Suchergebnisse

At DiGRA 2013 (Georgia Institute of Technology, Atlanta, USA), the Indie Game Studies panel and dedicated issue of the journal Loading…, curated by Prof Bart Simon, brought the emerging forms of independent game development to the attention of game scholars (Parker 2014). Five years later, the indie scene has become richer and varied, and has been adapting to mutating contexts of production and distribution. Festivals, incubators for start-ups and small companies, workshops and mentoring schemes, have been proliferating in the USA, Canada, Australia, Northern Europe, and the United Kingdom. Numerous independent companies have been founded in the geographical areas where the video game industry was already solid, and a significant presence is establishing in parts of the world that have been traditionally distant from the main hubs of video game development. While the differences (economic, managerial, ideological) with the mainstream productions have always been contested, the recent proliferation of independent companies has further confused the boundaries that appeared to separate the independent territories from the 'official' video game industry. In 2013 the trade association TIGA estimated that in the United Kingdom '83% of all studios that started up in 2011 and 2012 were independent (as opposed to publisher owned)' (TIGA 2013). It has been estimated that, in 2014, 95% of video game companies in the United Kingdom were micro or small businesses, according to NESTA (2014) and the British government (GOV.uk 2014). In Australia, independent companies now form the 'backbone' of game development (Apperley and Golding 2015, 61; Banks and Cunningham 2016). In 2013, a survey involving 2,500 North American game developers revealed that 53% of them identified as 'indie' (GDC 2013), and a subsequent survey by IGDA revealed that 48% of US game developers self-identified as independent (IGDA 2014). Independence is no longer a marginal or alternative mode of production, if it ever was, but the most common type of organization within the video game industry. It appears that almost every game developer is now partially or temporarily 'indie' within their career, and the trend is expected to grow, consistently with the recent developments of the cinema, music, and fashion industries (Hesmondhalgh 2013, McRobbie 2016). The workshop will explore the current state, meanings, and values associated with independence in video game culture, through a series of contributions and findings that analyse the domain from different perspectives, disciplines and geographical specificities. What is at stake, in 2018, when making claims of autonomy, self-management, and creative control? Are indie games helping improve the diversity deficit in game makers and audiences? Is there still room for independence, in a production context where short-term contracts, individualism, and financial risks are considered necessary to be involved in game development? The workshop picks up where the 2013 DiGRA panel left off, bringing together the most current research and theorizing on the topic of "indie game studies." Speakers, including some of from the original panel in Atlanta, will present and compare research in a series of short (approx. 15 minutes) presentations. The presentation will culminate in a discussion, to which participants will be invited to contribute, identifying patterns, controversies and gaps, with a view toward continuing towards further collaboration, research, publication and dissemination. Speakers' contributions: Indie Game Studies – 5 years later Paolo Ruffino (Lecturer in Media Studies, University of Lincoln, UK) Ruffino will introduce the workshop. Drawing on Felan Parker's proposal of 'indie game studies', the workshop gathers some of the international scholars who are currently doing research on independent game development (Parker 2014). This presentation looks at the various approaches to the study of independence. It also questions the reasons for doing research on this topic in this particular historical moment, while developers are starting to organise in local/global unions and networks of mutual assistance. It also draws on regionally specific studies regarding the meaning and values of independence, with a view on mapping the contemporary topics and questions of academic research in the field. Game Production Studies: Theory, Method and Practice Casey O'Donnell (Associate Professor in the Department of Media and Information at Michigan State University, USA) Dr. O'Donnell's addition to this workshop is rooted in a deep interest and care for game production studies, beginning with his early dissertation work with AAA game developers and subsequently working in a variety of fields doing research on game production in the educational, crowdsourcing and "indie" communities. O'Donnell's focus will be on the theories, methods and practices of performing indie game production studies. Game Production Studies explore the wide array of processes, practices, texts, technologies and aspects that take place in and surrounding the game production process. This process is often referred to generally as "game development," which while rooted in the practice of making games actually constitutes a wide variety of tasks, disciplinary perspectives, processes, people and institutions. Indiepocalypse Nadav Lipkin (Assistant Professor of Media, Communication and Technology at La Roche College, Pittsburgh, PA, USA) In his 2013 article for Loading…, Lipkin went about defining independent games. A fear at the heart of that discussion was that larger corporations would co-opt the indie movement by producing games that look indie without being independent from dominant production practices. Since then, subsequent research suggests a different concern is perhaps more worthy of examination. For this workshop, Lipkin will discuss the Indiepocalypse and focus on how the biggest threat to independents is not the mainstream but each other. Overproduction, a glamorization of insecure and unpaid labor, and mainstream distribution partners (especially Steam) who have contradictory financial interests need to be better understood. By examining these conditions, Lipkin intends to connect the games industry more closely to examinations of other creative industries plagued by similarly poor labor and economic conditions. Some notes on the indiefication of game development Olli Sotamaa (Postdoctoral Research Fellow at Game Lab, School of Information Sciences at University of Tampere, Finland) This presentation will draw on my study of the Finnish game development scene that has been going on for almost a decade now. While Finland arguably is a small node in the global circuits of game production, well known hit games like Rovio's Angry Birds and Supercell's Clash of Clans have attracted attention worldwide. Following Garda & Grabarczyk (2016), I consider it important to highlight how the notions of independent games are always connected to given time and place. Accordingly, I examine how independence and 'indie' get a particular meaning in a North-European game development scene defined by small domestic market and early focus on mobile games. Drawing from diverse examples ranging from Housemarque, an independent studio founded in 1995 and a nominee for the Best Indie Studio in Develop Awards 2018, to Arvi Teikari, the designer of IGF 2018 winner Baba is You, this presentation explores the different understandings of indie in an environment that has never hosted a strong AAA industry. As at least some of the game development practices look increasingly similar, it is clear that we need to take a closer look at the production networks (Tyni 2017) and cultural intermediaries (Parker, Whitson & Simon 2018) and explore how they differ between individual games and companies. The other side of the spectrum – how indies saved VR Paweł Grabarczyk (Post-Doc at ITU Copenhagen, Denmark) As has been pointed out (Juul 2015, Garda & Grabarczyk 2016) pixel art and low (or at least relatively humble) production values have become the de facto aesthetic standard for contemporary independent games. Indie games can typically be run on modest computers as they do not require expensive graphics cards or fast processors. The result of this common association is that independent games with relatively high production values are sometimes dubbed as "AAA indie" (Hellblade Senua's Sacrifice can be a good example of this). Contrary to this VR technologies are typically associated with expensive, high end machines because they require both: the purchase of a relatively powerful computer and the purchase of the headset itself. On the face of it, VR games and indie aesthetics could not be further apart. It is thus very surprising that this expensive technology attracted a substantial number of independent developers (for example, there are currently 1864 games tagged as "independent" "VR" games on the Steam platform). More importantly, many of the most successful VR games belong to the indie category (Job Simulator, SuperHot VR, Beat Saber). I believe that this phenomenon demands further study, because it escapes some of the existing classifications and conceptualizations of independent games market (the move from retro-aesthetics being the most obvious reason for this). I argue that there are three reasons why independent developers were attracted to VR platforms. The first reason is the move from pixel art to low poly art which has been visible in many recent games (and which made the transition from "flat" games to VR games possible). The second reason is the spirit of innovation which permeates both communities (indie developers and VR developers). The third, most intriguing factor is that VR games created an economic niche which resulted from the lack of so called "AAA" games being developed specifically for VR. Project:INDIE Dr Celia Pearce (Associate Professor of Game Design at Northeastern University, USA) Over the past decade, indie games have grown at such a rapid rate that by 2014 roughly half of game developers identified as indie. This explosion is the outcome of a bottom-up, complex, emergent process representing the convergence of a variety of visible and invisible factors, including: emerging technologies, new publication and funding models, game academia, festivals and exhibitions, accessible creation tools, peer-learning and creative communities (e.g. game jams, co-working spaces), as well changes in government and popular perception of games. Project:INDIE is an initiative and consortium formed to develop an overview of the indie ecosystem, mapping the complex interrelationships and influences between its constituent parts. We will do this by aggregating existing research on indie games, identifying gaps and setting research agendas, and conducting comparative analysis on datasets from key players to understand the synergies between various contributing factors to the growth and commercial success of indie and artgames. Independent game industry in Melbourne, Australia Dr Brendan Keogh (Digital Media Research Centre, Queensland University of Technology, Australia) Like other countries beyond North America and Japan, Australia has an emerging, grassroots videogame industry consisting primarily of small teams of independent studios creating original IP in precarious conditions. In Australia, this independent game industry has centred on Melbourne, Victoria, where state funding and the support of institutions such as the State Library of Victoria and the Australian Centre of the Moving Image have encouraged the growth of a robust and diverse ecology of videogame makers. Crucially, within this ecology are two interlocking but distinct independent scenes with different practices and approaches. This talk will present preliminary findings from interview research conducted with 40 videogame makers and cultural institutions in Melbourne to highlight the specific tensions, experiences, skills, and identities across these two Melbourne indie game scenes to draw attention to the need to account for a variety of scales of formal and informal creative labour practices within local videogame development fields. BIOGRAPHICAL INFORMATION Paweł Grabarczyk is a post-doc researcher at IT University of Copenhagen and adjunct professor at University of Lodz. His research focuses mostly on the boundaries between philosophy and game studies: specifically philosophy of language (ontology of games and conceptual analysis) and philosophy of mind (forms of representation in games and virtual reality). He is also interested in the study of modern and historical trends in games (indie games, shareware games) and demoscene. He is the president of Centre for Philosophical Research and an editor-in-chief of Replay: The Polish Journal of Game Studies. Brendan Keogh is an Australian Research Council Discovery Early Career Research Fellow currently conducting research into Australian videogame makers and skills transfer. He is the author of A Play of Bodies: How We Perceive Videogames and Killing is Harmless: A Critical Reading of Spec Ops The Line. Nadav Lipkin is an Assistant Professor of Media, Communication and Technology at La Roche College in Pittsburgh. His dissertation, "Agents at work: Decision making capacity and creative labor in network society," explores agency for creative professionals through a cross-industry analysis and a case study of the independent game development community in New York City. His research focuses on independent media production both in and beyond the games industry. Currently, he is examining the responses of YouTube content producers to changes in the platform's content policies. Casey O'Donnell is an Associate Professor in the Department of Media and Information at Michigan State University. His research examines the creative collaborative work of videogame design and development. This research examines the cultural and collaborative dynamics that occur in both professional "AAA" organizations and formal and informal "independent" game development communities. His first book, "Developer's Dilemma" is published by MIT Press. Casey is an active game developer, releasing "Osy," in 2011, "Against the Gradient," in 2012, "GLITcH" in 2013 and "Kerem B'Yavneh," in 2016. His work has been funded by the National Science Foundation (NSF) and the National Institute of Health (NIH). Celia Pearce is an award-winning game designer, researcher, writer and curator. She currently holds a position as Associate Professor of Game Design at Northeastern University. She is the author or co-author of numerous of books and papers, including Communities of Play (MIT Press), Ethnography and Virtual Worlds (Princeton) and IndieCade@10: A Decade of Innovation (CMU ETC Press-In Progress), which chronicles the history of IndieCade, the festival she co-founded. Her recent game credits include Fracture, co-designed for the Blinks Platform, and eBee, which won the 2016 award for Innovation in Tabletop Game Design at Boston Festival of Indie Games. Paolo Ruffino is Lecturer in Media Studies at University of Lincoln, UK, and artist with the collective IOCOSE. Ruffino is the author of Future Gaming: Creative Interventions in Video Game Culture (Goldsmiths and MIT Press), and editor and co-author of numerous publications on games cultures, gamification, and game art. He has been researching in the areas of digital culture, media and cultural studies, media art, and semiotics. Ruffino is President of DiGRA Italia and board member of British DiGRA. Olli Sotamaa is an Associate Professor of game cultures studies at the University of Tampere. His publications cover co-production, user-generated content, game industry analysis & game studies methods. Sotamaa is the co-director of University of Tampere Game Research Lab and a team leader at the Centre of Excellence in Game Culture Studies (2018-2025). His current research interests include game production studies, creative labour and game policy. BIBLIOGRAPHY Apperley, T. and Golding, D. (2015) "Australia" in In Video Games Around the World (M.J.P. Wolf, dir.), Cambridge (MA): The MIT Press, pp. 57–70. Arsenault, D., and Guay, L.-M. (2015). "Canada". In Video Games Around the World (M.J.P. Wolf, dir.), Cambridge (MA): The MIT Press, p. 105-118. Garda, M.B. & Grabarczyk, P. (2016). Is Every Indie Game Independent? Towards the Concept of Independent Game. Game Studies, vol. 16, Issue 1. GDC (2013) "GDC State of the Industry research exposes major trends ahead of March show". GDConf.com. February 28. Available at http://www.gdconf.com /news/gdc_state_of_the_industry_rese/ GOV.uk (2014). "Video games tax relief passes final hurdle". GOV.uk, 27th March. Available at https://www.gov.uk/government/news/video-games-tax-relief-passes-final-hurdle Gregg, M. (2011) Work's Intimacy. Cambridge, UK and Malden, MA: Polity Press Hesmondhalgh, David. 2013. The Cultural Industries. 3rd Edition. London: Sage. Kultima, A; Alha, K. & Nummenmaa, T. (2016). Building Finnish Game Jam Community through Positive Social Facilitation. Proceedings of the 20th International Academic Mindtrek Conference, pp. 433-440. New York: ACM. Juul, J. (2014). "High-tech Low-tech Authenticity: The Creation of Independent Style at the Independent Games Festival". In Proceedings of the 9th International Conference on the Foundations of Digital Games. Fort Lauderdale. Lessard, J. (2012). "Glutomax: Québecois Proto-Indie Game Development". Loading. Vol. 7, no 11, December 31st. Available at http://journals.sfu.ca/loading/index.php/loading/article/view/127. Lipkin, N. (2012). "Examining Indie's Independence: The Meaning of "Indie" Games, the Politics of Production, and Mainstream Cooptation". Loading. Vol. 7, no 11, December 31st. Available at http://journals.sfu.ca/loading/index.php/loading/article/view/122. NESTA (2014) "A Map of the UK Games Industry", Nesta.org, 25th September. Available at https://www.nesta.org.uk/publications/map-uk-games-industry McRobbie, A. 2016. Be Creative: Making a Living in the New Culture Industries. Cambridge: Polity Press. Parker, F. (2014) "Indie Game Studies Year Eleven". In Proceedings of DiGRA 2013: DeFragging Game Studies, Vol. 7, August 2014. Available at http://www.digra.org/digital-library/publications/indie-game-studies-year-eleven/ Parker, F; Whitson, J.R. & Simon, B. (2018). Megabooth: The cultural intermediation of indie games. New Media & Society, 20(5), 1953-1972. Ruffino, P. (2012). "Narratives of Independent Production in Video Game Culture". Loading. Vol. 7, no 11, December 31st. Available at http://journals.sfu.ca/loading/index.php/loading/article/view/120. Swalwell, M., and Davidson, M. (2015). "Game History and the Case of 'Malzak': Theorizing the Manufacture of 'local Product'in 1980s New Zealand". Locating Emerging Media (Ben Aslinger et Germaine R. Halegoua, dirs.), London: Routledge. Swalwell, M. (2012). "The Early Micro User: Games writing, hardware hacking, and the will to mod". In Proceedings of DiGRA Nordic 2012 Conference: Local and Global—Games in Culture and Society , June, Tampere Swalwell, M. (2008). "1980s Home coding: The art of amateur programming". Aotearoa Digital Arts New Media Reader (Stella Brennan and Su Ballard, dirs.), p. 192-201. Tyni, H. (2017). Double Duty: Crowdfunding and the Evolving Game Production Network. Games and Culture, Online First. UKIE (2017) "The UK Video Games Sector: a Blueprint for Growth". The UK Interactive Entertainment Association. Available at http://ukie.org.uk/blueprint

The state of intellectual freedom is, in many ways, both a Treflection of the degree of openness and inclusiveness of our societies and of the state of democracy. Academic freedom, in the words of Thandika Mkandawire, is, in truth, about the building of a new civilization. It is a site of struggle for democracy, and one could argue that where intellectual freedom really exists, authoritarianism and fundamentalism will find it more difficult to go unchecked.
When, in November 1990, participants in a CODESRIA conference held in Kampala, Uganda, were adopting the Kampala Declaration on Intellectual Freedom and Social Responsibility, the continent was experiencing profound political changes, with authoritarian regimes collapsing one after the other, or receding as democratic space expanded with the struggles and intense pressures for democratic change coming from civil society and social movements. The state was then still seen as the main perpetrator of academic and intellectual freedom violations, but it certainly was no longer seen as the only institution or actor that was guilty of such restrictions. As can be seen in the conference papers and report1, most of the phenomena that we are witnessing more clearly today were already quite discernible then: groups based in civil society could harass scholars or public intellectuals for writing or making public statements that were considered to be contrary to religious principles, or to national interests, or to dominant social values, customs and 'traditions'. Donors could also restrict the freedom of research in many different ways.
Within the academia itself, the violations of academic freedom could take forms ranging from sexual harassment, through the trading of grades for different kinds of favours, to student groups threatening academic staff or other students and wreaking havoc on university campuses. The triumph of neoliberalism, and dominant notions of political correctness, and the rise of fundamentalisms of different kinds have led to the shrinking of spaces for critical thinking, not only in society, but also on our campuses. What were emerging phenomena then have now become major problems, with university campuses like Garissa University College in Garissa, Kenya, and the Ahmed Baba library in Timbuktu being raided by armed fundamentalist groups or rebel movements. Disciplines like history are barely surviving. Although it is now recognized that higher education and research have been key to all the successful and sustainable structural transformation and development experiences of the past few decades, most policy makers of our continent tend to be dismissive of the social sciences and humanities. Yet without the social sciences and humanities, no deep understanding of global and local challenges, and therefore no genuine human and people-centered development and meaningful empowerment of civil society and ordinary citizens are possible.
The good news is, as one of the participants in the conference held in Lilongwe, Malawi, in April this year to celebrate the 25th anniversary conference of the Kampala Declaration, rightly pointed out, there are provisions explicitly protecting academic freedom in the constitutions of fifteen African countries, and in many of these cases, the inspiration came from the Kampala Declaration.
The part of the Kampala Declaration that is rarely mentioned, but which is equally important, is the part dealing with the social responsibility of academics and intellectuals, more generally. The number of professors and lecturers who pay insufficient attention to ethical issues is, unfortunately, very large. This could be anything from the neglect of teaching and the responsibility to supervise theses and dissertations and mentor graduate students and junior colleagues, to a total lack of interest in the issues and challenges facing the communities where the universities are located. Too large a number of academics are prioritizing moonlighting activities instead of their duties at the institutions where they are employed. Yet the defense of academic freedom and the autonomy of the institutions of higher learning are best done if they go with a strict adherence to ethics, accountability, and the fulfillment of the social responsibility of academics.
The development of a vibrant knowledge economy in Africa is something that CODESRIA has always taken keen interest in and researched with relentless vigour over the years through its programmes. At its 14th CODESRIA General Assembly held in June 2015, which focused on the creation of Africa's futures in an era of global transformation, one of the key points over which there was a broad consensus is the need for research and new knowledge, and to critically interrogate the narrative and counter- narratives, not only on Africa's development, but also on innovations and technology as engines of growth and development in Africa. One critical issue today is, precisely, that of the private appropriation, out of power and profit motives, of knowledge produced through scholarship that has been funded with public resources, thus making the availability of that knowledge to African universities or African and southern development extremely difficult.
The future of Africa's knowledge economy is, therefore, a subject that has continued to generate vigorous debate. In one of the articles featured in this issue of CODESRIA Bulletin, titled: Defining Structural Transformation in Africa, Carlos Lopes calls for a shift away from the present economic models in various African countries. He identifies poor investment in research and development as one of the banes of growth in Africa, in addition to several other political, social, environmental and economic factors.
Henning Melber's article in this issue of the Bulletin: Development and Environment: The Challenges for Research Collaboration in and with Africa underscores the importance of new research and new knowledge for development while drawing attention to the gap in knowledge production between the North and the South. He however noted that ''relevant insights for local policy makers and communities in the South generated by new research end in peer reviewed journals whose commercial publishing priority remains prohibitive for access by those who might benefit most from it.''
The subject of restricted access to scientific knowledge and scholarly communication (which, in effect, is a form of restriction of research and academic freedom), which Melber decried in his article, was the focus of an international conference hosted by CODESRIA in Dakar, 30 March - 1 April 2016, with the theme: ''Open Access and the Future of the African Knowledge Economy''. The conference which drew participants from 20 countries in Africa and across the globe focussed on the value of open access to scholarly communication in an increasingly globalised knowledge economy. The urgent need for the African scientific community to engage the open access movement as a driver of change and development on the continent was emphasized. A call was also made for a stronger South-South dialogue and cooperation on open access and scholarly communication at the conference which also had a strong participation by UNESCO, the Latin America Council of Social Sciences (CLACSO), the Indian Citation Index, Africa Journals Online (AJOL), the National Research Foundation (NRF) of South Africa, the Academy of Social Sciences of South Africa (ASSAF), and several other partner institutions such as the Human Sciences Research Council, the Nordic Africa Institute, and the African Studies Centre of Leiden. A report from the conference is included in this Bulletin.
Also in this Bulletin, we have featured tributes to two of Africa's great scholars: Thandika Mkandawire and Helmi Sharawy, who are both among the founding fathers of CODESRIA. The tributes are in recognition of their long association with and service to CODESRIA, and the African social science community.
Thandika is one of the leading global scholars of the day, whose devotion to the African cause and contribution to knowledge on the continent is very widely acknowledged. In the words of Jimi Adesina, ''Thandika was always driven by giving voice to Africans and elevating African voices. His was not simply being Africa-focused but facilitating the authentic interlocution for Africa and its peoples''. The Kampala Declaration was adopted during his tenure as executive secretary of CODESRIA. The theme chosen for the colloquium held in Malawi to celebrate Thandika the scholar, mentor, pan Africanist, institution-builder, friend, and eternal CODESRIA militant, was Thinking African: Epistemological Issues. Indeed, both as a CODESRIA leader and in his own work, Thandika has consistently engaged social science concepts and theories from a critical point of view, interrogating their significance for Africa and the continent's peoples. He has tried to enhance the visibility of African scholarship both within Africa and globally, and promoted scholarship that contributes to the enhancement of the freedom, well-being and dignity of the peoples of the continent.
Helmi Sharawy is also one of the most illustrious leaders of our community who played a pioneering role in the development of CODESRIA, in the promotion of the study of Africa, and in the formation of a number of institutions and associations, such as the African Association of Political Science (AAPS). He was elected and served two terms as a member of CODESRIA's Executive Committee. Helmi has also been a great champion of African liberation. Many great leaders, such as Amilcar Cabral, Agostinho Neto, Eduardo Mondlane and others, who visited Cairo during the years when Gamal Abdel Nasser was the President, were invited to his home and enjoyed the hospitality of his family. On 11 May 2016, CODESRIA and the Arab and African Research Centre in Cairo organized a round table to celebrate Professor Helmi Sharawy. Some of the tributes to Sharawy and Mkandawire are published in this issue of the Bulletin.
The people who have made, and continue to make, great contribution to scholarship in Africa and to the growth and development of CODESRIA are many. More celebrations, taking different forms, will therefore follow. We also invite articles on, or critically engaging the work of, great African intellectuals and their contributions for publication in the CODESRIA Bulletin, or in other CODESRIA journals.
Bonne lecture!

1. IntroductionOver the last decade, increased attention has been paid to terrorism, particularly to the new wave of terrorist groups, fundamentalist movements, and extremist organisations such as Al‐Qaeda. September 11 marked the beginning of a turbulent phase in which states face a new kind of threat made up of a complex network of insidious revolutionary and nationalist forces. Such transformations have given rise to an unprecedented number of publications. However, both political violence and terrorism remain sources of endless disputes and controversies because of their political implications. At the same time, in the scientific community, terrorism studies lack conceptual and methodological uniformity. In his article, Domenico Tosini synthesises and discusses some major findings from this research. Courses using such a review will be confronted with the four major topics that any analysis of terrorism, to be comprehensive, should take into account: the definition of terrorism; its history and classification; its explanations; and an assessment of the consequences of counterterrorism policies.2. Literature recommendations Bjørgo, Tore (ed.) 2005. Root Causes of Terrorism: Myths, Realities and Ways Forward. London, UK: Routledge.In this book, based on the analysis of numerous case studies (e.g. Palestinian armed groups, the Liberation Tigers of Tamil Eelam, right‐wing extremists, state terrorism and state‐sponsored terrorism), experts in political violence examine the preconditions for the emergence of different types of terrorist organisations and the main factors that sustain terrorist campaigns. Cole, David 2003. Enemy Aliens: Double Standard and Constitutional Freedoms in the War on Terrorism. New York, NY: The New Press.Thanks to its analysis and evaluation of the consequences of counter‐terrorism measures, David Cole's Enemy Aliens is one of the most rigorous discussions of how states (like the United States since 2001) often combat terrorism by adopting emergency powers (such as the special detention at Guantanamo Bay), which, in turn, risk undermining civil liberties. della Porta, Donatella 1995. Social Movements, Political Violence, and the State. Cambridge, UK: Cambridge University Press.Based on empirical research that compares the origins and development of left‐wing terrorism in Italy and Germany between the 1960s and the 1990s, della Porta offers a middle‐range theory of political violence that combines an analysis of the political opportunities and ideological frames exploited by armed groups, a profile of their organisational structures, and an investigation of the typical patterns underlying their recruitment processes. Gambetta, Diego (ed.) 2006. Making Sense of Suicide Missions. Oxford, UK: Oxford University Press.In this book, a number of distinguished social scientists, while examining the use of suicide missions by political and religious groups (such as the Japanese Kamikaze, the Tamil Tigers, Palestinian organisations, and Al‐Qaeda), specify and discuss the most important methodological questions associated with definitions, data collection, and explanations concerning this form of political struggle. Hoffman, Bruce 2006. Inside Terrorism. New York, NY: Colombia University Press.The book introduces the most important issues of terrorism studies: the controversial problem of the definition of terrorism; a history of terrorism, from anti‐colonial struggles to international terrorism; an examination and explanation of the most recent waves of religious extremists and suicide terrorism; an analysis of the ways terrorist groups exploit old and new media such as the Internet; and, finally, an overview of the strategies, tactics, and organisational aspects of modern and contemporary terrorism. Horgan, John 2005. The Psychology of Terrorism. London, UK: Routledge.Horgan presents a critical analysis of our understanding of terrorist psychology; many shortcomings emerge, particularly the limitations of personality theories in attempting to explain militancy. Based on interviews with terrorists, the book considers the most relevant psychological and social factors underlying involvement and engagement in political violence, and the process of leaving terrorist organisations. Kalyvas, Stathis 2006. The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press.Scholars generally distinguish between terrorism and other forms of violence against civilians – tactics of guerrilla warfare or insurgency in civil wars, for example. However, this work makes a relevant contribution to terrorism studies. Kalyvas clarifies the rationality and micro‐processes of interactions during armed conflicts that account for indiscriminate and selective uses of violence against civilian populations by political actors. Kushner, Harvey W. 2003. Encyclopedia of Terrorism. London, UK: Sage.One of the most accurate and exhaustive dictionaries focusing on terrorism, with more than 300 entries concerning terrorist groups, key events, people, terms, and statistics, as well as biographical, historical, and geographical information. Free access is available at the Memorial Institute for the Prevention of Terrorism (MIPT) (http://www.terrorisminfo.mipt.org/eBooks.asp). Laqueur, Walter 2002. A History of Terrorism. London, UK: Transaction Publishers.Along with Laqueur's Guerrilla Warfare: A Historical and Critical Study (London: Transaction Publishers, 1998), this constitutes a pioneering history of armed organisations, from nineteenth century Europe, to the anarchists of the 1880s and 1890s, to the left‐wing clashes during the 20th century, and up to the most recent terrorist groups. Pape, Robert A. 2005. Dying to Win: The Strategic Logic of Suicide Terrorism. New York, NY: Random House.Over the last decade, suicide terrorism has become an alarming political threat and a crucial challenge for social scientists. In his work, which compares a number of organisations responsible for suicide attacks, Pape rejects the explanation of suicide terrorism based on religious fundamentalism. He argues for a correlation between the use of this tactic and specific kinds of groups engaged in separatist campaigns or in struggles for liberation from foreign occupiers. Ranstorp, Magnus (ed.) 2007. Mapping Terrorism Research: State of the Art, Gaps and Future Directions. London, UK: Routledge.In this book, distinguished scholars of terrorism studies discuss state‐of‐the‐art field research. In exploring new trends in this area – the most important questions about the explanation of recent terrorist organisations such as Al‐Qaeda, and about counterterrorism – these essays shed light on the strengths and weaknesses of our current knowledge of political violence. Reich, Walter (ed.) 1998. Origins of Terrorism: Psychologies, Ideologies, Theologies, States of Mind. Washington, DC: Woodrow Wilson Center Press.This is another seminal work on terrorism, bringing together some of the most well known experts in political violence. The variety of approaches used in the explanations of terrorist organisations and in the analysis of counterterrorism paves the way for a real interdisciplinary setting, which is absolutely crucial once the multi‐faceted nature of terrorism is clear. Sageman, Marc 2004. Understanding Terror Networks. Philadelphia, PA: University of Pennsylvania Press.Based on the analysis of biographical data for nearly 200 members of global Islamist extremism (of which Al‐Qaeda is a part), Sageman accounts for the origins and developments of this movement and specifies the crucial role played by social networks in the recruitment of individuals as Islamist militants. Wilkinson, Paul 2006. Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge.Wilkinson examines major trends in international terrorism and liberal democratic responses. On the one hand, the book introduces the specificity of terrorism and offers a classification and explanation of the most important types of armed groups. On the other, in approaching how states deal with terrorist threats, this work discusses forms of counterterrorism, by taking into account their impact on the rule of law and on the protection of civil liberties.3. Online materials Agenzia Informazioni e Sicurezza Interna (AISI) (Agency for Internal Information and Security)(http://www.aisi.gov.it)The Agenzia Informazioni e Sicurezza Interna (AISI) is the branch of Italian Intelligence tasked with collecting and analysing information about any criminal and terrorist threat to security. Among other activities, the AISI distributes its own periodical, Gnosis, online, where a chronology of international as well as domestic terrorist attacks since 2004 (currently updated through 2007) is available.
Counterterrorism Blog
(http://counterterrorismblog.org)The Counterterrorism Blog is a multi‐expert blog devoted to providing a one‐stop gateway to the counterterrorism community. It offers, among other things, overnight and breaking news, with real time commentary by experts; reports on terrorist organisations; discussions of long‐term trends in counterterrorism; and summaries of and discussions about US and international law.
Center for Constitutional Rights

(CCR) (http://ccrjustice.org)Founded in 1966 by attorneys who represented civil rights organisations, the Center for Constitutional Rights (CCR) is a non‐profit legal and educational organisation dedicated to protecting the rights guaranteed by the United States Constitution and the Universal Declaration of Human Rights. It also offers information about important issues related to counterterrorism (e.g., the prolonged battle in defence of civil liberties associated with the special detention at Guantanamo Bay, Cuba).
Global Terrorism Database
(GTD)(http://www.start.umd.edu/data/gtd)The Global Terrorism Database (GTD) is an open‐source database on terrorist incidents around the world since 1970 (currently updated through 2004). It includes systematic data on international as well as domestic terrorist attacks. For each GTD incident, information is available on the date and location of the attack, the weapons used and nature of the target, the number of casualties, and (when possible) the identity of the perpetrator. Another important database, the Terrorism Knowledge Base (TKB) at the Memorial Institute for the Prevention of Terrorism (MIPT) (http://www.mipt.org/TKB.asp), has recently ceased operations and elements of the system have been merged with the GTD. Information on terrorist groups is now available at the Terrorist Organization Profiles (http://www.start.umd.edu/data/tops).
Human Security Report Project

(HSRP) (http://www.hsrgroup.org)The HSRP conducts research on global and regional trends in political violence, exploring their causes and consequences, and then making this research accessible to the policy and research communities, the media, educators, and the interested public. The HSRP's publications include the Human Security Report, the Human Security Brief series, and the Human Security Gateway. The recent Human Security Brief 2007, online, makes a relevant contribution in discussing the methodological issues associated with collecting data on terrorism and offers a comprehensive overview of terrorist incidents in the last decade.
Middle East Media Research Institute

(MEMRI) (http://www.memri.org)The Middle East Media Research Institute (MEMRI) explores the Middle East through the region's media with respect to a variety of topics including terrorism. MEMRI provides translations of Arabic, Persian, and Turkish media, as well as analysis of political, ideological, intellectual, social, cultural, and religious tendencies in the Middle East. A new section, the MEMRI's Islamist Websites Monitor Project, was launched in 2006 as part of the Jihad & Terrorism Studies project. Its aim is to keep Western audiences informed about the phenomenon of jihadist sites on the Internet, which are used by terrorist groups and their sympathisers to spread their extremist messages, to raise funds, and to recruit activists.
Uppsala Conflict Data Project

(UCDP) (http://www.pcr.uu.se/research/UCDP)The Uppsala Conflict Data Project (UCDP) collects data on armed conflicts around the world. A global conflict database is now available online. Data are useful for systematic studies of conflict origins, dynamics, and resolution.
Worldwide Incidents Tracking System
(WITS)(http://wits.nctc.gov)The Worldwide Incidents Tracking System (WITS) is the National Counterterrorism Center's (NCTC) database of terrorist incidents. NCTC serves as the primary organisation in the United States government for integrating and analysing all intelligence pertaining to terrorism and, at the same time, as the central and shared knowledge bank on terrorism information. Based on WITS, the NCTC provides an annual report and statistical information about terrorist incidents.
Additional Online Resources
Scores of additional organisations and centres (too many to list) conduct and disseminate research on issues related to armed conflicts, terrorism, terrorist groups, security, and counterterrorism. What follows is a list of some other key organisations and centres, with links to their websites:Australian Strategic Policy Institute (ASPI)(http://www.aspi.org.au)Centre for Asymmetric Threat Studies (CATS)(http://www.fhs.se/en/Research/Centers‐and‐Research‐Programmes/CATS)Center for Strategic and International Studies (CSIS)(http://www.csis.org)Centre for the Study of Terrorism and Political Violence (CSTPV)(http://www.st‐andrews.ac.uk/~wwwir/research/cstpv)IntelCenter(http://intelcenter.com)International Centre for Political Violence and Terrorism Research (ICPVTR)(http://www.pvtr.org)International Crisis Group (ICG)(http://www.crisisgroup.org)International Institute for Strategic Studies (IISS)(http://www.iiss.org)International Policy Institute for Counter‐Terrorism (ICT)(http://www.ict.org.il)Memorial Institute for the Prevention of Terrorism (MIPT)(http://www.mipt.org)Saban Center at the Brookings Institution(http://www.brookings.edu/saban.aspx)Senlis Council(http://www.senliscouncil.net)Southern Poverty Law Center(http://www.splcenter.org)Terrorism and Homeland Security at RAND Corporation(http://www.rand.org/research_areas/terrorism)Terrorism Research Center (TRC)(http://www.terrorism.org)Transnational Radical Islamism Project at the Norwegian Defence Research Establishment(http://www.mil.no/felles/ffi/english/start/research/Analysis_Division/_TERRA)United States Institute of Peace(http://www.usip.org/index.html)4. Sample syllabus Course Title: A Sociological Analysis of Terrorism and Counterterrorism Course Description In this course, we will explore the most relevant issues around terrorism and counterterrorism policies. Although we will largely approach this topic from a sociological perspective, this study is quite interdisciplinary. Consequently, we will be reading works from other academic disciplines, including history, psychology, political science, and economics. There are four major areas that any analysis of terrorism, to be comprehensive, should take into account: the definition of terrorism; its history and classification; its explanations; and an assessment of consequences related to counterterrorism. After an introduction to terrorism research (part 1), we will discuss the controversies related to the definition of terrorism (part 2) and to data collection (part 3), both necessary for an understanding of tendencies concerning terrorist incidents. A historical overview (part 4) will give us some preliminary information about the variety of terrorist campaigns – information that prepares us for the next exercise (part 5): grouping terrorist organisations by different types. Looking in more depth at the evolution of terrorism in the last decade, we will examine the case of Al‐Qaeda (part 6), and how this and other organisations exploit old and new media, especially the Internet (part 7). The next chapter will be the explanation of terrorism, that is, the specification of the main psychological, political, cultural, and religious factors underlying the emergence of a terrorist organisation and the unfolding of a terrorist campaign. Suicide terrorism will be used as a case study. More specifically, we will approach terrorism by examining the motivations and rationality of terrorist organisations (part 8), of the communities that support them (part 9), and of those who join them (part 10). We end the course by focusing on both the legal (part 11) and strategic (part 12) implications of counterterrorism measures adopted since 2001. Course outline and reading assignments Part 1. Terrorism Research An overview of the most important approaches to the study of terrorism and of the strengths and weaknesses of available analyses. Bjørgo, Tore 2005. 'Introduction' (pp. 1–15) and 'Conclusions' (pp. 256–264) in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Crenshaw, Martha 2000. 'The Psychology of Terrorism: An Agenda for the 21st Century.'Political Psychology 21 (2): 405–420 (Doi: 10.1111/0162-895X.00195). Ranstorp, Magnus 2007. 'Introduction: Mapping Terrorism Research – Challenges and Priorities.' Pp. 1–28 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Silke, Andrew 2004. 'An Introduction to Terrorism Research.' Pp. 1–29 in Research on Terrorism: Trends, Achievements and Failures, edited by Andrew Silke. London, UK: Frank Cass. Sinai, Joshua 2007. 'New Trends in Terrorism Studies: Strengths and Weaknesses.' Pp. 31–50 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Turk, Austin T. 2004. 'Sociology of Terrorism.'Annual Review of Sociology 30: 271–286 (Doi: 10.1146/annurev.soc.30.012703.110510). Wilkinson, Paul 2007. 'Research into Terrorism Studies: Achievements and Failures.' Pp. 316–328 in Mapping Terrorism Research, edited by Magnus Ranstorp. London, UK: Routledge. Part 2. What is Terrorism? A discussion of one of the most controversial issues, the definition of terrorism, focusing on its political and methodological implications. Aly, Waleed 2008. 'The Axiom of Evil.'The Guardian, 8 July, http://www.guardian.co.uk/commentisfree/2008/jul/08/nelsonmandela.terrorism (last accessed: 8 July 2008). Hoffman, Bruce 2006. Chapter 1 (pp. 1–42). Inside Terrorism. New York, NY: Columbia University Press. della Porta, Donatella 2004. 'Terror Against the State.' Pp. 208–16 in The Blackwell Companion to Political Sociology, edited by Kate Nash and Alan Scott. Oxford, UK: Blackwell Publishing. Schmid, Alexander P. 2004. 'Frameworks for Conceptualising Terrorism.'Terrorism and Political Violence 16 (2): 197–221 (Doi: 10.1080/09546550490483134). Tilly, Charles 2004. 'Terror, Terrorism, Terrorist.'Sociological Theory 22 (1): 5–16 (Doi: 10.1111/j.1467-9558.2004.00200.x). Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2), 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapter 1 (pp. 1–19). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge. Part 3. Collecting Data on Terrorism Incidents An introduction to the challenges and solutions to the collection of terrorism data, a preliminary and crucial aspect of any scientific analysis. Buchalter, Alice R. and Glenn E. Curtis 2003. Inventory and Assessment of Databases Relevant for Social Science Research on Terrorism. Washington, DC: Federal Research Division Library of Congress, http://lcweb.loc.gov/rr/frd (last accessed 10 June 2008). Enders, Walter and Todd Sandler 2006. Chapter 3 (pp. 52–83). The Political Economy of Terrorism. Cambridge, UK: Cambridge University Press. Lafree, Gary 2007. 'Introducing the Global Terrorism Database.'Terrorism and Political Violence 19 (2): 181–204 (Doi: 10.1080/09546550701246817). HSP 2008. Human Security Brief 2007. Dying to Lose: Explaining the Decline in Global Terrorism. Simon Fraser University, Canada: Human Security Report Project, http://www.humansecuritybrief.info/HSRP_Brief_2007.pdf (last accessed 15 June 2008). Part 4. Waves of Terror: The Evolution of Terrorism A look at terrorism from a historical perspective in an attempt to identify continuities and discontinuities in the use of political violence. Abrahms, Max 2006. 'Why Terrorism Does Not Work.'International Security 31 (2): 42–78 (Doi: 10.1162/isec.2006.31.2.42). Duyvesteyn, Isabelle 2004. 'How New Is the New Terrorism?'Studies in Conflict and Terrorism 27 (5): 439–454 (Doi: 10.1080/10576100490483750). Hoffman, Bruce 2006. Chapters 2–4 (pp. 43–130). Inside Terrorism. New York, NY: Columbia University Press. Jenkins, Brian 1975. International Terrorism: A New Mode of Conflict. Research Paper n. 48, California Seminar on Arms Control and Foreign Policy. Kaplan, Jeffrey 2007. 'The Fifth Wave: The New Tribalism?'Terrorism and Political Violence 19 (4): 545–570 (Doi: 10.1080/09546550701606564). Laqueur, Walter 2002. Chapters 1–2 (pp. 3–78). A History of Terrorism. London, UK: Transaction Publishers. Münkler, Herfried 2005. Chapter 5 (pp. 99–116). The New Wars. Cambridge, UK: Polity. Rapoport, David C. 2004. 'Modern Terror: The Four Waves.' Pp. 46–73 in Attacking Terrorism: Elements of a Great Strategy, edited by Audrey Cronin and J. Ludes. Washington, DC: Georgetown University Press. Reed, Donald J. 2008. 'Beyond the War on Terror: Into the Fifth Generation of War and Conflict.'Studies in Conflict and Terrorism 31 (8): 684–722 (Doi: 10.1080/10576100802206533). Part 5. Typologies of Terrorist Movements An overview of the complex task of classifying terrorist organisations on the basis of characteristics such as political objectives, ideological frames, and the cleavages between them and their enemies. Goodwin, Jeff 2006. 'A Theory of the Categorical Terrorism.'Social Forces 84 (4): 2027–2046. Gunaratna, Rohan and Graeme C. S. Steven 2004. Chapter 1 (pp. 1–98). Counterterrorism. Santa Barbara, CA: Abc Clio. Schmid, Alexander P. and Albert J. Jongman 1988. Chapter 2 (in collaboration with M. Stohl and P. A. Fleming, pp. 39–60). Political Terrorism. London, UK: Transaction Publishers. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat.'Sociology Compass 1 (2), 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapter 2 (pp. 20–38). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge. Part 6. Al‐Qaeda and its Affiliates: Ideologies, Strategies, Structures A sociological look at the ideological, strategic, and organisational aspects of Al‐Qaeda's terrorism from the 1980s to its most recent campaign in Iraq. Al‐Zayyat, Montasser 2004. The Road to Al‐Qaeda. London, UK: Pluto Press. Gunaratna, Rohan 2002. Chapters 1–2 (pp. 21–126). Inside Al‐Qaeda. New York, NY: Berkley Books. Pape, Robert A. 2005. Chapter 7 (pp. 102–125). Dying to Win: The Strategic Logic of Suicide Terrorism. New York, NY: Random House. Sageman, Marc 2004. Chapters 1‐2 (pp. 1‐60). Understanding Terror Networks. Philadelphia, PA: University of Pennsylvania Press. Hafez, Mohammed M. 2007. Chapters 1–5 (pp. 35–162). Suicide Bombers in Iraq. Washington, DC: United States Institute of Peace Press. Part 7. Terrorism and the Media An exploration of the ways that terrorist organisations exploit old and new media, especially the Internet, as communicative channels (for staging their attacks, threats, demands, and propaganda) and as instrumental tools (for fund raising, coordination, and recruitment). Hoffman, Bruce 2006. Chapters 6–7 (pp. 173–228). Inside Terrorism. New York, NY: Columbia University Press. ICG 2006. In Their Own Words: Reading the Iraqi Insurgency. International Crisis Group: Middle East Report No 50, 15 February, http://www.crisisgroup.org/home/index.cfm?id=3953&l=1 (last accessed 5 February 2008). Rogan, Hanna 2006. Jihadism Online: A Study of How Al‐Qaeda and Radical Islamist Groups Use Internet for Terrorist Purposes. Norwegian Defence Research Establishment: FFI/RAPPORT‐2006/00915, http://rapporter.ffi.no/rapporter/2006/00915.pdf (last accessed 5 June 2008). Sageman, Marc 2008. Chapter 6 (pp. 109–123). Leaderless Jihad. Philadelphia, PA: University of Pennsylvania Press. Weimann, Gabriel 2006. Chapters 3–4 (pp. 49–145). Terror on the Internet. Washington, DC: United States Institute of Peace Press. Part 8. Terrorist Organisations and Their Logic An examination of the political objectives and ideologies of terrorist organisations and an overview of the rationality and strategies underlying their decision‐making in relation to the political opportunities and military events shaping their environment. Boyns, David and James David Ballard 2004. 'Developing a Sociological Theory for the Empirical Understanding of Terrorism.'American Sociologist 35 (2): 5–26 (Doi: 10.1007/BF02692394). Crenshaw, Martha 1998. 'The Logic of Terrorism: Terrorist Behaviour as a Product of Strategic Choice.' Pp. 7–24 in Origins of Terrorism, edited by Walter Reich. Washington, DC: Woodrow Wilson Center Press. Gambetta, Diego 2006. 'Can We Make Sense of Suicide Missions?' Pp. 259–299 in Making Sense of Suicide Missions, edited by Diego Gambetta. Oxford, UK: Oxford University Press. Hafez, Mohammed and Quintan Wiktorowicz 2004. 'Violence as Contention in the Egyptian Islamic Movement.' Pp. 61–88 in Islamic Activism: A Social Movement Theory Approach, edited Quintan Wiktorowicz. Indianapolis, IN: Indiana University Press. Kalyvas, Stathis 2006. Chapters 6–7 (pp. 147–208). The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press. Kramer, Martin 1998. 'The Moral Logic of Hezbollah.' Pp. 131–157 in Origins of Terrorism, edited by Walter Reich. Washington, DC: Woodrow Wilson Center Press. Pape, Robert A. 2005. Chapters 3–5 (pp. 27–60). Dying to Win. New York, NY: Random House. Tosini, Domenico 2009. 'A Sociological Understanding of Suicide Attacks.'Theory, Culture & Society (Forthcoming). Part 9. Mechanisms of Social Support A discussion of the economic, cultural, and political conditions which make possible the support for, and collaboration with, terrorist organisations by members of certain communities. Cook, David and Olivia Allison 2007. Chapters 1–5 (pp. 1–85). Understanding and Addressing Suicide Attacks: The Faith and Politics of Martyrdom Operations. Westport, CT: Praeger Security International. Chernick, Marc 2007. 'FARC‐EP: From Liberal Guerrillas to Marxist Rebels to Post‐Cold War Insurgency.' Pp. 51–120 in Terror, Insurgency, and the State, edited by Marianne Heiberg et al. Philadelphia, PA: University Pennsylvania Press. Hashim, Ahmed S. 2006. Chapter 2 (pp. 59–124). Insurgency and Counter‐Insurgency in Iraq. Ithaca, NY: Cornell University Press. Kalyvas, Stathis 2006. Chapter 4 (pp. 87–110). The Logic of Violence in Civil War. Cambridge, UK: Cambridge University Press. Merari, Ariel 2005. 'Social, Organizational and Psychological Factors in Suicide Terrorism.' Pp. 70–86 in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Pape, Robert A. 2005. Chapters 6–8 (pp. 79–167). Dying to Win. New York, NY: Random House. Part 10. Social Networks and Recruitment An analysis of the motivations behind the process of joining terrorist organisations and of the role played by group dynamics and social networks. della Porta, Donatella 1995. Chapter 7 (pp. 165–186). Social Movements, Political Violence, and the State. Cambridge, UK: Cambridge University Press. Sageman, Marc 2004. Chapters 4–5 (pp. 99–173). Understanding Terror Networks. Philadelphia, PA: University Pennsylvania Press. Horgan, John 2005. Chapter 3 (pp. 47–79). The Psychology of Terrorism. London, UK: Routledge. Khosrokhavar, Fahad 2005. Chapter 3 (pp. 149–224). Suicide Bombers. London, UK: Pluto Press. Pedahzur, Ami 2005. Chapters 6–7 (pp. 118–181). Suicide Terrorism. Cambridge, UK: Polity Press. Stern, Jessica 2003. Chapter 9 (pp. 237–280). Terror in the Name of God. New York, NY: Harper Collins Publisher. Wintrobe, Ronald 2006. Chapters 5–6 (pp. 108–157). Rational Extremism: The Political Economy of Radicalism. Cambridge, UK: Cambridge University Press. Part 11. Counterterrorism I: Legal Implications An overview of the emergency powers of antiterrorism legislations and 'special measures', and an analysis of their legal impact on the protection of human rights. Cole, David 2003. Chapters 1–5 (pp. 17–82). Enemy Aliens. New York, NY: The Free Press. Haubrich, Dirk 2003. 'September 11, Anti‐Terror Laws and Civil Liberties: Britain, France and Germany Compared.'Government and Opposition 38 (1): 3–29 (Doi: 10.1111/1477-7053.00002). Parker, Tom 2005. 'Counterterrorism Policies in the United Kingdom.' Pp. 119–148 in Protecting Liberty in an Age of Terror, edited by Philip B. Heymann and Juliette N. Kayyem. Cambridge, MA: The MIT Press. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2): 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Part 12. Counterterrorism II: Strategic Limitations An examination of the most important counterterrorism policies adopted since 2001, with special reference to the occupation of Iraq, and an assessment of their advantages and risks for combating and preventing terrorism. Nesser, Peter 2006. 'Jihadism in Western Europe After the Invasion of Iraq: Tracing Motivational Influences from the Iraq War on Jihadist Terrorism in Western Europe.'Studies in Conflict and Terrorism 29 (4): 323–342 (Doi: 10.1080/10576100600641899). Pape, Robert A. 2005. Chapter 12 (pp. 237–250). Dying to Win. New York, NY: Random House. Silke, Andrew 2005. 'Fire of Iolaus: The Role of State Countermeasures in Causing Terrorism and What Needs to Be Done.' Pp. 241–255 in Root Causes of Terrorism: Myths, Realities and Ways Forward, edited by Tore Bjørgo. London, UK: Routledge. Smelser, Neil J. 2007. Chapter 6 (pp. 160–199). The Faces of Terrorism: Social and Psychological Dimensions. Princeton, NJ: Princeton University Press. Tosini, Domenico 2007. 'Sociology of Terrorism and Counterterrorism: A Social Science Understanding of Terrorist Threat', Sociology Compass 1 (2): 664–681 (Doi: 10.1111/j.1751-9020.2007.00035.x). Wilkinson, Paul 2006. Chapters 5–6 (pp. 61–102). Terrorism versus Democracy: The Liberal State Response. London, UK: Routledge.5. Films and videos Al‐Qaeda Film on the First Anniversary of the London Bombings. 2006 (17 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/1186.htm)Excerpts from a message from 2005 London bomber Shehzad Tanweer and statements by Al‐Qaeda leaders Ayman Al‐Zawahiri and Adam Gadahn, posted on http://www.tajdeed.net.tc on 8 July 2006. A typical example of the communicative use of the Internet by Islamists in their attempt to frame terrorist attacks as legitimate acts of martyrdom, committed by courageous Muslims in defence of their brothers and sisters in occupied Muslim lands (e.g. Afghanistan, Iraq, Palestine). Al‐Qaeda Leader in Iraq Abu Musab Al‐Zarqawi's First Televised Interview. 2006 (17 min)(http://www.memritv.org/clip/en/0/0/0/0/0/344/1118.htm)A video posted by the Islamist web forum http://www.alsaha.com on 25 April 2006, in which the Al‐Qaeda commander in Iraq Abu Musab Al‐Zarqawi (killed by an airstrike on 7 June 2006) outlines all the typical condemnations (by Islamist extremists) of the Iraq occupation by the US‐led coalition, and calls for a jihad against its forces and allies. Propagandising the military capabilities of Al‐Qaeda, the video culminates in footage of Al‐Zarqawi with masked fighters, firing an automatic weapon, and 'new missiles' developed by 'the brothers'. Al‐Arabiya TV Special on the Culture of Martyrdom and Suicide Bombers. 2005 (7 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/807.htm)Excerpts from a show about the culture of martyrdom, aired on Al‐Arabiya TV on 22 July 2005. The documentary investigates some of the most relevant religious and political justifications and symbolic representations among Islamist extremists in favour of suicide attacks. In particular, it looks at the Palestinian organisations Hamas and Islamic Jihad, and at the Lebanese Hezbollah. The film includes an interview with Maha Ghandour, the wife of Salah Ghandour, who was responsible for a suicide attack carried out in 1995 on behalf of Hezbollah against an Israeli military convoy. Battle For Haditha. 2007 (93 min)(http://www.nickbroomfield.com/haditha.html)In this film, the director Nick Broomfield looks at the dramatic events surrounding an incident that occurred in Haditha, Iraq, when 24 Iraqis were allegedly massacred by US Marines, following the death of a Marine in a bombing perpetrated by Iraqi insurgents. The harsh reality of the war is viewed from three perspectives: that of the US troops, the insurgents who committed the attacks, and a civilian Iraqi family. Iranian Animated Film for Children Promotes Suicide Bombings. 2005 (10 min)(http://www.memritv.org/clip/en/0/0/0/0/0/215/906.htm)Including excerpts from an Iranian animated movie for children, aired on IRIB 3 TV on 28 October 2005, this film is an example of the mechanisms of de‐humanization of the enemy (the Israelis), based on a tale of the ferocious murder of innocent people by Israeli soldiers. This incident is followed by a bomb attack framed as an act of martyrdom by young militants in revenge of the previous assassination. Paradise Now. 2005 (91 min)In his film, the director Hany Abu‐Assad focuses on the final days of two Palestinian militants as they prepare to carry out a suicide attack in Tel Aviv. Once childhood friends Said (Kais Nashef) and Khaled (Ali Suliman) are offered such an attack, they feel a sense of purpose in serving their people's cause, whereas a young Palestinian woman, after learning of their plan, tries to dissuade them from carrying out their missions. Paradise Now has been viewed as a controversial attempt to examine the motivations of suicide bombers. The Reach of War: Sectarian War in Iraq. 2006 (7 min)(http://www.nytimes.com/packages/khtml/2006/12/28/world/20061228_SECTARIAN_FEATURE.html)The New York Times journalist Marc Santora reports on some of the most violent and bloody effects of the sectarian violence perpetrated in Iraq during the civil war between Sunnis and Shiites, which has followed the occupation by the US‐led coalition. The Road to Guantanamo. 2006 (92 min)(http://www.roadtoguantanamomovie.com)Directed by Michael Winterbottom, the film tells the story of four friends beginning a holiday in Pakistan. Through a series of interviews and news footage, the film shows how they end up in Afghanistan, where are then captured by American forces and kept in harsh conditions at Guantanamo Bay, Cuba, for over 2 years. The Role of Foreign Fighters in the Iraqi Jihad. 2006 (9 min)(http://www1.nefafoundation.org/multimedia‐original.html)In this video, NEFA Foundation expert Evan Kohlmann documents the phenomenon of foreign fighters in Iraq and their role within the Sunni insurgency. The video includes footage of senior figures from Abu Musab al‐Zarqawi's terrorist group (including Lebanese, Saudi, and Kuwaiti nationals) and scenes from Al‐Qaida training camps in Iraq. The Suicide Bomber. 2005 (12 min)(http://www.pbs.org/newshour/bb/terrorism/july‐dec05/bombers_11‐14.html)In this debate aired on PBS on 14 November 2005, three experts (Mia Bloom, Mohammed M. Hafez, and Robert A. Pape) discuss what motivates suicide bombers and their terrorist organisations, with special reference to the 2005 hotel bombings in Amman, Jordan, where a female militant joining these attacks was found alive after her bomb failed to detonate. The Terrorist Propaganda (three videos):
Indexing Al‐Qaeda Online.
2005 (6 min)(http://www.washingtonpost.com/wp‐dyn/content/custom/2005/08/05/CU2005080501141.html?whichDay=1)
Without the Video, It's Just an Attack.
2007 (5 min)(http://www.washingtonpost.com/wp‐dyn/content/video/2007/09/28/VI2007092800608.html)
Al‐Qaeda's Growing Online Offensive.
2008 (14 min)(http://www.washingtonpost.com/wp‐dyn/content/article/2008/06/23/AR2008062302135.html)Over the last decade, terrorist propaganda on the Internet has increased dramatically. In these videos, experts discuss how insurgent groups, in particular Islamist extremists in Iraq and Afghanistan, are using new media to spread their messages worldwide, to chronicle their operations (including the assembly and emplacement of roadside bombs targeting US forces), to recruit, and to raise money.6. Focus questions

What challenges do researchers interested in terrorism studies face and why? What are the most important theoretical and methodological weaknesses in current terrorism research?
How can we define terrorism? What political controversies affect the definition of terrorism? When comparing different terrorism data sets, what kinds of diagnoses can we make on the tendencies of terrorist incidents in the last decade?
How has terrorism changed in history? Based on the literature concerning Al‐Qaeda's ideology, strategies, and structures, what continuities and discontinuities can we identify with respect to previous forms of terrorism?
When dealing with the explanation of terrorism, what are the most significant factors to be taken into account? How can we learn from the current literature on suicide terrorism in order to build a comprehensive model for its explanation?
Given the legislative and military responses to September 11 and subsequent attacks (e.g. the 2005 London bombings), what have been the legal consequences affecting our societies and the strategic implications for combating and preventing terrorist violence?

7. SeminarsParticipants will be divided into small groups of about three persons. Each group will be asked to make a contribution to a sociological analysis (either written or presented) of a specific armed organisation, such as:Al‐Gama'a Al‐IslamiyyaAl‐QaedaAl‐Qaeda in IraqAl‐Qaeda in the Islamic Maghreb (formerly Salafist Group for Call and Combat)Ansar Al‐SunnahAnsar Al‐IslamArmed Islamic Groups (GIA)Army of GodAum ShinrikyoChechen separatistsEgyptian Islamic JihadEuskadi Ta Askatasuna (ETA)HamasHezbollahIrgun Zvai LeumiIrish Republican Army (IRA)Islamic Movement of UzbekistanJemaah IslamiyahKashmiri separatistsKu Klux Klan (KKK)Kurdistan Workers' Party (PKK)Liberation Tigers of Tamil Eelam (LTTE)Lashkar‐e‐JhangviLibyan Islamic Fighting GroupPalestinian Islamic JihadPalestinian Liberation Organisation (PLO)Red Army Faction (RAF)Red Brigades (BR)Revolutionary Armed Forces of Colombia (FARC)Taliban.For each armed organisation, each group will examine the following aspects:

data on its attacks – including information that justifies the label of 'terrorist organisation';
a historical account of its origins and developments;
an analysis of the strategy underlying its terrorist campaigns;
a clarification of its social support and collaboration (if any);
a profile of its militants and patterns of recruitment;
a discussion of the counterterrorism policies adopted by states and their impact on the terrorist organisation.

Note
* Correspondence address: Assistant Professor, Department of Sociology and Social Research, Piazza Venezia 41 – 38100 Trento, Italy, +39 0461 881324; +39 0461 881348 (fax); +39 347 2329219 (mobile); Email: domenico.tosini@soc.unitn.it http://portale.unitn.it/dpt/dsrs/docenti/tosini.htm

NOTICIAS / NEWS ("Transfer", 2016) 1) CONGRESOS / CONFERENCES: 1. Languages & the Media – Agile Mediascapes: Personalising the Future, Hotel Radisson Blu, Berlín, 2-4 Nov. 2016 www.languages-media.com 2. Third Chinese Drama Translation Colloquium Newcastle University, UK, 28-19 Junio 2016. www.ncl.ac.uk/sml/about/events/item/drama-translation-colloquium 3. 16th Annual Portsmouth Translation Conference – Translation & Interpreting: Learning beyond the Comfort Zone, University of Portsmouth, UK, 5 Nov. 2016. www.port.ac.uk/translation/events/conference 4. 3rd International Conference on Non-Professional Interpreting & Translation (NPIT3) Zurich University of Applied Sciences, Suiza
5-7 Mayo 2016. www.zhaw.ch/linguistics/npit3 5. 3rd Postgraduate Symposium – Cultural Translation: In Theory and as Practice. University of Nottingham, UK, 18 Mayo 2016. Contact: uontranslation2016@gmail.com 6. 3rd Taboo Conference – Taboo Humo(u)r: Language, Culture, Society, and the Media, Universitat Pompeu Fabra (Barcelona) 20-21 Sep. 2016.
https://portal.upf.edu/web/taco 7. Postgraduate Conference on Translation and Multilingualism Lancaster University, UK, 22 Abril 2016. Contacto: c.baker@lancaster.ac.uk 8. Translation and Minority University of Ottawa (Canadá), 11-12 Nov. 2016. Contacto: rtana014@uottawa.ca 9. Translation as Communication, (Re-)narration and (Trans-)creation Università di Palermo (Italia), 10 Mayo 2016 www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/convegni/translation 10. From Legal Translation to Jurilinguistics: Interdisciplinary Approaches to the Study of Language and Law, Universidad Pablo de Olavide, Sevilla,
27-28 Oct. 2016. www.tinyurl.com/jurilinguistics 11. Third International Conference on Research into the Didactics of Translation. Universitat Autònoma de Barcelona, 7-8 Julio 2016 http://grupsderecerca.uab.cat/pacte/en/content/second-circular-1 12. EST Congress – Expanding the Boundaries or Strengthening the Bases: Should Translation Studies Explore Visual Representation? Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/18-expanding-the-boundaries-or-strengthening-the-bases-should-translation-studies-explore-visual-representation/ 13. Tourism across Cultures: Accessibility in Tourist Communication Università di Salento, Lecce (Italia). 25-27 Feb. 2016 http://unisalento.wix.com/tourism 14. Translation and Interpreting Studies at the Crossroad: A Dialogue between Process-oriented and Sociological Approaches – The Fourth Durham Postgraduate Colloquium on Translation Studies Durham University, UK. 30 Abril – 1 Mayo 2016. www.dur.ac.uk/cim 15. Translation and Interpreting: Convergence, Contact, Interaction Università di Trieste (Italia), 26-28 Mayo 2016 http://transint2016.weebly.com 16. 7th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies. Universitat Autònoma de Barcelona, 1 Julio 2016. http://pagines.uab.cat/simposi/en 17. Translation Education in a New Age The Chinese University of Hong Kong, Shenzhen, China 15-16 Abril 2016. Contact: Claire Zhou (clairezhou@cuhk.edu.cn) 18. Audiovisual Translation: Dubbing and Subtitling in the Central European Context, Constantine the Philosopher University, Nitra (Eslovaquia). 15-17 Junio 2016. https://avtnitraconference.wordpress.com 19. Cervantes, Shakespeare, and the Golden Age of Drama Madrid, 17-21 Oct. 2016 http://aedean.org/wp-content/uploads/Call-for-papers.pdf 20. 3rd International Conference Languaging Diversity – Language/s and Power. Università di Macerata (Italia), 3-5 Marzo 2016 http://studiumanistici.unimc.it/en/research/conferences/languaging-diversity 21. Congreso Internacional de Traducción Especializada (EnTRetextos) Universidad de Valencia, 27-29 Abril 2016 http://congresos.adeituv.es/entretextos 22. Translation & Quality 2016: Corpora & Quality Université Charles de Gaulle Lille 3 (Francia), 5 Feb. 2016 http://traduction2016.sciencesconf.org/?lang=en 23. New forms of feedback and assessment in translation and interpreting training and industry. 8th EST Congress – Translation Studies: Moving Boundaries, Aarhus University (Dinamarca), 15-17 Sep. 2016. www.bcom.au.dk/est2016 24. Intermedia 2016 – Conference on Audiovisual Translation University of Lodz (Polonia), 14-16 Abril 2016 http://intermedia.uni.lodz.pl 25. New Technologies and Translation Université d'Algiers (Argelia). 23-24 Feb. 2016 Contacto: newtech.trans.algiers@gmail.com 26. Circulation of Academic Thought - Rethinking Methods in the Study of Scientific Translation. 11 - 12 Dec. 2015, University of Graz (Austria).https://translationswissenschaft.uni-graz.at/de/itat/veranstaltungen/circulation-of-academic-thought 27. The 7th Asian Translation Traditions Conference Monash University, Malaysia Campus, 26-30 Sep. 2016. http://future.arts.monash.edu/asiantranslation7 28. "Translation policy: connecting concepts and writing history" 8th EST Congress – Translation Studies: Moving Boundaries Aarhus University (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/13-translation-policy-connecting-concepts-and-writing-history 29. International Conference – Sound / Writing: On Homophonic Translation. Université de Paris (Francia), 17-19 Nov. 2016 www.fabula.org/actualites/sound-writing-on-homophonic-translationinternational-conference-paris-november-17-19-2016_71295.php 30. Third Hermeneutics and Translation Studies Symposium – Translational Hermeneutics as a Research Paradigm Technische Hochschule, Colonia (Alemania), 30 Junio-1 Julio 2016 www.phenhermcommresearch.de/index.php/conferences 31. II International Conference on Economic Financial and Institutional Translation. Université du Québec à Trois-Rivières (Canadá), 17-18 Agosto 2016. www.uqtr.ca/ICEBFIT 32. International Congress - liLETRAd 2016-Cátedra LILETRAD. Literature Languages Translation, Universidad de Sevilla, 6-8 Julio 2016. https://congresoliletrad.wordpress.com 33. Transmediations! Communication across Media Borders Linnæus University, Växjö (Suecia), 13–15 Oct. 2016 http://lnu.se/lnuc/linnaeus-university-centre-for-intermedial-and-multimodal-studies-/events/conferences/transmediations?l=en 34. Translation Education in a New Age, 15-16 Abril 2016. School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Contacto: chansinwai@cuhk.edu.cn 35. Translation and Time: Exploring the Temporal Dimension of Cross-cultural Transfer, 8-10 Diciembre 2016. Departamento de Traducción, The Chinese University of Hong Kong. Contacto: translation-and-time@cuhk.edu.hk. 36. Du jeu dans la langue. Traduire les jeux de mots / Loose in Translation. Translating Wordplay, 23-24 Marzo 2017, Université de Lille (France) https://www.univ-lille3.fr/recherche/actualites/agenda-de-la-recherche/?type=1&id=1271. Contacto: traduirejdm@univ-lille3.fr, julie.charles@univ-lille3.fr 37. Translation and Translanguaging across Disciplines. EST Congress 2016 "Translation Studies: Moving Boundaries", European Society for Translation Studies, Aarhus (Dinamarca), 15-17 Sep. 2016 http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/panels/12-translation-and-translanguaging-across-disciplines/ Contacto: nune.ayvazyan@urv.cat; mariagd@blanquerna.url.edu; sara.laviosa@uniba.it http://bcom.au.dk/research/conferencesandlectures/est-congress-2016/submission/ 38. Beyond linguistic plurality: The trajectories of multilingualism in Translation. An international conference organized jointly by Bogaziçi University, Department of Translation and Interpreting Studies, and Research Group on Translation and Transcultural Contact, York University, Bogaziçi University, 1-12 Mayo 2016. Contacto: sehnaz.tahir@boun.edu.tr, MGuzman@glendon.yorku.ca 39. "Professional and Academic Discourse: an interdisciplinary perspective". XXXIV IConferencia Internacional de la Sociedad Española de Lingüística Aplicada (AESLA), 14-16 Abril 2016. Interuniversity Institute for Applied Modern Languages (IULMA) / Universidad de Alicante. http://web.ua.es/aesla2016. Contacto: antonia.montes@ua.es. 2) CURSOS, SEMINARIOS, POSGRADOS / COURSES, SEMINARS, MASTERS: 1. Seminario: Breaking News for French>English and English>French Translators King's College Cambridge, UK, 8-10 Agosto 2016 Contacto: translateincambridge@iti.org.uk 2. Curso on-line: Setting Up as a Freelance Translator Enero – Marzo 2016. Institute of Translation & Interpreting, UK https://gallery.mailchimp.com/58e5d23248ce9f10c161ba86d/files/Application_Form_SUFT_2016.pdf?utm_source=SUFT+December+Emailer&utm_campaign=11fdfe0453-Setting_Up_as_a_Freelance_Translator12_7_2015&utm_medium=email&utm_term=0_6ef4829e50-11fdfe0453-25128325 3. Curso: Using Interpreters for Intercultural Communication and Other Purposes (COM397CE) http://darkallyredesign.com/what-we-do/using-interpreters-for-intercultural-communication 4. Workshop: How to Write and Publish Your Scholarly Paper In cooperation with the European Association of Science Editors (EASE) New Bulgarian University, Sofia (Bulgaria), 21-23 Marzo 2016 www.facebook.com/events/1511610889167645 http://esnbu.org/data/files/resources/ease-nbu-seminar-march-2016-fees.pdf 5. Posgrado: II Postgraduate Course on Spanish Law Taught in English "Global study". Universidad Internacional de Andalucía / Colegio de Abogados de Málaga. www.unia.es/cursos/guias/4431_english.pdf 3) CURSOS DE VERANO / SUMMER COURSES: 1. STRIDON – Translation Studies Doctoral and Teacher Training Summer School, Piran (Eslovenia), 27 Junio – 8 Julio 2016 www.prevajalstvo.net/doctoral-summer-school 2. Training in Translation Pedagogy Program School of Translation and Interpretation, University of Ottawa (Canadá), 4-29 Julio 2016. https://arts.uottawa.ca/translation/summer-programs 3. 2016 Nida School of Translation Studies. Translation, Ecology and Entanglement, San Pellegrino University Foundation, Misano Adriatico, Rimini (Italia), 30 Mayo – 10 Junio 2016. http://nsts.fusp.it/Nida-Schools/NSTS-2016 4. TTPP - Intensive Summer Program in Translation Pedagogy University of Ottawa (Canadá), 4-29 Julio 2016. http://arts.uottawa.ca/translation/summer-programs-2016/ttpp 5. CETRA Summer School 2016. 28th Research Summer School University of Leuven, campus Antwerp (Bélgica), 22 Agosto – 2 Sep. 2016. Contacto: cetra@kuleuven.be. http://www.arts.kuleuven.be/cetra 4) LIBROS / BOOKS: 1. Varela Salinas, María-José & Bernd Meyer (eds.) 2016. Translating and Interpreting Healthcare Discourses / Traducir e interpretar en el ámbito sanitario. Berlín : Frank & Timme. www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-79-maria-jose-varela-salinasbernd-meyer-eds-translating-and-interpreting-healthcare-disc/backPID/transued-arbeiten-zur-theorie-und-praxis-des-uebersetzens-und-dolmetschens-1.html 2. Ordóñez López, Pilar and José Antonio Sabio Pinilla (ed.) 2015. Historiografía de la traducción en el espacio ibérico. Textos contemporáneos. Madrid: Ediciones de Castilla-La Mancha. www.unebook.es/libro/historiografia-de-latraduccion-en-el-espacio-iberico_50162 3. Bartoll, Eduard. 2015. Introducción a la traducción audiovisual. Barcelona: Editorial UOC. www.editorialuoc.cat/introduccion-a-la-traduccion-audiovisual 4. Rica Peromingo, Juan Pedro & Jorge Braga Riera. 2015. Herramientas y técnicas para la traducción inglés-español. Madrid: Babélica. www.escolarymayo.com/libro.php?libro=7004107&menu=7001002&submenu=7002029 5. Le Disez, Jean-Yves. 2015. F.A.C.T. Une méthode pour traduire de l'anglais au français. París: Ellipses. www.editions-ellipses.fr/product_info.php?cPath=386&products_id=10601 6. Baker, Mona (ed.) 2015. Translating Dissent: Voices from and with the Egyptian Revolution. Londres: Routledge. www.tandf.net/books/details/9781138929876 7. Gallego Hernández, Daniel (ed.) 2015. Current Approaches to Business and Institutional Translation / Enfoques actuales en traducción económica e institucional. Berna: Peter Lang. www.peterlang.com/download/datasheet/86140/datasheet_431656.pdf 8. Vasilakakos, Mary. 2015. A Training Handbook for Health and Medical Interpreters in Australia. www.interpreterrevalidationtraining.com/books-and-resources.html 9. Jankowska, Anna & Agnieszka Szarkowska (eds) 2015. New Points of View on Audiovisual Translation and Media Accessibility. Oxford: Peter Lang. www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=83114 10. Baer, Brian James (2015). Translation and the Making of Modern Russian Literature, Londres: Bloomsbury. Translation and the Making of Modern Russian Literature is the inaugural book in a new Translation Studies series: Bloomsbury's "Literatures, Cultures, Translation." 11. Camps, Assumpta. 2016. La traducción en la creación del canon poético (Recepción de la poesía italiana en el ámbito hispánico en la primera mitad del siglo XX). Berna: Peter Lang. 5) REVISTAS / JOURNALS: 1. JoSTrans, The Journal of Specialised Translation, nº especial sobre Translation & the Profession, Vol. 25, Enero 2016. www.jostrans.org 2. Translation and Interpreting – Nº especial sobre Community Interpreting: Mapping the Present for the Future www.trans-int.org/index.php/transint. 3. inTRAlinea – Nº especial sobre New Insights into Specialised Translation. www.intralinea.org/specials/new_insights 4. Linguistica Antverpiensia NS-Themes in Translation Studies, 2015 issue, Towards a Genetics of Translation. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/view/16 5. Quaderns de Filologia, Nº especial sobre Traducción y Censura: Nuevas Perspectivas, Vol. 20, 2015. https://ojs.uv.es/index.php/qdfed/issue/view/577 6. The Translator – Nº especial sobre Food and Translation, Translation and Food, 2015, 21(3). www.tandfonline.com/eprint/ryqJewJUDKZ6m2YM4IaR/full 7. Current Trends in Translation Teaching and Learning E, 2015, 2 www.cttl.org/cttl-e-2015.html 8. Dragoman Journal of Translation Studies. www.dragoman-journal.org 9. Current Trends in Translation Teaching and Learning E. Edición especial sobre Translation Studies Curricula Across Countries and Cultures. www.cttl.org 10. International Journal of the Sociology of Language, Nº especial sobre Translation Policies and Minority Languages: Theory, Methods and Case Studies http://fouces.webs.uvigo.es/CallForPapersIJSLTranslationPolicies.pdf 11. Nº especial de The Interpreter and Translator Trainer 11(2) – Employability and the Translation Curriculum www.tandfonline.com/doi/full/10.1080/1750399X.2015.1103092 12. InTRAlinea. Nº especial sobre Building Bridges between Film Studies and Translation Studies www.intralinea.org/news/item/cfp_building_bridges_between_film_studies_and_translation_studies 13. Nº especial de TranscUlturAl: Comics, BD & Manga in translation/en traduction https://ejournals.library.ualberta.ca/index.php/TC/announcement/view/290 14. The Journal of Translation Studies 2015, 16(4) Nº especial sobre Translator and Interpreter Training in East Asia Contacto: Won Jun Nam: wjnam@hufs.ac.kr, wonjun_nam@daum.net 15. TRANS Revista de Traductología, 19(2), 2015. www.trans.uma.es/trans_19.2.html 16. Between, 9, 2015 – Censura e auto-censura http://ojs.unica.it/index.php/between/index 17. Translation Studies, Nº especial sobre Translingualism & Transculturality in Russian Contexts of Translation http://explore.tandfonline.com/cfp/ah/rtrs-cfp3 18. Translation & Interpreting, 7:3, 2016 www.trans-int.org/index.php/transint/issue/view/38 19. "The translation profession: Centres and peripheries" The Journal of Specialised Translation (Jostrans), Nº. 25, Enero 2016. The Journal of Translation Studies is a joint publication of the Department of Translation of The Chinese University of Hong Kong and the Chinese University Press. Contact: jts.tra@cuhk.edu.hk, james@arts.cuhk.edu.hk 19. Nuevo artículo: "The Invisibility of the African Interpreter" por Jeanne Garane, Translation: a transdisciplinary journal http://translation.fusp.it/. Contact: siri.nergaard@gmail.com.

Author's introductionNon‐human animals constitute an integral part of human society. They figure heavily in our language, food, clothing, family structure, economy, education, entertainment, science, and recreation. The many ways we use animals produce ambivalent and contradictory attitudes toward them. We treat some species of animals as friends and family members (e.g., dogs and cats), while we treat others as commodities (e.g., cows, pigs, and chickens). Our constructions of animals and the moral and legal status we grant them provide rich topics for sociological study.This teaching and learning guide can serve as a resource for those who want to learn more about the field or for those preparing to teach a course on animals and society. The materials have the common theme of examining animals within the context of larger social issues. The guide begins with an annotated list of major works in the area. It then lists useful online resources. Finally, it provides a sample syllabus, concluding with ideas for course projects and assignments.Author recommends:Arnold Arluke and Clinton R. Sanders, Regarding Animals (Philadelphia, PA: Temple University Press, 1996). Regarding Animals was the first book‐length sociological work on human‐animal relationships. Arluke and Sanders focus on the ambivalent and contradictory ways that we humans view other species. It examines how we cherish some animals as friends and family members, while we consider others as food, pests, and resources. Based on research in animal shelters, veterinary clinics, primate research laboratories, and among guide‐dog trainers, the book provides sociological insight into how we construct animals – and how in the process we construct ourselves.Arnold Arluke and Clinton R. Sanders, Between the Species: A Reader in Human‐Animal Relationships (Boston, MA: Allyn & Bacon, 2009).Arluke and Sanders have divided this reader into three units. The first, animal, self, and society, includes topical sections on 'Thinking with Animals', 'Close Relationships with Animals', 'The Darkside', and 'Wild(life) Encounters'. The second unit, which focuses on animals in institutions, includes readings on science, agriculture, entertainment and education, and health and welfare. The third unit is organized around the 'changing status and perception of animals'. Its chapters examine healing, selfhood, and rights. The articles, drawn largely from social science journals, have been edited for readability at the undergraduate level.Clifton Flynn, Social Creatures: A Human and Animal Studies Reader (New York, NY: Lantern, 2008).Flynn's edited volume examines the role of animals in language, as food, and as companions. It delves into issues of animal abuse and grief after pet loss. It contains over 30 chapters, mostly reprints of articles in scholarly journals, representing a range of perspectives. Part I gives an overview of the field of human–animal studies. Part II focuses on studying human‐animal relationships. Part III offers comparative and historical perspectives on those relationships. Animals and culture is the focus of Part IV. Part V examines attitudes toward animals. Part VI offers essays on criminology and deviance. Inequality and interconnected oppression focuses the essays in Part VII. The chapters in Part VIII concern living and working with animals, and Part IX includes readings on animal rights, as both philosophy and social movement. Each chapter offers study questions for study and discussion.Adrian Franklin, Animals & Modern Cultures: A Sociology of Human‐Animal Relations in Modernity (London, UK: Sage, 1999).This book examines the changes in human‐animal relationships over the 20th century. It argues that at the start of the century, animals were regarded most often as resources. Moreover, we drew a distinct boundary between humans and other animals. By the end of the century, our attitudes toward animals had changed, and we began to question the subordination implicit in the human–animal boundary. Franklin highlights companionship with animals, hunting and fishing, the meat industry, and leisure activities involving animals, such as bird watching and wildlife parks. He emphasizes variations by gender, class, ethnicity, and nation.Leslie Irvine, If You Tame Me: Understanding our Connection with Animals (Philadelphia, PA: Temple University Press, 2004).This book examines our relationships with dogs and cats, arguing that animals have a sense of self. Drawing on research conducted at an animal shelter, in dog parks, and in interviews and observation, the author argues that animals become such important parts of our lives because of the subjective experience they bring to the relationship. Challenging the view that we simply anthropomorphize animals, Irvine offers a model of animal selfhood that explains what makes relationships with animals possible. Offering an alternative to George Herbert Mead's perspective on the self, Irvine argues that interaction with animals reveals complex subjectivity, emotionality, agency, and memory.Linda Kalof and Amy Fitzgerald, The Animals Reader: The Essential Classic and Contemporary Writings (New York, NY: Palgrave Macmillan, 2007).This edited volume is notable for its diversity in perspectives. It includes readings on ethics, philosophy, sociology, cultural studies, environmental studies, history, and anthropology. It examines questions ranging from 'what is an animal?' to those surrounding the ethics of cloning. Part I examines animals as philosophical subjects. Part II includes essays that suggest that animals are reflexive thinkers. Part III considers the various roles of animals as domesticates, 'pets', and food. The chapters in Part IV focus on animals in sport and spectacle. Part V focuses on animals as symbols. Part VI examines animals as scientific objects. Each chapter offers an introduction and list of further readings.David Nibert, Animal Rights/Human Rights: Entanglements of Oppression and Liberation (Lanham MD: Rowman and Littlefield, 2002).David Nibert connects oppression based on species, gender, ethnicity, and social class to the institution of capitalism. By modifying Donald Noel's theory of ethnic stratification, Nibert explains the oppression of non‐human animals in all forms, from meat eating to vivisection. He then argues that the systematic oppression of animals led to the oppression of other humans.Online materials Animals and Society Section of the American Sociological Association http://www2.asanet.org/sectionanimals/ This website offers membership information specifically for sociologists interested in human–animal studies. It is especially notable for its online syllabi from courses on animals and society. Animals and Society Institute http://www.animalsandsociety.org/ The Animals and Society Institute includes programs in three areas: Human–animal Studies; AniCare, a program dedicated to animal abuse and other forms of violence; and the Animals' Platform, a set of guidelines for animal protection legislation at the state, local, or national levels. The website's homepage includes a link to a video introducing the institute and its programs. The 'Resources' link leads to useful web and print documents and other web pages, including lists of human–animal studies centers and courses. Animal Studies Bibliography http://ecoculturalgroup.msu.edu/bibliography.htm This extensive, well‐organized bibliography is the project of the Ecological & Cultural Change Studies Group at Michigan State University. It includes works on Animals as Philosophical and Ethical Subjects; Animals as Reflexive Thinkers; Domestication and Predation; Animals as Entertainment and Spectacle; Animals as Symbols and Companions; Animals in Science, Education, and Therapy; and a 'miscellaneous' category. HumaneSpot.org http://www.humanespot.org/node HumaneSpot is the creation of the Humane Research Council. It requires registration as a user, and users must complete a short online application and attest that they are animal advocates, but advocacy in the form of scholarship counts. Once registered, users have access to extensive research on all aspects of animal welfare. Users can also have summarized updates of recent studies delivered by email. The Hoarding of Animals Research Consortium (HARC) http://www.tufts.edu/vet/cfa/hoarding/ The HARC website offers a collection of research on animal hoarding or 'collecting'. The studies address issues of animal welfare, public health, mental health, connections with other forms of abuse, and intervention. Pet‐Abuse.com http://www.pet‐abuse.com/ Alison Gianotto started Pet‐Abuse.com after someone kidnapped one of her cats and set him on fire. The cat died of the subsequent injuries and the abuser was never caught. Despite its name, Pet‐Abuse addresses abuse among many species, not just those commonly kept as pets. The project tracks incidents of cruelty throughout the United States, Canada, the United Kingdom, New Zealand, Australia, and Spain. The website offers a database that is searchable by location, type of cruelty, gender of offender, and more. It also allows for the creation of real‐time graphic displays of statistics on cruelty cases.Sample syllabusPart I: introduction and overviewWhat is human–animal studies? How can we study animals sociologically? What can the study of animals offer to the field?Reading:Arnold Arluke, 'A Sociology of Sociological Animal Studies,'Society & Animals 10 (2002): 369–374. Leslie Irvine, 'Animals and Sociology,'Sociology Compass 2 (2008):1954–1971. Jennifer Wolch, 'Zoöpolis,' In: Jennifer Wolch and Jody Emel (eds), Animal Geographies: Identity in the Nature Culture Borderlands (London, UK: Verso), 119–138.From Social Creatures:Kenneth J. Shapiro, 'Introduction to Human: Animal Studies'Clifton Bryant, 'The Zoological Connection: Animal‐related Human Behavior'Barbara Noske, 'The Animal Question in Anthropology'Part II: studying human‐animal relationshipsHow can we study our interactions and relationships with animals? What approaches have been used, and what are their strengths and weaknesses?Leslie Irvine, 'The Question of Animal Selves: Implications for Sociological Knowledge and Practice,'Qualitative Sociology Review 3 (2007): 5–21.From Social Creatures:Kenneth J. Shapiro, 'Understanding Dogs through Kinesthetic Empathy, Social Construction, and History'Alan M. Beck and Aaron H. Katcher, 'Future Directions in Human – Animal Bond Research'Clinton R. Sanders, 'Understanding Dogs: Caretakers' Attributions of Mindedness in Canine – Human Relationships'Part III: historical and comparative perspectivesIn this section, we examine how people have regarded animals in other times and places.Reading:Lynda Birke, 'Who – or What – are the Rats (and Mice) in the Laboratory?'Society & Animals 11 (2003): 207–224.From Social CreaturesBarbara Noske, 'Speciesism, Anthropocentrism, and Non‐Western Cultures'Michael Tobias, 'The Anthropology of Conscience'Harriet Ritvo, 'The Emergence of Modern Pet‐keeping'Part IV: animals and cultureThis section focuses on how animals are portrayed in language, advertisements, and other media. It also considers how culture influences our attitudes toward animals.Reading:Rhonda D. Evans and Craig J. Forsyth, 'The Social Milieu of Dogmen and Dogfights,'Deviant Behavior 19 (1998): 51–71.Fred Hawley, 'The Moral and Conceptual Universe of Cockfighters: Symbolism and Rationalization,'Society & Animals 1 (1992): 159–168.Linda Kalof and Amy Fitzgerald, 'Reading the Trophy: Exploring the Display of Dead Animals in Hunting Magazines,'Visual Studies 18 (2003): 112–122.Jennifer E. Lerner and Linda Kalof, 'The Animal Text: Message and Meaning in Television Advertisements,'The Sociological Quarterly 40 (1999): 565–585.From Social Creatures:Andrew Linzey, 'Animal Rights as Religious Vision'Leslie Irvine, 'The Power of Play'Tracey Smith‐Harris, 'There's Not Enough Room to Swing a Dead Cat and There's No Use Flogging a Dead Horse'Part V: attitudes toward other animalsThis part of the course examines how we think about animals, including what research reveals about how our attitudes develop.Reading:Mart Kheel, 'License to Kill: An Ecofeminist Critique of Hunters' Discourse,' In: Carol J. Adams and Josephine Donovan (eds), Animals and Women: Feminist Theoretical Explorations (Durham, NC: Duke University Press, 1995): 85–125.From Social Creatures:Harold Herzog, Nancy S. Betchart, and Robert B. Pittman, 'Gender, Sex‐role Orientation and Attitudes toward Animals'Elizabeth S. Paul and James A. Sarpell, 'Childhood Pet Keeping and Humane Attitudes in Young Adulthood'David Nibert, 'Animal Rights and Human Social Issues'Part VI: criminology and devianceThis section examines animal abuse and neglect, and its possible connections to other forms of violence, particularly that directed at human beings.Reading:Arnold Arluke, 'Animal Abuse as Dirty Play,'Symbolic Interaction 25 (2002): 405–430.From Social Creatures:Frank R. Ascione, 'Children Who Are Cruel to Animals: A Review of Research and Implications for Developmental Psychology'Linda Merz‐Perez, Kathleen M. Heide, and Ira J. Silverman, 'Childhood Cruelty to Animals and Subsequent Violence against Humans'Clifton P. Flynn, 'Women's Best Friend: Pet Abuse and the Role of Companion Animals in the Lives of Battered Women'Gary J. Patronek, 'Hoarding of Animals: An Under‐recognized Public Health Problem in a Difficult‐to‐study Population'Part VII: inequality – interconnected oppressionsThis section considers how our treatment of other animals influences our treatment of others, especially women and people of color.Reading:Isabel Gay Bradshaw, 'Not by Bread Alone: Symbolic Loss, Trauma, and Recovery in Elephant Communities,'Society & Animals 12 (2004): 144–158.Linda Kalof, Amy Fitzgerald, and Lori Baralt, 'Animals, Women, and Weapons: Blurred Sexual Boundaries in the Discourse of Sport Hunting,'Society & Animals 12 (2004): 237–251.From Social Creatures:Marjorie Spiegel, 'An Historical Understanding'Carol J. Adams, 'The Sexual Politics of Meat'David Nibert, 'Humans and Other Animals: Sociology's Moral and Intellectual Challenge'Part VIII: living and working with other animalsWe hold contradictory attitudes toward animals. We love our pets, but we consider some animals as disposable. What do our close living and working relationships with animals reveal about the roles of animals in society?Reading:Leslie Irvine, 'Animal Problems/People Skills: Emotional and Interactional Strategies in Humane Education,'Society & Animals 10 (2002): 63–91.Rik Scarce, 'Socially Constructing Pacific Salmon,'Society & Animals 5 (1997): 115–135.From Social Creatures:Andrew N. Rowan and Alan M. Beck, 'The Health Benefits of Human—Animal Interactions'Rose M. Perrine and Hannah L. Osbourne, 'Personality Characteristics of Dog and Cat Persons'Gerald H. Gosse and Michael J. Barnes, 'Human Grief Resulting from the Death of a Pet'Stephen Frommer and Arnold Arluke, 'Loving Them to Death: Blame‐displacing Strategies of Animal Shelter Workers and Surrenderers'Mary T. Phillips, 'Savages, Drunks, and Lab Animals: The Researcher's Perception of Pain'Part IX: animal rights – philosophy and social movementThis section examines the leading animal rights perspectives. It also considers who animal activists are and how animal rights exists as a social movement.Corwin Kruse, 'Gender, Views of Nature, and Support for Animal Rights,'Society & Animals 7 (1999): 179–197.From Social Creatures:Peter Singer, 'All Animals are Equal'Tom Regan, 'The Case for Animal Rights'Josephine Donovan, 'Animal Rights and Feminist Theory'Lyle Munro, 'Caring about Blood, Flesh, and Pain: Women's Standing in the Animal Protection Movement'Project ideasEssay topicsWrite an essay on each of the following topics:
Topic 1: Focus on any species (other than dog or cat) and explore and present the nature of human–animal relations for that species. You should find and evaluate scholarly and popular print and Internet resources regarding this species and its relationships with humans. At least two of your sources should come from articles in scholarly journals.Topic 2: Find current media coverage of an event or issue that applies and extends material in the assigned text. This can involve an individual animal, a group of animals, or an entire species. For example, coverage of the role of livestock in global warming could be approached through several of the readings in the course. You cannot predict when these events will occur, so be continually on the lookout throughout the semester.
JournalingTo help you think about the readings and ideas we are discussing, as well as relate the material to your own lives, you must keep a journal throughout the semester. You must have two entries per week. These need not be long; one page for each entry will suffice. However, they must demonstrate that you are thinking about the issues we are studying. The entries are to be analysis, not cute stories of how much you love animals. You must apply the material to your thoughts about and/or your interaction with animals. Each entry should have three parts: a personal reflection, a sociological insight, and an action step.1. Personal reflection (In this section, note any new observations, feelings, epiphanies, or other insights prompted by the course material.)
Example: I never knew, or even thought about, the emotional lives of farm animals. Somehow, I have been able to draw a line between pets and other animals. I know many wild animals have emotions. I have seen programs about elephants experiencing grief, for example. However, I always bought into the idea that cows, chickens, and pigs were 'dumb'. I guess we have to think of them that way in order to treat them the way that we do. I was particularly struck by ...
2. Sociological insight (In this section, draw out some of the sociological relevance of the material.)
Example: Farm animals have such a huge role in so many institutions. So much of the economy has to do with raising animals, transporting animals, killing them, processing their skin, muscle, organs, coats, and bones. It makes sense that we have commercials promoting 'Beef, it's what's for dinner' and 'Got Milk' ads. If it were 'natural' and necessary to consume animals, we would not need advertising campaigns designed to encourage us to do so. The 'animal industrial complex' depends on a steady supply of consumers. Vegetarians and vegans are very threatening to the status quo. No wonder popular culture makes fun of them.Farm animals also have a huge role in families. We eat animals on most of our holidays and other occasions. In addition, the histories of agricultural families go back ...
3. Action Step(s) (In this section, note at least one and as many as three ways that you will share your new knowledge. Action steps might include taking your cat to the vet, finding out about volunteering at an animal shelter, or becoming vegetarian.)
Example: I intend to tell my roommates about the emotional lives of farm animals, and about the animal industrial complex. I will look for information about Farm Sanctuary online and pass it on to my sister.

Includes bibliography (p. 186-205). ; Number of sources in the bibliography: 292 ; Thesis (Ph. D.) -- University of Cyprus, Faculty of Social Sciences and Education, Department of Social and Political Sciences, 2021. ; The University of Cyprus Library holds the printed form of the thesis. ; Η διατριβή παρουσιάζει μια φεμινιστική ανάλυση σκοπιάς (standpoint) για την κατασκευή της πολιτικής συμμετοχής μέσω του blogging γυναικών. Το κύριο ερευνητικό ερώτημα ασχολείται με το ρόλο του φεμινιστικού blogging στην υπέρβαση των τοπικών/εθνικών ορίων/περιορισμών για πληροφόρηση του παγκόσμιου κοινού σχετικά με τις παραβιάσεις ανθρωπίνων δικαιωμάτων και για κινητοποίηση συλλογικής δράσης. Εντοπίζω και αναλύω τους πολλαπλούς τρόπους με τους οποίους το blogging ως φεμινιστική πρακτική (ανα)κατασκευάζει, (ανα)νοηματοδοτεί και διευρύνει την έννοια της πολιτικής συμμετοχής στην ψηφιακή εποχή. Διερευνώ τις διαφορετικές στρατηγικές του φεμινιστικού blogging στον αγώνα για πρόσβαση στη δημόσια σφαίρα. Η κριτική φεμινιστική μου ανάλυση λόγου επικεντρώνεται σε blogs δέκα γυναικών από την περιοχή της Μέσης Ανατολής και της Βόρειας Αφρικής (ΜΕΝΑ)-Αίγυπτο, Λίβανο, Συρία, Τυνησία και Υεμένη-στο πλαίσιο των Αραβικών εξεγέρσεων του 2011. Τα δεδομένα από 269 blog posts, αποκαλύπτουν πώς το φεμινιστικό blogging παράγει φεμινιστική γνώση, ταυτότητες και πρακτικές που αμφισβητούν και διαταράσσουν τον ηγεμονικό αυταρχικό, νεοφιλελεύθερο, νέο-αποικιακό και πατριαρχικό λόγο. Συνδυάζοντας τη θεωρία της φεμινιστικής σκοπιάς και την κριτική ανάλυση λόγου ως μέρος του θεωρητικού, αναλυτικού και μεθοδολογικού πλαισίου, προβάλω μια βαθιά κριτική φεμινιστική ανάλυση των δομικών και θεσμικών ανισοτήτων που ενυπάρχουν στα αυταρχικά και καταπιεστικά συστήματα. Αυτή η ανάλυση αποκαλύπτει τις κρίσιμες οπτικές των περιθωριοποιημένων ομάδων που φέρνουν στρατηγικά τα μίκρο-μεσο-και-μάκρο επίπεδα (φωνή, χώρος και ισχύς) σε διάλογο. Αυτά τα συνυφασμένα επίπεδα στο νοηματικό μου πλαίσιο αναδεικνύουν την εναλλακτική πολιτική δύναμη του blogging από το περιθώριο στο προσκήνιο και στην παγκόσμια κινητοποίηση. Η πρωτότυπη συνεισφορά αυτής της διατριβής έγκειται στην ανάπτυξη ενός Νέου Σχήματος Ανάλυσης των blogs για την πολιτική συμμετοχή. Το Σχήμα αναδεικνύει τη δυναμική και την στρατηγική διαδικασία στην οποία το φεμινιστικό blogging μπορεί να: οργανώνει την πολιτική δράση στο μίκρο-επίπεδο, υπερβαίνοντας τους δημόσιους χώρους και τα εθνικά σύνορα, συμμετέχει σε διαδικτυακές πλατφόρμες προάσπισης στο μέσο-επίπεδο και επηρεάζει τη δημιουργία διακρατικών φεμινιστικών συμμαχιών στο μάκρο-επίπεδο. Αυτό το Σχήμα βασίστηκε στην έννοια της Wendy Harcourt «glocality» την οποία επεκτείνω στη φεμινιστική μπλογκόσφαιρα, στο πώς, από την εξορία και το περιθώριο στην πρώτη γραμμή των αλληλένδετων γλωσσικών αντιπαραθέσεων, αναδεικνύεται ο αγώνας για κοινωνική αλλαγή. Αυτό το Σχήμα μπορεί να αποτελέσει εργαλείο μελλοντικής ανάλυσης των blogs που εστιάζονται στην πολιτική συμμετοχή. Η διατριβή συμβάλλει επίσης στη βιβλιογραφία για τη Φεμινιστική Θεωρία, τις Γυναικείες Σπουδές, τις Σπουδές των Μέσων Επικοινωνίας, καθώς και στην Πολιτική Κοινωνιολογία διερευνώντας νέους τρόπους αμφισβήτησης των δομών εξουσίας, ειδικά στο πλαίσιο ενός συνεχώς συρρικνωμένου περιβάλλοντος για τα ανθρώπινα δικαιώματα και αυταρχικών τάσεων που αναβιώνουν παγκοσμίως. Επιπλέον, η μελέτη συνεισφέρει στους κοινωνικοπολιτικούς και ιστορικούς αγώνες των γυναικών στην περιοχή MENA και αποδεικνύει το πώς οι δυτικοκεντρικές, ανδροκεντρικές αντιλήψεις για τη δημόσια σφαίρα αποκλείουν τις πραγματικότητες περιθωριοποιημένων κοινωνικών ομάδων. Παράγοντες όπως: ο δημόσιος λόγος και η αναγνώρισή του, η διεκδικητική ρητορική, η αφήγηση και οι γνώσεις που παράγονται από συγκεκριμένη κοινωνική θέση, επιτρέπουν την εκδήλωση εναλλακτικών μορφών πολιτικής δράσης που επεκτείνουν την έννοια της πολιτικής δημόσιας σφαίρας. Αυτές οι «glocal» κοινότητες φέρνουν στο προσκήνιο τις στρατηγικές συνδέσεις μεταξύ των φεμινιστριών bloggers και των εργαλείων αντίστασής τους, καθώς και τη μεταμορφωτική, ανατρεπτική και επαναστατική δύναμη που έχουν στην κινητοποίηση διεθνικών φεμινισμών. Η πολιτική σημασία του φεμινιστικού blogging που (ανα)κατασκευάζει την πολιτότητα και την πολιτική πρακτική, επιτρέπει στις γυναίκες να εκφράσουν τις γνώσεις τους και να κινητοποιήσουν συλλογική δράση για τα ανθρώπινα δικαιώματα και τη δημοκρατία. ; This thesis presents a feminist standpoint analysis of the construction of political participation through women's blogging. My primary research question deals with the role of feminist blogging in transcending local boundaries to inform global audiences about human rights violations and to mobilise for collective action. I identify and analyse the multiple discursive ways in which blogging as a feminist practice (re)constructs and (re)conceptualises political participation in the digital era. I explore the diverse strategies of feminist blogging in the struggle over the public sphere. My critical discourse analysis focuses on blogs of ten women in the MENA region–Egypt, Lebanon, Syria, Tunisia and Yemen–in the context of the 2011 Arab uprisings. Data from 269 blog posts reveal how feminist blogging produces feminist knowledge, identities and practices that challenge and disrupt hegemonic authoritarian, neoliberal, neo-colonial, and patriarchal discourses. By bringing together feminist standpoint theory and critical discourse analysis, as part of an integrated theoretical, analytical and methodological framework, I offer a deep critical feminist analysis of the structural and institutional inequalities inherent in authoritarian and oppressive systems. This integrated analysis reveals the critical perspectives of marginalised groups strategically bringing the micro, meso and macro levels (voice, space and power) into dialogue. These levels in my conceptualisation and contextualisation interweave to show the alternative political power of blogging from margin to center and global mobilisation. The original contribution of this thesis lies in the development of a new Blog Analysis Schema for political participation. The Schema demonstrates a dynamic and strategic process in which feminist blogging can organise from grassroots political action (micro level), transcend public space(s) and national boundaries, engage in online advocacy platforms (meso level), and influence transnational coalition-building (macro level). This Schema builds upon Wendy Harcourt's concept of 'glocality' to apply to the feminist blogosphere that is, from exile and margin to the forefront of interwoven glocal counterpublics, thus driving the struggle for social change. This Schema may thus constitute a model for future analysis of blogs focusing on political participation. This thesis also contributes to the literature on feminist theory, media and women's studies, as well as political sociology by exploring new ways to challenge power structures, especially in the context of an ever-shrinking human rights environment and the current resurgence of authoritarianism across the globe. In addition, this study contributes to the socio-political and historical accounts of women's struggles in the MENA region and furthermore it demonstrates how Westernised, male-centred understandings of the public sphere exclude the realities of marginalised social groups. Factors such as: greeting and public address, affirmative rhetoric, narrative and situated knowledges, enable alternative forms of political action to expand the notion of political public sphere. These glocal communities bring to the forefront the strategic connections between feminist bloggers and their vehicles of resistance, as well as the transformative power they hold for mobilising transnational feminisms. The political importance of feminist blogging reconceptualising citizenship and political practice allows women to express their situated knowledges, and mobilise collective action for human rights and democracy.

Over the past decades, the tourism industry has grown at an unprecedented rate worldwide, with protected areas among the most visited destinations. The European Union is calling for the "sustainable use of sites, that benefits local communities and economies, particularly by exploiting the potential for sustainable tourism and green jobs" (European Commission, 2017, p 14). To support European Protected Areas having an active role in the promotion of sustainable development based on tourism, the EUROPARC Federation, the largest pan-European non-governmental organisation working with protected areas, created the European Charter for Sustainable Tourism in Protected Areas (ECSTPA) in 2001, a methodology that guides Protected Areas towards becoming sustainable destinations. Despite implemented in 164 destinations across 20 European countries, the methodology lacks visibility and recognition among the tourism sector and wider community. This project aimed to analyse the needs and expectations of the internal network of sustainable destinations and the external positioning of the ECSTPA among its competitors, in order to propose a marketing strategy and a rebranding of the methodology. After the literature review that framed the value and opportunities of the ECSTPA, an extensive participatory process was initiated, which included personal interviews, a qualitative survey to the members of the network, the creation of an expert commission and several workshops. Through the internal and external analysis, the need to create a stronger network who is able to capitalise the existing knowledge and to leverage the benefits of being awarded the ECSTPA became evident. In addition, the lack of and attractive graphic identity and coherent positioning called for a full rebranding of the methodology, which is proposed with the project. The results of the participatory process revealed the high interest of the network in taking part in the promotional activities of the ECSTPA. Empowering the network of sustainable destinations and partners awarded is thus a fundamental step for the successful implementation of the marketing strategy and the action plan proposed. Over the next four years, the implementation of the strategy and action plan will require a higher engagement of the internal network through capacity building tools and trainings; the delivery of new communication tools; and the development of strategic alliances with the tourism sector. ; Nas últimas décadas a indústria do turismo cresceu a um ritmo sem precedentes em todo o mundo, com as áreas protegidas entre os destinos turísticos mais visitados. Há uma necessidade crescente em abordar o turismo a partir de uma perspetiva sustentável, capaz de gerar riqueza e bem-estar social para as comunidades locais sem comprometer a proteção dos valores naturais e culturais que são, muitas vezes, a razão da chegada de visitantes. Simultaneamente, a Comissão Europeia reconhece o valor do turismo enquanto atividade económica geradora de múltiplos benefícios para as comunidades rurais, e está a implementar medidas que permitam a exploração do turismo de forma sustentada, especialmente aumentando o seu potencial para a criação de empregos verdes (Comissão Europeia, 2017, p 14). Para apoiar as áreas protegidas europeias a terem um papel ativo no desenvolvimento sustentável do seu território, a Federação EUROPARC, a maior organização não-governamental a trabalhar com as áreas protegidas europeias, criou em 2001 a Carta Europeia do Turismo Sustentável em Áreas Protegidas (ECSTPA). Trata-se de uma metodologia que apoia as áreas protegidas a tornarem-se destinos sustentáveis, baseada num conjunto de normas e indicadores de performance. As áreas protegidas são assim estimuladas a iniciar um processo participativo com as autoridades locais, com os empresários afetos ao turismo e a comunidade, no sentido de definir uma visão territorial conjunta para o desenvolvimento turístico do território, e um plano de ação a cinco anos para a sua implementação. Apesar de ter sido aplicada em 164 destinos em 20 países europeus, a metodologia carece de visibilidade e reconhecimento entre o setor de turismo e a comunidade em geral. Uma vez que foi concebida para ser uma ferramenta interna para os gestores de áreas protegidas, durante os últimos 17 anos, poucos esforços e recursos foram alocados à promoção da ECSTPA. No entanto, o recente crescimento da rede, com o envolvimento de centenas de empresas na indústria do turismo que trabalham com as áreas protegidas certificadas, trouxe uma mudança de expectativas: parceiros e áreas protegidas começaram a exigir uma maior visibilidade e reconhecimento da metodologia. Este projeto, requerido pela Federação EUROPARC, tem como objetivo analisar as necessidades e expectativas da rede de destinos e parceiros sustentáveis a seguir a metodologia, de forma a criar o primeiro plano estratégico de marketing e plano de ação da ECSTPA. A metodologia de trabalho incluiu uma extensa revisão de literatura que enquadrou o valor das áreas protegidas e o potencial da ECSTPA para a implementação dos "Objetivos de Desenvolvimento Sustentável", e permitiu situar a metodologia entre os seus principais concorrentes. Seguidamente, foi iniciado um longo processo participativo que incluiu entrevistas pessoais, um estudo qualitativo das expectativas e necessidades das áreas protegidas que implementam a ECSTPA, que culminou na criação de uma análise SWOT para três dimensões da ECSTPA: a perceção do custo da ECSTPA, o produto, e a comunicação. A análise interna revelou a necessidade de criar uma ligação mais forte entre os membros da rede de áreas que seguem a metodologia, de forma a capitalizar o conhecimento existente e alavancar os benefícios da ECSTPA. Notória foi também a necessidade de melhorar a visibilidade da ECSTPA através da criação de uma identidade gráfica mais atraente e definição de um posicionamento coerente. Desta forma, o desenvolvimento da estratégia de marketing inclui a proposta de um rebranding (ou de reformulação da marca) da ECSTPA, com a criação de uma nova identidade gráfica e valores da marca. De forma a garantir um processo participativo aberto aos membros da rede da ECSTPA, foi estabelecida uma comissão de comunicação composta por representantes das áreas protegidas que seguem a metodologia e especialistas em comunicação e turismo sustentável. Através de quatro workshops, num total de oito dias de trabalho, os resultados de cada sessão serviram de base para as sessões conseguintes, garantindo uma continuidade do processo e máximo envolvimento de diversos membros da rede e da comissão de comunicação. O processo participativo implementado revelou o grande interesse da rede em participar nas atividades promocionais da ECSTPA. Desta forma, tornou-se evidente que ações que potenciem o fortalecimento da rede de destinos e parceiros sustentáveis é um passo fundamental para o sucesso da implementação da estratégia de marketing e do plano de ação proposto. Nos próximos quatro anos, a implementação da estratégia e do plano de ação exigirá a ativação da rede interna; a capacitação dos membros da rede através de instrumentos de aprendizagem online e sessões de formação em comunicação; a criação de novas ferramentas de comunicação para aumentar o reconhecimento da marca; e o desenvolvimento de alianças estratégicas com o setor de turismo.

The people who live in the Merapi area have been going on for years. Merapi is the most active volcano in Central Java that can threaten the community, but the community still exists today, of course, having local wisdom in responding to the eruption of Merapi. This study aims to determine the local wisdom of Wonolelo Village before, during, and after the Merapi eruption. In addition, to find out the historical relationship of the Merapi eruption to local wisdom and the challenges faced by Wonolelo Village in maintaining the sustainability of local wisdom. This research was used as a descriptive qualitative method. The method of collecting data is done through observation, in-depth interviews, and documentation. Data sources of this study are community leaders, spiritual leaders, and people who are more than 70 years old. Analysis of the data used is sourced triangulation based on the Miles & Huberman model. The results showed that local wisdom in responding to the Merapi eruption in Wonolelo Village still exists today. Local wisdom is divided into three segments, namely before, during, and after the eruption of Merapi. Local wisdom before the Merapi eruption is a notification that Merapi eruption activity will occur. Local wisdom in Wonolelo Village has challenges in the form of modernization and not running the local wisdom relay to young people. Keywords: Disaster, Local wisdom, Merapi volcano. References Andreastuti, S.D., Newhall, C., Dwiyanto, J. (2006). Menelusuri Kebenaran Letusan Gunung Merapi 1006. Jurnal Geologi Indonesia, Vol. 1, No. 4, Hal. 201-207. Andreastuti, S., Paripurno, E., Gunawan, H., Budianto, A., Syahbana, D., & Pallister, J. (2019). Character of community response to volcanic crises at sinabung and kelud volcanoes.Journal of Volcanology and Geothermal Research,382, 298-310. doi:10.1016/j.jvolgeores.2017.01.022 Atmojo, S. E., Rusilowati, A., Dwiningrum, S. I. 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Pengelolaan lingkungan zamrud khatulistiwa. Yogyakarta: Pintal. Cho, S.E., Won, S., & Kim, S. (2016). Living in harmony with disaster: exploring volcanic hazard vulnerability in Indonesia. Sustainability, Vol. 8, Hlm. 1-13. Daly, P. (2015). Embedded wisdom or rooted problems? aid workers' perspectives on local social and political infrastructure in post-tsunami aceh.Disasters,39(2), 232-257. doi:10.1111/disa.12105 Dibyosaputro, S., Hadmoko, D.S., Cahyadi, A., & Nugraha, H. (2016). Gunung merapi: kebencanaan dan pengurangan risikonya. Yogyakarta: Badan Penerbit Fakultas Geografi (BPFG) Universitas Gadjah Mada. Fatkhan, M. (2006). Kearifan lingkungan masyarakat lereng gunung merapi. Aplikasia, Jurnal Aplikasi Ilmu-ilmu Agama, Vol. 7, No. 2, Desember, Hal. 107-121. Gertisser, R., Charbonnier, S.J., Keller, J., & Quidelleur, X. (2012). The geological evolution of Merapi vulcano, Central Java, Indonesia. Bull Volcanol, Vol. 74. Hal. 1213-1233. Haba, J. (2008). Bencana alam dalam perspektif lokal dan perspektif kristiani. LIPI, Vol. 34, No. 1, Hal. 25-49. Hardoyo, S.R., Marfai, M.A., Ni'mah, N.M., Mukti, R.Y., Zahro, Q., & Halim, A. (2011). Strategi adaptasi masyarakat terhadap bencana banjir rob di pekalongan. Yogyakarta: Magister Perencanaan Pengelolaan Pesisir dan Daerah Aliran Sungai, Cahaya Press. Ikeda, S., & Nagasaka, T. (2011). An emergent framework of disaster risk governance towards innovating coping capability for reducing disaster risks in local communities.International Journal of Disaster Risk Science,2(2) doi:10.1007/s13753-011-0006-7 Inaotombi, S., & Mahanta, P. C. (2019). Pathways of socio-ecological resilience to climate change for fisheries through indigenous knowledge.Human and Ecological Risk Assessment,25(8), 2032-2044. doi:10.1080/10807039.2018.1482197 Klaten, B. P. S. K. (2018). Kabupaten Klaten dalam Angka. Klaten : Badan Pusat Statistik Kusumasari, B., & Alam, Q. (2012). Local wisdom-based disaster recovery model in indonesia.Disaster Prevention and Management: An International Journal,21(3), 351-369. doi:10.1108/09653561211234525 Lestari, P., Kusumayudha, S. B., Paripurno, E. T., & Jayadianti, H. (2016). Environmental communication model for disaster mitigation of mount sinabung eruption karo regency of north sumatra.Information (Japan),19(9B), 4265-4270. Magelang, B. P. S. K. (2018). Kabupaten Magelang dalam Angka. Boyolali : Badan Pusat Statistik Marfai, M.A. (2011). Jakarta flood hazard and community participation on disaster preparedness. Prosiding dalam seminar Community preparedness and disaster management, center for religious and cross-cultural studies, UGMI, no. 2/2011 (december), Hlm, 209-221. Marfai, M.A., & Hizbaron, D.R. (2011). Community's adaptive capacity due to coastal flooding in semarang coastal city, Indonesia. International Journal of Seria Geografie, Annals of the Univeristy of Oradea. E-ISSN 2065-1619. Year XX. Mulyaningsih, S., Sampurno, Zaim, Y., Puradimaja, D.J., Bronto, S., & Siregar, D.A. (2006). Perkembangan geologi pada kuwarter awal sampai masa sejarah di dataran yogyakarta. Jurnal Geologi Indonesia, Vol. 1, No. 2, Juni, Hal. 103-113. Permana, S. A., Setyowati, D. L., Slamet, A., & Juhadi. (2017). Society management in manage economic after merapi disaster.International Journal of Applied Business and Economic Research,15(7), 1-10 Preece, K., Gertisser, R., Barclay, J., Berlo, K., Herd, R.A., & Facility, E.I.M. (2014). Pre and syneruptive degassing and crystallisation processes of the 2010 and 2006 eruptions of merapi volcano, indonesia. Contrib Mineral Petrol, Vol. 168: No. 1061, Hal. 1-25, DOI 10.1007/s00410-014-1061-z. Ridwan, N.A. (2007). Landasan keilmuan kearifan lokal. Jurnal study islam dan budaya, Vol. 5, No. 1. Hlm. 27-38. Rokib, M. (2013). Teologi Bencana: Studi Santri Tanggap Bencana. Yogyakarta: Buku Pintal. Sawangan, B. P. S. K. (2018). Kecamatan Sawangan dalam Angka. Sawangan : Badan Pusat Statistik Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students.Jurnal Pendidikan IPA Indonesia,6(1), 49-54. doi:10.15294/jpii.v6i1.9595 Sibarani, R. (2013). Pembentukan karakter berbasis kearifan lokal. Online, http://www.museum.pusaka.nias.org/2013/02/pembentukan-karakter-berbasis-kearifan.html. Diunduh tanggal 10 october 2019. Sleman, B. P. S. K. (2018). Kabupaten Sleman dalam Angka. Sleman : Badan Pusat Statistik Syahputra, H. (2019). Indigenous knowledge representation in mitigation process: A study of communities' understandings of natural disasters in aceh province, indonesia.Collection and Curation,38(4), 94-102. doi:10.1108/CC-11-2017-0046 Voight, B., Constantine, E.K., Siswowidjoyo, S., & Torley, R. (2000). Historical eruptions of merapi vulcano, Central Java, Indonesia, 1768-1998. Journal of Volcanology and Geothermal Research, Vol. 100, Hal. 69–138. Wilson, T.; Kaye, G., Stewart, C. and Cole, J. (2007). Impacts of the 2006 eruption of merapi volcano, Indonesia, on agriculture and infrastructure. GNS Science Report, 2007/07 Hal. 1-69. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

This issue of the journal "History of Science and Technology" has been prepared in difficult conditions. In difficult conditions for authors… In difficult conditions for reviewers . In difficult conditions for the editorial board… In difficult conditions for the whole world in general!!! This issue contains ten articles. The first of these articles came in late 2019, when the world did not know yet these terrible words: Corona virus disease 2019 (COVID-19); severe acute respiratory syndrome Corona virus 2 (SARS-CoV-2)… COVID-19 was first identified in December 2019 in Wuhan, China, and has since spread worldwide, resulting in an ongoing pandemic. As on May 29, 2020, when these lines were written, more than 5800000 cases were recorded in 188 countries, killing more than 359000 people. We hope that humanity will invent a vaccine as soon as possible, and these horrific death statistics will first stop growing and then stop altogether. For this, many events and activities are important, as history shows. Including the history of the development of science and technology, that is the subject area of our publication. In many sources on the history of electric power production the evolution of electric power production was studied both in developed and developing countries and its impact on economy. The growing demand for electric power became the most problem that stood before the power sector of Ghana. This issue begins with an article examining activities that in many ways helped to create a sustainable electricity supply for households and industries in Ghana, especially in the cities of Accra and Kumasi, between 1900 and 1960. Scientific-technical borrowings are one of those types of scientific support for the work of industrial sectors, whose role in the conditions of exiting the crisis to acquiring the particular importance. Since the mid-1920s, they have become the main way of scientific support for the organization of the development of Ukrainian electric machine-building industry in the context of large-scale electrification of the country. That was due to the need for a quick withdrawal of this industry from the previous crisis in the absence in the Ukrainian SSR of its own scientific support system for the electric machine engineering. An example of this measure, which was considered in the study, was an attempt to achieve the fastest possible increase in productivity of the Kharkiv Electromechanical Plant at minimal financial cost. The next article analyzes the activities of the mining industry in the south of the Russian Empire, of which Ukraine was a part of that time. An analysis of the so-called "coal crisis" and the role of large miners in collusion has been made. Market monopolization has been considered. Emphasis is made on the customs policy of the tsarist government, speculation on temporary fuel difficulties. The study shows that in the last quarter of the nineteenth century there was a consolidation and monopolization of the mining industry in the south of the Russian Empire. In the 21st century, every reputable journal also has an online version, which makes the dissemination of scientific information almost instantaneous. We are so accustomed to the conveniences of the information age that it is difficult for us to imagine the difficulties that scientists faced a little over 150 years ago. The genesis of science launched the process of forming branch of scientific communities and demanded stable ways of communication for productive and effective development of the branch. Scientific journals have become an ideal means of disseminating information, and a scientific article has been transformed from an ordinary letter into a modern form and has taken on an ideal form. The importance of international communication between scientists, on the example of consideration of the activities of Valerian Mykolaiovych Lihin, is discussed in the following study. He became the first Russian-speaking member of one of the oldest Mathematical Societies in Europe - the French. V. Lihin broke the tradition of "isolated" science when discoveries in the Russian Empire (and later in the USSR) were made separately from the rest of the world. In the next article an attempt to investigate in a chronological order the historical circumstances on the formation and development of the mainline electric locomotives engineering at the Luhansk diesel locomotives engineering plant (1957–2014) has been made. Historical and biographical research is continued by the article, which considers the factors shaping the scientific worldview of Mykola Pavlovych Petrov - an outstanding scientist and engineer against the background of his initiative and organizational efforts to develop the domestic scientific and technical space of the late nineteenth - early twentieth The article devoted to highlighting the contribution of academician Mariia Vasylivna Pavlova (Gortynska) in the development of palaeozoology science at the end of the XIX – the first third of the XX centuries continues the cycle of historical and biographical researches. We hope that our readers will be interested in scientific work, examining the research of Russian women in the field of human genetics in 1920-1930. The main task of the article was to determine the contribution of women scientists to the development of different fields of human genetics. Particular attention was given to reconstructing women's geneticists' research work, reviewing the content of their publications, and analyzing the theoretical and methodological approaches they employed in solving various scientific problems. In the history of Ukrainian archeology, there are many names of outstanding researchers who have devoted their lives to the study of our antiquity. Among them is Yulian Kulakovskyi, a well-known domestic historian and archeologist. In 1883 Yu. A. Kulakovskyi joined the Nestor Chronicler Historical Society. Since that time, his life and career have been closely linked to this scientific union. The analysis of the results of researches in the field of late antique archeology of the Crimea, published on the pages of "Readings of the Historical Society of Nestor the Chronicler", is discussed in the next article. The development of the spread of COVID-19 shows that in the fight against it in the first place are such measures and actions as unrestricted access to information on methods of combating the spread of the virus; exchange of data at the international level on treatment methods of the disease; communication between scientists from different countries; timely quarantine measures, etc. In this sense, it is important to study the historical experience of mankind in the fight against pandemics. This issue of the journal History of Science and Technology concludes with an article on a critical analysis of nineteenth-century military interventions as the main cause of the spread of infectious diseases internationally. Emerging problems and solutions obtained as a result of a critical analysis of the materials of the International Sanitary Conferences reveal the history of the spread of infectious diseases and the methods of early statistics used for epidemiological purposes. Concluding this Preface, we emphasize once again the importance of a comprehensive study of international historical experience in the development of science and technology. Not limited to any one field or field of science, we are ready to provide the pages of our journal for the opportunity to exchange views with the international scientific community. Let peace and health be with everyone in these hard times! ; This issue of the journal "History of Science and Technology" has been prepared in difficult conditions. In difficult conditions for authors… In difficult conditions for reviewers . In difficult conditions for the editorial board… In difficult conditions for the whole world in general!!! This issue contains ten articles. The first of these articles came in late 2019, when the world did not know yet these terrible words: Corona virus disease 2019 (COVID-19); severe acute respiratory syndrome Corona virus 2 (SARS-CoV-2)… COVID-19 was first identified in December 2019 in Wuhan, China, and has since spread worldwide, resulting in an ongoing pandemic. As on May 29, 2020, when these lines were written, more than 5800000 cases were recorded in 188 countries, killing more than 359000 people. We hope that humanity will invent a vaccine as soon as possible, and these horrific death statistics will first stop growing and then stop altogether. For this, many events and activities are important, as history shows. Including the history of the development of science and technology, that is the subject area of our publication. In many sources on the history of electric power production the evolution of electric power production was studied both in developed and developing countries and its impact on economy. The growing demand for electric power became the most problem that stood before the power sector of Ghana. This issue begins with an article examining activities that in many ways helped to create a sustainable electricity supply for households and industries in Ghana, especially in the cities of Accra and Kumasi, between 1900 and 1960. Scientific-technical borrowings are one of those types of scientific support for the work of industrial sectors, whose role in the conditions of exiting the crisis to acquiring the particular importance. Since the mid-1920s, they have become the main way of scientific support for the organization of the development of Ukrainian electric machine-building industry in the context of large-scale electrification of the country. That was due to the need for a quick withdrawal of this industry from the previous crisis in the absence in the Ukrainian SSR of its own scientific support system for the electric machine engineering. An example of this measure, which was considered in the study, was an attempt to achieve the fastest possible increase in productivity of the Kharkiv Electromechanical Plant at minimal financial cost. The next article analyzes the activities of the mining industry in the south of the Russian Empire, of which Ukraine was a part of that time. An analysis of the so-called "coal crisis" and the role of large miners in collusion has been made. Market monopolization has been considered. Emphasis is made on the customs policy of the tsarist government, speculation on temporary fuel difficulties. The study shows that in the last quarter of the nineteenth century there was a consolidation and monopolization of the mining industry in the south of the Russian Empire. In the 21st century, every reputable journal also has an online version, which makes the dissemination of scientific information almost instantaneous. We are so accustomed to the conveniences of the information age that it is difficult for us to imagine the difficulties that scientists faced a little over 150 years ago. The genesis of science launched the process of forming branch of scientific communities and demanded stable ways of communication for productive and effective development of the branch. Scientific journals have become an ideal means of disseminating information, and a scientific article has been transformed from an ordinary letter into a modern form and has taken on an ideal form. The importance of international communication between scientists, on the example of consideration of the activities of Valerian Mykolaiovych Lihin, is discussed in the following study. He became the first Russian-speaking member of one of the oldest Mathematical Societies in Europe - the French. V. Lihin broke the tradition of "isolated" science when discoveries in the Russian Empire (and later in the USSR) were made separately from the rest of the world. In the next article an attempt to investigate in a chronological order the historical circumstances on the formation and development of the mainline electric locomotives engineering at the Luhansk diesel locomotives engineering plant (1957–2014) has been made. Historical and biographical research is continued by the article, which considers the factors shaping the scientific worldview of Mykola Pavlovych Petrov - an outstanding scientist and engineer against the background of his initiative and organizational efforts to develop the domestic scientific and technical space of the late nineteenth - early twentieth The article devoted to highlighting the contribution of academician Mariia Vasylivna Pavlova (Gortynska) in the development of palaeozoology science at the end of the XIX – the first third of the XX centuries continues the cycle of historical and biographical researches. We hope that our readers will be interested in scientific work, examining the research of Russian women in the field of human genetics in 1920-1930. The main task of the article was to determine the contribution of women scientists to the development of different fields of human genetics. Particular attention was given to reconstructing women's geneticists' research work, reviewing the content of their publications, and analyzing the theoretical and methodological approaches they employed in solving various scientific problems. In the history of Ukrainian archeology, there are many names of outstanding researchers who have devoted their lives to the study of our antiquity. Among them is Yulian Kulakovskyi, a well-known domestic historian and archeologist. In 1883 Yu. A. Kulakovskyi joined the Nestor Chronicler Historical Society. Since that time, his life and career have been closely linked to this scientific union. The analysis of the results of researches in the field of late antique archeology of the Crimea, published on the pages of "Readings of the Historical Society of Nestor the Chronicler", is discussed in the next article. The development of the spread of COVID-19 shows that in the fight against it in the first place are such measures and actions as unrestricted access to information on methods of combating the spread of the virus; exchange of data at the international level on treatment methods of the disease; communication between scientists from different countries; timely quarantine measures, etc. In this sense, it is important to study the historical experience of mankind in the fight against pandemics. This issue of the journal History of Science and Technology concludes with an article on a critical analysis of nineteenth-century military interventions as the main cause of the spread of infectious diseases internationally. Emerging problems and solutions obtained as a result of a critical analysis of the materials of the International Sanitary Conferences reveal the history of the spread of infectious diseases and the methods of early statistics used for epidemiological purposes. Concluding this Preface, we emphasize once again the importance of a comprehensive study of international historical experience in the development of science and technology. Not limited to any one field or field of science, we are ready to provide the pages of our journal for the opportunity to exchange views with the international scientific community. Let peace and health be with everyone in these hard times! ; This issue of the journal "History of Science and Technology" has been prepared in difficult conditions. In difficult conditions for authors… In difficult conditions for reviewers . In difficult conditions for the editorial board… In difficult conditions for the whole world in general!!! This issue contains ten articles. The first of these articles came in late 2019, when the world did not know yet these terrible words: Corona virus disease 2019 (COVID-19); severe acute respiratory syndrome Corona virus 2 (SARS-CoV-2)… COVID-19 was first identified in December 2019 in Wuhan, China, and has since spread worldwide, resulting in an ongoing pandemic. As on May 29, 2020, when these lines were written, more than 5800000 cases were recorded in 188 countries, killing more than 359000 people. We hope that humanity will invent a vaccine as soon as possible, and these horrific death statistics will first stop growing and then stop altogether. For this, many events and activities are important, as history shows. Including the history of the development of science and technology, that is the subject area of our publication. In many sources on the history of electric power production the evolution of electric power production was studied both in developed and developing countries and its impact on economy. The growing demand for electric power became the most problem that stood before the power sector of Ghana. This issue begins with an article examining activities that in many ways helped to create a sustainable electricity supply for households and industries in Ghana, especially in the cities of Accra and Kumasi, between 1900 and 1960. Scientific-technical borrowings are one of those types of scientific support for the work of industrial sectors, whose role in the conditions of exiting the crisis to acquiring the particular importance. Since the mid-1920s, they have become the main way of scientific support for the organization of the development of Ukrainian electric machine-building industry in the context of large-scale electrification of the country. That was due to the need for a quick withdrawal of this industry from the previous crisis in the absence in the Ukrainian SSR of its own scientific support system for the electric machine engineering. An example of this measure, which was considered in the study, was an attempt to achieve the fastest possible increase in productivity of the Kharkiv Electromechanical Plant at minimal financial cost. The next article analyzes the activities of the mining industry in the south of the Russian Empire, of which Ukraine was a part of that time. An analysis of the so-called "coal crisis" and the role of large miners in collusion has been made. Market monopolization has been considered. Emphasis is made on the customs policy of the tsarist government, speculation on temporary fuel difficulties. The study shows that in the last quarter of the nineteenth century there was a consolidation and monopolization of the mining industry in the south of the Russian Empire. In the 21st century, every reputable journal also has an online version, which makes the dissemination of scientific information almost instantaneous. We are so accustomed to the conveniences of the information age that it is difficult for us to imagine the difficulties that scientists faced a little over 150 years ago. The genesis of science launched the process of forming branch of scientific communities and demanded stable ways of communication for productive and effective development of the branch. Scientific journals have become an ideal means of disseminating information, and a scientific article has been transformed from an ordinary letter into a modern form and has taken on an ideal form. The importance of international communication between scientists, on the example of consideration of the activities of Valerian Mykolaiovych Lihin, is discussed in the following study. He became the first Russian-speaking member of one of the oldest Mathematical Societies in Europe - the French. V. Lihin broke the tradition of "isolated" science when discoveries in the Russian Empire (and later in the USSR) were made separately from the rest of the world. In the next article an attempt to investigate in a chronological order the historical circumstances on the formation and development of the mainline electric locomotives engineering at the Luhansk diesel locomotives engineering plant (1957–2014) has been made. Historical and biographical research is continued by the article, which considers the factors shaping the scientific worldview of Mykola Pavlovych Petrov - an outstanding scientist and engineer against the background of his initiative and organizational efforts to develop the domestic scientific and technical space of the late nineteenth - early twentieth The article devoted to highlighting the contribution of academician Mariia Vasylivna Pavlova (Gortynska) in the development of palaeozoology science at the end of the XIX – the first third of the XX centuries continues the cycle of historical and biographical researches. We hope that our readers will be interested in scientific work, examining the research of Russian women in the field of human genetics in 1920-1930. The main task of the article was to determine the contribution of women scientists to the development of different fields of human genetics. Particular attention was given to reconstructing women's geneticists' research work, reviewing the content of their publications, and analyzing the theoretical and methodological approaches they employed in solving various scientific problems. In the history of Ukrainian archeology, there are many names of outstanding researchers who have devoted their lives to the study of our antiquity. Among them is Yulian Kulakovskyi, a well-known domestic historian and archeologist. In 1883 Yu. A. Kulakovskyi joined the Nestor Chronicler Historical Society. Since that time, his life and career have been closely linked to this scientific union. The analysis of the results of researches in the field of late antique archeology of the Crimea, published on the pages of "Readings of the Historical Society of Nestor the Chronicler", is discussed in the next article. The development of the spread of COVID-19 shows that in the fight against it in the first place are such measures and actions as unrestricted access to information on methods of combating the spread of the virus; exchange of data at the international level on treatment methods of the disease; communication between scientists from different countries; timely quarantine measures, etc. In this sense, it is important to study the historical experience of mankind in the fight against pandemics. This issue of the journal History of Science and Technology concludes with an article on a critical analysis of nineteenth-century military interventions as the main cause of the spread of infectious diseases internationally. Emerging problems and solutions obtained as a result of a critical analysis of the materials of the International Sanitary Conferences reveal the history of the spread of infectious diseases and the methods of early statistics used for epidemiological purposes. Concluding this Preface, we emphasize once again the importance of a comprehensive study of international historical experience in the development of science and technology. Not limited to any one field or field of science, we are ready to provide the pages of our journal for the opportunity to exchange views with the international scientific community. Let peace and health be with everyone in these hard times!

HELENA study received funding from the European Community Sixth RTD Framework Program (Contract FOODCT-2005-007034). E.M.G.-G. holds a Juan de la Cierva-Formación grant from the Spanish Government (FJCI-2017-34967). ; The ethics committees in all countries approved the HELENA study. All countries involved in the study provided good clinical practices and ethical guidelines of the Declaration of Helsinki 1964 (revision of 2000) and the legislation about clinical research in humans. The ethical approval code from the coordinator center was 03/2006; date of approval: February 2006, obtained from the Ethical Committee of clinical research in Aragon (CEICA). ; We are grateful for the support provided by school boards, headmasters, teachers, school staff, and communities and the effort of all study nurses and our data managers. HELENA Study Group: Coordinator: Luis A. Moreno.Core Group members: Luis A. Moreno, Fréderic Gottrand, Stefaan De Henauw, Marcela González-Gross, Chantal Gilbert.Steering Committee: Anthony Kafatos (President), Luis A. Moreno, Christian Libersa, Stefaan De Henauw, Sara Castelló, Fréderic Gottrand, Mathilde Kersting, Michael Sjöstrom, Dénes Molnár, Marcela González-Gross, Jean Dallongeville, Chantal Gilbert, Gunnar Hall, Lea Maes, Luca Scalfi.Project Manager: Pilar Meléndez. 1. Universidad de Zaragoza (Spain): Luis A. Moreno, José A. Casajús, Jesús Fleta, Gerardo Rodríguez, Concepción Tomás, María I. Mesana, Germán Vicente-Rodríguez, Adoración Villarroya, Carlos M. Gil, Ignacio Ara, Juan Fernández Alvira, Gloria Bueno, Olga Bueno, Juan F. León, JesúsMª Garagorri, Idoia Labayen, Iris Iglesia, Silvia Bel, Luis A. Gracia Marco, Theodora Mouratidou, Alba Santaliestra-Pasías, Iris Iglesia, Esther González-Gil, Pilar De Miguel-Etayo, Mary Miguel-Berges, Isabel Iguacel, Azahara Rupérez. 2. Consejo Superior de Investigaciones Científicas (Spain): Ascensión Marcos, Julia Wärnberg, Esther Nova, Sonia Gómez, Ligia Esperanza Díaz, Javier Romeo, Ana Veses, Belén Zapatera, Tamara Pozo, David Martínez. 3. Université de Lille 2 (France): Laurent Beghin, Christian Libersa, Frédéric Gottrand, Catalina Iliescu, Juliana Von Berlepsch. 4. Research Institute of Child Nutrition Dortmund, Rheinische Friedrich–Wilhelms–Universität Bonn (Germany): Mathilde Kersting, Wolfgang Sichert-Hellert, Ellen Koeppen. 5. Pécsi Tudományegyetem (University of Pécs) (Hungary): Dénes Molnar, Eva Erhardt, Katalin Csernus, Katalin Török, Szilvia Bokor, Mrs. Angster, Enikö Nagy, Orsolya Kovács, Judit Répasi. 6. University of Crete School of Medicine (Greece): Anthony Kafatos, Caroline Codrington, María Plada, Angeliki Papadaki, Katerina Sarri, Anna Viskadourou, Christos Hatzis, Michael Kiriakakis, George Tsibinos, Constantine Vardavas, Manolis Sbokos, Eva Protoyeraki, Maria Fasoulaki. 7. Institut für Ernährungs- und Lebensmittelwissenschaften–Ernährungphysiologie. Rheinische Friedrich Wilhelms Universität (Germany): Peter Stehle, Klaus Pietrzik, Marcela González- Gross, Christina Breidenassel, Andre Spinneker, Jasmin Al-Tahan, Miriam Segoviano, Anke Berchtold, Christine Bierschbach, Erika Blatzheim, Adelheid Schuch, Petra Pickert. 8. University of Granada (Spain): Manuel J. Castillo, Ángel Gutiérrez, Francisco B Ortega, Jonatan R Ruiz, Enrique G Artero, Vanesa España, David Jiménez-Pavón, Palma Chillón, Cristóbal Sánchez-Muñoz, Magdalena Cuenca. 9. Istituto Nazionalen di Ricerca per gli Alimenti e la Nutrizione (Italy): Davide Arcella, Elena Azzini, Emma Barrison, Noemi Bevilacqua, Pasquale Buonocore, Giovina Catasta, Laura Censi, Donatella Ciarapica, Paola D'Acapito, Marika Ferrari, Myriam Galfo, Cinzia Le Donne, Catherine Leclercq, Giuseppe Maiani, Beatrice Mauro, Lorenza Mistura, Antonella Pasquali, Raffaela Piccinelli, Angela Polito, Romana Roccaldo, Raffaella Spada, Stefania Sette, Maria Zaccaria. 10. University of Napoli "Federico II" Dept of Food Science (Italy): Luca Scalfi, Paola Vitaglione, Concetta Montagnese. 11. Ghent University (Belgium): Ilse De Bourdeaudhuij, Stefaan De Henauw, Tineke De Vriendt, Lea Maes, Christophe Matthys, Carine Vereecken, Mieke de Maeyer, Charlene Ottevaere, Inge Huybrechts. 12. Medical University of Vienna (Austria): Kurt Widhalm, Katharina Phillipp, Sabine Dietrich, Birgit Kubelka, Marion Boriss-Riedl. 13. Harokopio University (Greece): Yannis Manios, Eva Grammatikaki, Zoi Bouloubasi, Tina Louisa Cook, Sofia Eleutheriou, Orsalia Consta, George Moschonis, Ioanna Katsaroli, George Kraniou, Stalo Papoutsou, Despoina Keke, Ioanna Petraki, Elena Bellou, Sofia Tanagra, Kostalenia Kallianoti, Dionysia Argyropoulou, Stamatoula Tsikrika, Christos Karaiskos. 14. Institut Pasteur de Lille (France): Jean Dallongeville, Aline Meirhaeghe. 15. Karolinska Institutet (Sweden): Michael Sjöstrom, Jonatan R Ruiz, Francisco B. Ortega, María Hagströmer, Anita Hurtig Wennlöf, Lena Hallström, Emma Patterson, Lydia Kwak, Julia Wärnberg, Nico Rizzo. 16. Asociación de Investigación de la Industria Agroalimentaria (Spain): Jackie Sánchez-Molero, Sara Castelló, Elena Picó, Maite Navarro, Blanca Viadel, José Enrique Carreres, Gema Merino, Rosa Sanjuán, María Lorente, María José Sánchez. 17. Campden BRI (United Kingdom): Chantal Gilbert, Sarah Thomas, Elaine Allchurch, Peter Burgess. 18. SIK—Institutet foer Livsmedel och Bioteknik (Sweden): Gunnar Hall, Annika Astrom, Anna Sverkén, Agneta Broberg. 19. Meurice Recherche & Development asbl (Belgium): Annick Masson, Claire Lehoux, Pascal Brabant, Philippe Pate, Laurence Fontaine. 20. Campden & Chorleywood Food Development Institute (Hungary): Andras Sebok, Tunde Kuti, Adrienn Hegyi. 21. Productos Aditivos SA (Spain): Cristina Maldonado, Ana Llorente. 22. Cárnicas Serrano SL (Spain): Emilio García. 23. Cederroth International AB (Sweden): Holger von Fircks, Marianne Lilja Hallberg, Maria Messerer. 24. Lantmännen Food R&D (Sweden): Mats Larsson, Helena Fredriksson, Viola Adamsson, Ingmar Börjesson. 25. European Food Information Council (Belgium): Laura Fernández, Laura Smillie, Josephine Wills. 26. Universidad Politécnica de Madrid (Spain): Marcela González-Gross, Raquel Pedrero-Chamizo, Agustín Meléndez, Jara Valtueña, David Jiménez-Pavón, Ulrike Albers, Pedro J. Benito, Juan José Gómez Lorente, David Cañada, Alejandro Urzanqui, Rosa María Torres, Paloma Navarro. ; The following are available online at https://www.mdpi.com/2072-6 643/13/3/954/s1, Table S1: Mean intake of food PS from ED food for plausible reporter and by BMI, normal weight or overweight/obesity in males and females. Table S2: The association between BMI and PS of most ED food in under-reporters, using multiple linear regression model. Table S3: The association between FMI and portion size of most ED food between gender in under-reporters, using multiple linear regression model. Table S4: Ordinal logistic regression model, the association between BMI categories and ED food portion groups in under-reporters and between gender. ; Obesity prevalence has been simultaneously increasing with high consumption of large food portion sizes (PS). However, there is scarce information on PS of energy-dense (ED) foods as a potential risk factor of obesity in adolescents. In the present study, we investigate the association between the PS of the most ED foods and body composition. A sample of 1889 adolescents (54.4% females) from the Healthy Lifestyle in Europe by Nutrition in Adolescence cross-sectional multicenter study (HELENA-CSS) study were included. Most ED foods (e.g., cheese) were selected according to higher fat and/or sugar content and low fiber and water. Linear and ordinal logistic regression models were adjusted for age, physical activity, total energy intake (TEI), and socioeconomic status (SES). Analysis was performed both in those adolescents reporting plausible energy intake according to the approach of Goldberg et al. and in the whole sample. In male plausible reporters, PS from "breakfast cereals" showed a significant and positive association with BMI (beta = 0.012; 0.048). PS from "carbonated soft drinks" in males (OR = 1.001; 95% CI 1.000; 1.002) and "bread and rolls" in females (OR = 1.002; 95% CI 1.000; 1.004) were associated with higher probability of having obesity, while "sweet bakery products" were associated with lower probability of having obesity (OR = 0.996; 95% CI 0.991; 0.999) in females. The present study suggests association between PS of ED foods and obesity in European adolescents. Prospective studies are needed to examine the effect of prolonged exposure to large PS and obesity development. ; European Community Sixth RTD Framework Program FOODCT-2005-007034 ; Spanish Government European Commission FJCI-2017-34967

Les forêts sont caractérisées par les nombreuses fonctions et les biens et services qu'elles offrent à la société. Toutefois, les diverses utilisations du territoire forestier posent un défi fondamental : la cohabitation des acteurs. Généralement associée à des conflits d'usages, mais aussi à des utilisations complémentaires, la diversité des biens et services de la forêt met en exergue la complexité associée à la gestion forestière. La gestion intégrée des ressources et du territoire (GIRT) est un concept théorique qui tente de faciliter l'utilisation multiple du territoire forestier. Cependant, la GIRT intègre à son tour plusieurs concepts qui, pris individuellement, sont tous aussi complexes les uns que les autres. Pensons notamment au processus de gestion coopératif, à la concertation, au développement du territoire, à la conservation, à la mise en valeur des ressources et des fonctions du milieu, aux bénéfices et retombées économiques, aux collectivités forestières et à l'optimisation de l'utilisation des ressources qui sont inclus dans la définition de la GIRT. Cette thèse permet ainsi de démystifier la GIRT en explorant les différentes facettes, théoriques et appliquées, tout en se basant sur les perceptions des acteurs qui sont au cœur même de cette approche. Avant tout, la GIRT est un concept englobant qui prend forme grâce à la dynamique des acteurs sur le territoire forestier. Cette thèse, divisée en quatre chapitres, considère la perception de ces acteurs, passés et actuels, qui ont été impliqués dans la mise en œuvre de la GIRT. Premièrement, dans le but de comprendre le concept et ses origines, un bilan des trente dernières années, soit depuis le changement de régime forestier en 1986, a été dressé pour le Québec. Ce sont ici les experts d'hier et d'aujourd'hui, issus de différents secteurs du milieu forestier, qui ont été mobilisés. Ainsi, les conclusions s'appuient sur leurs témoignages, sur l'analyse de documents gouvernementaux, d'actes de colloques et de la littérature scientifique. Deuxièmement, pour comprendre les subtilités, les enjeux et les opportunités associés à la mise en œuvre de la GIRT telle que définie dans la législation forestière québécoise, une étude de la perception des professionnel(le)s responsables de son implantation a été menée. Au moyen d'entrevues semi-dirigées, il a été possible d'identifier les principaux défis et de proposer une nouvelle définition du concept pour mieux correspondre aux enjeux contemporains. Troisièmement, au-delà du concept théorique, la GIRT est avant tout un concept pratique qui s'intéresse aux multiples utilisations du territoire forestier. Ce sont donc les acteurs qui utilisent le territoire forestier qui sont au cœur de la GIRT. Cette thèse vise à connaître leurs perceptions de la mise en œuvre de la GIRT. Au moyen d'un sondage réalisé en ligne et destiné aux membres des Tables locales de gestion intégrée des ressources et du territoire (TLGIRT) et qui sont les représentants officiels des acteurs présents sur le territoire forestier, il a été possible d'identifier les forces et les faiblesses associées à la GIRT. Bien que tout soit en place pour faciliter une prise en compte équitable des acteurs, des écarts sont toujours observés. Quatrièmement, la GIRT se déploie localement sur l'ensemble des forêts publiques et elle prend en compte les retombées générées par l'utilisation des ressources. Le dernier chapitre permet de cartographier la valeur économique des usages directs dans des territoires ciblés où cohabitent plusieurs usagers, soit les réserves fauniques. Les résultats permettent ainsi de visualiser la GIRT en fonction des caractéristiques biophysiques et anthropiques du territoire, dans le but de développer des scénarios d'aménagement qui facilitent la cohabitation des utilisations dans le temps et dans l'espace. En conclusion, les résultats de cette thèse proposent un nouveau modèle théorique de la GIRT qui met en lumière l'importance des relations qui se sont bâties entre les acteurs au fil du temps. Afin de faire face aux défis que pose la présence d'intérêts multiples, il faut s'appuyer sur des approches qui prennent en compte les enjeux sociaux en amont de la planification forestière. Pour y arriver, il faut octroyer aux parties prenantes impliquées sur le territoire forestier un pouvoir décisionnel en matière de gestion intégrée et ultimement d'aménagement forestier intégré. ; Forests are characterized by the many goods and services they provide to the society. However, the various uses of the forest territory pose a fundamental challenge: the cohabitation of actors. Usually related to usage conflicts, but also with complementary uses, the diversity of goods and services highlights the complexity associated with forest management. Integrated land and resource management (ILRM) is a theoretical concept that aims to achieve multiple uses of forest lands. The ILRM definition also includes various concepts that, analyzed individually, are as complex as ILRM itself. This includes the cooperative management process, concertation, land development, conservation, enhancement of forest resources and functions, economic benefits, forest communities, and optimization of resource use. This thesis demystifies ILRM by exploring its different facets, theoretical and applied, while focusing on the perceptions of stakeholders that represent the very heart of this approach. Above all, ILRM is an all-encompassing concept that takes shape through the dynamics of the actors in the forest territory. This thesis, divided into four chapters, considers the perceptions of these actors, past and present, who have been involved in the implementation of ILRM. First, in order to understand the concept and its origins, a review of the last thirty years was made for Quebec. Experts from the past and present, from different sectors of the forestry industry, were mobilized. Thus, the conclusions are based on their testimonies, on the analysis of government documents, symposium proceeding sand scientific literature. Secondly, in order to understand the subtleties, issues and opportunities associated with the implementation of IWRM as defined in Quebec's forestry legislation, a study of the perceptions of the professionals responsible for its implementation was conducted. Through semi-directed interviews, it was possible to identify the main challenges to propose a new definition of the concept to better correspond to contemporary issues. Thirdly, beyond the theoretical concept, ILRM is above all a practical concept that focuses on the multiple uses of the forest territory. It is therefore the actors who use the forest territory who are at the heart of ILRM. This thesis aims to fin out their perceptions of the implementation of IRTWM. By means of a survey carried out online and intended for the members of the Integrated land and resource management panels (ILRMP), who are the official representatives of the actors present on the forest territory, it was possible to identify the strengths and weaknesses associated with ILRM. Although everything is in place to facilitate equitable consideration of stakeholders, gaps are still observed. Fourth, ILRM is being implemented locally across the public forest and is considering the benefits generated by resource use. The last chapter maps the economic value of direct uses in targeted areas where several users coexist, i.e. wildlife reserves. The results allow us to visualize the ILRM according to the biophysical and anthropic characteristics of the territory, with the aim of developing management scenarios that facilitate the cohabitation of uses in time and space. In conclusion, the results of this thesis propose a new theoretical model of IWRM that highlights the importance of the relationships that have been built between actors overtime. To address the challenges posed by the presence of multiple interests, it is necessary to rely on approaches that take social issues into account at the beginning of forest planning. To achieve this, stakeholders involved in the forest area must be given decision making power in integrated management and ultimately in integrated forest management.

As the world becomes more globalized, various social, cultural, and historical contexts are shaping teacher identities. Exploring teacher identities is essential in understanding experiences, interactions, and beliefs that influence language teachers' practices inside and outside the classroom (Farrell 2011). This narrative study, conducted in a large urban community college located in the southeastern region of the United States, engaged seven adult ESL instructors in critical reflection on their assumptions, teaching, personal experiences, and an institutional environment. Data collection included semi-structured interviews, classroom observations, journal entries, and classroom observations, including notes about artifacts used in the lessons. The findings of this study highlight the relationship between teacher identity and agency in teaching culturally and linguistically diverse learners. Participants characterized themselves as explorers, who valued various cultural experiences and acted agentively to create culturally responsive lessons and an enriching learning environment. These findings have significant implications for language teacher training and further research. ; asanczyk@uncc.edu ; Anna Sanczyk received a Bachelor of Arts degree in English Philology from the University of Bialystok, Poland and a Master of Arts degree in English Linguistics from the University of Oslo, Norway. She taught adult ESL and was a program coordinator at Central Piedmont Community College, USA. She recently earned a Doctor of Philosophy degree in Curriculum and Instruction: TESL from the University of North Carolina at Charlotte, USA. Her research interests include language teacher identity, language teacher agency, culturally responsive pedagogy, and critical pedagogy. ; University of North Carolina at Charlotte ; Beauchamp, C. & Thomas, L. 2009. Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education 39(2): 175-189. ; Biesta, G. 2008. Learning lives: Learning, identity and agency in the life-course. Teaching and Learning Research Program 1: 1-4. ; Biesta, G. & Tedder, M. 2007. Agency and learning in the life-course: Towards an ecological perspective. Studies in the Education of Adults 39: 132-149. ; Borjigin, A. 2017. Culturally relevant pedagogy in adult ESL classrooms: A case study of a university intensive English program. Electronic Theses and Dissertations 1267. ; Brooks, K. & Adams, S. 2015. Developing agency for advocacy: Collaborative inquiry-focused school-change projects as transformative learning for practicing teachers. The New Educator 11(4): 292-308. ; Buchanan, R. 2015. Teacher identity and agency in an era of accountability. Teachers and Teaching 21(6): 700-719. ; Bukor, E. 2015. Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching 21(3): 305-327. ; Colegrove, K. & Zúñiga, C. 2018. Finding and enacting agency: An ESL teacher's perceptions of teaching and learning in the era of standardized testing. International Multilingual Research Journal 12(3): 188-202. ; Community College Consortium for Immigrant Education. 2015. The U.S. Population: Demographics, Education, Labor Force, and Economy. ; Creswell, J. W. 2014. Qualitative Inquiry & Research Design: Choosing among Five Approaches. SAGE Publications. ; Dadvand, B. 2015. Teaching for democracy: Towards an ecological understanding of preservice teachers' beliefs. Australian Journal of Teacher Education 40(2): 77-93. ; Day, C., Kington, A., Stobart, G., & Sammons, P. 2006. The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal 32(4): 601-616. ; Edwards, E. & Burns, A. 2016. Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly 50(3): 735-745. ; Eyring, J. L. 2014. Adult ESL education in the US. The CATESOL Journal 26(1): 120-149. ; Farrell, T. S. C. 2011. Exploring the professional role identities of experienced ESL teachers through reflective practice. System 39(1): 54-62. ; Freire, P. 1993. Pedagogy of the Oppressed. New York: Continuum. ; Griswold, O.V. 2010. Socializing adult ESL learners into idealized views of the United States during citizenship preparation classes. TESOL Quarterly 44: 488-516. ; Gunderson, L., D'Silva, R.A., & Odo, D. 2014. ESL Literacy Instruction. A Guidebook to Theory and Practice. New York: Routledge. ; Jaar, A. 2017. Professional development of dual-language teachers: Learning communities as potential sites of teacher identity, agency, and advocacy. ProQuest Dissertations Publishing. ; Kayi-Aydar, H. 2015a. Teacher agency, positioning, and English language learners: Voices of preservice classroom teachers. Teaching and Teacher Education 45: 94-103. ; Kayi-Aydar, H. 2015b. Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies 12(2): 137-160. ; Kayi-Aydar, H. 2017. A language teacher's agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education online, 1-15. ; Kumaravadivelu, B. 2012. Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. New York: Routledge. ; Lasky, S. 2005. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education 21(8): 899-916. ; Miller, J. 2008. Teacher identity. In: A. Burns & J.C. Richards (eds.), Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press. ; Mockler, N. 2011. Beyond what works: Understanding teacher identity as a practical and political tool. Teachers and Teaching 17(5): 517-528. ; Morgan, B. 2009. Fostering transformative practitioners for critical EAP: Possibilities and challenges. Journal of English for Academic Purposes 8(2): 86-99. ; Ollerhead, S., & Burns, B. 2016. Creativity as resistance: Implications for language teaching and teacher education. In: R.H. Jones & J.C. Richards (eds.), Creativity in Language Teaching, 227-240. New York: Routledge. ; Olsen, B. 2008. Teaching What They Learn, Learning What They Live: How Teachers' Personal Histories Shape their Professional Development. Boulder: Paradigm Publishers. ; Palmer, P. J. 2007. The heart of a teacher identity and integrity in teaching. Change: The Magazine of Higher Learning 29(6): 14-21. ; Pantić, N. & Florian, L. 2015. Developing teachers as agents of inclusion and social justice. Education Inquiry 6(3): 333-351. ; Phillion, J. & He, M. F. 2007. Narrative inquiry and ELT research. In: D. Cummins & C. Davison (eds.), International Handbook of English Language Teaching, 1003-1016. Boston, MA: Springer US. ; Priestley, M., Biesta, G. J. J. & Robinson, S. 2015a. Teacher Agency: An Ecological Approach. London/New Delhi/New York/Sydney: Bloomsbury. ; Priestley, M., Biesta, G. J. J. & Robinson, S. 2015b. Teacher agency: What is it and why does it matter? In: R. Kneyber & J. Evers (eds.), Flip the System: Changing Education from the Bottom Up. London: Routledge. ; Priestley, M., Edwards, R., Priestley, A., & Miller, K. 2012. Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry 42(2): 191-214. ; Sachs, J. 2005. Teacher education and the development of professional identity: Learning to be a teacher. In: P. Denicolo & M. Kompf (eds.), Challenges for Teaching and Learning in Schools and Universities, 5-21. Oxford: Routledge. ; Samoukovic, B. 2015. Re-conceptualizing Teacher Expertise: Teacher Agency and Expertise through a Critical Pedagogic Framework [Unpublished PhD dissertation]. University of Iowa. ; Tao, J., & Gao, X. 2017. Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education 63: 346-355. ; U.S. Department of Education. 2016. English Literacy/English Language Education in the Adult Basic Grant Program. ; Varghese, A., Morgan, B., Johnston, B., & Johnson, K.A. 2005. Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity & Education 4(1): 21-44. ; Walkington, J. 2005. Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education 33(1): 53-64. ; Wiggan, G. 2012. Education in a Strange Land: Globalization, Urbanization and Urban Schools; the Social and Educational Implications of the Geopolitical Economy. New York: Nova Publishers. ; 30 (3/2020) ; 77 ; 97

This paper is focussed on the work and remit of the ICA's Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world. The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, 'Body of Knowledge' was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018). It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography. It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main challenges (this paper presents 11, in bold below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies. One of the main purposes in developing a Body of Knowledge is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography's contribution to GIS), curriculum design must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many specific cartographic principles , is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit. Also within the BoK, the theoretical foundations for the study of cartography must be elucidated and moved from the research agenda to the educational curriculum. A revised Research Agenda developed under ICA auspices and a focussed Body of Knowledge are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and 'mashed-up' by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of 'organised' cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is understanding what employers want from graduates in cartography and GIS . The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce. In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving professional accreditation from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. Linking cartographic education and its principles with related education in other closely related geo-disciplines is particularly important. Common messages must be presented stressing cartography's importance and relevance. At the possible wider levels mentioned above, experiences and lessons learned from teaching cartography and GIS to a broad range of non-specialists must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which develop on-line educational resources and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities. In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. Technical support requirements are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the 'real world'. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme. Recent additions to the 'wish-list' of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The use of open source software and datasets in geospatial and cartographic education is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge. This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.

КОБРІЙ Ольга – доктор педагогічних наук, професор, кафедра загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, УкраїнаE-mail address: olha_kobriy@ukr.netorcid:0000-0003-3098-5878 ResearcherID: https://publons.com/researcher/1967189/olha-kobrii/ ЯЦІВ Оксана – здобувач кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, УкраїнаE-mail address: 30x05x@gmail.com orcid:0000-0002-9537-398X Бібліографічний опис статті: Кобрій, О., & Яців, О. (2019). Pedagogical conditions for young people's consciousness formation in the creative heritage of M. Shlemkevych. Людинознавчі студії. Серія «Педагогіка», 9/41, 38–49. doi:10.24919/2413-2039.9/41.175695.Історія статтіОдержано: 24 квітня 2019Прорецензовано: 7 червня 2019 Подано до редакції: 20 липня 2019Доступ он-лайн: 24 вересня 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).У статті виявлено впливи різноманітних спільнот на становлення світогляду молодих людей і педагогічні умови розвитку духовної сфери українців у спадщині Миколи Шлемкевича, які стосуються використання таких методів самовиховання, як самопізнання, самоспостереження, самооцінка, самоаналіз. Це означає, що зроблено акцент на участі самої людини у своєму вихованні, отже – проведений пошук демократичних шляхів формування світогляду кожної молодої людини та розширення її духовного світу. Обґрунтовано висновок, що шляхи утвердження духовних цінностей та інших ідеалів добра, пошук засобів формування людяності, тобто її гуманізації, є основою для розширення і збагачення внутрішнього світу людини, її змужніння, глибокого проникнення у світ моральних цінностей, саморозвитку. Охарактеризовано важливі педагогічні умови становлення світогляду українців, виявлені у творчій спадщині М. Шлемкевича, – пошук способів досягти правди, щастя, гармонії в житті суспільства та кожного українця, повернути їх до духовності, відбудувати довіру один до одного, захищати свої переконання, свобода вибору, віра, праця особистості, яка полягає у застосуванні її здібностей та можливостей для вдосконалення суспільства, є засобом перетворення світу і водночас служінням одне одному, ближньому, сім'ї, народові, та праця над собою. Акцентовано на їхньому практичному значенні для розвитку духовності особистості й удосконалення українського суспільства, їхній ролі у формуванні свідомості української молодої людини. Розкрито значення віри для процесу становлення світогляду молодої людини та її роль у формуванні її свідомості й духовному оздоровленні українського суспільства. Досягти високого рівня удосконалення моральності людини можна через виявлення християнського світогляду, відомі способи практикування у чеснотах (смирення, прощення, покаяння, молитву, сповідь тощо). Уявлення про віру як потужний стимул для розвитку духовних сил людини та людської творчості дають підстави для пошуку механізмів утвердження віри у свідомості молодих людей. Дієві способи морального вдосконалення українців для М. Шлемкевича пов'язані з їхньою діяльністю, пошуком правди й справедливості в житті і передбачають страждання, долання перешкод, забезпечення стану спокою, покаяння, прощення, випробовування себе у вірі. Одночасно для пошуку правди М. Шлемкевич рекомендував також оптимізм, побудову довір'я до українців, віру в ідеали добра, краще майбутнє. Під час реалізації педагогічних умов становлення світогляду українців важливо подбати про створення національного культурно-просвітницького середовища, коли мають враховуватися звичаї, обряди, традиції, особливості національного спілкування, менталітет, мова, національна символіка, історія, релігія, фольклор, етикет, національне мистецтво, побут. ; KOBRII Olha – Doctor of Pedagogical Sciences, Professor, General Pedagogics and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, UkraineE-mail address: olha_kobriy@ukr.netorcid:0000-0003-3098-5878 ResearcherID: https://publons.com/researcher/1967189/olha-kobrii/ YATSIV Oksana – PhD Student at the Department of General Pedagogy and Preschool Education, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, Ukraine E-mail address: 30x05x@gmail.com orcid:0000-0002-9537-398X To cite this article: Kobrii, O., & Yatsiv, O. (2019). Pedagogical conditions for young people's consciousness formation in the creative heritage of M. Shlemkevych. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 38–49. doi:10.24919/2413-2039.9/41.175695.Article historyReceived: April 24, 2019Received in revised form: June 7, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article reveals the influence of various communities on the world outlook formation in young people and pedagogical conditions for the spiritual development of Ukrainians based on the heritage of Mykola Shlemkevych, which concern the use of such methods for self-education as self-cognition, self-observation, self-assessment, self-analysis. This means that the emphasis has been placed on the person's own participation in his/her education, thus – the research has been done on the democratic ways for the world outlook formation in every young person and expansion of his/her spiritual world.It is substantiated that the ways of establishing spiritual values and other ideals of the good, search for means of forming humanity, that is, humanization, are the basis for expanding and enriching the inner world of man, his maturing, deep penetration into the world of moral values, self-development. There have been characterized important pedagogical conditions for the world outlook formation in Ukrainians, that have been discovered in the creative heritage of M. Shlemkevych, they are – search for ways to achieve truth, happiness, harmony in the life of society and every Ukrainian, to bring them back to spirituality, to rebuild trust in one another, to defend one's convictions, freedom of choice, faith, work of personality, which insists in applying one's abilities and opportunities for the perfection of society and is a means of transforming the world and, at the same time, serving one another, one's neighbour, the family, the people, and work over oneself. It is emphasized on their practical significance for the development of personality's spirituality and improvement of Ukrainian society and their role in shaping the consciousness of the Ukrainian young man.There have been revealed the significance of faith for the process of young person's world outlook formation and its role in consciousness formation and spiritual recovery of the Ukrainian society. A high level of perfection of human morality can be achieved through discovery of a Christian outlook, known ways of practicing in virtues (humility, forgiveness, repentance, prayer, confession, etc.). The idea of faith as a powerful incentive for the development of spiritual powers of man and human creativity provides grounds for seeking mechanisms to establish faith in the minds of young people.Effective ways of moral improvement of Ukrainians, according to M. Shlemkevych, are connected with their activity, search for truth and justice in life, and presuppose suffering, overcoming obstacles, providing a state of peace, repentance, forgiveness, and testing oneself in faith. At the same time, in order to search for truth M. Shlemkevych also recommended optimism, building up trust in Ukrainians, faith in the ideals of the good, and a better future. During the implementation of the pedagogical conditions for the world outlook formation in the Ukrainians, it is important to create the national cultural and educational environment taking into account customs and traditions, peculiarities of national communication, mentality, language, national symbols, history, religion, folklore, way of life, national art.Acknowledgments. Sincere thanks to the head of the General Pedagogy and Preschool Education Department, Drohobych Ivan Fanko State Pedagogical University, Prof. Chepil Mariya.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

This paper is focussed on the work and remit of the ICA's Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world. The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, 'Body of Knowledge' was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018). It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography. It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main challenges (this paper presents 11, in bold below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies. One of the main purposes in developing a Body of Knowledge is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography's contribution to GIS), curriculum design must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many specific cartographic principles, is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit. Also within the BoK, the theoretical foundations for the study of cartography must be elucidated and moved from the research agenda to the educational curriculum. A revised Research Agenda developed under ICA auspices and a focussed Body of Knowledge are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and 'mashed-up' by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of 'organised' cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is understanding what employers want from graduates in cartography and GIS. The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce. In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving professional accreditation from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. Linking cartographic education and its principles with related education in other closely related geo-disciplines is particularly important. Common messages must be presented stressing cartography's importance and relevance. At the possible wider levels mentioned above, experiences and lessons learned from teaching cartography and GIS to a broad range of non-specialists must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which develop on-line educational resources and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities. In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. Technical support requirements are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the 'real world'. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme. Recent additions to the 'wish-list' of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The use of open source software and datasets in geospatial and cartographic education is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge. This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.