete the portion not inculcating values of concept we teach. The main objective of this study is to implement the cap concept, which creates student’s attention towards positive change in their attitude and behaviour, concentration in the class, improved confidence level, encouraged towards social involvement and many more. Cap concept is nothing but awarding an attractive cap to a student in the classroom for the recognition of a little positive work that he or she has done. The student awarded cap will wear it and sit in the particular session. It influences the student to feel proud by the identity and claps given by the classmates. The particular student will also will start liking and accepting the particular teacher and their guidance. The study made it very clear that the cap concept will surely help the teacher to encourage the students with several behavioural problems and bring positive change in their day todays leaving. As per the data 64% of respondents have expressed positive improvement in their behaviour. The activity is conducted for 50 high school students; 25 girls and 25 boys. Interview schedule, primary and secondary methods are used and the study is descriptive in nature.

IntroductionIn Nancy Meyers’s 2015 film The Intern a particular kind of masculinity is celebrated through the material accoutrements of Ben Whittaker (Robert De Niro). A retired 70-year-old manager, Ben takes up a position as a “senior” Intern in an online clothing distribution company run by Jules Ostin (Anne Hathaway). Jules’s company, All About Fit, is the embodiment of the Gen Y creative workplace operating in an old Brooklyn warehouse. Ben’s presence in this environment is anachronistic and yet also stylishly retro in an industry where “vintage” is a mode of dress but also offers alternative ethical values (Veenstra and Kuipers). The alternative that Ben offers is figured through his sartorial style, which mobilises a specific kind of retro masculinity made available through his senior white male body. This paper investigates how and why retro masculinity is materialised and embodied as both a set of values and a set of objects in The Intern.Three particular objects are emblematic of this retro masculinity and come to stand in for a body of desirable masculine values: the business suit, the briefcase, and the handkerchief. In the midst of an indie e-commerce garment business, Ben’s old-fashioned wardrobe registers a regular middle class managerial masculinity from the past that is codified as solidly reliable and dependable. Sherry Turkle reminds us that “material culture carries emotions and ideas of startling intensity” (6), and these impact our thinking, our emotional life, and our memories. The suit, briefcase, and handkerchief are material reminders of this reliable masculine past. The values they evoke, as presented in this film, seem to offer sensible solutions to the fast pace of twenty-first century life and its reconfigurations of family and work prompted by feminism and technology.The film’s fetishisation of these objects of retro masculinity could be mistaken for nostalgia, in the way that vintage collections elide their political context, and yet it also registers social anxiety around gender and generation amid twenty-first century social change. Turner reminds us of the importance of film as a social practice through which “our culture makes sense of itself” (3), and which participates in the ongoing negotiation of the meanings of gender. While masculinity is often understood to have been in crisis since the advent of second-wave feminism and women’s mass entry into the labour force, theoretical scrutiny now understands masculinity to be socially constructed and changing, rather than elemental and stable; performative rather than innate; fundamentally political, and multiple through the intersection of class, race, sexuality, and age amongst other factors (Connell; Butler). While Connell coined the term “hegemonic masculinity,” to indicate “masculinity which occupies the hegemonic position in a given pattern of gender relations” (76), it is always intersectional and contestable. Ben’s hegemonic position in The Intern might be understood in relation to what Buchbinder identifies as “inadequate” or “incompetent” masculinities, which offer a “foil for another principal character” (232), but this movement between margin and hegemony is always in process and accords with the needs that structure the story, and its attendant social anxieties. This film’s fetishising of Ben’s sartorial style suggests a yearning for a stable and recognisable masculine identity, but in order to reinstall these meanings the film must ignore the political times from which they emerge.The construction of retro masculinity in this case is mapped onto Ben’s body as a “senior.” As Gilleard notes, ageing bodies are usually marked by a narrative of corporeal decline, and yet for men of hegemonic privilege, non-material values like seniority, integrity, wisdom, and longevity coalesce to embody “the accumulation of cultural or symbolic capital in the form of wisdom, maturity or experience” (1). Like masculinity, then, corporeality is understood to be a set of unstable signifiers produced through particular cultural discourses.The Business SuitThe business suit is Ben Whittaker’s habitual work attire, so when he comes out of retirement to be an intern at the e-commerce company he re-adopts this professional garb. The solid outline of a tailored and dark-coloured suit signals a professional body that is separate, autonomous and impervious to the outside world, according to Longhurst (99). It is a body that is “proper,” ready for business, and suit-ed to the professional corporate world, whose values it also embodies (Edwards 42). In contrast, the costuming code of the Google generation of online marketers in the film is defined as “super cas[ual].” This is a workplace where the boss rides her bicycle through the open-space office and in which the other 219 workers define their individuality through informal dress and decoration. In this environment Ben stands out, as Jules comments on his first day:Jules: Don’t feel like you have to dress up.Ben: I’m comfortable in a suit if it’s okay.Jules: No, it’s fine. [grins] Old school.Ben: At least I’ll stand out.Jules: I don’t think you’ll need a suit to do that.The anachronism of a 70-year-old being an intern is materialised through Ben’s dress code. The business suit comes to represent Ben not only as old school, however, but as a “proper” manager.As the embodiment of a successful working woman, entrepreneur Jules Ostin appears to be the antithesis of the business-suit model of a manager. Consciously not playing by the book, her company is both highly successful, meeting its five-year objectives in only nine months, and highly vulnerable to disasters like bedbugs, delivery crises, and even badly wrapped tissue. Shaped in her image, the company is often directly associated with Jules herself, as Ben continually notes, and this comes to include the mix of success, vulnerability, and disaster. In fact, the success of her company is the reason that she is urged to find a “seasoned” CEO to run the company, indicating the ambiguous, simultaneous guise of success and disaster.This relationship between individual corporeality and the corporate workforce is reinforced when it is revealed that Ben worked as a manager for 40 years in the very same warehouse, reinforcing his qualities of longevity, reliability, and dependability. He oversaw the printing of the physical telephone book, another quaint material artefact of the past akin to Ben, which is shown to have literally shaped the building where the floor dips over in the corner due to the heavy printers. The differences between Ben and Jules as successive generations of managers in this building operate as registers of social change inflected with just a little nostalgia. Indeed, the name of Jules’s company, All About Fit, seems to refer more to the beautifully tailored “fit” of Ben’s business suit than to any of the other clothed bodies in the company.Not only is the business suit fitted to business, but it comes to represent a properly managed body as well. This is particularly evident when contrasted with Jules’s management style. Over the course of the film, as she endures a humiliating series of meetings, sends a disastrous email to the wrong recipient, and juggles her strained marriage and her daughter’s school schedule, Jules is continuously shown to teeter on the brink of losing control. Her bodily needs are exaggerated in the movie: she does not sleep and apparently risks “getting fat” according to her mother’s research; then when she does sleep it is in inappropriate places and she snores loudly; she forgets to eat, she cries, gets drunk and vomits, gets nervous, and gets emotional. All of these outpourings are in situations that Ben remedies, in his solid reliable suited self. As Longhurst reminds us,The suit helps to create an illusion of a hard, or at least a firm and “proper,” body that is autonomous, in control, rational and masculine. It gives the impression that bodily boundaries continually remain intact and reduce potential embarrassment caused by any kind of leakage. (99)Ben is thus suited to manage situations in ways that contrast to Jules, whose bodily emissions and emotional dramas reinforce her as feminine, chaotic, and emotionally vulnerable. As Gatens notes of our epistemological inheritance, “women are most often understood to be less able to control the passions of the body and this failure is often located in the a priori disorder or anarchy of the female body itself” (50). Transitioning these philosophical principles to the 21st-century workplace, however, manifests some angst around gender and generation in this film.Despite the film’s apparent advocacy of successful working women, Jules too comes to prefer Ben’s model of corporeal control and masculinity. Ben is someone who makes Jules “feel calm, more centred or something. I could use that, obviously,” she quips. After he leads the almost undifferentiated younger employees Jason, Davis, and Lewis on a physical email rescue, Jules presents her theory of men amidst shots at a bar to celebrate their heist:Jules: So, we were always told that we could be anything, do anything, and I think guys got, maybe not left behind but not quite as nurtured, you know? I mean, like, we were the generation of You go, Girl. We had Oprah. And I wonder sometimes how guys fit in, you know they still seem to be trying to figure it out. They’re still dressing like little boys, they’re still playing video games …Lewis: Well they’ve gotten great.Davis: I love video games.Ben: Oh boy.Jules: How, in one generation, have men gone from guys like Jack Nicholson and Harrison Ford to … [Lewis, Davis, and Jason look down at themselves]Jules: Take Ben, here. A dying breed. Look and learn boys, because if you ask me, this is what cool is.Jules’s excessive drinking in this scene, which is followed by her vomiting into a rubbish bin, appears to reinforce Ben’s stable sobriety, alongside the culture of excess and rapid change associated with Jules through her gender and generation.Jules’s adoption of Ben as the model of masculinity is timely, given that she consistently encounters “sexism in business.” After every meeting with a potential CEO Jules complains of their patronising approach—calling her company a “chick site,” for example. And yet Ben echoes the sartorial style of the 1960s Mad Men era, which is suffused with sexism. The tension between Ben’s modelling of old-fashioned chivalry and those outdated sexist businessmen who never appear on-screen remains linked, however, through the iconography of the suit. In his book Mediated Nostalgia, Lizardi notes a similar tendency in contemporary media for what he calls “presentist versions of the past […] that represent a simpler time” (6) where viewers are constructed as ”uncritical citizens of our own culture” (1). By heroising Ben as a model of white middle-class managerial masculinity that is nostalgically enduring and endearing, this film betrays a yearning for such a “simpler time,” despite the complexities that hover just off-screen.Indeed, most of the other male characters in the film are found wanting in comparison to the retro masculinity of Ben. Jules’s husband Matt appears to be a perfect modern “stay-at-home-dad” who gives up his career for Jules’s business start-up. Yet he is found to be having an affair with one of the school mums. Lewis’s clothes are also condemned by Ben: “Why doesn’t anyone tuck anything in anymore?” he complains. Jason does not know how to speak to his love-interest Becky, expecting that texting and emailing sad emoticons will suffice, and Davis is unable to find a place to live. Luckily Ben can offer advice and tutelage to these men, going so far as to house Davis and give him one of his “vintage” ties to wear. Jules endorses this, saying she loves men in ties.The BriefcaseIf a feature of Ben’s experienced managerial style is longevity and stability, then these values are also attached to his briefcase. The association between Ben and his briefcase is established when the briefcase is personified during preparations for Ben’s first day: “Back in action,” Ben tells it. According to Atkinson, the briefcase is a “signifier of executive status […] entwined with a ‘macho mystique’ of concealed technology” (192). He ties this to the emergence of Cold War spy films like James Bond and traces it to the development of the laptop computer. This mix of mobility, concealment, glamour, and a touch of playboy adventurousness in a mass-produced material product manifested the values of the corporate world in latter 20th-century work culture and rendered the briefcase an important part of executive masculinity. Ben’s briefcase is initially indicative of his anachronistic position in All About Fit. While Davis opens his canvas messenger bag to reveal a smartphone, charger, USB drive, multi-cable connector, and book, Ben mirrors this by taking out his glasses case, set of pens, calculator, fliptop phone, and travel clock. Later in the film he places a print newspaper and leather bound book back into the case. Despite the association with a pre-digital age, the briefcase quickly becomes a product associated with Ben’s retro style. Lewis, at the next computer console, asks about its brand:Ben: It’s a 1973 Executive Ashburn Attaché. They don’t make it anymore.Lewis: I’m a little in love with it.Ben: It’s a classic Lewis. It’s unbeatable.The attaché case is left over from Ben’s past in executive management as VP for sales and advertising. This was a position he held for twenty years, during his past working life, which was spent with the same company for over 40 years. Ben’s long-serving employment record has the same values as his equally long-serving attaché case: it is dependable, reliable, ages well, and outlasts changes in fashion.The kind of nostalgia invested in Ben and his briefcase is reinforced extradiagetically through the musical soundtracks associated with him. Compared to the undifferentiated upbeat tracks at the workplace, Ben’s scenes feature a slower-paced sound from another era, including Ray Charles, Astrud Gilberto, Billie Holiday, and Benny Goodman. These classics are a point of connection with Jules, who declares that she loves Billie Holiday. Yet Jules is otherwise characterised by upbeat, even frantic, timing. She hates slow talkers, is always on the move, and is renowned for being late for meetings and operating on what is known as “Jules Standard Time.” In contrast, like his music, Ben is always on time: setting two alarm clocks each night, driving shorter and more efficient routes, seeing things at just the right time, and even staying at work until the boss leaves. He is reliable, steady, and orderly. He restores order both to the office junk desk and to the desk of Jules’s personal assistant Becky. These characteristics of order and timeliness are offered as an alternative to the chaos of 21st-century global flows of fashion marketing. Like his longevity, time is measured and managed around Ben. Even his name echoes that veritable keeper of time, Big Ben.The HandkerchiefThe handkerchief is another anachronistic object that Ben routinely carries, concealed inside his suit rather than flamboyantly worn on the outside pocket. A neatly ironed square of white hanky, it forms a notable part of Ben’s closet, as Davis notices and enquires about:Davis: Okay what’s the deal with the handkerchief? I don’t get that at all.Ben: It’s essential. That your generation doesn’t know that is criminal. The reason for carrying a handkerchief is to lend it. Ask Jason about this. Women cry Davis. We carry it for them. One of the last vestiges of the chivalrous gent.Indeed, when Jules’s personal assistant Becky bursts into tears because her skills and overtime go unrecognised, Ben is able to offer the hanky to Jason to give her as a kind of white flag, officially signaling a ceasefire between Becky and Jason. This scene is didactic: Ben is teaching Jason how to talk to a woman with the handkerchief as a material prop to prompt the occasion. He also offers advice to Becky to keep more regular hours, and go out and have fun (with Jason, obviously). Despite Becky declaring she “hates girls who cry at work,” this reaction to the pressures of a contemporary work culture that is irregular, chaotic, and never-ending is clearly marking gender, as the handkerchief also marks a gendered transaction of comfort.The handkerchief functions as a material marker of the “chivalrous gent” partly due to the number of times women are seen to cry in this film. In one of Ben’s first encounters with Jules she is crying in a boardroom, when it is suggested that she find a CEO to manage the company. Ben is clearly embarrassed, as is Jules, indicating the inappropriateness of such bodily emissions at work and reinforcing the emotional currency of women in the workplace. Jules again cries while discussing her marriage crisis with Ben, a scene in which Ben comments it is “the one time when he doesn’t have a hanky.” By the end of the film, when Jules and Matt are reconciling, she suggests: “It would be great if you were to carry a handkerchief.” The remaking of modern men into the retro style of Ben is more fully manifested in Davis who is depicted going to work on the last day in the film in a suit and tie. No doubt a handkerchief lurks hidden within.ConclusionThe yearning that emerges for a masculinity of yesteryear means that the intern in this film, Ben Whittaker, becomes an internal moral compass who reminds us of rapid social changes in gender and work, and of their discomfits. That this should be mapped onto an older, white, heterosexual, male body is unsurprising, given the authority traditionally invested in such bodies. Ben’s retro masculinity, however, is a fantasy from a fictional yesteryear, without the social or political forces that render those times problematic; instead, his material culture is fetishised and stripped of political analysis. Ben even becomes the voice of feminism, correcting Jules for taking the blame for Matt’s affair. Buchbinder argues that the more recent manifestations in film and television of “inadequate or incomplete” masculinity can be understood as “enacting a resistance to or even a refusal of the coercive pressure of the gender system” (235, italics in original), and yet The Intern’s yearning for a slow, orderly, mature, and knowing male hero refuses much space for alternative younger models. Despite this apparently unerring adulation of retro masculinity, however, we are reminded of the sexist social culture that suits, briefcases, and handkerchiefs materialise every time Jules encounters one of the seasoned CEOs jostling to replace her. The yearning for a stable masculinity in this film comes at the cost of politicising the past, and imagining alternative models for the future.ReferencesAtkinson, Paul. “Man in a Briefcase: The Social Construction of the Laptop Computer and the Emergence of a Type Form.” Journal of Design History 18.2 (2005): 191-205. Buchbinder, David. “Enter the Schlemiel: The Emergence of Inadequate of Incompetent Masculinities in Recent Film and Television.” Canadian Review of American Studies 38.2 (2008): 227-245.Butler, Judith. Gender Trouble. New York: Routledge, 1990.Connell, R.W. Masculinities. 2nd ed. Cambridge: Polity Press, 2005.Edwards, Tim. Fashion in Focus: Concepts, Practices and Politics. London: Routledge, 2010.Gatens, Moira. Imaginary Bodies: Ethics, Power and Corporeality. New York: Routledge, 1996.Gilleard, Chris, and Paul Higgs. Ageing, Corporeality and Embodiment. London: Anthem, 2014.Lizardi, Ryan. Mediated Nostalgia: Individual Memory and Contemporary Mass Media. London: Lexington Books, 2015.Longhurst, Robyn. Bodies: Exploring Fluid Boundaries. London: Routledge, 2001.Meyers, Nancy, dir. The Intern. Warner Bros. Pictures, 2015.Turkle, Sherry. “The Things That Matter.” Evocative Objects: Things We Think With. Ed. Sherry Turkle. Cambridge MA: MIT Press, 2007.Turner, Graeme. Film as Social Practice. 3rd ed. London: Routledge, 2002.Veenstra, Aleit, and Giselinde Kuipers. “It Is Not Old-Fashioned, It Is Vintage: Vintage Fashion and the Complexities of 21st Century Consumption Practices.” Sociology Compass 7.5 (2013): 355-365.

It’s a cool autumn morning and I am grateful for the sun as it warms the wet concrete. I have been told we will be spending some time outside later, so I am hopeful it will remain sunny. When everyone arrives, we go directly to the principal’s office. Once inside, someone points at the PA system. People pull out their cameras and take a quick photo—we were told the PA system in each school can be different so information about the broadcasting mechanism could be helpful in an emergency. I decide to take a photo as well. Figure 1: PA system inside the principal's office (Photo by Michelle Stewart) The principal joins us and we begin the task of moving through the school: a principal, two plain clothes police officers, two uniformed police officers, two police volunteers and an anthropologist researcher. Our goal is to document the entire school for a police program called School Action For Emergencies (SAFE) that seeks to create emergency plans for each school on a national Canadian police database. It is a massive undertaking to collect the data necessary to create the interactive maps of each school. We were told that potential hiding spaces were one focus alongside the general layout of the school; the other focus is thinking about potential response routes and staging for emergency responders. We snap photos based on our morning training. Broom closets and cubbyholes are now potential hiding spots that must be documented with a photo and narrated with a strategy. Misplaced items present their own challenges. A large gym mattress stored under the stairs. The principal comments that the mattress needs to be returned to the gym; a volunteer crouches down and takes a picture in the event that it remains permanently and creates a potential hiding spot. Figure 2: Documenting gym mat in hallway/potential hiding spot (Photo by Michelle Stewart) We emerge from the school, take a photo of the door, and enter the schoolyard. We move along the fence line: some individuals take notes about the physical characteristics of the property, others jot down the height of the retaining wall, still others take photos of the neighboring properties. Everyone is taking notes, taking photos, or comparing notes and photos. Soon we will be back at the police station for the larger project of harmonizing all the data into a massive mapping database. Locating the State in Its Objects Focusing on a Canadian police program called School Action for Emergency (SAFE), this article discusses the material labour practices required to create a virtual object—an augmented map. This mapping program provides a venue through which to consider the ways augmented objects come into the world. In this article, I discuss the labour practices necessary to create this map and then illustrate how labour practices are erased as part of this production and consumption of an augmented technology meant to facilitate an effective emergency response. In so doing, I will also discuss the production of authority and expertise through deployment of these police aids. As someone concerned with the ways in which the state instantiates itself into the lives of its subjects, I look at the particular enrollment practices of citizen and state agents as part of statecraft (Stewart). From Weber we are told about the role of police as they relate to state power, “state is a human community that (successfully) claims the monopoly of the legitimate use of physical force within a given territory. Note that 'territory' is one of the characteristics of the state. Specifically, at the present time, the right to use physical force is ascribed to other institutions or to individuals only to the extent to which the state permits it” (Weber, 34 my emphasis). I would argue that part of this monopoly involves cultivating citizen consent; that the subordination of citizens is equally important to police power as is the state’s permission to act. One way citizen consent is cultivated is through the performance of expertise such that subjects agree to give police power because police appear to be experts. Seen this way, police aids can be critical in cultivating this type of consent through the appearance of police as experts when they appear all knowing; what is often forgotten are the workers and aids that support that appearance (think here of dispatchers and databases). Becoming SAFE The SAFE project is an initiative of the Royal Canadian Mounted Police (RCMP), the national police force in Canada. The goal of the program is to “certify” every school in the country, meaning each school will have documentation of the school that has been uploaded into the SAFE computer program. As illustrated in the introduction, this is a time-consuming process requiring not only photos and other data be collected but also all of this data and material be uploaded into the RCMP’s centralized computer program. The desired effect is that each school will have a SAFE program so police and dispatchers can access this massive collection of the data in the event of an emergency. During my time conducting research with the RCMP, I attended training sessions with John, a young corporal in the national police force. One of John’s duties was to coordinate the certification of the SAFE program that included training sessions. The program was initiated in 2007, and within one year, the province we were working in began the process of certifying approximately 850 of its 1700 schools; it had completed over 170 schools and identified 180 local SAFE coordinators. In that first year alone over 23,000 photos had been uploaded and 2,800 school layouts were available. In short, SAFE was a data heavy, labour-intensive process and one of John’s jobs was to visit police stations to get them started certifying local schools. Certification requires that at least one police officer be involved in the documentation of the school (photos and notes). After all the data is collected it must be articulated into the computer program through prompts that allow for photos and narratives to be uploaded. In the session described in the introduction, John worked with a group of local police and police auxiliaries (volunteers). The session started with a short Power Point presentation that included information about recent school tragedies, an audio clip from Columbine that detailed the final moments of a victim as she hid from killers, and then a practical, hands-on engagement with the computer software. Prior to leaving for on-site data collection, John had the trainees open the computer program to become familiar with the screens and prompts. He highlighted the program was user-friendly, and that any mistake made could be corrected. He focused on instilling interest before leaving for the school to collect data. During this on-site visit, as I trailed behind the participants, I was fascinated by one particularly diligent volunteer. He bent, climbed, and stretched to take photos and then made careful notations. Back at the police station he was just as committed to detail when he was paired up with his partner in front of the computer. They poured over their combined notes and photos; making routes and then correcting them; demanding different types of maps to compare their handwritten notes to the apparent errors in the computer map; demanding a street map for one further clarification of the proposed route. His commitment to the process, I started to think, was quite substantial. Because of his commitment, he had to engage in quite a bit of labour. But it was in this process of refining his data that I started to see the erasure of labour. I want to take some time now to discuss the process of erasure by turning attention to feminist and labour theory emerging from science and technology studies as means to articulate what was, and was not, taking place during the data entry. Maria Puig de la Bellacasa highlights the role of care as it relates to labour. In so doing, she joins a literature that draws attention to the ways in which labour is erased through specific social and material practices (see for example works in Gibson-Graham, Resnick and Wolf). More specifically, Puig de la Bellacasa investigates care in labour as it effects what she calls “knowledge politics” (85). In her work, Puig de la Bellaca discusses Suchman’s research on software design programs that produce virtual “office assistants” to assist the user. Suchman’s work reveals the ways in which this type of “assistant” must be visible enough to assist the user but not visible enough to require recognition. In so doing, Suchman illustrates how these programs replicate the office (and domestic servant) dynamics. Seen this way, labour becomes undervalued (think for example interns, assistants, etc.) and labour that is critical to many offices (and homes). Suchman’s work in this area is helpful when thinking about the role of augmented objects such as the augmented police map because in many ways it is a type of office assistant for police officers, handing over virtual notes and information about a location that police would otherwise not necessarily know thereby replicating the office dynamic of the boss that appears all knowing because, in part, s/he has a team that supports every aspect of their work. This devalued work (the lower paid intern or assistant) facilitates the authority—and ultimately the higher wage of the boss—who appears to earn this status. Let me layer this analysis of the “office assistant” with the similar phenomena in scientific knowledge production. Steven Shapin, a sociologist of science, discusses Robert Boyle’s 17th century laboratory and the various technicians in the background that assisted in experiments but remained ignored. Shapin argues contemporary scientific practice has changed little in this regard as technicians remain unaccounted for in the scientific record. He points out “science could not be made if this technician’s work were not done, but it is thought that anyone can do it” (Shapin, 557). Without these workers and their labour, scientific knowledge would not be possible, and yet they are ignored and their labour contribution erased (for example not included in formal discussion about the research, or more recently not included as authors in articles). Of course many technicians are/were paid, but nevertheless their role in the experiment erased. One figure emerged as the expert, the scientist, whose work appeared to be solely configured and created. Programs such as the SAFE project illustrate ways in which the police officer can emerge as an authority figure; but the authority rests on labour practices that move around in the background and go unacknowledged. Much like the lab, there are many ignored figures that produce the necessary objects of police work. In the case of the SAFE program, the ideal is that a police officer will respond to a call for service and with the click of a computer screen will be immersed in this augmented map. One click reveals data about the PA system, another click offers a full layout of the school, instructions about the design of the exits, notes about potential hiding spots inside, the list goes on. Each click is a product of labourer(s) that compiled the data. But these individuals, much like Boyle’s laboratory technicians, fade into the background and are erased as the police officer emerges as an authority. The map, an augmented object, may be credited with the data it holds, but the data collectors are long forgotten as the police officer stands alone as the subject of authority because of the smooth effects of the augmented map. Smooth Effects In an era of big data and data-intensive experiences, augmented objects are increasingly present in our daily lives—with expanded tolerance and appetite. When engaging an augmented object, there is a built-in expectation that the object will "work;" meaning it will run smoothly and effectively. Take Google Maps as an example: one expects the program will run on different scales, offer the capacity to map directions, and perhaps most importantly to be accurate. When these augmented objects run smoothly they appear to be a self-contained and organized object in and of themselves. This paper intervenes on these assumptions to illustrate that this “smooth effect” can serve to erase the labour necessary to produce the effect. Thinking here of the commodity fetish, one can recall Karl Marx’s intervention that illustrated how objects, commodities, permeate our social worlds in such ways that we can see the object—that we only see the object. This concept, commodity fetishism, argues that we erase the labour and social relations involved in the production of the objects, that we forget all that was required to create the object, and we don’t see all that was destroyed in its making. An example is to think of a cup of coffee. As you sip and consume it, do you think of the commodity chain? Do you think of the worker, the working conditions necessary to plant, harvest, roast and distribute the beans; do you think about the production of the bag the beans were transported in; do you think of the warehouse or coffeehouse from which the bag of beans came from? You more likely think about how it tastes—as an object in and of itself, how it is, rather than how it came into being in the world. Similarly, I want to think about this augmented map and how attention turns to it, not how it came into the world. Thinking about labour as it relates to computer programs and computer worlds, social scientists have investigated the necessary work of computer programmers and other labourers (see for example Kelty). Tiziana Terranova discusses the immaterial and affective labour that makes online communities thrive as individuals lend their labour (often unpaid) to create an online “world” that appears to organically come together—she argues these online communities are a product of free labour. Although the police are not working for “free” the volunteers are and the valorization of labour, if erased, still results in the similar outcome. Terranova is concerned about online communities that don’t simply come into being, but rather are the product of free labour. In the case of the SAFE program, labour practices are rendered invisible when augmented objects appear to be running smoothly —when in fact this appearance of smoothness necessarily requires labour and the commodity being exchanged is the claim to authority. Figure 3: Cross referencing hardcopy map (Photo by Michelle Stewart) Figure 4: Using a hand-drawn map to assist data entry (Photo by Michelle Stewart) Moving in a different direction, but still thinking about labour, I want to turn to the work of Chris Kortright. In his work about agricultural scientists, Kortright carefully details the physical practices associated with growing an experimental crop of sorghum. From the counting and washing of the seeds, to the planting and harvesting of the seeds, he delivers rich ethnographic stories from experimental fields and labs. He closes with the story of one researcher as she enters all the data into the computer to generate one powerpoint. He explains her frustration: “You can’t see all the time we spent. The nights we slept here. All the seeds and plants. The flooding and time at the greenhouse. All the people and the labour.” I nodded, these things had disappeared. In the table, only numbers existed. (Kortright, 20) Kortright argues for the need to recognize the social relations carved out in the field that are erased through the process of producing scientific knowledge—the young researcher ultimately knowing her labour did have a place on the slide.In much the same way, the police and volunteers engaged in a practice of removing themselves from the map. There was not enough space for long sentences explaining the debate about the best route to take; longer sentences were replace with short-phrased instructions. Conjuring the image of the police officer looking for fast, quick information, quick data was what they would deliver. The focus of the program was to place emergency icons (police cars, ambulance, fire engines and helicopters) onto the map, outline response routes, and offer photos as the evidence. Their role as individuals and their labour and creativity (itself a form of labour) was erased as the desired outcome was ease and access to data—a smooth effect. I was often told that many of the police cars don’t yet have a computer inside but in an idealized future world, police cars would be equipped with a computer console. In this world, officers could receive the call for service, access the program and start to move through layers of data rapidly while receiving the details of the call. This officer would arrive informed, and prepared to effectively respond to the emergency. Thinking back to labour required to create the SAFE map for each school (photographing, mapping, writing instructions, comparing details, etc.) and then the processes of hiding that labour (limited photos and short instructions) so that the program would appear to run smoothly and be user-friendly, the SAFE program, as an object, serves to abstract and erase labour. Indeed, the desired result was a smooth running program that operated much like Suchman’s office assistant who should be just visible enough to provide the needed help but otherwise remain invisible; similar in many ways to Shapin/Boyle’s scientific technician who is critical to knowledge production and yet remains formally unrecognized. Conclusion This article investigated a map as an entry point to understand the ways in which labour can be erased in augmented objects and, concurrently, how authority figures or experts instead emerge. My goal was to discuss the labour necessary to make one augmented map while also describing the process by which the labour necessary for the map was concurrently erased. Central to this article are the ways in which labour is erased as one clicks between these layers of data and, in the process, thinks the smoothly operating computer program is a measure of the strength of program itself, and not the labour required therein. By focusing on this augmented object, I am pointing out the collective labour needed to co-produce the map but how that map then helps to produce the police officer as authority figure. My intention is to look at the map as an unexpected entry point through which to understand how consent and authority is cultivated. Accordingly, I am concerned with the labour that is erased as this police figure emerges and authority is cultivated on the ground. I focus on the labour that necessarily to produce the police officer as expert because when that labour is erased we are left only with the authority figure that appears to be self-evident—not co-constructed. To understand state practices, as practices and not magical phenomena, we must look for the ways in which the state comes into being through particular practices, such as policing and to identify the necessary labour involvedReferencesGibson-Graham, J.K., Stephen Resnick, and Richard Wolff, eds. Re/Presenting Class: Essays in Postmodern Marxism. Durham: Duke University Press, 2000. Kelty, Chris. Two Bits: The Cultural Significance of Free Software. Durham: Duke University Press, 2008. Kortright, Chris. “On Labour and Creative Transformations in the Experimental Fields of the Philippines.” East Asian Science, Technology and Society: An International Journal 7.4 (2013). Marx, Karl. Capital: A Critique of Political Econony Vol. 1. New York: Penguin Books, 2004. Puig de la Bellacasa, Maria. “Matters of Care in Technoscience: Assembling Neglected Things.” Social Studies of Science 41.1 (2011): 85-106. Shapin, Stephen. “The Invisible Technician.” Scientific American 77 (1989): 554-563. Stewart, Michelle. “The Space between the Steps: Reckoning in an Era of Reconciliation.” Contemporary Justice Review 14.1 (2011): 43-63. Suchman, Lucy. Human-Machine Reconfigurations. New York: Cambridge University Press, 2007. Terranova, Tiziana. “Free Labour: Producing Culture for the Digital Economy.” Social Text 63 (2000): 33-58. Weber, Max. The Vocation Lectures: "Science as a Vocation", "Politics as a Vocation." Indianapolis: Hackett Publishing Company, 2004.

Landing in the Midwest after a lifetime in Los Angeles, I was shocked to learn how “famous” that great city really is. It used to seem perfectly reasonable that the freeways on CHiPs looked just like the ones I rode to school. When I was five, I remember being secretly bummed that my mom never took us to the disco-classical mural from Xanadu, which I was convinced had to be hidden somewhere in Venice Beach. In high school, it never seemed strange that the Peach Pit on Beverly Hills 90210 was the same as the Rose City Diner. From the L.A. River to the Griffith Park Observatory, from the Hollywood Sign to Venice Beach, the places I had been in, through, and around were inscribed with meanings in ways that I could never fully grasp. Even marginalized localities like Inglewood, Compton, and East L.A., which especially during the 1980s and early 1990s were being ravaged by urban warfare, got to be the stars of movies, songs, and many music videos. And on April 29, 1992, the corner of Florence and Normandie “blew up” into a full blown riot, sparked by the acquittal of the four white officers who beat black motorist, Rodney King. I could watch the city burn on T.V. or from the hill behind my house. All my life, I lived with a foot in each L.A., the one that’s outside my living room and the one that’s inside my living room, oblivious to the fact that I lived in a famous city. It was only after I moved away from L.A. that I realized my homesickness could often be softened by a click of the remote. I could look for a familiar stretch of road, a bit of the skyline, or a clean but otherwise familiar segment of sidewalk, and it didn’t even matter who, what, where, or why was taking place in the story on screen. It was as though fragments of my life had been archived for me in media space. Some memories were real and some just recollections of other representations – like seeing the observatory in Bowfinger and wondering if I was remembering Rebel Without a Cause or a second grade field trip. But when I arrived here, the question that greeted me most often at parties was, “Why are you in Bowling Green!?!” And the second was, “Did you meet any famous people?” And so I tell them about how I went to driver’s education class with Mayim Byalik, the star of Blossom. Or that I met Annette Funicello one New Year’s Eve at my Uncle Phil’s house. Aside from the occasional queer chuckle about my brush with Blossom, this record is unimpressive. People are hoping for something a little bit more like, “I spent the night in jail with Poison,” “I was an extra on Baywatch,” or “I was at the Viper Room the night River Phoenix passed away.” In spite of my lackluster record of interactions with the rich and the famous, I would still get introduced as being “from California.” I had become the recipient of a second-rate, secondhand fame, noted for being from a place where, if I were more ambitious, I could have really rubbed shoulders with famous people. To young people, many of whom were itching to travel to a place like LA or New York, I was a special kind of failure. But if you aren’t famous, if you are a loser like me, life in L.A. isn’t about the a-list at all. It is about living in a city that captures the imagination, even as you walk down the street. So earning notoriety in a city that speaks in spectacle is an exercise in creativity. It seems like everybody, even the most down-to-earth people, are invested in developing a character, an image, a persona that can bubble up and be noticed in spite of the overwhelming glow of Hollywood. Even at my suburban high school, during the late 1980s and early 1990s, I knew upper-middleclass boys who got nose jobs and manicures. I knew girls who would go trolling for rich men to buy them pretty things that their parents couldn’t afford. There were kids whose parents helped them cheat their way into college. There were wannabe junkies who drove their moms’ minivans into the ghetto to score. I saw people panic, pout, and scream over cars and allowances and shoes. I know that consumer culture is growing stronger just about everywhere, but back home it happened a lot sooner and a lot stronger. Because of our proximity to Hollywood, the crest of the cultural tidal wave looks much higher and its force is much stronger. And I guess I was just too fat to be in California, so I left. However, every once in a while, somebody does manage to make a scene in L.A. A little loser, or whatever you want to call one of the peasants who tend to the vast fiefdoms of L.A.’s elites, rises from banality to achieve celebrity, even if it is a minor celebrity, in the City of Angels. One such figure is the notorious Daniel Ramos, who in 1991 became a central figure in the city’s struggle over its own image. Daniel Ramos was not a star, a politician, or a leader of industry – but before he even appeared in the news, he had trafficked illegally in making a name for himself. A teenager from the projects, Ramos was more widely known as “Chaka,” a graffiti writer credited with over 10,000 tags from San Diego to San Francisco. I had seen Chaka’s tags just about everywhere, and had determined that he might be superhuman. His name, taken after a hairy little missing link from the popular fantasy show, The Land of the Lost, made me smirk as it conjured up images of a sub-humanoid with broken dialect creeping out from the darkness with cans of paint, marking the walls with his sign, calling out to the rest of us half-humans stranded in the land of the lost. Meanwhile, L.A.’s rich and famous whizzed by, casting resentful glances at Chaka’s do-it-yourself media blitz. I knew that Chaka was “bad,” but my imagination loved him. And when he allegedly left his mark in the courthouse elevator on the day of his release from a five-month stretch in prison (Costello), I couldn’t help but feel glad to know that Chaka was still alive, that legends don’t die (his name even made it, through the hand of Dave Grohl, into Nirvana’s “Smells Like Teen Spirit Video” in 1991). For me, and I imagine for many others, it was the beginning of a political awakening. I wondered what was so bad about graffiti, even though I had been taught all my life that it was wrong. More than ten years later, as I sit by the railroad tracks in my small, Midwestern town, eagerly waiting for messages from California painted on the sides of boxcars, I find myself asking a related question – what is good about advertising? I’m not the first to make the welcomed association between graffiti and advertising. In an interview with the vastly capable scholar, Joe Austin, New York graffiti legend IZ THE WIZ explained it thusly: OK, now you’re on a poorer economic level and what do you have? Years ago, and even today, a boxer makes a name for himself in the boxing ring. So when this art form starts developing, why would it be any different? It’s all in the name. When you’re poor, that’s all you got. (40) Austin elaborates on this insight, explaining: The proliferation of posters, advertisements, and signs bearing the images and names of products and proprietors in twentieth-century cities is one obvious place to begin. These are the directly visible extensions of individual/corporate identities into the new shared urban public spaces of the streets, a quantitatively and qualitatively new site in human history where hundreds of thousands of often spectacularly displayed names abound, each catching the eyes of potential consumers and imprinting itself on their memories. (39) So, on one level, the story of Chaka is the story of a poor man who went toe to toe with big media, in a town run by big media, and held his own. It is the story of someone who has managed to say in no insignificant way, “I am here.” Or has Ramos himself yelled as he was being shackled by police, “I am the famous ‘Chaka’” (Walker A4). In spite of everything else, Ramos had a name that was widely recognized, respected by some, reviled by others. Nancy Macdonald, in her important study the culture of writing, shifts the focus away from the more solidly class-based argument employed by Austin in his study of the origins of New York graffiti art to one which lends itself more readily to understanding the culture of writing in the 1990s, after hip hop had become more accessible to middleclass enthusiasts. Macdonald explains, “Writers use the respect and recognition of their peers to validate their masculine identities” (124). While I am reluctant to downplay the class struggle that certainly seems to have implicitly informed Chaka’s quest for recognition, his outlaw appeal lends itself such an interpretation. In a city like Los Angeles, where middle class agency and upward mobility for the service class are not simply functions of wealth, but also of scrupulously maintained images, feelings of powerlessness associated with the lack of a compelling image are to be expected. It is the engine that drives the exuberant extravagance of consumer culture, lifestyle choices, and ultimately biopolitics. In a society where culture and capital are the dual poles which determine one’s social standing, the pursuit of notoriety is not simply a measure of masculinity – hijacking images is a way to assert one’s agency in spite of the diminished value of unskilled labor and the collective fear of underclass masculinities. In her book Wallbangin’: Graffiti and Gangs in L.A., Susan A. Philips provides discussion of Chaka’s contribution to L.A. graffiti. Notably, Chaka was seen by those in the graffiti community as an everyman, who was responsible for two significant cultural achievements: he “open[ed] up the style of the New York-based tags and creat[ed] the phenomenon of the individual tagger” (Phillips 320). He also, as Phillips notes, “wrote tags that you could read…in blockish gang-type lettering” (320). Unlike his New York graffiti-writing peers, which are best known for their beautiful “wildstyle,” Chaka did not typically traffic in multicolor murals and displays of painterly virtuosity. His chief accomplishment was his cunning pervasiveness and daring criminality. As such, his body of work should be seen as incompatible with High Art attempts to bring collectible graffiti into gallery spaces through the 1980s and ‘90s. Chaka’s medium, in a sense, has less to do with paint, than it has to do with the city and its rules. For the majority of the public, Chaka was seen as an individual face for the graffiti pandemic that was strategically linked in the public mind with specter of gang violence. However, to those familiar with the writing scene in L.A., Chaka is more than a lone individual: THE OG’Z OF THE LEGION OF DOOM WERE THE ONE RESPONSIBLE FOR BRINGING THE EARLY LOS ANGELES GRAFFITI SCENE TO IT’S KNEES! AND GAVE US MOST OF THE LEGENDS WE KNOW TODAY! I REMEMBER I TIME WHEN EVERY LOS ANGELES INTERSTATE HEAVEN ROCKED BY EITHER LEST-CAB-STANS-SUB OR THE CHAKA!!! (god i miss those days!) remember the CAB undercover story on the news where he did those loks on dope throwies on the 110 pasadena? I think it was chuck henry channel 7 ??? does anyone still have that on vhs? i had it on vhs along with the CHAKA PUBLIC SERVICE ANOUNCEMENT (that was great!). (Poncho1DEcrew) Instead of being an individual tagger, Chaka is recognized as a member of a crew (LOD), who managed to get up in legendary ways. In reclaiming freeway overpasses (the “Heavens”), walls, trains, road signs, and just about everything else for his crew, vicariously for the many other people who respect his name, and also for himself, Chaka is more than simply selfish, as is often suggested by his detractors. In the heavens is the right place to begin. High up in the sky, over the freeways, for all to see, the writing in the heavens is visible, mysterious, and ultimately risky. The problem of climbing along the girders underneath the bridges, escaping detection, but leaving something bold points to what distinguishes writing from an ad-campaign. Sure, some of what the tagger does is about simply being a recognized image all over the place. But the other part is about finding the place, working within environmental constraints, battling against time, stretching one’s limits, and doing it with style. While the image may be everywhere, the act of writing itself is a singularity, shrouded by secrecy, and defined by the moment of its doing. The aftereffect is a puzzle. And in the case of Chaka, the question is, “How the hell did this guy get up over 10,000 times?” While I can’t see how he did it and I don’t know where, exactly, he got all that paint, I do know one thing: Chaka went everywhere. He mapped the city out as a series of landmarks, he put his name to the space, and he claimed Los Angeles for people other than the ones who claim to own the rights to beam their generalized and monolithic messages into our living rooms. Instead of archiving the city in the banalities of mass media, he has created an archive of an alternative L.A., filled with singularities, and famous in the way that only one’s hometown can be. Instead of being a celebrity, renowned by virtue of a moderately unique character, his ability to generate money, and an elite image, Chaka represents an alternative fame. As a modern day “everyman” and folk hero, he brings a message that the city belongs to all people. Far from the naïve and mean-spirited equations between graffiti writing and canine scent-marking as a primitive drive to mark territorial boundaries with undesirable substances (writers:paint::dogs:piss), Chaka’s all-city message is not so much a practice of creating exclusionary spaces as it is an assertion of one’s identity in a particular space. A postmodern pilgrim, Chaka has marked his progress through the city leaving a perceptible record of his everyday experience, and opening up that possibility for others. This is not to say that it is necessary for all people to paint in order to break loose from the semiotic order of the city, it is only to say that is hopeful to realize that this order is not fixed and that is not even necessarily our own. Reflecting back on my own experience as one who has grown up very much in love in the produced spaces of the scripted and archived fame of Los Angeles, the realization that such an overwhelming place is open even to my own inscriptions is an important one. This realization, which has been many years in the making, was set into place by the curious fame of Chaka. For a writer and scholar disturbed by the “death of the author,” it comes as a relief to see writing resurrected in the anti-authoritarian practice of a teenage boy from the projects. References Austin, Joe. Taking the Train: How Graffiti Art Became an Urban Crisis in New York City. New York: Columbia UP, 2001. Costello, D. “Writing Was on the Wall.” Courier-Mail 9 May 1991. Macdonald, Nancy. The Graffiti Subculture: Youth, Masculinity and Identity in London and New York. Hampshire: Palgrave, 2001. Phillips, Susan A. Wallbangin’: Graffiti and Gangs in L.A. Chicago: U of Chicago P, 1999. Poncho1DEcrew. 50mm Los Angeles Forum. 18 June 2004. 11 July 2004 http://www.50mmlosangeles.com/>. Walker, Jill. “Letter from the Streets; Handwriting on the Wall: 10,000 Chakas.” Washington Post 4 May 1991: A4. Citation reference for this article MLA Style Heckman, Davin. "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/12-heckman.php>. APA Style Heckman, D. (Nov. 2004) "Being in the Shadow of Hollywood: Celebrity, Banality, and the Infamous Chaka," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/12-heckman.php>.

Briefs and Hot Brown Honey are two Brisbane based companies producing genre-bending work combining different mixes of circus, burlesque, hiphop, dance, boylesque, performance art, rap and drag. The two companies produce provocative performance that is entertaining and draws critical acclaim. However, what is particularly distinctive about these two companies is that they are both founded and directed by performers from Samoan cultural backgrounds who have leap-frogged over the normative whiteness of much contemporary Australian performance. Both companies have a radical political agenda. This essay argues that through the presentation of diverse alternative bodies, not only through the performing bodies presented on stage but also in the corporate bodies of the companies they have set up, they profoundly challenge the structure of the Australian performance industry and contribute a radical re-envisaging of the potential of circus to act as a vital political force.Briefs was co-founded by Creative Director, Samoan, Fez Fa’anana with his brother Natano Fa’anana in 2008. An experienced dancer and physical theatre performer, Fa’anana describes the company’s performances as the “dysfunctional marriage of theatre, circus, dance, drag and burlesque with the simplicity of a variety show format” (“On the Couch”). As Fa’anana’s alter ego, “the beautiful bearded Samoan ringmistress Shivannah says, describing The Second Coming, the Briefs show at the Sydney Festival 2017, the show is ‘A little bit butch with a f*** load of camp’” (Lavers). The show involves “extreme costume changes, extravagant birdbath boylesque, too close for comfort yo-yo tricks and more than one highly inappropriate banana” (“Briefs: The Second Coming”).Briefs is an all-male company with gender-bending forming an integral part of the ethos. In The Second Coming the accepted sinuous image of the female performer entwining herself around the aerial hoop or lyra is subverted with the act featuring instead a male contortionist performing the same seductive moves with silky smooth sensuousness. Another example of gender bending in the show is the Dita Von Teese number performed by a male performer in a birdbath filled with water with a trapeze suspended over the top of it. Perhaps the most sensational example of alternative bodies in the show is “the moment when performer Dallas Dellaforce, wearing a nude body stocking with a female body drawn onto it, and an enormously long, curly white-blond wig blown by a wind machine, stands like a high camp Botticelli Venus rising up out of the stage” (Lavers). The highly visible body of Fez Fa’anana as the gender-bending Samoan ringmistress challenges the pervasive whiteness in contemporary circus. Although there has been some discourse on the issue of whiteness within the context of Australian theatre, for example Lee Lewis arguing for an aggressive approach to cross-racial casting to combat the whiteness of Australian theatre and TV (Lewis), there has however been very little discussion of this issue within Australian contemporary circus. Mark St Leon’s discussion of historical attitudes to Aboriginal performers in Australian circus is a notable exception (St Leon).This issue remains widely unacknowledged, an aspect of whiteness that social geographers Audrey Kobashi and Linda Peake identify in their writing, whiteness is indicated less by its explicit racism than by the fact that it ignores, or even denies, racist indications. It occupies central ground by deracializing and normalizing common events and beliefs, giving them legitimacy as part of a moral system depicted as natural and universal. (Kobayashi and Peake 394)As film studies scholar, Richard Dyer writes,the invisibility of whiteness as a racial position in white (which is to say dominant) discourse is of a piece with its ubiquity … In fact for most of the time white people speak about nothing but white people, it’s just that we couch it in terms of ‘people’ in general. Research – into books, museums, the press, advertising, films, television, software – repeatedly shows that in Western representation whites are overwhelmingly and disproportionately predominant, have the central and elaborated roles, and above all, are placed as the norm, the ordinary, the standard. Whites are everywhere in representation … At the level of racial representation, in other words, whites are not of a certain race, they’re just the human race. (3)Dyer writes in conclusion that “white people need to learn to see themselves as white, to see their particularity. In other words whiteness needs to be made strange” (541). This applies in particular to contemporary circus. In a recent interview with the authors, ex-Circus Oz Artistic Director and CEO, Mike Finch, commented, “You could make an all-round entertaining family circus show with [racial] diversity represented and I believe that would be a deeply subversive act in a way in contemporary Australia” (Finch).Today in contemporary Australian circus very few racially diverse bodies can be seen and almost no Indigenous performers and this fact goes largely unremarked upon. In spite of there being Indigenous cultures within Australia that celebrate physical achievement, clowning and performance, there seem to be few pathways into professional circus for Indigenous athletes or artists. Although a considerable spread of social circus programs exists across Australia working with Indigenous youth at risk, there seem to be few structures in place to facilitate the transitioning between these social circus classes and entry into circus training programs or professional companies. Since 2012 Circus Oz has set up the program Blakflip to mentor and support young Indigenous performers to try and redress this problem. This has led to two graduates of the program moving on to perform with the company, namely Dale Woodbridge Brown and Ghenoa Gella, and also led to the mentorship and support of several students in gaining entry into the National Institute of Circus Arts in Melbourne. Circus Oz has also now appointed an Aboriginal and Torres Straight Islander Program Officer, Davey Thomson, who is working to develop networks between past and present participants in the Blakflip program and to strengthen links with Indigenous Communities. However, it could be argued that Fez Fa’anana with Briefs has in fact leapfrogged over these programs aimed at addressing the whiteness in contemporary circus. As a Samoan Australian performer he has not only co-founded his own contemporary performance company in which he takes the central performing role, but has now also established another company called Briefs Factory, which is a creative production house that develops, presents, produces and manages artists and productions, and now at any one time employs around 20 people. In terms of his performative physical presence on stage, in an interview in 2015, Fa’anana described his performance alter ego, Shivannah, as the “love child of the bearded lady and ring master.” In the same interview he also described himself tellingly as “a Samoan (who is not a security guard, football player nor a KFC cashier),” and as “an Australian … a legal immigrant” (“On the Couch”). The radical racial difference that the alternative body of Shivannah the ringmistress presents in performance is also constantly reinforced by Fa’anana’s repartee. At the beginning of the show he urges the audience “to put their feet flat on the floor and acknowledge the earth and how lucky we are to be in this beautiful country that for 200 years now has been called Australia” (Fa’anana). Comments about his Samoan ancestry are sprinkled throughout the show and are delivered with a light touch, constantly making the audience laugh. At one point in the show resplendent in a sequined costume, Fa’anana stands downstage in front of two performers on their knees cleaning up the mess left on the stage from the act before, and he says, “Finally, I’ve made it! I’ve got a couple of white boys cleaning up after me” (Fa’anana). In another part of the show, alluding to white stereotypes of Indigenous performers, Fa’anana thanks the drag artist who taught him how to put his drag make-up on, saying “I used to put my make-up on with a burnt stick before he showed me how to do it” (Fa’anana).In his book on critical pedagogy, political activist and scholar Peter McLaren writes on approaches to developing the means to resist and subvert pervasive whiteness, saying, “To resist whiteness means developing a politics of difference […] we need to re-think difference and identity outside a set of binary oppositions. We need to view identity as coalitional, as collective, as processual, as grounded in the struggle for social justice” (213). One example of how identity outside binary oppositions was explored in The Second Coming was in an act by drag artist Dallas Dellaforce, who dressedin a sumptuous fifties evening dress with pink balloon breasts rising out of the top of his low cut evening dress and wearing a Marilyn Monroe blonde wig, camped it up as a fifties coquette, flipping from sultry into a totally scary horror tantrum, before returning to coquette mode with the husky phrase, ‘I love you.’ When at the end of the song, stripped naked, sporting a shaved bald head and wearing only a suggestive long thin pink balloon, the full potential of camp to reveal different layers of artifice and constructed identity was revealed. (Lavers)Fez Fa’anana comments at the end of the show that The Second Coming was not aimed at any particular group of people, but instead aimed to “celebrate being human.” However, if this is the case, Fa’anana is demanding an extended definition of being human that through the inclusion of diverse alternative bodies pushes for a new understandings of what constitutes being human and how human identity can be construed. His work demands an understanding that is not oppositional nor grounded in binary opposition to normative whiteness but instead forms part of a re-thinking of human identity through alternative bodies that are presented as processual, and deeply grounded in the struggle for the social justice issue of acceptance of difference and alternatives.Hot Brown Honey is another Brisbane based company working with circus in conjunction with other forms such as burlesque, hip hop, and cabaret. The all-female company was recently awarded the UK 2016 Total Theatre Award for Innovation, Experimentation and Playing with Form. The company was co-founded by dancer and choreographer Lisa Fa’alafi, who is from the same Samoan family as Fez and Natano Fa’anana, with sound designer Kim “Busty Beatz” Bowers, a successful hip hop artist, poet and record producer. From the beginning Hot Brown Honey was envisaged as providing a performance space for women of colour. Lisa Fa’alafi says the company was formed to address the lack of performance opportunities available, “It’s plain knowledge that there are limited roles for people of colour, let alone women of colour” (quoted in Northover).Lyn Gardner, arts critic for The Guardian in the UK, describing Hot Brown Honey’s performance, writes that the company fights “gender and racial stereotypes with a raucous glee, while giving a feminist makeover to circus, hip-hop and burlesque” (Gardner). The company includes women mainly “of Indigenous, Pacific Islander and Indonesian heritage taking on colonialism, sexism, gender stereotypes and racism through often confronting performance and humour; their tagline is ‘fighting the power never tasted so sweet’” (Northover).In their show Hot Brown Honey present a straps act. Straps is a physically demanding aerial circus act that requires great upper body strength and is usually performed by male aerialists. However, in the Hot Brown Honey show gender expectations are subverted with the straps act performed by a female aerialist. Gardner writes of the performance of this straps act at the 2016 Edinburgh Festival Fringe as a “sequence that conjures the twisted moves of a woman trying to escape domestic violence,” and “One of the best circus sequences I’ve seen at this festival” (Gardner). Hula hoops, a traditionally female act, is also subverted and used to explore the stereotypes of the “exotic notion of Pacific culture” (Northover). Gardner writes of this act that the hoola hoops “are called into service to explore western tourists’ culture of entitlement”. Company co-founder Kim “Busty Beatz” Bowers, talks about the group’s approach to flipping perceptions of women of colour through investigating the power dynamics in gender relations, “We have a lot of flips around sexuality,” says Bowers. “Especially around the way people expect a black woman to be. We like to shift the exploitation and the power” (quoted in Northover).Another pressing issue that Hot Brown Honey address is a strange phenomenon apparent in much contemporary circus. In addition to the pervasive whiteness in contemporary circus, relatively few women are visible in many contemporary circus companies. Suzie Williams from Acrobatic Conundrum, the Seattle-based circus company, writes in her blog, “there are a lot of shows that feature many young, fit, exuberant guys and one flexible girl who performs a sensual/sentimental/romantic solo act” (Williams). Writing about Complètement Cirque, Montreal’s international circus festival which took place in July 2016, Williams says, “this year at the festival, my least favorite trend was … out of the 9 ticketed productions only one had more than one woman in it” (Williams, emphasis in original).Circus scholars have started to research this trend of lack of female representation both in contemporary circus schools and performance companies. “Gender in Circus Education: the institutionalization of stereotypes” was the title of a paper presented at the Circus and Its Others Conference in Montreal in July 2016 by Alisan Funk, a circus choreographer, teacher and director and an MA candidate at Concordia University in Montreal. Funk cited research from France showing that the educational programs and the industry are 70% male dominated. Although recreational programs in France have majority female populations, there appears to be a bottleneck at the level of entrance exams to superior schools. The few female students accepted to those schools are then frequently pushed towards solo aerial work (Funk). This push to solo aerial work means that the group floor work and acrobatics are often performed by men who create acrobatic groups that often then go on to form the basis for companies. (In this context the work of Circus Oz in this area needs to be acknowledged with the company having had a consistent policy over its 39 year existence of employing 50% female performers, however in the context of international contemporary circus this is increasingly rare).Williams writes in her blog about contemporary circus performance, “I want to see more women. I want to see women who look different from each other. I want to see so many women that no single women has to stand as a symbol of what all women can be” (Williams).Hot Brown Honey tackle the issue Williams raises head on, and they do it in the form of internationally award winning circus/cabaret that is all-female, where the bodies of the performers offer a radical alternative to the norms of contemporary circus and performance generally. The work shows women, a range of women performing circus-women of colour, with a wide range of bodies of varying shapes and sizes on stage. In Hot Brown Honey no single women in the show has to stand as a symbol of what all women can be. Briefs and Hot Brown Honey, through accessible yet political circus/cabaret, subvert the norms and institutionalized racial and gender-based biases inherent in contemporary circus both in Australia and internationally. By doing so these two companies have leap-frogged the normative presentation of performers in contemporary circus by speaking directly to a celebration of difference and diversity through the presentation of radical alternative bodies.ReferencesAlthusser, L. For Marx. Trans. Ben Brewster. London: Verso, 1965/2005.Beeby, J. “Briefs: The Second Coming – Jack Beeby Chats with Creative Director Fez Faanana.” Aussie Theatre 2015. <http://aussietheatre.com.au/features/briefs-the-second-coming-jack-beeby-chats-with-creative-director-fez-faanana>.“Briefs: The Second Coming.” Sydney Festival 2016. <http://www.sydneyfestival.org.au/2017/briefs>.Dyer, R. White: Essays on Race and Culture. New York: Routledge, 1997. Fa’anana, F. Repartee as Shivannah in The Second Coming by Briefs. Magic Mirrors Spiegeltent, Sydney Festival, 7 Jan. 2017. Performance.Finch, M. Personal communication. 13 Dec. 2016.Funk, A. “Gender in Circus Education: The Institutionalization of Stereotypes.” Paper presented at Circus and Its Others, July 2016.Gardner, L. “Shameless and Subversive: The Feminist Revolution Hits the Edinburgh Fringe.” The Guardian Theatre Blog 14 Aug. 2016. <https://www.theguardian.com/stage/theatreblog/2016/aug/14/feminist-revolution-edinburgh-stage-fringe-2016-burlesque>.Kyobashi A., and L. Peake. “Racism Out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium.” Annals of American Geographers 90.2 (2000): 392-403.Lavers, K. “Briefs: The Second Coming.” ArtsHub Reviews 2017. <http://performing.artshub.com.au/news-article/reviews/performing-arts/katie-lavers/briefs-the-second-coming-252936>.Lewis, L. Cross-Racial Casting: Changing the Face of Australian Theatre. Platform Papers No. 13. Strawberry Hills, NSW: Currency House, 2007. McLaren, P. 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Northover, K. “Melbourne International Comedy Festival: A Mix of Politically Infused Hip Hop and Cabaret.” Sydney Morning Herald 3 Apr. 2016. <http://www.smh.com.au/entertainment/comedy/melbourne-international-comedy-festival-hot-brown-honey-a-mix-of-politicallyinfused-hiphop-and-cabaret-20160403-gnxazn.html>.“On the Couch with Fez Fa’anana.” Arts Review 2015. <http://artsreview.com.au/on-the-couch-with-fez-faanana/>.“Outrageous Boys’ Circus Briefs Is No Drag.” Daily Telegraph 2016. <http://www.dailytelegraph.com.au/archive/specials/outrageous-boys-circus-briefs-is-no-drag/news-story/7d24aee1560666b4eca65af81ad19ff3>.St Leon, M. “Celebrated at First, Then Implied and Finally Denied.” The Routledge Circus Studies Reader. Eds. Katie Lavers and Peta Tait. London: Routledge, 2008/2016. 209-33. Williams, S. “Gender in Circus.” Acrobatic Conundrum 3 Aug. 2016. <http://www.acrobaticconundrum.com/blog/2016/8/3/gender-in-circus>.