Journal articles on the topic '(New York, N.Y. : 163 Bowery)'

Magnitudes and patterns in the deposition of chlorophyll (Chl), organic carbon, particulate phosphorus (PP), and suspended solids are documented for seven New York reservoirs based on analyses of metalimnetic and near-bottom sediment trap collections. Inorganic material dominated the trap collections and caused a decoupling of the downward fluxes of Chl and PP because of major contributions of inorganic components to P deposition. These contributions were manifested in the stoichiometry of trap collections, the much higher estimates of settling velocity (SV) for PP compared with Chl, and differences in patterns of Chl and PP deposition within individual reservoirs and among these systems. Most of the deposited phosphorus in these reservoirs (71–98%) was associated with nonphytoplankton particles. In contrast to the other constituents, the estimates of SV for Chl were lower and more uniform; nearly 50% of the individual estimates (n = 188) were between 0.15 and 0.25 m·day–1. Longitudinal gradients in sediment deposition occurred as a result of gradients in both overlying water concentrations and settling characteristics of the particles. Seasonal and vertical patterns in trap collections and budget calculations indicate that resuspension contributed to deposition, to varying extents, in all of the reservoir basins.

Accurate antimicrobial susceptibility testing is vital for patient care and surveillance of emerging antimicrobial resistance. The National Committee for Clinical Laboratory Standards (NCCLS) outlines generally agreed upon guidelines for reliable and reproducible results. In January 1997 we surveyed 320 laboratories participating in the New York State Clinical Evaluation Program for General Bacteriology proficiency testing. Our survey addressed compliance with NCCLS susceptibility testing guidelines for bacterial species designated a problem (Staphylococcus aureus and Enterococcusspecies) or fastidious (Streptococcus pneumoniae,Haemophilus influenzae, and Neisseria gonorrhoeae) organism. Specifically, we assessed compliance with guidelines for inoculum preparation, medium choice, number of disks per plate, and incubation conditions for disk diffusion tests. We also included length of incubation for S. aureus andEnterococcus species. We found overall compliance with the five characteristics listed above in 80 of 153 responding laboratories (50.6%) for S. aureus and 72 of 151 (47.7%) laboratories for Enterococcus species. The most common problem was an incubation time shortened to less than 24 h. Overall compliance with the first four characteristics was reported by 92 of 221 (41.6%) laboratories for S. pneumoniae, 49 of 163 (30.1%) laboratories for H. influenzae, and 11 of 77 (14.3%) laboratories for N. gonorrhoeae. Laboratories varied from NCCLS guidelines by placing an excess number of disks per plate. Laboratories also reported using alternative media forEnterococcus species, N. gonorrhoeae, andH. influenzae. This study demonstrates a need for education among clinical laboratories to increase compliance with NCCLS guidelines.

Objectives Cause-of-death information, reported by frontline clinicians after a patient’s death, is an irreplaceable source of public health data. However, systematic bias in cause-of-death reporting can lead to over- or underestimation of deaths attributable to different causes. New York City consistently reports higher rates of deaths attributable to pneumonia and influenza than many other US cities and the country. We investigated systematic erroneous reporting as a possible explanation for this phenomenon. Methods We reviewed all deaths from 2 New York City hospitals during 2013-2014 in which pneumonia or influenza was reported as the underlying cause of death (n = 188), and we examined the association between erroneous reporting and multiple extrinsic factors that may influence cause-of-death reporting (patient demographic characteristics and medical comorbidities, time and hospital location of death, type of medical provider reporting the death, and availability of certain diagnostic information). Results Pneumonia was erroneously reported as the underlying cause of death in 163 (86.7%) reports. We identified heart disease and dementia as the more likely underlying cause of death in 21% and 17% of erroneously reported deaths attributable to pneumonia, respectively. We found no significant association between erroneous reporting and the multiple extrinsic factors examined. Conclusions Our results underscore how erroneous reporting of 1 condition can lead to underreporting of other causes of death. Misapplication or misunderstanding of procedures by medical providers, rather than extrinsic factors influencing the reporting process, are key drivers of erroneous cause-of-death reporting.

Abstract Introduction/Objective The majority of tracking methods have employed whole genome sequencing, which can be very expensive and time consuming. An alternative method has been to use genotyping of specific mutations to identify variants. However, tracking SARS-CoV-2 variants by targeted methods has been a moving target. Most methods only multiplex four targets per reaction, but we have multiplexed 8 targets in a single tube using fragment analysis. Methods/Case Report Fluorescently labeled primers targeted a combination of insertion/ deletion mutations and single nucleotide mutations. The PCR amplified products, amplicons, were separated by capillary electrophoresis. Primers were designed to detect changes in size indicative of insertion or deletion mutations including: ORF1A:Del3675_3677, S:Del69_70, S:Del144, S:Del157_158, S:Del242_244, ORF8:Del119_120, and ORF8:ins28269-28273. Allele-specific primers were designed to detect both the wild-type and mutated versions of S:N501Y, S:E484K, and S:L452R. Residual nasopharyngeal and nasal specimens testing positive for SARS-CoV-2 by RT-PCR or isothermal amplification (IDnow) methods were selected from May 1- June 24, 2021. Variant analysis was performed by multiplex targeted PCR and whole genome sequencing in parallel on the same specimens to determine positive percent agreement. Results (if a Case Study enter NA) Variant analysis was performed on 250 specimens detecting each of the major variants of concern Alpha (B.1.1.7, U.K. origin, n= 108), Beta (B.1.351, South Africa origin, n=3), Gamma (P.1, Brazil origin, n=12), Delta (B.1.617.2, Indian origin, n=17), and Iota (B.1.526, New York, n=5). Some specimens with low viral load were detected by only PCR (n=18), only WGS (n=41), or neither (n=20). Overall positive percent agreement was 95% (163/171). Conclusion This adjustable method robustly and accurately identifies COVID-19 VOCs utilizing a platform amenable to multiple targets (20-40 targets ranging from 100-500b.p. across four fluorescent channels) using equipment commonly found in routine molecular pathology laboratories. Future directions include adjusting targets to detect new variants.

Background and objectivesKidney biopsy is the current gold standard to diagnose membranous nephropathy. Approximately 70%–80% of patients with primary membranous nephropathy have circulating anti-phospholipase A2 receptor antibodies. We previously demonstrated that in proteinuric patients with preserved eGFR and absence of associated conditions (e.g., autoimmunity, malignancy, infection, drugs, and paraproteinemia), a positive anti-phospholipase A2 receptor antibody test by ELISA and immunofluorescence assay confirms the diagnosis of membranous nephropathy noninvasively. These data have not been externally validated.Design, setting, participants, & measurementsThe clinical and pathologic characteristics of patients with a positive anti-phospholipase A2 receptor antibody test at the Mayo Clinic, the University Hospital Vall D’Hebron (Barcelona), and the Columbia University Medical Center (New York) were retrospectively reviewed. Biopsy findings and presence or absence of a potential associated condition were assessed.ResultsFrom a total of 276 patients with positive anti-phospholipase A2 receptor serology, previously reported patients (n=33), kidney transplant recipients (n=9), pediatric patients (n=2), and patients without kidney biopsy (n=69) were excluded. Among the 163 remaining patients, associated conditions were identified in 47 patients, and 15 patients had diabetes mellitus. All 101 patients of the final cohort had a primary diagnosis of membranous nephropathy on kidney biopsy. In the 79 patients with eGFR≥60 ml/min per 1.73 m2, none of the biopsy findings altered diagnosis or management. Among the 22 patients with decreased eGFR, additional findings included superimposed acute interstitial nephritis (n=1).ConclusionsIn patients with preserved eGFR and absence of associated conditions or diabetes, a positive anti-phospholipase A2 receptor test by either ELISA >20 RU/ml or a positive immunofluorescence assay confirms the diagnosis of membranous nephropathy, precluding the requirement for a kidney biopsy.

Abstract Objectives Data from the 2020 Needs Satisfaction Survey revealed that 82% of registered dietitian nutritionists identified as white and 93% as female. On Dec 7, 2020 the New York Times published the article, “Is American Dietetics a White-Bread World? These Dietitians Think So.” The article presented information about diversity among dietetics professionals and the perspectives of numerous dietetics professionals and organizations. The objective of this study was to describe public comments on this article in order to assess public perspectives on diversity among dietetics professionals. Methods The online article was open for comments Dec 7, 2020 to Dec 9, 2020. All published comments and the number of recommends (i.e., endorsements) on each comment were recorded. Three coders (AH, JR, AK) coded all comments using a directed qualitative coding scheme developed by AH: Supportive of diversity; Dismissive of diversity; Recommendation for increasing diversity; Critique of article; or Off-topic. Codes were not mutually exclusive. Inter-rater reliability (Fleiss’ kappa, κ) ranged from moderate to good (κ’s = 0.42–0.74). Descriptive statistics were calculated. Results A total of 286 comments (163 original posts, 123 replies) were recorded. More comments were rated as supportive (39%, n = 112) than dismissive (19%, n = 55). Few comments (7%, n = 19) included a recommendation for increasing diversity. A sizeable minority of comments (11%, n = 32) were critical of the article (e.g., tone, information presented). Over half of comments included off-topic remarks (65%, n = 185). Recommends ranged from 0 to 278 (median = 10), with the top 5% of comments receiving ≥66 recommends. Among the top 5% of recommended comments (n = 14), 86% were supportive, 29% were dismissive, 29% were critical, 14% included a recommendation, and 29% included an off-topic remark. The most recommended comment (278 recommends) was supportive and included a recommendation for increasing diversity, specifically addressing the unpaid internship requirement. Conclusions Results generally indicated public support for diversity among dietetics professionals. However, the high frequency of off-topic remarks and presence of dismissive and critical comments highlight a need for expanded public education about the dietetics profession and importance of diversity, equity, and inclusion. Funding Sources None.

MacWhinney, Bates, and colleagues developed the Competition Model in the 1980s as an alternate to Chomskyan models that encapsulate syntax as a special-purpose module. The Competition Model adopted the functional perspective that language serves communicative goals and functions. In contrast to the premise that knowledge of language is innate, the Competition model asserts that language is learned and processed through general cognitive mechanisms that identify and weight phonological, morphological, syntactic, and semantic cues in the language experiences of the learner. These weighted cues guide the language user in the comprehension and production of language forms. The present article provides background on the Competition Model, describes machine simulations of linguistic competition, and extends the principles of the Competition Model to new machine models and applications through deep learning networks. References Bates, E. & MacWhinney, B. (1982). A functionalist approach to grammar. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the state of the art. New York: Cambridge University Press. Bates, E., & MacWhinney, B. (1989). Functionalism and the competition model. In: The Crosslinguistic Study of Sentence Processing, (pp 3-76). B. MacWhinney and E. Bates (Eds.), New York: Cambridge University Press. Devescovi, A., D’Amico, S., Smith, S., Mimica, I., & Bates, E. (1998). The development of sentence comprehension in Italian and Serbo-Croatian: Local versus distributed cues. In: Syntax and Semantics: Vol. 31. Sentence Pocessing: A Cross-Linguistic Perspective, (pp. 345-377). D. Hillert (Ed.), San Diego: Academic Press. Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What it is, who has it, and how did it evolve? Science, 298, 1569-1579. Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354. Langacker, R. (1989). Foundations of cognitive grammar. Vol. 2: Applications. Stanford: Stanford University Press. Li, P., & MacWhinney, B. (2013). Competition model. In: The Encyclopedia of Applied Linguistics. C. A. Chapelle (Ed.), Malden, MA: Wiley. MacWhinney, B. (1987). The competition model. In: Mechanisms of Language Acquisition, (pp.249-308). B. MacWhinney (Ed.).Hillsdale, NJ: Lawrence Erlbaum. MacWhinney, B. (2001). The competition model: The input, the context, and the brain. In: Cognition and Second Language Instruction, (pp. 69–90). P. Robinson (Ed.), New York: Cambridge University Press. MacWhinney, B. (2008). A Unified Model. In: Handbook of Cognitive Linguistics and Second Language Acquisition, (pp. 341-371). P. Robinson & N. Ellis (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates. MacWhinney B. (2012). The logic of the Unified Model. In: The Routledge Handbook of Second Language Acquisition, (pp. 211–227). S. Gass and A. Mackey (Eds.). New York: Routledge. MacWhinney, B. (2015). Multidimensional SLA. In: Usage-Based Perspectives on Second Language Learning, (pp. 22-45). S. Eskilde and T. Cadierno (Eds.). New York: Oxford University Press. MacWhinney, B., Bates, E. & Kliegl, R. (1984). Cue validity and sentence interpretation in English, German, and Italian. Journal of Verbal Learning and Verbal Behavior, 23, 127-150. MacWhinney, B., Leinbach, J., Taraban, R., & McDonald, J. (1989). Language learning: Cues or rules? Journal of Memory and Language, 28, 255-277. McClelland, J. L., & Rumelhart, D. E. (1986). Parallel Distributed Processing. Explorations in the Microstructure of Cognition. Volume 2: Psychological and Biological Models. Cambridge, MA: MIT Press. Presson, N. & MacWhinney, B. (2011). The Competition Model and language disorders. In: Handbook of Psycholinguistic and Cognitive Processes, (pp. 31-48). J. Guendozi, F. Loncke, and M. Williams (Eds.). New York: Psychology Press. Sokolov, J. L. (1988). Cue validity in Hebrew sentence comprehension. Journal of Child Language, 15, 129-156. Taraban, R. (2004). Drawing learners’ attention to syntactic context aids gender-like category induction. Journal of Memory and Language, 51(2), 202-216. Taraban, R. (2017). Hate, white supremacy, PTSD, and metacognition. In: Improve With Metacognition [online]. L. Scharff, A. Richmond, & J. Draeger (Eds.). Retrieved from: www.improvewithmetacognition.com. Taraban, R., & Kempe, V. (1999). Gender processing in native and non-native Russian speakers. Applied Psycholinguistics, 20, 119-148. Taraban, R., McDonald, J., & MacWhinney, B. (1989). Category learning in a connectionist model: Learning to decline the German definite article. In R. Corrigan, F. Eckman, & M. Noonan (Eds.), Linguistic categorization (pp. 163-193). Philadelphia: Benjamins. Taraban, R., & Roark, B. (1996). Competition in learning language-based categories. Applied Psycholinguistics, 17, 125-148.

Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). Boston: Pearson.Borich, G. D., & Tombari., M. L. (1996). Educational Psychology: A Contemporary Approach. New York: Harper Collins College Publishers. Boroujerdi, F. G., Kimiaee, S. A., Yazdi, S. A. A., & Safa, M. (2019). Attachment style and history of childhood abuse in suicide attempters. Psychiatry Research, 271, 1–7. https://doi.org/10.1016/j.psychres.2018.11.006 Braune, R., & Wickens, C. D. (1986). Time-sharing revisited: Test of a componential model for the assessment of individual differences. Ergonomics, 29(11), 1399–1414. https://doi.org/10.1080/00140138608967254 Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 0(0), 1–9. https://doi.org/10.1080/03004430.2018.1564917 Davis, D. (2011). Child Development, Third Edition: A Practitioner’s Guide (Clinical Practice with Children, Adolescents, and Families) (Third Edit). New York London: The Guilford Press. Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: Rosdakarya. Ding, Y. hua, Xu, X., Wang, Z. yan, Li, H. rong, & Wang, W. ping. (2014). The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood. Early Human Development, 90(9), 459–464. https://doi.org/10.1016/j.earlhumdev.2014.06.004 Evans, R., & Jones, D. (2007). Perspectives on oracy-towards a theory of practice. Early Child Development and Care, 177(6–7), 557–567. https://doi.org/10.1080/03004430701424938 Feeney, J. A. (2001). Becoming Parents: Exploring The Bonds Between Mothers, Fathers, And Their Infants Paperback. UK: Cambridge University Press. Gandasetiawan, R. Z. (2009). Mengoptimalkan IQ dan EQ Anak Melalui Metode Sensomotorik. Jakarta: PT BPK Gunung Mulia. Goodman, M. L., Gibson, D., Vo, T. T., Wang, A., Gitari, S., & Raimer, B. (2018). Early childhood attachment and suicidal ideation among young Kenyan men. Advances in Life Course Research, 35(February), 126–134. https://doi.org/10.1016/j.alcr.2018.02.001 Holmes, J. (2014). John Bowlby and Attachment Theory (2nd Editio). https://doi.org/https://doi.org/10.4324/9781315879772 Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Larasati, N. I., & Desiningrum, dinie R. (2017). Hubungan Antara Kelekatan Aman Dengan Ibu Dan Regulasi Emosi Siswa Kelas X Sma Negeri 3 Salatiga. Empati, 6(3), 127–133. Lwin, M., Khoo, A., Lyen, K., & Sim, C. (2002). How to Multiply Your Child’s Intelligence: A Practical Guide for Parents of Seven-Year-Olds and Below. Singapore: Pearson Education Asia Pte., Ltd. Machado, J. M. (2012). Early Childhood Experiences in Language Arts: Early Literacy (10 edition). Belmont, USA: Wadsworth Publishing. Madyawati, L. (2016). Strategi Pengembangan Bahasa Pada Anak. Jakarta: Kencana. Mahabbati, A. (2013). Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara. Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D. (2008). Human Development. Jakarta: Kencana. Platokhina, N. A., Samarina, I. V., & Abashina, N. N. (2016). Preventive Measures against Speech Disorders in Early Childhood. Procedia - Social and Behavioral Sciences, 233(May), 247–251. https://doi.org/10.1016/j.sbspro.2016.10.212 Pudjaningsih, W. (2013). Pembelajaran Melalui Bermain Dalam Rangka Pengembangan Kemampuan Berbahasa Anak di TK Islam Al-Azhar Kota Jambi. Pena : Jurnal Pendidikan Bahasa Dan Sastra, 53(9), 1689–1699. Santrock, J. W. (2011). Life Span Development. New York: Mc Graw Hill.Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies. Higher Education Studies, 1(1), 20–26. https://doi.org/10.5539/hes.v1n1p20Sternberg, R. J., & Williams, W. M. (2009). Educational Psychology (2nd Editio). Boston: Pearson.Sumantri, M. S., Supriyati, Y., & Nugroho, H. (2015). Pengaruh Kelekatan dan Self Esteem terhadap Kecerdasan Spiritual. Pps UNJ.Taylor, C. (2010). A Practical Guide to Caring for Children and Teenagers with Attachment Difficulties. London and Philadelphia: Jessica Kingsley Publishers. Uno, H. B. (2016). Orientasi Baru Dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara. Waring, R., Liow, S. R., Eadie, P., & Dodd, B. (2019). Speech development in preschool children : evaluating the contribution of phonological short-term and phonological working memory. 1–21. https://doi.org/10.1017/S0305000919000035

Background:Axial spondyloarthritis (axSpA) is an inflammatory disease characterised by chronic back pain, and it comprises radiographic axSpA and non-radiographic axSpA (nr-axSpA).1 Secukinumab (SEC) 150 mg, with (LD) or without loading (NL), dose significantly improved the signs and symptoms of patients with nr-axSpA in the PREVENT (NCT02696031) study through Week 52.2Objectives:To report the long-term clinical efficacy and safety of secukinumab from the PREVENT study through 2 years.Methods:A detailed study design, key primary and secondary endpoints have been reported previously.2 In total, 555 patients fulfilling ASAS criteria for axSpA plus abnormal C-reactive protein (CRP) and/or MRI, without evidence of radiographic changes in sacroiliac (SI) joints according to modified New York Criteria for AS were randomised (1:1:1) to receive SEC 150 mg with LD, NL, or placebo (PBO) at baseline. LD patients received SEC 150 mg at Weeks 1, 2, 3, and 4, and then every 4 weeks (q4wk) starting at Week 4. NL patients received SEC 150 mg at baseline and PBO at weeks 1, 2, and 3, and then 150 mg q4wk. 90% patients were anti-tumour necrosis factor (anti-TNF) naïve, 57% had elevated CRP and 73% had evidence of SI joint inflammation on MRI. All images were assessed centrally before inclusion. All patients continued to receive open-label SEC 150 mg treatment after Week 52. Efficacy assessments through Week 104 included ASAS40 in anti-TNF-naïve patients, ASAS40, BASDAI change from baseline, BASDAI50, ASAS partial remission, and ASDAS-CRP inactive disease in the overall population. The safety analyses included all patients who received ≥1 dose of study treatment for the entire treatment period up to Week 104. Data are presented as observed.Results:Overall, 438 patients completed 104 weeks of study: 78.9% (146/185; LD), 77.7% (143/184; NL) and 80.1% (149/186; PBO). Efficacy results at Week 52 were sustained through Week 104 and are reported in the Table 1. The safety profile was consistent with the previous reports with no deaths reported during the entire treatment period up to Week 104.2Conclusion:Secukinumab 150 mg demonstrated sustained improvement in the signs and symptoms of patients with nr-axSpA through 2 years. Secukinumab was well tolerated with no new or unexpected safety signals.References:[1]Strand V, et al. J Clin Rheumatol. 2017; 23(7):383–91.[2]Deodhar A, et al. Arthritis Rheumatol. 2020. Online ahead of print.Figure 1.ASAS40 response was maintained through Week 104 in the overall populationTable 1.Summary of clinical efficacy (Observed data)EndpointsWeekSEC 150 mg LD(N=185)SEC 150 mg NL(N=184)PBO-SEC 150 mg(N=186)*ASAS40 in anti-TNF-naïve patients, n/M (%)52a90/137 (65.7)95/145 (65.5)85/151 (56.3)10478/123 (63.4)83/123 (67.5)83/134 (61.9)BASDAI change from baseline, mean±SD52a−3.7±2.8−3.7±2.6−3.3±2.4104−4.1±2.6−3.9±2.6−3.7±2.5BASDAI50, n/M (%)52a90/153 (58.8)92/163 (56.4)90/161 (55.9)10488/137 (64.2)84/136 (61.8)87/142 (61.3)ASAS partial remission,n/M (%)52a46/152 (30.3)56/163 (34.4)46/161 (28.6)10451/137 (37.2)50/135 (37.0)50/142 (35.2)ASDAS CRP inactive disease, n/M (%)52a49/152 (32.2)58/163 (35.6)48/160 (30.0)10450/132 (37.9)53/133 (39.8)53/142 (37.3)*For anti-TNF-naïve patients, N=164, LD; 166, NL; 171, PBO-SEC.a total number of evaluable patients including open-label SEC and standard of care (SOC; 2 patients in LD, 1 patient in NL continued on SOC). After Week 52, only patients who continued to receive open-label SEC are presented.ASAS, Assessment of SpondyloArthritis International Society; ASDAS, Ankylosing Spondylitis Disease Activity Score; BASDAI, Bath Ankylosing Spondylitis Disease Activity Index; M, number of patients with evaluation; N, total randomised patients; n, number of patients who are responders; SD, standard deviationDisclosure of Interests:Denis Poddubnyy Speakers bureau: AbbVie, BMS, Eli Lilly, MSD, Novartis, Pfizer, UCB, Consultant of: AbbVie, Biocad, BMS, Eli Lilly, Gilead, MSD, Novartis, Pfizer, Samsung Bioepis, UCB, Grant/research support from: AbbVie, MSD, Novartis, Pfizer, Atul Deodhar Speakers bureau: AbbVie, Amgen, Boehringer Ingelheim, Bristol Myer Squibb (BMS), Eli Lilly, GSK, Janssen, Novartis, Pfizer, and UCB, Consultant of: AbbVie, Amgen, Boehringer Ingelheim, Bristol-Myers Squibb, Celgene, Eli Lilly, Gilead, GSK, Janssen, Novartis, Pfizer, and UCB, Grant/research support from: AbbVie, Eli Lilly, GSK, Novartis, Pfizer, and UCB, Xenofon Baraliakos Speakers bureau: AbbVie, BMS, Celgene, Chugai, MSD, Novartis, Pfizer, and UCB, Consultant of: AbbVie, BMS, Celgene, Chugai, Galapagos, Gilead, MSD, Novartis, Pfizer, and UCB, Grant/research support from: AbbVie and Novartis, Ricardo Blanco Speakers bureau: AbbVie, Pfizer, Roche, Bristol-Myers, Janssen, UCB pharma and MSD and Eli Lilly, Consultant of: AbbVie, Pfizer, Roche, Bristol-Myers, Janssen, UCB pharma and MSD, Grant/research support from: AbbVie, MSD, and Roche, Eva Dokoupilova Grant/research support from: AbbVie, Affibody AB, Eli Lilly, Galapagos, Gilead, GSK, Hexal AG, MSD, Novartis, Pfizer, R-Pharm, Sanofi-Aventis, and UCB, Stephen Hall Speakers bureau: Novartis, Merck, Janssen, Pfizer, Eli Lilly, and UCB, Consultant of: Novartis, Merck, Janssen, Pfizer, Eli Lilly, and UCB, Grant/research support from: AbbVie, UCB, Janssen, and Merck, Alan Kivitz Shareholder of: Pfizer, Sanofi, Novartis, Amgen, GlaxoSmithKline, Gilead Sciences, Inc., Speakers bureau: Celgene, GlaxoSmithKline, Eli Lilly, Merck, Novartis, Pfizer, Sanofi, Genzyme, Flexion, AbbVie, UCB, Consultant of: AbbVie, Boehringer Ingelheim, Flexion, Janssen, Pfizer, Sanofi, Regeneron, SUN Pharma Advanced Research, Gilead Sciences, Inc., Marleen G.H. van de Sande Speakers bureau: Novartis, MSD, Consultant of: Abbvie, Novartis, Eli Lily, Grant/research support from: Novartis, Eli Lilly, Janssen, UCB, Anna Stefanska Shareholder of: Novartis, Employee of: Novartis, Patricia Pertel Shareholder of: Novartis, Employee of: Novartis, Hanno Richards Shareholder of: Novartis, Employee of: Novartis, Juergen Braun Speakers bureau: Abbvie (Abbott), Amgen, BMS, Boehringer, Celgene, Celltrion, Centocor, Chugai, EBEWE Pharma, Medac, MSD (Schering-Plough), Mundipharma, Novartis, Pfizer (Wyeth), Roche, Sanofi-Aventis and UCB pharma, Eli Lilly, Consultant of: Abbvie (Abbott), Amgen, BMS, Boehringer, Celgene, Celltrion, Centocor, Chugai, EBEWE Pharma, Medac, MSD (Schering-Plough), Mundipharma, Novartis, Pfizer (Wyeth), Roche, Sanofi-Aventis and UCB, Eli Lilly, Grant/research support from: Abbvie (Abbott), Amgen, BMS, Boehringer, Celgene, Celltrion, Centocor, Chugai, Medac, MSD (Schering-Plough), Mundipharma, Novartis, Pfizer (Wyeth), Roche, Sanofi-Aventis and UCB, Eli Lilly

Background To study the effect of tricuspid valve repair/replacement on outcomes of patients with reduced systolic right ventricular function. Methods Between January 2012 and July 2016, 191 patients with isolated tricuspid valve regurgitation and/or in combination with other valve diseases were enrolled into this retrospective study. We compared early postoperative outcomes (i.e., 30 days after surgery) between patients' cohort with a preoperative reduced (i.e., at least moderately) versus normal (or mildly reduced) right ventricular function as defined by means of preoperative echocardiography. Results A total of 82 (43%) patients had preoperatively reduced right ventricle function with tricuspid annular plane systolic excursion (TAPSE) of 13.3 ± 3.3 versus 20.2 ± 4.9 mm (p < 0.001). Ring annuloplasty was the most common surgical technique (i.e., 91% in both groups). Time of procedure (317 ± 123 vs. 262 ± 88 minutes, p < 0.01) and time on cardiopulmonary bypass (163 ± 77 vs. 143 ± 57 minutes, p = 0.036) were significantly longer in patients with impaired right ventricular function. Postoperative lactate (3.5 ± 3 vs. 2 ± 1 mmol/L, p = 0.001) and dose of catecholamines (epinephrine, 0.07 ± 0.15 vs. 0.013 ± 0.02 µg/kg/min, p = 0.001; norepinephrine, 0.18 ± 0.23 vs. 0.07 ± 0.09 µg/kg/min, p = 0.007) were also higher in this group. Postoperative rate of low cardiac output syndrome (10 vs. 27%, p = 0.005) and early mortality (n = 2 vs. n = 9, p = 0.018) were significantly increased in patients with reduced right ventricular function. Previous cardiac operation (p = 0.045), preoperative higher number of acute decompensations of heart failure (p < 0.001), reduced right ventricular function (p = 0.018), postoperative low cardiac output syndrome (p < 0.001), and renal replacement therapy (p < 0.001) were identified as risk factors for early mortality. Echocardiography at discharge revealed tricuspid valve regurgitation grade of 0.9 ± 0.7 versus 0.7 ± 0.6 (p = 0.052) and TAPSE of 12 ± 3 versus 15 ± 5 mm (p = 0.026) in patients with reduced right ventricular function. The New York Heart Association (NYHA) class improved to 1.7 ± 0.7 versus 1.3 ± 1 (p < 0.001) in this group of patients. Conclusion Tricuspid valve repair/replacement effectively eliminated severe tricuspid regurgitation and improved clinical signs of heart failure. Although mortality and morbidity were increased in the group with reduced right ventricular function, even these patients benefitted from improved functional status and right ventricular systolic function early postoperatively.

Several challenges fill the distance learning program in the Philippines and the Public-Private Partnerships implementation process. The educational system in the Philippines, like any other developing country, is severely affected during these pandemic times. Although the public schools already employed the programs and resource mobilization, partnership effectiveness is not yet fully determined. As such, our qualitative study applied the concept lenses of SDG#17 and SDG#4 to describe the degree of integration of practices and principles during the implementation of PPPs in the distance learning program. Semi-structured interviews and content analysis were conducted among public school principals in Mandaluyong City in NCR, Philippines. The prevailing PPP practices and principles are Upfront commitment to maintenance, and predictability and transparency of whole-oflife costs, creation of specific obligations of both parties, the establishment of educational objectives in the MOA, evaluation of the work progress & completion based on the targets, and lastly, sharing results of the outcome of these educational endeavors. The commitment of the teachers is the main enabling factor, while the poor internet connectivity and effect and restrictions brought about by the COVID19 pandemic are the hindering factors in the distance learning program. This paper can serve as a source of reference in establishing a long-term sustainable plan for implementing partnership efforts in quality education across the regions in the Philippines. We could also utilize the results of this study in the process of policy innovation to implement all the PPPs and maximize the impact elsewhere in achieving all the SDGs.ReferencesAlmarri, K. & Abuhijleh, B. (2017) A qualitative study for developing a framework for implementing public-private partnerships in developing countries. Journal of Facilities Management. 15(2), 170–189. doi: 10.1108/jfm-07-2016-0031Axinn, W.G., & Pearce, L.D. (2006). Mixed method data collection strategies. New York, NY, USA: Cambridge University Press.Burmeister, E. & Aitken, L. (2012). Sample size: How many is enough? Australia Critical Care, 25(4), 271–274. https://doi.org/10.1016/j.aucc.2012.07.002Balanay R.M., & Halog A. (2016). Teaching education for sustainable development at university level: A case study from the Philippines. Teaching Education for Sustainable Development at University Level. World Sustainability Series. 1, 163-174. https://doi.org/10.1007/978-3-319-32928-4_11Dela Serna, A. (2018). Teaching sustainable development in the Philippines: Looking through the lens of education for sustainable development (esd). ASEAN Conference on Education. p. 841 – 851. Retrieved from http://www.pbic.tu.ac.th/wpcontent/uploads/2019/10/2018-Ace-proceedings.pdfHueskes, M., Verhoest, K., and Block, T., (2017). Governing public–private partnerships for sustainability: an analysis of procurement and governance practices of PPP infrastructure projects. International Journal of Project management, 35, 1184–1195. https://doi.org/10.1016/j.ijproman.2017.02.020Huxham, C. & Vangen, S. (2005). Managing to collaborate: The theory and practice of collaborative advantage. London: Routledge.Kwofie, K.N., Afram, S. & Botchway, E. (2015). A critical success model for PPP public housing delivery in Ghana. Built Environment Project and Asset Management, 6(1), 58-73. doi: 10.1108/bepam-04-2014-0026Obwegeser, N., & Muller, S. D. (2018). Innovation and public procurement: Terminology, concepts, and applications. Technovation, 2(1) 1-17. https://doi.org/10.1016/j.technovation.2018.02.015Shi, L., Han, L., Yang, F., & Gao, L. (2019). The evolution of sustainable development theory: Types, goals, and research prospects. Sustainability, 11(24), 7158. Retrieved from https://doi.org/10.3390/su11247158Shokri-Ghasabeh, M. & Chileshe, N. (2014). Knowledge management: Barriers to capturing lessons learned from Australian construction contractors’ perspective. Construction Innovation, 14(1), 108-134. DOI: 10.1108/CI-06-2013-0026Sustainable Development Solutions Network (SDSN). (2015). Indicators and a monitoring framework for the sustainable development goals. Launching a data revolution. UN, New York. Retrieved from https://irp-cdn.multiscreensite.com/be6d1d56/files/uploaded/150612-FINAL-SDSN-Indicator-Report1.pdfSustainable Development Solutions Network (SDSN) Australia/Pacific. (2017). Getting started with SDGs in universities: A guide for universities, higher education institutions, and the Academic Sector. (Australia, New Zealand and Pacific Edition). Sustainable Development Solutions Network, Australia/Pacific, Melbourne. Retrieved http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdfTrangkanont, S. and Charoenngam, C. (2014). Private partner's risk response in PPP low-cost housing projects. Property Management, 32(1): 67–94. https://doi.org/10.1108/PM-02-2013-0008.United Nations (UN). (2015). Transforming our world: the 2030 agenda for sustainable development. UN, New York. Retrieved from https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=EWorld Bank (2015). World Bank group support to public-private partnerships: Lessons from experience in client countries. fy02–1202–12; World Bank: Washington, DC, USA,121–139. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/22908/9781464806308.pdf?sequence=1&isAllowed=yWorld Bank (2017). Public private partnerships reference guide version 3.0. https://library.pppknowledgelab.org/documents/ 4699/download

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.

This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion. Keyword: Content, Curriculum, Evaluation, Kindergarten References Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press. Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall. Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum. Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar. Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa. Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung. Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7 Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning. Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall. Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2 Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654 Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall. Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2 Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.1568269

Entre as habilidades cognitivas dos seres humanos destaca-se a comunicação, a qual, por meio de códigos, símbolos e palavras, permite-lhes, além de exteriorizar seus pensamentos, sentimentos e emoções, consolidar os diferentes níveis que caracterizam as relações sociais. Este estudo, realizado durante a disciplina PIPE 3- Fonética e Fonologia de Língua Inglesa, buscou verificar a importância dada ao estudo da Fonética e da Fonologia na coleção de livros didáticos para o ensino médio WAY TO GO!. A análise realizada demonstrou que há um avanço na proposta da coleção quanto à presença de atividades de Fonética e Fonologia, embora tais ainda sejam superficiais e não promovem o letramento crítico de aprendizes e professores. REFERÊNCIASCARMAGNANI, A. M. G. A concepção de professor e de aluno no livro didático e o ensino de redação em LM e LE. In: CORACINI, M. J. R. F. Interpretação, Autoria e Legitimação do Livro Didático. Campinas: Pontes, 1999. p.127-133.CELCE-MURCIA, M.; BRINTON, D. M.; GODWIN, J. M. Research on the Teaching and Acquisition of Pronunciation Skills. In: ______. Teaching Pronunciation – A Reference for Teachers of English to Speakers of other Languages. Cambridge: Cambridge University Press, 1996. p.97-118.CRUZ, N.C. Inteligibilidade e o ensino da pronúncia do inglês para brasileiros. In BRAWERMAN-ALBINI, A.; GOMES, M. L. C. (Org.) O jeitinho brasileiro de falar inglês. Campinas: Pontes Editores, 2014. p.239-251.FRANCO, C. de P.; TAVARES, K. C. do A. Way to go! (PNLD 2018). 2.ed. São Paulo: Editora Ática, 2016. v.1, 2, 3.______. Way to go! (PNLD 2018). Disponível em: http://colecaoway.com.br/pubs/pnld2018/. Acesso em: 18 jun. 2018.JANKS, H. The importance of critical literacy. English Teaching: Practice and Critique, New Zealand, v. 11, n. 1, p.150-163, May 2012.JENKINS, J. Phonology of English as an international language. New models, new norms, new goals. Oxford: Oxford University Press, 2000. 258p.KALANTZIS, M.; COPE, B. Critical literacies pedagogy. In:______. Literacies. NY, USA: Cambridge University Press, 2012. p.145-167.KLEIMAN, A. B. Modelos de letramento e as práticas de alfabetização na escola. In: ______. (Org.). Os significados do letramento: uma nova perspectiva sobre a prática social da escrita. Campinas, SP: Mercado de Letras, 1995. p. 15-61.KUMARADIVELU, B. (Re)visioning language teacher Education. In:______. Language Teacher Education for a Global Society. New York / UK: Routledge, 2012. p.1-19.LEFFA, V. J.; IRALA, V. B. O ensino de outra(s) língua(s) na contemporaneidade: questões conceituais e metodológicas. In: LEFFA, V. J.; IRALA, V. B. Uma espiadinha na sala de aula: ensinando línguas adicionais no Brasil. Pelotas: Educat, 2014. p. 21-48.MATTOS, A. M. de A.; VALÉRIO, K. M. Letramento crítico e ensino comunicativo: lacunas e interseções. Revista Brasileira de Linguística Aplicada (RBLA), Belo Horizonte, v.10, n.1, p.135-158, 2010. Disponível em: http://www.scielo.br/pdf/rbla/v10n1/08.pdf.MENEZES, E. T. de; SANTOS, T. H. dos. Verbete PNLD (Programa Nacional do Livro Didático). São Paulo: Midiamix, 2001. Disponível em: http://www.educabrasil.com.br/pnld-programa-nacional-do-livro-didatico/. Acesso em: 18 jun. 2018.MINISTÉRIO DA EDUCAÇÃO. PNLD - Apresentação. Disponível em: http://portal.mec.gov.br/pnld/apresentacao. Acesso em: 18 jun. 2018.MORLEY, J. Pronunciation pedagogy and theory: new views, new directions. Bloomington: TESOL, 1994.ROJO, R.(Org.) Escola conectada. Os multiletramentos e as TICs. São Paulo: Parábola, 2013. 215p.SAITO, F. S.; SOUZA, P. N. de. (Multi)letramento(s) digital(is): por uma revisão de literatura crítica. Linguagens e Diálogos, Universidade Federal do Rio de Janeiro, v. 2, n. 1, p. 109-143, 2011. SOUZA, L. M. T. M. de. O Professor de Inglês e os Letramentos no século XXI: métodos ou ética? In: Jordão, C. M.; Martinez, J. Z.; Halu, R. C. (Org.). Formação “Desformatada”: práticas com professores de língua inglesa. Campinas: Pontes Editores, 2011. p.279-303. (Col. NPLA, v.15)TEIXEIRA, C. S.; RIBEIRO, M. A. A. Ensino de Língua Estrangeira: concepções de Língua, Cultura e Identidade no contexto do Ensino/Aprendizagem. Linha d’Água, USP, São Paulo, n. 25 (1), p. 183-201, 2012. Disponível em:http://www.revistas.usp.br/linhadagua/article/view/37372. Acesso em: 29 out. 2015.TUCUNDUVA, L. I. O ensino de pronúncia de Língua Inglesa nos livros didáticos do ensino médio da rede pública. 2014. 69f. Monografia (Licenciatura em Letras Português / Inglês) - Departamento de Comunicação e Expressão e do Departamento de Línguas Estrangeiras Modernas, da Universidade Tecnológica Federal do Paraná, Curitiba, 2014.UNIVERSIDADE FEDERAL DE UBERLÂNDIA. Projeto Político Pedagógico do Curso de Letras. Coordenação do Curso de Letras, Uberlândia, 2007. Disponível em: http://www.ileel.ufu.br/letras/wp-content/uploads/2015/04/PROJETO_POLITICO_PEDAGOGICO_LETRAS.pdf. Acesso em: 23 jun. 2017.WILSON, J.J. How To Teach Listening. London: Pearson United Kingdom, 2008. 192p. Recebido em 22-11-2018.Aceito em 26-02-2019.

Background75% of diagnosed bladder tumors are non-muscle-invasive (NMIBC)[1, 2]. Most require intravesical instillation of M.bovis Bacillus Calmette-Guérin (BCG). Recurrence after immunotherapy occurs in ~50% patients. Development of treatments for BCG-resistant disease has lagged partly because few studies have attempted to understand the relationship between timing of tumor recurrence, reasoning for the recurrence, and the state of immune system at the time of recurrence.Immune exhaustion is observed following microbial infections, cancers and chronic inflammation [3–5]. Natural Killer (NK) cells are among the earliest responders[6–8] and undergo a similar program of exhaustion as T cells[9]. HLA-E strongly inhibits NKG2A-expressing NK and CD8+T cells and is commonly upregulated on tumors[10]. We evaluated the potential restorative capacity of NKG2A and PD-L1-blockade for reinvigorating NK and CD8+T cell antitumor functions in in BCG-resistant bladder cancer.Methods mRNA analysis of 2,892 genes was performed on tumor tissue of NMIBC patients before and after BCG therapy (n=35). Immunostaining (serial-IHC,immunofluorescence,imaging-mass cytometry) was performed on consecutive tissue sections. Single-cell-RNA-sequencing (scRNAseq) was performed on fresh bladder tumors (NMIBC,n=4; MIBC,n=9). OLink Proteomics (”Inflammation” panel) was performed longitudinally on plasma/urine from a prospective cohort of NMIBC patients. Patient tumors (n=3) were expanded as organoids and co-cultured with autologous tumor-derived NK and CD8+T cells in presence/absence of anti-PD-L1/NKG2A antibodies.ResultsWe demonstrate a robust local TME and systemic response to BCG that correlates with chronic inflammation and adaptive resistance rather than with preventing tumor recurrence. This resistance is mediated through IFN-γ-production by tumor-infiltrating NKG2A+NK and NKG2A+PD-1+CD8+T cells and results in increased HLA-E and PD-L1 on recurring tumors. Co-culture of treatment-naïve NMIBC tumors with recombinant IFN-gamma directly enhanced expression of PD-L1 and HLA-E. Longitudinal analysis of plasma before and during BCG immunotherapy revealed an inflammatory signature, including but not limited to IFN-gamma, that is maintained throughout treatment.Immunostaining and scRNAseq of NMIBC specimens revealed highly enriched infiltration by NKG2A+NK and NKG2A+CD8+T cells in HLA-EBrightPD-L1+ tumors and were spatially organized relative to tumors in a manner suggesting direct inhibition. Tumor-derived NK and CD8+T cells from BCG-resistant patients were co-cultured with autologous tumor organoids. Preliminary analyses demonstrated an improved anti-tumor response in presence of NKG2A/PD-L1-blockade.ConclusionsOur data support a model of BCG-resistance that points to a novel checkpoint axis that contributes to BCG-resistance: HLA-E/NKG2A. New insights into this axis in NMIBC and how it is altered with repeated BCG exposure will enable us to explore combination therapies (PD-L1/NKG2A-blockade) that may reduce BCG-resistance and provide durable response.ReferencesEidinger D, Morales A: Discussion paper: treatment of superficial bladder cancer in man. Ann N Y Acad Sci 1976, 277:239–240.Morales A, Eidinger D, Bruce AW: Intracavitary Bacillus Calmette-Guerin in the treatment of superficial bladder tumors. J Urol 1976, 116:180–183.Blank CU, Haining WN, Held W, Hogan PG, Kallies A, Lugli E, Lynn RC, Philip M, Rao A, Restifo NP et al: Defining ‘T cell exhaustion’. Nat Rev Immunol 2019, 19:665–674.Hashimoto M, Kamphorst AO, Im SJ, Kissick HT, Pillai RN, Ramalingam SS, Araki K, Ahmed R: CD8 T Cell Exhaustion in Chronic Infection and Cancer: Opportunities for Interventions. Annu Rev Med 2018, 69:301–318.McLane LM, Abdel-Hakeem MS, Wherry EJ: CD8 T Cell Exhaustion During Chronic Viral Infection and Cancer. Annu Rev Immunol 2019, 37:457–495.Lanier LL: NK cell receptors. Annu Rev Immunol 1998, 16:359–393.Biron CA, Gazzinelli RT: Effects of IL-12 on immune responses to microbial infections: a key mediator in regulating disease outcome. Curr Opin Immunol 1995, 7:485–496.Welsh RM, Jr.: Cytotoxic cells induced during lymphocytic choriomeningitis virus infection of mice. I. Characterization of natural killer cell induction. J Exp Med 1978, 148:163–181.da Silva IP, Gallois A, Jimenez-Baranda S, Khan S, Anderson AC, Kuchroo VK, Osman I, Bhardwaj N: Reversal of NK-cell exhaustion in advanced melanoma by Tim-3 blockade. Cancer Immunol Res 2014, 2:410–422.van Hall T, Andre P, Horowitz A, Ruan DF, Borst L, Zerbib R, Narni-Mancinelli E, van der Burg SH, Vivier E: Monalizumab: inhibiting the novel immune checkpoint NKG2A. J Immunother Cancer 2019, 7:263.Ethics ApprovalPrimary urothelial bladder cancer tumor tissue was obtained after obtaining informed consent in the context of an Institutional Review Board (IRB)-approved genitourinary cancer clinical database and specimen collection protocol (IRB #10-1180) at the Tisch Cancer Institute, Icahn School of Medicine at Mount Sinai (New York, NY).

We consider axisymmetric flow towards a point sink from a stratified fluid in a vertically confined aquifer. We present two approaches to solve the equations of flow for the linear density gradient case. Firstly, a series method results in an eigenfunction expansion in Whittaker functions. The second method is a simple finite difference method. Comparison of the two methods verifies the finite difference method is accurate, so that more complicated nonlinear, density stratification can be considered. Such nonlinear profiles cannot be considered with the eigenfunction approach. Interesting results for the case where the density stratification changes from linear to almost two-layer are presented, showing that in the nonlinear case there are certain values of flow rate for which a steady solution does not occur. References Abramowitz, M. and Stegun, I. A., Handbook of Mathematical Functions, 9th ed. National Bureau of Standards, Washington, 1972. Bear, J. and Dagan, G. Some exact solutions of interface problems by means of the hodograph method. J. Geophys. Res. 69(8):1563–1572, 1964. doi:10.1029/JZ069i008p01563 Bear, J. Dynamics of fluids in porous media. Elsevier, New York, 1972. https://store.doverpublications.com/0486656756.html COMSOL Multiphysics. COMSOL Multiphysics Programming Reference Manual, version 5.3. https://doc.comsol.com/5.3/doc/com.comsol.help.comsol/COMSOL_ProgrammingReferenceManual.pdf Farrow, D. E. and Hocking, G. C. A numerical model for withdrawal from a two layer fluid. J. Fluid Mech. 549:141–157, 2006. doi:10.1017/S0022112005007561 Henderson, N., Flores, E., Sampaio, M., Freitas, L. and Platt, G. M. Supercritical fluid flow in porous media: modelling and simulation. Chem. Eng. Sci. 60:1797–1808, 2005. doi:10.1016/j.ces.2004.11.012 Lucas, S. K., Blake, J. R. and Kucera, A. A boundary-integral method applied to water coning in oil reservoirs. ANZIAM J. 32(3):261–283, 1991. doi:10.1017/S0334270000006858 Meyer, H. I. and Garder, A. O. Mechanics of two immiscible fluids in porous media. J. Appl. Phys., 25:1400–1406, 1954. doi:10.1063/1.1721576 Muskat, M. and Wycokoff, R. D. An approximate theory of water coning in oil production. Trans. AIME 114:144–163, 1935. doi:10.2118/935144-G GNU Octave. https://www.gnu.org/software/octave/doc/v4.2.1/ Yih, C. S. On steady stratified flows in porous media. Quart. J. Appl. Maths. 40(2):219–230, 1982. doi:10.1090/qam/666676 Yu, D., Jackson, K. and Harmon, T. C. Disperson and diffusion in porous media under supercritical conditions. Chem. Eng. Sci. 54:357–367, 1999. doi:10.1016/S0009-2509(98)00271-1 Zhang, H. and Hocking, G. C. Axisymmetric flow in an oil reservoir of finite depth caused by a point sink above an oil-water interface. J. Eng. Math. 32:365–376, 1997. doi:10.1023/A:1004227232732 Zhang, H., Hocking, G. C. and Seymour, B. Critical and supercritical withdrawal from a two-layer fluid through a line sink in a bounded aquifer. Adv. Water Res. 32:1703–1710, 2009. doi:10.1016/j.advwatres.2009.09.002 Zill, D. G. and Wright, W. S. Differential Equations with Boundary-value problems, 8th Edition. Brooks Cole, Boston USA, 2013.

O presente trabalho tem como objetivo refletir sobre a prosa de Conceição Evaristo, investigando a representação das diferenças, principalmente sociais e de gênero, na escrita de seus contos, por meio da busca e da valorização da ancestralidade africana. Palavras-chave: Identidade Africana. Ancestralidade. Literatura. Nação. Referências BARROS, José d’Assunção. A historiografia pós-moderna. Ler História, n. 61, 2011, p.147-167. Disponível em: <https://journals.openedition.org/lerhistoria/1655>. Acesso em: 27 abr. 2019. BHABHA, Homi K. O local da cultura. Belo Horizonte: UFMG, 1996. CÔRTES, Cristiane. Diálogos sobre escrevivência e silêncio. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 51-60. EVARISTO, Conceição. Olhos d’água. Rio de Janeiro: Pallas, 2010. ______. Insubmissas lágrimas de mulheres. Belo Horizonte: Nandyala, 2011. ______. Ponciá Vicêncio. Belo Horizonte: Mazza, 2003. ______. História de leves enganos e parecenças. Rio de Janeiro: Malê, 2016. _____. Gênero e etnia: uma escre(vivência) da dupla face. In: MOREIRA, Nadilza Martins de Barros; SCHNEIDER, Diane (eds.). Mulheres no mundo, etnia, marginalidade e diáspora. João Pessoa: Ideia, 2005. p. 201-212. Disponível em: https://pt.scribd.com/document/177337990/Conceicao-Evaristo-Genero-e-etnia-uma-escre-vivencia-de-dupla-face. Acesso em: 20 abr. 2019. FOUCAULT, Michel. Microfísica do poder. Organização e tradução de Roberto Machado. Rio de Janeiro: Graal, 1979. GANDHI, Leela. Postcolonial theory: a critical introduction. New York: Columbia University,1998. GARUBA, Harry. Explorações do realismo animista: notas sobre a leitura e a escrita da literatura, cultura e sociedade africana. Tradução Elisângela da Silva Tarouco. Nonada: Letras em Revista, Porto Alegre, v. 2, n. 19, p. 235-256, out. 2012. Disponível em: http://www.redalyc.org/pdf/5124/512451673021.pdf. Acesso em: 02 dez. 2018. ______. Reflexões provisórias sobre o animismo, modernidade/colonialismo e a ordem africana do conhecimento. Tradução Alice Botelho Peixoto. CESPUC, n. 32, p. 123-131, jan./jun. 2018. Disponível em: http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/17021. Acesso em: 14 mar. 2019. HALL, Stuart. Que “negro” é esse na cultura negra? In: ______. Da diáspora: identidades e mediações culturais. Organização Liv Sovik. Tradução Adelaine La Guardia Resende et al. Belo Horizonte: UFMG; Brasília: Representação da UNESCO no Brasil, 2009. ______. A identidade cultural na pós-modernidade. 11. Ed. Tradução Tomaz Tadeu da Silva e Guacira Lopes Lobo. Rio de Janeiro: DP&A, 2006. JAMESON, Fredric. Pós-modernismo: a lógica cultural do capitalismo tardio. 2. ed. São Paulo: Ática, 1997. LIEBIG, Sueli Meira. “Escrevivências”: Evaristo e a subversão de gênero em Insubmissas lágrimas de mulheres. XII Colóquio Nacional Representações de gênero e sexualidades. 08 a 10 de junho de 2016, Campina Grande, PB. Disponível em: file:///C:/Users/Windows%2010/Downloads/TRABALHO_EV053_MD1_SA6_ID571_30042016200422.pdf. Acesso em: 16 fev. 2019. MOREIRA, Terezinha Taborda. Silêncio, trauma e escrita literária. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 109-119. POLLAK, Michael. Memória e identidade social. Estudos Históricos. Rio de Janeiro, v. 5. n. 10, p. 200-212, 1992. Disponível em: http://www.pgedf.ufpr.br/memoria%20e%20identidadesocial%20A%20capraro%202.pdf. Acesso em: 09 maio 2019. PONCE, Eduardo Souza; GODOY, Maria Carolina de. Ancestralidade e identidade em “Olhos d’água” de Conceição Evaristo. Anais do VIII Colóquio de Estudos Literários. Ferreira Cláudia C.; Jacicarla S.; Brandini Laura T.(orgs). Londrina, 06 e 07 ago. 2014. p. 163-170. Disponível em: http://www.uel.br/eventos/estudosliterarios/pages/arquivos/Eduardo%20Ponce%20e%20Maria%20Carolina%20Godoy_Texto%20Completo.pdf. Acesso em: 18 abr. 2019. SAID, Edward. Cultura e imperialismo. São Paulo: Companhia das Letras, 1995. SILVA, Assunção de Mari Souza e. “E assim tudo se deu”: as histórias de leves enganos e parecenças. In: DUARTE, Constância Lima; CÔRTES, Cristiane; PEREIRA, Maria do Rosário A. (orgs). Escrevivências: identidade, gênero e violência na obra de Conceição Evaristo. Belo Horizonte: Idea, 2016. p. 295-306. SILVA, Franciane da Conceição. A presença da ancestralidade em narrativas de Conceição Evaristo e Mia Couto. Cadernos Cespuc, n. 32, jan. /jul. 2018. Disponível em: http://periodicos.pucminas.br/index.php/cadernoscespuc/article/view/16962/13446. Acesso em: 12 abr. 2019. SPIVAK, GayatriChakravorty. Pode o subalterno falar? Tradução Sandra Regina Goulart Almeida, Marcos Pereira Feitosa e André Pereira Feitosa. Belo Horizonte: UFMG, 2010.

Background:Ankylosing spondylitis (AS) is a common inflammatory joint disease affecting articulations of axial skeleton and asymmetrical peripheral arthrosis. It has been highlighted that patients with AS exhibit an increased risk of cardiovascular diseases (CVD) compared to the general population [1]. However, little is known about the relationship between cardiovascular burden in AS patients and Th17/Treg imbalance.Objectives:We aimed to investigated the relationship between cardiovascular events in AS patients and the status of T cell subsets. Furthermore, we want to identify other clinical and/or laboratory features which are associated with the cardiovascular risk in AS patients.Methods:The study included 32 AS patients with cardiovascular diseases and 32 age-matched AS patients as controls. All the AS patients were hospitalised at the Second Hospital of Shanxi Medical University and met the diagnostic criteria for AS revised in New York in 1984. We collected demographics, laboratory features [erythrocyte sedimentation rate (ESR), c-reactive protein (CRP), DD (D-dimer), PLT (platelet count)], and absolute counts of lymphocyte and CD4+ T cell subset. The absolute numbers of lymphocytes and CD4+ T cells in peripheral blood were measured by Flow Cytometer.Results:1. There was statistically significant decrease in Th17 levels (P=0.012) in the AS with CVD group compared to the AS group, while the Treg cells number (P=0.426) and the ratio of Th17/Treg (P=0.202) have no statistically significant differences; 2. DD was significantly increased in AS patients with CVD; 3. The use of NSAIDs between the two groups is significantly different(P=0.013). 86.7% of the AS group have received NSAIDs, while only 58.1% of the AS patients with CVD have received the NSAIDs.Conclusion:The findings suggested that the cardiovascular events of AS patients correlated with imbalanced T cell subsets and the decreased Th17 cells may be a laboratory feature of AS patients with CVD. Patients with high DD level might have a higher risk of CVD. Monitoring of Th17 cells and DD could be beneficial in cardiovascular burden of patients with AS. However, current studies indicate that Th17 cells mediate the inflammatory response and play a crucial role in the development of CVD [2]. One explanation is that the AS patients with CVD in our study had a long disease duration and immunomodulatory therapy might have an impact on the status of T cell subsets. Meanwhile, the different disease activities of AS patients can be additional factors.References:[1]Haroon N, Paterson J M, Li P, et al. Patients with Ankylosing Spondylitis Have Increased Cardiovascular and Cerebrovascular Mortality[J]. Annals of Internal Medicine, 2015, 163(6):409. doi:10.7326/M14-2470[2]van Bruggen, N. and W. Ouyang, Th17 Cells at the Crossroads of Autoimmunity, Inflammation, and Atherosclerosis. Immunity, 2014. 40(1): p. 10-12. doi:https://doi.org/10.1016/j.immuni.2013.12.00Table 1.Absolute lymphocyte and CD4+ T cell subset counts (cells/μL) in the AS with CVD group and AS groupCell count (cells/μL)AS with CVDASP-valueTotal T1447.97±11.491442.49±11.490.970Total B217.06(144.55- 324.97)291.27(171.13-321.16)0.262NK268.09(171.51-396.99)277.71(167.08- 462.45)0.858Th1137.23(69.8-185.45)127.04(76.9-197.26)0.693Th28.42(5.56-10.47)8.03(5.50-9.95)0.848Th175.77(4.00-8.61)8.89(5.91-13.88)0.012*Treg29.64(17.07-47.19)34.51(23.26-47.19)0.426Th1/Th214.99(10.50-24.21)17.36(12.71-25.98)0.430Th17/Treg0.23(0.12-0.39)0.31(0.18-0.52)0.202*P<0.05 **p <0.01. Data with a normal distribution and homogeneity of variance are presented as mean±standard deviation. Data without a normal distribution are presented as the median (interquartile range)Figure 1.Differences in Treg, Th17 cell counts and Th17/Treg between AS with CVD group and AS group. There was statistically significant decrease in Th17 levels(P=0.012) in the AS with CVD group. * P < 0.05 **P < 0.01. Data were compared using the Wilcoxon’s rank sum test.Disclosure of Interests:None declared

ABSTRAK Penelitian ini bertujuan untuk menginvestigasi faktor-faktor yang memengaruhi Muslim di Indonesia berniat untuk membeli makanan Korea bersertifikasi Halal MUI. Metode sampling yang digunakan yaitu teknik purposive sampling dengan kriteria Muslim di Indonesia yang mengetahui makanan Korea bersertifikasi Halal MUI dan berusia > 18 tahun. Penelitian ini mendapatkan 190 responden dan data diolah menggunakan metode PLS-SEM. Variabel yang digunakan dalam penelitian ini yaitu pengetahuan tentang makanan Halal, sikap, religiusitas, dan niat beli. Hasil dari penelitian ini menunjukkan bahwa pengetahuan tentang makanan Halal dan religiusitas memengaruhi sikap terhadap makanan Korea bersertifikasi Halal MUI secara positif dan signifikan. Pengetahuan tentang makanan Halal dan sikap juga memengaruhi niat beli makanan Korea bersertifikasi Halal MUI secara positif dan signifikan. Namun, religiusitas ditemukan tidak memengaruhi niat beli makanan Korea bersertifikasi Halal MUI. Hasil penelitian ini diharapkan dapat membantu pelaku bisnis pada industri makanan Korea untuk mengembangkan aspek apa saja yang dapat meningkatkan niat beli Muslim terhadap makanan Korea bersertifikasi Halal MUI. Kata Kunci: pengetahuan, sikap, religiusitas, niat beli, makanan Korea, makanan halal. ABSTRACT This study aims to investigate factors that influence Indonesian Muslims to purchase Korean food with MUI Halal certification. This study uses a purposive sampling technique with criteria: Muslims in Indonesia who know Korean food with MUI Halal certification and aged > 18 years. This study obtained 190 respondents and the data was processed using PLS-SEM method. The variables used in this study are knowledge of Halal food, attitudes, religiosity, and purchase intentions. The results of this study indicate that knowledge about Halal food and religiosity affects attitudes towards Korean food with MUI Halal certification positively and significantly. Knowledge about Halal food and attitudes also positively and significantly influence the intention to buy Korean food with MUI Halal certification. However, religiosity was found to not affect the intention to buy Korean food with MUI Halal certification. The results of this study are expected to help businesses in Korean food industry to develop aspects that can increase Muslim’s purchase intentions for MUI Halal certified Korean food. Keywords: knowledge, attitude, religiosity, purchase intention, Korean food, halal food. DAFTAR PUSTAKA Abd Rahman, A., Asrarhaghighi, E., & Ab Rahman, S. (2015). Consumers and halal cosmetic products: Knowledge, religiosity, attitude and intention. Journal of Islamic Marketing, 6(1), 148–163. https://doi.org/10.1108/JIMA-09-2013-0068 Aji, H. M. (2017a). Does skepticism toward halal label exist ? The empirical evidence from Indonesia 8th Global Islamic Marketing Conference Proceedings, 184-195. Aji, H. M. (2017b). Examining the moderating role of high-versus-low scepticism toward halal labels: findings from Indonesia. International Journal of Islamic Marketing and Branding, 2(4), 278. https://doi.org/10.1504/ijimb.2017.10010054 Arli, D. and Tjiptono, F. (2014). The end of religion? Examining the role of religiousness, materialism, and long-term orientation on consumer ethics in Indonesia. Journal of Business Ethics, 123(3), 385-400. Astuti, Y., & Asih, D. (2021). Country of origin, religiosity and halal awareness: A case study of purchase intention of Korean food. Journal of Asian Finance, Economics and Business, 8(4), 0413–0421. https://doi.org/10.13106/jafeb.2021.vol8.no4.0413 Aziz, S., Md Husin, M., Hussin, N., & Afaq, Z. (2019). Factors that influence individuals’ intentions to purchase family takaful mediating role of perceived trust. Asia Pacific Journal of Marketing and Logistics, 31(1), 81–104. https://doi.org/10.1108/APJML-12-2017-0311 Bashir, A. M. (2019). Effect of halal awareness, halal logo and attitude on foreign consumers’ purchase intention. British Food Journal, 121(9), 1998–2015. https://doi.org/10.1108/BFJ-01-2019-0011 Bohari, A. M., Hin, C. W., & Fuad, N. (2013). An analysis on the competitiveness of halal food industry in Malaysia: An approach of SWOT and ICT strategy. Malaysia Journal of Society and Space, 9(1), 1–11. Cooper, D. R., & Schindler, P. S. (2014). Business research methods. New York: Mcgraw-hill. Fathy, A., Younus, S., Rasheed, F., & Zia, A. (2015). Identifying the factors affecting customer purchase intention. Global Journal of Management and Business Research: Administration and Management, 15(2), 1–6. Fornell, C., Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177%2F002224378101800104 Graafland, J. (2017). Religiosity, attitude, and the demand for socially responsible products. Journal of Business Ethics, 144(1), 121–138. https://doi.org/10.1007/s10551-015-2796-9 Hair, J., Hult, G. T., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). New York: Sage Publishing. Hennida, C. (2013). Corporate strategies in the spread of hallyu (Korean Wave) in Indonesia. Mozaik, 13(2), 117–125. https://doi.org/10.20473/mozaik.v13i2.3833 Jeong, J. S., Lee, S. H., & Lee, S. G. (2017). When Indonesians routinely consume Korean pop culture: Revisiting Jakartan fans of the Korean drama Dae Jang Geum. International Journal of Communication, 11, 2288–2307. Khan, A., Arafat, M. Y., & Azam, M. K. (2020). Role of halal literacy and religiosity in buying intention of halal branded food products in India. Journal of Islamic Marketing, 13(2), 287-308. https://doi.org/10.1108/JIMA-08-2019-0175 Memon, Y. J., Azhar, S. M., Haque, R., & Bhutto, N. A. (2020). Religiosity as a moderator between theory of planned behavior and halal purchase intention. Journal of Islamic Marketing, 11(6), 1821–1836. https://doi.org/10.1108/JIMA-01-2019-0006 Nadhifah, N., Eka, S., & Tusita, A. (2019). Halal Korean food and glocalization. https://doi.org/10.4108/eai.23-3-2019.2284943 Rizkitysha, T. L., & Hananto, A. (2020). Do knowledge, perceived usefulness of halal label and religiosity affect attitude and intention to buy halal-labeled detergent? Journal of Islamic Marketing, 13(3), 649-670. https://doi.org/10.1108/JIMA-03-2020-0070 Singhapakdi, A., Vitell, S. J., Lee, D. J., Nisius, A. M., & Yu, G. B. (2013). The influence of love of money and religiosity on ethical decision-making in marketing. Journal of Business Ethics, 114(1), 183–191. https://doi.org/10.1007/s10551-012-1334-2. Usman, H., Chairy, C., & Projo, N. W. K. (2021). Impact of Muslim decision-making style and religiosity on intention to purchasing certified halal food. Journal of Islamic Marketing, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JIMA-01-2021-0027 Wang, Y., Wiegerinck, V., Krikke, H., & Zhang, H. (2013). Understanding the purchase intention towards remanufactured product in closed-loop supply chains: An empirical study in China. International Journal of Physical Distribution and Logistics Management, 43(10), 866–888. https://doi.org/10.1108/IJPDLM-01-2013-0011

ABSTRAK Penelitian ini bertujuan untuk menginvestigasi faktor-faktor yang memengaruhi Muslim di Indonesia berniat untuk membeli makanan Korea bersertifikasi Halal MUI. Metode sampling yang digunakan yaitu teknik purposive sampling dengan kriteria Muslim di Indonesia yang mengetahui makanan Korea bersertifikasi Halal MUI dan berusia > 18 tahun. Penelitian ini mendapatkan 190 responden dan data diolah menggunakan metode PLS-SEM. Variabel yang digunakan dalam penelitian ini yaitu pengetahuan tentang makanan Halal, sikap, religiusitas, dan niat beli. Hasil dari penelitian ini menunjukkan bahwa pengetahuan tentang makanan Halal dan religiusitas memengaruhi sikap terhadap makanan Korea bersertifikasi Halal MUI secara positif dan signifikan. Pengetahuan tentang makanan Halal dan sikap juga memengaruhi niat beli makanan Korea bersertifikasi Halal MUI secara positif dan signifikan. Namun, religiusitas ditemukan tidak memengaruhi niat beli makanan Korea bersertifikasi Halal MUI. Hasil penelitian ini diharapkan dapat membantu pelaku bisnis pada industri makanan Korea untuk mengembangkan aspek apa saja yang dapat meningkatkan niat beli Muslim terhadap makanan Korea bersertifikasi Halal MUI. Kata Kunci: pengetahuan, sikap, religiusitas, niat beli, makanan Korea, makanan halal. ABSTRACT This study aims to investigate factors that influence Indonesian Muslims to purchase Korean food with MUI Halal certification. This study uses a purposive sampling technique with criteria: Muslims in Indonesia who know Korean food with MUI Halal certification and aged > 18 years. This study obtained 190 respondents and the data was processed using PLS-SEM method. The variables used in this study are knowledge of Halal food, attitudes, religiosity, and purchase intentions. The results of this study indicate that knowledge about Halal food and religiosity affects attitudes towards Korean food with MUI Halal certification positively and significantly. Knowledge about Halal food and attitudes also positively and significantly influence the intention to buy Korean food with MUI Halal certification. However, religiosity was found to not affect the intention to buy Korean food with MUI Halal certification. The results of this study are expected to help businesses in Korean food industry to develop aspects that can increase Muslim’s purchase intentions for MUI Halal certified Korean food. Keywords: knowledge, attitude, religiosity, purchase intention, Korean food, halal food. DAFTAR PUSTAKA Abd Rahman, A., Asrarhaghighi, E., & Ab Rahman, S. (2015). Consumers and halal cosmetic products: Knowledge, religiosity, attitude and intention. Journal of Islamic Marketing, 6(1), 148–163. https://doi.org/10.1108/JIMA-09-2013-0068 Aji, H. M. (2017a). Does skepticism toward halal label exist ? The empirical evidence from Indonesia 8th Global Islamic Marketing Conference Proceedings, 184-195. Aji, H. M. (2017b). Examining the moderating role of high-versus-low scepticism toward halal labels: findings from Indonesia. International Journal of Islamic Marketing and Branding, 2(4), 278. https://doi.org/10.1504/ijimb.2017.10010054 Arli, D. and Tjiptono, F. (2014). The end of religion? Examining the role of religiousness, materialism, and long-term orientation on consumer ethics in Indonesia. Journal of Business Ethics, 123(3), 385-400. Astuti, Y., & Asih, D. (2021). Country of origin, religiosity and halal awareness: A case study of purchase intention of Korean food. Journal of Asian Finance, Economics and Business, 8(4), 0413–0421. https://doi.org/10.13106/jafeb.2021.vol8.no4.0413 Aziz, S., Md Husin, M., Hussin, N., & Afaq, Z. (2019). Factors that influence individuals’ intentions to purchase family takaful mediating role of perceived trust. Asia Pacific Journal of Marketing and Logistics, 31(1), 81–104. https://doi.org/10.1108/APJML-12-2017-0311 Bashir, A. M. (2019). Effect of halal awareness, halal logo and attitude on foreign consumers’ purchase intention. British Food Journal, 121(9), 1998–2015. https://doi.org/10.1108/BFJ-01-2019-0011 Bohari, A. M., Hin, C. W., & Fuad, N. (2013). An analysis on the competitiveness of halal food industry in Malaysia: An approach of SWOT and ICT strategy. Malaysia Journal of Society and Space, 9(1), 1–11. Cooper, D. R., & Schindler, P. S. (2014). Business research methods. New York: Mcgraw-hill. Fathy, A., Younus, S., Rasheed, F., & Zia, A. (2015). Identifying the factors affecting customer purchase intention. Global Journal of Management and Business Research: Administration and Management, 15(2), 1–6. Fornell, C., Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177%2F002224378101800104 Graafland, J. (2017). Religiosity, attitude, and the demand for socially responsible products. Journal of Business Ethics, 144(1), 121–138. https://doi.org/10.1007/s10551-015-2796-9 Hair, J., Hult, G. T., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). New York: Sage Publishing. Hennida, C. (2013). Corporate strategies in the spread of hallyu (Korean Wave) in Indonesia. Mozaik, 13(2), 117–125. https://doi.org/10.20473/mozaik.v13i2.3833 Jeong, J. S., Lee, S. H., & Lee, S. G. (2017). When Indonesians routinely consume Korean pop culture: Revisiting Jakartan fans of the Korean drama Dae Jang Geum. International Journal of Communication, 11, 2288–2307. Khan, A., Arafat, M. Y., & Azam, M. K. (2020). Role of halal literacy and religiosity in buying intention of halal branded food products in India. Journal of Islamic Marketing, 13(2), 287-308. https://doi.org/10.1108/JIMA-08-2019-0175 Memon, Y. J., Azhar, S. M., Haque, R., & Bhutto, N. A. (2020). Religiosity as a moderator between theory of planned behavior and halal purchase intention. Journal of Islamic Marketing, 11(6), 1821–1836. https://doi.org/10.1108/JIMA-01-2019-0006 Nadhifah, N., Eka, S., & Tusita, A. (2019). Halal Korean food and glocalization. https://doi.org/10.4108/eai.23-3-2019.2284943 Rizkitysha, T. L., & Hananto, A. (2020). Do knowledge, perceived usefulness of halal label and religiosity affect attitude and intention to buy halal-labeled detergent? Journal of Islamic Marketing, 13(3), 649-670. https://doi.org/10.1108/JIMA-03-2020-0070 Singhapakdi, A., Vitell, S. J., Lee, D. J., Nisius, A. M., & Yu, G. B. (2013). The influence of love of money and religiosity on ethical decision-making in marketing. Journal of Business Ethics, 114(1), 183–191. https://doi.org/10.1007/s10551-012-1334-2. Usman, H., Chairy, C., & Projo, N. W. K. (2021). Impact of Muslim decision-making style and religiosity on intention to purchasing certified halal food. Journal of Islamic Marketing, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JIMA-01-2021-0027 Wang, Y., Wiegerinck, V., Krikke, H., & Zhang, H. (2013). Understanding the purchase intention towards remanufactured product in closed-loop supply chains: An empirical study in China. International Journal of Physical Distribution and Logistics Management, 43(10), 866–888. https://doi.org/10.1108/IJPDLM-01-2013-0011

The objective of this study is to discuss affordances in foreign language (L2) teacher education in the digital age. With that aim, some pedagogical interventions were carried out in the course of “Supervised Internship” within the context of the Undergraduate Degree in English Language Teaching, at a federal university in the Southeast of Brazil in order to obtain empirical data concerning the perceptions of pre-service English teachers. The theoretical framework is based on the concept of affordance, in relation to the effects of globalization (and its Information and Communication Technologies - ICTs) on the education of language teachers in the digital age, considering aspects of interculturality, through hybrid approaches such as CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) and the Intercomprehension approach. Data were obtained through participant observation and interviews with educators and pre-service teachers, and include: 1) discussion of texts about language teaching, interculturality and the use of technologies in education; 2) virtual meetings in COIL format with pre-service teachers enrolled in the course of “Supervised Internship” at a Brazilian university and at Alberto Hurtado University (AHU) in Chile; 3) discussion/reflection sessions; 4) interviews with participants. The analysis suggests that ICTs and approaches such as CLIL, COIL and Intercomprehension promote affordances for inclusive practices (for financially disadvantaged people, with the use of internet); multilingual practices (including other languages besides English); and intercultural practices, promoting contact and learning among different cultures and languages.ResumoO objetivo deste estudo é refletir sobre affordances na formação de professores de línguas adicionais (L2) na era digital. Com esse objetivo, algumas intervenções pedagógicas foram realizadas na disciplina de “Estágio Supervisionado” do curso de Licenciatura em Letras Inglês de uma universidade federal do Sudeste brasileiro, a fim de ilustrar e embasar essa reflexão por meio de dados empíricos das percepções de professores de inglês em formação. O arcabouço teórico se baseia na noção de affordance em relação aos efeitos da globalização com suas tecnologias de informação e comunicação (TICs) na formação de professores de L2 na era digital, com a ampliação da interculturalidade por meio de abordagens híbridas como a CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e Intercompreensão. Os dados foram gerados por meio de observação participante e entrevistas com os professores formadores e em formação, e incluem: 1) discussões de textos sobre ensino de idiomas, interculturalidade e uso de tecnologias na educação; 2) reuniões virtuais em formato COIL, com professores em formação, matriculados na disciplina de estágio supervisionado na universidade no Brasil e na Universidade Alberto Hurtado, no Chile; 3) sessões de reflexão; e 4) entrevistas com os participantes. A análise sugere que as TICs e abordagens como a CLIL, COIL e Intercompreensão propiciam affordances para uma prática mais inclusiva (alcançando pessoas desfavorecidas financeiramente por meio da internet); multilíngue (por meio da inclusão de outras línguas além do inglês); e intercultural, permitindo contato e aprendizado entre culturas e línguas diferentes.ResumenEl objetivo de este estudio es discutir las posibilidades en la educación de profesores de lenguas extranjeras (L2) en la era digital. Con ese objetivo, se llevaron a cabo algunas intervenciones pedagógicas en la asignatura de "Práctica Supervisada" de la carrera de Licenciatura en Inglés en una universidad federal en el sudeste de Brasil, con el fin de obtener datos empíricos sobre las percepciones de profesores de inglés en pre-servicio. El marco teórico se basa en el concepto de affordance, en relación con los efectos de la globalización (y sus Tecnologías de la Información y la Comunicación - TIC) en la educación de los profesores de idiomas en la era digital, considerando aspectos de la interculturalidad, a través de enfoques híbridos como CLIL (Content and Language Integrated Learning), COIL (Collaborative Online International Learning) e de Intercomprensión. Los datos se obtuvieron a través de la observación participante y entrevistas con educadores y profesores en pre-servicio e incluyen: 1) discusión de textos sobre enseñanza de idiomas, interculturalidad y el uso de tecnologías en educación; 2) reuniones virtuales en formato COIL con maestros de pre-servicio inscritos en la carrera de la universidad brasileña y en la Universidad Alberto Hurtado (AHU) en Chile; 3) sesiones de discusión / reflexión; 4) entrevistas con los participantes. El análisis sugiere que las TIC y los enfoques como CLIL, COIL e Intercomprensión promueven posibilidades de prácticas inclusivas (para las personas con desventajas financieras, con el uso de internet); prácticas multilingües (incluidos otros idiomas además del inglés); y prácticas interculturales, promoviendo el contacto y el aprendizaje entre diferentes culturas e idiomas.Palavras-chave: Educação intercultural, Tecnologia da informação e da comunicação, Línguas estrangeiras modernas, formação de professores.Keywords: Cross cultural training, Information technology, Second language instruction, Teacher education.Palabras clave: Educación intercultural, Tecnología de información y comunicación, Idiomas extranjeros, Formación de profesores de idiomas.ReferencesABRAHAMS, Mary Jane; RÍOS, Pablo Silva. What happens with English in Chile? Challenges in teacher preparation. In: KAMHI-STEIN, Lía D.; MAGGIOLI, Gabriel Díaz; OLIVEIRA, Luciana C. De (Eds.). English language teaching in South America: Policy, preparation and practice. Bristol: Multilingual Matters, 2017, p.109-122.AMORIM, Gabriel Brito; FINARDI, Kyria Rebeca. Internacionalização do ensino superior e línguas estrangeiras: Evidência de um estudo de caso nos níveis micro, meso e macro. Revista Avaliação, v. 22, n. 3, p. 614–632, 2017.APPADURAI, Arjun. Grass roots globalization and the research imagination. Public Culture, v. 12, n. 1, p. 1-19, 2000. https://doi.org/10.1215/08992363-12-1-1ARCHANJO, Renata; BARAHONA, Malba; FINARDI, Kyria Rebeca. Identity of foreign language pre-service teachers to speakers of other languages: Insights from Brazil and Chile. Colombian Applied Linguistics Journal, v. 1, n. 21, p. 62-75, 2019. doi.org/10.14483/22487085.14086BAUMAN, Zygmunt. Liquid life. Cambridge: Polity Press, 2005.CASTRO, Ana Laura Silva de; HILDEBLANDO JÚNIOR, Carlos Alberto; FINARDI, Kyria Rebeca. Teachers and students online but disconnected. INTED 2019 Proceedings, p. 420-427, 2019. dx.doi.org/10.21125/inted.2019.0186CEO-DIFRANCESCO, Diane; BENDER-SLACK, Delane. Collaborative online international learning: Students and professors making global connections. In: MOELLER, Aleidine J. (Org.). Fostering connections, empowering communities, celebrating the world. Richmond: Terry, 2016, p. 147-174. FINARDI, Kyria Rebeca. The slaughter of Kachru’s five sacred cows in Brazil: Affordances of the use of English as an international language. Studies in English Language Teaching, v. 2, n. 4, p. 401-411, 2014. https://doi.org/10.4025/actascilangcult.v39i2.30529.FINARDI, Kyria Rebeca. What can Brazil learn from multilingual Switzerland and its use of English as a multilingua franca. Acta Scientiarum (UEM), v. 39, n. 2, p. 219-228, 2017.FINARDI, Kyria Rebeca. English as a global language in Brazil: A local contribution. In: GIMENEZ, Telma; EL KADRI, Michele Salles; CALVO, Luciana Cabrini Simões. (Orgs.). English as a Lingua Franca in teacher education: A Brazilian perspective. 1. ed. Berlin/Boston: De Gruyter Mouton, 2018, p. 71-86.FINARDI, Kyria Rebeca. Internationalization and multilingualism in Brazil: Possibilities of Content and language integrated learning and intercomprehension approaches. International Journal of Educational and Pedagogical Sciences, v. 13, n. 5, p. 655-659, 2019.FINARDI, Kyria Rebeca; PORCINO, Maria Carolina. Tecnologia e metodologia no ensino de Inglês: Impactos da globalização e da internacionalização. Ilha do Desterro, n. 66, p. 239-282, 2014. https://doi.org/10.5007/2175-8026.2014n66p239FINARDI, Kyria Rebeca; PORCINO, Maria Carolina. Facebook na ensinagem de inglês como língua adicional. In: ARAUJO, Julio Cesar Rosa; LEFFA, Vilson Jose. (Orgs.). Redes sociais e ensino de língua: O que temos de aprender. São Paulo: Editora Brasileira Comercial, 2016, p. 99-115.FINARDI, Kyria Rebeca; TYLER, Jhamille. The role of English and technology in the internationalization of education: Insights from the analysis of MOOCs. In: 7th International Conference on Education and New Learning Technologies, 2015, Barcelona. Edulearn15 Proceedings. Barcelona: Iated, 2015, v. 1. p. 11-18.FINARDI, Kyria Rebeca; LEÃO, Roberta Gomes; AMORIM, Gabriel Brito. Mobile assisted language learning: Affordances and limitations of Duolingo. Education and Linguistics Research, v. 2, n. 2, p. 48-65, 2016.FINARDI, Kyria Rebeca; PREBIANCA, Gicele Vergine Vieira; MOMM, Christiane Fabíola. Tecnologia na educação: O caso da Internet e do inglês como linguagens de inclusão. Cadernos do IL, n. 46, p. 193-208, 2013.FINARDI, Kyria Rebeca; PREBIANCA, Gicele Vergine Vieira; SCHMITT, Jeovani. English distance learning: Possibilities and limitations of MEO for the flipped classroom. Revista Brasileira de Linguística Aplicada, v. 16, n. 2, p. 181-208, 2016.FLEURI, Reinaldo Matias. Intercultura e educação. Revista Brasileira de Educação, n. 23, p. 16-35, 2003. https://doi.org/10.1590/S1413-24782003000200003FREIRE, Paulo. Pedagogia do oprimido. 50. ed. Rio de Janeiro: Paz e Terra, 2011.GIBSON, James Jerome. The ecological approach to visual perception. Boston: Houghton Mifflin, 1979.GUIMARÃES, Felipe Furtado; FINARDI, Kyria Rebeca. Interculturalidade, Internacionalização e Intercompreensão: qual a relação? Revista Ilha do Desterro, v. 71, n. 3, p. 15-37, 2018.HILDEBLANDO JÚNIOR, Carlos Alberto; FINARDI, Kyria Rebeca. Internationalization and virtual collaboration: Insights from COIL experiences. Ensino em Foco, v. 1, n. 2, p. 19-33, 2018.JENKINS, Jennifer. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, v. 2, n. 3, p. 49-85, 2015.LANKSHEAR, Colin; KNOBEL, Michele. New literacies: Changing knowledge and classroom learning. Burckingham: Open University Press, 2003.LEWIS, Tim; O’DOWD, Robert. Introduction to online intercultural exchange and this volume. In: O’DOWD, Robert; LEWIS, Tim (Orgs.). Online intercultural exchange: Policy, pedagogy, practice. Nova York: Routledge, 2016, p. 3-20.LINN, M. C.; EYLON, B.-S. Science learning and instruction: Taking advantage of technology to promote knowledge integration. Nova York: Routledge, 2011.MENDES, Ana Rachel Macedo; FINARDI, Kyria Rebeca. Linguistic education under revision: Globalization and EFL teacher education in Brazil. Education and Linguistics Research, v. 4, n. 1, p. 45-64, 2018.MONTE MÓR, Walkyria Maria. Foreign languages teaching, education and the new literacies studies: Expanding views. In: GONÇALVES, Gláucia Renate; ALMEIDA, Sandra Regina Goulart; PAIVA, Vera Lúcia Menezes de Oliveira e; RODRIGUES-JÚNIOR, Adail Sebastião (Orgs.). New Challenges in Language and Literature. Belo Horizonte: Ed. UFMG, 2009, p. 177-189.MONTE MÓR, Walkyria Maria. Linguagem tecnológica e educação. Em busca de práticas para uma formação crítica. In: SIGNORINI, Inês; FIAD, Raquel Salek (Orgs.). Ensino de língua: Das reformas, das inquietações e dos desafios. Belo Horizonte: Ed. UFMG, 2012, p. 181-190.ORTIZ, Ramón Andrés; FINARDI, Kyria Rebeca. Social inclusion and CLIL: Evidence from La Roseraie. In: International Conference on Education, Research and Innovation 2015, Sevilha. Iceri2015 Proceedings. Madri: Iated. v. 1. p. 7660-7666, 2015.PAIVA, Vera Lúcia Menezes de Oliveira e. Propiciamento (affordance) e autonomia na aprendizagem de língua inglesa. In: LIMA, Diógenes Cândido de (Org.). Aprendizagem de língua inglesa: Histórias refletidas. Vitória da Conquista: Edições UESB, 2010, p.151-161.PORTES, Alejandro. Capital social: origens e aplicações na sociologia contemporânea. Sociologia, Problemas e Práticas, Oeiras, n. 33, p. 133-158, 2000. RADA, Juan. Oportunidades e riscos das novas tecnologias para a educação. In: TEDESCO, Juan Carlos (Org.). Educação e novas tecnologias: Esperanças ou incertezas?. São Paulo: Cortez, 2004, p. 109-119.RAMOS, Natália. Interculturalidade(s) e mobilidade(s) no espaço europeu: viver e comunicar entre culturas. In: PINA, Helena; MARTINS, Felisbela; FERREIRA, Cármen (Orgs.). The overarching issues of the European space: Strategies for spatial (re)planning based on innovation, sustainability and change. Porto: Faculdade de Letras da Universidade do Porto, 2013, p. 343-360.RUBIN, Jon; GUTH, Sarah. Collaborative online international learning: An emerging format for internationalizing curricula. In: MOORE, Alexandra Schultheis; SIMON, Sunka. (Orgs.). Globally networked teaching in the humanities: Theories and practice. Nova York/Londres: Routledge, 2015, p. 15-27.SANTOS, Boaventura de Sousa. A gramática do tempo: Para uma nova cultura política. São Paulo: Cortez, 2006.SANTOS, Boaventura de Sousa. Epistemologías del sur. Utopía y práxis latinoamericana, v. 16, n. 54, p. 17-39, 2011.TAQUINI, Reninni; FINARDI, Kyria Rebeca; AMORIM, Gabriel Brito. English as a medium of instruction at Turkish State Universities. Education and Linguistics Research, v. 3, n. 2, p. 35-53, 2017.VAN LIER, Leo. The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic Publishers, 2004.VAN LIER, Leo. Agency in the classroom. In: LANTOLF, James P.; POEHNER, Matthew Edward (Orgs.). Sociocultural theory and the teaching of second languages. Londres: Equinox, 2008, p. 163-188.VERTOVEC, Steven. Super-diversity and its implications. Ethnic and Racial Studies, v. 30, n. 6, p. 1024-1054, 2007.VYGOTSKY, Lev Semyonovich. Pensamento e linguagem. Tradução de Jeferson Luiz Camargo. São Paulo: Martins Fontes, 1987.WARSCHAUER, Mark. Social capital and access. Universal access in the information society, v. 2, n. 4, p. 315-330, 2003. https://doi.org/10.1007/s10209-002-0040-8WARSCHAUER, Mark. Technology and social inclusion: Rethinking the digital divide. Cambridge: MIT Press, 2004.e3723011

Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH) References: Akçay, N. O. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3), 83–93. https://doi.org/10.5539/jel.v5n3p83 Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., KC, A., … Marcell, A. V. (2018). Promoting Father Involvement for Child and Family Health. Academic Pediatrics, 18(7), 746–753. https://doi.org/10.1016/j.acap.2018.03.011 Bonuck, K. A., Schwartz, B., & Schechter, C. (2016). Sleep health literacy in head start families and staff: Exploratory study of knowledge, motivation, and competencies to promote healthy sleep. Sleep Health, 2(1), 19–24. https://doi.org/10.1016/j.sleh.2015.12.002 Considerations, P., & Framework, N. Q. (2010). Health , Hygiene and Infection Control Strategies for Policy Implementation :2010(Vic). Conti, G., Heckman, J. J., & Pinto, R. (2016). The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour. Economic Journal, 126(596), F28–F65. https://doi.org/10.1111/ecoj.12420 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education and Communication, 0(0), 1–16. https://doi.org/10.1080/1533015X.2019.1567406 Fernandez-Jimenez, R., Al-Kazaz, M., Jaslow, R., Carvajal, I., & Fuster, V. (2018). Children Present a Window of Opportunity for Promoting Health: JACC Review Topic of the Week. Journal of the American College of Cardiology, 72(25), 3310–3319. https://doi.org/10.1016/j.jacc.2018.10.031 Fung, C., Kuhle, S., Lu, C., et al. (2012). From “best practice” to “next practice”: the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity. Int. J. Behav. Nutr. Phys. Act., 9, 27. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goldfeld, S., O’Connor, E., O’Connor, M., Sayers, M., Moore, T., Kvalsvig, A., & Brinkman, S. (2016). The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort. Early Childhood Research Quarterly, 35, 40–48. https://doi.org/10.1016/j.ecresq.2015.11.001 Hawe, P., Potvin, L. (2009). What is population health intervention research. Can. J. Public Health, 100 (Suppl I8–14). Julianti, R., Nasirun, M., & Wembrayarli. (2018). Pelaksanaan Perilaku Hidup Bersih dan Sehat (PHBS) di Lingkungan Sekolah. Jurnal Ilmiah Potensia, 3(1), 11–17. Kasnodihardjo, K. (2010). Metode pelembagaan perilaku hidup sehat kaitannya dengan kesehatan lingkungan dan hygiene perorangan pada keluarga di Subang Jabar. Keshavarz, N., Nutbeam, D., Rowling, L., Khavarpour, F. (2010). Schools as social complex adaptive systems: a new way to understand the challenges of introducing the health promoting schools concept. Soc. Sci. Med., (70), 1467–1474. Kobel, S., Wartha, O., Wirt, T., Dreyhaupt, J., Lämmle, C., Friedemann, E. M., … Steinacker, J. M. (2017). Design, implementation, and study protocol of a kindergarten-based health promotion intervention. BioMed Research International, 2017. https://doi.org/10.1155/2017/4347675 Langford, R., Bonell, C.P., Jones, H. E. (2014). The WHO health promoting school framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst, Rev. 4, CD008958. Manning, M. L., & Lucking, R. (1991). The what, why, and how of cooperative learning. The Clearing House. 64(3), 152–156. Marlina, R. L. (2011). Analisis Manajemen Promosi Kesehatan Dalam Penerapan Perilaku Hidup Bersih dan Sehat (PHBS) Tatanan Rumah Tangga di Kota Padang Tahun 2011. Padang: Universitas Andalas. Maryunani, A. (2013). Perilaku Hidup Bersih dan Sehat. Jakarta: Trans Info Media. McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mcisaac, J. D., Sim, S. M., Penney, T. L., & Kirk, S. F. L. (2012). School Health Promotion Policy in Nova Scotia: A Case Study. Revue PhénEPS / PHEnex Journal, 4(2). McIsaac, J. L. D., Penney, T. L., Ata, N., Munro-Sigfridson, L., Cunningham, J., Veugelers, P. J., … Kuhle, S. (2017). Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada. Preventive Medicine Reports, 5, 279–284. https://doi.org/10.1016/j.pmedr.2017.01.008 Midcentraldhb. (2014). Health and Safety Guidelines for Early Childhood Education Services. https://doi.org/2014 Mikkonen, J., Raphael, D. (2010). Social Determinants of Health: The Canadian Facts. University School of Health Policy and Management Toronto. Proverawati, A. (2012). Perilaku Hidup Bersih dan Sehat. Yogyakarta: Nuha Medika. Reed, K.E., Warburton, D.E., Macdonald, H.M., Naylor, P.J., McKay, H. A. (2008). Action Schools! BC: a school-based physical activity intervention designed to decrease cardiovascular disease risk factors in children. Prev. Med, 46, 525–531. Samdal, O., Rowling, L. (2011). Theoretical and empirical base for implementation components of health-promoting schools. Health Educ., 111, 367–390. Syukriyah, E. (2011). Gambaran Pengetahuan, Sikap dan Tindakan Murid SD Tentang PHBS di SDN 06 Lubuk LayangPadang. Padang: Poletkkes Kemenkes Padang. Veugelers, P. J., & Schwartz, M. E. (2010). Comprehensive school health in Canada. Canadian Journal of Public Health = Revue Canadienne de Sante Publique, 101 Suppl(August), S5-8. https://doi.org/10.17269/cjph.101.1907 WHO. (2016). What is a health promoting school? WIjayanti, N. A. (2017). Implementation of Role Playing Method in the Hygiene Hadith Learning Toward Early CHildrens Healthy Behavior of Group B in Dabin Aggrek Gunungpati Semarang. Early Childhood Education Papers (Belia), 6(2).

Cang Panah is a musical composition inspired by the phenomenon of Acehnese people's activities in Keude Kupi. The people of Aceh always come to Keude Kupi every day to carry out various activities. This activity is formed from social interactions carried out by the community. There are three forms of social interaction found in Keude Kupi, namely interactions between individuals, individuals with groups, and interactions between groups. these three forms of social interaction are social values created by the activities of the Acehnese people. This makes keude kupi an axis mundi for the people of Aceh in terms of social interaction. This plant is actualized in the form of musical works using the principle of sound dialogue. The purpose of the creation of this art is to actualize the social values contained in the keude kupi through musical works in the form of sound dialogue. The method used in making this art is a combination of the creation process by Pande Made Sukerta and Rahayu Supanggah which is elaborated in four stages, namely searching for musical moments, formulating work ideas, determining work, and expressing ideas for interpretation of art. The result of this research is a music which is divided into three parts. Each part of the work is a representation of the form of community social interaction. Keywords: Aceh, Axis Mundi, Keude Kupi. AbstrakCang Panah merupakan sebuah karya komposisi musik yang terinspirasi dari fenomena aktivitas masyarakat Aceh di keude kupi. Masyarakat Aceh selalu mendatangi keude kupi saban hari untuk melakukan berbagai aktivitas. Aktivitas ini terbentuk dari interaksi sosial yang dilakukan masyarakat. Terdapat tiga bentuk interaksi sosial yang ditemukan pada keude kupi, yaitu interaksi antar individu, individu dengan kelompok, serta interaksi antar kelompok. Tiga bentuk interaksi sosial ini merupakan nilai-nilai sosial yang tercipta dari aktivitas masyarakat Aceh. Hal ini menjadikan keude kupi sebagai axis mundi bagi masyarakat Aceh ditinjau dari interaksi sosial. Gagasan ini diaktualisasikan dalam bentuk karya musik menggunakan prinsip dialog bunyi. Tujuan dari penciptaan seni ini adalah mengaktualisasikan nilai-nilai sosial yang terdapat pada keude kupi melalui karya musik dalam bentuk dialog bunyi. Metode yang digunakan pada penciptaan seni ini adalah kombinasi proses penciptaan oleh Pande Made Sukerta dan Rahayu Supanggah yang dielaborasi dalam empat tahapan yaitu pencarian momen musikal, perumusan ide garapan, penentuan garapan, dan menuangkan ide interpretasi garapan. Hasil yang dicapai dari penelitian karya seni ini adalah sebuah musik yang terbagi menjadi tiga bagian karya. Setiap bagian karya merupakan representatif dari bentuk interaksi sosial masyarakat. Kata Kunci: Aceh, Axis Mundi, Keude Kupi.Authors:Surya Rahman : Institut Seni Budaya Indonesia Aceh Rico Gusmanto : Institut Seni Budaya Indonesia Aceh References:Cresswell, J. W. (2010). Research Design. Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Belajar.Gusmanto, R., Cufara, D. P., & Ihsan, R. (2021). Kekitaan: Komposisi Musik Yang Mengungkap Identitas Budaya Kabupaten Pasaman Barat. Ekspresi Seni: Jurnal Ilmu Pengetahuan Dan Karya Seni, 23(1), 18–34.Herdianto, F., Yusnelli, & Antara, F. (2021). Komposisi Musik Badondong Baibo dalam Musik Instrmental. GORGA: Jurnal Seni Rupa, 10(1), 115–124.Kemdikbudristek. (2016a). Bunyi. Retrieved June 17, 2022, from KBBI Daring website: https://kbbi.kemdikbud.go.id/entri/bunyiKemdikbudristek. (2016b). Dialog. Retrieved June 17, 2022, from KBBI Daring website: https://kbbi.kemdikbud.go.id/entri/dialogKhairani, C. (2015). Pendorong Interaksi Sosial Masyarakat Aceh Dalam Warung Kopi. Lentera: Jurnal Ilmiah Sains Dan Teknologi, 14(10), 50–57.Manalu, N. A., & Febryanti Sukman, F. (2020). Tari Seudati Inong Sebagai Wujud Representasi Kesetaraan Gender Dikabupaten Aceh Besar. GORGA: Jurnal Seni Rupa, 9(2), 367–376.Mursyidin. (2018). Pergeseran Pola Interaksi Warung Kopi pada Masyarakat Aceh Barat. Community: Pengawas Dinamika Sosial, 4(2), 201–210.Pebriana, P. H. (2017). Analisis Penggunaan Gadget terhadap Kemampuan Interaksi Sosial pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 1(1), 1–11.Rahman, S., Sidharta, O., & Sastra, A. I. (2017). Sorak Rang Balai: Dendang Sebagai Representasi dan Identitas Metode Promosi dalam Budaya Dagang Masyarakat Minangkabau. Bercadik: Jurnal Pengkajian Dan Penciptaan Seni, 4(2), 206–212.Saldana, J. (2011). Understanding Qualitative Research. Fundamental of Qualitative Research. New York: Oxford University Press.Setiawan, H. (2011). Landasan Konseptual Perencanaan dan Perancangan Pusat Pendidikan Musik di Yogyakarta. Universitas Islam Jaya Yogyakarta.Soekanto, S. (2010). Sosiologi Suatu Pengantar. Jakarta: Rajawali Press.Suhendra, H., Martarosa, & Haris, A. S. (2018). Basosoh: Komposisi Musik Aleatoric dalam Format Orkestra Fluxus. Gorga: Jurnal Seni Rupa, 7(2), 156–163.Taqwadin, D. A., Sulaiman, A. N., Akmal, S., & Fauzan, I. (2019). Potensi Budaya Minum Kopi (Ngopi) dalam Membangun Kembali Koeksistensi Masyarakat Aceh Paska Konflik. Jurnal Ilmiah Islam Futura, 19(1), 86–102.

ABSTRAK Artikel ini bertujuan untuk menyelidiki secara empiris pengaruh dari variabel makroekonomi, Indeks Pembangunan Manusia (IPM), dan jumlah penduduk terhadap penghimpunan zakat di ASEAN periode 2010-2020. Faktor makroekonomi yang digunakan dalam penelitian ini meliputi Inflasi dan Produk Domestik Bruto (PDB). Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan menggunakan regresi data panel untuk mengestimasi model empiris dengan melibatkan empat negara di ASEAN diantaranya Indonesia, Malaysia, Singapura, dan Brunei Darussalam. Dalam artikel ini juga menemukan bahwa model terbaik yang digunakan yakni Fixed Effect Model. Hasil penelitian artikel ini menunjukkan bahwa variabel IPM dan jumlah penduduk memiliki pengaruh positif dan signifikan terhadap penghimpunan zakat pada empat negara di ASEAN. Sementara untuk variabel makroekonomi yang diproksikan dengan inflasi dan PDB menunjukkan hasil bahwa tingkat inflasi tidak memiliki pengaruh signifikan, sedangkan PDB memiliki pengaruh negatif dan secara statistik signifikan terhadap penghimpunan zakat. Adapun rekomendasi yang diungkapkan dalam artikel ini yang ditujukan untuk lembaga pengelola zakat masing-masing negara adalah dengan menciptakan sebuah program kerja zakat yang dapat memaksimalkan potensi zakat masing-masing negara, namun harus disertai dengan adanya dukungan dari pemerintah melalui kebijakan yang dikeluarkan sehingga dapat memaksimalkan penghimpunan zakat di empat negara tersebut. Kata kunci: Penghimpunan Zakat, Makroekonomi, Indek Pembangunan Manusia, Jumlah Penduduk. ABSTRACT This article aims to empirically investigate the effect of macroeconomic variables, the Human Development Index (HDI), and population on zakat collection in ASEAN for the 2010-2020 period. Macroeconomic factors used in this study include Inflation and Gross Domestic Product (GDP). The approach used in this study is quantitative using panel data regression to estimate the empirical model involving four countries in ASEAN including Indonesia, Malaysia, Singapore, and Brunei Darussalam. This article also finds that the best model used is the Fixed Effect Model. The results of this article show that the HDI variable and population have a positive and significant influence on zakat collection in four ASEAN countries. Meanwhile, the macroeconomic variables proxied by inflation and GDP show that the inflation rate does not have a significant effect, while GDP has a negative and statistically significant effect on zakat collection. The recommendations expressed in this article aimed at zakat management institutions in each country are to create a zakat work program that can maximize the zakat potential of each country, but must be accompanied by support from the government through policies issued so as to maximize the collection of zakat. zakat in these four countries. Keywords: Collection of Zakat, Macroeconomics, Human Development Index, Population. DAFTAR PUSTAKA Afifah, N. (2017). Pengaruh produk domestik bruto (PDB) dan indeks pembangunan manusia (IPM) terhadap jumlah penghimpunan dana zakat, infaq dan shadaqah (ZIS) di Indonesia tahun 2010 - 2015. Skripsi tidak dipublikasikan. Tulungagung: UIN SATU. Ahmad, Z. M. (2011). Pengaruh indikator makroekonomi terhadap besarnya jumlah zakat yang terkumpul di lembaga amil zakat dompet dhuafa republika tahun 1993 – 2009. Skripsi tidak dipublikasikan. Depok: Universitas Indonesia. Ahmaddien, I., & Susanto, B. (2020). Eviews 9: Analisis regresi data panel. Gorontalo: Ideas Publishing. Aksar, N. Al. (2019). Pengaruh variabel ekonomi makro dan mikro terhadap jumlah penerimaan zakat di Indonesia. Tesis tidak dipublikasikan. Yogyakarta: Universitas Islam Indonesia. Armina, S. H., & A’yun, A. A. (2019). Pengaruh inflasi, kurs dollar, dan bi 7-day repo rate terhadap penghimpunan zakat (Periode 2015-2018). Jurnal Ekonomi Syariah dan Hukum Ekonomi Syariah, 5(2), 151-163. http://dx.doi.org/10.31602/al%20iqtishadiyah.v5i2.2411 Azam, M., Iqbal, N., & Tayyab, M. (2014). Zakat and economic development: Micro and macro level evidence from Pakistan. Bulletin of Business and Economics, 3(2), 85–95. Beik, I. S. (2015). Towards international standardization of zakat system. Fiqh Zakat International Conference, December, 3–17. https://doi.org/10.13140/RG.2.1.4490.1207 DetikEdu. (2021). 3 Negara di Asia Tenggara dengan Penduduk Mayoritas Islam. Retrieved from. https://www.detik.com/edu/detikpedia/d-5718027/3-negara-di-asia-tenggara-dengan-penduduk-mayoritas-islam Diniati, B. T. (2021). Pengaruh bi rate, penanaman modal dalam negeri, produk domestik bruto, jumlah penduduk, indeks produksi industri terhadap penghimpunan dana zakat di indonesia tahun 2015.01-2019.12. Journal of Economic and Policy Studies, 2(1), 44-55. https://doi.org/10.21274/jeps.2021.2.1.44-55 Dornbusch, R., & Stanley, F. (2003). Moderate inflation. World Bank Economic Review, 7, 1–44. Dwitama, R. B., & Widiastuti, T. (2016). Pengaruh indikator makroekonomi: Infasi dan nilai tukar rupiah terhadap jumlah zakat terkumpul di lembaga amil zakat dompet dhuafa periode 1997-2013. Jurnal Ekonomi Syariah Teori Dan Terapan, 3(7), 584-599. Eko, S., Aslam, M., & Harun, A. (2017). Zakat and SDGs : Impact zakat on human development in the five states of Malaysia. International Journal of Zakat, 2(1), 61–69. https://doi.org/10.37706/ijaz.v2i1.15 Fahmi, Z., & Muhammad Nur, M. (2018). Pengaruh pengetahuan, pendapatan, dan kepercayaan, terhadap minat muzakki dalam membayar zakat di baitul mal kota Lhokseumawe. Jurnal Ekonomi Regional Unimal, 1(3), 89. https://doi.org/10.29103/jeru.v1i3.592 Febrianti. (2011). Praktek pengelolaan zakat di negara Muslim (Studi Kasus Pada Negara Brunei Darussalam). Skripsi tidak dipublikasikan. Jakarta: UIN Syarif Hidayatullah Global Religious Futures. (2021). The future of the global Muslim population. Retrieved from http://www.globalreligiousfutures.org/religions/muslims Harjanto, I. (2011). Teori pembangunan. Malang: UB Press. Hidayatie, H. (2018). Analisis pengelolaan zakat di Indonesia dan Malaysia. Skripsi tidak dipublikasikan: Banjarmasin: Politeknik Negeri Banjarmasin. Hutabarat, A. R. (2005). Determinan Inflasi Indonesia. Occasional Paper no. 6/2, Biro Riset Ekonomi, Direktorat Riset Ekonomi dan Kebijakan Moneter Bank Indonesia. Islamiyati, D., & Hany, I. H. (2019). Pengaruh inflasi, indeks produksi industri, dan kurs terhadap penghimpunan zakat, infaq, dan sedekah. Telaah Bisnis, 20(2), 25–36. http://dx.doi.org/10.35917/tb.v20i2.167 Junaidi, & Hardiani. (2009). Dasar-dasar teori ekonomi kependudukan. Jakarta: Hamada Prima. Kahf, M. (1999). Principle of socioeconomics justice in the contemporary fiqh of zakah. Retrieved from http://monzer.kahf.com/papers/english/socioeconomic_justice.pdf Kusmono, H. (2011). Analisis determinan penerimaan pajak di Indonesia. Skripsi tidak dipublikasikan. Medan: Universitas Sumatera Utara. Kusumawardhani, N. M. S., Srinadi, I. G. A. M., & Susilawati, M. (2012). Faktor-faktor yang memengaruhi PDB Indonesia dengan persamaan simultan 2SLS. E-Jurnal Matematika, 1(1), 99–102. https://doi.org/10.24843/MTK.2012.v01.i01.p018 Mankiw, N. G. (2007). Principles of economics. Singapore: Cengage Learning. McEachern, W. A. (2000). Ekonomi makro: Pendekatan kontemporer. Jakarta: Salemba Empat. Mu’is, F. (2011). Zakat A-Z; Panduan mudah, lengkap dan praktis tentang zakat. Solo: Tinta Medina. Nasim Shah, S., & Amin, B. (2009). Providing for the resource shortfall for poverty elimination through potential zakat collection in OIC-member countries: Reappraised. Jounal of Islamic Economic Banking and Finance. Nasrulloh, A. (2012). Peran zakat dalam meningkatkan kesejahteraan masyarakat di provinsi daerah istimewa Yogyakarta. Skripsi tidak dipublikasikan. Yogyakarta: Universitas Islam Indonesia. Nasution, L. (2005). Fiqih 1. Tangerang Selatan: Logos. Niswah, I. D. (2021). The comparison of zakat utilization in Muslim minority and majority country. Islamic Social Finance, 1(1), 1-6. Niswah, I. D., Marlina, L., & Rahayu, S. S. (2020). A review of zakat studies in ASEAN. Jurnal Ekonomi Islam Indonesia, 2(April), 1–13. Omar, N. (2020). The growth trend of zakat collection based on gold price, nisab and macroeconomic variables. E-Proceeding: Seminar Antarabangsa Islam Dan Sains (SAIS 2020). Universiti Sains Islam Malaysia Pratiwi, I. (2019). Analisis pengaruh inflasi, nilai tukar rupiah dan jumlah penduduk terhadap penghimpunan dana zakat infaq dan shadaqah (ZIS) di Indonesia tahun 2003-2015. Skripsi tidak dipublikasikan. Surakarta: Universitas Muhammadiyah Surakarta. Puskas BAZNAS. (2021). Outlook zakat 2021. Retrieved from https://puskasbaznas.com/publications/books/1418-outlook-zakat-indonesia-2021 Rahayu, A., Harto, P. P., & Syamsul Bahri, E. (2021). The impact of macroeconomic indicators on zakah receipt during the covid-19 pandemic era. Jurnal Ekonomi Syariah, 6(2), 60–74. https://doi.org/10.22219/jes.v6i1.16394 Ratu, M. K., & Meiriasari, V. (2021). Analisis perbandingan audit syariah pada lembaga keuangan islam di Asia Tenggara (Studi literatur di Indonesia, Malaysia, Dan Brunei). Jurnal Proaksi, 8(1), 50–57. https://doi.org/10.32534/jpk.v8i1.1526 Rusmawati, R. (2019). Analisis pengaruh produk domestik regional bruto (PDRB), indeks pembangunan manusia (IPM), upah minimum regional (UMR) dan jumlah penduduk terhadap penghimpunan zakat infaq dan shodaqoh (ZIS) di Indonesia tahun 2012-2016. Skripsi tidak dipublikasikan. Surakarta: Universitas Muhammadiyah Surakarta. Saadillah, R., Kusnendi., & Firmansyah. (2019). Impact of inflation, interest rate, and industrial production index (IPI) on the amount of zakat in central baznas period 2011-2017. KnE Social Sciences, 3(13), 1371. https://doi.org/10.18502/kss.v3i13.4291 Samuelson, P. A., & Nordhaus, W. D. (2004). Ilmu makroekonomi. Surabaya: Media Global Edukasi. Sari, W. I., Nasution, L. N., & Novalina, A. (2021). Analisis leading indicator kebijakan moneter dalam mengatasi kemiskinan di 5 negara Asia Tenggara. Jurnal Kajian Ekonomi Dan Kebijakan Publik, 6(2), 610–618. Senawi, A. R., Isa, M. P. M., & Harun, A. (2018). ZakāT collection and the effects of the macroeconomic factors: Malaysia evidence. Asia International Multidisciplinary Conference, July, 607–614. https://doi.org/10.15405/epsbs.2018.05.49 Sitinjak, N. D. (2016). Dampak inflasi, pertumbuhan jumlah pekerja, dan pertumbuhan PDB per kapita terhadap penerimaan pajak. Eksis: Jurnal Riset Ekonomi Dan Bisnis, 11(2), 165-171. https://doi.org/10.26533/eksis.v11i2.41 Subardi, H. M. P., Sukmadilaga, C., & Yuliafitri, I. (2020). Analisis tingkat efisiensi badan pengelola zakat di tiga negara ASEAN (Indonesia, Malaysia dan Singapura). Islamiconomic: Jurnal Ekonomi Islam, 11(1), 55–76. https://doi.org/10.32678/ijei.v11i1.139 Sukirno, S. (2013). Makro ekonomi, teori pengantar. Jakarta: PT Raja Grafindo Persada. UNDP. (1993). Human development report. New York: UNDP UNDP. (2013). Human development report. New York: UNDP

This study aims to analyze the level of psychological well-being of ex-drug addicted counselee in post-rehabilitation education. The study was conducted in 2 communities of post-rehabilitation education providers in Semarang city. The level of psychological well-being of 40 respondents was measured by filling in the 18-item psychological well-being scale developed by Ryff (r = 0.83; v = 0.97). Measurement includes indicators: (1) self-acceptance; (2) positive relationships with others; (3) autonomy; (4) environmental mastery; (5) purpose in life; and (6) personal growth. Hypothesis test results indicate that the level of psychological well-being of ex-drug addicted counselee in post-rehabilitation education is significantly greater or equal to 80 (t = 49,140; sig = 0,000). Based on the results of this study, it is recommended to further researchers to further explore certain differences in the level of psychological well-being of the counselee by the factors of age, demographics, educational background, and length of abstinence. In addition, further studies with a larger number of samples and questionnaire items are needed so that study results can be generalized to a wider population.Ardiantina, D. (2016). Studi Kasus Kehidupan Remaja Mantan Pecandu Narkoba. Jurnal Bimbingan dan Konseling, 5(1), 1-12.Astuti, R., & Ismandari, F. (2014). Gambaran Umum Penyalahgunaan Narkoba di Indonesia. Buletin Jendela Data dan Informasi Kesehatan. I, pp. 1-52. Jakarta: Kementrian Kesehatan RI.Aztri, S., & Milla, M. N. (2013). Rasa Berharga Dan Pelajaran Hidup Mencegah Kekambuhan Kembali Pada Pecandu Narkoba Studi Kualitatif Fenomenologis. Jurnal Psikologi, 9(1), 48-63.Bhandari, S., Dahal, M., & Neupane, G. (2015). Factors Associated With Drug Abuse Relapse: A Study On The Clients Of Rehabilitation Centers. Al-Ameen Journal of Medicine and Science, 8(4), 293-298.BNN. (2015). Laporan Akhir Survei Nasional Perkembangan Penyalahgunaan Narkoba Tahun Anggaran 2014. Jakarta: Badan Narkotika Nasional Indonesia.Buchanan, T. (2011). Attention Defi cit/Hyperactivity Disorder and Well-being: Is Social Impairment an Issue for College Students with ADHD? Journal of Postsecondary Education and Disability, 24(3), 193-210.Bukoye, R. O. (2017). Academic Stress and Drug Abuse as Factors Inhibiting Psychological Well-Being Among Undergraduates: It’s Counselling Implications. European Scientific Journal, 13(8), 60-74.Chong, J., & Lopez, D. (2008). Predictors of Relapse for American Indian Women After Substance Abuse Treatment. Journal of The National Center, 14(3), 24-47.Dogaheh, E. R., Jafari, F., Sadeghpour, A., Mirzaei, S., Maddahi, M. E., Hosseinkhanzadeh, A. A., & Arya, A. R. (2013). Psychological Well-Being and Quality of Sleep in Addicts under Methadone Maintenance Treatment. Research Papers, 1(2), 71-75.Fard, A. E., Rajabi, H., Delgoshad, A., Rad, S. A., & Akbari, S. (2014). The Possible Relationship between University Students' Personality Traits, Psychological Well-being and Addiction Potential. International Journal of Social Science Studies, 2(2), 120-125.Garcia, D., Nima, A. A., & Kjell, O. N. (2014). The Affective Profiles, Psychological Well-Being, and Harmony: Environmental Mastery and Self-Acceptance Predict the Sense of a Harmonious Life. PeerJ, 1-21.Green, M., & Elliott, M. (2010). Religion, Health, and Psychological Well-Being. Journal of Religion and Health, 49, 149-163.Greenfield, E., Vaillant, G., & Marks, N. (2009). Doformal religious participation and spiritual perceptions have independent linkages with diverse dimensions of psychological well-being? Journal of Health and Social Behavior, 50, 196–212.Haryadi, R. (2018). Prospek Konseling Komunitas bagi Individu Eks-Pecandu Narkoba (Studi Pada Lembaga Pasca-Rehabilitasi Narkoba Di Kota Semarang). Konseli (Jurnal Bimbingan dan Konseling), 5(1), 73 - 84.Ibrahim, F., & Kumar, N. (2009). Factors Effecting Drug Relapse in Malaysia: An Empirical Evidence. Asian Social Science, 5(12), 37-44.Lindfors, P., Berntsson, L., & Lundberg, U. (2007). Total workload as related to psychological well-being and symptoms in full-time employed female and male white-collar workers. International Journal of Behavior and Medicine, 13, 131-137.Martin, R. A., MacKinnon, S., Johnson, J., & Rohsenow, D. J. (2011). Purpose in life predicts treatment outcome among adult cocaine abusers in treatment. Journal of Substance Abuse Treatment, 40, 183–188.Ryff, C. D. (2014). Psychological Well-Being Revisited: Advanced in the Science and Practice of Eudaimonia. Psychoterapy and Psychosmoatics, 83, 10-28.Ryff, C. D., Love, G. D., Miyamoto, Y., Markus, H. R., Curhan, K. B., Kitayama, S., . . . Karasawa, M. (2014). Culture and the promotion of well-being in East and West: Understanding varieties of attunement to the surrounding context. In G. A. Fava, & C. Ruini, Increasing psychological well-being in clinical and education settings: Interventions and cultural contexts (Vol. 8th, pp. 1-19). New York: Springer.Schaefer, S. M., Boylan, J. M., Reekum, C. M., Lapate, R. C., Norris, C. J., Ryff, C. D., & Davidson, R. J. (2013). Purpose in Life Predicts Better Emotional Recovery for Negative Stimuli. Plos ONE, 8(11), 1-9.Schwartz, R. P., Kelly, S. M., O’Grady, K. E., Mitchell, S. G., Peterson, J. A., Reisinger, H. S., . . . Brown, B. S. (2008). Attitudes toward buprenorphine and methadone among opioid-dependent individuals. American Journal of Addicton, 17, 396–401.Seligman, M. E. (2010). Flourish: Positive Psychology and Positive Intervention. Michigan: University of Michigan.Sharma, A. K., Upadhyaya, S. K., Bansal, P., Nijhawan, M., & Sharma, D. (2012). A Study of Factors Affecting Relapse in Substance Abuse. Indian Journal of Science and Technology, 2(1), 31-35.Siddiqui, S. (2015). Impact of self-efficacy on psychological well-being among undergraduate students. The International Journal of Indian Psychology, 2(3), 5-17.Strauser, D., Lustig, D., & Çıftçı, A. (2008). Psychological well-being: its relation to work personality, vocational identity, and career thoughts. Journal of Psychology, 142, 21–35.Vasquez, C., & Castilla, C. (2007). Emociones Positivas y Crecimiento Postraumatico en el Cancer de Mama. Psicooncologia, 4, 385-404.

1. Alivizatou, M. (2019). Digital intangible heritage: Inventories, virtual learning and participation. Heritage & Society, 12(2–3), 116–135. 2. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16(1), 32–47. 3. Bonilla, C. M. (2014). Racial Counternarratives and L atina Epistemologies in Relational Organizing. Anthropology & Education Quarterly, 45(4), 391–408. 4. Britain, T. (2007). How We Are: Photographing Britain. 5. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252–271. https://doi.org/10.1177/1094670511411703 6. Budge, K. (2017). Objects in focus: Museum visitors and Instagram. Curator: The Museum Journal, 60(1), 67–85. 7. Budge, K., & Burness, A. (2018). Museum objects and Instagram: agency and communication in digital engagement. Continuum, 32(2), 137–150. 8. Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213–233. 9. Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646–655. 10. Cameron, F. (2003). Digital Futures I: Museum collections, digital technologies, and the cultural construction of knowledge. Curator: The Museum Journal, 46(3), 325–340. 11. Cokley, J., Gilbert, L., Jovic, L., & Hanrick, P. (2016). Growth of ‘Long Tail’in Australian journalism supports new engaging approach to audiences. Continuum, 30(1), 58–74. 12. Cole, M., & Consortium, D. L. (2006). The fifth dimension: An after-school program built on diversity. Russell Sage Foundation. 13. European Commission. (2015). i-Treasures: intangible cultural heritage of the past available through advanced modern technologies. 14. Fitts, S., & McClure, G. (2015). Building Social Capital in Hightown: The Role of Confianza in L atina Immigrants’ Social Networks in the New South. Anthropology & Education Quarterly, 46(3), 295–311. 15. Francesca, P. (2017). Final Report on User Requirements: Identification and Analysis. 16. Gade, R. (2009). Event Culture - The Museum and Its Staging (Kopenhagen, 6-7 Nov 09). 17. Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474. 18. Gillard, P. (2002). Cruising through history wired. Museums and the Web 2002. 19. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children (Vol. 618). Indiana University Press. 20. Hamma, K. (2004). The role of museums in online teaching, learning, and research. First Monday. 21. Henchman, M. (2000). Bringing the object to the viewer: Multimedia techniques for the scientific study of art. 22. Herrgott, C. (2016). Cantu in paghjella: Patrimoine Culturel Immatériel et nouvelles technologies dans le projet I-Treasures. Port Acadie: Revue Interdisciplinaire En Études Acadiennes/Port Acadie: An Interdisciplinary Review in Acadian Studies, 30, 91–113. 23. Howell, R., & Chilcott, M. (2013). A sense of place: re-purposing and impacting historical research evidence through digital heritage and interpretation practice. International Journal of Intangible Heritage, 8, 165–177. 24. King, L., Stark, J. F., & Cooke, P. (2016). Experiencing the digital world: The cultural value of digital engagement with heritage. Heritage & Society, 9(1), 76–101. 25. Lomb, N. (2009). Dip circle used to study the earth’s magnetic field at Parramatta Observatory. 26. Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. Teachers College Press. 27. Marty, P. F. (2008). Museum websites and museum visitors: digital museum resources and their use. Museum Management and Curatorship, 23(1), 81–99. 28. Moqtaderi, H. (2019). Citizen curators: Crowdsourcing to bridge the academic/public divide. University Museums and Collections Journal, 11(2), 204–210. 29. Müller, K. (2013). Museums and virtuality. In Museums in a digital age (pp. 295–305). Routledge. 30. Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. 31. O’Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. 32. O’Neill, R. (2017). The Rise of the Citizen Curator: Participation as Curation on the Web. University of Hull. 33. Opie, I., & Opie, P. (2000). The lore and language of schoolchildren. New York Review of Books. 34. Pallud, J. (2017). Impact of interactive technologies on stimulating learning experiences in a museum. Information & Management, 54(4), 465–478. 35. Pallud, J., & Straub, D. W. (2014). Effective website design for experience-influenced environments: The case of high culture museums. Information & Management, 51(3), 359–373. 36. Pozzi, F. (2017). Final Report on User Requirements: Identification and Analysis. Unpublished I-Treasures Project Report. 37. Proctor, N. (2010). Digital: Museum as platform, curator as champion, in the age of social media. Curator: The Museum Journal, 53(1), 35. 38. Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. 39. Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. 40. Scribner, S., & Cole, M. (1973). Cognitive Consequences of Formal and Informal Education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559. 41. Song, M., Elias, T., Martinovic, I., Mueller-Wittig, W., & Chan, T. K. Y. (2004). Digital heritage application as an edutainment tool. Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry, 163–167. 42. Taheri, B., Jafari, A., & O’Gorman, K. (2014). Keeping your audience: Presenting a visitor engagement scale. Tourism Management, 42, 321–329. 43. Tan, B.-K., & Rahaman, H. (2009). Virtual heritage: Reality and criticism. 44. Tarlowski, A. (2006). If it’s an animal it has axons: Experience and culture in preschool children’s reasoning about animates. Cognitive Development, 21(3), 249–265. 45. Tate. (2007). How We Are Now at Tate Britain Museum. 46. Taylor, J., & Gibson, L. K. (2017). Digitisation, digital interaction and social media: embedded barriers to democratic heritage. International Journal of Heritage Studies, 23(5), 408–420. 47. UNESCO. (2011). What is Intangible Cultural Heritage? 48. Vygotsky, L. S. (2012). Thought and language. MIT press. 49. Wenger-Trayner, E., Wenger-Trayner, B., & W.-T. (2015). Communities of practice: A brief introduction. 50. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press. 51. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.

Computational Thinking (CT) is a set of logical-operational cognitive skills or processes of reasoning, based on Computer Science. Abstraction, pattern recognition, algorithmic reasoning, and decomposition are examples of some of these skills that form the four pillar of CT. Some researchers have considered these skills as useful, and even mandatory to to cognitive development of the schoolchildren. In this paper, we present practical aspects and the possible contributions of CT in the development of competence of reading and interpreting English texts. Didactic interventions were carried out in high school classes of a public school, supported by the Bring Your Own Device (BYOD) approach, in which the students used their own smartphones. During these interventions, the students developed concept maps and podcasts, performed online exercises and the traditional exam, all of that composed the set of evaluation instruments. It was possible to understand that the CT skills are intrinsically present and contributed to the development of the reading and writing skills in English. According to testimonials, we highlight that the BYOD approach provided new conceptions and perspectives on the use of electronic equipment in function of the students’ learning.ResumoO Raciocínio Computacional (RC) é um conjunto de habilidades ou processos cognitivos lógico-operacionais de raciocínio, fundamentadas na Ciência da Computação. Abstração, reconhecimento de padrões, raciocínio algorítmico e decomposição são exemplos de algumas dessas habilidades que formam os quatro pilares do RC. Alguns pesquisadores consideram essas habilidades úteis, e até mesmo fundamentais, para o desenvolvimento cognitivo dos estudantes. Nesse sentido, este relato de experiência tem por objetivo apresentar aspectos práticos e possíveis contribuições do RC no desenvolvimento da competência de leitura e interpretação de textos de diferentes naturezas na disciplina de língua inglesa. Para isso, realizaram-se intervenções didáticas em uma turma do ensino médio de uma escola pública, apoiadas na abordagem Bring Your Own Device ou, simplesmente, BYOD, em que os estudantes usaram seus próprios aparelhos celulares. Durante o desenvolvimento das intervenções, os estudantes construíram mapas conceituais e podcasts, realizarem exercício online e a tradicional prova, os quais compuseram o conjunto de instrumentos avaliativos do bimestre. Por meio dessas intervenções, foi possível identificar como as habilidades do RC estiveram intrinsecamente presentes e contribuíram para o desenvolvimento da competência de leitura e escrita em língua inglesa, elencada pelos Parâmetros Curriculares Nacionais. Conforme relatos, além da articulação didática com o RC, a abordagem BYOD proporcionou à professora e aos estudantes novas concepções e perspectivas sobre o uso de equipamentos eletrônicos em função da aprendizagem deles mesmos.Palavras-chave: Raciocínio computacional, Ensino de inglês, Mobile learning, Educação em computação.Keywords: Computational thinking, English teaching, Mobile learning, Computer science education.ReferencesALBERTA Education. School Technology Branch. Bring your own device: a guide for schools. 2012. Disponível em:http://education.alberta.ca/admin/technology/research.aspx. Acesso em: 01 fev. 2017.ALLAN, Walter; COULTER, Bob; DENNER, Jill; ERICKSON, Jeri; LEE, Irene; MALYN-SMITH, Joyce; MARTIN, Fred. Computational thinking for youth. White Paper for the ITEST Learning Resource Centre na EDC. Small Working Group on Computational Thinking (CT), 2010. Disponível em: http://stelar.edc.org/publications/computational-thinking-youth. Acesso em: dez 2017.ARAÚJO, Ana Liz; ANDRADE, Wilkerson; GERRERO, Dalton Serey. Pensamento Computacional sob a visão dos profissionais da computação: uma discussão sobre conceitos e habilidades. In: Anais dos Workshops do VI Congresso Brasileiro de Informática na Educação. v. 4, n 1, 2015. p. 1454-1563.ARMONI, Michal. Computing in schools: On teaching topics in computer science theory. ACM Inroads, v. 1, n. 1, p. 21-22. 2010. DOI=http://dx.doi.org/10.1145/1721933.1721941BARBOSA, Márcio Lobo; ALVES, Álvaro Santos; JESUS, José Carlos Oliveira; BURNHAM, Teresinha Fróes. Mapas conceituais na avaliação da aprendizagem significativa. In: Anais do XVI Simpósio Nacional de Ensino de Física, v. 14, 2005, p. 1-4.BELL, Tim; WITTEN, Ian; FELLOWS, Mike. Ensinando Ciência da Computação sem o uso do computador. Computer Science Unplugged, 2011.BOCCONI, Stefania; CHIOCCARIELLO, Augusto; DETTORI, Giuliana; FERRARI, Anusca; ENGELHARDT, Katja. Developing computational thinking in compulsory education Implications for policy and practice. European Commission, JRC Science for Policy Report. 2016.BRASIL, Ministério da Educação. Secretaria da Educação Básica. PCN+ ensino médio: Orientações educacionais complementares aos parâmetros curriculares nacionais, Brasília: MEC. 2002. Disponível em: http://portal.mec.gov.br/seb/arquivos/pdf/linguagens02.pdf. Acesso em: set 2017.BRASIL. Ministério da Educação (MEC). Base Nacional Comum Curricular. 2017. Disponível em: http://basenacionalcomum.mec.gov.br/. Acesso em: set 2017.BRITANNICA, Encyclopaedia. Phenol: Encyclopaedia Britannica Online Academic Edition. Encyclopædia Britannica Inc. 2012. Disponível em: https://www.britannica.com/. Acesso em: 01 fev. 2017.BROOKSHEAR, J-Glenn. Ciência da Computação: uma visão abrangente. Porto Alegre, Bookman Editora, 2005.CHARLTON, Patricia; LUCKIN, Rosemary. Computational thinking and computer science in schools. What The Research Says’ Briefing, v. 2. 2012. [s.p.]CHIOFI, Luiz Carlos; OLIVEIRA, Marta Regina Furlan de. O uso das tecnologias educacionais como ferramenta didática no processo de ensino e aprendizagem. In: Anais da III Jornada de Didática - Jornada de Didática: Desafios para a Docência e II Seminário de Pesquisa do CEMAD. Londrina, 2014. [s.p.]COMPUTER AT SCHOOL. Computational Thinking: a guide for teachers. Hodder Education - the educational division of Hachette UK Digital Schoolhouse, 2015. Disponível em: https://community.computingatschool.org.uk/resources/2324/single. Acesso em: 01 set 2017.CORREIA, Paulo Rogério Miranda; SILVA, Amanda Cristina; ROMANO JÚNIOR, Jerson Geraldo. Mapas conceituais como ferramenta de avaliação na sala de aula. Revista Brasileira de Ensino de Física, v. 32, n. 4, p. 4402-4408. 2010.COSTA, Giselda dos Santos. Mobile learning: explorando potencialidades com o uso do celular no ensino-aprendizagem de língua inglesa como língua estrangeira com alunos da escola pública. 2013. 201f. Tese (Doutorado em Letras). Faculdade de Letras. Universidade Federal de Pernambuco. Recife. 2013.CSIZMADIA, Andrew; SENTANCE, Sue. Teachers’ perspectives on successful strategies for teaching Computing in school. In: IFIP TCS. 2015. Disponível em: <http://community.computingatschool.org.uk/files/6769/original.pdf>. Acesso em março 2018.CSIZMADIA, Andrew; CURZON, Paul; DORLING, Mark; HUMPHREYS, Simon; NG, Thomas; SELBY, Cynthia; WOOLLARD, John. Computational thinking: A guide for teachers. Computing at Schools, 2015. Disponível em: https://community.computingatschool.org.uk/files/8550/original.pdf>. Acesso em: 26 out. 2017.DIAS, Reneildes; JUCÁ, Leina; FARIA, Raquel. High Up: ensino médio. Cotia, SP: Macmillan, 2013.GOOGLE FOR EDUCATION. What is Computational Thinking? Computational Thinking for Educators. 2015. Disponível em: <https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit=1. Acesso em: set 2017.LEE, Irene; MARTIN, Fred; DENNER, Jill; COULTER, Bob; ALLAN, Walter; ERICKSON, Jeri; MALYN-SMITH, Joyce; WERNER, Linda. Computational thinking for youth in practice. ACM Inroads, v. 2, n. 1, 2011. p. 32-37.LIUKAS, Linda. Hello Ruby: adventures in coding. New York: Feiwel & Friends, 2015.LU, Zhao.; YING, Lu. Application of Podcast in Teaching and Learning Oral English for Non-English Majors. In: International Conference on Computational and Information Sciences, Shiyang, 2013. p. 1935-1938. doi: 10.1109/ICCIS.2013.506MANNILA, Linda; VALENTINA, Dagiene; DEMO, Barbara; GRGURINA, Natasa; MIROLO, Claudio; ROLANDSSON, Lennart; SETTLE, Amber. Computational thinking in K-9 education. In: Proceedings of the working group reports of the 2014 on innovation & technology in computer science education conference. ACM, 2014. p. 1-29.MOREIRA, Antonio Marco. Mapas conceituais e aprendizagem significativa (concept maps and meaningful learning). Cadernos do Aplicação, v. 11, n. 2, 1998. p. 143-156.NCSEC. Team 11 in 2000. Concept map. 2000. National Computation Science Education Consortium Disponível em: <http://www.ncsec.org/team11/ Rubric Concep tMap.doc>. Acesso em: set. 2017.NOVAK, Joseph. D. Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science education, Wiley Online Library, v. 86, n. 4, 2002. p. 548-571.NOVAK, Joseph. Learning creating and using knowledge: Concept maps as facilitative tools in schools and corporations. [S.l.]: Routledge, 2010.PAIVA, Luiz Fernando; FERREIRA, Ana Carolina; ROCHA, Caio; BARRETO, Jandiaci; MELHOR, André; LOPES, Randerson; MATOS, Ecivaldo. Uma experiência piloto de integração curricular do raciocínio computacional na educação básica. In: Anais dos Workshops do Congresso Brasileiro de Informática na Educação, v. 4, 2015. p. 1300-1309.RACHID, Laura. Cenário da educação básica no Brasil é alarmante, aponta Ideb. Revista Educação. São Paulo, 04 set. 2018. Disponível em: http://www.revistaeducacao.com.br/cenario-da-educacao-basica-no-brasil-e-alarmante/. Acesso em: 26 de setembro de 2018.RODRIGUEZ, Carla; ZEM-LOPES, Aparecida Maria; MARQUES, Leonardo; ISOTANI, Seiji. Pensamento Computacional: transformando ideias em jogos digitais usando o Scratch. In: Anais do Workshop de Informática na Escola. p. 62-71. 2015.SILVA, Edson Coutinho. Mapas conceituais: propostas de aprendizagem e avaliação. Administração: Ensino e Pesquisa, [S.l.], v. 16, n. 4, p. 785-815, dez. 2015. ISSN 2358-0917. Disponível em: <https://raep.emnuvens.com.br/raep/article/view/385/196>. Acesso em: 06 nov. 2017. doi: https://doi.org/10.13058/raep.2015.v16n4.385.SILVA, Edson Coutinho. Mapas Conceituais: Modelos de Avaliação. Concept Mapping to Learn and Innovate. In: Proc. of Sixth Int. Conference on Concept Mapping. Santos, Brazil. 2014.WING, Jannette. Computational thinking. Communications of the ACM, v. 49, n. 3, p. 33-35, 2006.WING, Jannette. Computational thinking and thinking about computing. Philosophical transactions of the royal society of London A: mathematical, physical and engineering sciences, v. 366, n. 1881, 2008. p. 3717-3725.XU, Zhichang. Problems and strategies of teaching English in large classes in the People's Republic of China. In: Expanding Horizons in Teaching and Learning. Proceedings of the 10th Annual Teaching Learning Forum. 2001. p. 7-9.ZORZO, Avelino Francisco; RAABE, André Luís Alice; BRACKMANN, Christian Puhlmann. Computação: o vetor de transformação da sociedade. In: FOGUEL, D.; SCHEUENSTUHL, M. C. B. Desafios da Educação Técnico-Científica no Ensino Médio. Rio de Janeiro: Academia Brasileira de Ciências, 2018. p. 154-163.e3116073

A preliminary study to determine the group of compound contained in the ethanolic extract of mahagony (Swietenia mahagoni L. Jacq.) seeds and its inhibitory activity to a-glucosidase enzyme has been done. The information from this study will be used in the further investigation about the specific constituents related to the bioactivity. The seed was grounded and then extracted with ethanol by maceration technique. The crude extract was separated with liquid-liquid extraction by using n-hexane, ethyl acetate, and methanol as the solvents. The best eluent for isolation, chloroform:ethanol (1:1), was determined by thin layer chromatography while alumina as stationary phase. The isolation step with column chromatography gave two types of isolates, yellow and colorless isolate. In order to get information about the compound, the crude extract was subjected to phytochemical assignment and the isolate with the better activity was analyzed by infrared spectroscopy. The inhibitory activity for the yellow isolate with IC50 as 19.345 ppm was better than the colorless isolate. Therefore, the IR spectroscopy assay was subjected to the yellow isolate. Based on the comparison IR spectra with literatures, it has suggested that the yellow isolate contains tetranortriterpenoid or limonoid group.Keywords: Swietenia mahagoni L. Jacq., diabetes type 2, a-glucosidase, tetranortriterpenoidREFERENCE World Health Organization. Global report on diabetes. http://www.who.int. Accessed on 18 July 2017.Kementerian Kesehatan Republik Indonesia. 2014. Situasi dan analisis diabetes. Jakarta: Pusat Data dan Informasi Kemenkes RI.Dutta, M., Raychaudhuri, U., Chakroborty, R., and Maji, D. 2011. Role of diet and plants on diabetic patients - a critical appraisal. Science and Culture. 77 (3–4).Eid, A.M.M., Elmarzugi, N.A., and El-Enshasy, H.A. 2013. A Review on the phytopharmacological effect of Swietenia macrophylla, Int J Pharm Pharm Sci. 5 (3): 47-53.Bera, T.K., Chatterjee, K., Jana, K., Ali, K.M., De, D., Maiti, M., and Ghosh, D. 2012. Antihyperglycemic and antioxidative effect of hydro-methanolic (2:3) extract of the seed of Swietenia mahagoni (L.) Jacq. in streptozotocin-induced diabetic male albino rat: an approach through pancreas. Genomic Medicine, Biomarkers, and Health Sciences. 4: 107-117.Li, D.D, Chen, J.H, Chen, Q, Li, G.W, Chen, J, and Yue, J.M. 2005. Swietenia mahagony extract shows agonistic activity to PPAR-γ and gives ameliorative effects on diabetic db/db mice. Acta Pharmacol Sinica. 26 (2): 220-222.Sathish, R., Natarajan, K., and Selvakumar, S. 2010. Antidiabetic activity of Swietenia mahagoni seed powder in alloxan induced diabetic mice. Research J. Pharmacology and Pharmacodynamics. 2(4): 296-299.Wresdiyati, T., Sa’diah, S., and Winarto, A., Febriyani, V. 2015. Alpha-glucosidase inhibition and hypoglycemic activities of Sweitenia mahagoni seed extract. HAYATI Journal of Biosciences. 22 (2): 73-78.Sukardiman, Riza, N.F., Rakhmawati, Studiawan, H., Mulja, H.S., and Rahman, A. 2013. Hypoglycemic activity of 96% ethanolic extract of Andrographis paniculata Nees. and Swietenia mahagoni Jacq. combination, E-Journal Planta Husada,. 1.Masitha, M. 2011. Skrining aktivitas penghambatan enzim α-glukosidase dan penapisan fitokimia dari beberapa tanaman obat yang digunakan sebagai antidiabetes di indonesia. Skripsi. FMIPA UI.Aliyan, A.H. 2012. Uji penghambatan aktivitas alfa-glukosidase dan identifikasi golongan senyawa kimia dari fraksi aktif ekstrak biji mahoni (Swietenia macrophylla King). Skripsi. FMIPA UI.Ibrahim, M.A., Koorbanally, N.A., and Islam, M.S. 2014. Antioxidative activity and inhibition of key enzymes linked to type-2 diabetes (a-glucosidase and a-amylase) by Khaya senegalensis. Acta Pharm. 64: 311–324.Harborne, J. B. 1984. Phytochemical methods: a guide to modern techniques of plant analysis. New York: Chapman and Hall.Kadota, S., Marpaung, L., Tohru, K., and Ekimoto, H. 1990. Constituents of the seeds of Switenia mahagoni JACQ. I. isolation, structures, and 1H- and 13C-nuclear magnetic resonance signal assignments of new tetranorterpenoids related to swietenine and swietenolide. Che. Pharm. Bull. 38(3): 639–651.Rahman, A. K. M. S., Chowdhury, A. K. A., Ali, H.A., Raihan, S.Z, Ali, M.S., Nahar, L., and Sarker, S.D. 2009. Antibacterial activity of two limonoids from Swietenia mahagoni against multiple-drug-resistant (MDR) bacterial strains. J Nat Med. 63: 41–45.Yadav, L.D.S. 2005. Organic spectroscopy. Allahabad: Kluwer Academic Publishers.Dewanjee, S., Maiti, A., Das, A.K., Mandal, S.C., and Dey, S.P. 2009. Swietenine: a potential oral hypoglycemic from swietenia macrophylla seed. Fitoterapia. 80: 249–251.Maiti, A., Dewanjee, S., and Sahu, R. 2009. Isolation of hypoglycemic phytoconstituent from Swietenia macrophylla Seeds, Phytother. Res. 23: 1731–1733.Marliana, S.D., Suryanti, V., and Suyono. 2005. Skrining fitokimia dan analisis kromatografi lapis tipis komponen kimia buah labu siam (Sechium edule Jacq. Swartz.) dalam ekstrak etanol, Biofarmasi. 3 (1): 26-31.Nurhayati, Siadi, K., and Harjono. 2012. Pengaruh konsentrasi natrium benzoat dan lama penyimpanan pada kadar fenolat total pasta tomat, Indo. J. Chem. Sci. Vol. 1 (2): 158-163.Siadi, K. 2012. Ekstrak bungkil biji jarak pagar (Jatropha curcas) sebagai biopestisida yang efektif dengan penambahan larutan NaCl. Jurnal MIPA. 35 (1): 80-81.Klein, D.R. 2012. Organic chemistry. New Jersey: John Wiley & Sons.Pavia, D.L., Lampman, G.M., and Kriz, G.S. 2001. Introduction to spectroscopy. London: Thomson Learning.Minaeva, V.A., Minaev, B.F., Baryshnikov, G.V., Romeyko, O.M., and Pittelkow, M. 2013. The FTIR spectra of substituted tetraoxa[8]circulenes and their assignments based on DFT calculations, Vibrational Spectroscopy. 65: 147–158.Mootoo, B.S., Ali, A, Motilal, R, Pingal, R, Ramlal, A, Khan, A, Reynolds, W.F, and McLean, S. 1999. Limonoids from Swietenia macrophylla and S. aubrevilleana. J. Nat. Prod. 62: 1514-1517.Lin, B.D., Yuan, T., Zhang, C.R., Dong, L., Zhang, B., Wu, Y., and Yue, J.M. 2009. Structurally diverse limonoids from the fruits of Swietenia mahagoni. J. Nat. Prod. 72: 2084–2090.Cheng, Y.B., Chien, Y.T., Lee, J.C., Tseng, C.K., Wang, H.C., Lo, W., Wu, Y.H., Wang, S.Y., Wu, Y.C., and Chang, F.R. 2014. Limonoids from the seeds of Swietenia macrophylla with inhibitory activity against dengue virus 2. J. Nat. Prod. dx.doi.org/10.1021/np5002829.Zhang, W.M., Liu, J.Q., Deng, Y.Y., Xia, J.J., Zhang, R.N., Li, Z.R., and Qiu, M.H. 2014. Diterpenoids and limonoids from the leaves and twigs of Swietenia mahagoni. Nat. Prod. Bioprospect. 4:53–57.Ma, Y.Q., Jiang, K., Deng, Y., Guo, L., Wan, Y.Q., and Tan, C.H. 2017. Mexicanolide-type limonoids from the seeds of Swietenia macrophylla, Journal of Asian Natural Products Research, DOI: 10.1080/1028-6020.2017.1335715.Zang, Y., amd Xu, H. 2017. Recent progress in the chemistry and biology of limonoids. RSC Adv. 7: 35191–35220.Tan, Q.G., and Luo, X.D. 2011. Meliaceous limonoids: chemistry and biological activities. Chem. Rev., 111, 7437–7522.Fang, X., Di, Y. T, and Hao, X. J. 2011. The advances in the limonoid chemistry of the Meliaceae family. Current Organic Chemistry. 15: 1363-1391.Taylor, D. A. H. The chemistry of the limonoids from meliaceae. https://link.spri-nger.com/book-series/126. Accessed on 21 July 2017.Zang, Y., amd Xu, H. 2017. Recent progress in the chemistry and biology of limonoids. RSC Adv. 7: 35191–35220.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). Educating for innovation. 1(2006), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001 Sharapan, H. (2012). ERIC - From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach, Young Children, 2012-Jan. Young Children, 67(1), 36–40. Siantayani, Y. (2018). STEAM: Science-Technology-Engineering-Art-Mathematics. Semarang: SINAU Teachers Development Center. Sikder, S., & Fleer, M. (2015). Small Science : Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Science Education, 45(3), 445–464. https://doi.org/10.1007/s11165-014-9431-0 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the Voices of Students and Teachers : A Phenomenological Approach to Educational Research. Qualitative Research in Education, 6(2), 121–148. https://doi.org/10.17583/qre.2017.2374 Strong-wilson, T., & Ellis, J. (2002). Children and Place : Reggio Emilia’s Environment as Third Teacher. Theory into Practice, 46(1), 40–47. Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408–424. Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8 Tippett, C., & Milford, T. (2017). STEM Resources and Materials for Engaging Learning Experiences. International Journal of Science & Mathematics Education, 15(March), 67–86. https://doi.org/10.1007/s10763-017-9812-8 Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

El uso de murallas desde los primeros momentos de la sedentarización ha buscado el cierre de asentamientos y, aunque generalmente estas construcciones procuraban la protección de sus habitantes, pudieron jugar también un papel importante en aspectos como la demostración de fuerza o de independencia política, jurídica e incluso como ornamento. En el presente trabajo realizamos una visión diacrónica de las estructuras en piedra, con especial interés de aquellas estudiadas en el marco de los proyectos de investigación desarrollados por el Departamento de Prehistoria y Arqueología de la Universidad de Granada, mostrándose nuevos datos procedentes de nuestros archivos recientemente digitalizados y que permiten observar de una manera más detallada la fábrica de algunas de ellas, lo que demuestra los cambios de hábitos constructivos y su adaptación a los cambios culturales. Palabras Clave: Estructuras defensivas, Edad del Cobre, Edad del Bronce, Bronce FinalTopónimos: Península IbéricaPeriodo: Edad del Cobre, Edad del Bronce ABSTRACTThe use of walls from the earliest moments of sedentarisation has sought to enclose settlements and, although the goal of these constructions has generally been the protection of their inhabitants, they may have played an important role in aspects such as the demonstration of strength or political and legal independence, and even as ornamentation. This paper presents a diachronic view of stone wall structures, with particular focus on those studied within the framework of the research projects carried out by the Department of Prehistory and Archaeology of the University of Granada. New data from our recently digitalised archives are included, enabling us to observe in greater detail the construction of some of these structures, evidencing changes in building habits and their adaptation to cultural changes. Keywords: Defensive structures, Copper Age, Bronze Age, Argar Culture, Late Bronze Age.Place names: Iberian PeninsulaPeriod: Chalcolithic, Bronze Age REFERENCIASAguayo de Hoyos, P. (1977), “Construcciones defensivas de la Edad Del Cobre peninsular. El Cerro de los Castellones (Laborcillas, Granada)”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 2, pp. 87-104. https://doi.org/10.30827/cpag.v2i0.722.Altamirano García, M. (2014), “Not only bones. Hard animal tissues as a source of raw material in 3rd millenium BC south-eastern Iberia”, Menga: Revista de prehistoria de Andalucía, 5, pp. 43-67.Aranda Jiménez, G. (2001), El análisis de la relación forma-contenido de los conjuntos cerámicos del yacimiento arqueológico del Cerro de la Encina (Granada, España), BAR International Series 957, Oxford, Archaeopress.Aranda Jiménez, G., Montón-Subías, S. y Sánchez Romero, M. (2015), The Archaeology of Bronze Age Iberia. Argaric Societies, New York, Routleadge.Arribas Palau, A. (1977), “El Ídolo de El Malagón (Cullar Baza, Granada)”. Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 2, pp. 63-86. https://doi.org/10.30827/cpag.v2i0.721Arribas Palau, A. (2011), “El ídolo de El Malagón (Cúllar-Baza, Granada)”, Péndulo. Papeles de Bastitania, 12, pp. 33-48.Arribas, A., Molina, F., Saez, L., De La Torre, F., Aguayo, P. y Nájera, T. (1981), “Excavaciones en Los Millares (Santa Fe de Mondújar, Almería). Campana de 1981”, Cuadernos de Prehistoria de la Universidad de Granada, 6, pp. 91-121. https://doi.org/10.30827/cpag.v6i0.1182— (1979), “Excavaciones en Los Millares (Santa Fe de Mondújar, Almería)”, Cuadernos de Prehistoria de la Universidad de Granada, 4, pp. 61-109. https://doi.org/10.30827/cpag.v6i0.1182Arribas, A., Pareja, E., Molina González, F., Arteaga, O. y Molina Fajardo, F. (1974), Excavaciones en el poblado de la Edad del Bronce del Cerro de la Encina (Monachil, Granada). El corte estratigráfico nº 3, Excavaciones Arqueológicas en España 81, Madrid, Ministerio de Educación.Arribas, A., Molina, F., Carrión, F., Contreras, F., Martínez, G., Ramos, A., Sáez, L., De la Torre, F., Blanco, I. y Martínez, J. (1987), “Informe preliminar de los resultados obtenidos durante la VI Campaña de excavaciones en el poblado de Los Millares (Santa Fe de Mondújar, Almería, 1985)”, Anuario Arqueológico de Andalucía 1985, II, Sevilla, Junta de Andalucía, pp. 245-262.Arteaga, O. (1987), “Excavaciones arqueológicas sistemáticas en El Cerro de los Alcores (Porcuna, Jaén). Informe preliminar sobre la campaña de 1985”, Anuario Arqueológico de Andalucía 1985, II, Sevilla, Junta de Andalucía, pp. 279-288.Becker, H. y Brandherm, D. (2010), “Eine Testmessung zur magnetischen Prospektion am Cerro de la Virgen 1998 (Prov. Granada, Spanien)”, en T. Armbruster y M. Hegewish (eds.), Beiträger zur Vor- und Frühgeschichte der Iberischen Halbinsel und Mittleleuropas: Studien in honorem Philine Kalb. Studienzur Archäologie Europas 11, Bonn, pp. 267-272Benítez De Lugo, L., Mejías Moreno, M., López Gutiérrez, J., Álvarez García, H. J., Palomares Zumajo, N., Mata Trujillo, E. Moraleda Sierra, J., Menchén Herreros, G., Fernández Martín, S. Salazar García, D. C., Odriozola Lloret, C., Benito Sánchez, M. y López Sáez, J. A. (2014), “Aportaciones hidrogeológicas al estudio arqueológico de los orígenes del Bronce de La Mancha: la cueva monumentalizada de Castillejo del Bonete (Terrinches, Ciudad Real, España)”, Trabajos de Prehistoria, 71 (1), pp. 76-94. https://doi.org/10.3989/tp.2014.12125Caballero Cobos, A. (2014), Vías de comunicación en las comarcas de Baza y Huéscar: una aproximación histórico-arqueológica desde la prehistoria reciente a la Edad Media. Granada, Universidad de Granada. http://hdl.handle.net/10481/38469Cabré, J. (1922), “Una necrópolis de la Primera Edad de los metales en Monachil, Granada”, Memorias de la Sociedad Española de Antropología, Etnología y Prehistoria I, Madrid.Cámara, J. A. y Molina, F. (2009), “El análisis de la ideología de emulación: el caso de El Argar”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 19, pp. 163-194. https://doi.org/10.30827/cpag.v19i0.188— (2013), “Indicadores de conflicto bélico en la Prehistoria Reciente del cuadrante sudeste de la Península Ibérica: el caso del Calcolítico”. Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 23, pp. 99-132. https://doi.org/10.30827/cpag.v23i0.3104Cámara, J. A., Molina, F., Pérez, C. y Spanedda, L. (2018), “Una nueva lectura de las fortificaciones calcolíticas del Cerro de la Virgen (Orce, Granada, España)”, Ophiussa. Revista do Centro de Arqueologia da Universidade de Lisboa, 2, pp. 25-37.Castro, P. V., Lull, V. y Micó, R. (1996), Cronología de la Prehistoria Reciente de la Península Ibérica y Baleares (c. 2800-900 cal ANE), BAR International Series 652, Oxford, Archeopress.Contreras, F. (1982), “Una aproximación a la urbanística del Bronce Final en la Alta Andalucía: El Cerro de Cabezuelos (Úbeda, Jaén)”, Cuadernos de Prehistoria de la Universidad de Granada, 7, 307-329. https://doi.org/10.30827/cpag.v7i0.1204Contreras, F., Capel, J., Esquivel, J. A., Molina, F. y De La Torre, F. (1987-88), “Los ajuares cerámicos de la necrópolis argárica de la Cuesta del Negro (Purullena, Granada). Avance al estudio analítico y estadístico”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 12-13, pp. 135-155. https://doi.org/10.30827/cpag.v12i0.1278De La Torre, F., Molina, F., Carrión, F., Contreras, F, Blanco, L., Moreno, M. A., Ramos, A. y De La Torre, M. A. (1984), “Segunda campaña de excavaciones (1983) en el poblado de la Edad del Cobre de «El Malagón» (Cúllar-Baza, Granada)”, Cuadernos de Prehistoria de la Universidad de Granada, 9, pp. 131-146. https://doi.org/10.30827/cpag.v9i0.1231Delibes de Castro, G., Fernández-Miranda Árbol, M., Fernández-Posse, M.D. y Martín Morales, C. (1986), “El poblado de Amizaraque”, en O. Arteaga (ed.), Homenaje a Luis Siret (1934-1984), Sevilla, Junta de Andalucía, pp. 167-177.Delibes de Castro, G., Fernández-Miranda, M., Martín, C. y Fernández-Posse, M. D. (1985), “Almizaraque (Cuevas de Almanzora, Almería)”, XVII Congreso Nacional de Arqueología. Zaragoza, pp. 221-232.Dorado, A. (2019), Caracterización de las producciones cerámicas de Andalucía Oriental y el Sudeste de la Península Ibérica: del Bronce Tardío al Hierro Antiguo (1550/1500 – 550 cal AC), Granada, Universidad de Granada. http://hdl.handle.net/10481/55777Dorado, A., Molina, F., Cámara, J. A. y Gámiz, J. (2017), “La cerámica campaniforme del Cerro de la Encina (Monachil, Granada). Nuevas aportaciones al complejo cultural del Sureste”, en V. S. Gonçalves (coord.), Sinos e taças junto ao oceano e mais longe: aspectos da presença campaniforme na Peninsula Ibérica (Estudos Memórias 10), Lisboa, Universidade de Lisboa, pp. 268-279.Dorado, A., Molina, F., Contreras, F., Nájera, T., Carrión, F., Sáez, L., De La Torre, F. y Gámiz, J. (2015), “El Cerro de Cabezuelos (Jódar, Jaén): Un asentamiento del Bronce Final en el Alto Guadalquivir”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 25, pp. 257-347. https://doi.org/10.30827/cpag.v25i0.5368Dorado, A., Sol, J. F. y Adroher, A. M. (2020), “La transformación de las estructuras defensivas entre el Bronce Final y los primeros momentos de la Edad del Hierro en el sudeste de la Península Ibérica”, en A. Guerrero Martín (ed.), Imperialismo y Ejércitos, Granada, Universidad de Granada, pp. 39-60Fernández Martín, S. (2010), Los complejos cerámicos del yacimiento arqueológico de la Motilla del Azuer (Daimiel, Ciudad Real). Universidad de Granada, Granada. http://hdl.handle.net/10481/6643Fernández-Posse, M. D., Gilman, A. y Martín, C. (1996), “Consideraciones cronológicas sobre la Edad del Bronce en La Mancha”, Complutum Extra, 6 (2), pp. 111-137. https://revistas.ucm.es/index.php/CMPL/article/view/CMPL9696330111AGonzález Quintero, P., Mederos Martín, A., Díaz Cantón, A., Bashore Acero, C., Chamón Fernández, J. y Moreno Benítez, M. A. (2018), “El poblado fortificado metalúrgico del Calcolítico Medio y final de Puente de Santa Bárbara (Huércal-Overa, Almería)”, Zephyrvs, 81, pp. 71-91. https://doi.org/10.14201/zephyrus2018817191Hernández Pérez, M. S., López, J. A. y Jover, F. J. (2021), “En los orígenes de El Argar: la cerámica decorada como indicador arqueológico de su espacio social inicial”, Trabajos de Prehistoria, 78 (1), pp. 86-103. https://doi.org/10.3989/tp.2021.12266Jakowski, A. E., Schröder-Ritzrau, A., Frank, N. y Alonso Blanco, J. M. (2021), “Nuevas investigaciones sobre el «Acueducto» de Los Millares (Santa Fe de Mondújar, Almería)”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 31, pp. 255-284. https://doi.org/10.30827/cpag.v31i0.17848Kalb, Ph. (1969), “El poblado del Cerro de la Virgen de Orce (Granada)”, X Congreso Nacional de Arqueología (Mahón, 1967), Zaragoza, pp. 216-225.Lenguazco, R. (2016a), Ocupación del territorio y aprovechamiento de recursos en el Bronce de La Mancha: Las Motillas y su territorio de explotación directa, Madrid, Universidad Autónoma de Madrid. http://hdl.handle.net/10486/671726— (2016b), “El concepto de motilla en la bibliografía arqueológica: ¿qué entendemos por motilla como yacimiento arqueológico? ¿cuántas se conocen hasta la fecha?”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 26, pp. 379-406. https://doi.org/10.30827/cpag.v26i0.7407Lizcano, R., Cámara, J. A., Contreras, F., Pérez, C. y Burgos, A. (2004), “Continuidad y cambio en comunidades calcolíticas del Alto Guadalquivir”, en Simposios de Prehistoria Cueva de Nerja. II. La problemática del Neolítico en Andalucía. III. Las primeras sociedades metalúrgicas en Andalucía, Fundación Cueva de Nerja, Nerja, pp. 159-175.Lull, V., Micó, R., Rihuete, C. y Risch, R. (2013), “La fortificación de La Bastida y los orígenes de la violencia militarizada en Europa”, Cuadernos de La Santa Totana (Murcia), 14, pp. 247-254.Lull, V., Micó, R., Rihuete, C., Risch, R., Celdrán, E., Fregeiro, M. I., Oliart, C. y Velasco, C. (2015), La Almoloya (Pliego, Murcia), Ruta Argárica. Guías Arqueológicas 2, Integral, Sociedad para el Desarrollo Rural, Murcia.Martín, C., Fernández Miranda, M., Fernández-Posse, M. D. y Gilman, A. (1993), “The Bronze Age of La Mancha”, Antiquity, 67, pp. 23-45.Martínez, C. y Botella, M. (1980), El Peñón de la Reina (Alboloduy, Almería), Excavaciones Arqueológicas en España 112. Madrid, Ministerio de Cultura.Mederos Martin, A. Schuhmacher, T. X., Falkenstein, F., Ostermeier, N., Bashore, C., Vargas, J. M., Ruppert, M. (2021), “El poblado de la Edad del Cobre de Valencina de la Concepción (Sevilla): nuevos datos sobre sus recintos y espacios domésticos. Campaña de 2018”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 31, pp. 285-331. https://doi.org/10.30827/cpag.v31i0.18024Molina, F. y Pareja, E. (1975), Excavaciones en la Cuesta del Negro (Purullena, Granada). Campaña de 1971, Excavaciones Arqueológicas en España 86, Madrid, Ministerio de Educación y Ciencia.Molina, F., Afonso, J. A., Cámara, J. A., Dorado, A., Martínez Sánchez, R. M. y Spanedda, L. (2020), “The chronology of the defensive systems at Los Millares (Santa Fe de Mondújar, Almería, Spain)”, en D. Delfino, F. Coimbra, G. Cruz y D. Cardoso (eds.), Late Prehistoric Fortifications in Europe: Defensive, symbolic and territorial aspects from the Chalcolithic to the Iron Age. Proceeding of ‘FortMetalAges’, International Colloquium, Guimarães, Portugal, London, Archaeopress Archaeology, pp. 31-43.Molina, F., Aguayo, P., Fresneda, E. y Contreras, F. (1986), “Nuevas investigaciones en yacimientos de la Edad del Bronce en Granada”, en Homenaje a L. Siret (1934-1984), Sevilla, Junta de Andalucía, pp. 353-360.Molina, F., Aguayo, P., Carrasco, J., Nájera, T., y Dorado, A. (2018), “Cerro de los Castellones (Laborcillas, Granada)”, en F. Contreras y A. Dorado (coords.) (2018), Yacimientos arqueológicos y artefactos. Las colecciones del Departamento de Prehistoria y Arqueología (I), Cuaderno Técnico de la Universidad de Granada 7, Granada, Universidad de Granada, pp. 46-49Molina, F., Cámara, J. A., Afonso, J. A. y Spaneda, L. (2019), “Análisis estadístico de las dataciones radiocarbónicas de la Motilla del Azuer (Daimiel, Ciudad Real)”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 29, pp. 309-351. https://doi.org/10.30827/cpag.v29i0.9780Molina, F., Camara, J. A., Capel, J., Najera, T. y Saez, L. (2004), “Los Millares y la periodización de la Prehistoria Reciente del Sudeste”, en Simposios de Prehistoria Cueva de Nerja. II. La problemática del Neolítico en Andalucía. III. Las primeras sociedades metalúrgicas en Andalucía, Nerja, Fundación Cueva de Nerja, pp. 142-158Molina, F., Carrion, F., Blanco, I. y Contreras, F. (1983), “La Motilla de la Isla de las Cañas (Daimiel, Ciudad Real)”, Cuadernos de Prehistoria de la Universidad de Granada, 8, pp. 301-324. https://doi.org/10.30827/cpag.v8i0.1217Molina, F., De La Torre, F. y Moreno, A. (2018), “El Malagón (Cúllar, Granada)”, en F. Contreras Cortés y A. Dorado Alejos (coords.), Yacimientos arqueológicos y artefactos. Las colecciones del Departamento de Prehistoria y Arqueología (I), Cuaderno Técnico de la Universidad de Granada, 7, Granada, Universidad de Granada, pp. 38-40Molina, F., Nájera, T., Aranda, G., Sánchez, M. y Haro, M. (2005), “Recent field-work at the Bronze Age fortified site of Motilla del Azuer (Daimiel, Spain)”, Antiquity, 79, pp. 306.Molina, F., Cámara, J. A., Dorado, A. y Villarroya, M. (2017), “El fenómeno campaniforme en el Sudeste de la Península Ibérica: el caso del Cerro de la Virgen (Orce, Granada)”, en V. S. Gonçalves (coord.), Sinos e taças junto ao oceano e mais longe: aspectos da presença campaniforme na Peninsula Ibérica (Estudos Memórias 10), Lisboa, Universidade de Lisboa, pp. 112-129.Moreno, M. A. y Haro, M. (2008), “Castellón Alto (Galera, Granada). Puesta En Valor De Un Yacimiento Argárico”, Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 18, pp. 371-395. https://doi.org/10.30827/cpag.v18i0.751Morgado, A. (2018), “Poblado Amurallado de Villavieja (Fuentes De Cesna-Algarinejo, Granada)”, en F. Contreras Cortés y A. Dorado Alejos (coords.), Yacimientos arqueológicos y artefactos. Las colecciones del Departamento de Prehistoria y Arqueología (I), Cuaderno Técnico de la Universidad de Granada, 7, Granada, Universidad de Granada, pp. 34-37.Morgado, A., García, A., Bueno, J. A., López, R., Santamaría, U., Garzón, J., Aguiló, C., Bermúdez, R., Marín, T. R., Navero, M., Pérez, D., Piriz, A., Soto, T., De La Torre, A. y Vivar, D. (2020), “Prehistoria del subbético de Granada el conjunto arqueológico de los Tajos de Marchales (Colmera-Montillana, Granada)”, Antiquitas, 32, pp. 7-22.Muñoz Amilibia, A. M. (1986), “Las fortificaciones eneolíticas en la Península Ibérica. El Cabezo del Plomo (Mazarrón, Murcia)”, Congreso de Historia Militar, T. I, Zaragoza, pp. 53-62.— (1993), “Neolítico Final-Calcolítico en el Sureste Peninsular. El Cabezo del Plomo (Mazarrón-Murcia)”, Espacio, Tiempo y Forma, Prehistoria, 6, pp. 133-180.Nájera, T. (1982), La Edad del Bronce en La Mancha Occidental, Tesis doctoral. Granada, Universidad de Granada. http://hdl.handle.net/10481/32595Nájera, T. y Molina, F. (1977), “La Edad del Bronce en La Mancha. Excavaciones en las motillas del Azuer y de Los Palacios (Campaña de 1974)”, Cuadernos de Prehistoria de la Universidad de Granada, 2, pp. 251-300. https://doi.org/10.30827/cpag.v2i0.727— (2004a), “La Edad del Bronce en La Mancha: problemática y perspectivas de la investigación”, en L. Hernández y M. Hernández (eds.), La Edad del Bronce en tierras levantinas y limítrofes, Villena, Instituto de Cultura Juan Gil-Albert, pp. 531-540.— (2004b), “Las Motillas. Un modelo de asentamiento con fortificación central en la Llanura de La Mancha”, en M. R. García Huerta y J. Morales Hervás (eds.), La Península Ibérica en el II milenio a.C.: Poblados y fortificaciones, Cuenca, Ediciones de la Universidad de Castilla-La Mancha, pp. 173-214.Nicas Perales, J. y Cámara Serrano, J. A. (2017), “Fortificación y ritual en el yacimiento calcolítico de Marroquíes (Jaén). Los fosos del Paseo de la Estación”, Antiquitas, 29, pp. 39-57.Nocete, F., Crespo, J. M. y Zafra, N. (1986), “El Cerro del Salto. Historia de una periferia”, Cuadernos de Prehistoria de la Universidad de Granada, 11, pp. 171-198. https://doi.org/10.30827/cpag.v11i0.1264Schubart, H., Pingel, V. y Arteaga, O. (2000), Fuente Álamo. Las excavaciones arqueológicas 1977-1991 en el poblado de la Edad del Bronce, Arqueología Monografías 8, Sevilla, Junta de Andalucía.Schüle, W. (1980), Orce und Galera. Zwei Siedlungen aus dem 3. bis l. Jahrtausend v. Chr. im Südosten der Iberischen Halbinsel. I Übersicht über die Ausgrabungen 1962-1970, Philipp von Zabern. Mainz am Rheim.Schüle, W. y Pellicer, M. (1966), El Cerro de la Virgen, Orce (Granada), Excavaciones Arqueológicas en España 46. Madrid, Ministerio de Educación.Siret, E. y Siret, L. (1890), Las primeras edades del metal en el Sudeste de España. Resultados obtenidos en las excavaciones hechas por los autores desde 1881 á 1887, Barcelona.Sol Plaza, J. F., Dorado Alejos, A., Adroher Auroux. A. M. y Molina González, F. (2020), “¿Sólo indígenas? Reinterpretando algunos artefactos del Cerro de los Infantes a la luz de las nuevas investigaciones”, Antiquitas, 32, pp. 37-55.Spanedda, L., Cámara, J. A., Molina, F., Nájera, T. y Dorado, A. (2020), “Pianificazione e specializzazione negli insediamenti della preistoria recente nel sud-est della Penisola Iberica (3300-1350 cal a.C.)”, en Archeologia dell’abitare. Insediamenti e organizzazione sociale prima della città. Dai monumenti ai comportamenti. Ricerche e scavi (Vol I). Milan, Centro Studi di Preistoria e Archeologia, pp. 457-466.Tarradell, M. (1947-1948), “Investigaciones arqueológicas en la provincia de Granada”, Ampurias, IX-X, pp. 223-236. https://raco.cat/index.php/Empuries/article/view/97671

Настоящая работа является первым общим описанием на русском языке двух некрополей Кампокиаро (Кампобассо, Италия) – Виченне и Морионе, датируемых последней третью VII в. – началом VIII в. Культурное содержание некрополей показывает прочные связи с населением центральноазиатского происхождения. Важнейшим признаком некрополей являются захоронения с конем, соответствующие евразийскому кочевому погребальному обряду. Автор поддержал выводы европейских исследователей о том, что с большой долей вероятности некрополи оставлены булгарами дукса–гаштальда Алзеко, зафиксированными Павлом Диаконом в VIII в. на территориях Бояно, Сепино и Изернии. Аналогии некрополей Кампокиаро с погребениями Аварского каганата показывают присутствие в аварском обществе булгар со схожим погребальным обрядом. Из тысяч погребений с конем, оставленных аварским населением, булгарам могла принадлежать большая часть. Авары и булгары составляли основу и правящую верхушку каганата. Народ Алзеко являлся той частью булгар, которая в 631 г. боролась за каганский престол, что указывает на высокое положение булгар и их большое количество. После поражения эта группа булгар мигрировала последовательно в Баварию, Карантанию и Италию. Несколько десятков лет проживания в венедской, а затем в лангобардской и романской среде привели к гетерогенности погребального инвентаря, но не изменили сам обряд. Булгары лангобардского королевства составляли новый военный слой, который представлял из себя профессиональную кавалерию, получивший землю. Эта конная дружина является ранним примером европейского феодального воинского и социального сословия, которое станет называться рыцарством. Библиографические ссылки Акимова М.С. Материалы к антропологии ранних болгар // Генинг В.Ф., Халиков А.Х. Ранние болгары на Волге (Больше–Тарханский могильник). М.: Наука, 1964. С. 177–191. Амброз А.К. Кинжалы VI – VIII вв, с двумя выступами на ножнах // СА. 1986. № 4. С. 53–73. Безуглов С.И., Ильюков Л.С. Памятник позднегуннской эпохи в устье Дона // Средневековые древности Дона / Ред. Ю.К. Гугуев. М.–Иерусалим: Мосты и культуры, 2007. C. 25–48. Бешевлиев В. Пръвобългарите. История, бит и култура. Пловдив: Фондация «Българско историческо наследство», 2008. 505 с. Гавритухин И.О., Иванов А.Г. Погребение 552 Варнинского могильника и некоторые вопросы изучения раннесредневековых культур Поволжья // Пермский мир в раннем средневековье / Отв. ред. А.Г. Иванов. Ижевск: УИИЯЛ УрО РАН, 1999. С. 99–159. Добиаш–Рождественская О.А. Ранний фриульский минускул и одна из проблем жизни и творчества лангобардского историка VIII в. // Вспомогательные исторические дисциплины / Под ред. А. С. Орлова. М.; Л.: Изд–во АН СССР, 1937. С. 109–140. Засецкая И.П. Культура кочевников южнорусских степей в гуннскую эпоху (конец IV–V вв.). СПб.: АО "Эллипс", 1994. 221 с. Казанский М.М. Оногуры в постгуннское время на Дону // Дивногорский сборник / Труды музея-заповедника «Дивногорье». Вып. 6. / под ред. А. З. Винникова. Воронеж: Изд.– полигр. центр «Научная книга», 2016. С. 96–111. Казанский М.М. Хронологические индикаторы степных древностей постгуннского времени в Восточной Европе // НАВ. 2019. Т. 18 (2). С. 109–124. Кардини Ф. Истоки средневекового рыцарства // Пер. с ит. В.П. Гайдук / Общ. ред. В.И. Уколова, Л.А. Котельникова. М.: Прогресс, 1987. 384 с. Комар А.В., Кубышев А.И., Орлов Р.С. Погребения кочевников VI–VII вв. из Северо–Западного Приазовья // Степи Европы в эпоху средневековья. Т. 5. Хазарское время / Гл.ред. А.В.Евглевский Донецк: ДонНУ, 2006. С. 245–376. Кондукторова Т.С. Антропологическая характеристика черепов из Верхнего Чир–Юртовского могильника в Дагестане // ВА. 1967. Вып. 25. С. 117–129. Красильников К.И. Могильник древних болгар у с. Желтое на Северском Донце // Проблеми на прабългарската история и култура. София: БАН, Нац. Археол. институт с музей филиал Шумен, Аргес, 1991. Т. 2. С. 62–81. Красильников К.И., Красильникова Л.И. Могильник у с. Лысогоровка – новый источник по этноистории степей Подонцовья раннего средневековья // Степи Европы в эпоху средневековья. Т 4. Хазарское время / Гл.ред. А.В. Евглевский. Донецк: ДонНУ, 2005. С. 187–244. Красильников К.И., Руженко А.А. Погребение хирурга на древнеболгарском могильнике у с. Желтое // СА. 1981. № 2. С. 282–289. Кузнецова Т.И. Павел Диакон. Из «Истории лангобардов» // Памятники средневековой латинской литературы IV–IX веков / Отв. ред. М. Е. Грабарь-Пассек и М. Л. Гаспаров. М.: Наука, 1970. С. 243–257. Медникова М.Б. Трепанации у древних народов Евразии. М.: Научный мир, 2001. 304 с. Мингазов Ш.Р. Болгары Алзеко в Баварии, Карантании и Италии как пример автономной части этнокультурной общности // Восточная Европа в древности и средневековье. Античные и средневековые общности: XXIX Чтения памяти члена-корреспондента АН СССР В.Т. Пашуто. Москва, 19–21 апреля 2017 / Отв. Ред. Е. А. Мельникова. М: Институт всеобщей истории РАН, 2017. С. 160–164. Мингазов Ш.Р. Следы взаимовлияния европейской и азиатской социокультурных моделей: булгары в Италии (VI–VIII вв.) // Восточная Европа в древности и средневековье. Сравнительные исследования социокультурных практик: XXXII Чтения памяти члена корреспондента АН СССР В.Т. Пашуто. Москва, 15–17 апреля 2020 / Отв. Ред. Е. А. Мельникова. М.: Институт всеобщей истории РАН, 2020. С. 162–166. Нестеров С.П. Конь в культах тюркоязычных племен Центральной Азии в эпоху средневековья. Новосибирск: Наука. Сиб. отд–ие АН СССР, 1990. 143 с. Павел Диакон. История лангобардов / Пер. с лат., ст. Ю.Б. Циркина. СПб.: Азбука–классика, 2008. 318 с. Решетова И.К. Население донецко–донского междуречья в раннем средневековье: Палеоантропологическое исследование. СПб.: Нестор–История, 2015. 132 с. Решетова И.К. Описание индивидов с трепанированными черепами среди носителей Салтово–маяцкой культуры: медицинская практика или культ? // Этнографическое обозрение. 2012. № 5. С. 151–157. Ронин В.К. «История лангобардов» Павла Диакона // Свод древнейших письменных известий о славянах / Отв. ред. Л. А. Гиндин, Г. Г. Литаврин. М.: Издательская фирма «Восточная литература» РАН, 1995. Т. II. С. 480–501. Ронин В.К. Так называемая Хроника Фредегара // Свод древнейших письменных известий о славянах / Отв. ред. Л. А. Гиндин, Г. Г. Литаврин. М.: Издательская фирма «Восточная литература» РАН, 1995. Т. II. С. 364–397. Трифонов Ю.И. Об этнической принадлежности погребений с конем древнетюркского времени (в связи с вопросом о структуре погребального обряда тюрков–тугю // Тюркологический сборник 1972. / Отв. ред. А.Н. Кононов. М.: Наука, 1973. С. 351–374. Храпунов И.Н., Казанский М.М. Погребение № 114 на могильнике Нейзац (предгорный Крым) и древности кочевников Северного Причерноморья второй половины V — первой половины VI в. // КСИА. Вып. 238. М.: ИА РАН, 2015. С. 170–194. Шишманов И. Българите в “Orlando furioso” и въ по–старата френска драма // Български преглед. VI. Кн. 8. София: Придворна печатница, 1900. Година С. 67–84. Ceglia V. Campochiaro. La necropoli di Vicenne // L’oro degli Avari: popolo delle steppe in Europa. Milano: Inform, 2000. P. 212–221. Ceglia V. Campochiaro: la necropoli altomedievale di Vicenne (CB) // V Settimana beni culturali. Tutela. Catalogo della mostra. Matrice: Soprintendenza archeologica e per i beni ambientali, architettonici, artistici e storici del Molise, 1989. P. 63–67. Ceglia V. Interventi di recupero dei siti sparsi e necropolis // Conoscenze. Campobasso: Soprintendenza archeologica e per i beni ambientali, architettonici, artistici e storici del Molise, 1994. Vol. 7. P. 17–20. Ceglia V. La Necropoli altomedioevale di Vicenne nel Comune di Campochiaro // Almanacco del Molise. Campobasso: Habacus Edithore,1989. Ed. 21, vol. II. P. 153–158. Ceglia V. La necropoli di Campochiaro (Italia) // Roma e i Barbari. La nascita di un nuovo mondo. Catalogo della Mostra (Venezia, 26 gennaio –20 luglio 2008) / A cura di J.J. Aillagon. Milano: Skira, 2008. P. 469–475. Ceglia V. Lo scavo della necropoli di Vicenne // Conoscenze. Campobasso: Soprintendenza archeologica e per i beni ambientali, architettonici, artistici e storici del Molise, 1988. Vol. 4. P. 31–48. Ceglia V. Necropoli di Vicenne // Studi sull’Italia dei Sanniti. Milano: Electa, 2000. P. 298–302. Ceglia V. Presenze funerarie di eta altomedievale in Molise. Le necropoli di Campochiaro e la tomba del cavaliere // I Longobardi del Sud. Roma: Giorgio Bretschneider Editore, 2010. P. 241–255. Ceglia V. Tomba bisoma 88 della necropoli di Campochiaro, localita Morrione // Il futuro dei longobardi. L 'Italia e la costruzione dell' Europa di Carlo Magno / A cura di С. Bertelli, G.P. Brogiolo. Milano: Skira, 2000. P. 80–81. Ceglia V. Varietа di infl ussi culturali nelle necropoli di Campochiaro. Considerazioni preliminari / I beni culturali nel Molise. Il Medioevo / A cura di De Benedittis G. Campobasso: Istituto regionale per gli studi storici del Molise “V. Cuoco”, 2004. P. 79–86. Ceglia V., Genito B. La necropoli altomedievale di Vicenne a Campochiaro // Samnium: Archeologia del Molisе. Roma: Quasar, 1991. P. 329–334. Ceglia V., Marchetta I. Nuovi dati dalla necropoli di Vicenne a Campochiaro // La trasformazione del mondo romano e le grandi migrazioni. Nuovi popoli dall'Europa settentrionale e centro–orientale alle coste del Mediterraneo / A cura di C. Ebanista, M. Rotili. Napoli: Tavolario Edizioni, 2012. P. 217–238. Chronicarum quae dicuntur Fredegarii Scholastici libri IV // MGH, Scriptores Rerum Merovingicarum / Ed. B. Krusch. Hannoverae: Impensis bibliopolii hahniani, 1888. T. 2. P. 1-193. Constitutiones et Acta Publica Imperatorum et Regum // MGH, Rerum Germanicarum Medii Aevi / Ed. L. Weiland. Hannoverae, Impensis bibliopolii hahniani, 1893. T. I, №. 333. P. 472–477. Curta F. Ethnicity in the Steppe Lands of the Northern Black Sea Region During The Early Byzantine Times // Archaeologia Bulgarica. 2019. T. ХХIII. P. 33–70. De Benedittis G. Di alcuni materiali altomedievali provenienti dal Molise centrale ed il problema topografi co della necropoli di Vicenne // Conoscenze. Campobasso: Soprintendenza archeologica e per i beni ambientali, architettonici, artistici e storici del Molise, 1988. Vol. 4. P. 103–108. De Benedittis G. Introduzione // Samnium: Archeologia del Molisе. Roma: Quasar, 1991. P. 325–328. De Marchi P.M. Modelli insediativi "militarizzati" d'eta longobarda in Lombardia // Citta, castelli, campagne nel territori di frontiera (secoli 6–7). Mantova: SAP Societa Archeologica S.r.l., 1995. P. 33–85. De Vingo P. Avari e slavi nel Friuli altomedievale secondo l’Historia Langobardorum di Paolo Diacono // Paolo Diacono e il Friuli alto medievale (secc. VI– X). Spoleto: Centro Italiano di studi sull’alto medioevo, 2001. P. 807–815. Ditten H. Protobulgaren und Germanen im 5.–7. Jahrhundert (vor der Grundung des ersten bulgarischen Reiches) // Bulgarian Historical Review. София: Институт за исторически изследвания, 1980. Vol. VIII, 3. P. 51–77. Donceva–Petkova L. Zur ethnischen Zugehörigkeit einiger Nekropolen des 11. Jahrhunderts in Bulgarien // Post–Roman Towns, Trade and Settlement in Europe and Byzantium / Ed. J. Henning. Berlin–New York: Walter de Gruyter, 2007. Vol. 2. S. 643–660. Ebanista C. Gli usi funerari nel ducato di Benevento: alcune considerazioni sulle necropoli campane e molisane di VI–VIII secolo // Archeologia e storia delle migrazioni: Europa, Italia, Mediterraneo fra tarda eta romana e alto medioevo (Giornate sulla tarda antichita e il medioevo, 3). Cimitile: Tavolario Edizioni, 2011. P. 337–364. Ebanista С. Tradizioni funerarie nel ducato di Benevento: l’apporto delle popolazioni alloctone // Nekropoli Longobarde in Italia. Atti del Convegno Internazionale 26–28.09.2011. Trento: Castello del Buonconsiglio, monumenti e collezioni provinciali, 2014. P. 445–471. Fedele A. La deposizione del cavallo nei cimiteri longobardi: dati e prime osservazioni // Archeologia dei Longobardi: dati e metodi per nuovi percorsi di analisi (Archeologia Barbarica, 1). Mantova: SAP Societa Archeologica s.r.l., 2017. P. 59–82. Fedele A., Marchetta I., Colombo D. Ritualita e rappresentazione funeraria nelle tombe di Vicenne (Campochiaro, CB). Una sintesi // Prima e dopo Alboino sulle trace dei Longobardi. Atti del Convegno internazionale di studi Cimitile–Nola–Santa Maria Capua Vetere. Cimitile: Guida, 2019. P. 295–314. Genito B. Archaeology of the Early medieval nomads in Italy: the horse–burials in Molise (7th century) south–central Italy // Kontakte zwischen Iran, Byzanz und der Steppe in 6.–7. Jh. / Hrsg. C. Balint (Varia Archaeologica Hungarica, IX). Budapest: Archaologisches Institut der UAW, 2000. P. 229–247. Genito B. Il Molise nell’altomedioevo: tra Mediterraneo ed Eurasia. Un’occasione perduta? // Miti e popoli del Mediterraneo antico. Scritti in onore di Gabriella d'Henry. Salerno: Tipografi a Fusco, 2014. P. 279–292. Genito B. Materiali e problemi // Conoscenze. Campobasso: Soprintendenza archeologica e per i beni ambientali, architettonici, artistici e storici del Molise, 1988. Vol. 4. P. 49–67. Genito B. Sepolture con cavallo da Vicenne (CB): un rituale nomadico di origine centroasiatica // I Congresso Nazionale di Archeologia Medievale (Pisa 29–31 maggio 1997) / A cura di S. Gelichi. Firenze: All'Insegna del Giglio, 1997. P. 286–289. Genito B. Tombe con cavallo a Vicenne // Samnium: Archeologia del Molisе. Roma: Quasar, 1991. P. 335–338. Giostra C. Il ducato longobardo di Ivrea: la grande necropoli di Borgomasino // Per il Museo di Ivrea. Lasezione archeologica del Museo Civico P.A. Garda / A cura di A. Gabucci, L. Pejrani Baricco, S. Ratto. Firenze: All’Insegna Giglio, 2014. P. 155–176. Hersak E. Vulgarum dux Alzeco // Casopis za zgodovino in narodopisje. Maribor: Izdajata univerza v Mariboru in Zgodovinsko drustvo v Mariboru, 2001. Let. 72 (37), 1–2. S. 269–278. Hodgkin T. Italy and her Invaders. Oxford: Clarendon Press, 1895. Vol. VI. 636 p. Jozsa L., Fothi E. Trepanalt koponyak a Karpat–medenceben (a leletek szambavetele, megoszlasa es lelohelyei) // Folia Anthropologica. Szombathely: Balogh es Tarsa Kft, 2007. T. 6. O. 5–18. Koch A. Uberlegungen zum Transfer von Schwerttrag– und –kampfesweise im fruhen Mittelalter am Beispiel chinesischer Schwerter mit p–förmigen Tragriemenhaltern aus dem 6.–8. Jahrhundert n. Chr. // Jahrbucher des Romisch–Germanischen Zentralmuseums. Mainz: RGZM, 1998. Bd. 45. S. 571–598. Kruger K.–H. Zur «beneventanischen» Konzeption der Langobardengeschichte des Paulus Diakonus // Fruhmittelalterliche studien. Berlin–New York: Walter de Gruyter, 1981. Bd. 15. P. 18–35. La Rocca C. Tombe con corredi, etnicita e prestigio sociale: l’Italia longobarda del VII secolo attraverso l’interpretazione archeologica // Archeologia e storia dei Longobardi in Trentino. Mezzolombardo: Comune di Mezzolombardo, 2009. P. 55–76. La Salvia V. La diffusione della staffa nell’area merovingia orientale alla luce delle fonti archeologiche // Temporis Signa. Spoleto: Fondazione Centro Italiano di studi sull’alto Medioevo, 2007. Vol. 2. P. 155–171. Laszlo O. Detailed Analysis of a Trepanation from the Late Avar Period (Turn of the 7th–8th Centuries—811) and Its Signifi cance in the Anthropological Material of the Carpathian Basin // International Journal of Osteoarchaeology. Published online in Wiley Online Library, 2016. Vol. 26–2. P. 359–365. Marchetta I. Ceramica ed Ethnos nelle tombe di Vicenne (Campochiaro, CB): il ritual funerario attraverso l’analisi del corredo vascolare // Le forme della crisi. Produzioni ceramiche e commerce nell’Italia centrale tra Romani e Longobardi (III–VIII sec. d.C.) / A cura di E. Cirelli, F. Diosono, H. Patterson. Bologna: Ante Quem, 2015. P. 663–671. Marchetta I. Il carattere composito del regno: le necropoli di Campochiaro (Campobasso) (cat. II.36–40) // Longobardi. Un popolo che cambia la storia. Schede mostra / A cura di G.P. Brogiolo, F. Marazzi, C. Giostra. Milano, Skira, 2017. P. 54–58. Mednikova M.B. Prehistoric Trepanations in Russia: Ritual or Surgical? // Trepanation: History, Discovery, Theory / Eds. R. Arnott, S. Finger, S. Smith C. Lisse: Swets & Zeitlinger, 2003. P. 163–174. Muratori L.A. Antiquitates Italicae medii Aevi, sive Dissertationes. Mediolani: Ex Typographia societatis Palatinae, 1740. T. III. 1242 coll.Pasqui U. Documenti per la storia della citta di Arezzo nel medio evo. Arezzo: G.P. Vieusseux, 1899. Vol. I. 576 p. Pauli historia Langohardorum // MGH. Scriptores rerum Langobardicarum et Italicarum saec. VI–IX / Ed. G. Waitz. Hannoverae: Impensis bibliopolii hahniani, 1878. Bd. I. P. 12–187. Pieri S. Toponomastica della Toscana meridionale (valli della Fiora, dell ‘Ombrone, della Cecina e fi umi minori) e dell‘Arcipelago Toscano. Siena: Accademia senese degli intronati, 1969. 472 p. Pohl W. Die Awaren. Ein Steppenvolk im Mittelalter. 567–822. Munchen: Verlag C.H. Beck, 1988. 529 p. Polverari A. Una Bulgaria nella Pentapoli. Longobardi, Bulgari e Sclavini a Senigallia. Senigallia: Pierfederici, 1969. 41 p. Premuzic Z., Rajic Sikanjic P., Rapan Papesa A. A case of Avar period trepanation from Croatia // Anthropological Review. Published online by De Gruyter, 2016. Vol. 79 (4). P. 471–482. Provesi C. Cavalli e cavalieri in Italia nell'Alto Medioevo (secc. V–X): studio della simbologia equestre attraverso fonti narrative, documentarie e archeologiche. Tesi di Dottorato. Venezia, 2013. Provesi C. I cavalieri e le loro donne, uno studio dei corredi funerari di VI–VII secolo // Univ. Degli studi di Verona. Verona, 2013. Доступно по URL: https://www.yumpu.com/it/document/view/16247410/chiara–provesi–scuola–superiore–di–studi–storici–geografi ci–(Дата обращения 04.12.2020) Provesi C. Uomini e cavalli in Italia meridionale da Cassiodoro ad Alzecone // Ipsam Nolam barbari vastaverunt: l’Italia e il Mediterraneo occidentale tra il V secolo e la metа del VI. Cimitile: Tavolario Edizioni, 2010. P. 97–111. Repetti E. Dizionario geografi co fi sico storico della Toscana. Firenze: Presso L’autore e editore, 1833. Vol. 1. 846 p. Rotili M. I Longobardi migrazioni, etnogenesi, insediamento // I Longobardi del Sud. Roma: Giorgio Bretschneider Editore, 2010. P. 1–77. Rubini M, Zaio P. Warriors from the East. Skeletal evidence of warfare from a Lombard–Avar cemetery in Central Italy (Campochiaro, Molise, 6th–8th Century AD) // Journal of Archaeological Science. Published online by Elsevier, 2011. Vol. 38. Issue 7. P. 1551–1559. Rubini M. Gli Avari in Molise. La necropoli di Campochiaro Morrione // ArcheoMolise. Associazione culturale ArcheoIdea. Isernia: Associazione culturale ArcheoIdea, 2009. T. II (apr.–giu. 2009). Р. 17–25. Rubini M. Il popolamento del Molise durante l’alto medioevo // I beni culturali nel Molise. Il Medioevo / A cura di De Benedittis G. Campobasso: Istituto regionale per gli studi storici del Molise “V. Cuoco”, 2004. P. 151–162. Sabatini F. Rifl essi linguistici della dominazione longobarda nell’Italia mediana e meridionale // Aristocrazie e societa fra transizione romano–germanica e alto medioevo. San Vitaliano: Tavolario Edizioni, 2015. P. 353–441. Sarno E. Campobasso da castrum a citta murattiana. Roma: Aracne, 2012. 324 p. Schneider F. Regestum Volaterranum. Regesten der Urkunden von Volterra (778–1303). Roma: Ermanno Loescher, 1907. 448 p. Staffa A.R. Una terra di frontiera: Abruzzo e Molise fra VI e VII Secolo // Citta, castelli, campagne nei territori di frontiera (secoli VI–VII) / A cura di G.P. Brogiolo. Мantova: Padus, 1995. P. 187–238. Staffa A.R. Bizantini e Longobardi fra Abruzzo e Molise (secc. VI–VII) / I beni culturali nel Molise. Il Medioevo / A cura di De Benedittis G. Campobasso: Istituto regionale per gli studi storici del Molise “V. Cuoco”, 2004. P. 215–248. Tomka P. Die Bestattungsformen der Awaren // Hunnen und Awaren. Reitervolker aus dem Osten. Burgenlandische Landesausstellung 1996 Schloss Halbturn vom 26. April bis 31. Oktober 1996. Begleitbuch und Katalog / Ed. F. Daim. Eisenstadt: Burgenland, Landesregierung, 1996. S. 384–387. Tornesi M. Presenze alloctone nell’Italia centrale: tempi, modalita e forme dell’organizzazione territorial nell’Abruzzo altomediale. Tesi di Dottorato. Roma: Sapienza universita’ di Roma, 2012. 275 p. Valenti M. Villaggi nell’eta delle migrazioni // I Longobardi. Dalla caduta dell’Impero all’alba dell’Italia / A cura di G.P. Brogiolo, A. Chavarria Arnau. Catalogo della mostra (Torino 28 settembre 2007–6 gennaio 2008). Milano: Silvana Editoriale, 2007. P. 151–158. Villa L. Il Friuli longobardo е gli Avari // L'oro degli Avari. Popolo delle steppe in Europa. Milano: Inform, 2000. P. 187–189. Wattenbach W. Deutschlands Geschichtsquellen im Mittelalter. Berlin: Verlag von Wilhelm Hertz, 1858. Vol. I. 478 p. Wattenbach W., Levison W., Lowe H. Deutschlands Geschichtsquellen im Mittelalter. Vorzeit und Karolinger. Weimar: Hermann Bohlaus nachfolger, 1953, Heft II. P. 157–290.

Introducción: La Enfermedad Renal Crónica (ERC) tiene una evolución natural hacia la pérdida de la función renal progresiva, sin embargo existe controversia si la progresión tiene un ritmo constante y predecible. El objetivo del presente estudio fue identificar los factores de riesgo asociados a la progresión en un grupo de niños con ERC. Métodos: El presente estudio longitudinal, fue realizado en un seguimiento de menores de 16 años con diagnóstico de ERC en estadios 3 y 4 en el Hospital de Pediatría del Centro Médico Nacional Siglo XXI, de octubre 2014 a octubre 2015. Se midió somatometría, tensión arterial, creatinina, hemoglobina, colesterol, triglicéridos, fósforo, bicarbonato, proteinuria y progresión de ERC. Se compara la muestra entre los que presentaron progresión (P-ERC) y los que no (SP-ERC). Se presentan valores con medianas. Resultados: Participaron 35 pacientes, de 10 años de edad, 18 mujeres (54.4%), 57% con malformaciones de las vías urinarias. Seguimiento por 2.95 años, la tasa de filtrado glomerular (TFG) fue 31.7ml/min/1.73m2. En estadio 3, 20 pacientes, de 8.7 años, 60% mujeres. En estadio 4, 15 pacientes, de 11.4 años, 66.7% hombres. La disminución de TFG fue de 6.7 ml/min/1.73m2/año, siendo de 6.6 para el estadio 3 y de 2.8 para el estadio 4. El nivel de colesterol se asoció a la progresión del daño renal (P=0.03). Otros factores no fueron significativos. En ambos grupos incrementó el número de pacientes con obesidad. (P>0.05). Conclusión: En el primer año el 50% de los pacientes tuvo P-ERC. Los pacientes en estadio 3 tienen una velocidad mayor P-ERC. La hipercolesterolemia es un factor de progresión de ERC en niños. Recibido: Julio 25, 2022 Aceptado: Septiembre 30, 2022 Publicado: Septiembre 30, 2022 Editor: Dr. Franklin Mora Bravo. Introducción La progresión de la enfermedad renal crónica (ERC) en niños es influenciada por una variedad de factores, algunos de los cuales pueden ser modificables como la hipertensión arterial, poteinuria, control glucémico, obesidad, dislipidemia, anemia y factores metabólicos [1]. Los niños con ERC no tienen el mismo perfil epidemiológico que los adultos y probablemente los factores modificables tengan un patrón distinto al de los adultos [2]. En lo que respecta a proteinuria en la edad pediátrica, en el proyecto Italkid evaluó pacientes con riñones hipoplásicos , dividiéndolos en 3 grupos: un grupo sin proteinuria, otro con proteinuria leve (índice proteínas/creatinina 0.2– 0.9) y el tercero con proteinuria moderada (índice proteínas/creatinina > 0.9). Se definió progresión de la ERC al deterioro de la función renal > 3 ml/min/1.73m2 por año. Los pacientes se siguieron en un promedio 3 años y medio; se observó mayor deterioro de la función renal en pacientes del grupo con proteinuria moderada con disminución de la tasa de filtrado glomerular (TFG) de 3.61 ± 5.4 ml/min/1.73 por año, en comparación a los grupos sin proteinuria o proteinuria leve (0.16 ± 3.64 y 0.54 ± 3.67 ml/min/1.73m2 por año, respectivamente), (P < 0.0001) [3]. Sobre el control de la hipertensión en niños, en el corte realizado en el 2003 del estudio NAPRTCS, Mitsnefes et. al [4] analizaron 3,834 pacientes con edad entre 2 y 17 años con una TFG < 75 ml/min/1.73m2. El punto final del estudio se definió como el inicio de la terapia de sustitución o un deterioro de la TFG de 10 ml/min/1.73 m2 con respecto a la inicial. En los resultados se describe que los niños que presentaban hipertensión en el momento del inicio del seguimiento, tuvieron mayor proporción de deterioro que quienes tenían presión arterial normal (58% vs. 49%); mientras que al realizar el análisis multivariado, la hipertensión arterial sistólica se determinó como un factor independiente (P = 0.003) de deterioro de la función renal. Existen pocos estudios que documenten la prevalencia de dislipidemia en niños y adolescentes con ERC. Un meta-análisis de Fried et al. de un total de 362 pacientes con ERC en ensayos clínicos con número pequeño de participantes, sugiere que el tratamiento de la dislipidemia se asoció con mejoría de 1.9 ml/min de TFG, al compararse con controles sin este tratamiento [5], mientras que en un estudio realizado en el 2011 por Holl R y cols en pacientes adolescentes alemanes, suizos y austriacos se demostró que por cada 10 ml/min/1.73 m2 de disminución de la TFG, existe una correlación positiva con el incremento en colesterol, triglicéridos y colesterol no HDL, así como una correlación negativa con el colesterol HDL. En particular en los niños con TFG < 30 ml/min/1.73m2, tuvieron mayor riesgo de presentar dislipidemia [6]. Sobre la anemia como factor de progresión, un estudio multicéntrico y prospectivo de 23 adolescentes con ERC de entre los 11 y 18 años observados cada 6 meses por un período de 3 años reportó una disminución de la TFG de 5.6 ml/min/1.73m2 por año, y fue mayor la disminución en pacientes con anemia (hematocrito < 36%): 7.8 ml/min/1.73m2 (IC95%: 3.3 – 12ml/min/1.73m2) [7]. Actualmente existe evidencia que la acidosis metabólica contribuye a la progresión de la enfermedad renal en adultos y en niños [8]. Los niños con enfermedad renal crónica tienen una alta prevalencia de síndrome metabólico y obesidad, estos niños, experimentan una disminución más rápida de la función renal [9], comparada con los niños con IMC normal. Con estos antecedentes se estableció como objetivo del presente estudio el identificar los factores asociados con el deterioro de la función renal, en pacientes pediátricos con enfermedad renal crónica en estadios 3 y 4 en un centro nacional de referencia pediátrica en México con un seguimiento mínimo de 6 meses. Materiales y métodos Diseño del estudio El presente estudio es observacional, descriptivo, de tipo longitudinal. Escenario El estudio se realizó en el departamento de nefrología en la Unidad Médica de Alta Especialidad, Hospital de Pediatría, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, de México DF, México, durante el periodo de 1ro de octubre del 2014 al 1ro de octubre del 2015. Participantes Se incluyeron pacientes pediátricos con el diagnóstico de enfermedad renal crónica estadios 3 y 4 que fueron valorados en la consulta externa de la institución. Se excluyeron pacientes con trasplante renal. Se excluyeron pacientes que cumplieron la mayoría de edad, que perdieron la continuidad del control en la consulta externa. Se eliminaron casos con datos incompletos para el análisis, con historias clínicas incompletas o sin seguimiento posterior al ingreso. Variables Las variables fueron: -anemia, proteinuria en rango nefrótico, hipercolesterolemia, hipertrigliceridemia, hiperfosfatemia, hipertensión arterial sistólica, hipertensión arterial diastólica, etiología de la enfermedad renal crónica, obesidad, edad, sexo. Se consideró como variables de Confusión al tratamiento recibido, al tiempo de evolución de la ERC y el estadio de la ERC. La variable dependiente fue la progresión de la enfermedad renal crónica. Fuentes de datos/mediciones La fuente fue indirecta, se revisó el expediente electrónico institucional, el registro de los servicios de estadística, nefrología y consulta externa. La tasa de filtrado glomerular (TFG) en este estudio se estimó calculando la Depuración de Creatinina con la fórmula de Schwartz update, Sesgos Con el fin de evitar posibles sesgos de entrevistador, de información y de memoria, los datos fueron custodiados durante todo el tiempo por el investigador principal con una guía y registros aprobados en el protocolo de investigación. El sesgo de observación y selección fueron evitados con la aplicación de los criterios de selección de los participantes. Se consignaron todas las variables clínicas y paraclínicas del periodo ya comentado. Dos investigadores de manera independiente analizaron cada uno de los registros por duplicado y se consignaron las variables en la base de datos una vez verificada su concordancia. Tamaño del estudio La muestra fue no probabilística, tipo censo, en donde se incluyeron todos los casos posibles del período en estudio, ya que existe una baja prevalencia de ERC en la población pediátrica que acude a la institución. Variables cuantitativas Se utilizó estadística descriptiva e inferencial. Se expresaron los resultados en escala en medias y desviación estándar. Los datos categóricos como el sexo se presentan en proporciones. Análisis estadístico Se utiliza estadística no inferencial e inferencial. Análisis descriptivo: Se calcularon de acuerdo con la escala de medición de cada una de las variables, medidas de tendencia central y dispersión. Para las variables cualitativas se presentarán con números absolutos y porcentajes; para las variables cuantitativas, con mediana como medida de tendencia central y como medidas de dispersión los valores mínimo y máximo. Análisis inferencial: La comparación entre dos grupos para las variables cuantitativas se realizará con la prueba de U de Mann - Whitney, y la comparación de proporciones con la prueba Chi-cuadrada. No se realizó el cálculo de razón de momios (OR) para la identificación de factores relacionados con la progresión. El nivel de significancia estadística fue de P < 0.05. El paquete estadístico utilizado fue SPSS 25.0 (IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.). Resultados Participantes Se estudiaron 35 pacientes, de un total de 79 pacientes (Figura 1). Características basales de la población de estudio La mediana de edad al momento de la primera consulta fue 10 años, fueron 18 mujeres (54.4%), la mediana de seguimiento global fue de 2.95 años, se calculó una mediana de tasa de filtrado glomerular (TFG) estimada por talla de 31.7ml/min/1.73m2. Las malformaciones de las vías urinarias fue la etiología más común (57%): reflujo vesicoureteral, vejiga neurogénica, valvas de uretra posterior. Se clasificó a la población de estudio por la tasa de filtrado glomerular, situándose en estadio 3 o 4 de Enfermedad Renal Crónica (ERC). El grupo de pacientes en estadio 3 lo conformaron 20 pacientes, la mediana para la edad fue de 8.7 años, siendo un 60% del sexo femenino, la mediana de seguimiento fue de 2.8 años. El grupo de pacientes en estadio 4 estaba conformado por 15 pacientes, cuya mediana de edad fue de 11.4 años, el 66.7% fueron de sexo masculino, con una mediana de seguimiento de 3.1 años (véase tabla 1). Para ambos estadios, las malformaciones de vías urinarias fueron la etiología más frecuente. Evaluación de la función renal y velocidad de progresión La tasa de filtrado glomerular (TFG) tuvo una mediana global al inicio del estudio de 31.7ml/min/1.73m2, para el estadio 3 fue de 42.5ml/min/1.73m2 y del estadio 4 fue de 18 ml/min/1.73m2.En 18 pacientes (54.42%) se observó una disminución de la tasa de filtrado glomerular de más de 3 ml/min/1.73m2 por año, 11 (31.4%) pacientes no tuvieron disminución de la Depuración de Creatinina de más de 3ml/min/1.73m2 por año y en 6 pacientes (17.5%) se observó mejoría de la Depuración de Creatinina. La mediana de velocidad de progresión global de 6.7ml/min/1.73m2 por año, siendo de 6.6ml/min/1.73m2 por año para los pacientes en estadio 3 y de 2.8ml/min/1.73 por año para los que se situaban en estadio 4. Factores asociados a la progresión de la enfermedad renal Al inicio del estudio las variables no fueron diferentes entre ambos grupos (Tabla 2). Al clasificar cada factor de acuerdo al punto de corte de anormalidad, observamos que en el grupo de pacientes situados en estadio 3, el porcentaje de pacientes con hipertensión arterial tanto sistólica como diastólica era más alto con respecto al grupo que corresponde al estadio 4; por otra parte, el porcentaje que corresponde a la proteinuria nefrótica, la hipercolesterolemia y la hipertrigliceridemia era mayor en este último grupo. El porcentaje que corresponde a la anemia, la acidosis metabólica y la hiperfosfatemia eran similares para ambos grupos (véase tabla 3). Análisis por progresión de la ERC En el grupo que presentó progresión de la enfermedad renal, incrementaron la mediana de la proteinuria y los triglicéridos con respecto al inicio. Disminuyeron las medianas de las percentiles de tensión arterial sistólica y colesterol (ver tabla 4).El grupo sin progresión de la enfermedad renal crónica, presentó disminución en la mediana para los triglicéridos, para el resto de las variables identificadas no hubo una diferencia estadística (ver tabla 4). Sólo los niveles de colesterol elevados al inicio de seguimiento se asocian a la progresión del daño renal (P=0.03). Comparando los grupos que progresaron o no, de acuerdo al comportamiento de los factores con punto de corte de anormalidad, para el grupo de pacientes con progresión se observó que más pacientes tenían hipertrigliceridemia, hipercolesterolemia, acidosis metabólica e hiperfosfatemia al final de seguimiento a pesar del tratamiento instaurado. Además menos pacientes presentaron proteinuria nefrótica. Para el grupo sin progresión, disminuyó el número de pacientes con hipertensión arterial, hipertrigliceridemia, acidosis metabólica e hiperfosfatemia e incremento el número de pacientes con proteinuria nefrótica. En ambos grupos incrementó el número de pacientes con obesidad (véase tabla 5). Ninguno de los factores estudiados al inicio del estudio se asoció a progresión de ERC. Debido al tamaño de muestra no se pudo calcular el riesgo de progresión de la función renal por factor asociado al mismo. Discusión Una de las etiologías más frecuentes de la ERC en niños son las malformaciones de las vías urinarias, en este estudio fue la causa más frecuente. En las niñas la malformación más frecuente fue el reflujo vesicoureteral y en niños las valvas uretrales posteriores. Este comportamiento se podría explicar por el mecanismo de daño menos agresivo en el reflujo vesicoureteral a diferencia de las valvas uretrales posteriores, en el que gran parte del daño es en etapa intrauterina. Por lo tanto si bien hay más niñas con malformación en etapa 3, en la etapa 4 predominan los hombres. Tanto en el proyecto ItalKid [3] como en el proyecto REPIR II [1], estudiaron pacientes pediátricos desde el estadio 2 al 5, reportaron como etiología más común las malformaciones de las vías urinarias en el 53.6 y 59% respectivamente. En el North American Pediatric Renal Trials and Collaborative Studies (NAPRTCS) [4], que reúne información de la población pediátrica de Estados Unidos, México y Canadá, con ERC en estadio 3 al 5 también reportó a las uropatías como principal causa de enfermedad renal crónica (48%), también esta prevalencia ha sido reportada en Latinoamérica [10]. La mediana de la Tasa de filtrado glomerular (TFG) encontrada al inicio de este estudio fue de 31.7ml/min/1.73m2, siendo menor con respecto al proyecto ItalKid (41.7ml/min/1.73 m2) y proyecto REPIR II (39.5ml/min/1.73 m2), estos estudios incluyen pacientes desde el estadio 2 al 5 sin terapia de sustitución renal. En este estudio se calculó una mediana de pérdida de TFG de 6.6ml/min/1.73 m2 por año en el estadio 3. Si consideramos que estos pacientes iniciaron con una mediana de TFG de 42.ml/min/1.73, entonces podrían requerir terapia de sustitución renal en aproximadamente 3 años. En los pacientes en estadio 4 que tuvieron una mediana de TFG inicial de 18ml/min/1.73m2, se calculó una velocidad de progresión de daño renal de 2.8ml/min/1.73m2 por año y considerando que la mayor parte de los pacientes ingresan a diálisis con una TFG menor a 10ml/min/1.73, se espera que este grupo se encuentre en terapia de sustitución renal en 3 años. La proteinuria es uno de los principales factores asociados a la progresión del daño renal, condicionando inflamación intersticial y fibrosis. Ardissino y cols, [3] en el 2004 demostraron una asociación entre la progresión de la ERC y proteinuria, donde se correlacionó la proteinuria inicial, como un factor predictivo de daño renal. En este estudio, no se demostró estadísticamente ser un factor de progresión, probablemente por el bajo número de casos incluidos. La hipertensión arterial es un factor asociado a la progresión del daño renal, ya que condiciona un aumento en la presión intraglomerular que conduce hipertrofia glomerular y glomérulo esclerosis. En el presente estudio, no se logró demostrar diferencia estadística de hipertensión como factor de riesgo de progresión; este resultado es diferente a lo encontrado en el NAPRTCS23, donde participaron 3834 pacientes, de 2 a 17 años de edad, con una TFG menor a 75ml/min/1.73m2. Se identificó que el 48% de los pacientes eran hipertensos al inicio del estudio. Además de diferencias estadísticamente significativas entre los pacientes hipertensos y normo tensos (58% vs 49%, respectivamente P<0.0001) con una TFG entre 50-75ml/min/1.73m2, (P<0.0001). La dislipidemia condiciona daño endotelial capilar en células mesangiales y podocitos. En pacientes con enfermedad renal crónica, el patrón lipídico típico consiste en elevación de triglicéridos (TG) y descenso de la HDL-colesterol, sobre todo a partir del estadio 3. Estudios experimentales han demostrado que la dislipidemia condiciona el desarrollo de proteinuria y daño glomerular progresivo, sin la presencia de cambios hemodinámicos. En este estudio hubo mayor frecuencia de hipertrigliceridemia en los pacientes en estadio 4 en comparación del estadio 3 (40% vs 30%), lo que es consistente con la hipótesis de que a mayor daño renal hay más hiperlipidemia, aunque en el seguimiento la proporción en ambos grupos diferenciados según la progresión no hubo diferencia. Saland y cols [11] en el 2009, en el estudio CKiD, estudiaron la dislipidemia en niños con enfermedad renal crónica, incluyeron 391 menores de 16 años. Mostró alta prevalencia de hipertrigliceridemia en 126 pacientes, con una mediana 106mg/dl, aumento de colesterol no HDL en 62 y reducción de HDL en 83. La disminución de la tasa de filtrado glomerular se relacionó con el aumento de los niveles de triglicéridos en un 8% en promedio (95%IC: 5%, 11%) por cada 10 ml/min/1.73m2 por disminución de la tasa de filtración glomerular. Corroboraron que la hipertrigliceridemia se asocia a la disminución del filtrado glomerular. Para este estudio no fue posible demostrarlo, debido al tamaño de muestra. Sin embargo, la mediana de triglicéridos en el grupo que presentó progresión fue mayor a lo reportado. Con respecto al colesterol en este estudio se observó que existió asociación de la progresión con cifras altas de colesterol al inicio del estudio (P=0.03), además de incremento en la frecuencia tanto en el grupo que progresó como el que no, sin embargo la proporción fue mayor la hipercolesterolemia en el grupo que progreso al inicio. Al respecto Holl R y cols [12], en el 2011, realizaron un estudio en pacientes adolescentes alemanes, suizos y austriacos se demostró que por cada 10 ml/min/1.73 m2 de disminución de la TFG, existe una correlación positiva con el incremento en colesterol, triglicéridos y colesterol no HDL, así como una correlación negativa con el colesterol HDL. En particular en los niños con TFG < 30 ml/min/1.73, tuvieron mayor riesgo de presentar dislipidemia. La hipercolesterolemia aislada inducida por dieta se asocia en diferentes modelos experimentales a daño glomerular del tipo de la glomeruloesclerosis focal y segmentaria e insuficiencia renal progresiva. La anemia se ha relacionado con hipoxia celular, incrementa el estrés oxidativo, influyendo en el deterioro de la función renal; además de la sintomatología propia de cualquier anemia crónica, repercute en las funciones cognitivas y especialmente en el sistema cardiovascular, sobre todo contribuye al desarrollo de hipertrofia ventricular izquierda. En este estudio el 25% de los pacientes cursaron con anemia al inicio, teniendo una proporción similar en ambos grupos. Esto difiere con lo reportado en estudio NAPRTCS23, donde la prevalencia de anemia en niños fue de 73% en estadio 3, 87% en la etapa 4 y más del 93% en la etapa 5. En REPIR II [1], se reportó un 30% de pacientes con anemia, así a medida que progresaba la enfermedad aumentaba el porcentaje de anémicos siendo del 14, del 33, del 58 y del 54%, en los estadios 2, 3, 4 y 5, respectivamente. Esto es esperado ya que a medida que avanza la enfermedad renal, disminuye la masa renal y con ello la producción de eritropoyetina. La obesidad está relacionada con la aparición temprana de glomerulomegalia, alteraciones hemodinámicas del riñón hiperfiltrante y aumento de la albuminuria, manifestaciones relacionadas con el tiempo de evolución y grado de severidad, pero reversibles con una pérdida de peso. La tasa más elevada de niños con enfermedades crónicas del riñón responde a un índice más alto de obesidad infantil, además la asociación entre obesidad y proteinuria, por glomeruloesclerosis focal segmentaria en adolescentes, que podría dar lugar a importantes secuelas renales [13]. Cao y cols [14] en el 2015, estudiaron a 6852 pacientes de 20 a 79 años, para identificar si la coexistencia de síndrome metabólico es una condición necesaria para desarrollar ERC en pacientes con sobrepeso y obesidad. En el seguimiento de 5 años, 776 pacientes desarrollaron ERC (TFG menor a 60ml/min/1.73). El riesgo de ERC, ajustado a proporciones de riesgo multivariable para peso normal en personas sin síndrome metabólico vs en sobrepeso fue de 1.31 (95% CI, 0.89 a 1.92) y para obesos fue de 2.39 (IC del 95%, 1.27- 4.52), siendo más alto en los pacientes con síndrome metabólico con peso normal de 1.54 (IC 95%, 1.18-3.95), 2.06 (95% CI, 1.27 a 3.36) en sobrepeso, y CI 2.77 (95%,1.42 a 4.31) en los individuos obesos con síndrome metabólico. Lo que sugiere que el sobrepeso y la obesidad, por si solos son factores de riesgo para enfermedad renal crónica, independiente de la presencia o no de síndrome metabólico. En este estudio, 10% de los pacientes eran obesos al inicio, al comparar las proporciones al inicio del estudio, se identificó mayor proporción en el grupo que progresó. Conclusiones Durante el primer año de seguimiento se observó que aproximadamente el 50% de los pacientes tuvo progresión de la enfermedad renal. Los pacientes en estadio 3 tienen una velocidad mayor de deterioro de progresión de la enfermedad renal en comparación con los que se encuentran en el estadio 4 (6.6ml/min/1.73m2 vs 2.8ml/min/1.73m2).Entre los factores de progresión renal que se estudiaron el único factor que se relacionó con la progresión fue la hipercolesterolemia al inicio del seguimiento. Es posible que el tratamiento dirigido a los diferentes factores relacionados con la progresión esté relacionado con la falta de asociación de otros factores. Abreviarturas ERC: Enfermedad renal crónica. HTA: hipertensión arterial. TFG: Tasa de filtrado glomerular. Información suplementaria Materiales suplementarios no han sido declarados. Agradecimientos No aplica. Contribuciones de los autores Alma Rebeca Mota Nova: Conceptualización, Curación de datos, Análisis formal, Adquisición de fondos, Investigación, Metodología, Administración de proyecto, Recursos, Software, Escritura – borrador original. María Alejandra Aguilar Kitsu: Conceptualización, Supervisión, Validación, Visualización, Redacción: revisión y edición. Miguel Angel Villasis Keever: Metodología, validación, supervisión, redacción: Revisión y edición. Todos los autores leyeron y aprobaron la versión final del manuscrito. Financiamiento Los autores proveyeron los gastos de la investigación. Disponibilidad de datos o materiales Los conjuntos de datos generados y analizados durante el estudio actual no están disponibles públicamente debido a la confidencialidad de los participantes, pero están disponibles a través del autor correspondiente a pedido académico razonable. Declaraciones Aprobación del comité de ética y consentimiento para participar Este estudio fue aprobado por el comité de ética en investigación de la Unidad Médica de Alta Especialidad Hospital de Pediatría CMNO, aprobación número R-2021-1302-077. Consentimiento para publicación No aplica cuando no se publican imágenes o fotografías del examen físico o radiografías/tomografías/resonancias de pacientes. Conflictos de interés Los autores reportan no tener conflictos de interés. Referencias Areses R, Sanahuja M, Navarro M. Epidemiología de la enfermedad renal crónica no terminal en la población pediátrica española. Proyecto REPIR II. Nefrología 2010; 30:508-17. SCIELO:S0211 García de Vinuesa S. Factores de progresión de la enfermedad renal crónica. Prevención secundaria. Nefrología 2008; 3: 17-21.SCIELO: 32352 Ardissino G, Daccò V, Testa S, Bonaudo R, Claris-Appiani A, Taioli E, Marra G, Edefonti A, Sereni F; ItalKid Project. Epidemiology of chronic renal failure in children: data from the ItalKid project. Pediatrics. 2003 Apr;111(4 Pt 1):e382-7. DOI: 10.1542/peds.111.4.e382. PMID: 12671156. Mitsnefes M, Ho PL, McEnery PT. Hypertension and progression of chronic renal insufficiency in children: a report of the North American Pediatric Renal Transplant Cooperative Study (NAPRTCS). J Am Soc Nephrol. 2003 Oct;14(10):2618-22. DOI: 10.1097/01.asn.0000089565.04535.4b. PMID: 14514740. Sandhu S, Wiebe N, Fried LF, Tonelli M. Statins for improving renal outcomes: a meta-analysis. J Am Soc Nephrol. 2006 Jul;17(7):2006-16. DOI: 10.1681/ASN.2006010012. Epub 2006 Jun 8. PMID: 16762986. Holl RW, Hoffmeister U, Thamm M, Stachow R, Keller KM, L'Allemand D, Widhalm K, Flechtner-Mors M, Wiegand S. Does obesity lead to a specific lipid disorder? Analysis from the German/Austrian/Swiss APV registry. Int J Pediatr Obes. 2011 Sep;6 Suppl 1:53-8. DOI: 10.3109/17477166.2011.604325. PMID: 21905817. Furth SL, Cole SR, Fadrowski JJ, Gerson A, Pierce CB, Chandra M, Weiss R, Kaskel F; Council of Pediatric Nephrology and Urology, New York/New Jersey; Kidney and Urology Foundation of America. The association of anemia and hypoalbuminemia with accelerated decline in GFR among adolescents with chronic kidney disease. Pediatr Nephrol. 2007 Feb;22(2):265-71. DOI: 10.1007/s00467-006-0313-1. Epub 2006 Nov 21. PMID: 17120062 Brown DD, Roem J, Ng DK, Reidy KJ, Kumar J, Abramowitz MK, Mak RH, Furth SL, Schwartz GJ, Warady BA, Kaskel FJ, Melamed ML. Low Serum Bicarbonate and CKD Progression in Children. Clin J Am Soc Nephrol. 2020 Jun 8;15(6):755-765. DOI: 10.2215/CJN.07060619. Epub 2020 May 28. PMID: 32467307; PMCID: PMC7274283. Lalan S, Jiang S, Ng DK, Kupferman F, Warady BA, Furth S, Mitsnefes MM. Cardiometabolic Risk Factors, Metabolic Syndrome, and Chronic Kidney Disease Progression in Children. J Pediatr. 2018 Nov;202:163-170. DOI: 10.1016/j.jpeds.2018.06.007. Epub 2018 Jul 2. PMID: 30041938; PMCID: PMC6203642. Piedrahita V, Flórez J, Martínez J, Prada M, Vanegas J, Vélez C, Serna L, Serrano A, Cornejo J. Causas de enfermedad renal crónica en niños atendidos en el Servicio de Nefrología Pediátrica del Hospital Universitario San Vicente de Paúl, de Medellín, Colombia, entre 1960 y 2010Iatreia [en linea] 2011, 24 (Octubre- Diciembre). REDALYC:180522525001 Saland JM, Pierce CB, Mitsnefes MM, Flynn JT, Goebel J, Kupferman JC, Warady BA, Furth SL; CKiD Investigators. Dyslipidemia in children with chronic kidney disease. Kidney Int. 2010 Dec;78(11):1154-63. DOI: 10.1038/ki.2010.311. Epub 2010 Aug 25. PMID: 20736985; PMCID: PMC3222564. Holl RW, Hoffmeister U, Thamm M, Stachow R, Keller KM, L'Allemand D, Widhalm K, Flechtner-Mors M, Wiegand S. Does obesity lead to a specific lipid disorder? Analysis from the German/Austrian/Swiss APV registry. Int J Pediatr Obes. 2011 Sep;6 Suppl 1:53-8. DOI: 10.3109/17477166.2011.604325. PMID: 21905817. Gunta SS, Mak RH. Is obesity a risk factor for chronic kidney disease in children? Pediatr Nephrol. 2013 Oct;28(10):1949-56. DOI: 10.1007/s00467-012-2353-z. Epub 2012 Nov 14. PMID: 23150030. Cao X, Zhou J, Yuan H, Wu L, Chen Z. Chronic kidney disease among overweight and obesity with and without metabolic syndrome in an urban Chinese cohort. BMC Nephrol. 2015 Jun 18;16:85. DOI: 10.1186/s12882-015-0083-8. PMID: 26084279; PMCID: PMC4471928. Nota del Editor La REV SEN se mantiene neutral con respecto a los reclamos jurisdiccionales sobre mapas publicados y afiliaciones institucionales.

As a continuation of the work done in (R. Mukherjee (Pal), P. Pal and S. K. Sardar, On additively completely regular seminearrings, Commun. Algebra 45(12) (2017) 5111–5122), in this paper, our objective is to characterize left (right) completely simple seminearrings in terms of Rees Construction by generalizing the concept of Rees matrix semigroup (J. M. Howie, Fundamentals of Semigroup Theory (Clarendon Press, Oxford, 1995); M. Petrich and N. R. Reilly, Completely Regular Semigroups (Wiley, New York, 1999)) and that of Rees matrix semiring (M. K. Sen, S. K. Maity and H. J. Weinert, Completely simple semirings, Bull. Calcutta Math. Soc. 97 (2005) 163–172). In Rees theorem, a completely simple semigroup is coordinatized in such a way that each element can be seen to be a triplet which gives this abstract structure a much more simpler look. In this paper, we have been able to construct a similar kind of coordinate structure of a restricted class of left (right) completely simple seminearrings taking impetus from (M. P. Grillet, Semirings with a completely simple additive semigroup, J. Austral. Math. Soc. 20(Ser. A) (1975) 257–267, Theorem [Formula: see text] and (M. K. Sen, S. K. Maity and H. J. Weinert, Completely simple semirings, Bull. Calcutta Math. Soc. 97 (2005) 163–172, Theorem [Formula: see text]).

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

ABSTRACT Ticks carry a wide range of known human and animal pathogens and are postulated to carry others with the potential to cause disease. Here we report a discovery effort wherein unbiased high-throughput sequencing was used to characterize the virome of 2,021 ticks, including Ixodes scapularis ( n = 1,138), Amblyomma americanum ( n = 720), and Dermacentor variabilis ( n = 163), collected in New York, Connecticut, and Virginia in 2015 and 2016. We identified 33 viruses, including 24 putative novel viral species. The most frequently detected viruses were phylogenetically related to members of the Bunyaviridae and Rhabdoviridae families, as well as the recently proposed Chuviridae . Our work expands our understanding of tick viromes and underscores the high viral diversity that is present in ticks. IMPORTANCE The incidence of tick-borne disease is increasing, driven by rapid geographical expansion of ticks and the discovery of new tick-associated pathogens. The examination of the tick microbiome is essential in order to understand the relationship between microbes and their tick hosts and to facilitate the identification of new tick-borne pathogens. Genomic analyses using unbiased high-throughput sequencing platforms have proven valuable for investigations of tick bacterial diversity, but the examination of tick viromes has historically not been well explored. By performing a comprehensive virome analysis of the three primary tick species associated with human disease in the United States, we gained substantial insight into tick virome diversity and can begin to assess a potential role of these viruses in the tick life cycle.

Abstract Background Appropriate therapy for carbapenem-resistant Klebsiella pneumoniae (CRKP) bloodstream infection (BSI) is often given late in the course of infection, and strategies for identifying CRKP BSI earlier are needed. Methods A retrospective case–control study was performed at a tertiary care hospital, university hospital, and community hospital in Bronx, New York. All participants had a blood culture sent and received an antibiotic within 48 hours of the culture. The case group (n = 163) had a blood culture with CRKP. The control group (n = 178) had a blood culture with carbapenem-susceptible Klebsiella. Data were obtained by electronic or conventional medical record abstraction. A multiple logistic regression model was built to identify associated factors and develop a clinical model for CRKP BSI. Model performance characteristics were estimated using a 10-fold cross-validation analysis. Results A prior nonblood culture with carbapenem-resistant Enterobacteriaceae, skilled nursing facility (SNF) residence, mechanical ventilation, and admission &gt;3 days were strongly associated risk factors. A significant interaction led to development of separate clinical models for subjects admitted &lt;3 days at the time of positive blood culture from those admitted at least 3 days. The derived models had a good ability to discriminate between subjects with and without CRKP BSI. A clinical classification rule to guide therapy can prioritize sensitivity or specificity. Conclusions Prior nonblood cultures showing resistance and exposure to SNF and health care settings are factors associated with carbapenem resistance. The clinical classification rules derived in this work should be validated for ability to guide therapy.

Despite an increasing number of studies focusing on leadership at Vietnamese small and medium sized enteprises (SMEs), there is a lack of empirical research on collective leadership and development of effective top management team (TMT). The purpose of this paper is to review the literature with a view of characteristics forming an effective TMT. Taking the team effectiveness theory, upper echelons theory and behavioral theory of the firm, theoretical characteristics of effective TMT was created, and then an empirical research was conducted on a sample of 141 SMEs. The common characteristics of an effective TMT are identified, including shared vision, optimal team size, role clarity, age diversity, functional background diversity, regular communication, solidarity and collective decision making. The study makes several contributions to the existing literature on effective TMT development at SMEs. Keywords Collective leadership, top management team, effective top management team, SMEs References [1] G.S. Becker, A theoretical and empirical analysis, with special reference to education University of Chicago Press, Chicago, 3rd ed, 1993.[2] R.S. Peterson, D.B. Smith, P.V. Martorana, P.D. Owens, The impact of chief executive officer personality on top management team dynamics: One mechanism by which leadership affects organizational performance, Journal of Applied Psychology. 88 (2003) 795-808.[3] G. Yukl, Leadership and organizational learning: An evaluative essay, Leadership Quarterly. 20 (2009) 49-53.[4] R.M. Cyert, J.M. March, A Behavioral Theory of the Firm, CA, Prentice-Hall, Englewood Cliffs, 1963.[5] D.C. Hambrick, P.A. Mason, Upper echelons: The organization as a reflection of its top managers, Academy of Management Review. 9 (1984) 193-106.[6] C.L. Pearce, The future of leadership development: The importance of identity, multi-level approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes, Human Resource Management Review. 17 (2007) 355-359.[7] R. Silzer, A.H. Church, Identifying and assessing high-potential talent: Current organizational practices, Jossey-Bass, San Francisco, 2010.[8] Lê Quân, Nguyễn Quốc Khánh, Đánh giá năng lực giám đốc điều hành doanh nghiệp nhỏ Việt Nam qua mô hình ASK, Tạp chí Khoa học ĐHQGHN Chuyên san Kinh tế và Kinh doanh. 28 (2012) 29-35.[9] T. Porter-O’Grady, A different age for leadership, part 1: new context, new content, Journal of Nursing Administration. 33 (2003) 105-110.[10] P.G. Northouse, Leadership, Thousand Oaks, CA: Sage, 6th ed, 2013.[11] C.L. Pearce, J.A. Conger, Shared leadership: Reframing the hows and whys of leadership, Thousand Oaks, CA: Sage, 2003, pp. 1-18.[12] J. Hauschildt, E. Kirchmann, Teamwork for innovation - the “troika” of promotors, R&D Management. 31 (2001) số trang đầu và cuối. [13] A. Mackey, The effect of CEOs on firm performance, Strategic Management Journal, 29 (2008) 1357-1367.[14] J. O’Toole, J. Galbraith, E.E. Lawler, When two (or more) heads are better than one: The promise and pitfalls of shared leadership, California Management Review. 44 (2002) 65-83.[15] G.A. Yukl, Leadership in organizations, Upper Saddle River, NJ: Pearson/Prentice Hall, 6th ed, 2006.[16] S. Finkelstein, D.C. Hambrick, Cannella A. A.Jr, Strategic leadership: Theory and research on executives, top management teams, and boards, Oxford University Press, New York, 2009.[17] M. Jensen, W. Meckling, Theory of the firm: managerial behavior, agency costs and ownership structure, Journal of Financial Economics, Amsterdam. 3 (1976) 305-360. [18] B.D. Baysinger, H.N. Butler, Corporate Governance and the Board of Directors: Performance Effects in Board Composition, Journal of Law, Economics and Organization. 1 1985) 101-124.[19] J.A. Pearce, S.A. Zahra, The relative power of CEOs and boards of directors, Strategic Management Journal. 12 (1991) 135-5.[20] Lê Quân, Lãnh đạo doanh nghiệp Việt Nam, NXB Đại học Quốc gia Hà Nội, Hà Nội, 2015.[21] C.A. Bowers, J.A. Pharmer, E. Salas, When member homogeneity is needed in work teams - A metaanalysis, Small Group Research. 31 (2000) 305-327.[22] J. Andersen, Leadership, personality and effectiveness, The Journal of Socio-Economics. 35 (2006) 1078-1091.[23] D.C. Hambrick, P.A. Mason, Upper echelons: The organization as a reflection of its top managers, Academy of Management Review. 9 (1984) 193-106. [24] P.F. Drucker, The Effective Executive, HarperCollins, New York, 1967.[25] S.J. Zaccaro, A.L. Rittman, M.A. Marks, Team leadership, Leadership Quarterly. 12 (2001) 451-483.[26] M. Knockaert, E.S. Bjornali, T. Erikson, Joining forces: Top management team and board chair characteristics as antecedents of board service involvement, Journal of Business Venturing. 30 (2015) 420-435.[27] S.W.J. Kozlowski, B.S. Bell, Work groups and teams in organizations, Handbook of psychology: Industrial and organizational psychology. 12 (2003) 333-375.[28] S. Finkelstein, D.C. Hambrick, Cannella A. A.Jr. Strategic leadership: Theory and research on executives, top management teams, and boards, Oxford University Press, New York, 2009.[29] M. Jensen, W. Meckling, Theory of the firm: managerial behavior, agency costs and ownership structure, Journal of Financial Economics, Amsterdam. 3 (1976) 305-360.[30] J. Haleblian, S. Finkelstein, Top management team size, CEO dominance, and firm performance - The moderating roles of environmental turbulence and discretion, Academy of Management Journal. 36 (1993) 844-8633.[31] N.K. Alexander, K. Victoria, Board size and composition: The main tradeoffs, Corporate Board journal. 2(2006) 48-5.[32] E. Sundstrom, K.P. De Meuse, D. Futrell, Work Teams: Applications and Effectiveness, American Psychologist, vol. 45, no. 2, 120-133 (Firth-Cozens, 1998).[33] Tihanyi, L., A.E. Ellstrand and C.M. Daily. (2000), Composition of the top management team and firm international diversification, Journal of Management. 26 (1990) 1157-1177.[34] J.B. Shaw, E. Barrett-Power, The effects of diversity on small work group processes and Performance, Human Relations. 51 (1998) 1307-1325.[35] K.A. Bantel, S.E. Jackson, Top Management and innovations in Banking: Does the composition of Top Management make a difference?, Strategic Management Journal. 10 (1989) 107-124.[36] M.J. Gelfand, D.P. Bhawuk, L. Nishii, D. Bechtold, Individualism and collectivism, In R. J. House, P. J. Hanges, M. Javidan, P.W. Dorfman, and V. Gupta (Eds.), Culture, leadership, and organizations: The GLOBE study of 62 cultures, Thousand Oaks, CA: Sage Publications, 2004, pp. 437-512.[37] J.R. Hackman, Groups that Work (and Those That Don’t), Jossey-Bass, San Francisco, 1990.[38] M.A. West, Effective Teamwork, British Psychological Society, Leicester, 1994.[39] M.T. Brannick, C. Prince, An overview of team performance measuremen, Team performance assessment and measurement, Mahwah, New Jersey, 1997, pp. 3-16.[40] M.P. Rice, G.C. O’Conner, L.S. Peters, J.G. Morone, Managing Discontinuous Innovation, Research Technology Management. 41 (1998) 52-58.[41] A. Loxley, Collaboration in Health and Welfare, Jessica Kingsley Publishers, London, 1997.[42] T.F. Blechert, M.F. Christiansen, N. Kari, Intraprofessional Team Building, American Journal of Occupational Therapy. 41 (1987) 576-582.[43] R.S. Peterson, D.B. Smith, P.V. Martorana, P.D. Owens, The impact of chief executive officer personality on top management team dynamics: One mechanism by which leadership affects organizational performance, Journal of Applied Psychology. 88 (2003) 795-808.[44] B.L. Kirkman, B. Rosen, Powering up teams, Organizational Dynamics. 28 (2000) 48-66.[45] M. Payne, Working in Teams, The Macmillan Press, London, 1982.[46] J.R. Hackman, N. Vidmar, Effects of size and task type on group performance and member reactions, Sociometry. 33 (1970) 37-54.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

Neste artigo, apresentamos duas cenas de uma aula de português como língua de herança na Alemanha e demonstramos como os conceitos de cultura(s) como uma programação coletiva da mente (Woodside, 2010) e território(s) são úteis para entendermos como uma professora brasileira é surpreendida pelo modo como os seus alunos germânico-brasileiros, nascidos e criados na Alemanha, interpretam o texto-objeto de Ensino (uma propaganda verbo-visual impressa). Os apontamentos interculturais que realizamos nos auxiliam a acessar e a compreender circunstâncias que perfazem o trabalho com exemplares de textos no contexto de ensino-aprendizagem de língua de herança, o que, por sua vez, aponta para especificidades do trabalho do professor, que já atua ou quer atuar, nesse contexto. ANDRADE, Mariana Kuntz. Autenticidade de materiais e ensino de línguas estrangeiras. Pandaemonium Germanicum, v. 20, n. 31, p. 1-29, 2017.­BRONCKART, Jean Paul; MACHADO, Anna Rachel. Procedimentos de análise de texto sobre o trabalho educacional. In: MACHADO, Anna Rachel (Org.). O ensino como trabalho: uma abordagem discursiva. Londrina: EDUEL, 2004, p. 131-163.­CASTELLOTTI, V. & MOORE, D. Social Representations of Languages and Teaching. Guide for the Development of Language Education Policies in Europe From Linguistic Diversity to Plurilingual Education. Strasbourg, Council of Europe, 2002. http://www.coe.int/t/dg4/linguistic/source/castellottimooreen.pdf ­CELANI, Maria Antonieta Alba. A Relevância da Lingüística Aplicada na Formação de uma Política Educacional Brasileira. In: FORTKAMP, M.B.M.; TOMITCH, L.M.B. (Orgs.) Aspectos da lingüística aplicada. Florianópolis: Insular, 2000.­DURANTI, Alessandro. Theories of culture. In: DURANTI, Alessandro. The Anthropology of Intentions Language in a World of Others, Cambridge (U.K.): University Printing House, 2015, p. 23- 50. ­DUBOIS, D.; MONDADA, L. Construção dos objetos de discurso e categorização: uma abordagem dos processos de referenciação. In: CAVALCANTE, Mônica Magalhães; RODRIGUES, Bernadete Biasi; CIULLA, Alena (Orgs.). Referenciação. São Paulo: Contexto, 2003.ERICKSON, Frederick. What makes school ethnography “ethnographic”? In: Council on Anthropology and Education Newsletter/Antropology & Education Quarterly, v. 4 (2). Boston: Little Brown, 1973. p. 10-19FLORES, Cristina; BARBOSA, Pilar. Clíticos no português de herança de emigrantes bilingues de segunda geração. Textos Seleccionados, XXVI Encontro da Associação Portuguesa de Linguística, p. 81-98, 2011.GUARDADO, Martin. Discourse, Ideology and Heritage Language Socialization. Micro and Macro Perspectives. Boston; Berlin: De Gruyter Mouton. Series: Contributions to the Sociology of Language. Volume 104, 2018.­GEERTZ, Clifford. 1973. The Interpretation of Cultures. New York: Basic Books. ­HANCOCK, Black Hawk. Embodiment. A dispositional Approach to Racial and Cultural Analysis. In: JEROLMACK, Colin; KHAN, Shamus (Ed). Approaches to Etnography. Analysis and Representation in Participant Observation. New York, Oxford University Press, 2018, p.155-183.­HAESBAERT, Rogério. O mito da desterritorialização: Do “fim dos territórios” à multiterritorialidade. Rio de Janeiro: Bertrand Brasil, 2004.­MACHADO, A. R. (Org.). O ensino como trabalho: uma abordagem discursiva. Londrina, PR: Eduel, 2004.MARCUSCHI, Luiz Antônio. O léxico: lista, rede ou cognição? In: NEGRI, Lígia; FOLTRAN, Maria José; OLIVEIRA, Roberta Pires de (Org.). Sentido e significação: em torno da obra de Rodolfo Ilari. São Paulo: Contexto, 2004.MATENCIO, Maria de Lourdes. (2006). Formação do professor e representações sociais de língua(gem): por uma lingüística implicada. Filologia e Linguística Portuguesa, (8), 2006, p. 439-449. http://www.revistas.usp.br/flp/article/view/59765/62874­MODL, Fernanda de Castro; LEURQUIN, Eulália Vera Lúcia Fraga. Lusofonia em seus contextos de ensino, aprendizagem e formação de professores. Fólio – Revista de Letras, Vitória da Conquista, v.10, n.1, jan-jun de 2018, p. 333-340. ­MODL, Fernanda de Castro; BIAVATI, Nádia Dolores Fernandes. CULTURA ESCOLAR E DESNATURALIZAÇÃO DO OLHAR. Fólio – Revista de Letras, Vitória da Conquista, v. 8, n. 2, fev. 2018. ISSN 2176-4182. Disponível em: http://periodicos2.uesb.br/index.php/folio/article/view/2767­MODL, Fernanda de Castro. Rules of Behavior and Interaction in German and Brazilian Classrooms: (Inter)Cultural Uses of the Word in Schools. 1a. ed. Frankfurt am Main: Peter Lang, 2017. v. 1, 184 p.­MODL, Fernanda de Castro; LEURQUIN, Eulália. LUSOFONIA EM SEUS DIVERSOS CONTEXTOS DE ENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES. Fólio – Revista de Letras, Vitória da Conquista, v. 10, n. 1, ago. 2018. ISSN 2176-4182. Disponível em: <http://periodicos2.uesb.br/index.php/folio/article/view/4169MOITA LOPES, L. P. (Org.) Por uma Lingüística Aplicada Indisciplinar. São Paulo: Parábola Editorial, 2006.MYERS, Michael D; AVISON, David E. An Introduction to Qualitative Research. In: Information Systems Qualitative Research in Information Systems: A Reader. MYERS, Michael D; AVISON, David E (orgs), SAGE Publications, London, 2002. ProQuest Ebook Central, p. 1-12. ­OCHS, Elionor. Transcription as Theory. In: OCHS, Elionor; SCHIEFFELIN. Development Pragmatics. New York: Academic Press, 1979, p. 4-72. ­PINTO, A. P. Gêneros discursivos e ensino de língua inglesa. In: A. P. Dionísio; A. R. Machado e M. A. Bezerra (orgs.): Gêneros textuais & Ensino. Rio de Janeiro: Lucerna, p. 47-57. 2002.­PONTARA, Claudia Lopes; CRISTOVÃO, Vera Lucia Lopes. Gramática/análise linguística no ensino de inglês (língua estrangeira) por meio de sequência didática: uma análise parcial. DELTA: Documentação e Estudos em Linguística Teórica e Aplicada, v. 33, n. 3, 2017, p. 873-909. ­POSSENTI, Sírio. Por que (não) ensinar gramática na escola. Campinas; São Paulo: ALB; Mercado de Letras, 1996.­QUINN, Naomi (Ed). Finding Culture in Talk: a collection of methods. Palgrave Macmillan, England, 2005. ­SERRRANI, S. (Org.). Discurso e cultura na aula de língua: currículo, leitura, escrita. Campinas: Pontes, 2005STÜRMER, Arthur Breno; DA COSTA, Benhur Pinós. Território: aproximações a um conceito-chave da geografia, Geografia, Ensino & Pesquisa, Vol. 21 (2017), n.3, p. 50-60ISSN: 2236-4994 DOI: 10.5902/2236499426693. Disponível em: https://periodicos.ufsm.br/geografia/article/viewFile/26693/pdf. ­WOODSIDE, Arch G. Case Study Research: Theory, Methods, Practice. Esmerald Group Publishing Limited, Bingley, United Kingdom, 2010, 440p. ­ZANDWAIS, Ana. Demandas da pesquisa e diálogos entre teoria e prática. In: LEFFA, Vilson; ERNST, Aracy (Org.). Linguagens: metodologias de ensino e pesquisa. Pelotas: Educat, 2012. p. 13-26. ­

Postmodernism is supposed to identify the conditions of contemporary cultural production when human affairs in general, and the dissemination of prevailing ideas in particular, have become fully enmeshed in relations of commodity exchange. (Martin 2002, p. 30) The accumulation of capital within industrial economies keyed on the surplus value derived from the production of raw materials into mass manufactured products, and their subsequent exchange in the capitalist marketplace. Within what Poster (1990) described as the contemporary mode of information , surplus capital is generated from the manufacturing of product’s symbolic values, which in turn substantiate their use and ultimately exchange values within the consumer market. This, in essence, is the centrifugal process undermining the brand (Klein 1999), promotional (Wernick 1991), or commodity sign (Goldman and Papson 1996), culture that characterizes contemporary capitalism: Through the creative outpourings of “cultural intermediaries” (Bourdieu 1984) working within the advertising, marketing, public relations, and media industries, commodities—routinely produced within low wage industrializing economies—are symbolically constituted to global consuming publics. This postmodern regime of cultural production is graphically illustrated within the sporting goods industry (Miles 1998) where, in regard to their use value, highly non-differentiated material products such as sport shoes are differentiated in symbolic terms through innovative advertising and marketing initiatives. In this way, oftentimes gaudy concoctions of leather, nylon, and rubber become transformed into prized cultural commodities possessing an inflated economic value within today’s informational-symbolic order (Castells 1996). Arguably, the globally ubiquitous Nike Inc. is the sporting brand that has most aggressively and effectively capitalized upon what Rowe described as the “culturalization of economics” in the latter twentieth century (1999, p. 70). Indeed, as Nike Chairman and CEO Phil Knight enthusiastically declared: For years, we thought of ourselves as a production-oriented company, meaning we put all our emphasis on designing and manufacturing the product. But now we understand that the most important thing we do is market the product. We’ve come around to saying that Nike is a marketing-oriented company, and the product is our most important marketing tool. What I mean is that marketing knits the whole organization together. The design elements and functional characteristics of the product itself are just part of the overall marketing process. (Quoted in (Willigan 1992, p. 92) This commercial culturalization of Nike has certainly sparked considerable academic interest, as evidenced by the voluminous literature pertaining to the various dimensions of its practices of cultural production (Donaghu and Barff 1990; Ind 1993; Korzeniewicz 1994; Cole and Hribar 1995; Boje 1998; Goldman and Papson 1998; Lafrance 1998; Armstrong 1999; Denzin 1999; Penaloza 1999; Sage 1999; Lucas 2000; Stabile 2000). Rather than contribute to this body of work, our aim is to engage a sporting shoe company attempting to establish itself within the brand universe defined and dominated by Nike. For this reason we turn to German-based Puma AG: a dynamic brand-in-process, seeking to differentiate itself within the cluttered sporting landscape, through the assertion of a consciously fractured brand identity designed to address a diverse range of clearly-defined consumer subjectivities. Puma’s history can be traced to post-war Germany when, in 1948, a fraternal dispute compelled Rudolf Dassler to leave Adidas (the company he founded with his brother Adi) and set up a rival sports shoe business on the opposite bank of the Moselle river in Herzogenaurach. Over the next three decades the two companies vied for the leadership in the global sports shoe industry. However, the emergence of Nike and Reebok in the 1980s, and particularly their adoption of aggressive marketing strategies, saw both Adidas and Puma succumbing to what was a new world sneaker order (Strasser and Becklund 1991). Of the two, Puma’s plight was the more chronic, with expenditures regularly exceeding moribund revenues. For instance, in 1993, Puma lost US$32 million on sales of just US$190 million (Saddleton 2002, p. 2). At this time, Puma’s brand presence and identity was negligible quite simply because it failed to operate according to the rhythms and regimes of the commodity sign economy that the sport shoe industry had become (Goldman and Papson 1994; 1996; 1998). Remarkably, from this position of seemingly terminal decline, in recent years, Puma has “successfully turned its image around” (Saddleton 2002, p. 2) through the adoption of a branding strategy perhaps even more radical than that of Nike’s. Led by the company’s global director of brand management, Antonio Bertone, Puma positioned itself as “the brand that mixes the influence of sport, lifestyle and fashion” (quoted in (Davis 2002, p. 41). Hence, Puma eschewed the sport performance mantra which defined the company (and indeed its rivals) for so long, in favour of a strategy centered on the aestheticization of the sport shoe as an important component of the commodity based lifestyle assemblages, through which individuals are encouraged to constitute their very being (Featherstone 1991; Lury 1996). According to Bertone, Puma is now “targeting the sneaker enthusiast, not the guy who buys shoes for running” (quoted in (Davis 2002, p. 41). While its efforts to “blur the lines between sport and lifestyle” (Anon 2002, p. 30) may explain part of Puma’s recent success, at the core of the company’s turnaround was its move to diversify the brand into a plethora of lifestyle and fashion options. Puma has essentially splintered into a range of seemingly disparate sub-brands each directed at a very definite target consumer (or perceptions thereof). Amongst other options, Puma can presently be consumed in, and through: the upscale pseudo-Prada Platinum range; collections by fashion designers such as Jil Sander and Yasuhiro Mihara; Pumaville, a range clearly directed at the “alternative sport” market, and endorsed by athletes such as motocross rider Travis Pastrana; and, the H Street range designed to capture “the carefree spirit of athletics” (http://www.puma.com). However, Puma’s attempts to interpellate (Althusser 1971) a diverse array of sporting subjectivies is perhaps best illustrated in the “Nuala” collection, a yoga-inspired “lifestyle” collection resulting from a collaboration with supermodel Christy Turlington, the inspiration for which is expressed in suitably flowery terms: What is Nuala? NUALA is an acronym representing: Natural-Universal-Altruistic-Limitless-Authentic. Often defined as "meditation in motion", Nuala is the product of an organic partnership that reflects Christy Turlington's passion for the ancient discipline of Yoga and PUMA's commitment to create a superior mix of sport and lifestyle products. Having studied comparative religion and philosophy at New York University, model turned entrepreneur Christy Turlington sought to merge her interest in eastern practices with her real-life experience in the fashion industry and create an elegant, concise, fashion collection to complement her busy work, travel, and exercise schedule. The goal of Nuala is to create a symbiosis between the outer and inner being, the individual and collective experience, using yoga as a metaphor to make this balance possible. At Nuala, we believe that everything in life should serve more than one purpose. Nuala is more than a line of yoga-inspired activewear; it is a building block for limitless living aimed at providing fashion-conscious, independant women comfort for everyday life. The line allows flexibility and transition, from technical yoga pieces to fashionable apparel one can live in. Celebrating women for their intuition, intelligence, and individuality, Nuala bridges the spacious gap between one's public and private life. Thus, Puma seeks to hail the female subject of consumption (Andrews 1998), through design and marketing rhetorics (couched in a spurious Eastern mysticism) which contemporary manifestations of what are traditionally feminine experiences and sensibilities. In seeking to engage, at one at the same time, a variety of class, ethnic, and gender based constituencies through the symbolic advancement of a range of lifestyle niches (hi-fashion, sports, casual, organic, retro etc.) Puma evokes Toffler’s prophetic vision regarding the rise of a “de-massified society” and “a profusion of life-styles and more highly individualized personalities” (Toffler 1980, pp. 231, 255-256). In this manner, Puma identified how the nurturing of an ever-expanding array of consumer subjectivities has become perhaps the most pertinent feature of present-day market relations. Such an approach to sub-branding is, of course, hardly anything new (Gartman 1998). Indeed, even the sports shoe giants have long-since diversified into a range of product lines. Yet it is our contention that even in the process of sub-branding, companies such as Nike nonetheless retain a tangible sense of a core brand identity. So, for instance, Nike imbues a sentiment of performative authenticity, cultural irreverence and personal empowerment throughout all its sub-brands, from its running shoes to its outdoor wear (arguably, Nike commercials have a distinctive “look” or “feel”) (Cole and Hribar 1995). By contrast, Puma’s sub-branding suggests a greater polyvalence: the brand engages divergent consumer subjectivities in much more definite and explicit ways. As Davis (2002, p. 41) emphasis added) suggested, Puma “has done a good job of effectively meeting the demands of disparate groups of consumers.” Perhaps more accurately, it could be asserted that Puma has been effective in constituting the market as an aggregate of disparate consumer groups (Solomon and Englis 1997). Goldman and Papson have suggested the decline of Reebok in the early 1990s owed much to the “inconsistency in the image they projected” (1996, p. 38). Following the logic of this assertion, the Puma brand’s lack of coherence or consistency would seem to foretell and impending decline. Yet, recent evidence suggests such a prediction as being wholly erroneous: Puma is a company, and (sub)brand system, on the rise. Recent market performance would certainly suggest so. For instance, in the first quarter of 2003 (a period in which many of its competitors experienced meager growth rates), Puma’s consolidated sales increased 47% resulting in a share price jump from ?1.43 to ?3.08 (Puma.com 2003). Moreover, as one trade magazine suggested: “Puma is one brand that has successfully turned its image around in recent years…and if analysts predictions are accurate, Puma’s sales will almost double by 2005” (Saddleton 2002, p. 2). So, within a postmodern cultural economy characterized by fragmentation and instability (Jameson 1991; Firat and Venkatesh 1995; Gartman 1998), brand flexibility and eclecticism has proven to be an effective stratagem for, however temporally, engaging the consciousness of decentered consuming subjects. Perhaps it’s a Puma culture, as opposed to a Nike one (Goldman and Papson 1998) that best characterizes the contemporary condition after all? Works Cited Althusser, L. (1971). Lenin and philosophy and other essays. London: New Left Books. Andrews, D. L. (1998). Feminizing Olympic reality: Preliminary dispatches from Baudrillard's Atlanta. International Review for the Sociology of Sport, 33(1), 5-18. Anon. (2002, December 9). The Midas touch. Business and Industry, 30. Armstrong, K. L. (1999). Nike's communication with black audiences: A sociological analysis of advertising effectiveness via symbolic interactionism. Journal of Sport & Social Issues, 23(3), 266-286. Boje, D. M. (1998). Nike, Greek goddess of victory or cruelty? Women's stories of Asian factory life. Journal of Organizational Change Management, 11(6), 461-480. Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge: Harvard University Press. Castells, M. (1996). The rise of the network society: Blackwell Publishers. Cole, C. L., & Hribar, A. S. (1995). Celebrity feminism: Nike Style - Post-fordism, transcendence, and consumer power. Sociology of Sport Journal, 12(4), 347-369. Davis, J. (2002, October 13). Sneaker pimp. The Independent, pp. 41-42. Denzin, N. (1999). Dennis Hopper, McDonald's and Nike. In B. Smart (Ed.), Resisting McDonalidization (pp. 163-185). London: Sage. Donaghu, M. T., & Barff, R. (1990). Nike just did it: International subcontracting and flexibility in athletic footwear production. Regional Studies, 24(6), 537-552. Featherstone, M. (1991). Consumer culture and postmodernism. London: Sage. Firat, A. F., & Venkatesh, A. (1995). Postmodern perspectives on consumption. In R. W. Belk, N. Dholakia & A. Venkatesh (Eds.), Consumption and Marketing: Macro dimensions (pp. 234-265). Cincinnati: South-Western College Publishing. Gartman, D. (1998). Postmodernism: Or, the cultural logic of post-Fordism. Sociological Quarterly, 39(1), 119-137. Goldman, R., & Papson, S. (1994). Advertising in the age of hypersignification. Theory, Culture & Society, 11(3), 23-53. Goldman, R., & Papson, S. (1996). Sign wars: The cluttered landscape of advertising. Boulder: Westview Press. Goldman, R., & Papson, S. (1998). Nike culture. London: Sage. Ind, N. (1993). Nike: Communicating a corporate culture. In Great advertising campaigns: Goals and accomplishments (pp. 171-186). Lincolnwood: NTC Business Books. Jameson, F. (1991). Postmodernism, or, the cultural logic of late capitalism. Durham: Duke University Press. Klein, N. (1999). No Logo: Taking aim at brand bullies. New York: Picador. Korzeniewicz, M. (1994). "Commodity chains and marketing strategies: Nike and the global athletic footwear industry." In G. Gereffi & M. Korzeniewicz (Eds.), Commodity chains and global capitalism (pp. 247-265). Westport: Greenwood Press. Lafrance, M. R. (1998). "Colonizing the feminine: Nike's intersections of postfeminism and hyperconsumption." In G. Rail (Ed.), Sport and postmodern times (pp. 117-142). New York: State University of New York Press. Lucas, S. (2000). "Nike's commercial solution: Girls, sneakers, and salvation." International Review for the Sociology of Sport, 35(2), 149-164. Lury, C. (1996). Consumer culture. Cambridge: Polity Press. Martin, R. (2002). On your Marx: Rethinking socialism and the left. Minneapolis: University of Minnesota Press. Miles, S. (1998). Consumerism: As a way of life. London: Sage. Penaloza, L. (1999). "Just doing it: A visual ethnographic study of spectacular consumption behavior at Nike Town." Consumption, Markets and Culture, 2(4), 337-400. Poster, M. (1990). The mode of information: Poststructuralism and social context. Chicago: University of Chicago Press. Puma.com. (2003). Financial results for the 1st quarter 2003. Retrieved 23 April, from http://about.puma.com/ Rowe, D. (1999). Sport, culture and the media: The unruly trinity. Buckingham: Open University Press. Saddleton, L. (2002, May 6). How would you revive a flagging fashion brand? Strategy, 2. Sage, G. H. (1999). Justice do it! The Nike transnational advocacy network: Organization, collective actions, and outcomes. Sociology of Sport Journal, 16(3), 206-235. Solomon, M. R., & Englis, B. G. (1997). Breaking out of the box: Is lifestyle a construct or a construction? In S. Brown & D. Turley (Eds.), Consumer research: Postcards from the edge (pp. 322-349). London: Routledge. Stabile, C. A. (2000). Nike, social responsibility, and the hidden abode of production. Critical Studies in Media Communication, 17(2), 186-204. Strasser, J. B., & Becklund, L. (1991). Swoosh: The unauthorized story of Nike and the men who played there. New York: Harcourt Brace Jovanovich. Toffler, A. (1980). The third wave. New York: William Morrow. Wernick, A. (1991). Promotional culture: Advertising, ideology and symbolic expression. London: Sage. Willigan, G. E. (1992). High performance marketing: An interview with Nike's Phil Knight. Harvard Business Review(July/August), 91-101. Links http://about.puma.com/ http://www.puma.com Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Grainger, Andrew D. and Andrews, David L.. "Postmodern Puma" M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0306/08-postmodernpuma.php>. APA Style Grainger, A. D. & Andrews, D. L. (2003, Jun 19). Postmodern Puma. M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0306/08-postmodernpuma.php>

Inclusivity is a key dimension to assess the deliberative quality of online discussions. In quantitative content analyses, this dimension measures the openness and accessibility of and the equality and diversity within a discussion. Field of application/Theoretical foundation Most studies on online discussions draw on deliberative norms to measure the quality of their discourse (e.g., Esau et al., 2017; Friess et al., 2021; Rowe, 2015; Ziegele et al., 2020; Zimmermann, 2017). Deliberation is an important concept for the study of (political) online discussions (Ziegele et al., 2020). It focuses on a free and equal exchange of arguments to bridge social differences and legitimize political decisions (Dryzek et al., 2019; Fishkin, 1991, Habermas, 2015). Inclusivity or open participation is one of the central criteria of Habermas’ discourse ethics. Deliberative discussions should be open to everyone and all participants should be able to express their attitudes, desires, and needs (Habermas, 2015; Steenbergen et al., 2003). Inclusivity occurs on two levels: On the one hand, it is a matter of open and free access for all citizens, which precedes the actual discussion process (input, Friess & Eilders, 2015). This precondition is often referred to as universalism or openness (Engelke, 2019; Kersting, 2008). In the discussion process itself (troughput, Friess & Eilders, 2015), all voices should have an equal opportunity to be heard and responded to, regardless of factors such as gender, race, or social background. Inclusivity usually implies opinion diversity, since one-sided discussions carry the risk of marginalizing other positions (Habermas, 2006; Manin, 1987; Zimmermann, 2017). References/Combination with other methods Besides quantitative content analyses, the (deliberative) quality of online discussions is examined with qualitative content analyses and discourse analyses (e.g., Graham & Witschge, 2003; Price & Capella, 2002). Furthermore, participants’ perceptions of the quality of online discussions are investigated with qualitative interviews (e.g., Engelke, 2019; Ziegele, 2016) or a combina­tion of qualitative interviews and content analy­sis (Díaz Noci et al., 2012). Cross-references Inclusivity is one of five dimensions of deliberative quality in this database written by the same author. Accordingly, there are overlaps with the entries on rationality, interactivity, explicit civility, and storytelling regarding the theoretical background, references/combinations with other methods, and some example studies. Information on Stromer-Galley (2007) Author: Jennifer Stromer-Galley Research question: The aim of the paper was developing a coding scheme for academics and practitioners of deliberation to systematically measure what happens during group deliberations (p. 1; p. 7). Object of analysis: The author conducted a secondary analysis of online group discussions (23 groups with 5-12 participants) in an experiment called “The Virtual Agora Project” at Carnegie Mellon Unversitiy in Pittsburgh, Pennsylvania. Participants attended the discussions from dormitory rooms that were equipped with a computer, headphones, and microphone. The group discussions were recorded and transcribed for analysis (pp. 7-8). Although strictly speaking the study does not analyze media content, the coding scheme has provided the basis for numerous other studies on the deliberative quality of online discussions (e.g., Rowe, 2015; Stroud et al., 2015; Ziegele et al., 2020). Time frame of analysis: Three weeks in July 2004 (p. 7). Info about variables Level of analysis: Equality was measured on the level of the group discussion as well as on the level of the thought. Coders segmented each speaking contribution into thought units as first stage of the coding process. “A thought is defined as an utterance (from a single sentence to multiple sentences) that expresses an idea on a topic. A change in topic signaled a change in thought. A second indicator of a change in thought was a change in the type of talk. The distinct types of talk that this coding captured were the following: talk about the problem of public schools, talk about the process of the talk, talk about the process of the deliberation, and social talk” (p. 9). Variables and values: For measuring the variable equality, the number of speakers within a group was counted. Furthermore, the thoughts were counted for the number of words per thought. Additionally, the total number of thoughts spoken in a given group was counted (p. 15). Reliability: “Two coders spent nearly two months developing and training with the coding scheme. The intercoder agreement measures […] were established from coding 3 of the 23 groups, which were randomly selected. […] The coders of the unitizing process achieved a statistically significant correlation of .86 (p < .001)” (p. 14). Codebook: in the appendix (pp. 22-33) Information on Zimmermann (2017) Author: Tobias Zimmermann Research question: Which role do online reader comments play for a deliberative-democratic understanding of a digital public sphere? (p. 11) Object of analysis: To compare discursive participation online and offline, the author conducted a full-sample content analysis of online reader comments (N = 1.176) and letters to the editor (N = 381) from German local newspapers on three similar conflicts in local politics concerning the renaming of streets and squares. Because the coding scheme was based on the discourse quality index (DQI), only contributions that contained a demand were included in the analysis, that is, “a proposal on what decision should or should not be made” Steenbergen et al., 2003, p. 27). Only then, a speech act is considered relevant from a discourse ethics perspective. Time frame of analysis: June 2012 to May 2013 Info about variables Level of analysis: see Table 1 Variables: Following Stromer-Galley (2007) and Bächtiger et al. (2010), the author operationalizes participation (egalitarian openness) based on frequency and volume of the comments. Furthermore, the study assigns the comments to a pro or contra side in regard to their content. This allows conclusions regarding the equality of different positions (pp. 161-163). Additionally, based on the DQI (Steenbergen et al., 2003), he included the variable common good reference, because reasoning oriented to common interests represents the most inclusive form of reasoning (pp. 190-191). Reliability: Intracoder reliability was tested on a subset of 100 comments. The variable “common good reference” reached a Krippendorff’s Alpha of .71 (p. 201). Codebook: pp. 159-185 (in German) Table 1: Variables, values and level of analysis (Zimmermann, 2017, p. 163; p. 191) Indicator Category Definition Level of analysis Egalitarian openness Egalitarian openness (a) Length of a comment (or letter to the editor) Individual contribution Egalitarian openness (b) Number of contributions per participant Discussion Egalitarian openness (c) Number of contributions per thematic position Discussion Common good reference No common good reference No reference to the common good is explicitly made Individual contribution Explicit common good reference The contribution includes at least one explicit reference to the common good (utilitarian or disadvantaged-oriented) Individual contribution Example studies Ruiz, C., Domingo, D., Micó, J. L., Díaz-Noci, J., Meso, C. & Masip, P. (2011). Public Sphere 2.0? The Democratic Qualities of Citizen Debates in Online Newspapers. The International Journal of Press/Politics, 16, 463–487. Stromer Galley, J. (2007). Measuring Deliberation's Content: A Coding Scheme. Journal of Public Deliberation, 3(1), Article 12. Ziegele, M., Quiring, O., Esau, K. & Friess, D. (2020). Linking News Value Theory With Online Deliberation: How News Factors and Illustration Factors in News Articles Affect the Deliberative Quality of User Discussions in SNS’ Comment Sections. Communication Research, 47(6), 860-890. https://doi.org/10.1177/0093650218797884 Zimmermann, T. (2017). Digitale Diskussionen: Über politische Partizipation mittels Online-Leserkommentaren [Digital discussions: On political participation trough online reader comments]. Edition Politik: Bd. 44. transcript Verlag. http://www.content-select.com/index.php?id=bib_view&ean=9783839438886 Further references Bächtiger, A., Shikano, S., Pedrini, S. & Ryser, M. (2010). Measuring Deliberation 2.0: Standards, Discourse Types, and Sequentialization. University of Konstanz and University of Bern. https://ash.harvard.edu/files/ash/files/baechtiger_0.pdf Díaz Noci, J., Domingo, D., Masip, P., Micó, J. L. & Ruiz, C. (2012). Comments in news, democracy booster or journalistic night­mare: Assessing the quality and dynamics of citizen debates in Catalan online new­spapers. #ISOJ, 2(1), 46–64. https://isoj.org/ wp-content/uploads/2016/10/ISOJ_Jour­nal_V2_N1_2012_Spring.pdf#page=46 Dryzek, J. S., Bächtiger, A., Chambers, S., Cohen, J., Druckman, J. N., Felicetti, A., Fishkin, J. S., Farrell, D. M., Fung, A., Gutmann, A., Landemore, H., Mansbridge, J., Marien, S., Neblo, M. A., Niemeyer, S., Setälä, M., Slothuus, R., Suiter, J., Thompson, D. & Warren, M. E. (2019). The crisis of democracy and the science of deliberation. Science (New York, N.Y.), 363(6432), 1144–1146. https://doi.org/10.1126/science.aaw2694 Engelke, K. M. (2019). Enriching the Conversation: Audience Perspectives on the Deliberative Nature and Potential of User Comments for News Media. Digital Journalism, 8(4), 1–20. https://doi.org/10.1080/21670811.2019.1680567 Esau, K., Friess, D. & Eilders, C. (2017). Design Matters! An Empirical Analysis of Online Deliberation on Different News Platforms. Policy & Internet, 9(3), 321–342. https://doi.org/10.1002/poi3.154 Fishkin, J. S. (1991). Democracy and deliberation: New directions for democratic reform. Yale University Press. http://www.jstor.org/stable/10.2307/j.ctt1dt006v https://doi.org/10.2307/j.ctt1dt006v Friess, D. & Eilders, C. (2015). A systematic review of online deliberation research. Policy & Internet, 7(3), 319–339. https://doi.org/10.1002/poi3.95 Friess, D., Ziegele, M. & Heinbach, D. (2021). Collective Civic Moderation for Deliberation? Exploring the Links between Citizens’ Organized Engagement in Comment Sections and the Deliberative Quality of Online Discussions. Political Communication, 38(5), 624–646. https://doi.org/10.1080/10584609.2020.1830322 Graham, T. & Witschge, T. (2003). In Search of Online Deliberation: Towards a New Method for Examining the Quality of Online Discussions. Communications, 28(2). https://doi.org/10.1515/comm.2003.012 Habermas, J. (2006). Political communication in media society: Does democracy still enjoy an epistemic dimension? The impact of normative theory on empirical research. Communication Theory, 16(4), 411–426. Habermas, J. (2015). Between facts and norms: Contributions to a discourse theory of law and democracy (Reprinted.). Polity Press. Kersting, N. (2008). Innovative Partizipation: Legitimation, Machtkontrolle und Transformation. Eine Einführung [Innovative participation. Legitimation, control of power, and transformation. An introduction]. In N. Kersting (Hrsg.), Politische Beteiligung: Einführung in dialogorientierte Instrumente politischer und gesellschaftlicher Partizipation (S. 11–39). VS Verlag für Sozialwissenschaften. Manin, B. (1987). On Legitimacy and Political Deliberation. Political Theory, 15(3), 338–368. https://doi.org/10.1177/0090591787015003005 Price, V. & Cappella, J. N. (2002). Online deliberation and its influence: The Electronic Dialogue Project in Campaign 2000. IT&Society, 1(1), 303–329. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.9.5945&rep=rep1&type=pdf Rowe, I. (2015). Deliberation 2.0: Comparing the Deliberative Quality of Online News User Comments Across Platforms. Journal of Broadcasting & Electronic Media, 59(4), 539–555. https://doi.org/10.1080/08838151.2015.1093482 Steenbergen, M. R., Bächtiger, A., Spörndli, M. & Steiner, J. (2003). Measuring Political Deliberation: A Discourse Quality Index. Comparative European Politics, 1(1), 21–48. https://doi.org/10.1057/palgrave.cep.6110002 Stroud, N. J., Scacco, J. M., Muddiman, A., & Curry, A. L. (2015). Changing Deliberative Norms on News Organizations' Facebook Sites. Journal of Computer-Mediated Communication, 20(2), 188–203. https://doi.org/10.1111/jcc4.12104 Ziegele, M. (2016). Nutzerkommentare als Anschlusskommunikation: Theorie und qualitative Analyse des Diskussionswerts von Online-Nachrichten [The Discussion Value of Online News. An Analysis of User Comments on News Platforms]. Springer VS.

Rationality is considered the most important dimension to assess the deliberative quality of online discussions. In quantitative content analyses, it is usually measured with a set of variables, including (among others) reasoning, justification, fact claims, evidence, additional knowledge, and topic relevance. Field of application/Theoretical foundation Most studies on online discussions draw on deliberative theories to measure the quality of their discourse (e.g., Esau et al., 2017; Friess et al., 2021; Rowe, 2015; Ziegele et al., 2020; Zimmermann, 2017). Deliberation is an important concept for the study of (political) online discussions (Ziegele et al., 2020). It focuses on a free and equal exchange of arguments to bridge social differences and legitimize political decisions (Dryzek et al., 2019; Fishkin, 1991, Habermas, 2015). Rationality is considered the most important dimension of deliberative quality, which is inherent in most conceptualizations (Frieß & Eilders, 2015). Rationality is primarily about reasoning, justifications, and facts (Engelke, 2019). Discussion participants should provide justifications and evidence to support their positions (Friess et al., 2021). These reasons and arguments must be both criticizable and verifiable or falsifiable (Esterling, 2011; Habermas, 1995). Counterarguments and different perspectives should also be included (Engelke, 2019; Ziegele et al., 2020). This allows the elaboration of the best arguments in the deliberation process and an informed opinion formation based on these arguments (“the unforced force of the better argument”, Habermas, 2015). A rational discourse and a constructive discussion atmosphere are also considered necessary for reaching a rationally motivated consensus, a central aim of formal deliberation (Cohen, 1989; Friess & Eilders, 2015; Stromer-Galley, 2007). References/Combination with other methods Besides quantitative content analyses, the (deliberative) quality of online discussions is examined with qualitative content analyses and discourse analyses (e.g., Graham & Witschge, 2003; Price & Capella, 2002). Furthermore, participants’ perceptions of the quality of online discussions are investigated with qualitative interviews (e.g., Engelke, 2019; Ziegele, 2016) or a combination of qualitative interviews and content analysis (Díaz Noci et al., 2012). Cross-references Rationality is one of five dimensions of deliberative quality in this database written by the same author. Accordingly, there are overlaps with the entries on interactivity, inclusivity, explicit civility, and storytelling regarding theoretical background, references/combinations with other methods, and some example studies. Information on Heinbach & Wilms (2022) Authors: Dominique Heinbach & Lena K. Wilms (Codebook by Dominique Heinbach, Marc Ziegele, & Lena K. Wilms) Research question: Which attributes differentiate moderated from unmoderated comments? Object of analysis: The quantitative content analysis was based on a stratified random sample of moderated and unmoderated comments (N = 1.682) from the German online participation platform “#meinfernsehen202” [#myTV2021], a citizen participation platform to discuss the future of public broadcasting in Germany. Time frame of analysis: November 24, 2020 to March 3, 2021 Info about variables Level of analysis: User comment Variables and reliability: see Table 1 Table 1: Variables and reliability (Heinbach & Wilms, 2022) Dimension Measure Definition Krippendorff’s α (ordinal) Rationality Topic relevance Does the comment refer to the topic of the post? .70 Fact claims Does the comment contain at least one objectively falsifiable statement with a claim to truth? .78 Reasoning Does the comment contain at least one justification to support a statement (e.g., an assertion, opinion, or claim)? .73 Solution proposal Does the comment contain at least one suggestion on how to resolve problems or issues? .75 Additional knowledge Does the comment contain additional information that is of a knowledge nature of and adds content-related value? .72 Genuine questions Does the comment contain at least one question with a genuine need for information, e.g. questions of knowledge, understanding, justification or opinion? .75 n = 159, 3 coders Values: All variables were coded on a four-point scale (1 = clearly not present; 2 = rather not present; 3 = rather present; 4 = clearly present). Detailed explanations and examples for each value are provided in the Codebook (in German). Codebook: in the appendix of this entry (in German) Information on Zimmermann (2017) Author: Tobias Zimmermann Research question: Which role do online reader comments play for a deliberative-democratic understanding of a digital public sphere? (p. 11) Object of analysis: To compare discursive participation online and offline, the author conducted a full-sample content analysis of online reader comments (N = 1.176) and letters to the editor (N = 381) from German local newspapers on three similar conflicts in local politics concerning the renaming of streets and squares. Because the coding scheme was based on the discourse quality index (DQI), only contributions that contained a demand were included in the analysis, that is, “a proposal on what decision should or should not be made” Steenbergen et al., 2003, p. 27). Only then, a speech act is considered relevant from a discourse ethics perspective. Time frame of analysis: June 2012 to May 2013 Info about variables Variables: Based on the DQI (Steenbergen et al., 2003) the author operationalizes the level of justification as an indicator for rationality. This variable distinguishes four levels of justification (p. 164). Besides the ordinal variable “Level of justification”, the author also uses a dichotomous measurement to distinguish between substantiated and unsubstantiated claims. Level of analysis: Individual contribution Values: see Table 2 Table 2: Variables and Values (pp. 163-166; p. 188) Variable Value Definition Level of Justification No justification The author makes a demand without justifying it argumentatively. The demand stands for itself. Indirect justification The author introduces an argument but its connection to the demand is incomplete, or its justification is not falsifiable. Qualified justification An argument substantiates a demand. A (falsifiable) link is made as to why one should expect that X contributes to or detracts from Y. Detailed justification At least two complete justifications are given, either two complete justifications for the same demand or complete justifications for two different demands (broad justification). Or one justification explains the represented position in depth from several points of view (deep justification). Justification No justification A user makes a demand that X should (not) be done or happen without giving a justification. Justification A user substantiates a demand why X should (not) be done or happen. Reliability: Intracoder reliability was tested on a subset of 100 comments. The ordinal variable “level of justification” exceeded a Krippendorff’s Alpha above .73. The dichotomous variable “justification” reached a Krippendorff’s Alpha of .75 (p. 200-201). Codebook: pp. 159-185 (in German) Information on Ziegele et al. (2020) Authors: Marc Ziegele, Oliver Quiring, Katharina Esau, & Dennis Friess Research questions: RQ1: “Which news factors predict the civility and rationality of reactive user comments?” (p. 869) RQ3: “Which illustration factors predict civil and rational reactive user comments?” (p. 871) Object of analysis: The quantitative content analysis was based on a sample of top-level comments (i.e., comments responding to the article) from the Facebook pages of nine established German news media outlets (N = 11.218). Three artificial weeks were constructed for the sampling of news articles and user comments. On each access day, three or four news articles and the corresponding user comments were randomly selected from each news page. Then, for each article, the oldest five top-level comments, the most recent five top-level comments, five random top-level comments from the middle of the discussion, and the five most popular comments were selected (20 comments per article) (pp. 872-873). Time frame of analysis: May 2015 to August 2015 Info about variables Level of analysis: User comment Variables and reliability: see Table 3 Table 3: Variables and reliability (p. 874) Dimension Measure Definition Krippendorff’s α Rationality Topic relevance Is the comment on-topic? .67 Balance Does the comment include a balanced view on the commented issue? .74 Additional knowledge Does the comment contain additional knowledge? .79 Elaboration Does the comment appear elaborate to the coders? .81 Arguments Does the comment provide reasons for its claims? .74 Analytical Does the comment analyze the background of the issue at hand? .70 Factual claims Does the comment provide facts and factual claims? .72 Questions Does the comment include genuine questions? .80 n = 100, 9 coders Values: “Each factor was coded on 3-point scales (0 = absent, 1 = sporadically present, 2 = highly present)” (p. 874). Example studies Esau, K., Fleuß, D. & Nienhaus, S.‑M. (2021). Different Arenas, Different Deliberative Quality? Using a Systemic Framework to Evaluate Online Deliberation on Immigration Policy in Germany. Policy & Internet, 13(1), 86–112. https://doi.org/10.1002/poi3.232 Esau, K., Friess, D. & Eilders, C. (2017). Design Matters! An Empirical Analysis of Online Deliberation on Different News Platforms. Policy & Internet, 9(3), 321–342. https://doi.org/10.1002/poi3.154 Friess, D., Ziegele, M. & Heinbach, D. (2021). Collective Civic Moderation for Deliberation? Exploring the Links between Citizens’ Organized Engagement in Comment Sections and the Deliberative Quality of Online Discussions. Political Communication, 38(5), 624–646. https://doi.org/10.1080/10584609.2020.1830322 Heinbach, D. & Wilms, L. K. (2022): Der Einsatz von Moderation bei #meinfernsehen2021 [The deployment of moderation at #meinfernsehen2021]. In: F. Gerlach, C. Eilders & K. Schmitz (Eds.): #meinfernsehen2021. Partizipationsverfahren zur Zukunft des öffentlich-rechtlichen Fernsehens. Baden-Baden: Nomos. Monnoyer-Smith, L. & Wojcik, S. (2012). Technology and the quality of public deliberation: a comparison between on and offline participation. International Journal of Electronic Governance, 5(1), Artikel 47443, 24. https://doi.org/10.1504/IJEG.2012.047443 Rowe, I. (2015). Deliberation 2.0: Comparing the Deliberative Quality of Online News User Comments Across Platforms. Journal of Broadcasting & Electronic Media, 59(4), 539–555. https://doi.org/10.1080/08838151.2015.1093482 Stromer Galley, J. (2007). Measuring Deliberation's Content: A Coding Scheme. Journal of Public Deliberation, 3(1), Article 12. Stroud, N. J., Scacco, J. M., Muddiman, A. & Curry, A. L. (2015). Changing Deliberative Norms on News Organizations' Facebook Sites. Journal of Computer-Mediated Communication, 20(2), 188–203. https://doi.org/10.1111/jcc4.12104 Ziegele, M., Quiring, O., Esau, K. & Friess, D. (2020). Linking News Value Theory With Online Deliberation: How News Factors and Illustration Factors in News Articles Affect the Deliberative Quality of User Discussions in SNS’ Comment Sections. Communication Research, 47(6), 860-890. https://doi.org/10.1177/0093650218797884 Zimmermann, T. (2017). Digitale Diskussionen: Über politische Partizipation mittels Online-Leserkommentaren. Edition Politik: Bd. 44. transcript Verlag. http://www.content-select.com/index.php?id=bib_view&ean=9783839438886 Further references Cohen, J. (1989). Deliberation and democratic legitimacy. In A. P. Hamlin & P. Pettit (Hrsg.), The good polity: Normative analysis of the state (S. 67–92). Blackwell. Díaz Noci, J., Domingo, D., Masip, P., Micó, J. L. & Ruiz, C. (2012). Comments in news, democracy booster or journalistic nightmare: Assessing the quality and dynamics of citizen debates in Catalan online newspapers. #ISOJ, 2(1), 46–64. https://isoj.org/wp-content/uploads/2016/10/ISOJ_Journal_V2_N1_2012_Spring.pdf#page=46 Dryzek, J. S., Bächtiger, A., Chambers, S., Cohen, J., Druckman, J. N., Felicetti, A., Fishkin, J. S., Farrell, D. M., Fung, A., Gutmann, A., Landemore, H., Mansbridge, J., Marien, S., Neblo, M. A., Niemeyer, S., Setälä, M., Slothuus, R., Suiter, J., Thompson, D. & Warren, M. E. (2019). The crisis of democracy and the science of deliberation. Science (New York, N.Y.), 363(6432), 1144–1146. https://doi.org/10.1126/science.aaw2694 Engelke, K. M. (2019). Enriching the Conversation: Audience Perspectives on the Deliberative Nature and Potential of User Comments for News Media. Digital Journalism, 8(4), 1–20. https://doi.org/10.1080/21670811.2019.1680567 Esterling, K. M. (2011). “Deliberative Disagreement” in U.S. Health Policy Committee Hearings. Legislative Studies Quarterly, 36(2), 169–198. https://doi.org/10.1111/j.1939-9162.2011.00010.x Fishkin, J. S. (1991). Democracy and deliberation: New directions for democratic reform. Yale University Press. http://www.jstor.org/stable/10.2307/j.ctt1dt006v https://doi.org/10.2307/j.ctt1dt006v Friess, D. & Eilders, C. (2015). A systematic review of online deliberation research. Policy & Internet, 7(3), 319–339. https://doi.org/10.1002/poi3.95 Graham, T. & Witschge, T. (2003). In Search of Online Deliberation: Towards a New Method for Examining the Quality of Online Discussions. Communications, 28(2). https://doi.org/10.1515/comm.2003.012 Habermas, J. (2015). Between facts and norms: Contributions to a discourse theory of law and democracy (Reprinted.). Polity Press. Price, V. & Cappella, J. N. (2002). Online deliberation and its influence: The Electronic Dialogue Project in Campaign 2000. IT&Society, 1(1), 303–329. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.9.5945&rep=rep1&type=pdf Steenbergen, M. R., Bächtiger, A., Spörndli, M. & Steiner, J. (2003). Measuring Political Deliberation: A Discourse Quality Index. Comparative European Politics, 1(1), 21–48. https://doi.org/10.1057/palgrave.cep.6110002 Ziegele, M. (2016). Nutzerkommentare als Anschlusskommunikation: Theorie und qualitative Analyse des Diskussionswerts von Online-Nachrichten [The Discussion Value of Online News. An Analysis of User Comments on News Platforms]. Springer VS.

In the summer of 1944, American Sergeant Paul Dorsey was hired by the Naval Aviation Photography Unit (NAPU) to capture “the Marines’ bitter struggle against their determined foe” in the Pacific islands (Philips 43). Dorsey had been a photographer and photojournalist before enlisting in the Marines, and was thus well placed to fulfil the NAPU’s remit of creating positive images of American forces in the Pacific. Under the editorial and professional guidance of Edward Steichen, NAPU photographers like Dorsey provided epic images of battle (especially from the air and sea), and also showed American forces at ease – sunbathing, swimming, drinking and relaxing together (Bachner At Ease; Bachner Men of WWII). Steichen – by now a lieutenant commander – oversaw the entire NAPU project by developing, choosing and editing the images, and also providing captions for their reproduction in popular newspapers and magazines such as LIFE. Under his guidance, selected NAPU images were displayed at the famous Power in the Pacific exhibition at the Museum of Modern Art in New York at the end of the war, and distributed in the popular U.S. Navy War Photographs memorial book which sold over 6 million copies in 1945.While the original NAPU photographers (Steichen himself, Charles Kerlee, Horace Bristol, Wayne Miller, Charles Fenno Jacobs, Victor Jorgensen and Dwight Long) had been at work in the Pacific since the summer of 1942, Dorsey was hired specifically to document the advance of American Marines through the Marianas and Volcano Islands. In line with the NAPU’s remit, Dorsey provided a number of famous rear view shots of combat action on Guam, Saipan and Iwo Jima. However, there are a number of his photographs that do not fit easily within that vision of war – images of wounded Marines and dead Japanese soldiers, as well as shots of abject Japanese POWs with their heads bowed and faces averted. It is this last group of enemy images that proves the most interesting, for not only do they trouble NAPU’s explicit propaganda framework, they also challenge our traditional assumption that photography is an inert form of representation.It is not hard to imagine that photographs of abject Japanese POWs reinforced feelings of triumph, conquest and justice that circulated in America’s post-war victory culture. Indeed, images of emaciated and incarcerated Japanese soldiers provided the perfect contrast to the hyper-masculine, hard-bodied, beefcake figures that populated the NAPU photographs and symbolized American power in the Pacific. However, once Japan was rehabilitated into a powerful American ally, and the decision to drop the atomic bomb was questioned once again in America’s Culture Wars of the 1980s and 90s, it was no longer acceptable to feel triumphant in the face of Japanese abjection and suffering. Instead, these images helped foster a new kind of belated patriotism – and a new global disposition – in which Americans generated their own magnanimity by expressing pity, compassion and sympathy for victims of their previous foreign policy decisions (Lisle).While that patriotic interpretive framework tells us much about how dominant formations of American identity are secured by the production – especially the visual production – of enemy others, it cannot account for images or viewer interpretations that exceed, unwork, or disrupt war’s foundational logics of friend/enemy and perpetrator/victim. I focus on Dorsey because he offers one such ‘deviant’ image: This photograph was taken by Dorsey on Guam in July 1944, and its caption tells us that the Japanese prisoner “waits to be questioned by intelligence officers” (Philips 189). As the POW looks into Dorsey’s camera lens (and therefore at us, the viewers), he is subject to the collective gaze of the American marines situated behind him, and presumably others that lay out of the frame, behind Dorsey. What is fascinating about this particular image is the prisoner’s refusal to obey the trope of abjection so readily assumed by other Japanese POWs documented in the NAPU archive and in other popular war-time imagery. Indeed, when I first encountered this image I immediately framed the POW’s return gaze as defiant – a challenging, bold, and forceful reply to American aggression in the Pacific. The problem, of course, was that this resistant gaze soon became reductive; that is, by replicating war’s foundational logics of difference it effaced a number of other dispositions at work in the photograph. What I find compelling about the POW’s return gaze is its refusal to be contained within the available subject positions of either ‘abject POW’ or ‘defiant resistor’. Indeed, this unruliness is what keeps me coming back to Dorsey’s image, for it teaches us that photography itself always exceeds the conventional assumption that it is a static form of visual representation.Photography, Animation, MovementThe connections between movement, stillness and photography have two important starting points. The first, and more general, is Walter Benjamin’s concept of the dialectic image in which the past and the present come together “in a flash” and constitute what he calls “dialectics at a standstill” (N3.1; 463). Unlike Theodore Adorno, who lamented Benjamin’s Medusa-like tendency to turn the world to stone, I read Benjamin’s concept of standstill – of stillness in general – as something fizzing and pulsating with “political electricity” (Adorno 227-42; Buck-Morss 219). This is to deny our most basic assumption about photography: that it is an inert visual form that freezes and captures discrete moments in time and space. My central argument is that photography’s assumed stillness is always constituted by a number of potential and actual mobilities that continually suture and re-suture viewing subjects and images into one another.Developing Benjamin’s idea of a the past and present coming together “in a flash”, Roland Barthes provides the second starting point with his notion of the punctum of photography: “this element which rises from the scene, shoots out of it like an arrow, and pierces me” (25). Conventional understandings of the punctum frame it as a static moment – so powerful that it freezes the viewer, stops them in their tracks, and captures their attention. My point is that the affective punch of the photograph is not a frozen moment at all; rather, the punctum – like the dialectic image – is fizzing with political electricity. Therefore, to suggest that a viewing subject is arrested in the moment of perception – that they are somehow captured by a photograph’s meaning – is to mistakenly understand the act of looking as a static behaviour.I want to use Dorsey’s image of the POW to push these theoretical starting points and explore the mobile dispositions that are generated when a viewing subject encounters a photograph. What most interests me about Dorsey’s photograph is the level of animation it produces. The POW’s return gaze is actually rather blank: it is unclear whether he is angry, weary, bored, insane or none of the above. But it is the viewing subject’s anxiety at such ambivalence – such unknowability – that provokes a powerful desire to name it. The visceral sensations and emotional responses provoked in viewers (are we taken aback? Do we sympathize with the POW? Are we equally blank?) very quickly become settled interpretations, for example, “his defiant gaze resists American power.” What I want to do is explore the pre-interpretive moment when images like Dorsey’s reach out and grab us – for it is in that moment that photography’s “political electricity” reveals itself most clearly.Production, Signification, InterpretationThe mobility inherent in the photograph has an important antecedent at the level of production. Since the Brownie camera was introduced in WWI, photographers have carried their mode of representation with them – in Dorsey’s case, his portable camera was carried with him as he travelled with the Marines through the Pacific (Philips 29). It is the photographer’s itinerary – his or her movement prior to clicking the camera’s shutter – that shapes and determines a photograph’s content. More to the point, the action of clicking the camera’s shutter is never an isolated moment; rather, it is punctured by all of the previous clicks and moments leading up to it – especially on a long photographic assignment like Dorsey’s – and contains within it all of the subsequent clicks and moments that potentially come after it. In this sense, the photographer’s click recalls Benjamin: it is a “charged force field of past and present” (Buck-Morss 219). That complicated temporality is also manifested in the photographer’s contact sheet (or, more recently, computer file) which operates as a visual travelogue of discrete moments that bleed into one another.The mobility inherent in photography extends itself into the level of signification; that is, the arrangements of signs depicted within the frame of each discrete image. Critic Gilberto Perez gives us a clue to this mobility in his comments about Eugène Atget’s famous ‘painterly’ photographs of Paris:A photograph begins with the mobility, or at least potential mobility, of the world’s materials, of the things reproduced from reality, and turns that into a still image. More readily than in a painting, we see things in a photograph, even statues, as being on the point of movement, for these things belong to the world of flux from which the image has been extracted (328).I agree that the origin point of a photograph is potential mobility, but that mobility is never completely vanquished when it is turned into a still image. For me, photographs – no matter what they depict – are always saturated with the “potential mobility of the world’s materials”, and in this sense they are never still. Indeed, the world of flux out of which the image is extracted includes the image itself, and in that sense, an image can never be isolated from the world it is derived from. If we follow Perez and characterize the world as one of flux, but then insist that the photograph can never be extracted from that world, it follows that the photograph, too, is characterized by fluctuation and change – in short, by mobility. The point, here, is to read a photograph counter intuitively – not as an arrest of movement or a freezing of time, but as a collection of signs that is always potentially mobile. This is what Roland Barthes was hinting at when he suggested that a photograph is “a mad image, chafed by reality”: any photograph is haunted by absence because the depicted object is no longer present, but it is also full of certainty that the depicted object did exist at a previous time and place (113-15). This is precisely Benjamin’s point as well, that “what has been comes together with the now” (N3.1; 463). Following on from Barthes and Benjamin, I want to argue that photographs don’t freeze a moment in time, but instead set in motion a continual journey between feelings of absence in the present (i.e. “it is not there”) and present imaginings of the past (i.e. “but it has indeed been”).As Barthes’ notion of the punctum reveals, the most powerful register at which photography’s inherent mobility operates is in the sensations, responses and feelings provoked in viewers. This is why we say that a photograph has the capacity to move us: the best images take us from one emotional state (e.g. passive, curious, bored) and carry us into another (e.g. shocked, sad, amused). It is this emotional terrain of our responses to photography that both Roland Barthes and Susan Sontag have explored in depth. Why are we moved by some images and not others? Are documentary or artistic photographs more likely to reach out and prick us? What is the most appropriate or ethical response to pictures of another’s suffering?Sontag suggests a different connection between photography and mobility in that it enables a particular touristification of the world; that is, cameras help “convert the world into a department store or museum-without-walls in which every subject is depreciated into an article of consumption, promoted to an item for aesthetic appreciation” (On Photography 110). While Sontag’s political economy of photography (with its Frankfurt School echo) continues to be explored by anthropologists and scholars in Tourism Studies, I want to argue that it offers a particularly reductive account of photography’s potential mobilities. While Sontag does address photography’s constitutive and rather complex relationship with reality, she still conceives of photographs themselves as static and inert representations. Indeed, what she wrestled with in On Photography was the “insolent, poignant stasis of each photograph”, and the photograph’s capacity to make reality “stand still” (111-12; 163). The problem with such a view is that it limits our account of interpretation; in short, it suggests that viewers either accept a photograph’s static message (and are thus moved), or reject it (and remain unmoved). But the moving, here, is the sole prerogative of the viewer: there is no sense in which the photograph and its contents are themselves mobile. I want to argue that the relationships established in the act of looking between viewing subjects and the objects contained within an image are much more complex and varied than Sontag’s framework suggests. Photography’s Affective MobilityTo reveal the mobilities underscoring photography’s affective punch, we must redistribute its more familiar power relations through W.J.T. Mitchell’s important question: what do pictures want? Such a question subverts our usual approach to photographs (i.e. what do we want from photographs?) by redeploying the privileged agency of the viewer into the image itself. In other words, it is the image that demands something of the viewer rather than the other way around. What it demands, of course, is a response. Certainly this is an emotional response, for even being bored by a photograph is a response of sorts. But an emotional response is also an affective response, which means that the punch carried by a photograph is as physical as it is metaphorical or visual. Indeed, it is precisely in the act of perception, where the emotional and the affective fuse, that photography’s assumed stillness is powerfully subverted.If Mitchell animates the picture by affording it some of the viewer’s agency, then Gilles Deleuze goes one step further by exploring what happens to agency in the act of perception. For Deleuze, a work of art – for our purposes, a photograph – is not an inert or still document, but rather a “block of sensations” (Deleuze; Deleuze & Guattari; Bogue). It is not a finished object produced by an autonomous artist or beheld in its entirety by an autonomous viewer; rather, it is a combination of precepts (initial perceptions) and affects (physical intensities) that passes through all subjects at the point of visual perception. This kind of relational encounter with an image not only deconstructs Modernity’s foundational distinction between the subject and the object, it also opens up an affective connection between all subjects engaged in the act of looking; in this case, the photographer, the subjects and objects within the photograph and the viewer.From Deleuze, we know that perception is characterized by common physical responses in all subjects: the movement of the optic nerve, the dilation of the pupil, the squint of the eyelid, the craning of the neck to see up close. However small, however imperceptible, these physical sensations are all still movements; indeed, they are movements repeated by all seeing subjects. My point is that these imperceptible modes of attention are consistently engaged in the act of viewing photographs. What this suggests is that taking account of the affective level of perception changes our traditional understandings of interpretation; indeed, even if a photograph fails to move us emotionally, it certainly moves us physically, though we may not be conscious of it.Drawing from Mitchell and Deleuze, then, we can say that a photograph’s “insolent, poignant stasis” makes no sense. A photograph is constantly animated not just by the potentials inherent in its enframed subjects and objects, but more importantly, in the acts of perception undertaken by viewers. Certainly some photographs move us emotionally – to tears, to laughter, to rage – and indeed, this emotional terrain is where Barthes and Sontag offer important insights. My point is that all photographs, no matter what they depict, move us physically through the act of perception. If we take Mitchell’s question seriously and extend agency to the photograph, then it is in the affective register that we can discern a more relational encounter between subjects and objects because both are in a constant state of mobility.Ambivalence and ParalysisHow might Mitchell’s question apply to Dorsey’s photograph? What does this image want from us? What does it demand from our acts of looking? The dispersed account of agency put forward by Mitchell suggests that the act of looking can never be contained within the subject; indeed, what is produced in each act of looking is some kind of subject-object-world assemblage in which each component is characterised by its potential and actual mobilities. With respect to Dorsey’s image, then, the multiple lines of sight at work in the photograph indicate multiple – and mobile – relationalities. Primarily, there is the relationship between the viewer – any potential viewer – and the photograph. If we follow Mitchell’s line of questioning, however, we need to ask how the photograph itself shapes the emotive and affective experience of visual interpretation – how the photograph’s demand is transmitted to the viewer.Firstly, this demand is channelled through Dorsey’s line of sight that extends through his camera’s viewfinder and into the formal elements of the photograph: the focused POW in the foreground, the blurred figures in the background, the light and shade on the subjects’ clothing and skin, the battle scarred terrain, and the position of these elements within the viewfinder’s frame. As viewers we cannot see Dorsey, but his presence fills – and indeed constitutes – the photograph. Secondly, the photograph’s demand is channelled through the POW’s line of sight that extends to Dorsey (who is both photographer and marine Sergeant), and potentially through his camera to imagined viewers. It is precisely the return gaze of the POW that packs such an affective punch – not because of what it means, but rather because of how it makes us feel emotionally and physically. While a conventional account would understand this affective punch as shocking, stopping or capturing the viewer, I want to argue it does the opposite – it suddenly reveals the fizzing, vibrant mobilities that transmit the picture to us, and us to the picture.There are, I think, important lessons for us in Dorsey’s photograph. It is a powerful antecedent to Judith Butler’s exploration of the Abu Graib images, and her repetition of Sontag’s question of “whether the tortured can and do look back, and what do they see when they look at us” (966). The POW’s gaze provides an answer to the first part of this question – they certainly do look back. But as to what they see when they look back at us, that question can only be answered if we redistribute both agency and mobility into the photograph to empower and mobilize the tortured, the abject, and the objectified.That leaves us with Sontag’s much more vexing question of what we do after we look at photographs. As Butler explains, Sontag has denounced the photograph “precisely because it enrages without directing the rage, and so excites our moral sentiments at the same time that it confirms our political paralysis” (966). This sets up an important challenge for us: in refusing conventional understandings of photography as a still visual art, how can we use more dispersed accounts of agency and mobility to work through the political paralysis that Sontag identifies. AcknowledgementsPaul Dorsey’s photograph of the Japanese POW is # 80-G-475166 in the NAPU archive, and is reproduced here courtesy of the United States National Archives.ReferencesAdorno, Theodore. Prisms. Cambridge: MIT P, 1997.Bachner, Evan. Men of WWII: Fighting Men at Ease. New York: Harry N. Abrams, 2007.———. At Ease: Navy Men of WWII. New York: Harry N. Abrams, 2004.Barthes, Roland. Camera Lucida. London: Vintage, 2000.Benjamin, Walter. “On the Theory of Knowledge, Theory of Progress.” In The Arcardes Project. Trans. Howard Eiland and Kevin McLaughlin. Cambridge: Harvard U P, 1999. 456-488.Bogue, Ronald. Deleuze on Music, Painting and the Arts. London: Routledge, 2003.Buck-Morss, Susan. The Dialectics of Seeing: Walter Benjamin and the Arcades Project. Cambridge: MIT P, 1997.Butler, Judith. “Torture and the Ethics of Photography.” Environment and Planning D: Society and Space 25.6 (2007): 951-66.Deleuze, Gilles. Francis Bacon: The Logic of Sensation. Trans. Daniel W. Smith. London: Continuum, 2003.Deleuze, Gilles and Felix Guattari. What is Philosophy? Trans. Hugh Tomlinson and Graham Burchill. New York: Columbia U P, 1994.Lisle, Debbie. “Benevolent Patriotism: Art, Dissent and The American Effect.” Security Dialogue 38.2 (2007): 233-50.Mitchell, William.J.T. What Do Pictures Want? The Lives and Loves of Images. Chicago: U of Chicago P, 2004.Perez, Gilberto. “Atget’s Stillness.” The Hudson Review 36.2 (1983): 328-37. Philips, Christopher. Steichen at War. New York: Harry N. Abrams, 1981.Sontag, Susan. Regarding the Pain of Others. London: Penguin, 2004.———. On Photography. London: Penguin, 1971Steichen, Edward. U.S. Navy War Photographs. New York: U.S. Camera, 1945.

What are the possibilities of a body? This is a question that is answered best by thinking prosthetically. After all, the possibilities of a body extend beyond flesh and bone. Asked another way, one might query: what are the affective capacities of bodies—animal or otherwise? Philosophers Gilles Deleuze and Félix Guattari focus on affectivity as capacity, on what the body does or can do; thinking through Baruch Spinoza’s writing on the body, they state, “we know nothing about a body until we know what it can do, in other words, what its affects are, how they can or cannot enter into composition with other affects” (257). If bodies are defined by their affective capacities, I wonder: how can prosthetics be used to alter dominant and dominating relationships between the human and the non-human animal, particularly as these relationships bear on questions of race? In this essay, I forward a contemporary media installation, “The Slug Princess”, as a productive site for thinking through the prosthetic possibilities around issues of race, animality, and aesthetics. I contend that the Degenerate Art Ensemble’s installation works through uncommon prosthetics to activate what Deleuze and Guattari describe as becoming-animal. While animality has historically been mobilized to perpetuate Orientalist logics, I argue that DAE’s becoming-slug rethinks the capacities of the body prosthetically, and in so doing dismantles the hierarchy of the body normativity.The Degenerate Art Ensemble (DAE) is a collective of artists with international showings co-directed by Haruko Crow Nishimura, originally from Japan, and Joshua Kohl, from the United States. The ensemble is based in Seattle, Washington, USA. The group’s name is a reference to the 1937 Degenerate Art Exhibition in Munich, Germany, organized by Adolf Ziegler and the Nazi Party. The exhibition staged 650 works from what Nazi officials referred to as “art stutterers”, the pieces were confiscated from German museums and defined as works that “insult German feeling, or destroy or confuse natural form or simply reveal an absence of adequate manual and artistic skill” (Spotts 163). DAE “selected this politically charged moniker partly in response to the murder in Olympia [Washington] of an Asian American youth by neo-Nazi skinheads” (Frye). DAE’s namesake is thus an embrace of bodies and abilities deemed unworthy by systems of corrupt power. With this in mind, I argue that DAE’s work provides an opportunity to think through intersections of prostheticity, animality, and race.“The Slug Princess” is part of a larger exhibition of their work shown from 19 March to 19 June 2011 at the Frye Art Museum in Seattle. The installation is comprised of two major elements: a crocheted work and a video projection. For me, both are prosthetics.A Crocheted Prosthetic and Orientalist AnimalityThe crocheted garment is not immediately recognizable as a prosthetic. It is displayed on a mannequin that stands mostly erect. The piece, described as a headdress, is however by no means a traditional garment. Yellow spirals and topographies flow and diverge in tangled networks of yarn that sometimes converge into recognizable form. The knit headdress travels in countless directions, somehow assembling as a wearable fibrous entity that covers the mannequin from head to ground, spreading out, away, and behind the figuration of the human. In slumped orbs, green knit “cabbages’ surround the slug princess headdress, exceeding the objects they intend to represent in mass, shape, and affect. In this bustling excess of movement, the headdress hints at how it is more than a costume, but is instead a prosthetic.The video projection makes the prosthetic nature of the crocheted headdress evident. It is a looped performance of Nishimura that runs from ceiling to floor and spans the semi-enclosed space in which it is displayed. In the video, Nishimura walks, then crawls – slowly, awkwardly – through a forest. She also eats whole cabbages, supporting procedure with mouth, foot, and appendage, throwing the function of her body parts into question. The crocheted element is vital to her movement and the perception of her body’s capacities.As Nishimura becomes slug princess, the DAE begins to intervene in complex regimes of racial identification. It is imperative to note that Nishimura’s boy gets caught up in interpretive schemas of Western constructions of Asians as animals. For example, in the early diaspora in the United States, Chinese men were often identified with the figure of the rat in 19th-century political cartoons. Mel Y. Chen points to the ways in which these racialized animalities have long reinforcing the idea of the yellow peril through metaphor (Chen 110-111). These images were instrumental in conjuring fear around the powerfully dehumanizing idea that hordes of rats were infesting national purity. Such fears were significant in leading to the Chinese exclusion acts of the United States and Canada. Western tropes of Asians find traction in animal symbolism. From dragon ladies to butterflies, Asian femininity in both women and men has been captured by simultaneous notions of treachery and passivity. As Nishimura’s body is enabled by prosthetic, it is also caught in a regime of problematic signs. Animal symbolism persists throughout Asian diasporic gender construction and Western fantasies of the East. Rachel C. Lee refers to the “process whereby the human is reduced to the insect, rodent, bird, or microbe” as zoe-ification, which she illustrates as a resolute means of excluding Asian Americans from species-being (Lee Exquisite 48). DAE’s Slug Princess, I argue, joins Lee’s energies herein by providing and performing alternative modes of understanding animality.The stakes of prosthetics in becoming-animal lie in the problem of domination through definition. Orientalist animality functions to devalue Asians as animals, ultimately justifying forms of subordination and exclusion. I want to suggest that becoming-slug, as I will elaborate below, provides a mode of resisting this narrow function of defining bodies by enacting prosthetic process. In doing so, it aligns with the ways in which prosthetics redefine the points of delineation against normativity. As Margarit Shildrick illuminates, “once it is acknowledged that a human body is not a discrete entity ending at the skin, and that material technologies constantly disorder our boundaries, either through prosthetic extensions or through the internalization of mechanical parts, it is difficult to maintain that those whose bodies fail to conform to normative standards are less whole or complete than others” (24). DAE’s Slug Princess transmutates how animality functions to Orientalize Asians as the degenerate other, heightening the ways in which prosthetics can resist the racialized ideologies of normative wholeness.Why Prosthetics? Or, a Comparative Case in Aesthetic AnimalityDAE is of course not alone in their animalistic interventions. In order to isolate what I find uniquely productive about DAE’s prosthetic performance, I turn to another artistic alternative to traditional modes of Orientalist animality. Xu Bing’s performance installation “Cultural Animal” (1994) at the Han Mo Art Center in in Beijing, China can serve as a useful foil. “Cultural Animal” featured a live pig and mannequin in positions that evoked queer bestial sexuality. The pig was covered in inked nonsensical Roman letters; the full body of the mannequin was similarly tattooed in jumbled Chinese characters. The piece was a part of a larger project entitled “A Case Study of Transference”. According to Xu’s website, “the intention was both to observe the reaction of the pig toward the mannequin and produce an absurd random drama—an intention that was realized when the pig reacted to the mannequin in an aggressively sexual manner” (Xu). The photographs, which were a component of the piece, indeed evoke the difficulty of the concept of transference, imbricating species, languages, and taboos. The piece more generally enacts the unexpected excesses of performance with non-scripted bodies. The pig at times caresses the cheek of the mannequin. The sensuous experience is inked by the cultural confusion that images the seeming sensibility of each language. Amidst the movement of the pig and the rubbings of the ink, the mannequin is motionless, bearing a look of resigned openness. His eyes are closed, with a slight furrowing of the brow and calm downturned lips. The performance piece enacts crossings that reorient the historical symbolic force of racialization and animality. These forms of species and cultural miscegenation evoke for Mel Y. Chen a form of queer relationality that exemplifies “animalities that live together with race and with queerness, the animalities that we might say have crawled into the woodwork and await recognition, and, concurrently, the racialized animalities already here” (104). As such, Chen does the work of pointing out how Xu destabilizes notions of proper boundaries between human and animal, positing a different form of human-animal relationality. In short, Xu’s Cultural Animal chooses relationality. This relationality does not extend the body’s capacities. I argue that by focusing in on the pivotal nature of prosthesis, DAE’s slug activates a becoming-animal that goes beyond relationship, instead rethinking what a body can do.Becoming-Slug: Prosthetics as InterventionBy way of differentiation, how might “The Slug Princess” function beyond symbolic universalism and in excess of human-animal relations? In an effort to understand this distinction, I forward DAE’s installation as a practice of becoming-animal. Becoming-animal is a theoretical intervention in hierarchy, highlighting a minoritarian tactic to resist domination, akin to Shildrick’s description of prosthetics.DAE’s installation enacts becoming-slug, as illustrated in an elaboration of Deleuze and Guattari’s concept they argue: “Becoming-animal always involves a pack” “a multiplicity” (Deleuze and Guatttari 239). The banner of becoming-animal is “I am legion”. DAE is and are a propagation of artists working together. They enact legion. Led by a pack of collaborators, DAE engage a range of artists in continual, ongoing, and fluctuating process. Their current collaborators include (and surpass): architect/designer Alan Maskin, costume designer ALenka Loesch, dancer/singer Dohee Lee, performance artist/expressionist/songwriter/shape-shifter Okanomodé, and sound/installation artist Robb Kunz. For the broader exhibition at the Frye, they listed the biographies of fifteen artists and the names of around 200 artists. Yet, it is not the mere number of collaborators that render DAE a multiplicity – it is the collaborative excess of their process that generates potential at the intersection of performance and prosthetic. Notably, it is important that the wearable prosthetic headpiece used in “Slug Princess” was created in collaboration. “The contagion of the pack, such is the path becoming-animal takes” (Deleuze and Guattari, 243). Created by Many Greer but worn by Nishimura, it weighs on Nishimura’s body in ways that steer her performance. She is unable to stand erect as the mannequin in the exhibition. The prosthetic changes her capacities in unpredictable ways. The unexpected headdress causes her to hunch over and crawl, pushing her body into slow contact with the earth. As the flowing garment slows her forward progress, it activates new modes of movement. Snagging, and undulating, Nishimura moves slowly over the uncertain terrain of a forest. As Greer’s creation collides with Nishimura’s body and the practice of the dance, they enact becoming-slug. This is to suggest, then, following Deleuze and Guattari’s affective understanding of becoming-animal, that prosthetics have a productive role to play in disrupting normative modes of embodiment.Further, as Deleuze and Guattari indicate, becoming-animal is non-affiliative (Deleuze and Guattari 238). Becoming-animal is that which is “not content to proceed by resemblance and for which resemblance, on the contrary, would represent an obstacle or stoppage” (Deleuze and Guattari 233). Likewise, Nishimura’s becoming-slug is neither imitative (305) nor mimetic because it functions in the way of displaced doing through prosthetic process. Deleuze and Guattari describe in the example of Little Hans and his horse, becoming-animal occurs in putting one’s shoes on one’s hands to move, as a dog: “I must succeed in endowing the parts of my body with relations of speed and slowness that will make it become dog, in an original assemblage proceeding neither by resemblance nor by analogy” (258). The headdress engages an active bodily process of moving as a slug, rather than looking like a slug. Nishimura’s body begin as her body human begins, upright, but it is pulled down and made slow by the collaborative force of the wearable piece. As such, DAE enacts “affects that circulate and are transformed within the assemblage: what a horse [slug] ‘can do’” (257). This assemblage of affects pushes beyond the limited capacities of the screen, offering new productive entanglements.The Stuplime Loop as ProstheticTo the extent that conceiving of a headdress as a collaborative bodily prosthetic flows from common understandings of prosthetic, the medial interface perhaps stirs up a more foreign example of prosthesis and becoming-animal. The medial performance of DAE’s “The Slug Princess” operates through the video loop, transecting the human, animal, and technological in a way that displaces being in favor of becoming. The looping video creates a spatio-temporal contraction and elongation of the experience of time in relation to viewing. It functions as an experiential prosthetic, reworking the ability to think in a codified manner—altering the capacities of the body. Time play breaks the chronological experience of straight time and time as mastery by turning to the temporal experience as questioning normativity. Specifically, “The Slug Princess” creates productive indeterminacy through what Siane Ngai designates as “stuplimity”. Ngai’s punning contraction of stupidity and sublimity works in relation to Deleuze’s thinking on repetition and difference. Ngai poses the idea of stuplimity as beginning with “the dysphoria of shock and boredom” and culminating “in something like the ‘open feeling’ of ‘resisting being’—an indeterminate affective state that lacks the punctuating ‘point’ of individuated emotion” (284). Ngai characterizes this affecting openness and stupefying: it stops the viewer in their/her/his tracks. This importation of the affective state cannot be overcome through the exercise of reason (270). Departing from Kant’s description of the sublime, Ngai turns to the uglier, less awe-inspiring, and perhaps more debase form of aesthetic encounter. This is the collaboration of the stupid with the sublime. Stuplimity operates outside reason and sublimity but in alliance with their processes. Viewers seem to get “stuck” at “The Slug Princess”, lost in the stuplimity of the loop. Some affect of the looping videos generates not thoughtfulness or reflection, but perhaps cultural stupidity – the relative and temporary cessation or abatement of cultural logics and aesthetic valuations. The video loop comes together with the medial enactment of becoming-slug in such a manner that performs into stuplimity. Stuplimity, in this case, creates an opening of an affectively stupid or illegible (per Xu) space/time alternative being/becoming. The loop is, of course, not unique to the installation and is a common feature of museum pieces. Yet, the performance, the becoming-slug itself, creates sluggishness. Ngai posits that sluggishness works out the boredom of repetition, which I argue is created through the loop of becoming-slug. The slug princess’ slowness, played in the loop creates a “stuplimity [that] reveals the limits of our ability to comprehend a vastly extended form as totality” (271). That is, the loop, by virtue of its sluggishness, opens up becoming-animal not as a finite thing, but as an ongoing, cycling, and thoughtlessly tedious process. DAE’s installation thus demonstrates an attempt to adopt prosthetics to rethink the logics of control and power. In his writing on contemporary shifts in prosthetic function, Paul Preciado argues that digitalization is a core component of the transition from prosthetics to what emerge as “microprosthetic”, in which “power acts through molecules that incorporate themselves into our [bodies]” (78-79). I would like to consider the stuplime loops of becoming-slug to counter what Preciado describes as an “ensemble of new microprosthetic mechanisms of control of subjectivity by means of biomolecular and multimedia technical protocols” (33). Emerging in the same fashion as microproesthetics, which function as modes of control, the stuplime loops instead suspend the logics of control and power enabled by dominant modes of microprosthetic technologies. Rather than infesting one’s body with modes of control, the stuplime loops hijack the digital message and present the possibility of thinking otherwise. In her writing on queer cyborgs, Mimi Nguyen argues that “as technologies of the self, prostheses are both literal and discursive in the digital imaginary. They are a means of habitation and transformation, a humanmachine mixture engaged as a site of contest over meanings – of the self and the nonself” (373). Binaries perhaps structure a thinking between human and animal, but prosthetics as process goes beyond the idea of the cyborg as a mixture and maps a new terrain altogether.ReferencesChen, Mel Y. Animacies: Biopolitics, Racial Mattering, and Queer Affect. Durham: Duke University Press, 2012.Frye. “Degenerate Art Ensemble.” Frye Museum. 2017. <http://fryemuseum.org/exhibition/3816/>.Lee, Rachel C. The Exquisite Corpse of Asian America: Biopolitics, Biosociality, and Posthuman Ecologies. New York: New York University Press, 2014.Ngai, Sianne. Ugly Feelings. Cambridge: Harvard University Press, 2005. Nguyen, Mimi. “Queer Cyborgs and New Mutants: Race, Sexuality, and Prosthetic Sociality in Digital Space.” American Studies: An Anthology. Eds. Janice A. Radway, Kevin K. Gaines, Barry Shank, and Penny Von Eschen. Chichester: Wiley-Blackwell, 2009. 281-305.Preciado, Beatriz [Paul]. Testo Junkie: Sex, Drugs, and Biopolitis in the Pharmacopornographic Era. Trans. Bruce Benderson. New York: The Feminist Press at the City University of New York, 2013.Shildrick, Margarit. “‘Why Should Our Bodies End at the Skin?’: Embodiment, Boundaries, and Somatechnics.” Hypatia 30.1 (2015): 13-29.Spotts, Frederic. Hitler and the Power of Aesthetics. New York: Harry N. Abrams Publishers, 2003.Xu, Bing. “Cultural Animal.” 2017. <http://www.xubing.com/index.php/site/projects/year/1994/cultural_animal>.

ExpositionPortland, Oregon (USA) has become known for an artisanal or ‘maker’ economy that relies on a resurgence of place specificity (Heying), primarily expressed and exported to a global audience in the notion of ‘Portland Made’ (Roy). Portland Made reveals a tension immanent in the notion of ‘place’: place is both here and not here, both real and imaginary. What emerges is a complicated picture of how place conceptually captures various intersections of materiality and mythology, aesthetics and economics. On the one hand, Portland Made represents the collective brand-identity used by Portland’s makers to signify a products’ material existence as handcrafted, place-embedded, and authentic. These characteristics lead to certain assumptions about the concept of ‘local’ (Marotta and Heying): what meaning does Portland Made convey, and how is such meaning distributed? On the other hand, the seemingly intentional embedding of place-specificity in objects meant for distribution far outside of Portland begs another type of question: how does Portland come to be discursively representative of these characteristics, and how are such representations distributed to global audiences? How does this global distribution and consumption of immaterial Portland feed back into the production of material Portland?To answer these questions we look to the realm of social media, specifically the popular image-based service Instagram. For the uninitiated, Instagram is a web-based social media service that allows pictures to be shared and seen by anyone that follows a person or business’ Instagram account. Actions include posting original photos (often taken and posted with a cell phone), ‘liking’ pictures, and ‘hash-tagging’ posts with trending terms that increase visibility. Instagram presents us with a complex view of place as both material and virtual, sometimes reifying and sometimes abstracting often-contradictory understandings of place specificity. Many makers use Instagram to promote their products to a broad audience and, in doing so, makers participate in the construction of Portland’s mythology. In this paper, we use empirical insights to theorise makers’ role in shaping and cultivating the virtual and material aspects of place. Additionally, we discuss how makers navigate the complex relationships tied to the importance of place in their specific cultural productions. In the first section, we develop the notion of a curated maker subjectivity. In the second section, we consider the relationship between subjectivity and place. Both sections emphasize how Instagram mediates the relationship between place and subjectivity. Through spotlighting particular literatures in each section, we attempt to fill a gap in the literature that addresses the relationship between subjectivity, place, and social media. Through this line of analysis, we attempt to better understand how and where Portland is made, along with the implications for Portland’s makers.ActionThe insights from this paper came to us inadvertently. While conducting fieldwork that interrogated ‘localism’ and how Portland makers conceptualise local, makers repeatedly discussed the importance of social media to their work. In our fieldwork, Instagram in particular has presented us with new opportunities to query the entanglements of real and virtual embedded in collective identifications with place. This paper draws from interviews conducted for two closely related research projects. The first examines maker ecosystems in three US cities, Portland, Chicago and New York (Doussard et. al.; Wolf-Powers and Levers). We drew from the Portland interviews (n=38) conducted for this project. The second research project is our multi-year examination of Portland’s maker community, where we have conducted interviews (n=48), two annual surveys of members of the Portland Made Collective (n=126 for 2014, n=338 for 2015) and numerous field observations. As will be evident below, our sample of makers includes small crafters and producers from a variety of ‘traditional’ sectors ranging from baking to carpentry to photography, all united by a common identification with the maker movement. Using insights from this trove of data as well as general observations of the changing artisan landscape of Portland, we address the question of how social media mediates the space between Portland as a material place and Portland as an imaginary place.Social Media, Subjectivity, and Authenticity In the post-Fordist era, creative self-enterprise and entrepreneurialism have been elevated to mythical status (Szeman), becoming especially important in the creative and digital industries. These industries have been characterized by contract based work (Neff, Wissinger, and Zukin; Storey, Salaman, and Platman), unstable employment (Hesmondhalgh and Baker), and the logic of flexible specialization (Duffy and Hund; Gill). In this context of hyper individualization and intense competition, creative workers and other entrepreneurs are increasingly pushed to strategically brand, curate, and project representational images of their subjectivity in order to secure new work (Gill), embody the values of the market (Banet-Weiser and Arzumanova), and take on commercial logics of authenticity (Duffy; Marwick and boyd). For example, Duffy and Hund explore how female fashion bloggers represent their branded persona, revealing three interrelated tropes typically used by bloggers: the destiny of passionate work; the presentation of a glam lifestyle; and carefully curated forms of social sharing. These curated tropes obscure the (unpaid) emotional and aesthetic labour (Hracs and Leslie), self-discipline, and capital required to run these blogs. Duffy and Hund also point out that this concealment is generative of particular mythologies about creative work, gender, race, and class. To this list we would add place; below, we will show the use of Instagram by Portland’s makers not only perpetuates particular mythologies about artisan labour and demands self-branding, but is also a spatial practice that is productive of place through the use of visual vernaculars that reflect a localized and globalized articulation of the social and physical milieu of Portland (Hjorth and Gu; Pike). Similar to many other artists and creative entrepreneurs (Pasquinelli and Sjöholm), Portland’s makers typically work long hours in order to produce high quality, unique goods at a volume that will afford them the ability to pay rent in Portland’s increasingly expensive central city neighbourhoods. Much of this work is done from the home: according to our survey of Portland Made Collective’s member firms, 40% consist of single entrepreneurs working from home. Despite being a part of a creative milieu that is constantly captured by the Portland ‘brand’, working long hours, alone, produces a sense of isolation, articulated well by this apparel maker:It’s very isolating working from home alone. [...] The other people I know are working from home, handmade people, I’ll post something, and it makes you realize we’re all sitting at home doing the exact same thing. We can’t all hang out because you gotta focus when you’re working, but when I’m like ugh, I just need a little break from the sewing machine for five minutes, I go on Instagram.This statement paints Instagram as a coping mechanism for the isolation of working alone from home, an important impetus for makers to use Instagram. This maker uses Instagram roughly two hours per workday to connect with other makers and to follow certain ‘trendsetters’ (many of whom also live in Portland). Following other makers allows the maker community to gauge where they are relative to other makers; one furniture maker told us that she was able to see where she should be going based on other makers that were slightly ahead of her, but she could also advise other makers that were slightly behind her. The effect is a sense of collaborative participation in the ‘scene’, which both alleviates the sense of isolation and helps makers gain legitimacy from others in their milieu. As we show below, this participation demands from makers a curative process of identity formation. Jacque Rancière’s intentional double meaning of the French term partage (the “distribution of the sensible”) creates space to frame curation in terms of the politics around “sharing in” and “sharing out” (Méchoulan). For Rancière, the curative aspect of communities (or scenes) reveals something inherently political about aesthetics: the politics of visibility on Instagram “revolve around what is seen and what can be said about it, who has the ability to see and the talent to speak, around the properties of space and the possibilities of time” (8-9). An integral part of the process of curating a particular identity to express over Instagram is reflected by who they follow or what they ‘like’ (a few makers mentioned the fact that they ‘like’ things strategically).Ultimately, makers need followers for their brand (product brand, self-brand, and place-brand), which requires makers to engage in a form of aesthetic labour through a curated articulation of who a maker is–their personal story, or what Duffy and Hund call “the destiny of passionate work”–and how that translates into what they make at the same time. These identities congeal over Instagram: one maker described this as a “circle of firms that are moving together.” Penetrating that circle by curating connections over Instagram is an important branding strategy.As a confections maker told us, strategically using hashtags and stylizing pictures to fit the trends is paramount. Doing these things effectively draws attention from other makers and trendsetters, and, as an apparel maker told us, getting even one influential trendsetter or blogger to follow them on Instagram can translate into huge influxes of attention (and sales) for their business. Furthermore, getting featured by an influential blogger or online magazine can yield instantaneous results. For instance, we spoke with an electronics accessories maker that had been featured in Gizmodo a few years prior, and the subsequent uptick in demand led him to hire over 20 new employees.The formulation of a ‘maker’ subjectivity reveals the underlying manner in which certain subjective characteristics are expressed while others remain hidden; expressing the wrong characteristics may subvert the ability for makers to establish themselves in the milieu. We asked a small Portland enterprise that documents the local maker scene about the process of curating an Instagram photo, especially curious about how they aesthetically frame ‘site visits’ at maker workspaces. We were somewhat surprised to hear that makers tend to “clean too much” ahead of a photo shoot; the photographer we spoke with told us that people want to see the space as it looks when it’s being worked in, when it’s a little messy. The photographer expressed an interest in accentuating the maker’s ‘individual understanding’ of the maker aesthetic; the framing and the lighting of each photo is meant to relay traces of the maker to potential consumers. The desire seems to be the expression and experience of ‘authenticity’, a desire that if captured correctly grants the maker a great deal of purchase in the field of Portland Made consumers. This is all to say that the curation of the workspaces is essential to the construction of the maker subjectivity and the Portland imaginary. Maker workshops are rendered as real places where real makers that belong to an authentic maker milieu produce authentic Portland goods that have a piece of Portland embedded within them (Molotch). Instagram is central in distributing that mythology to a global audience.At this point we can start to develop the relationship between maker subjectivity and place. Authenticity, in this context, appears to be tied to the product being both handmade and place-specific. As the curated imaginary of Portland matures, a growing dialogue emerges between makers and consumers of Portland Made (authentic) goods. This dialogue is a negotiated form of authority in which the maker claims authority while the consumer simultaneously confers authority. The aforementioned place-specificity signals a new layer of magic in regards to Portland’s distinctive position: would ‘making’ in any other place be generative of such authority? According to a number of our interviewees, being from Portland carries the assumption that Portland’s makers have a certain level of expertise that comes from being completely embedded in Portland’s creative scene. This complex interplay between real and virtual treats Portland’s imaginary as a concrete reality, preparing it for consumption by reinforcing the notion of an authoritative collective brand (Portland Made). One bicycle accessory maker claimed that the ability of Portland’s makers to access the Portland brand transmits credibility for makers of things associated with Portland, such as bikes, beer, and crafty goods. This perhaps explains why so many makers use Portland in the name of their company (e.g. Portland Razor Company) and why so many stamp their goods with ‘Made in Portland’.This, however, comes with an added set of expectations: the maker, again, is tasked with cultivating and performing a particular aesthetic in order to achieve legitimacy with their target audience, only this time it ends up being the dominant aesthetic associated with a specific place. For instance, the aforementioned bicycle accessory maker that we spoke with recalled an experience at a craft fair in which many of the consumers were less concerned with his prices than whether his goods were handmade in Portland. Without this legitimation, the good would not have the mysticism of Portland as a place locked within it. In this way, the authenticity of a place becomes metonymic (e.g. Portlandia), similar to how Detroit became known as ‘Motor City’. Portland’s particular authenticity is wrapped up in individuality, craftiness, creativity, and environmental conscientiousness, all things that makers in some way embed in their products (Molotch) and express in the photos on their Instagram feeds (Hjorth).(Social) Media, Place, and the Performance of Aesthetics In this section, we turn our attention to the relationship between subjectivity, place, and Instagram. Scholars have investigated how television production (Pramett), branding (Pike), and locative-based social media (Hjorth, Hjorth and Gu, Hjorth and Lim, Leszczynski) function as spatial practices. The practices affect and govern experiences and interactions with space, thereby generating spatial hybridity (de Souza e Silva). McQuire, for example, investigates the historical formation of the ‘media city’, demonstrating how various media technologies have become interconnected with the architectural structures of the city. Pramett expands on this analysis of media representations of cities by interrogating how media production acts as a spatial practice that produces and governs contested urban spaces, the people in those spaces, and the habitus of the place, forming what she dubs the “media neighbourhood.” The media neighbourhood becomes ordered by the constant opportunities for neighbourhood residents to be involved in media production; residents must navigate and interact with local space as though they may be captured on film or asked to work in the background production at any moment. These material (on site shooting and local hiring practices) and immaterial (textual, musical, and visual representations of a city) production practices become exploitative, extracting value from a place for media industries and developers that capitalize on a place’s popular imaginary.McQuire’s media city and Pramett’s media neighbourhood help us understand the embeddedness of (social) media in the material landscapes of Portland. Over the past few years, Portland has begun experiencing new flows of tourists and migrants–we should note that more than a few makers mentioned in interviews that they moved to Portland in order to become makers–expecting to find what they see on Instagram overlaid materially on the city itself. And indeed, they do: ‘vibrant’ neighbourhood districts such as Alberta Arts, Belmont, Mississippi, Hawthorne, Northwest 23rd, and downtown Portland’s rebranded ‘West End’ are all increasingly full of colourful boutiques that express maker aesthetics and sell local maker goods. Not only do the goods and boutiques need to exemplify these aesthetic qualities, but the makers and the workspaces from which these goods come from, need to fit that aesthetic.The maker subjectivity is developed through the navigation of both real and virtual experiences that contour the social performance of a ‘maker aesthetic’. This aesthetic has become increasingly socially consumed, a trend especially visible on Instagram: as a point of reference, there are at least four Portland-based ‘foodies’ that have over 80,000 followers on Instagram. One visible result of this curated and performed subjectivity and the place-brand it captures is the physical transformation of Portland: (material) space has become a surface onto which the (virtual) Instagram/maker aesthetic is being inscribed, a stage on which the maker aesthetic is performed. The material and immaterial are interwoven into a dramaturgy that gives space a certain set of meanings oriented toward creativity, quirkiness, and consumption. Meanings cultivated over Instagram, then, become productive of meaning in place. These meanings are consumed by thousands of tourists and newly minted Portlanders, as images of people posing in front of Portland’s hipster institutions (such as Salt & Straw or Voodoo Donuts) are captured on iPhones and redistributed back across Instagram for the world to experience. Perhaps this is why Tokyo now has an outpost of Portland’s Blue Star Donuts or why Red Hook (Brooklyn) has its own version of Portland’s Pok Pok. One designer/maker, who had recently relocated to Portland, captured the popular imaginary of Portland in this conversation:Maker: People in Brooklyn love the idea that it came from Portland. People in Seattle love it; people in the Midwest love that it came from Portland right now, because Portland’s like the thing.Interviewer: What does that mean, what does it embody?Maker: They know that it’s local, it like, they know that maker thing is there, it’s in Portland, that they know it’s organic to Portland, it’s local to Portland, there’s this crazy movement that you hear throughout the United States about–Interviewer: So people are getting a piece of that?Maker: Yeah.For us, the dialogical relationship between material and immaterial has never been more entangled. Instagram is one way that makers might control the gap between fragmentation and belonging (i.e. to a particular community or milieu), although in the process they are confronted with an aesthetic distribution that is productive of a mythological sense of place that social media seems to produce, distribute, and consume so effectively. In the era of social media, where sense of place is so quickly transmitted, cities can come to represent a sense of collective identity, and that identity might in turn be distributed across its material landscape.DenouementThrough every wrench turn, every stitching of fabric, every boutique opening, and every Instagram post, makers actively produce Portland as both a local and global place. Portland is constructed through the material and virtual interactions makers engage in, both cultivating and framing everyday interactions in space and ideas held about place. In the first section, we focused on the curation of a maker aesthetic and the development of the maker subjectivity mediated through Instagram. The second section attempted to better understand how those aesthetic performances on Instagram become imprinted on urban space and how these inscriptions feedback to global audiences. Taken together, these performances reveal the complex undertaking that makers adopt in branding their goods as Portland Made. In addition, we hope to have shown the complex entanglements between space and place, production and consumption, and ‘here’ and ‘not here’ that are enrolled in value production at the nexus of place-brand generation.Our investigation opens the door to another, perhaps more problematic set of interrogations which are beyond the scope of this paper. In particular, and especially in consideration of Portland’s gentrification crisis, we see two related sets of displacements as necessary of further interrogation. First, as we answer the question of where Portland is made, we acknowledge that the capturing of Portland Made as a brand perpetuates a process of displacement and “spatio-subjective” regulation that both reflects and reproduces spatial rationalizations (Williams and Dourish). This dis-place-ment renders particular neighbourhoods and populations within Portland, specifically ethnic minorities and the outer edges of the metropolitan area, invisible or superfluous to the city’s imaginary. Portland, as presented by makers through their Instagram accounts, conceals the city’s “power geometries” (Massey) and ignores the broader social context Portland exists in, while perpetuating the exclusion of ethnic minorities from the conversation about what else is made in Portland.Second, as Portland Made has become virtually representative of a deepening connection between makers and place, the performance of such aesthetic labour has left makers to navigate a process that increasingly leads to their own estrangement from the very place they have a hand in creating. This process reveals an absurdity: makers are making the very thing that displaces them. The cultivation of the maker milieu attracts companies, in-movers, and tourists to Portland, thus creating a tight real estate market and driving up property values. Living and working in Portland is increasingly difficult for makers, epitomized by the recent sale and eviction of approximately 500 makers from the Town Storage facility (Hammill). Additionally, industrial space in the city is increasingly coveted by tech firms, and competition over such space is being complicated by looming zoning changes in Portland’s new comprehensive plan.Our conclusions suggest additional research is needed to understand the relationship(s) between such aesthetic performance and various forms of displacement, but we also suggest attention to the global reach of such dynamics: how is Portland’s maker ecosystem connected to the global maker community over social media, and how is space shaped differentially in other places despite a seemingly homogenizing maker aesthetic? Additionally, we do not explore policy implications above, although there is significant space for such exploration with consideration to the attention that Portland and the maker movement in general are receiving from policymakers hungry for a post-Fordist magic bullet. ReferencesBanet-Weiser, Sarah, and Inna Arzumanova. “Creative Authorship, Self-Actualizing Women, and the Self-Brand.” Media Authorship. Eds. Cynthia Chris and David A. Gerstner. New York, NY: Routledge, 2012: 163-179. De Souza e Silva, Adriana. “From Cyber to Hybrid: Mobile Technologies as Interfaces of Hybrid Spaces.” Space and Culture 9.3 (2006): 261–278.Duffy, Brooke Erin, “The Romance of Work: Gender and Aspirational Labour in the Digital Culture Industries.” International Journal of Cultural Studies (2015): 1–17. Duffy, Brooke Erin, and Emily Hund. “‘Having It All’ on Social Media: Entrepreneurial Femininity and Self-Branding among Fashion Bloggers.” Social Media + Society 1.2 (2015): n. pag. Doussard, Marc, Charles Heying, Greg Schrock, and Laura Wolf-Powers. Metropolitan Maker Networks: The Role of Policy, Organization, and "Maker-Enabling Entrepreneurs" in Building the Maker Economy. Progress update to the Ewing Marion Kauffman Foundation. 2015. Gill, Rosalind. “‘Life Is a Pitch’: Managing the Self in New Media Work.” Managing Media Work (2010): n. pag. Hammill, Luke. "Sale of Towne Storage Building Sends Evicted Artists, Others Scrambling for Space." The Oregonian, 2016.Hesmondhalgh, David, and Sarah Baker. Creative Labour: Media Work in Three Cultural Industries. London, UK: Routledge, 2011. Heying, Charles. Brew to Bikes: Portland’s Artisan Economy. Portland, OR: Ooligan Press, 2010. Hjorth, Larissa. “The Place of the Emplaced Mobile: A Case Study into Gendered Locative Media Practices.” Mobile Media & Communication 1.1 (2013): 110–115. Hjorth, Larissa, and Kay Gu. “The Place of Emplaced Visualities: A Case Study of Smartphone Visuality and Location-Based Social Media in Shanghai, China.” Continuum: Journal of Media & Cultural Studies 26.5 (2012): 699–713. Hjorth, Larissa, and Sun Sun Lim. “Mobile Intimacy in an Age of Affective Mobile Media.” Feminist Media Studies 12.4 (2012): 477–484. Hracs, Brian J., and Deborah Leslie. “Aesthetic Labour in Creative Industries: The Case of Independent Musicians in Toronto, Canada.” Area 46.1 (2014): 66–73. Leszczynski, A. “Spatial Media/tion.” Progress in Human Geography 39.6 (2014): 729–751. Marotta, Stephen, and Charles Heying. “Interrogating Localism: What Does ‘Made in Portland’ Really Mean?” Craft Economies: Cultural Economies of the Handmade. Eds. Susan Luckman and Nicola Thomas. London, UK: Bloomsbury Academic: forthcoming. Marwick, Alice E., and danah boyd. “I Tweet Honestly, I Tweet Passionately: Twitter Users, Context Collapse, and the Imagined Audience.” New Media & Society 13.1 (2011): 114–133. Massey, Doreen. “A Global Sense of Place.” Space, Place, and Gender. Minneapolis, MN: University of Minnesota Press, 1994. McQuire, Scott. The Media City: Media, Architecture and Urban Space. Los Angeles, CA: Sage Publications Inc., 2008. Mechoulan, Eric. “Introduction: On the Edges of Jacques Ranciere.” SubStance 33.1 (2004): 3–9. Molotch, Harvey. “Place in Product.” International Journal of Urban and Regional Research 26.4 (2003): 665–688. Neff, Gina, Elizabeth Wissinger, and Sharon Zukin. “Entrepreneurial Labor among Cultural Producers: ‘Cool’ Jobs in ‘Hot’ Industries.” Social Semiotics 15.3 (2005): 307–334. Pasquinelli, Cecilia, and Jenny Sjöholm. “Art and Resilience: The Spatial Practices of Making a Resilient Artistic Career in London.” City, Culture and Society 6.3 (2015): 75–81. Pike, Andy. “Placing Brands and Branding: A Socio-Spatial Biography of Newcastle Brown Ale.” Transactions of the Institute of British Geographers 36.2 (2011): 206–222. ———. “Progress in Human Geography Geographies of Brands and Branding Geographies of Brands and Branding.” (2009): 1–27. Ranciere, Jacque. The Politics of Aesthetics. London: Bloomsbury Academic, 2004. Roy, Kelley. Portland Made. Portland, OR: Self-Published, 2015.

Conventional definitions of design rarely capture its reach into our everyday lives. The Design Council, for example, estimates that more than 2.5 million people use design-related skills, principles, and practices on a daily basis in UK workplaces (Design Council 5, 8). Further, they calculate that these workers contribute £209 billion to the economy annually (8). The terrain of design professions extends from the graphic design of online environments, the business models that make them economically viable, and the algorithms that enable them to function, through to the devices we use, the clothes we wear, the furniture we sit on and the spaces where we live and work. Yet paradoxically a search of online dictionaries reiterates the connection of design primarily to drawing and making plans for buildings. As we witness the adoption of practices of “design thinking” in non-traditional design disciplines, it is interesting to note that the Italian renaissance term disegno, referred to both drawing and aspects of thinking. Giorgio Vasari claimed that design was “the animating principle of all creative processes” (Sorabello). Buckminster Fuller was just as florid and even more expansive when he argued that “the opposite of design is chaos” (Papanek 2). The Oxford English Dictionary captures a broad sense of design as “a plan or scheme conceived in the mind and intended for subsequent execution” (OED Online). This issue of M/C Journal offered contributors the opportunity to consider “design” in its broadest sense. The articles in this issue cast a wide net over design in both practice and theory, and emerge from varied disciplinary bases including material culture, graphic design, media studies, and architecture. The authors critique diverse design practices and pedagogy as well as the social reach of design and its political potential. Design Canons and the Economy While design histories begin with the earliest accounts of toolmaking (Margolin), the Industrial Revolution reinforced the more abstract intellectual dimensions of the discipline. Changing methods of production distinguished making from thinking and led to the emergence of the design profession (Spark). During the twentieth century, New York’s Museum of Modern Art (MoMA) was instrumental in not only raising awareness of design, but its exhibitions and acquisitions endorsed and canonised the styles and figures associated with “good design”. From its promotion of modern architecture in 1932, to the Good Design exhibition in 1950, MoMA’s advocacy reinforced a selective (and exclusive) canon for modernist design, educating the design-conscious consumer and reaching out to public taste, even advising of local stockists. Design became a means to mediate the art of the past with contemporary furnishings, that they accurately predicted would become the art of the future (MoMA 1). Drawing from this context, in this issue, Curt Lund’s essay interrogates a porcelain toy tea set from 1968 through the lens of material culture analysis to confirm its role in mediating relationships, transmitting values, and embodying social practices, tastes, and beliefs. MoMA was not unique in recognising both the artistic merit and commercial potential of design. Few design activities are inseparable from the market economy and the language of design has infiltrated business more broadly. Design processes are used in seemingly novel ways across businesses and governments seeking to improve their digital and real-world services. A 2018 report by the UK’s Design Council recognised the expanding reach of design and the competitive advantage of design-based economies: the skills, principles and practices of design are now widely used from banking to retail. Designers, too, have always drawn on a range of different skills, tools and technologies to deliver new ideas, goods and services. This is what makes design unique, and is how it makes products, services and systems more useful, usable and desirable in advanced economies around the world. (Design Council 5) Underpinned by design, the global gaming market, for example, is an expanding multi-billion-dollar industry. In this issue, Heather Blakey explores connections made in the digital world. Her article asks, how the design of interactions between characters in the game world can align the player experience with the designer's objectives? The reality of working within the design economy is also addressed by Yaron Meron, whose article in this issue examines the frequent absence of the brief in the graphic design context. Meron highlights problems that arise due to a recurring failure to define the scope of the brief and its significance to a formal collaborative framework between designers and their clientele. Recognition of the design economy’s value has translated to the educational sector. With the expansion of design practice beyond its traditional twentieth century silos, higher education managers are seeking to harness design as a source of innovation, driven by the perceptions of value in disparate industries. This desire for interdisciplinarity raises significant questions about pedagogy and the future of the design studio, which has anchored design tuition since the late nineteenth century. Mark Sawyer’s and Philip Goldswain’s article proposes the employment of concepts from open design literature, “meta-design”, and design “frames” to inform a toolkit to enable shared meaning in an architectural studio setting. Design for a Better World The American industrial designer George Nelson described design as “an attempt to make a contribution through change” (Packard 69), echoing the perception that progress represents improvement in a teleological sense. Many designers have long pursued social agendas and explored solutions to inequities. What loosely unites the disparate design disciplines is a shared sense that design improves the world we live in. But even with the best intentions, design does not inevitably lead to a better world. Accounts of design frequently recognise its shortcomings. These might include narratives that document or delight in famous design failures, such as the complex circumstances that led to the famed demolition of the Pruitt Igoe housing complex in the 1970s (Bristol). We also regularly encounter design flaws in the digital environment—whether an encryption algorithm open to compromise or online forms that do not recognise apostrophes or umlauts. Although on one level this leads to frustration, it also leads to other types of exclusion. Lisa Hackett’s article on 1950s-style fashion shows how the failure of the fashion industry to accommodate varying body shapes has led some women to seek solutions with vintage-style fashion choices. Hackett’s article brings to mind the serious concerns that occur when the standards that define the normative fail to account for large parts of the population. Overlooking gender and race can have a cumulative and significant impact on the everyday lives of women and minorities (Criado-Perez). The global pandemic has emphasised the dangers arising from PPE ill-designed for racial and gender diversity (Porterfield). The idea that design was a means of progressive improvement began to be prominently debunked in the 1960s with the discussion of the design life of machines, objects, and buildings. Planned obsolescence—or designed obsolescence as it was also known—came to attention in the early 1960s when Vance Packard’s The Waste Makers called into question the ethics of post-war consumerism. Packard’s work drew attention to the ethical responsibilities of designers, by revealing their complicity in the phenomenon of planned obsolescence. Packard’s critique linked the problem of “growthmanship” with issues of saturation and disposal (Packard 5). Large digital libraries replace physical objects but introduce new types of clutter. The anxieties produced by alerts that one’s device is “out of memory” may be easily dismissed as “first world problems”, but the carbon footprint of digital communication and storage is a global concern (Tsukayama; Chan). Digital clutter is explored in Ananya’s article “Minimalist Design in the Age of Archive Fever” in this issue. Ananya contrasts minimalist aesthetics, and Marie Kondo-style decluttering, with our burgeoning prosthetic memory, and its attendant digital footprint. In the late 1960s, Victor Papanek considered the ethics of design choices, and in particular, the nexus between design and consumerism, acknowledging Thorstein Veblen’s coruscating critique of conspicuous consumption. But Papanek also drew attention to contemporary environmental crises. He railed against industrial designers, architects, and planners, attributing blame for the profligate consumerism and environmental degradation arguing that “in all pollution, designers are implicated, at least partially" (14). Inclusive Design Papanek’s influential advocacy acknowledged the political dimensions of design and the inherent biases of the time. In response to his teaching, Danish student Susanne Koefoed designed the now ubiquitous International Symbol of Access (ISA), which Guffey suggests is the most widely exported work of Scandinavian design (358). In this issue’s feature article, Sam Holleran explores the connection between visual literacy and civic life, and the design of an international symbol language, which aimed to ameliorate social disadvantage and cultural barriers. Discussions of inclusive design acknowledge that design history is most often Eurocentric, and frequently exclusionary of diversity. Articles in this issue examine more inclusive approaches to design. These efforts to make design more inclusive extend beyond the object or product, to examining techniques and processes that might improve society. Poiner and Drake, for example, explore the potential and challenges of participatory approaches in the design of buildings for a remote Indigenous community. Fredericks and Bradfield, in this issue, argue that Indigenous memes can provoke audiences and demand recognition of First Nations peoples. The meme offers a more inclusive critique of a national government’s intransigence to constitutional change that recognises Indigenous sovereignty and self-determination. Further, they advocate for co-design of policy that will enshrine an Indigenous Voice to the Australian Parliament. There are many reasons to be grateful for design and optimistic about its future: the swift design and production of efficacious vaccines come to mind. But as Papanek recognised 50 years ago, designers, most often handmaidens of capital, are still implicated in the problems of the Anthropocene. How can design be used to repair the legacies of a century of profligacy, pollution, and climate change? Design needs its advocates, but the preaching and practice of design are best tempered with continuous forms of critique, analysis, and evaluation. Acknowledgements The editors thank the scholars who submitted work for this issue and the blind referees for their thoughtful and generous responses to the articles. References Bristol, Katharine G. “The Pruitt-Igoe Myth.” Journal of Architectural Education 44.3 (1991): 163–171. Chan, Delle. “Your Website Is Killing the Planet.” Wired, 22 Mar. 21. <https://www.wired.co.uk/article/internet-carbon-footprint>. Criado-Perez, Caroline. Invisible Women: Exposing Data Bias in a World Designed for Men. Chatto & Windus, 2019. "design, n." OED Online. Oxford University Press, June 2021. <http://www.oed.com/view/Entry/50840. Accessed 8 August 2021>. Design Council UK. Designing a Future Economy: Developing Design Skills for Productivity and Innovation. Feb. 2018. <https://www.designcouncil.org.uk/sites/default/files/asset/document/Designing_a_future_economy18.pdf>. Guffey, Elizabeth. “The Scandinavian Roots of the International Symbol of Access.” Design and Culture 7.3 (2015): 357–76. DOI: 10.1080/17547075.2015.1105527. Margolin, Victor. World History of Design. Vol. 1. Bloomsbury, 2017. Museum of Modern Art. “First Showing of Good Design Exhibition in New York.” Press Release. 16 Nov. 1950. <https://assets.moma.org/documents/moma_press-release_325754.pdf?_ga=2.206889043.1160124053.1628409746-2001272077.1623303269>. Packard, Vance. The Waste Makers. David McKay, 1960. Papanek, Victor J. Design for the Real World: Human Ecology and Social Change. Bantam Books, 1973. Porterfield, Carlie. “A Lot of PPE Doesn’t Fit Women—and in the Coronavirus Pandemic, It Puts Them in Danger.” Forbes, 29 Apr. 2020. <https://www.forbes.com/sites/carlieporterfield/2020/04/29/a-lot-of-ppe-doesnt-fit-women-and-in-the-coronavirus-pandemic-it-puts-them-in-danger/?sh=5b5deaf9315a>. Sorabella, Jean. “Venetian Color and Florentine Design.” In Heilbrunn Timeline of Art History. The Metropolitan Museum of Art, 2000–. Oct. 2002 <http://www.metmuseum.org/toah/hd/vefl/hd_vefl.htm>. Sparke, Penny. “Design.” Grove Art Online, 2003. <https://doi-org.ezproxy.library.uq.edu.au/10.1093/gao/9781884446054.article.T022395>. Tsukayama, Hayley. “How Bad Is Email for the Environment?” Washington Post, 25 Jan. 2017. <https://www.washingtonpost.com/news/the-switch/wp/2017/01/25/how-bad-is-email-for-the-environment/>.

Introduction In this article, we hypothesise how mainstream media coverage can promote the spread of disinformation about Covid-19. Mainstream media are often discussed as opposed to disinformation (Glasser; Benkler et al.). While the disinformation phenomenon is related to the intentional production and spread of misleading and false information to influence public opinion (Fallis; Benkler et al.), mainstream media news is expected to be based on facts and investigation and focussed on values such as authenticity, accountability, and autonomy (Hayes et al.). However, journalists might contribute to the spread of disinformation when they skip some stage of information processing and reproduce false or misleading information (Himma-Kadakas). Besides, even when the purpose of the news is to correct disinformation, media coverage might contribute to its dissemination by amplifying it (Tsfati et al.). This could be particularly problematic in the context of social media, as users often just read headlines while scrolling through their timelines (Newman et al.; Ofcom). Thus, some users might share news from the mainstream media to legitimate disinformation about Covid-19. The pandemic creates a delicate context, as journalists are often pressured to produce more information and, therefore, are more susceptible to errors. In this research, we focussed on the hypothesis that legitimate news can contribute to the spread of disinformation on social media through headlines that reinforce disinformation discourses, even though the actual piece may frame the story differently. The research questions that guide this research are: are URLs with headlines that reinforce disinformation discourses and other mainstream media links shared into the same Facebook groups? Are the headlines that support disinformation discourses shared by Facebook users to reinforce disinformation narratives? As a case study, we look at the Brazilian disinformation context on Covid-19. The discussion about the disease in the country has been highly polarised and politically framed, often with government agents and scientists disputing the truth about facts on the disease (Araújo and Oliveira; Recuero and Soares; Recuero et al.). Particularly, the social media ecosystem seems to play an important role in these disputes, as Brazilian President Jair Bolsonaro and his supporters use it as a key channel to spread disinformation about the virus (Lisboa et al.; Soares et al.). We use data from public groups on Facebook collected through CrowdTangle and a combination of social network analysis and content analysis to analyse the spread and the content of URLs and posts. Theoretical Background Disinformation has been central to the Covid-19 “infodemic”, created by the overabundance of information about the pandemic, which makes it hard for people to find reliable guidance and exacerbates the outbreak (Tangcharoensathien et al.). We consider disinformation as distorted, manipulated, or false information intentionally created to mislead someone (Fallis; Benkler et al.). Disinformation is often used to strengthen radical political ideologies (Benkler et al.). Around the world, political actors politically framed the discussion about the pandemic, which created a polarised public debate about Covid-19 (Allcott et al., Gruzd and Mai; Recuero and Soares). On social media, contexts of polarisation between two different political views often present opposed narratives about the same fact that dispute public attention (Soares et al.). This polarisation creates a suitable environment for disinformation to thrive (Benkler et al.) The polarised discussions are often associated with the idea of “bubbles”, as the different political groups tend to share and legitimate only discourses that are aligned with the group's ideological views. Consequently, these groups might turn into ideological bubbles (Pariser). In these cases, content shared within one group is not shared within the other and vice versa. Pariser argues that users within the bubbles are exposed exclusively to content with which they tend to agree. However, research has shown that Pariser’s concept of bubbles has limitations (Bruns), as most social media users are exposed to a variety of sources of information (Guess et al.). Nevertheless, polarisation might lead to different media diets and disinformation consumption (Benkler et al.). That is, users would have contact with different types of information, but they would choose to share certain content over others because of their political alignment (Bruns). Therefore, we understand that bubbles are created by the action of social media users who give preference to circulate (through retweets, likes, comments, or shares) content that supports their political views, including disinformation (Recuero et al.). Thus, bubbles are ephemeral structures (created by users’ actions in the context of a particular political discussion) with permeable boundaries (users are exposed to content from the outside) in discussions on social media. This type of ephemeral bubble might use disinformation as a tool to create a unique discourse that supports its views. However, it does not mean that actors within a “disinformation bubble” do not have access to other content, such as the news from the mainstream media. It means that the group acts to discredit and to overlap this content with an “alternative” story (Larsson). In addition, the mainstream media might disseminate false or inaccurate disinformation (Tsfati et al.). Particularly, we focus on inaccurate headlines that reinforce disinformation narratives, as social media users often only read news headlines (Newman et al.; Ofcom). This is especially problematic because a large number of social media users are exposed to mainstream media content, while exposure to disinformation websites is heavily concentrated on only a few users (Guess et al.; Tsfati et al.). Therefore, when the mainstream media disseminate disinformation, it is more likely that a larger number of social media users will be exposed to this content and share it into ideological bubbles. Based on this discussion, we aim to understand how the mainstream media contribute to the spread of disinformation discourses about Covid-19. Methods This study is about how mainstream media coverage might contribute to the spread of disinformation about Covid-19 on Facebook. We propose two hypotheses, as follows: H1: When mainstream media headlines frame the information in a way that reinforces the disinformation narrative, the links go into a “disinformation bubble”. H2: In these cases, Facebook users might use mainstream media coverage to legitimate disinformation narratives. We selected three case studies based on events that created both political debate and high media coverage in Brazil. We chose them based on the hypothesis that part of the mainstream media links could have produced headlines that support disinformation discourses, as the political debate was high. The events are: On 24 March 2020, Brazilian President Jair Bolsonaro made a public pronouncement on live television. In the week before the pronouncement, Brazilian governors decided to follow World Health Organisation (WHO) protocols and closed non-essential business. In his speech, Bolsonaro criticised social distancing measures. The mainstream media reproduced some of his claims and claims from other public personalities, such as entrepreneurs who also said the protocols would harm the economy. On 8 June 2020, a WHO official said that it “seems to be rare that an asymptomatic person transmits [Covid-19] onward to a secondary individual”. Part of the mainstream media reproduced the claim out of context, which could promote the misperception that both asymptomatic and pre-symptomatic persons (early stages of an illness, before the first symptoms) do not transmit Covid-19 at all. On 9 November 2020, Brazil’s national sanitary watchdog Anvisa reported that they had halted the clinical studies on the CoronaVac vaccine, developed by the Chinese company Sinovac. Bolsonaro often criticised CoronaVac because it was being produced in partnership with São Paulo’s Butantan Institute and became the subject of a political dispute between Bolsonaro and the Governor of São Paulo, João Dória. Bolsonaro said the halt of the CoronaVac trial was "another victory for Jair Bolsonaro". Anvisa halted the trail after a "severe adverse event". The mainstream media rapidly reverberated the decision. Later, it was revealed that the incident was a death that had nothing to do with the vaccine. Before we created our final dataset that includes links from the three events together, we explored the most shared URLs in each event. We used keywords to collect posts shared in the public groups monitored by CrowdTangle, a tool owned by Facebook that tracks publicly available posts on the platform. We collected posts in a timeframe of three days for each event to prevent the collection of links unrelated to the cases. We collected only posts containing URLs. Table 1 summarises the data collected. Table 1: Data collected Dates March 24-26 2020 June 8-10 2020 November 9-11 2020 Keywords “Covid-19” or “coronavirus” and “isolation” or “economy” “Covid-19” or “coronavirus” and “asymptomatic” “vaccine” and “Anvisa” or “CoronaVac” Number of posts 4780 2060 3273 From this original dataset, we selected the 60 most shared links from each period (n=180). We then filtered for those which sources were mainstream media outlets (n=74). We used content analysis (Krippendorff) to observe which of these URLs headlines could reinforce disinformation narratives (two independent coders, Krippendorff’s Alpha = 0.76). We focussed on headlines because when these links are shared on Facebook, often it is the headline that appears to other users. We considered that a headlined reinforced disinformation discourses only when it was flagged by both coders (n=21 – some examples are provided in Table 3 in the Results section). Table 2 provides a breakdown of this analysis. Table 2: Content analysis Event Mainstream media links Headlines that support disinformation discourses Number of links Number of posts Economy and quarantine 24 7 112 Asymptomatic 22 7 163 Vaccine trial 28 7 120 Total 74 21 395 As the number of posts that shared URLs with headlines that supported disinformation was low (n=395), we conducted another CrowdTangle search to create our final dataset. We used a sample of the links we classified to create a “balanced” dataset. Out of the 21 links with headlines that reinforced disinformation, we collected the 10 most shared in public groups monitored by CrowdTangle (this time, without any particular timeframe) (n=1346 posts). In addition, we created a “control group” with the 10 most shared links that neither of the coders considered could reinforce disinformation (n=1416 posts). The purpose of the “control group” was to identify which Facebook groups tend to share mainstream media links without headlines that reinforce disinformation narratives. Therefore, our final dataset comprises 20 links and 2762 posts. We then used social network analysis (Wasserman and Faust) to map the spread of the 20 links. We created a bipartite network, in which nodes are (1) Facebook groups and (2) URLs; and edges represent when a post within a group includes a URL from our dataset. We applied a modularity metric (Blondel et al.) to identify clusters. The modularity metric allows us to identify “communities” that share the same or similar links in the network map. Thus, it helped us to identify if there was a “bubble” that only shares the links with headlines that support disinformation (H1). To understand if the disinformation was supporting a larger narrative shared by the groups, we explored the political alignments of each cluster (H2). We used Textometrica (Lindgreen and Palm) to create word clouds with the most frequent words in the names of the cluster groups (at least five mentions) and their connections. Finally, we also analysed the posts that shared each of the 10 links with headlines that reinforced disinformation. This also helped us to identify how the mainstream media links could legitimate disinformation narratives (H2). Out of the 1346 posts, only 373 included some message (the other 973 posts only shared the link). We used content analysis to see if these posts reinforced the disinformation (two independent coders – Krippendorff’s Alpha = 0.723). There were disagreements in the categorisation of 27 posts. The two coders reviewed and discussed the classification of these posts to reach an agreement. Results Bubbles of information In the graph (Figure 1), red nodes are links with headlines that support disinformation discourses, blue nodes are the other mainstream media links, and black nodes are Facebook groups. Our first finding is that groups that shared headlines that support disinformation rarely shared the other mainstream media links. Out of the 1623 groups in the network, only 174 (10.7%) shared both a headline that supports disinformation discourse, and another mainstream media link; 712 groups (43.8%) only shared headlines that support disinformation; and 739 groups (45.5%) only shared other links from the mainstream media. Therefore, users’ actions created two bubbles of information. Figure 1: Network graph The modularity metric confirmed this tendency of two “bubbles” in the network (Figure 2). The purple cluster includes seven URLs with headlines that support disinformation discourse. The green cluster includes three headlines that support disinformation discourse and the other 10 links from the mainstream media. This result partially supports H1: When mainstream media headlines frame the information in a way that reinforces the disinformation narrative, the links go into a “disinformation bubble”. As we identified, most of the headlines that support disinformation discourse went into a separate “bubble”, as users within the groups of this bubble did not share the other links from the mainstream media. Figure 2: Network graph with modularity This result shows that users’ actions boost the creation of bubbles (Bakshy et al.), as they choose to share one type of content over the other. The mainstream media are the source of all the URLs we analysed. However, users from the purple cluster chose to share only links with headlines that supported disinformation discourses. This result is also related to the political framing of the discussions, as we explore below. Disinformation and Political Discourse We used word clouds (Lindgreen and Palm) to analyse the Facebook groups’ names to explore the ideological affiliation of the bubbles. The purple bubble is strongly related to Bolsonaro and his discourse (Figure 3). Bolsonaro is the most frequent word. Other prevalent words are Brazil, patriots (both related to his nationalist discourse), right-wing, conservative, military (three words related to his conservative discourse and his support of the military dictatorship that ruled Brazil from 1964 to 1985), President, support, and Alliance [for Brazil] (the name of his party). Some of the most active groups within the purple bubble are “Alliance for Brazil”, “Bolsonaro 2022 [next presidential election]”, “Bolsonaro’s nation 2022”, and “I am right-wing with pride”. Figure 3: Purple cluster word cloud Bolsonaro is also a central word in the green cluster word cloud (Figure 4). However, it is connected to other words such as “against” and “out”, as many groups are anti-Bolsonaro. Furthermore, words such as left-wing, Workers’ Party (centre-left party), Lula and Dilma Rousseff (two Workers’ Party ex-presidents) show another ideological alignment in general. In addition, there are many local groups (related to locations such as Rio de Janeiro, São Paulo, Rio Grande do Sul, Minas Gerais, and others), and groups to share news (news, newspaper, radio, portal). “We are 70 per cent [anti-Bolsonaro movement]”, “Union of the Left”, “Lula president”, and “Anti-Bolsonaro” are some of the most active groups within the green cluster. Figure 4: Green cluster word cloud Then, we analysed how users shared the mainstream media links with headlines that support disinformation discourses. In total, we found that 81.8% of the messages in the posts that shared these links also reproduced disinformation narratives. The frequency was higher (86.2%) when considering only posts that shared one of the seven links from the purple cluster (based on the modularity metric). Consequently, it was lower (64%) in the messages that shared one of the other three links. The messages often showed support for Bolsonaro; criticised other political and health authorities (the WHO, São Paulo Governor João Dória, and others), China, and the “leftists” (all opposition to Bolsonaro); claimed that quarantine and social distancing measures were unnecessary; and framed vaccines as dangerous. We provide some examples of headlines and posts in Table 3 (we selected the most-shared URL for each event to illustrate). This result supports H2 as we found that users shared mainstream media headlines that reinforce disinformation discourse to legitimate the disinformation narrative; and that it was more prevalent in the purple bubble. Table 3: Examples of headlines and posts Headline Post "Unemployment is a crisis much worse than coronavirus", says Bolsonaro Go to social media to support the President. Unemployment kills. More than any virus... hunger, depression, despair and everything UNEMPLOYMENT, THE DEPUTIES CHAMBER, THE SENATE AND THE SUPREME COURT KILL MORE THAN COVID19 Asymptomatic patients do not boost coronavirus, says WHO QUARANTINE IS FAKE #StayHome, the lie of the century! THIS GOES TO THE PUPPETS OF THE COMMUNIST PARTIES THE AND FUNERARY MEDIA Anvisa halts Coronavac vaccine trial after "serious adverse event" [The event] is adverse and serious, so the vaccine killed the person by covid And Doria [Governor of São Paulo and political adversary of Bolsonaro] wants to force you to take this shit This result shows that mainstream media headlines that support disinformation narratives may be used to reinforce disinformation discourses when shared on Facebook, making journalists potential agents of disinformation (Himma-Kadakas; Tsfati et al.). In particular, the credibility of mainstream news is used to support an opposing discourse, that is, a disinformation discourse. This is especially problematic in the context of Covid-19 because the mainstream media end up fuelling the infodemic (Tangcharoensathien et al.) by sharing inaccurate information or reverberating false claims from political actors. Conclusion In this article, we analysed how the mainstream media contribute to the spread of disinformation about Covid-19. In particular, we looked at how links from the mainstream media with headlines that support disinformation discourse spread on Facebook, compared to other links from the mainstream media. Two research questions guided this study: Are URLs with headlines that reinforce disinformation discourses and other mainstream media links shared into the same Facebook groups? Are the headlines that support disinformation discourses shared by Facebook users to reinforce disinformation narratives? We identified that (1) some Facebook groups only shared links with headlines that support disinformation narratives. This created a “disinformation bubble”. In this bubble, (2) Facebook users shared mainstream media links to reinforce disinformation – in particular, pro-Bolsonaro disinformation, as many of these groups had a pro-Bolsonaro alignment. In these cases, the mainstream media contributed to the spread of disinformation. Consequently, journalists ought to take extra care when producing news, especially headlines, which will be the most visible part of the stories on social media. This study has limitations. We analysed only a sample of links (n=20) based on three events in Brazil. Other events and other political contexts might result in different outcomes. Furthermore, we used CrowdTangle for data collection. CrowdTangle only provides information about public posts in groups monitored by the tool. Therefore, our result does not represent the entire Facebook. References Allcott, Hunt, et al. “Polarization and Public Health: Partisan Differences in Social Distancing during the Coronavirus Pandemic.” National Bureau of Economic Research, Working Paper No. 26946 (2020). 6 Jan. 2021 <https://doi.org/10.3386/w26946>. Araújo, Ronaldo Ferreira, and Thaiane Moreira Oliveira. “Desinformação e Mensagens Sobre a Hidroxicloroquina no Twitter: Da Pressão Política à Disputa Científica.” Atoz – Novas Práticas em Informação e Conhecimento 9.2 (2020). 6 Jan. 2021 <http://dx.doi.org/10.5380/atoz.v9i2.75929>. Bakshy, Eytan, et al. “Exposure to Ideologically Diverse News and Opinion on Facebook.” Science 348.6239 (2015). 6 Jan. 2021 <https://science.sciencemag.org/content/348/6239/1130>. Benkler, Yochai, et al. Network Propaganda: Manipulation, Disinformation, and Radicalization in American Politics. New York: Oxford University Press, 2018. Blondel, Vincent D., et al. “Fast Unfolding of Communities in Large Networks.” Physics.soc-ph (2008). 6 Jan. 2021 <http://lanl.arxiv.org/abs/0803.0476>. Bruns, Axel. Are Filter Bubbles Real?. Cambridge: Polity Press, 2019. CrowdTangle Team. CrowdTangle. Menlo Park, Calif.: Facebook, 2020. <https://apps.crowdtangle.com/search/>. Fallis, Don. “What Is Disinformation?” Library Trends 63.3 (2015): 401-426. Glasser, Susan B. “Covering Politics in a ‘Post-Truth’ America.” Brookings Institution Press, 2 Dec. 2016. 22 Feb. 2021 <https://www.brookings.edu/essay/covering-politics-in-a-post-truth-america/>. Gruzd, Anatoliy, and Philip Mai. “Going Viral: How a Single Tweet Spawned a COVID-19 Conspiracy Theory on Twitter.” Big Data & Society, 7.2 (2020). 6 Jan. 2021 <https://doi.org/10.1177/2053951720938405>. Guess, Andrew, et al. Avoiding the Echo Chamber about Echo Chambers: Why Selective Exposure to Like-Minded Political News Is Less Prevalent than You Think. Miami: John S. and James L. Knight Foundation, 2018. Hayes, Arthur S., et al. “Shifting Roles, Enduring Values: The Credible Journalist in a Digital Age.” Journal of Mass Media Ethics 22.4 (2007): 262-279. 22 Feb.2021 <https://doi.org/10.1080/08900520701583545>. Himma-Kadakas, Marju. “Alternative Facts and Fake News Entering Journalistic Content Production Cycle”. Cosmopolitan Civil Societies: An Interdisciplinary Journal 9.2 (2017). 6 Jan. 2021 <https://doi.org/10.5130/ccs.v9i2.5469>. Kripendorff, Klaus. Content Analysis: An Introduction to Its Methodology. California: Sage Publications, 2013. Larsson, Anders Olof. “News Use as Amplification – Norwegian National, Regional and Hyperpartisan Media on Facebook.” Journalism & Mass Communication Quarterly 96 (2019). 6 Jan. 2021 <https://doi.org/10.1177/1077699019831439>. Lindgreen, Simon, and Fredrik Palm. Textometrica Service Package (2011). 6 Jan. 2021 <http://textometrica.humlab.umu.se>. Lisboa, Lucas A., et al. “A Disseminação da Desinformação Promovida por Líderes Estatais na Pandemia da COVID-19.” Proceedings of the Workshop Sobre as Implicações da Computação na Sociedade (WICS), Porto Alegre: Sociedade Brasileira de Computação, 2020. 6 Jan. 2021 <https://doi.org/10.5753/wics.2020.11042>. Newman, Nic, et al. Reuters Institute Digital News Report 2018. Oxford: Oxford University, 2018. Ofcom. “Scrolling News: The Changing Face of Online News Consumption.” 2016. 23 Feb. 2021 <https://www.ofcom.org.uk/__data/assets/pdf_file/0022/115915/Scrolling-News.pdf>. Pariser, Eli. The Filter Bubble. New York: Penguin, 2011. Recuero, Raquel, and Felipe Soares. “O Discurso Desinformativo sobre a Cura do COVID-19 no Twitter: Estudo de Caso.” E-Compós (2020). 23 Feb. 2021 <https://doi.org/10.30962/ec.2127>. Recuero, Raquel, et al. “Polarization, Hyperpartisanship, and Echo Chambers: How the Disinformation about COVID-19 Circulates on Twitter.” Contracampo (2021, in press). 23 Feb. 2021 <https://doi.org/10.1590/SciELOPreprints.1154>. Soares, Felipe Bonow, et al. “Disputas discursivas e desinformação no Instagram sobre o uso da hidroxicloroquina como tratamento para o Covid-19.” Proceedings of the 43º Congresso Brasileiro de Ciências da Comunicação, Salvador: Intercom, 2020. 23 Feb. 2021 <http://www.intercom.org.br/sis/eventos/2020/resumos/R15-0550-1.pdf>. Tangcharoensathien, Viroj, et al. “Framework for Managing the COVID-19 Infodemic: Methods and Results of an Online Crowdsourced WHO Technical Consultation.” J Med Internet Res 22.6 (2020). 6 Jan. 2021 <https://doi.org/10.2196/19659>. Tsfati, Yariv, et al. “Causes and Consequences of Mainstream Media Dissemination of Fake News: Literature Review and Synthesis.” Annals of the International Communication Association 44.2 (2020): 157-173. 22 Feb. 2021 <https://doi.org/10.1080/23808985.2020.1759443>. Wasserman, Stanley, and Katherine Faust. Social Network Analysis: Methods and Applications. Cambridge: Cambridge UP, 1994.

In the middle of the nineteenth century, Marcus Clarke famously described the Australian outback as displaying a “Weird Melancholy” (qtd. in Gelder 116). The strange sights, sounds, and experiences of Australia’s rural locations made them ripe for the development of the European genre of the Gothic in a new location, a mutation which has continued over the past two centuries. But what does it mean for Australia’s Gothic landscapes to be associated with the affective qualities of the melancholy? And more particularly, how and why does this Gothic effect (and affect) appear in the most accessible Gothic media of the twenty-first century, the television series? Two recent Australian television adaptations, Wake in Fright (2017, dir. Kriv Stenders) and Mystery Road (2018, dir. Rachel Perkins) provoke us to ask the question: how does their pictorial representation of the Australian outback and its inhabitants overtly express rage and its close ties to melancholia, shame and violence? More particularly, I argue that in both series this rage is turned inwards rather than outwards; rage is turned into melancholy and thus to self-destruction – which constructs an allegory for the malaise of our contemporary nation. However, here the two series differ. While Wake in Fright posits this as a never-ending narrative, in a true Freudian model of melancholics who fail to resolve or attend to their trauma, Mystery Road is more positive in its positioning, allowing the themes of apology and recognition to appear, both necessary for reparation and forward movement.Steven Bruhm has argued that a psychoanalytic model of trauma has become the “best [way to] understand the contemporary Gothic and why we crave it” (268), because the repressions and repetitions of trauma offer a means of playing out the anxieties of our contemporary nation, its fraught histories, its conceptualisations of identity, and its fears for the future. Indeed, as Bruhm states, it is precisely because of the way in which “the Gothic continually confronts us with real, historical traumas that we in the west have created” that they “also continue to control how we think about ourselves as a nation” (271). Jerrold E. Hogle agrees, noting that “Gothic fiction has always begun with trauma” (72). But it is not only that Gothic narratives are best understood as traumatic narratives; rather, Hogle posits that the Gothic is uniquely situated as a genre for dealing with the trauma of our personal and national histories because it enables us to approach the contradictions and conflicts of traumatic experience:I find that the best of the post-9/11 uses of Gothic in fiction achieve that purpose for attentive readers by using the conflicted un-naturalness basic to the Gothic itself to help us concurrently grasp and conceal how profoundly conflicted we are about the most immediate and pervasive cultural “woundings” of our western world as it has come to be. (75)Hogle’s point is critical for its attention to the different ways trauma can be dealt with in texts and by readers, returning in part to Sigmund Freud’s distinction between mourning and melancholia: where mourning is the ‘healthy’ process of working through or narrativising trauma. However, melancholia coalesces into a denial or repression of the traumatic event, and thus, as Freud suggests, its unresolved status reappears during nightmares and flashbacks, for example (Rall 171). Hogle’s praise for the Gothic, however, lies in its ability to move away from that binary, to “concurrently grasp and conceal” trauma: in other words, to respond simultaneously with mourning and with melancholy.Hogle adds to this classic perspective of melancholia through careful attention to the way in which rage inflects these affective responses. Under a psychoanalytic model, rage can be seen “as an infantile response to separation and loss” (Kahane 127). The emotional free-rein of rage, Claire Kahane points out, “disempowers us as subjects, making us subject to its regressive vicissitudes” (127; original emphasis). In Bodies That Matter, Judith Butler explicates this in more detail, making clear that this disempowerment, this inability to clearly express oneself, is what leads to melancholia. Melancholia, then, can be seen as a loss or repression of the identifiable cause of the original rage: this overwhelming emotion has masked its original target. “Insofar as grief remains unspeakable”, Butler posits, “the rage over the loss can redouble by virtue of remaining unavowed. And if that very rage over loss is publicly proscribed, the melancholic effects of such a proscription can achieve suicidal proportions” (212). The only way to “survive” rage in this mutated form of melancholia is to create what Butler terms “collective institutions for grieving”; these enablethe reassembling of community, the reworking of kinship, the reweaving of sustaining relations. And insofar as they involve the publicisation and dramatisation of death, they call to be read as life-affirming rejoinders to the dire psychic consequences of a grieving process culturally thwarted and proscribed. (212-13)Butler’s reading thus aligns with Hogle’s, suggesting that it is in our careful attendance to the horrific experience of grief (however difficult) that we could navigate towards something like resolution – not a simplified narrative of working through, to be sure, but a more ethical recognition of the trauma which diverts it from its repressive impossibilities. To further the argument, it is only by transforming melancholic rage into outrage, to respond with an affect that puts shame to work, that rage will become politically effective. So, outrage is “a socialised and mediated form of rage … directed toward identifiable and bounded others in the external world” (Kahane 127-28). Melancholia and shame might then be seen to be directly opposed to one another: the former a failure of rage, the latter its socially productive incarnation.The Australian Gothic and its repetition of a “Weird Melancholy” exhibit this affective model. Ken Gelder has emphasised the historical coincidences: since Australia was colonised around the same time as the emergence of the Gothic as a genre (115), it has always been infused with what he terms a “colonial melancholia” (119). In contemporary Gothic narratives, this is presented through the repetition of the trauma of loss and injustice, so that the colonial “history of brutal violence and exploitation” (121) is played out, over and over again, desperate for resolution. Indeed, Gelder goes so far as to claim that this is the primary fuel for the Gothic as it manifests in Australian literature and film, arguing that since it is “built upon its dispossession and killings of Aboriginal people and its foundational systems of punishment and incarceration, the colonial scene … continues to shadow Australian cultural production and helps to keep the Australian Gothic very much alive” (121).That these two recent television series depict the ways in which rage and outrage appear in a primal ‘colonial scene’ which fixes the Australian Gothic within a political narrative. Both Wake in Fright and Mystery Road are television adaptations of earlier works. Wake in Fright is adapted from Kenneth Cook’s novel of the same name (1961), and its film adaptation (1971, dir. Ted Kotcheff). Mystery Road is a continuation of the film narrative of the same name (2013, dir. Ivan Sen), and its sequel, Goldstone (2016, dir. Ivan Sen). Both narratives illustrate the shift – where the films were first viewed by a high-culture audience attracted to arthouse cinema and modernist fiction – to the re-makes that are viewed in the domestic space of the television screen and/or other devices. Likewise, the television productions were not seen as single episodes, but also linked to each network’s online on-demand streaming viewers, significantly broadening the audience for both works. In this respect, these series both domesticate and democratise the Gothic. The televised series become situated publicly, recalling the broad scale popularity of the Gothic genre, what Helen Wheatley terms “the most domestic of genres on the most domestic of media” (25). In fact, Deborah Cartmell argues that “adaptation is, indeed, the art form of democracy … a ‘freeing’ of a text from the confined territory of its author and of its readers” (8; emphasis added). Likewise, André Bazin echoes this notion that the adaptation is a kind of “digest” of the original work, “a literature that has been made more accessible through cinematic adaptation” (26; emphasis added). In this way, adaptations serve to ‘democratise’ their concerns, focussing these narratives and their themes as more publically accessible, and thus provoking the potential for a broader cultural discussion. Wake in FrightWake in Fright describes the depraved long weekend of schoolteacher John Grant, who is stuck in the rural town of Bundinyabba (“The Yabba”) after he loses all of his money in an ill-advised game of “Two Up.” Modernising the concerns of the original film, in this adaptation John is further endangered by a debt to local loan sharks, and troubled by his frequent flashbacks to his lost lover. The narrative does display drug- and alcohol-induced rage in its infamous pig-shooting (originally roo-shooting) scene, as well as the cold and threatening rage of the loan shark who suspects she will not be paid, both of which are depicted as a specifically white aggression. Overall, its primary depiction of rage is directed inward, rather than outward, and in this way becomes narrowed down to emphasise a more individual, traumatic shame. That is, John’s petulant rage after his girlfriend’s rejection of his marriage proposal manifests in his determination to stolidly drink alone while she swims in the ocean. When she drowns while he is drunk and incapable to rescue her, his inaction becomes the primary source of his shame and exacerbates his self-focused, but repressed rage. The subsequent cycles of drinking (residents of The Yabba only drink beer, and plenty of it) and gambling (as he loses over and over at Two-Up) constitute a repetition of his original trauma over her drowning, and trigger the release of his repressed rage. While accompanying some locals during their drunken pig-shooting expedition, his rage finds an outlet, resulting in the death of his new acquaintance, Doc Tydon. Like John, Doc is the victim of a self-focused rage and shame at the death of his young child and the abdication of his responsibilities as the town’s doctor. Both John and Doc depict the collapse of authority and social order in the “Weird Melancholy” of the outback (Rayner 27), but this “subversion of the stereotype of capable, confident Australian masculinity” (37) and the decay of community and social structure remains static. However, the series does not push forward towards a moral outcome or a suggestion of better actions to inspire the viewer. Even his desperate suicide attempt, what he envisions as the only ‘ethical’ way out of his nightmare, ends in failure and is covered up by the local police. The narrative becomes circular: for John is returned to The Yabba every time he tries to leave, and even in the final scene he is back in Tiboonda, returned to where he started, standing at the front of his classroom. But importantly, this cycle mimics John’s cycle of unresolved shame, suggests an inability to ‘wake’ from this nightmare of repetition, with no acknowledgement of his individual history and his complicity in the traumatic events. Although John has outlived his suicide attempt, this does not validate his survival as a rebirth. Rather, John’s refusal of responsibility and the accompanying complicity of local authorities suggests the inevitability of further self-damaging rage, shame, and violence. Outback NoirBoth Wake in Fright and Mystery Road have been described as “outback noir” (Dolgopolov 12), combining characteristics of the Gothic, the Western, and film noir in their depictions of suffering and the realisation (or abdication) of justice. Greg Dolgopolov explains that while traditional “film noir explores the moral trauma of crime on its protagonists, who are often escaping personal suffering or harrowing incidents from their pasts” (12), these examples of Australian (outback) noir are primarily concerned with “ancestral trauma – that of both Indigenous and settler. Outback noir challenges official versions of events that glide over historical massacres and current injustices” (12-13).Wake in Fright’s focus on John’s personal suffering even as his crimes could become allegories for national trauma, aligns this story with traditional film noir. Mystery Road is caught up with a more collectivised form of trauma, and with the ‘colonialism’ of outback noir means this adaptation is more effective in locating self-rage and melancholia as integral to social and cultural dilemmas of contemporary Australia. Each series takes a different path to the treatment of race relations in Australia within a small and isolated rural context. Wake in Fright chooses to ignore this historical context, setting up the cycle of John’s repression of trauma as an individual fate, and he is trapped to repeat it. On the other hand, Mystery Road, just like its cinematic precursors (Mystery Road and Goldstone), deals with race as a specific theme. Mystery Road’s nod to the noir and the Western is emphasised by the character of Detective Jay Swan: “a lone gunslinger attempting to uphold law and order” (Ward 111), he swaggers around the small township in his cowboy hat, jeans, and boots, stoically searching for clues to the disappearance of two local teenagers. Since Swan is himself Aboriginal, this transforms the representation of authority and its failures depicted in Wake in Fright. While the police in Wake in Fright uphold the law only when convenient to their own goals, and further, to undertake criminal activities themselves, in Mystery Road the authority figures – Jay himself, and his counterpart, Senior Sergeant Emma James, are prominent in the community and dedicated to the pursuit of justice. It is highly significant that this sense of justice reaches beyond the present situation. Emma’s family, the Ballantynes, have been prominent landowners and farmers in the region for over one hundred years, and have always prided themselves on their benevolence towards the local Indigenous population. However, when Emma discovers that her great-grandfather was responsible for the massacre of several young Aboriginal men at the local waterhole, she is overcome by shame. In her horrified tears we see how the legacy of trauma, ever present for the Aboriginal population, is brought home to Emma herself. As the figurehead for justice in the town, Emma is determined to label the murders accurately as a “crime” which must “be answered.” In this acknowledgement and her subsequent apology to Dot, she finds some release from this ancient shame.The only Aboriginal characters in Wake in Fright are marginal to the narrative – taxi drivers who remain peripheral to the traumas within the small town, and thus remain positioned as innocent bystanders to its depravity. However, Mystery Road is careful to avoid such reductionist binaries. Just as Emma discovers the truth about her own family’s violence, Uncle Keith, the current Aboriginal patriarch, is exposed as a sexual predator. In both cases the men, leaders in the past and the present, consider themselves as ‘righteous’ in order to mask their enraged and violent behaviour. The moral issue here is more than a simplistic exposition on race, rather it demonstrates that complexity surrounds those who achieve power. When Dot ultimately ‘inherits’ responsibility for the Aboriginal Land Rights Commission this indicates that Mystery Road concludes with two female figures of authority, both looking out for the welfare of the community as a whole. Likewise, they are involved in seeking the young woman, Shevorne, who becomes the focus of abuse and grief, and her daughter. Although Jay is ultimately responsible for solving the crime at the heart of the series, Mystery Road strives to position futurity and responsibility in the hands of its female characters and their shared sense of community.In conclusion, both television adaptations of classic movies located in Australian outback noir have problematised rage within two vastly different contexts. The adaptations Wake in Fright and Mystery Road do share similar themes and concerns in their responses to past traumas and how that shapes Gothic representation of the outback in present day Australia. However, it is in their treatment of rage, shame, and violence that they diverge. Wake in Fright’s failure to convert rage beyond melancholia means that it fails to offer any hope of resolution, only an ongoing cycle of shame and violence. But rage, as a driver for injustice, can evolve into something more positive. In Mystery Road, the anger of both individuals and the community as a whole moves beyond good/bad and black/white stereotypes of outrage towards a more productive form of shame. In doing so, rage itself can elicit a new model for a more responsible contemporary Australian Gothic narrative.References Bazin, André. “Adaptation, or the Cinema as Digest.” Film Adaptation. 1948. Ed. James Naremore. New Brunswick, NJ: Rutgers, 2000. 19-27.Bruhm, Steven. “The Contemporary Gothic: Why We Need It.” The Cambridge Companion to Gothic Fiction. Ed. Jerrold E. Hogle. Cambridge: Cambridge UP, 2002. 259-76.Butler, Judith. Bodies That Matter: On the Discursive Limits of “Sex.” London: Routledge, 1993.Cartmell, Deborah. “100+ Years of Adaptations, or, Adaptation as the Art Form of Democracy.” A Companion to Literature, Film, and Adaptation. Ed. Deborah Cartmell. Chichester: Blackwell, 2012. 1-13.Dolgopolov, Greg. “Balancing Acts: Ivan Sen’s Goldstone and ‘Outback Noir.’” Metro 190 (2016): 8-13.Gelder, Ken. “Australian Gothic.” The Routledge Companion to Gothic. Eds. Catherine Spooner and Emma McEvoy. London: Routledge, 2007. 115-23.Hogle, Jerrold E. “History, Trauma and the Gothic in Contemporary Western Fictions.” The Gothic World. Eds. Glennis Byron and Dale Townshend. London: Routledge, 2014. 72-81.Kahane, Claire. “The Aesthetic Politics of Rage.” States of Rage: Emotional Eruption, Violence, and Social Change. Eds. Renée R. Curry and Terry L. Allison. New York: New York UP, 1996. 126-45.Perkins, Rachel, dir. Mystery Road. ABC, 2018.Rall, Denise N. “‘Shock and Awe’ and Memory: The Evocation(s) of Trauma in post-9/11 Artworks.” Memory and the Wars on Terror: Australian and British Perspectives. Eds. Jessica Gildersleeve and Richard Gehrmann. Houndmills: Palgrave Macmillan, 2017. 163-82.Rayner, Jonathan. Contemporary Australian Cinema: An Introduction. Manchester: Manchester UP, 2000.Stenders, Kriv, dir. Wake in Fright. Roadshow Entertainment, 2017.Ward, Sarah. “Shadows of a Sunburnt Country: Mystery Road, the Western and the Conflicts of Contemporary Australia.” Screen Education 81 (2016): 110-15.Wheatley, Helen. “Haunted Houses, Hidden Rooms: Women, Domesticity and the Gothic Adaptation on Television.” Popular Television Drama: Critical Perspectives. Eds. Jonathan Bignell and Stephen Lacey. Manchester: Manchester UP, 2005. 149-65.