Articles de revues sur le sujet « Common worlding »

This paper introduces common worlding approaches in early childhood education as possibilities for situating educational practices within current times of environmental precarity. Particularly, it offers new questions to early childhood nature education practices that reinscribe settler colonial and Euro-Western binary logics.

At the outset, a distinction is drawn between globalization, that takes the shape of a consensus imposed from above, and worlding, that takes the shape of a dissensus developed from below. In Jacques Rancière’s terms, globalization “polices” a political space, suppresses conflicts among its constituents, appropriates and translates everything into its own identity parameters. By pointing out the “political” gap between what is claimed and what is within the given space, worlding, in contrast. insists on disagreement. However, these two reconfigurations and recalibrations of human being-in-common are never diametrically opposed, but are interrelated and intertwined. Worlding can start as a liberating “politics” but, as soon as it institutes its platform of commonality, may slip into an imposed “police”. Since political disagreement necessarily aims to legitimize its unrecognized identities, a surreptitious perversion of dissensual politics into a consensual police is its inescapable ultimate consequence. Disagreement invents names and utterances, setting up new collectivities that solidify their identities by “policing” their spaces. Accordingly, one can conclude that worlding starts as an emancipating project that gradually turns into discriminating globalization. The continuous slide of one into the other impeded and disconcerted the political space of European modernity from its very beginnings, accompanying it like an uncanny shadow. This space repeatedly proliferated both its internal (intra-European) and external (extra-European) “zones of indistinction”, whose residents forged transborder alliances with the aim of its recalibration and reconfiguration.

Over the last decade, there has been an expansion of scholarly and activist engagement with the commons. This interest corresponds to a growing quest for alternatives to capitalism in view of ongoing socio- ecological crises. As neoliberal capitalism intensifies enclosure of the commons, local actions to reclaim old commons and invent new ones to counter these processes are also on the rise. However, there are diverse conceptions of the commons, and pitfalls in their reproduction and in mobilizing this vocabulary in the dominant neoliberal individualistic culture. Our understanding remains limited about how spaces for commons and commoning practices can be expanded, as well as about specific practices, relations and imaginaries that support commons and subjectivities of being-in-common. This Special Issue on the “Commons, Commoning and Co-becomings” seeks to deepen our understanding of ‘actually-existing’ and ‘more-than- human’ commons in the world, and how ways of relating to them open up possibilities of responding to current socioenvironmental challenges and generating beyond-capitalist ways of life. Exploring commoning experiences in diverse settings, the papers assembled in this Special Issue illustrate the role that commons and commoning practices play in reconfiguring human-nature relations. Thinking with these papers, we draw attention to three interrelated areas: relational aspects of the work of commoning (practices, labor, care) in transforming our world and being transformed by it; the role of commons and commoning practices in generating subjectivities of being-in-common; and difference and divergences (or, un-commoning) that persist and emerge in commoning processes. We offer these themes as directions to better understand and enact the potential of commons and commoning for worlding—crafting, (re)producing—of a pluriverse of post-capitalist worlds and life in- common.

The current Earthly crisis demands new imaginings, conceptualisations and practices of tourism. This paper develops a post-anthropocentric approach to envisioning the possibilities of the ‘proximate’ in tourism settings. The existing generic definitions of proximity tourism refer to a form of tourism that emphasises local destinations, short distances and lower-carbon modes of transport, as well as the mundane exceptionality of the ordinary. We conceptualise proximity tourism with feminist new materialist literature, which accords agency to the ongoing common worlding of all matter—including but not limited to humans—rather than to separate individual agents. More specifically, our research explores the idea of proximity by drawing closer to the geo—to the Earth—through geological walks in the Pyhä National Park in Finnish Lapland. We analyse these walks with the notions of rhythmicity, vitality and care—ideas constructed from the theoretical heritage guiding our study. By doing this, we explore the potential of proximity tourism in ways that intertwine non-living and living matter, science stories, history, local communities and tourism. The outcome of this analysis, we propose, composes one possible narrative of tourism after the Anthropocene.

AbstractThe New Materialisms constitute a rich field of critical inquiry that does not represent a unified approach; yet there is a general tendency to theorise objects by highlighting their agency, independence, and withdrawnness from human actors. Jane Bennett speaks of “thing power” in order to invoke the activities of “nonsubjects,” and she suggests to marginalise questions of human subjectivity and focus instead on the trajectories and propensities of material entities themselves. This essay takes issue with Bennett’s and other New Materialist thought, and it also offers a critical engagement with Bruno Latour’s notion of nonhuman agency. In his recent work, Latour has been concerned with the question of how we can tell our “common geostory.” Taking up his literary example (by Mark Twain) and adding one of my own (by William Faulkner), this essay argues that our understanding of the powers of rivers and other nonhuman agents remains rather limited if we attend primarily to the mechanics of storytelling in the way Latour does. Rather, it is the aesthetic and experiential registers of literary worlding that offer alternative venues for imagining nonhuman beings and our interactions with them in the era of the Anthropocene.

STEM and sustainability education have become established concepts in what are understood to be progressive Canadian early childhood (EC) programs, often framed as a conduit for building more sustainable futures. But, how young children learn about ecological systems creates material consequences in the world. In an action research, inquiry-based study on the West Coast of Canada, we use arts-based collaborative methods and a feminist environmental framework to unsettle the foundational logics continuing to uphold the untenable patterns of living that children are learning to contend with. Recognizing the importance of promoting livable futures as a central concern to educators, practitioners and researchers in the field, this article invites reflection of the field’s dual obsession with enhancing children’s cognitive development and perpetuating notions of a pure and separate sphere within which childhood is imagined to exist. It explores the potential of looking within our pedagogies and practices for potential complicities in promoting the very conditions we seek to change. This research proposes a common worlding approach in early childhood education as a method for shifting anthropocentric understandings about the so-called ‘natural world’ and our place in it. In particular, it raises concerns with capitalist and colonial values that continue to permeate popularized STEM and sustainability frameworks in North America.

Abstract The new geological epoch defined by hu/man brings an end to the modern narrative and worldview of an independent anthropological agent who thrives on the passive and unlimited resources of nature and thus, one day, will transcend planetary boundaries to become truly liberated. Counterintuitively to its name, this new planetary time unit is characterized by a critical situation of formerly separated entities, hu/man and earth, which now prove to be inextricably bound together but struggle to find a common and thus livable ground. By taking ground (stemming from Greek pédon) in the sense of earth, soil and bedrock as a literally and materially relevant contact zone of our current geo-historical transformation, alternative relationships of mankind and planet can be developed. Especially the notion layers of time allows for a useful approach to both forms of horizontal manifestation, geological and historical strata, which express the interdependent reality or co-constructive worlding in the age of Anthropocene. Thus, the Anthropocene indicates an ambivalent and yet undefined dynamic for the planet and its inhabitants, since extensive geoengineering, the excavation and penetration of ground, signifies the undertaking of hu/man to realize dominance over the planet, while myriad human trace fossils are giving an ominous sign of mankind’s wasteful and self-destructive lifestyle, signaling an imminent return to the earth it originally emerged from.

The main theme of the book is the study of how "Third Worldism"-as aschool of thought-was born and developed, how it reached its apogee in themid-1970s, and how it disappeared from the international scene in the 1980s,leaving in its place new trends such as liberalization, democratization, andlslamism. The author demonstrates his thesis through an examination ofAlgeria. Robert Malley explains his choice of Algeria for this case study by sayingthat Algeria is one of the "principal surrogates of Third Worldism," addingthat "understanding Algeria's contemporary history is a good way to understandwhat has happened to the formerly progressive Third World." This led theauthor to divide his book into three parts.Part 1, "Gestation," is itself subdivided into two chapters. Chapter 1, "WhenSouth Met North," shows how Third Worldism was born th.rough a process ofdialogue/conflict between the North and the South. Chapter 2, "The Origins ofAlgerian Third Worldism," demonstrates how Third World ideas were born anddeveloped in Algeria, starting from the Ottoman era, th.rough the colonial periodand the war for Algerian independence up to its apogee in the mid-1970s. Inparticular, he emphasizes the roles played by such Algerian personalities asMessali Hadj, the Emir Khaled, Ferhat Abbas, and Ibn Badis, in promoting theideas of freedom, equality, solidarity, and justice, which have been the foundingprinciples of Third Worldism. The author also shows the role that Islam hasalways played in Third Worldist Algeria, notably through what has been called"Socialist Islam."Part 2, "Apogee," includes two chapters. In chapter 1 (the third chapter), "TheMaking of a World," the author starts with the concept of Third World (TiersMonde) as used for the first time in 1952 by French economist Alfred Sauvy,in relation to the "Tiers-Etats" which played an important role in the FrenchRevolution in 1789. Then, the author recaJJs the authentic founding event ofThird Worldism-the Bandung Conference of 1955. At the conference, twentynineAfro-Asian "heads of states, including the Algerian FLN, representing1,300 million people," met to promote a collective self-reliance strategy withinThird World countries; curiously enough, at the end of it, a resolution wasadopted calling for the independence of Algeria. The apogee of Third Worldism,the author recalls, was reached in 1974 when the U.N. General Assemblylaunched its Sixth Special Session on Raw Materials and Development andcalled-under the initiative of Algeria-for a New International EconomicOrder (NIEO) based on the principles of equity, sovereignty, equality, interdependence,common interest, and cooperation among all states, irrespective ofthe economic and social systems ...

Abstract This article critiques current theories of the commons as having been produced and sustained by human-centered paradigms of intellectual reasoning. It develops a commons beyond the human in response, which offers another way to envisage the commons and its pledge to the construction of better, alternate futures. Rather than advance yet another definition of the commons, this article examines how its means of knowledge production might ensue differently by dislocating the concept from its existing points of epistemological orientation. At the heart of this inquiry lies an attempt to rethink the commons concept beyond its regulating logics of liberal humanism, a radical reconsideration of the kinds of politics it should and might still enable beyond the lure of progressive reason. Turning to a reading of Alexis Wright’s 2013 novel The Swan Book, the article argues that a commons beyond the human gathers in the text through the more-than-human existence engendered between a young Aboriginal girl, Oblivia, and a flock of black swans. The novel presents neither the disavowal of the inherited knowledges of the commons nor a concrete policy to herald its appearance in a conjectural future, but a critical expansion of its transitive acts of worlding. This is made feasible by its insistence on upholding an Indigenous Australian ontological reality as the structuring provision for its narratives—one that has long stressed its dissonance from dominant Western genres of thinking and being.

This article contributes to recent scholarly efforts to reassess the history of Third-Worldism in Europe during the Cold War. Focusing on left-wing activists who mobilized through and beyond the long 1960s in the Spanish city of Santa Coloma de Gramenet, the article demonstrates how local communities drew meaning from and projected meaning onto the Third World to help them understand domestic conditions under the Francoist dictatorship, find common ground during the transition to democracy, and carve out a new role for Spanish democracy on European and global stages based on the collective values of non-alignment, participation, Third-World optimism and solidarity.

Here the worldling now all bound in fetters liesstarts to fear his God, his tears flow from his eyesJustice comes along, with gallows, wheel and sword:God tells the pious man to enter Heaven's door.Across medieval Western Europe, those who committed serious wrongs, such as homicide, arson, treason, and rape were subject to a wide range of capital punishments that were seemingly brutal, frequently bloody, and at times spectacular. Grisly images of an executioner dismembering a condemned's limbs from his torso, smashing his chest cavity, gouging his eyes, or piercing his body with hot pokers are the common stuff of scaffold art in the high Middle Ages. Such images attest to the critical role of pain in medieval capital punishment. Whereas in our day all attempts are made to render penal death painless, in the high and late Middle Ages, the tie between pain and death is not only tolerated but, at times, purposefully exacerbated.

Abstract This article carries out a diffractive reading of Kurt Vonnegut through the writings of Donna Haraway. Vonnegut and Haraway never read each other, yet this essay argues that they are kindred spirits, or oddkin. Both authors challenge the distinction between theory and fiction in their practice. The approach of Vonnegut’s work from the perspective of Haraway’s is through the polysemic notion of SF and her diagnosis of the “trouble.” The reading has two parts. First, it focuses on Vonnegut’s diagnosis of the trouble, leading deep into the military-industrial-entertainment complex with its machines, engineers, cyborgs, monsters, and wars. Second, in line with Haraway’s notion of SF, it analyses Vonnegut’s creation of new worldings centered on an understanding of life as sympoietic. In Vonnegut’s fiction, the deeply relational nature of life is expressed in a range of speculative settings, both terrestrial and extraterrestrial. To stay with the trouble means developing other social arrangements based on new sensibilities and forms of perception. Vonnegut and Haraway share a common vision centered on a relational and monstrous understanding of life that leads, in turn, to an ethics of care that bridges the barriers and enables associations of humans and nonhumans.

<p>Photovoltaic energy is one of the fastest growing renewable energy sources in the worldand as the issue of energy security is becoming more and more important it could be a promising option. But as photovoltaic energy is becoming widespread and penetration level of photovoltaic power plants increase, issues rise in distribution networks.In this paper a power control scheme for a high penetration photovoltaic power plant in a radial distribution network will be presented. This control scheme includes an efficient Maximum Power Point Tracking (MPPT), DC link voltage control by managing power balance between the hysteresis controlled inverter and a boost converter. Another aspect of High Penetration PV (HPPV) which is overvoltage in Point of Common Coupling (PCC) is also investigated and maximum allowable Penetration Level (PL) will be determined. Simulations have been done in Matlab/Simulink environment.</p>

This article describes the study of discourse analysis in a specified domain of maxim upon a selected work of Japanese literature, in form of light novel written by Akira Kareno and illustrated by Ue, entitled equals in English as ‘What Do You Do at the End of the World? Are You Busy? Will You Save Us?’. Several objectives are deduced by the researcher in quest of finding the forms of these cooperative principles within the passage. Briefly, maxim itself is a maxim is a compact expression of a general truth or rule of conduct. Also known as a proverb, saying, adage, sentential, and precept, which emphasized the use of formulaic ways of conveying the common wisdom of the people. In our analysis of ‘WorldEnd’ light novel, the varieties of Gricean maxim: maxim of quantity, quality, relevance, and manner, are discussed in order in relation with true meaning discovery behind each cooperative principles properties.

The introduction to this book credits the author with clarifying theoperative attitudes of Americans towards Islam by looking at the causeand result of the Muslim image in American literature. However, regretis expressed that Sha'ban had to be heroically selective about a subjectradiating in many rich directions. Apparently, the book offers fresh insightsand new possibilities for exploration and discovery, therebycontributing significantly to the enhancement of a literary tradition thatcame to the forefront with Said's Orientalism. Sha'ban studies orientalismin tenns of America's exposure to and understanding of Islam by focusingon Muslims of nineteenth-century North Africa and the Middle East.Even though the book's thrust is political, Sha 'ban challenges the readerto review familiar American writers and trends from an unfamiliar perspectiveas he traces the historically biased approach of Americans intheir dealings with the Muslim world.In chapter one, “A Place for My People,“ the author explains howAmerica’s Puritan beginnings shaped its self-image and its attitude towads“the Arab world, its people and land.” The Pilgrims saw themselvesas the chosen people in a promised land. Under the umbrella of aprovidential plan and the divine covenant, they were heirs to the kingdomof God in the new world and therefore shared a common responsibilityto execute the divine mission. Unlike European monamhs who relied onreligion for personal privilege (i.e., the Divine Right theory), Puritansshifted away from emphasizing the personal and private aspects of Christianityto its communal or corporate nature. They constantly endorsedtheir national responsibility to share the benefits of their chosen status ascitizens of God’s kingdom with the rest of the world ...

ABSTRACT Pulses are an important source of protein in the Indian diet. Pulses are least preferred by farmers because of high risk and less remunerative than cereals; consequently, the production of the pulses is sufficiently low. To meet the demand of pulses, India is at present importing about 3 million tons. Pulse production systems including pre harvest and post harvest techniques. These techniques aremechanized in developed countries but developing countries still employ traditional techniques which incur losses of about 20–25% post-harvest losses. Drying and conditioning of pulses aremostly done by artificial methods; however, the most common drying method for pulses in the worldis open sun drying, particularly at farm level. Drying of pulses is essential because the moisturecontent at the time of harvesting is on the higher side (18–25%) and for safe storage, the optimummoisture content is in the range of 9–12% to avoid production of mycotoxins. Again storage of pulses is a challenging one since pulses are more sensitive to storage pest viz., bruchids and caneasily be attacked by them. Hence safe storage conditions like controlled atmosphere storage (CAS) must be provided for the pulses until they are being consumed. CAS offer a safe and environmentallybenign alternative to the use of conventional residue-producing chemical fumigants for controllinginsect pests that attack stored grain. Air tight containers or bins offer great protection in controllingbruchids. Hermetic storage (HS) technology has emerged as a significant alternative to other methods of storage that protect commodities from insects and molds. HS is based on the principle of generation of an oxygen-depleted, carbon dioxide-enriched interstitial atmosphere caused by therespiration of the living organisms in the ecological system of a sealed storage. Bag storage is acommon method in India. Pulses can also be stored either in metal bins, silo bags of various capacities.

The article presents the analysis and description of the Kazakh and common Turkic symbol Kokbori (Heavenly Wolf) - the mythological foremother of all Turkic peoples based on the material of Suyunbay Aronov's poem "Burili menin bairakym" (My battle flag with the image of a wolf) using some other historical and literary sources. According to the content of the myth, the enemies decided to destroy the Turkic tribe (people). One boy, wounded, exhausted, went unnoticed, covered in ash in the steppe furnace. The Heavenly Wolf (Kokborі) took the boy and fed him. Enemies found the boy and killed him. Kokbori managed to give birth to 10 sons from him. Thus, the Turkic people stayed alive and spread throughout the world.In Suyunbai's poetry, the image of Kokbori (wolf's head) was used on the Turkic battle flag, which corresponds to historical reality. The Turks fought with this flag, made campaigns, defended themselves and conquered new territories. The image of Kokbori and the flag with the image of a wolf's head raised the spirit of the Turks, aroused the instinct of a warrior in them, prepared them for heroism, fearlessness, and freedom.The poem contains a large number of stylistic figures, tropes, anaphores. The last quatrain of the poem consists of 4 lines and 12 words. It includes alliterations created with the repetition of sound B (6 times), sound R (8 times), sound M (4 times), etc .; assonances created by the repetition of vowel sounds: A (8 times), Ӛ (4 times), E (5 times), etc.In the stanza, stylistic figures and tropes are used both explicitly and implicitly. In the works on the history of the Tyrks, symbol Kokbori is translated into Russian as a green she-wolf or a blue she-wolf, or a blue she-wolf (Klyashtorny S.G., Sultanov T.I., etc.), which does not correspond to the historical reality and the meaning of the word kok (sky) in the Turkic languages. Kokborі is the Heavenly Wolf who came from the sky.The word kӛk in the Kazakh language (and in other Turkic languages) means the sky. The meaning of the color came later, based on the association with the blue sky. At present, the high[1]frequency word aspan (sky) is borrowed from Farsi and came to the Turkic languages much later than the original Turkic word kӛk (sky). The article provides a comparative analysis of the symbol wolf (bӛri, Kasyr) in Kazakh (Turkic) mythology with the symbol wolf in the mythology of some other ancient and modern peoples. Within the Kazakh mentality, there are 3 wolves: 1) Kokbori (Heavenly Wolf) - the foremother of all Turkic peoples. She is one only and has its own name. It is written with an uppercase letter; 2) bӛri (wolf) - written with a lowercase letter. This word, on the one hand, connects the consciousness of a Kazakh with Kokbori (positive connotation), on the other hand, with a predator – a wolf (negative connotation). The second is dominant; 3) қасқыр, i.e. bӛri (wolf) is written with a lowercase letter. Negative symbol: predator, exterminator of domestic and wild animals. But at the same time, there is also a positive connotation – fearlessness, freedom. There are many wolves. Kokbori (Heavenly Wolf) is one. In the course of scientific research, several methods of linguistic analysis were used (comparative, contrasting minimal pairs, semantic-stylistic, etc.).

Grundtvig’s Experience in a Wood in 1811 and his subsequent sermons on the miraculous draught of fishes.By Christian Thodberg.It is common knowledge that in connection with the revival of his Christianity Grundtvig suffered a breakdown in December 1810, after which he returned with his friend, F. C. Sibbern, to his home village and his parents in Udby, South Zealand. However, in May 1811, after a stay in Copenhagen, he was again on his way to Udby to become curate for his aging father when he had an equally important experience in the wood outside Udby which has hitherto passed apparently unheeded. He describes it in a contemporary poem to Sibbern himself.In an attack of despondency, brought on by the sight of Udby church and his childhood home and by the thought of his forthcoming ministry, he knelt down in the wood and read I Cor. 15: 55-58. Grundtvig had been ordained in Copenhagen on May 29th, but in the wood two days later he experienced a special call to the priesthood. The nature of this experience is clearly visible in his sermon for the 5th Sunday after Trinity on the miraculous draught of fishes (Luke 5: 1-11), given 22 years later on July 7th 1833. In the sermon Grundtvig relates the experience and adds that the Lord Himself had spoken to him on that occasion and had called him with the words used to Simon Peter: “Let down the net. From henceforth thou shalt catch men!”A closer analysis of Grundtvig’s sermons from 1811 until his death in 1872 shows that over the years it is on the 5th Sunday after Trinity that he reflects on the Lord’s special call to him, and thus on his life’s special destiny. He uses Peter’s catch as his starting-point, both because of Jesus’ words to Peter and because the frightened and kneeling Peter in the gospel story undoubtedly reminds Grundtvig of his situation and literal position in the wood on Friday May 31st 1811.In his sermon for the 5th Sunday after Trinity 1811 the call motif does not appear; on the other hand he does use the biblical themes of Ezek. 47: 8-10 and Amos 8: 11, which are repeated in the later sermons on the miraculous draught. The unfinished sermon of 1812 is of a quite different order, but the very long sermon in 1818 is such a penetrating analysis of the preacher’s situation that it reveals Grundtvig’s extremely personal relationship to the account of Peter’s call. The same tension can be felt in the three drafts for the sermon of 1821; the last draft is continued in the major prose-poem sermon of 1822. The theme is “listening to God’s Word”, and the sermon is divided into five images: the first depicts the days of the ancient covenant, when the Jews refused to listen and ended up under the curse of slavery; the second is John the Baptist’s sermon; the third is Jesus’ teachings and works, while the fourth is the Church’s enthusiastic reflection on this central vision. The fifth image is basically Grundtvig’s own prophecy for the near future and for himself; for it is he himself who through his coming activity in Copenhagen, Denmark’s Jerusalem, will be the crucial link in the renewal of the salvation story. So self-conscious a sermon could not but have its source in a personal revelation, that is, the experience om May 31st 1811. The first sermon in Copenhagen in 1823 already includes the biblical themes mentioned above and describes the coming Christian revival. In the highly-charged sermon of 1824 Grundtvig clearly recalls the beginning of his ministry in 1811 and confesses that he has never preached better! This particular sermon of 1824 affords grounds for an analysis of the two central poems from that year: The Land o f the Living and N ew Year’s Morn, which were most probably written in June and July 1824 respectively. The Land o f the Living contains three sequences: 1) the childhood dream, 2) the vain dream of the adult worldling, and 3) the childhood dream recovered. The same three themes are also to be found in the poem to Sibbern, and the experience in the wood in 1811 offers a plausible explanation of the break between stanzas 1-6 and 7-13, i.e. between the description of the vain dream of the adult worldling and the childhood dream recovered. In fact it is compelling to regard stanzas 7-8 as a retelling in poetic form of the experience in the wood. The same experience would also seem to have left a significant trace in N ew Year’s Morn, in stanza 54 where there are similarities as regards both content and language between the Sibbern poem of 1811 and the retelling of the experience in the wood in the sermon of 1824.Among the reworked sermons in The Sunday Book we find in Vol. II (1828) a memoir of 1811 in a sermon on the miraculous draught of fishes, but the personal experience is emphasised by the stress, under the inspiration of Irenaeus, on the human as a prerequisite for the Christian. The gospel of the day must be particularly comforting to people torn between fear and hope – like Grundtvig in 1811. Jesus’ calling of Peter is again recalled in 1832 as the basic premise for Grundtvig’s own ministry. The sermon of 1833 - the cornerstone of this survey - has already been mentioned. In 1834 Jesus’ words to Peter are underlined with a minor gloss: fisher of living men, from which Grundtvig argues for his new view of the Church: the capacious Church. People must not be forced into Christianity, and they must be allowed to choose the priest they wish to attach themselves to. In 1835 Grundtvig recalls his ordination in 1811. In 1836 the human aspect of the sermon is emphasised, as it is in The Sunday Book.In 1837 Grundtvig uses the call of Peter to consider the justification of lay preaching - presumably because he himself received a direct call in 1811. In 1838 the Irenaeus inspiration culminates. The dangerous life of a fisherman is a precise image of the rightness of Grundtvig’s well-known thesis: First a Man, then a Christian. In 1839 the experience in the wood is retold, this time in even more detail than in 1833; while in 1840 Grundtvig demonstratively sets his two great “revelations” up against one another: the experience in the wood in 1811 and the “unparalleled discovery” of baptism and the eucharist in 1825. From now on it is clear to him that the later “revelation’ is the greater, a belief he finally confirms in his sermon of 1842. Irenaeus continues to inspire him in the sermons of 1841 and 1844, underlining yet again Grundtvig’s personal relationship to the account of the miraculous draught. In the remainder of Grundtvig’s preaching life the, experience of 1811 is less strongly recalled on the 5th Sunday after Trinity, though it does happen both in 1856 and in 1861.The survey shows that the experience has been of central significance to the revival of Grundtvig’s faith, and that right into the 1840s it is an important starting-point for his understanding of himself as a Christian. The sermon on the 5th Sunday after Trinity on the miraculous draught of fishes thus becomes an interesting guideline to an appreciation of Grundtvig’s personal and theological development.

Summary. Religious differences may rise and actually historically rose tensions and even wars. In the history, Christians also caused wars and were a threat to social integration and peace, despite the fact that Christianity is a religion of peace. God in Christians’ vision is a God of peace, and the birth of Son of God was to give peace «among men in whom he is well pleased» (Lk 2,14b). Although Christians themselves caused wars, died in them, were murdered and had to fight, the social doctrine of Christianity is focused on peace. Also the social thought of the Roman Catholic Church strives to build peace. Over the years, the social teaching of the Roman Catholic Church was formed, which sees the conditions and foundations for peace. These are: the dignity of the human person, the natural law, human rights, common good, truth, freedom, love and social justice. The development of the Roman Catholic Church’s teaching on peace was contributed by popes of XX century: Pius XI (1922–1939), Pius XII (1939–1958), with high impact – John XXIII (1958–1963), Paul VI (1963–1978), Pope John Paul II (1978–2005) and Pope Benedict XVI (2005–2013). After Pope Benedict XVI’s resignation, the most important role of the preceptor in the Church of Rome fulfills Francis – the pope from Argentina. Although his pontificate is not long, and teaching is not complete, but you can tell that he continues to build the social doctrine of the Roman Church in matters of peace through the development of so-called «culture of encounter». Based on selected speeches and letters of two years’ pontificate of Francis, the first figure of «culture of encounter» can be lined out as a way of preventing and resolving tensions in the contemporary world. Fundamentals of the concept of dialogue Francis created in the days of being a Jesuit priest and professor at Jesuit universities. He based it on the concept of Romano Guardini’s dialogue. Foundations of the look at the dialogue – in terms of Jorge Mario Bergoglio are strictly theological: God enters into dialogue with man, what enables man to «leaving himself» and enter into dialogue with others. Bergoglio dealt with various aspects of the dialogue: the Church and the world, culture and faith, dialogue between religions and cultures, dialogue inter-social and inter-national, dialogue rising solidarity and co-creating the common good. According to him the dialogue is a continuous task, not a single event; is overcoming widespread «culture of effacement» and «culture of fight» towards a «culture of encounter»; it releases from autism, isolation, gives strength and meaning of life, renews the ability to listen, lets looking at community in the perspective of the whole and not just selected units. As Bishop of Rome Jorge Mario Bergoglio continues and develops his idea of «a culture of dialogue and encounter». In promoting dialogue, he sees his own mission and permanent commitment imposed on him. He promotes the atmosphere – a kind of «music» – of dialogue, by basing it on emotions, respect, intuition, lack of threat and on trust. The dialogue in this sense sees a partner in each person, values the exchange always positively, and as a result it leads to making life ethical, bringing back respect for life and rights of every human being, granting the world a more human face. «Culture of encounter» has the power of social integration: it removes marginalization, the man is the goal not the means of actions, it does not allow a man to be reduced to a mere object, tools for profit or authority, but includes him into a community that is created by people and for their benefit. Society integrated in this way, constantly following «culture of encounter» rule, renews itself all the time and continually builds peace. All people are called to such building: believers and those who do not believe, all of good will. Also, the heads of state have in this effort of breaking the spiral of violence and a «culture of conflict» – both in economic and political dimension – big task and responsibility. Pope Francis reminded about this in a special letter to president of the Russian Federation Vladimir Putin on September 14, 2014 year. In the letter he wrote: «it is clear that, for the world’s peoples, armed conflicts are always a deliberate negation of international harmony, and create profound divisions and deep wounds which require many years to heal. Wars are a concrete refusal to pursue the great economic and social goals that the international community has set itself, as seen, for example, in the Millennium Development Goals. Unfortunately, the many armed conflicts which continue to afflict the world today present us daily with dramatic images of misery, hunger, illness and death. Without peace, there can be no form of economic development. Violence never begets peace, the necessary condition for development». On thebasis of the current teaching of PopeFrancisthe following conclusion can be drawn, thatthe key topeace in the worldin many dimensions- evenbetweenreligions–isadialoguedeveloped under «cultureof encounter».

We can observe signs of development of civilization processes in Ukraine everywhere on a daily basis. Such achievements of mankind as computers, smart phones, digital photography, tablets, etc. are becoming common and natural. Along with the positive signs of the development of civilization, we see many achievements that are difficult to grasp by the mind of an ordinary person. In particular, along with the positive achievements of mankind, we must learn to recognize and counter the new inventions used by some states to wage aggression in time.The article highlights the visible aspects of a new type of modern war, which the state of Russia, is waging against its neighbors, including Ukraine, whenever it is convenient to them. These are the so-called «hybrid wars», which Russia is testing on the neighboring countries.In the article it is pointed out, that Russia never starts aggression openly; it always covers its intentions with «peaceful» rhetoric. As usual, Russia’s victims are those neighboring countries that are unable to show power and information confrontation. It has become a tendency that when the time comes, the Russian leaders begin aggression, and their armed forces act according to a motto deduced by Machiavelli and later applied by the Bolsheviks in the 1920s: «You’re either with us, or against us». Starting aggression, Russia continues to declare tales about friendship and peace to the whole world.In the main part of the article, the author emphasizes that all the wars that Russia is embarking on with neighboring countries have a common feature - the geographic location of these states, easily accessible to the Russian armed forces. The author of the article implicitly emphasizes the aggressive features of the historical path of Russia, in particular, the period when it began to transform from Muscovy to Russia. In the article, the author emphasizes that Russia by its behavior, in fact, convinces many prescient people that it is the heir to the robbery mind, which it adopted back in the XIII century from the Golden Horde. Actually, the Russian leadership inherited the habit of stealing another’s living space and another’s territory from Batu Khan’s Horde. This habit gradually gained importance of the national feature of the Russians.One of the most dangerous methods that precedes Russia’s use of firearms is intensification of the war in the information space. As usual, Russia’s aggression against the nations it has sacrificed is a sign of interference with the humanitarian sphere of these peoples’ lives. In other words, in the Russian version, information war is a mandatory prelude to the start of an actual war.An example of one of the anti-Ukrainian special operations of information war against Ukraine is given in an article by a famous historian from Ukraine, Serhii Terno, in which he reveals the purpose of an information war, which became quite evident after analyzing the content of a class book for fifth grade students recently published in Ukraine. Serhiy Terno convincingly, by demonstrating examples and evidence, proves that the information war that Russia is imposing on Ukraine has a final goal - the complete assimilation of the Ukrainian ethnos and the transformation of the Ukrainian living space into a «Russian dimension». Usually, such behavior in Russia precedes an armed attack, and it always happens if the victim of Russian aggression refuses to obey Russia’s orders.In the article, the author indirectly helps the reader to recognize that there are new and improved old methods of waging war in the modern evolutionary development of world civilization processes.Experts specializing in the study of the development of interethnic relations, only after the open military aggression of Russia, which began in 2014, acknowledged that Russia is waging an aggressive war against Ukraine, which political scientists called «hybrid». One of the aspects of “hybrid” war is the war in the information space, and the battle for historical memory is at the forefront of information battles. Revealing this aspect, it would be appropriate to clarify the explanation of the term «historical memory» with an expanded explanation of the right to interpret national history, which we understand with the help of historical knowledge.By way of conclusion, the author cites vivid examples of participation in the information war of the representatives of the aggressor state to emphasize the importance of so called «battles» in the information space. The Ukrainian intellectuals’ struggle for the right of young people for historical memory and justice is described in a convincing and successful way. Much attention is given to the Ukrainian historians’ assessment of the value of research and study of historical memory. The article provides incontrovertible evidence that historical knowledge is a type of information weapon, which in many cases is more effective than a firearm. If we treat «historical memory» as one of the modern information weapons, the article covers examples of the use of these weapons in the context of the information war.Finally, quotes of influential scholars on how they assessed the importance of informational influence on the well-known historical figures are stated in the article: the queen of the Russian Empire, Catherine II and the German propaganda minister, Joseph Goebbels.

The pandemic that transformed our lives in 2020 brought important reflections on way of seeing the world demanding new skills and behaviors to interact in an environment so common to innovation - virtual environment. In innovation processes, digital transformation that modifies, alters and creates ways of doing things, declares itself and presents itself as facilitating vehicle, also of interpersonal relationships, requiring us to learn to relate in different ways through digital world, using creativity to overcome social, institutional, political, religious, economic obstacles, among others.In science, researchers strive to understand or explain some transformational impacts and seek a perfect adaptation for transferring and exploitation of appropriate knowledge for each eminent need. However, we are still halfway there.Some relevant topics in academia also explored by IJI - International Journal Innovation, such as, innovative entrepreneurship, innovation and learning, innovation and sustainability, internationalization of innovation, innovation systems and digital transformation are now undergoing a new sieve, a new look at understanding of disruptive effects inherent to this theme on transformation and knowledge. A new window has opened in digital age, provided by new world context.In the past, a commonly observed resistance to including innovation in daily processes, and not only in organizational sphere, are now mandatory and our survival in society depends on them. So, what do we see? We can simply call it transformation, but if we broaden a perspective of events in the year 2020, we risk saying that we do live a cotransformation, that is, a rhythmic and continuous, joint and effective learning in creation of value in all global social spheres. It is no longer about transforming a process or creating a system to achieve desired performance, it is about integrating collective, learning by sharing, changing to be able to transform and, all of this, through an increasingly disruptive world.We highlight Moreira, Teixeira and Locatelli (2020) about influences of motivational goals, confirming Schwartz's (2005) theory that groups differ significantly in relative importance they attach to their values, that is, individuals and groups have priorities or axiological hierarchies different from values (Calvosa, Serra, Almeida, 2011). This understanding must support our challenges regarding how to address a co-transformation and transmission of knowledge to future generations, prioritizing care for preservation of our planet, human relations, adaptation of knowledge to current realities and, above all, ability to innovate at any time.As presented by Falaster et al. (2020) it is not for us to assign a mathematical value to life and health or to guide our research by addressing political agendas, nor to distort theory, method and argumentation to suit any situation. What should motivate us, especially in scientific research, is the understanding and strategic responses in times of crisis: our adaptation and compliance, stress with its effects on decision-making on acquisition of knowledge to co-transform and innovate. For this reason, we emphasize that we are in the middle of road because there are still notorious forces that demand permanence of more stable and static social models. Innovation takes on another level. With its disruptive character, it will continue to build future scenarios in improving performance of society's demands (Pol Ville, 2009) through process of cotransformation emphasized here.Efforts and studies aimed at innovation point to relationship networks as important channels for increasing efficiency (Pio, 2020). This is one of evidence regarding the need for a rhythmic and continuous, joint, and effective interconnection for cotransformation. We are not only pointing to innovation as a support for cotransformation, but as something inevitable in practical life of future generations.We must advance how to promote improvements that bring productivity and effectiveness to social relationships through innovation. This will facilitate our insertion in this “new normal” presented in almost all groups of society. We already know that we need to change at a fast pace, but we often get lost in timing of things, that is, the right time for change. Therefore, we must learn to work among diversity, producing new values that take our society to a new level of civility. And all of this translates into different ways of knowing and learning, transmitting, and assimilating, stretching, and making flexible.In fact, it is necessary to identify elements that determine existence of more dynamic capacities, such as, for example, set of behaviors, skills, routines, processes and mechanisms of learning and knowledge governance aimed at cotransformation. Articulation of these elements can result in varying degrees of innovation and dynamism and can manifest themselves in a more intense or more traditional way, where virtual can be more consolidated. Anyway, this is just an indication that, in a cotransformation model, all indicators are reflective (Meirelles Camargo, 2014).Innovations can lead us to co-transformation, reconfiguring activities requiring a greater evolutionary flow of existing capacities and requiring new experiences and management of these more dynamic capacities. Therefore, research must change its perspectives by establishing links between these capacities, to identify and react to innovations that are a contemporary landmark in recent history.The extent of cotransformation depends on some factors, such as perceived environmental pressure (Helfat et al., 2007) and adaptability (Madjdi Hüsig, 2011) that vary in degree, from small adaptations to major revisions or even a reconfiguration (O'Reilly Tushman, 2008). Generally, we know they are interconnected components that specify how we can survive all dynamism and disruption that exists in the world.In this context, the most important thing is not to know what will be the results of what you want, but to intensely take advantage of construction path of what you can have with appropriate use of capabilities to co-transform and innovate.We hope that in this editorial we have promoted important reflections on understanding of cotransformation, inspiring our readers about new knowledge and expanding a debate for better direction of academic and business society. The role of knowledge and transformation awakens a world of possibilities to be explored, which is why we are still halfway there.

Supplemental Instruction (SI) has been a successful implementation into institutions worldwide. It serves as a means of reducing attrition and increasing the overall learning of course material. The City College of New York (CCNY) has recently implemented SI to General Chemistry I courses to examine whether or not SI would help students succeed in the course and understand and grasp the course material better. SI was made available several times a week during flexible times to students who are struggling in the course. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end of each of the semesters to SI participants in an anonymous fashion. Furthermore, we compared the grades and performance of students participating in SI with those who did not. The collected data enabled us to examine the impact of implementing Supplemental Instruction (SI) in General Chemistry I at CCNY. Our data show that SI was beneficial, contributed to improving students’ understanding of course material, and increased their success rate. About 80 percent of students who failed the first exam and participated in SI obtained a passing grade compared to 11 percent of those who did not.Keywords: supplemental instruction, chemistry education research, student learningINTRODUCTION Supplemental instruction is derived from the term developmental education and stems from a branch of Learning Assistance Centers or LACS [1]. To better understand the origins of Supplemental Instruction, we must first understand the framework that set up this type of education. Developmental education originates in the 1600s and focuses mainly on the assumption that each student has multifaceted talents that can be developed academically, opposed to focusing on the deficits of a student [1]. The main goal was to naturally adapt the students’ population to higher education through means of social and academic domains allowing the students to grow in multiple dimensions in their academic skills [1].Developmental education later paved the way for academic programs such as Learning Assistance Centers (LACs). It was viewed as an extension of the classroom and did not discriminate between faculty and students, and within the student population did not discriminate between students who performed to standard and those who performed below par. LACs were for everyone who wanted to be academically enriched [1]. As a new program, LACs had six main objectives: “higher course grades for participating students; central location for students to receive tutorial assistance; a referral source to other helping agencies; a comprehensive library of basic study aids; a training agency for paraprofessionals, peer counselors, and tutors; and a center for faculty development.” [1]. These goals made it very clear that this service was not to be mislabeled as remedial, which was a main topic of interest when it comes to implementing new services, like this one, in schools. LACs are essentially a tool used to attain higher education, not provide a remedial course. Another important reason as to why LACs were adopted into other higher education institutions is to increase student retention [1]. LACs jump-started improved learning across campuses not only in the United States but across the world.In the 1990’s developmental or remedial courses were not allowed to be offered at public four-year universities, thus making supplemental instruction a very attractive candidate to solving the issue with students’ academic integrity and attrition [1]. College faculty members were drawn to SI due to its minute fiscal commitment and that it strongly promoted individual self-learning for the students, this meant less time spent teaching for instructors [1].SI or supplemental instruction is as it states - supplemental instruction offered to the students enrolled in a course. SI gives the students the opportunity to work in a cooperative setting on problems and is supported by peer instructors [2]. SI works to increase academic performance and retention but utilizing both collaborative studying in addition to independent studying and analysis of study strategies. SI sessions are offered for traditionally difficult high risk course; ‘historically difficult’ courses are also identified by analyzing the grade distribution of courses throughout each academic division, “courses in which 30% or more of the students receive D or F grades or withdraw, become targets” [3]. One of the main factors that attribute to the individuality of SI programs is that it focuses on historically difficult courses [4] and large classes where students have little opportunity for interaction with the professor or other students [5]. Labeling a course as historically difficult allows you to categorize the class as challenging without placing blame on the professor or the students.SI sessions are scheduled on a weekly basis and all students enrolled in the course are encouraged to join. SI sessions act as a continuation of the lesson learned during in-class lecture with the instructor. Being that SI sessions are not tied down to class time, students can attend whenever and however many times they wish without the restriction of a required course preventing them. Constant feedback will be given based on the student’s grasp of the material taught in class, thus giving them ample time and motivation to alter their study methods to adapt, if need be. Research on SI suggests that problem-solving skills and study strategies learned in SI courses are transferable to other courses which leads to improved performance [6]. Supplemental instruction sessions are typically led by an SI leader, who would be a former student that succeeded in the same course, however it is not uncommon for a professor to join an SI session for a course. SI may improve students’ retention and graduation because it offers the students the opportunity to network socially which speeds up the acclimatization to the college experience [7].SI provides a way to combine “how do I teach myself this” with “what do I need to know”. While SI helps students gain a more thorough understanding of the material, it also helps students to condition themselves and alters their thinking to accommodate for the type of information they are processing. SI differs from a remedial tutoring course because it is created based on the course versus the students [1]. This potentially makes attending SI sessions more attractive to students who are afraid or shy to ask for help.SI is not a remedial course, it is considered a mediator connecting the gap between the new information presented to students and the students current knowledge and practices, “SI bridges the gap between the current knowledge base and the acquisition of new knowledge by focusing on the refinement of the learning skills indispensable for acquiring new knowledge” [8]. Successfully implemented SI programs were able to track those students who attended and the impact it made towards their grade, for data that was collected institutionally [9]. SI can be effectively used to develop study skills, increase motivation and improve performance in participants [10].According to Wolfe, “…there appear to be benefits of SI in courses where students are being newly introduced to chemical concepts and methods, but these benefits seem to drop off when students are more experienced with the material.” [5]. The results further go on to conclude that SI is most beneficial to entry level science courses such as, General Chemistry I and Organic Chemistry I. It seems as though SI is a great addition into institutions to overall help attrition rates and more generally help students improve within their courses. More research has been done to give us a wider range of knowledge on SI within Chemistry courses [9]. SI can be used to address the continuous decline of fundamental chemical knowledge noticed in recent college graduates [11].In large lecture classes, there is a disconnect between the lecturer and the student. Supplemental Instruction (SI) is often offered in a more intimate setting where the SI instructors can have one-on-one time with students to individually hone in on their specific problems, whether it is conceptual or problem-solving. As for learning environment, SI is usually held in a smaller more accommodating room where it is a less intimidating more inviting space. This setting provides a social interaction component in which usual Chemistry lectures don’t provide. In addition to the more personal tutoring time available, students are also encouraged to interact in a common social setting. This allows for an opportunity of collaborative learning and may help foster a sense of community [12].The attraction to SI in a college setting is due to its short and long-term effects. The short-term effects of SI sessions are to instill a deeper understanding of the coursework within students. Whereas the long-term goals are two-fold, the academic goal is to change the way students learn, study, and understand information so that the knowledge stays with them. Students who participate in SI earn higher grades not only the course but in subsequent semesters, which is due to improved study habits and is considered a long-term positive outcome of SI [13]. The second long-term goal is to develop better social interaction skills within these students.Many public institutions have implemented SI and thus have uncovered several significant findings. Findings that were previously mentioned pertaining to the outcomes of SI includes achieving higher percentages of passing grades [1, 14]. Some studies also found higher graduation rates among participants [1]. Despite their better performance, SI takers often score lower on academic success predictors such as the SAT and ACT exams [14]; increases in performance, therefore, appear to not occur because stronger students use SI. SI helps promote problem-solving skills because it involves the learner in the construction of knowledge and information processing based on their prior experiences which could contribute to cognitive development [15-16]. Furthermore, SI has been shown to improve motivation and enhance study habits and understanding difficult concepts [17]. Participants in SI have been found to have better control on their achievement, self-esteem, and confidence [18]. SI has also been found to higher academic self-efficacy and grades [19]. Studies have reported that students who participated in SI in introductory courses in Biology or Chemistry courses tended to continue onto upper level courses in the field; SI has a positive effect on students’ enrollment in upper level courses [20-21]. We should note that Rabitoy and co-authors reported that SI enhanced students’ achievement in STEM fields and this was greater for females and students of color [22]. METHODS While researching the topic of SI as a whole, we were able to uncover many studies that were in favor of this new implementation in institutions. Our research study is unique because it targets only at risk students and provides an added value to the curriculum. SI was implemented into The City College of New York (CCNY) as a test run in the Department of Chemistry and Biochemistry. The CCNY is an urban minority serving institute that offers a diverse selection of classes, which vary from the arts to the sciences and everything in between. We wanted to try implementing SI into the sciences to see if at risk science students can benefit from it. Grasping the S in stem, our main goal is to use the successful methods of SI to see what benefits it can bring to general science courses.Beginning during the Spring semester of 2018, SI was implemented at The CCNY’s General Chemistry I course which is composed of lecture, lab, and Peer-Led Team Learning (PLTL) workshop. PLTL is implemented as an integrated part of the course [23]. In the General Chemistry course, after exam one was distributed and grades were given back, an announcement was made introducing SI. The lecture professor would encourage students who received a failing grade, classified as a grade below a 65 out of 100 on exam one, to attend SI as means of improving in the course. This makes our study unique since we are only targeting students who are struggling the course and are not likely to earn a passing grade. It is noteworthy that PLTL offers a collaborative learning experience for all students. SI instructors targeted weaknesses in study habits, socialization, conceptual-understanding, and problem-solving skills.SI was made available for five days a week and on those days, SI was scheduled around classes times which makes it easier for students with busy schedules involving work and class to attend. During SI sessions there are instructors that have been hand-picked by instructors from a cohort of recitation leaders and who have successfully completed the course and have received a grade of A in the course. SI attendance was not mandatory.Throughout the first session available after the Supplemental Instruction announcement was made to the lecture class, those who chose to attend, because SI was not mandatory and it was strongly recommended for struggling students. Students brought their first exam with them to be discussed. This initial discussion is a one-on-one between the student and instructor, which serves as a more social component to learning whereas that isn’t available during class time. The first exam was then discussed so that the instructor can now sift through the student’s strengths and weaknesses to later target them in the weeks to come. The overall composition of our Supplementary Instruction sessions was influenced by the previous studies done and researched, hand-picking methods that seemed to work and leaving off ones that were less successful. SI sessions included cooperative learning activities, and addressed students’ misconceptions and difficulties, explored difficult concepts in depth, and enhanced problem-solving skills [24].Every week during Supplementary Instruction sessions students were encouraged to come back to further work through their weaknesses. During this trial specifically, it was noticed by the SI instructors that a lot of students actually struggle with basic problem-solving skills and reasoning. To help combat this, worksheets were made each week based on the lecture topics covered in class, based on problem-solving to help build their skills. Aside from doing the worksheets, students were encouraged to bring in topics or questions they have on the material so the SI instructors can further clarify and explain. Furthermore, students came to SI with questions that they were struggling with. Students provided questions for the SI instructor to explain which created a mutually beneficial relationship [11, 25].Our research question is: How does Supplemental Instruction in General Chemistry I impact students’ learning, conceptual understanding, retention, and attitudes?In order to properly assess how beneficial SI is to the way students learn Chemistry, data were collected at the end of the Spring and Fall of 2018 semesters, as well as Spring 2019. We used a combination Likert-type and open-ended questionnaire, as well as, grade comparisons. The Likert-type section included a five-point scale, where (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree. For each question, the average was taken which helps make sense of the data. For the open ended questions, questions 1 through 3, we created and used a rubric to score the questions on a scale from 1 to 5 similar to what was mentioned above. For question 4, we compiled the answers and created pie charts based on the type and number of responses.As previously stated, at the end of the semester surveys were printed and distributed to each SI session. Students that attended SI were all encouraged to participate in this survey. A total of 44 out of 60 students were available and willing to participate in the optional survey.RESULT AND DISCUSSION Graphical depictions of each Likert-type question along with average responses are shown in Figure 1. FIGURE 1. Averages for the answers for each of the Likert-type questionnaire. Our data clearly shows that students overall had a positive learning experience with SI. The students agree that SI improved their basic problem-solving skills, understanding of concepts covered, and attaining a better grade in the course. Furthermore, SI participation encouraged students to practice problems and tackle their weaknesses in the course. SI participants believe that the SI instructors targeted their weak areas and helped them improve. Finally, students felt that SI was worth the time and effort they put into it and that it was beneficial and contributed to improvements in grades.FIGURE 2. Averages of the short-answer responses were numerically scaled using a rubric.Figure 2 shows that students overall had a positive learning experience with SI and that it helped them better understand the concepts. Furthermore, the participants would enthusiastically would recommend SI to other Chemistry students.FIGURE 3. The pie chart above shows the beneficial components of SI to studentsFigure 3 shows the parts of SI that students found beneficial. Overall, there were many useful features of the SI program that facilitated students’ learning and succeeding in the course. The students appreciated the time spent on problem-solving, the flexibility of the offerings – refers to the times and days, the individualized learning experience, and the one-on-one support, guidance, and tutoring. From the Likert-type questions given in part one of the survey, responses were broken down for each given question in order to visualize the impact of SI for the students/participants. The average of the responses can be seen above and was about 4.8. The corresponding results can be viewed above as shown in Figure 1. To turn our attention to Figure 1 ‘SI has helped me to improve my basic problem solving skills’, upon meeting with the SI instructor team at The CCNY we were made aware that students have trouble with basic problem-solving which leads to the disconnect in understanding how to build upon this knowledge. When students lack this basic skill, it is difficult for them to move on and build upon this skill as the course progresses, which ultimately leads to their failure to meet the level of understanding for each lecture exam. From the responses, we can see that majority of the students feel as though their problem solving skills have developed as a result of participating in SI. Questions 6-8 deal with an overall belief about the experience of SI participation. Based on Figure 1, SI helped students better understand the course material, and had an overall positive response as 100% of students felt like they did have a better understanding of the course material after attending SI. Students overwhelmingly agree that SI is very beneficial to the way they learn Chemistry. Our data show that SI is well received by the participants which is consistent with other researchers [11]. Short answer questions 1-3 were made in order to have a more in-depth understanding of the student experience with SI this past semester. These questions were formed as short answer so students were more inclined to share their opinions of SI. The collected data shows that the students strongly agree that SI has been very beneficial for ways unique to each student. Some students enjoyed the SI instructors and their way of teaching and helping the students understand the material. While others enjoyed how personal the experience was. It wasn’t a ‘one size fits all’ experience but an experience that was personalized to each student’s needs, strengths, and weaknesses. Short answers for question 4 also had very personalized responses. Question 4 in particular – ‘What features of SI did you find to be most beneficial to you?’ was very helpful in understanding what students appreciate most about SI, and served as a standard to which should be upheld. Responses ranged from the flexible times SI was offered to the small class setting which is extremely different than the lecture, and more comfortable. Students also enjoyed and benefited from the one-on-one attention they received in SI session. For that reason, students would make time to attend the SI section of their ‘favorite instructor’. Furthermore, the individualized learning experience was appealing to SI participants. The overall goal is to get each student to understand complex concepts and if one instructor can better help someone to reach this goal; SI is a success. The overall responses show that SI is very beneficial and contributed a great deal to the way that students learn Chemistry. One main issue we have encountered during this initial phase of implementation is low number of students who self-select to participate in SI. Only about 10 percent of students who failed the first exam, participated in SI. One reason could be that students might not buy into the philosophy of SI. A second reason might be that students do not think that SI would help them better understand the content and succeed on the course. A third reason could be due to lack of motivation in these students. Another reason could be attributed to the lack of maturity in students who are taking General Chemistry I. We use the term ‘lack of maturity’ loosely in this sense to mean the lack of knowledge of how to conduct oneself in a college setting [26]. Most commonly, freshman students come straight from high school where they have not yet acquired good study techniques or methods which work best for them. These reasons combined with the hardship required to understand such complex concepts that they’re learning for the very first time can deter students. Our data show that students who participated in SI after failing the first exam achieved a success rate of about 80%. Students who failed the first exam and did not participate in SI had an 11% chance of passing the course. This data is consistent with several research in the field indicating that students who participate in SI have a higher chance of successfully completing the course with a passing grade [14, 27]. We feel these data make powerful statement for the added value of SI in General Chemistry courses and its impact on students learning and attitudes.CONCLUSION In conclusion, our research study on SI provided valuable data into students’ learning and conceptual understanding of content in General Chemistry. Furthermore, our findings provide insights into students’ attitudes about SI implementation and its benefits to the participants. Our research data supports the introduction of SI into General Chemistry courses and provides students with learning skills, socialization competencies, problem-solving skills, and the knowledge required to successfully complete the course. We believe that our data supports the notion that SI had a significantly affected the participants grades in a positive manner and it should be noted that that majority of SI participants earned a passing grade in the course. Our results and data on the implementation of SI in General Chemistry courses improved students’ attitudes towards the subject matter, learning, socialization, and study habits. We are confident we can reach a larger population and improve our recruitment so more students can experience SI and increase their chances of successful completion of the course. As an implication for curriculum, we would recommend supplemental instruction for all introductory courses STEM fields. ACKNOWLEDGMENT We also would like to thank the Department of Psychology at the CCNY and CUNY Coordinated Undergraduate Education (CUE) for funding our Supplemental Instruction program.

This article combines collective biography, diffractive analysis, and speculative fabulation to weave together the authors’ childhood memories of “common worlding.” Our collective biography brings into focus how we engaged in common worlding in our childhoods through dreaming, metamorphosis, and play by tactfully moving across different worlds and learning with the human and more-than-human others we encountered. As we foreground childhood memory and its potential to reimagine pasts, presents, and futures, we explore what kind of conditions are necessary to (re)attune ourselves to the multiple worlds around us in order to maintain and nurture children’s—and our own—other-worldly connections.

Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada.

This paper sketches aspects of common worlding waste pedagogies through Donna Haraway’s figure of the Chthulucene. More specifically, it narrates the making and happenings of what we call a queer synthetic curriculum in an early childhood centre. Drawing attention to plastic in order to reframe children’s relationship to it, the article engages with three main questions: How might we refashion waste practices from children’s ubiquitous plastic relations? How might we speculate on the kinds of response-able worlds that might be remade through new kinds of interactions between child and plastic bodies? What might the Chthulucene synthetic futures of early education entail? The queer synthetic curriculum also experiments with creative strategies to learn to live with plastic toxicities without necessarily celebrating them; it embraces the mixed affects that plastic affords (its sensorial pleasures and possibilities as well as the guilt embedded in their toxicity); it plays with the provocative idea that we can no longer separate our fleshy human bodies from synthetic polymer bodies; and it treats plastic as chthonic queer matter. We argue that, by staying with the trouble these risky attachments bring, conditions for futures other than those already determined by synthetic, toxic petrocapitalist modernity and coloniality might emerge in early childhood education.

Abstract Observers of the evolution of international relations (IR) theory often point to an American hegemony in the discipline on a global level. However, more recent analyses show that there has been a systematic and increasing Canadianization of IR scholarship in Canada since the 1990s, facilitated by government policies that fostered the hiring of domestic candidates and the creation of Canadian foreign policy research centers. This process has by no means been a cohesive one, yet it reflects a tendency in Canadian IR to make room for a pluralism in ontological as well as epistemological and methodological terms. This opening up of space for diversity is an important yet underappreciated characteristic of Canadian IR's contribution to the discipline, which has not been seriously examined beyond the study of Canadian foreign policy. This article assesses the impact of Canadian IR scholarship on the development of a “Global IR” through an examination of its contributions to Asia-Pacific and African IR. We argue that despite its heterogeneity, Canadian IR scholarship in both areas is characterized by a common set of elements that, taken together, reflect a distinctly Canadian way of studying and practicing IR in relation to the Global South: pluralism and reflexivism.

The practice of seed-bombing, or guerilla gardening, has its roots in radical environmental activism. As a community-generated response to ecological degradation and capitalist ruins by way of development and gentrification of city spaces, seed-bombing as it is commonly practised involves the subversive dispersal of seeds in an attempt to beautify or reclaim spaces otherwise perceived as unsightly or damaged. In this article I think with common worlding and Louise Boscacci’s word-concept wit(h)nessing to explore the possibilities for seed-bombing with young children as a practice of enacting recuperative pedagogies in landscapes shaped, in part, by the ongoing global waste crisis. I draw on moments from practice in a walking-based, post-qualitative inquiry with young children at a former quarry and landfill to explore recuperative pedagogies through the culminating pedagogical gesture. I suggest seed-bombing as an act of thinking and doing recuperation in blasted landscapes, one not limited to a singular event, but a cross-temporal attunement to children's waste relations with particular futures in mind.

Abstract This paper aims to un-suture common-sense assumptions based on Westphalian International Relations (IR) from South Korea’s non-essentialist and situated perspective, in the context of decolonising IR. Towards this end, the paper methodologically investigates a South Korean novel, A Grey Man, published in 1963 during South Korea’s early post-colonial period at the height of the Cold War. Using a non-Western novel to conduct a contrapuntal reading of Westphalian IR, this paper constructs a different type of worlding, conceptualising ‘the international’ through ‘the cultural’. It explores the following questions: How do ‘yellow negroes’ (the subject race) make sense of themselves and their roles and life-modes in a world defined for them by the white West (the master race)? How do yellow negroes understand and respond to the white West, which is hegemonic in world politics and history? In what ways does the protagonist of A Grey Man resist, engage with, and relate to the hegemonic West, which he has already internalised? In addressing these questions, the paper attempts to access different IR words to think with, such as race, white supremacy, intimacy without equality, sarcastic empathy, and disengagement. These provide an arena in which we can think otherwise, while un-suturing dominant Westphalian IR thinking.

Background: COVID-19 pandemic has grappled the worldin the last two years. No concrete solution is available yet, but the news about the last stage approval of several vaccine candidates is promising. Summary: Infodemic, as United Nations term it, is creating menace all across the globe. Usually not noticed, it has serious repercussions if not detected and left untreated. Cooperation across the spectrum of both citizens and law enforcement agencies are needed to stop this spread. As various laws are already in place, enforcing those is a serious challenge as tracing digital footprints can sometimes be difficult. Conclusion: More analysis on how these messages and fake news are getting transmitted should be done. A counter campaign against Infodemic may be another option after practicing digital hygiene.

Present day societies are characterized by the globalization of their economies and, the fostering of a “knowledge-based society”. Higher education plays a part in these phenomena, and, in Europe, is undergoing an important reform seeking to homogenize the system of university degrees. These attempts come togetherin the European Space of Higher Education which will mean a new paradigm centred on “learning” and upheld by a system of common credits, teaching staffplanning, innovations in methodology, the professional competences and the handling of information in the constantly changing knowledge in today’s world.In this framework staff planning, and the production of Teaching Guides is of the utmost importance. The aim of which being an awareness on the part of the student of the benefits to be had when taking each course, what activities should be carried out, guidance on chronology, on assessment. Regarding the subject under discussion, we have evolved some reflections on the lines of each of these topics, putting forward a model illustrated with examples on how to make planning and teaching guides useful instruments for the student. We conclude stressing the importance of a teaching plan for convergence and noting that despite the difficulties, changes are possible.

This study explores the Beheiren movement (also known as The Citizens' Alliance for Peace in Vietnam), Japan's first transnational anti‐war movement (1965–1974). It focuses on the transcultural formation and transformation of its movement identity during the Vietnam war. Initially, movement participants developed an ethnoracial consciousness toward the Vietnamese based on their perceptions of a common victimization by U.S. imperialism. Yet, Beheiren leaders' transcultural interactions with both Korean detainees in the Omura Detention Facility in Japan and members of the Black Power movement in the United States helped them to develop an antiracist consciousness toward fellow Asians beyond the context of the Vietnam war. While their interactions with Korean detainees forced them to examine Japan's internal structural oppressions against fellow Asians (e.g., Korean residents in Japan) and fellow Japanese (e.g., the Okinawans), their interactions with the Black Power movement raised their awareness of antiracism and Third‐Worldism. These interactions were necessary to transforming the movement's identity, resulting in a confrontation with its own anti‐Asian racism in the local cultural context of Japanese society as well as in the form of economic imperialism in Asia.

Abstract In the late 1940s, postcolonial elites expanded the activities of the United Nations (UN) by using it as a platform to advance decolonization and foster Third World solidarity. The Arab-Asian group was the earliest manifestation of institutional cooperation among postcolonial nations after 1945. Initially comprised of twelve Arab and Asian UN member-states, the Arab-Asian group coordinated their diplomatic activities as part of an effort to bring national self-determination to the forefront of international debate. However, the emergence of the Arab-Asian group at the UN revealed a confluence of different political ideologies and approaches to decolonization in the early postwar era. Forging a network of postcolonial elites brought out divergent visions for the postwar international order, illustrated by the frictions within the Arab-Asian group even as it played key roles in the UN debates on the questions of Indonesia, the former Italian colonies in Africa, and the Korean War. The Arab-Asian group, an important antecedent to Afro-Asianism, Third Worldism, and non-alignment, encountered challenges over parallel projects pursued by its members, such as Carlos Romulo’s campaign for a Pacific Pact among non-communist Asian states or Jawaharlal Nehru’s articulation of neutralism. Therefore, while postwar international organizations were a formative setting for the emergence of postcolonial internationalism and South-South solidarity, the common goals pursued by these states did not always translate into uniformity or consensus on decolonization.

Anthracnose is a prevalent disease of mungbean in Asian countries and Sub-Saharan Africa. It is caused by multiple Colletotrichum species. The high levels of anthracnose resistance in mungbean have not been studied in depth in India, but genetic resistance is desired. In this study, we identified the causal agent of mungbean anthracnose in two regions of India as Colletotrichum truncatum through morphological and molecular methods. A set of 296 mungbean mini-core accessions developed by WorldVeg was screened under a natural disease pressure from July to September (kharif season) in 2016, 2017, and 2018 in Hyderabad (a hot spot for anthracnose) to identify anthracnose resistance. Based on disease severity scores, 22 accessions were consistently anthracnose resistant under the categories of immune, highly resistant, and resistant with scores ranging from ≥1.0 to ≤3.0 during the period of study. Furthermore, based on the agronomic performance, anthracnose resistance in Hyderabad, and other desirable traits, a subset of 74 mungbean accessions was selected from 296 mini-core accessions. These accessions were evaluated under natural disease pressure from July to September in 2018 and 2019 in Palampur (another hot spot for anthracnose) to determine the variation in anthracnose resistance. Out of the 74 accessions, two accessions were resistant in 2018; in 2019, one was immune, nine were highly resistant, and 15 were resistant. Combined analysis of variance of 65 accessions common in Hyderabad and Palampur revealed highly significant effects of environment, genotype (accessions), and genotype × environment interaction on the disease severity. The combined GGE biplot analysis of data across years and locations confirmed that the seven accessions MC-24, MC-51, MC-75, MC-127, MC-207, MC-208, and MC-292 were resistant during 2016 to 2018 in Hyderabad, and only in 2019 in Palampur, and the same accessions were moderately resistant in 2018 in Palampur. The seven resistant accessions identified from both test locations could be used as potential donors in the anthracnose resistance breeding program. [Formula: see text] Copyright © 2021 The Author(s). This is an open access article distributed under the CC BY-NC-ND 4.0 International license .

Abstract Background Mungbean (Vigna radiata (L.) R. Wilczek, or green gram) is important tropical and sub-tropical legume and a rich source of dietary protein and micronutrients. In this study we employ GWAS to examine the genetic basis of variation in several important traits in mungbean, using the mini-core collection established by the World Vegetable Center, which includes 296 accessions that represent the major market classes. This collection has been grown in a common field plot in southern European part of Russia in 2018. Results We used 5041 SNPs in 293 accessions that passed strict filtering for genetic diversity, linkage disequilibrium, population structure and GWAS analysis. Polymorphisms were distributed among all chromosomes, but with variable density. Linkage disequilibrium decayed in approximately 105 kb. Four distinct subgroups were identified within 293 accessions with 70% of accessions attributed to one of the four populations. By performing GWAS on the mini-core collection we have found several loci significantly associated with two important agronomical traits. Four SNPs associated with possibility of maturation in Kuban territory of Southern Russia in 2018 were identified within a region of strong linkage which contains genes encoding zinc finger A20 and an AN1 domain stress-associated protein. Conclusions The core collection of mungbean established by the World Vegetable Center is a valuable resource for mungbean breeding. The collection has been grown in southern European part of Russia in 2018 under incidental stresses caused by abnormally hot weather and different photoperiod. We have found several loci significantly associated with color of hypocotyl and possibility of maturation under these stressful conditions. SNPs associated with possibility of maturation localize to a region on chromosome 2 with strong linkage, in which genes encoding zinc finger A20 and AN1 domain stress associated protein (SAP) are located. Phenotyping of WorldVeg collection for maturation traits in temperate climatic locations is important as phenology remains a critical breeding target for mungbean. As demand rises for mungbean, production in temperate regions with shorter growing seasons becomes crucial to keep up with needs. Uncovering SNPs for phenology traits will speed breeding efforts.

“Say a body. Where none. No mind. Where none. That at least. A place. Where none. For the body. To be in. Move in. Out of. Back into. No out. No back. Only in. Stay in. On in. Still” (Beckett, Short Fiction 471). 1. Introduction – Wherefore to ‘still’?HIRST: As it is?SPOONER: As it is, yes please, absolutely as it is (Pinter, 1971-1981 77). These first lines of Harold Pinter’s play No Man’s Land are indeed the first lines: they were the first lines that came to Pinter, existing as the spark that drove the play into being. Pinter overhead the words ‘As it is’ whilst in a taxi cab and was struck by their poetry and utter uncertainty. That was it. In the play, they are referring to having a scotch – i.e. as it is, without ice. Here, they refer to the ‘still’ – the incessant constitutive moment of being in the world ‘as it is’. In this short paper I want to essay the phenomenon of ‘still’ as it is; as in there is ‘still’, and as in the ‘there is’ is the ‘still’ between presencing and absencing (as in No Man’s Land: two bodies in a room, a question, and a moment of comprehension). Three points need to be outlined from this desire to essay the phenomenon of ‘still’. First, it should be remembered and noted that to essay is to weigh something up in thought. Second, that ‘still’ is to be considered as a phenomena, both material and immaterial, and not as a concept or state, and where our endeavour with phenomenology here is understood as a concern with imagining ‘a body’ and ‘a place’ where there is neither – in this I want to think the vital and the vulnerable in non-oppositional terms “to work against conventional binaries such as stasis–movement, representation–practice (or the non-representational), textual–non-textual, and immaterial–material” (Merrimen et al 193). Third, that I was struck, in the call for papers for this issue of the Journal of Media and Culture, by the invocation of ‘still’ over that of ‘stillness’, or rather the persistent use of ‘still’ in the call focussing attention on ‘still’ as a noun or thing rather than as an adjective or verb. This exploration of being through the essaying of ‘still’ as a phenomenon will be exampled in the work of Samuel Beckett and Pinter and thought through in the philosophical and literary thought of the outside of Maurice Blanchot. Why Beckett? Beckett because he precisely and with distilled measure, exactitude and courage asks the question of being through the vain attempt to stage what remains when everything superfluous is taken away (Knowlson 463): what remains may well be the ‘still’ although this remainder is constitutive of presencing and not a relic or archive or dead space. Why Pinter? Pinter because, through restoring “theatre to its basic elements - an enclosed space and unpredictable dialogue” (Engdaht), he staged a certain vision of our life on earth which pulls on the very logic and power of silence in communication: this logic is that of ‘still’ – saying something while doing nothing; movement where stillness is perceived. Why Blanchot? Blanchot because he understood and gave expression to the fact that that which comes to be written, the work, will not succeed in communicating the experience that drives the writing and that as such the written work unworks the desire that brought it into being (see Smock 4). This ‘unworking’, this putting into question, is the ‘still’. * * * Apart from any other consideration, we are faced with the immense difficulty, if not the impossibility, of verifying the past. I don’t mean merely years ago, but yesterday, this morning. What took place, what was the nature of what took place, what happened? If one can speak of the difficulty of knowing what in fact took place yesterday, one can treat the present in the same way. We won’t know until tomorrow or in six months’ time, and we won’t know then, we’ll have forgotten, or our imagination will have attributed quite false characteristics to today. A moment is sucked away and distorted, often even at the time of its birth. We will all interpret a common experience quite differently, though we prefer to subscribe to the view that there’s a shared common ground, a known ground. I think there’s a shared common ground all right, but that it is more like a quicksand (Pinter, Voices 22). The ‘still’: treating the present in the same manner as the difficulty of knowing the past; seeing the present as being sucked away and distorted at its inception; taking knowing and the constitution of being as grounded on quicksand. At stake then is the work that revolves around the conceptualizations and empirical descriptions of the viscerally engraved being-there and the practical and social formations of embodiment that follow. I am concerned with the ways in which a performative re-emphasizing of practice and materiality has overlooked the central point of what ‘being-there’ means. Which is to say that what ‘being-there’ means has already been assumed in the exciting, extensive and particular engagements which concern themselves more with the different modes of being-there (walking, sitting, sleeping), the different potentialities of onto-technical connections connecting (to) the world (new image technologies, molecular stimulants, practised affecting words), and the various subjectivities produced in the subsequent placements being considered and being made in such connections whether materially or immaterially (imaginary) real (attentive, bored, thoughtful, exhausted). Such engagements do far more than this paper aims for, but what I want for this paper is for it to be a pause in itself, a provocation that takes a step back. What might this step back entail? Let’s start by pivoting off from a phrase that addresses the singular being-there of any performative material moment and that is “the event of corporeal exposure” alluded to by Paul Harrison in his paper ‘Corporeal Remains’ (432). Key to the question of ‘still’ or ‘stillness’ is the tension between thinking the body, embodiment and a sense of life that forms the social when what we are talking about or around is ‘a body. Where none. … A place. Where none’. What briefly do I mean by this? First, what can be said about the presencing of the body? Harrison, following Emmanuel Levinas, both inherits and withdraws from Martin Heidegger’s phenomenology primarily because, and this is what we want to move away from, the key concept of Dasein both covers up the sensible and vulnerable body in being discerned as a disembodied subjectivity and is too concerned forthwith with a sense of comprehension in a teleological economy of intent(ion) (429-430). Second, what is a stake in the ephemeral presence of place? Harrison signals that the eventhood of corporeal existence exists within a “specific relation between interior and exterior”, namely that of “the ‘sudden address from elsewhere’” (436). The Beckettian non-place can be read as that specific relation of the exterior to the interior, of the outside being part of that which brings the sense of self into being. In summary, these two points question the arguments raised by Harrison: ‘What is encountering'? if it isn’t quite the body as nominally thought. And ‘What is encountering?’ if such encountering is a radical asymmetrical address which nonetheless gives some orientation (placement) of comprehension for and of ourselves? 2. What is encountering? Never present still: ‘Say a body. Where none.’Literature is that experience through which the consciousness discovers its being in its inability to lose consciousness, in the movement whereby it disappears, as it tears itself away from the meticulousness of an I, it is re-created beyond consciousness as an impersonal spontaneity (Blanchot, Fire 331-332). I have used the textual extracts from literature and theatre because they present that constitutive and continual tearing away from consciousness (that sense that one is present, embodied, but always in the process of finding meaning or one’s place outside of one’s body). The ‘still’ I want to depict is then the incessant still point of presencing, the moment of disappearance and re-creation: take this passage in Blanchot’s Thomas the Obscure where the eye of the protagonist, Thomas, becomes useless for seeing in the normal way. Read this as a moment where the body doesn’t just function and gain definition within an economy of what we already know it can do, but that it places us and displaces us at the same time towards something more constitutive, indeterminate and existential because it is neither entirely animate flesh nor inanimate corpse but also the traced difference of the past and the differing affirmation of the future:Not only did this eye which saw nothing apprehend something, it apprehended the cause of its vision. It saw as object that which prevented it from seeing. Its own glance entered into it as an image, just when this glance seemed the death of all image (Blanchot, Reader 60). This is the ‘dark gaze’ that Kevin Hart unveils in his excellent book The Dark Gaze: Maurice Blanchot and the Sacred, which he defines as: “the vision of the artist who sees being as image, already separated from the phenomenal world and yet not belonging to a separate order of being” (12). Again this quivering and incessant becoming of ‘a body where none and a place where none’ pushes us towards the openness and exposure of the ‘stilling’ experience of a ‘loss of knowledge’, a lack of comprehension and yet an immediate need for orientation. The ‘still’, shown for Blanchot in the space of literature, distinguishes “itself from the struggle of which it is the dazzling expression … and if it is an answer, the answer to the destiny of the man that calls himself into question, then it is an answer that does not suspend the question” (Blanchot, Fire 343).Thus the phenomenological hegemony that produces “a certain structuring and logos of orientation within the very grammar geographers use to frame spatial experience” (Romanillos 795) is questioned and fractured in the incessant exposure of being by an ever inaccessible outside in which we ironically access ourselves – in other words, find out who or what we are. This is indeed a performance of coherence in always already deconstructing world (Rose). So for me the question of ‘still’ is a question that opens our thought up to the very way in which we think the human, and how we then think the subject in the social in a much more existential and embodied manner. The concern here is less with the biology of this disposition (although I think ultimately such insights need to go in lockstep with the ones I wish to address here) than its ontological constitution. In that sense I am questioning our micro and immediate place-making embodiment and this tasks us to think this embodiment and phenomenological disposition not in a landscape (more broadly or because this concept has become too broad) but in-place. The argument here operates a post-phenomenological and post-humanist bent in arguing for this ‘–place’ to be the neutral ‘there is’ of worlding, and the ‘in-’ to be the always exposed body. One can understand this as the absolute separation of self or other in terms of a non-dialectical account of intersubjectivity (see Critchley 18). In turning to Blanchot the want of the still, “where being ceaselessly perpetuates itself as nothingness” (Blanchot, Space 243), is in ‘showing/forcing us to think’ the strangeness, openness and finitudinal terror of this non-dialectical (non-relational) interhuman relation without the affirmations Levinas makes of an alterity to be understood ethically in some metaphysical sense and in an interpretation of that non-relation as ultimately theological (Critchley 19). What encounters is then the indeterminate, finite and exposed body. 3. What is encountering? The topography of still: ‘A place. Where none’.One of the autobiographical images for Beckett was of an old man holding a child’s hand walking down a country road. But what does this say of being? Embodied being and being-there respectively act as sensation and orientation. The touch of another’s hand is equally a touch of minimal comprehension that acts as a momentary placement. But who is guiding who? Who is pre-occupying and giving occupation to whom? Or take Pinter and the end of No Man’s Land: two men centred in a room one hoping to be employed by the other in order to employ the other back into the ‘land of the living’ rather than wait for death. Are they reflections of the same person, an internal battle to will one’s life to live, or rather to move one’s living fleshy being to an occupation (of place or as a mode by which one opens oneself up to the surroundings in which you literally find oneself – to become occupied by something there and to comprehend in doing so). Either way, is that all there is? Is this how it is? Do we just accept ‘life’ as it is? Or does ‘life’ always move us?HIRST: There is nothing there. Silence SPOONER: No. You are in no man’s land. Which never moves, which never changes, which never grows older, but which remains forever, icy and silent. Silence HIRST: I’ll drink to that (Pinter, Complete Works 157). Disingenuously, taking Pinter at face value here, ‘no man’s land’ is impossible for us, it is literally a land within which no human can be: can you imagine a place where nothing moves, never changes, never ages, but remains forever? Of course you can: we can imagine such a place. The ‘still’ can be made tangible in artistic expressions partly because they provide a means of both communicating that of which we cannot speak and showing the communication of silence when we do not speak. So in the literary spaces of Beckett, Blanchot, and Pinter, “literature as experience is valuable not so much for what it tells us about literature but for what it reveals about experience” (Hart 139-140). So what we have is a communication that reveals but doesn’t define, and that therefore questions the orientation and certainty of subject positions: The literary renderings of certain landscapes, such as those presentations of spatialities outside-the-subject, of the anonymous there is of spaces, contribute to a dismantling and erasure of the phenomenological subject (Romanillos 797). So what I think thinking through ‘still’ can do is bring us to think the ‘neutral presence of life itself’ and thus solicit from us a non-oppositional accounting of vitalism and passivity. “Blanchot asked me: why not pursue my inner experience as if I were the last man?” – for Bataille the answer became a dying from inside without witness, “an impossible moment of paralysis” (Boldt-Irons 3); but for Blanchot it became a “glimpse into ‘the interminable, the incessant’” (ibid) from outside the dying. In other words we, as in humans that comprehend, are also what we are from outside our corporeal being, be that active or passively engaged. But let’s not forget that the outside is as much about actual lived matter and materialized worlds. Whilst what enables us to instil a place in the immaterial flow of absent-presencing or present-absencing is our visceral embodied placement, it is not the body per se but its capacity that enables us to relate or encounter that which is non-relational and that which disrupts our sense of being in place. Herein all sorts of matter (air, earth, water, fire) encounter us and “act as a lure for feeling” (Stengers; after Anderson and Wylie). Pursuing the exposing nature of matter under the notion of ‘interrogation’ Anderson and Wylie site the sensible world as an interrogative agent itself. Wylie’s post-phenomenological folding of the seer and seen, the material and the sensible (2006), is rendered further here in the materialization of Levinas’ call to respond in Lingis’ worlding imperative of “obedience in sensibility” (5) where the materialization is not just the face of the Other that calls but matter itself. It is not just about living, quivering flesh then because “the flesh is a process, not a ‘substance’, in the sense of something which is simply there” (Anderson and Wylie 7). And it is here that I think the ontological accounting of ‘still’ I want to install intervenes: for it is not that there is ever a ‘simply there’ but always a ‘there is’. And this ‘there is’ is not necessarily of sensuality or sensibility, nor is it something vitally felt in one form or another. Rather it persists and insists as a neutral, incessant, interminable presencing that questions us into being: ‘what are we doing here?’ Some form of minimal comprehension must ensue even if it is only ephemeral or only enough to ‘go on’ for a bit more. I can’t go on, you must go on, I’ll go on, you must say words, as long as there are any, until they find me, until they say me, strange pain (Beckett, Unnameable 414). In a sense the question creates the questioner: all sorts of imperatives make us appear. But my point is that they are both of corporeal sensibility, felt pain or pleasure a la Lingis, and minimal comprehension of ontological placement, namely (as shown here) words as they say us, never ours and never finished. The task of reading such stuttering yet formative words is the question ‘still’ presents to social scientific explanation of being bodies in social formations. There is something unreal about the idea of stillness and the assertion that ‘still’ exists as a phenomenon and this unreality rests with the idea that ‘still’ presents both a principle of action and the incapacity to act (see Bissell for exemplary empirics on and theoretical insights into the relational constitution of activity and inactivity) – ‘I can’t go on, you must go on’. There is then a frustrated entitlement of being pre-occupied in space where we gain occupation not in equipmental activity but in the ontological attunement that makes us stall in fascination as a moment of comprehension. Such attunements are constitutive of being and as such are everywhere. They are however more readily seized upon as graspable in those moments of withdrawal from history, those moments that we don’t include when we bio-graph who we are to others, those ‘dull’ moments of pause, quiet, listlessness and apathy. But it is in these moments where, corporeally speaking, a suspension or dampening of sensibility heightens our awareness to perceive our being-there, and thus where we notice our coming to be inbetween heartbeat and thought. Such moments permanently wallpaper our world and as such provide room for perceiving that shadow mode of ‘stillness’ that “produces a strange insectlike buzzing in the margins” (Blanchot, Fire 333). Encountering is then the minimal sense of going on in the face of the questions asked of the body.Let us change the subject. For the last time (Pinter, Dramatic Works 149). Conclusion: ‘For the body. To be in. Move in. Out of. Back into. No out.’Thinking on ‘still’ seems to be a further turn away from vitalism, but such thinking acts as a fear (or a pause and therefore a demand to recognize) that what frightens us, what stills us, is the end of the end, the impossibility of dying (Blanchot, Fire 337): why are we here? But it is this fright that enlivens us both corporeally, in existing as beings, and meaningfully, in our ever ongoing encounter with the ‘there is’ that enables our sense of orientation, towards being something that can say/feel ‘there’.A human being is always on the way toward itself, in becoming, thwarted, thrown-into a situation, primordially ‘‘passive,’’ receptive, attuned, exposed …; far from limiting him, this exposure is the very ground of the emergence of a universe of meaning, of the ‘‘worldliness’’ of man (Žižek 273). The ‘still’ therefore names “the ‘site’ in which the event of Being occurs” (Calarco 34). It comes about from “glimpsing the abyss opened up by the recognition of the perspectival character of human knowledge and the concomitant awareness of … [its] limits” (Calarco 41) – that yes we are death-subjected beings and therefore corporeal and finite. And as such it fashions “a fascination for something ‘outside’ or other than the human” (Calarco 43) – that we are not alone in the world, and the world itself brings us into being. This counterpointing between body and place, sensation and meaning, exists at the very heart of what we call human: namely that we are tasked to know how to go on at the limits of what we know because to go on is the imperative of world. This essay has been a pause then on the circumflexion of ‘still’. If Levinas is right in suggesting that Blanchot overcomes Heidegger’s philosophy of the neuter (Levinas 298) it is because it is not just that we (Dasein) question the ontological from the ontic in which we are thrown but that also the ontological (the outside that ‘stills’ us) questions us:What haunts us is something inaccessible from which we cannot extricate ourselves. It is that which cannot be found and therefore cannot be avoided (Blanchot, Space 259). Thus, as Hart writes, we are transfixed “and risk standing where our ‘here’ will crumble into ‘nowhere’ (150).Neither just vital nor vulnerable, it is about the quick of meaning in the topography of finitude. The resultant non-ontological ethics that comes from this is voiced from an unsuspecting direction in a text written by Jacques Derrida to be read at his funeral. On 12th October 2004 Derrida’s son Pierre gave it oration: “Always prefer life and never cease affirming survival” (Derrida, quoted in Hill 7). Estragon: ‘I can’t go on like this’Vladimir: ‘That’s what you think’ (Beckett, Complete Works 87-88). ReferencesAnderson, Ben, and John Wylie. “On Geography and Materiality.” Environment and Planning A (advance online publication, 3 Dec. 2008). Beckett, Samuel. Molloy, Malone Dies, The Unnameable. New York: Grove P, 1958. ———. Samuel Beckett: The Complete Dramatic Works. London: Faber & Faber, 1990. ———. Samuel Beckett, Volume 4: Poems, Short Fiction, Criticism. New York: Grove/Atlantic P, 2006. Blanchot, Maurice. The Work of Fire. Trans. Charlotte Mandell. Stanford: Stanford U P, 1995. ———. The Space of Literature. Trans. Ann Smock. Lincoln: U of Nebraska P, 1989. ———. The Infinite Conversation. Trans. Susan Hanson. Minneapolis: U of Minnesota P, 1993. ———. The Station Hill Blanchot Reader. Trans. Lydia Davis. Barrytown: Station Hill P, 1999. Bissell, David. “Comfortable Bodies: Sedentary Affects.” Environment and Planning A 40 (2008): 1697-1712. Boldt-Irons, Lesile-Ann. “Blanchot and Bataille on the Last Man.” Angelaki 11.2 (2006): 3-17. Calarco, Matthew. Zoographies: The Question of the Animal from Heidegger to Derrida. New York: Columbia U P, 2008. Critchley, Simon. “Forgetfulness Must: Politics and Filiation in Blanchot and Derrida.” Parallax 12.2 (2006): 12-22. Engdaht, Horace. “The Nobel Prize in Literature – Prize Announcement.” 13 Oct. 2005. 8 Mar. 2009 ‹http://nobelprize.org/nobel_prizes/literature/laureates/2005/announcement.html›. Hart, Kevin. The Dark Gaze: Maurice Blanchot and the Sacred. Chicago: U of Chicago P, 2004. Harrison, Paul. “Corporeal Remains: Vulnerability, Proximity, and Living On after the End of the World.” Environment and Planning A 40 (2008): 423-45. Hill, Leslie. The Cambridge Introduction to Jacques Derrida. Cambridge: Cambridge UP, 2007. Levinas, Emmanuel. Totality and Infinity. Trans. Alphonso Lingis, Pittsburgh: Duquesne UP, 1999. Lingis, Alphonso. The Imperative. Bloomington: Indiana University P, 1998. Knowlson, John. Damned to Fame: Life of Samuel Beckett. London: Bloomsbury Publishing, 1997.Merriman, Peter. et al. “Landscape, Mobility, Practice.” Social & Cultural Geography 9 (2008): 191-212. Nancy, Jean-Luc. “The Being-With of Being-There.” Continental Philosophical Review 41 (2008): 1-15. Pinter, Harold. 1971–1981 Complete Works: 4. New York: Grove P, 1981 ———. Various Voices: Prose, Poetry, Politics 1948-2005. London: Faber & Faber, 2005. Romanillos, Jose Lluis. “‘Outside, It Is Snowing’: Experience and Finitude in the Nonrepresentational Landscapes of Alain Robbe-Grillet.” Environment and Planning D 26 (2008): 795-822. Rose, Mitch. "Gathering ‘Dreams of Presence’: A Project for the Cultural Landscape." Environment and Planning D 24 (2006): 537–54.Smock, Ann. "Translator’s Introduction.”The Space of Literature. Maurice Blanchot. Lincoln: U of Nebraska P, 1989. 1-15. Wylie, John. “Depths and Folds: On Landscape and the Gazing Subject.” Environment and Planning D 24 (2006): 519-35. Žižek, Slavoj. The Parallax View. Cambridge: The MIT P, 2006.

This article investigates the prosthesis of identity through the process of branding. It examines cross-cultural manifestations of this phenomena from sixth millennium BCE Syria to twelfth century Japan and Britain. From the Neolithic Era, humanity has sort to extend their identities using pictorial signs that were characteristically simple. Designed to be distinctive and instantly recognisable, the totemic symbols served to signal the origin of the bearer. Subsequently, the development of branding coincided with periods of increased in mobility both in respect to geography and social strata. This includes fifth millennium Mesopotamia, nineteenth century Britain, and America during the 1920s.There are fewer articles of greater influence on contemporary culture than A Theory of Human Motivation written by Abraham Maslow in 1943. Nearly seventy-five years later, his theories about the societal need for “belongingness” and “esteem” remain a mainstay of advertising campaigns (Maslow). Although the principles are used to sell a broad range of products from shampoo to breakfast cereal they are epitomised by apparel. This is with refence to garments and accessories bearing corporation logos. Whereas other purchased items, imbued with abstract products, are intended for personal consumption the public display of these symbols may be interpreted as a form of signalling. The intention of the wearers is to literally seek the fulfilment of the aforementioned social needs. This article investigates the use of brands as prosthesis.Coats and Crests: Identity Garnered on Garments in the Middle Ages and the Muromachi PeriodA logo, at its most basic, is a pictorial sign. In his essay, The Visual Language, Ernest Gombrich described the principle as reducing images to “distinctive features” (Gombrich 46). They represent a “simplification of code,” the meaning of which we are conditioned to recognise (Gombrich 46). Logos may also be interpreted as a manifestation of totemism. According to anthropologist Claude Levi-Strauss, the principle exists in all civilisations and reflects an effort to evoke the power of nature (71-127). Totemism is also a method of population distribution (Levi-Strauss 166).This principle, in a form garnered on garments, is manifested in Mon Kiri. The practice of cutting out family crests evolved into a form of corporate branding in Japan during the Meiji Period (1868-1912) (Christensen 14). During the Muromachi period (1336-1573) the crests provided an integral means of identification on the battlefield (Christensen 13). The adorning of crests on armour was also exercised in Europe during the twelfth century, when the faces of knights were similarly obscured by helmets (Family Crests of Japan 8). Both Mon Kiri and “Coat[s] of Arms” utilised totemic symbols (Family Crests of Japan 8; Elven 14; Christensen 13). The mon for the imperial family (figs. 1 & 2) during the Muromachi Period featured chrysanthemum and paulownia flowers (Goin’ Japaneque). “Coat[s] of Arms” in Britain featured a menagerie of animals including lions (fig. 3), horses and eagles (Elven).The prothesis of identity through garnering symbols on the battlefield provided “safety” through demonstrating “belongingness”. This constituted a conflation of two separate “needs” in the “hierarchy of prepotency” propositioned by Maslow. Fig. 1. The mon symbolising the Imperial Family during the Muromachi Period featured chrysanthemum and paulownia. "Kamon (Japanese Family Crests): Ancient Key to Samurai Culture." Goin' Japaneque! 15 Nov. 2015. 27 July 2019 <http://goinjapanesque.com/05983/>.Fig. 2. An example of the crest being utilised on a garment can be found in this portrait of samurai Oda Nobunaga. "Japan's 12 Most Famous Samurai." All About Japan. 27 Aug. 2018. 27 July 2019 <https://allabout-japan.com/en/article/5818/>.Fig. 3. A detail from the “Index of Subjects of Crests.” Elven, John Peter. The Book of Family Crests: Comprising Nearly Every Family Bearing, Properly Blazoned and Explained, Accompanied by Upwards of Four Thousand Engravings. Henry Washbourne, 1847.The Pursuit of Prestige: Prosthetic Pedigree from the Late Georgian to the Victorian Eras In 1817, the seal engraver to Prince Regent, Alexander Deuchar, described the function of family crests in British Crests: Containing The Crest and Mottos of The Families of Great Britain and Ireland; Together with Those of The Principal Cities and Heraldic Terms as follows: The first approach to civilization is the distinction of ranks. So necessary is this to the welfare and existence of society, that, without it, anarchy and confusion must prevail… In an early stage, heraldic emblems were characteristic of the bearer… Certain ordinances were made, regulating the mode of bearing arms, and who were entitled to bear them. (i-v)The partitioning of social classes in Britain had deteriorated by the time this compendium was published, with displays of “conspicuous consumption” displacing “heraldic emblems” as a primary method of status signalling (Deuchar 2; Han et al. 18). A consumerism born of newfound affluence, and the desire to signify this wealth through luxury goods, was as integral to the Industrial Revolution as technological development. In Rebels against the Future, published in 1996, Kirkpatrick Sale described the phenomenon:A substantial part of the new population, though still a distinct minority, was made modestly affluent, in some places quite wealthy, by privatization of of the countryside and the industrialization of the cities, and by the sorts of commercial and other services that this called forth. The new money stimulated the consumer demand… that allowed a market economy of a scope not known before. (40)This also reflected improvements in the provision of “health, food [and] education” (Maslow; Snow 25-28). With their “physiological needs” accommodated, this ”substantial part” of the population were able to prioritised their “esteem needs” including the pursuit for prestige (Sale 40; Maslow).In Britain during the Middle Ages laws “specified in minute detail” what each class was permitted to wear (Han et al. 15). A groom, for example, was not able to wear clothing that exceeded two marks in value (Han et al. 15). In a distinct departure during the Industrial Era, it was common for the “middling and lower classes” to “ape” the “fashionable vices of their superiors” (Sale 41). Although mon-like labels that were “simplified so as to be conspicuous and instantly recognisable” emerged in Europe during the nineteenth century their application on garments remained discrete up until the early twentieth century (Christensen 13-14; Moore and Reid 24). During the 1920s, the French companies Hermes and Coco Chanel were amongst the clothing manufacturers to pioneer this principle (Chaney; Icon).During the 1860s, Lincolnshire-born Charles Frederick Worth affixed gold stamped labels to the insides of his garments (Polan et al. 9; Press). Operating from Paris, the innovation was consistent with the introduction of trademark laws in France in 1857 (Lopes et al.). He would become known as the “Father of Haute Couture”, creating dresses for royalty and celebrities including Empress Eugene from Constantinople, French actress Sarah Bernhardt and Australian Opera Singer Nellie Melba (Lopes et al.; Krick). The clothing labels proved and ineffective deterrent to counterfeit, and by the 1890s the House of Worth implemented other measures to authenticate their products (Press). The legitimisation of the origin of a product is, arguably, the primary function of branding. This principle is also applicable to subjects. The prothesis of brands, as totemic symbols, assisted consumers to relocate themselves within a new system of population distribution (Levi-Strauss 166). It was one born of commerce as opposed to heraldry.Selling of Self: Conferring Identity from the Neolithic to Modern ErasIn his 1817 compendium on family crests, Deuchar elaborated on heraldry by writing:Ignoble birth was considered as a stain almost indelible… Illustrious parentage, on the other hand, constituted the very basis of honour: it communicated peculiar rights and privileges, to which the meaner born man might not aspire. (v-vi)The Twinings Logo (fig. 4) has remained unchanged since the design was commissioned by the grandson of the company founder Richard Twining in 1787 (Twining). In addition to reflecting the heritage of the family-owned company, the brand indicated the origin of the tea. This became pertinent during the nineteenth century. Plantations began to operate from Assam to Ceylon (Jones 267-269). Amidst the rampant diversification of tea sources in the Victorian era, concerns about the “unhygienic practices” of Chinese producers were proliferated (Wengrow 11). Subsequently, the brand also offered consumers assurance in quality. Fig. 4. The Twinings Logo reproduced from "History of Twinings." Twinings. 24 July 2019 <https://www.twinings.co.uk/about-twinings/history-of-twinings>.The term ‘brand’, adapted from the Norse “brandr”, was introduced into the English language during the sixteenth century (Starcevic 179). At its most literal, it translates as to “burn down” (Starcevic 179). Using hot elements to singe markings onto animals been recorded as early as 2700 BCE in Egypt (Starcevic 182). However, archaeologists concur that the modern principle of branding predates this practice. The implementation of carved seals or stamps to make indelible impressions of handcrafted objects dates back to Prehistoric Mesopotamia (Starcevic 183; Wengrow 13). Similar traditions developed during the Bronze Age in both China and the Indus Valley (Starcevic 185). In all three civilisations branding facilitated both commerce and aspects of Totemism. In the sixth millennium BCE in “Prehistoric” Mesopotamia, referred to as the Halaf period, stone seals were carved to emulate organic form such as animal teeth (Wengrow 13-14). They were used to safeguard objects by “confer[ring] part of the bearer’s personality” (Wengrow 14). They were concurrently applied to secure the contents of vessels containing “exotic goods” used in transactions (Wengrow 15). Worn as amulets (figs. 5 & 6) the seals, and the symbols they produced, were a physical extension of their owners (Wengrow 14).Fig. 5. Recreation of stamp seal amulets from Neolithic Mesopotamia during the sixth millennium BCE. Wengrow, David. "Prehistories of Commodity Branding." Current Anthropology 49.1 (2008): 14.Fig. 6. “Lot 25Y: Rare Syrian Steatite Amulet – Fertility God 5000 BCE.” The Salesroom. 27 July 2019 <https://www.the-saleroom.com/en-gb/auction-catalogues/artemis-gallery-ancient-art/catalogue-id-srartem10006/lot-a850d229-a303-4bae-b68c-a6130005c48a>. Fig. 7. Recreation of stamp seal designs from Mesopotamia from the late fifth to fourth millennium BCE. Wengrow, David. "Prehistories of Commodity Branding." Current Anthropology 49. 1 (2008): 16.In the following millennia, the seals would increase exponentially in application and aesthetic complexity (fig. 7) to support the development of household cum cottage industries (Wengrow 15). In addition to handcrafts, sealed vessels would transport consumables such as wine, aromatic oils and animal fats (Wengrow 18). The illustrations on the seals included depictions of rituals undertaken by human figures and/or allegories using animals. It can be ascertained that the transition in the Victorian Era from heraldry to commerce, from family to corporation, had precedence. By extension, consumers were able to participate in this process of value attribution using brands as signifiers. The principle remained prevalent during the modern and post-modern eras and can be respectively interpreted using structuralist and post-structuralist theory.Totemism to Simulacrum: The Evolution of Advertising from the Modern to Post-Modern Eras In 2011, Lisa Chaney wrote of the inception of the Coco Chanel logo (fig. 8) in her biography Chanel: An Intimate Life: A crucial element in the signature design of the Chanel No.5 bottle is the small black ‘C’ within a black circle set as the seal at the neck. On the top of the lid are two more ‘C’s, intertwined back to back… from at least 1924, the No5 bottles sported the unmistakable logo… these two ‘C’s referred to Gabrielle, – in other words Coco Chanel herself, and would become the logo for the House of Chanel. Chaney continued by describing Chanel’s fascination of totemic symbols as expressed through her use of tarot cards. She also “surrounded herself with objects ripe with meaning” such as representations of wheat and lions in reference prosperity and to her zodiac symbol ‘Leo’ respectively. Fig. 8. No5 Chanel Perfume, released in 1924, featured a seal-like logo attached to the bottle neck. “No5.” Chanel. 25 July 2019 <https://www.chanel.com/us/fragrance/p/120450/n5-parfum-grand-extrait/>.Fig. 9. This illustration of the bottle by Georges Goursat was published in a women’s magazine circa 1920s. “1921 Chanel No5.” Inside Chanel. 26 July 2019 <http://inside.chanel.com/en/timeline/1921_no5>; “La 4éme Fête de l’Histoire Samedi 16 et dimache 17 juin.” Ville de Perigueux. Musée d’art et d’archéologie du Périgord. 28 Mar. 2018. 26 July 2019 <https://www.perigueux-maap.fr/category/archives/page/5/>. This product was considered the “financial basis” of the Chanel “empire” which emerged during the second and third decades of the twentieth century (Tikkanen). Chanel is credited for revolutionising Haute Couture by introducing chic modern designs that emphasised “simplicity and comfort.” This was as opposed to the corseted highly embellished fashion that characterised the Victorian Era (Tikkanen). The lavish designs released by the House of Worth were, in and of themselves, “conspicuous” displays of “consumption” (Veblen 17). In contrast, the prestige and status associated with the “poor girl” look introduced by Chanel was invested in the story of the designer (Tikkanen). A primary example is her marinière or sailor’s blouse with a Breton stripe that epitomised her ascension from café singer to couturier (Tikkanen; Burstein 8). This signifier might have gone unobserved by less discerning consumers of fashion if it were not for branding. Not unlike the Prehistoric Mesopotamians, this iteration of branding is a process which “confer[s]” the “personality” of the designer into the garment (Wengrow 13 -14). The wearer of the garment is, in turn, is imbued by extension. Advertisers in the post-structuralist era embraced Levi-Strauss’s structuralist anthropological theories (Williamson 50). This is with particular reference to “bricolage” or the “preconditioning” of totemic symbols (Williamson 173; Pool 50). Subsequently, advertising creatives cum “bricoleur” employed his principles to imbue the brands with symbolic power. This symbolic capital was, arguably, transferable to the product and, ultimately, to its consumer (Williamson 173).Post-structuralist and semiotician Jean Baudrillard “exhaustively” critiqued brands and the advertising, or simulacrum, that embellished them between the late 1960s and early 1980s (Wengrow 10-11). In Simulacra and Simulation he wrote,it is the reflection of a profound reality; it masks and denatures a profound reality; it masks the absence of a profound reality; it has no relation to any reality whatsoever: it is its own pure simulacrum. (6)The symbolic power of the Chanel brand resonates in the ‘profound reality’ of her story. It is efficiently ‘denatured’ through becoming simplified, conspicuous and instantly recognisable. It is, as a logo, physically juxtaposed as simulacra onto apparel. This simulacrum, in turn, effects the ‘profound reality’ of the consumer. In 1899, economist Thorstein Veblen wrote in The Theory of the Leisure Class:Conspicuous consumption of valuable goods it the means of reputability to the gentleman of leisure… costly entertainments, such as potlatch or the ball, are peculiarly adapted to serve this end… he consumes vicariously for his host at the same time that he is witness to the consumption… he is also made to witness his host’s facility in etiquette. (47)Therefore, according to Veblen, it was the witnessing of “wasteful” consumption that “confers status” as opposed the primary conspicuous act (Han et al. 18). Despite television being in its experimental infancy advertising was at “the height of its powers” during the 1920s (Clark et al. 18; Hill 30). Post-World War I consumers, in America, experienced an unaccustomed level of prosperity and were unsuspecting of the motives of the newly formed advertising agencies (Clark et al. 18). Subsequently, the ‘witnessing’ of consumption could be constructed across a plethora of media from the newly emerged commercial radio to billboards (Hill viii–25). The resulting ‘status’ was ‘conferred’ onto brand logos. Women’s magazines, with a legacy dating back to 1828, were a primary locus (Hill 10).Belonging in a Post-Structuralist WorldIt is significant to note that, in a post-structuralist world, consumers do not exclusively seek upward mobility in their selection of brands. The establishment of counter-culture icon Levi-Strauss and Co. was concurrent to the emergence of both The House of Worth and Coco Chanel. The Bavarian-born Levi Strauss commenced selling apparel in San Francisco in 1853 (Levi’s). Two decades later, in partnership with Nevada born tailor Jacob Davis, he patented the “riveted-for-strength” workwear using blue denim (Levi’s). Although the ontology of ‘jeans’ is contested, references to “Jene Fustyan” date back the sixteenth century (Snyder 139). It involved the combining cotton, wool and linen to create “vestments” for Geonese sailors (Snyder 138). The Two Horse Logo (fig. 10), depicting them unable to pull apart a pair of jeans to symbolise strength, has been in continuous use by Levi Strauss & Co. company since its design in 1886 (Levi’s). Fig. 10. The Two Horse Logo by Levi Strauss & Co. has been in continuous use since 1886. Staff Unzipped. "Two Horses. One Message." Heritage. Levi Strauss & Co. 1 July 2011. 25 July 2019 <https://www.levistrauss.com/2011/07/01/two-horses-many-versions-one-message/>.The “rugged wear” would become the favoured apparel amongst miners at American Gold Rush (Muthu 6). Subsequently, between the 1930s – 1960s Hollywood films cultivated jeans as a symbol of “defiance” from Stage Coach staring John Wayne in 1939 to Rebel without A Cause staring James Dean in 1955 (Muthu 6; Edgar). Consequently, during the 1960s college students protesting in America (fig. 11) against the draft chose the attire to symbolise their solidarity with the working class (Hedarty). Notwithstanding a 1990s fashion revision of denim into a diversity of garments ranging from jackets to skirts, jeans have remained a wardrobe mainstay for the past half century (Hedarty; Muthu 10). Fig. 11. Although the brand label is not visible, jeans as initially introduced to the American Goldfields in the nineteenth century by Levi Strauss & Co. were cultivated as a symbol of defiance from the 1930s – 1960s. It documents an anti-war protest that occurred at the Pentagon in 1967. Cox, Savannah. "The Anti-Vietnam War Movement." ATI. 14 Dec. 2016. 16 July 2019 <https://allthatsinteresting.com/vietnam-war-protests#7>.In 2003, the journal Science published an article “Does Rejection Hurt? An Fmri Study of Social Exclusion” (Eisenberger et al.). The cross-institutional study demonstrated that the neurological reaction to rejection is indistinguishable to physical pain. Whereas during the 1940s Maslow classified the desire for “belonging” as secondary to “physiological needs,” early twenty-first century psychologists would suggest “[social] acceptance is a mechanism for survival” (Weir 50). In Simulacra and Simulation, Jean Baudrillard wrote: Today abstraction is no longer that of the map, the double, the mirror or the concept. Simulation is no longer that of a territory, a referential being or a substance. It is the generation by models of a real without origin or reality: a hyperreal… (1)In the intervening thirty-eight years since this document was published the artifice of our interactions has increased exponentially. In order to locate ‘belongness’ in this hyperreality, the identities of the seekers require a level of encoding. Brands, as signifiers, provide a vehicle.Whereas in Prehistoric Mesopotamia carved seals, worn as amulets, were used to extend the identity of a person, in post-digital China WeChat QR codes (fig. 12), stored in mobile phones, are used to facilitate transactions from exchanging contact details to commerce. Like other totems, they provide access to information such as locations, preferences, beliefs, marital status and financial circumstances. These individualised brands are the most recent incarnation of a technology that has developed over the past eight thousand years. The intermediary iteration, emblems affixed to garments, has remained prevalent since the twelfth century. Their continued salience is due to their visibility and, subsequent, accessibility as signifiers. Fig. 12. It may be posited that Wechat QR codes are a form individualised branding. Like other totems, they store information pertaining to the owner’s location, beliefs, preferences, marital status and financial circumstances. “Join Wechat groups using QR code on 2019.” Techwebsites. 26 July 2019 <https://techwebsites.net/join-wechat-group-qr-code/>.Fig. 13. Brands function effectively as signifiers is due to the international distribution of multinational corporations. This is the shopfront of Chanel in Dubai, which offers customers apparel bearing consistent insignia as the Parisian outlet at on Rue Cambon. Customers of Chanel can signify to each other with the confidence that their products will be recognised. “Chanel.” The Dubai Mall. 26 July 2019 <https://thedubaimall.com/en/shop/chanel>.Navigating a post-structuralist world of increasing mobility necessitates a rudimental understanding of these symbols. Whereas in the nineteenth century status was conveyed through consumption and witnessing consumption, from the twentieth century onwards the garnering of brands made this transaction immediate (Veblen 47; Han et al. 18). The bricolage of the brands is constructed by bricoleurs working in any number of contemporary creative fields such as advertising, filmmaking or song writing. They provide a system by which individuals can convey and recognise identities at prima facie. They enable the prosthesis of identity.ReferencesBaudrillard, Jean. Simulacra and Simulation. Trans. Sheila Faria Glaser. United States: University of Michigan Press, 1994.Burstein, Jessica. Cold Modernism: Literature, Fashion, Art. United States: Pennsylvania State University Press, 2012.Chaney, Lisa. Chanel: An Intimate Life. United Kingdom: Penguin Books Limited, 2011.Christensen, J.A. Cut-Art: An Introduction to Chung-Hua and Kiri-E. New York: Watson-Guptill Publications, 1989. Clark, Eddie M., Timothy C. 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