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INTRODUCTION: Opioids are one of the most important and effective drug classes in pain medicine with a key role in most medical fields. The increase of opioid prescription over time has led to higher numbers of prescription opioid misuse, abuse and opioid-related deaths in most developed OECD (Organisation for Economic Co-operation and Development) countries around the world. Whilst reliable data on the prevalence of opioid treatment is accessible for many countries, data on Germany specifically is still scarce. Considering Germany being the largest country in the European Union, the lack of evidence-based strategies from long-term studies is crucial. The aim of this work is to review and summarise relevant published literature on the prevalence of opioid prescription in Germany to adequately inform health policy strategies. METHODS: A systematic review of the epidemiology of opioid prescription in Germany was conducted, searching PubMed and Web of Science. Eligibility criteria were defined prior to conducting the search. Literature concerning Germany, published in English and German was included and the search was replicated by three independent researchers. Two levels of screening were employed. Disagreement was resolved by face-to-face discussion, leading to a consensus judgement. RESULTS: Our electronic search yielded 735 articles. Reviewing titles and abstracts yielded 19 relevant articles. Three authors examined each article's full text more closely and determined that twelve papers should be included. Of the twelve identified studies-with publication dates ranging from 1985 to 2016-six were retrospective cross-sectional studies and six were retrospective repeated-measures cross-sectional studies. Sample sizes ranged from 92,842 to ≈ 11,000,000 participants. Data sources of included studies showed vast heterogeneity. The reviewed literature suggested an increase in the number of patients with opioid prescriptions and defined daily doses of opioids per recipient in Germany over time. The majority of opioid prescriptions was used for patients with non-cancer pain. Opioid use was more common in older people, women and in the north of Germany. Fentanyl was shown to be the most prescribed strong opioid in outpatient settings in Germany, despite not being the first-line choice for chronic pain conditions. All data published before 2000-but none of the more recent studies-suggested an insufficient treatment of pain using opioids. There were no signs for a current opioid epidemic in Germany. CONCLUSIONS: Despite some limitations of the review and the heterogeneity of studies, it can be stated that the number of opioid prescriptions overall as well as the number of people receiving opioid treatment have increased over time. Most prescriptions were found to be for strong opioids and patients with non-cancer pain. Even though patterns of opioid prescription follow trends observed in other developed countries, there are no signs of an opioid epidemic in Germany. Therefore, this review could currently not find a need for urgent health policy interventions regarding opioid prescription practices. However, critical gaps in the literature remain and more research is needed to make more reliable judgements.

AbstractProblem:Childhood obesity has been an epidemic particularly in high-income countries. There is a considerable volume of data and studies depicting the rising number of obese children and adolescents in different countries. As suggested by the literature, physical inactivity is one the main drivers of childhood obesity. This paper addresses the associations of the built environment with physical activity of children in order to find to theoretically facilitate intervention and prevention measures.Literature:There is a large body of literature describing the overall determinants of children's physical activity. The built environment is one of the influential factors that have been partially examined. Among the physical environment indicators, distance to school has been repeatedly reported to be negatively associated with active travels to school; thus, it indirectly affects physical activity of children. Apart from distance to school, some other built environment indicators have also been less researched, such as population and construction densities, distance to the city center, land use mix, and type of urban fabric (urban, suburban, etc.).Objective:The purpose of this review was to shed light on some of the less-studied areas of the existing literature related to the relationship between the built environment and physical activity of children aged between 3 and 12 years.Method:The English-language publications, majority of which were peer-reviewed journal papers published in recent years, were collected and descriptively analyzed. Two large categories were the backbone of this narrative review: (1) non-school outdoor activities of children that take place in the residential neighborhood and (2) commuting to school and the related interventions such as safe routes to school.Results:Seven areas were synthesized by this review of the literature. Differences in associations of the built environment and physical activity in (1) different types of urban forms and land uses such as urban, suburban, high-density, etc.; (2) different city sizes such as small towns, mid-sized cities, large cities and megacities; (3) different cultures, subcultures and ethnicities in the same city of country, e.g. the Asian minority of London or the Turkish minority of Germany; (4) between perceptions of parents and children and associations with children's physical activity, e.g. how they perceive safety and security of the neighborhood; (5) associations of the built environment with children's physical activity in less-studied contexts, e.g. many developing and under-developed countries or eastern European countries; (6) differences in built environment – physical activity associations in different regions of the world, e.g. continents; and finally (7) associations between mobility patterns of parents and their children's physical activity, for instance, the frequencies of taking public transport or walk as a commute mode.Conclusion:Researchers are recommended to focus their less-researched subtopics mentioned under the Results section in accordance with local conditions observed in less-researched contexts so that measures and interventions are accordingly planned.

Literary theory negotiated (and altered) the literary semantics good deal with its overbearing intellectual discourse in the enlighted contemporary academia. The curious saga of literary inquiry has come a long way from simpleton traits of Liberal humanism which shirked from the explanation of the totalizing realities and the 'grand narratives'. The congenial discourses forged by the literary theory could be, with an intellectual comfort, characterized as clenching the intellectual universe from its parametric ends and vouch for something which was earlier glossed over and in the process flinched from ethical responsibilities of discursive information and ethical imagination. And the ethical angle of literary performance is conspicuous in Swearingen's observation where he avers that literature as a "rhetorical" transaction involving "author, text and reader" is essentially an ethical project that presupposes a community of readers (Swearingen 145). The contemporary literary theory, as a resolute adversary to make the unheard thin phenomena more vocal and explanatory, is hence bent upon taking a rational dip into the subterranean networks of words and sieve meanings and, as said earlier, contribute towards the newer productions and, consequently, codifications repotentiating the literature with political energies drying up in the complacent lap of liberal humanism. Already, the omnipresent dictatorial beckonings of the "linguisticrelational abilities of humankind" by the global capitalist regimes bring forth the "common places" of language, the generic logical-linguistic forms which establish the pattern for all forms of discourse" (Virno 35-36) Literary theories like Structuralism, Post-structuralism, Postcolonialism, Marxism, Psycho-analysis, Feminism, Gender Studies, New Historicism, Cultural Materialism, Eco-criticism, etc. suffuse the literary with a vigor, able to elevate the language and in the process its biopolitical offspring literature, from Aristotelian 'common places' (topoi koinoi) and facilitating a reach out to its 'special places' (topoi idioi). Hence, the earlier unassuming literary verdicts of the liberal humanism stand effeminate when the currents of neoliberal, neocolonial global order are redesigning the matrix of the capitalist world order. And literary theories have successfully infused fresh dialectical angles to broaden the academic and philosophical horizons of the proponents of the same as the word literary today, has to include its emerging forms and culture defying easy codification. Hence, the theories bind this ethico-political potential of literature with the cultural, the social and the political of the contemporary discourse. In the current paper, I take up the much politicized feminist semiotic beside the material worldview suffused Marxist thought as the starting point of interrogating the socio-cultural dynamics of a precolonial economy in the times of neocolonial and neoliberal economies and its cultural production like the English novel. Bhutanese society with its irreducible particularity of antiquated socio-economic and cultural determinism and class relations becomes the apparent theoretical problematic of feminism and Marxist validations.

This paper offers a contrastive analysis of Indian captivity narratives and the Native American boarding-school experience. Indian captivity narratives describe the ordeals of white women and men, kidnapped by Indians, who were separated from their families and subsequently lived months or even years with Indian tribes. The Native American boarding-school experience, which began in the late nineteenth century, took thousands of Indian children from their parents for the purpose of "assimilation to civilization" to be facilitated through governmental schools, thereby creating a captivity of a different sort. Through an examination of these two different types of narratives, this paper reveals the themes of ethnocentrism and sexual abuse, drawing a contrast that erodes the Euro-American discourse of civilization that informs captivity narratives and the boarding-school, assimilationist experiment. ; Ewa Skał is a PhD student at the Institute of English, Opole University, Poland. Her current research interests include Native American Literature as well as British and American Culture. She received an MA in English Philology (Literary Studies) in 2018, and a BA in English Philology (Business English) in 2016. Her other academic interests include feminist literature and psychological novels. ; University of Opole ; Adams, W. D. 1995. Education for Extinction: American Indians and the Boarding School Experience. Lawrence: University of Kansas Press. ; Anderson, P. 2019. Native American victims of sex abuse at Catholic boarding schools fight for justice. https://eu.argusleader.com/story/news/2019/05/16/native-american-sex-abuse-victims-catholic-boarding-schools-south-dakota/1158590001/ (15 November 2019). ; Barker, T. R. 2013. The Psychological Impact of Historical Trauma on the Native American People. Unpublished MA thesis. Regis University. ; Bruchac, M. M. 2011. Revisiting Pocomtuc history in Deerfield: George Sheldon's Vanishing Indian Act. 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New York University Journal of Legislation and Public Policy 14 :83-127. ; Fixico, D. L. 2018. When Native Americans were slaughtered in the name of 'civilization'. history. https://www.history.com/news/native-americans-genocide-united-states (27 May 2019). ; Hamby, Z. 2017. King Phillip's war and Hannah Duston. Creative English Teacher website. https://cdn.shopify.com/s/files/1/2084/0507/files/King_Philip_War.pdf (18 April 2019). ; Hanson, E. 1853. God's mercy surmounting man's cruelty. In: S. G. Drake (ed.), Life in the Wigwam, 113-127. Buffalo: Derby, Orton an Mulligan. ; Harjo, S. S. 2004. A native child left behind. Indian Country Today website. http://www.senaa.org/DOI/achildleftbehind.htm (27 May 2019). ; Hirshberg, D. & Sharp, S. 2005. Thirty Years Later: The Long-Term Effect of Boarding-Schools on Alaska Natives and Their Communities. Anchorage: Institute of Social and Economic Research of University of Alaska. ; Homstad, D. W. 2001. Abraham Lincoln: Deciding the fate of 300 Indians convicted of war crimes in Minnesota's Great Sioux uprising. Historynet.com. https://www.historynet.com/abraham-lincoln-deciding-the-fate-of-300-indians-convicted-of-war-crimes-in-minnesotas-great-sioux-uprising.htm (13 May 2019). ; Hoover, H. T. 1989. The Sioux Agreement of 1889 and its aftermath. South Dakota History 19 (1): 56-94. ; Jackson, C. E. & Galli, M. J. 1977. A History of the Bureau of Indian Affairs and its Activities among Indians. University of Michigan: R & E Research Associates. ; Johnson, K. 2016. Captivity narratives. oxfordbibliographies.com. https://www.oxfordbibliographies.com/view/document/obo-9780199827251/obo-9780199827251-0115.xml ; Kaibeto Boarding School. https://kaibeto.bie.edu (14 November 2019). ; Krupat, A. 2018. Changed Forever Volume I: American Indian Boarding School Literature. NY: SUNY Press. ; Laundry, A. 2016. Abraham Lincoln: Enigmatic president, and full of contradictions. indiancountrytoday.n.pag. https://newsmaven.io/indiancountrytoday/archive/abraham-lincoln-enigmatic-president-and-full-of-contradictions-YujERMz8AkOl_Etug3JfIw/(15 May 2019). ; Lobo, S., Talbot. S. & Morris, T. L. 2016. Native American Voices: A Reader. NY: Routledge. ; Mason, W. Dale. 2009. The indigenous policy of Abraham Lincoln. Indigenous Policy Journal 20.3: 1-41. ; Peterson, R. 2012.The Impact of historical boarding schools on Native American families and parenting roles. minds.wisconsin.edu. https://minds.wisconsin.edu/bitstream/handle/1793/66821/Peterson.pdf?sequence=8&isAllowed=y (19 Jan 2019). ; Reservations. nativepartnership.org. nativepartnership.org.n.pag. http://www.native-partnership.org/site/PageServer?pagename=pwna_native_reservations (4 June 2019). ; Rowlandson, M. 1853. Narrative of the captivity and restoration of Mrs. Mary Rowlandson. In: S. G. Drake (ed.), Life in the Wigwam, 20-60. Buffalo: Derby, Orton an Mulligan. ; Sand Creek Massacre. history.com. https://www.history.com/this-day-in-history/sand-creek-massacre (27 May 2019). ; Sandefur, G. D. 1988. American Indian reservations: The first underclass areas? University of Wisconsin. https://www.irp.wisc.edu/publications/focus/pdfs/foc121f.pdf (29 May 2019). ; The Latest: Official: St. Paul's wanted to protect itself. 2013. AP news. https://apnews.com/9210ba8c7c454770a4d55bc299639e1d (14 November 2019). ; Mary Rowlandson: American Colonial Author. britannica.com. https://www.britannica.com/biography/Mary-Rowlandson (29 May 2019). ; Over 90 years serving Lakota children. https://www.stjo.org/about/history/ (12 November 2019). ; Packtor, J. 2003. 4 of the worst orphanages in recent history. Borgen Magazine. https://www.borgenmagazine.com/4-worst-orphanages-recent-history/#prettyPhoto (12 November 2019). ; Showalter, E. 2013. Dark places. The New York Times. https://www.nytimes.com/2013/06/09/books/review/tradition-of-captivity-narratives.html ; Skarborough, E. 2011. Mary Rowlandson: The captive voice. The Undergraduate Review 7.23: 121-125. ; Smith, A. 2003. Not an Indian tradition: The sexual colonization of native peoples. muse.jhu.edu. https://muse.jhu.edu/article/44199/pdf (29 May 2-019) ; Smith, A. 2015a.Conquest: Sexual Violence and American Indian Genocide. Duke: DUP. ; Smith, A. 2015b. Indigenous peoples and boarding schools: A comparative study. https://www.un.org/esa/socdev/unpfii/documents/IPS_Boarding_Schools.pdf (14 November 2019). ; Stephanie Woodard. The Times. inthesetimes.com. https://inthesetimes.com/community/profile/322051 (13 May 2019). ; Stockwell, Q. 1853. Narrative of the captivity of Quintin Stockwell, who was taken at Deerfield, in Massachusetts, by a party of inland Indians, in the year 1677. In: S. G. Drake (ed.), Life in the Wigwam, 60-70. Buffalo: Derby, Orton an Mulligan. ; Taylor, T. W. 1984. The Bureau of Indian Affairs. Michigan: Westview Press. ; Tetek, R. 2010. Relations between English Settlers and Indians in 17th Century New England. Unpublished MA thesis. Masaryk University. Accessed 13 May 2019. https://is.muni.cz/th/179860/pedf_m/Relations_between_English_Settlers_and_Indians_in_17th_Century_New_England.pdf (29 May 2019). ; The Trail of Tears. history.com: The History Channel Website. https://www.history.com/topics/native-american-history/trail-of-tears (27 May 2019). ; The Treaties of Fort Loramie, 1851 and 1868. North Dakota Studies — State Historical Society of North Dakota. www.ndstudies.gov: https://www.ndstudies.gov/welcome-north-dakota-studies (28 May 2019). ; Waldman, C. 2006. Encyclopedia of Native American Tribes. NY: Checkmark Books. ; Welcome to SPS. St Paul's School website. https://www.sps.edu/about-sps/welcome-to-sps (14 November 2019). ; Woodard, S. 2011. South Dakota boarding school survivors detail sexual abuse. news-maven.io/indiancountrytoday/. https://newsmaven.io/indiancountrytoday/archive/south-dakota-boarding-school-survivors-detail-sexual-abuse-QtChBLOde0-apnPNqWd3qw/ (22 Dec. 2018). ; Wounded Knee. history.com: The History Channel Website. https://www.history.com/topics/native-american-history/wounded-knee (27 May 2019). ; 27 (4/2019) ; 77 ; 89

Introduction In today's world knowledge of a foreign language is an important component of personal and professional life. The expansion of international relations, access to world scientific thought, the need to search for information in foreign sources and on the Internet - these are the factors that stimulate motivated learning activities of students to learn a foreign language. English, which is now the language of international communication, is the most widely spoken in Europe and the world. Every year this language is penetrating deep into all spheres of our lives due to many factors: economic, political, strategic, cultural and domestic. That is why there is a growing need to learn English by adults. In view of this, the development of the theoretical foundations of andragogy, which explores the educational activities of adults, is relevant.Thus, the purpose of this work is to highlight a number of characteristics of adult learning that distinguish them from schoolchildren and students, in order to facilitate their learning, to meet their educational needs.Originality Analysis and generalization of modern psychological, pedagogical and methodological literature shows that there is no comprehensive coverage of the peculiarities of teaching foreign languages to adults, as well as pedagogical conditions for the effectiveness of this process. A common myth in education is that adults tend to be ineffective as students, saying that the younger people are, the more flexible their brains are and therefore the better their cognitive functions are. However, research seems to challenge this myth, pointing out that adults can perfectly achieve a high level of foreign language proficiency. In addition, it is necessary to take into account the psychological characteristics of adults. So, learning English by adults is more than real, they having many benefits for it. With all these benefits, it becomes clear that being an adult is not a disadvantage when learning a language.Conclusion Naturally, there are many differences in the methodology of learning a foreign language by adults and children. In some respects, adults have an advantage, in some children do, but in neither case there is no biological pattern. In addition, language skills do not decrease with age. Age is not an obstacle to learning a foreign language, moreover, according to recent research, linguistic activity contributes to a more active state of mind of an adult. Despite the difficulties that may arise, the process of learning English by adults can be very interesting and at the same time useful. We believe that to meet the needs of modern society in terms of learning a foreign language it is necessary to proportionally combine classical methods and new trends, taking into account the psycholinguistic characteristics of adults. The above does not cover all aspects of this problem. We believe that studying the experience of foreign language teaching to adults both in Ukraine and abroad can be the prospect of further research. ; Статья посвящена проблемам изучения английского языка взрослыми. Предлагаются базовые стратегии обучения взрослых иностранным языкам в свете андрагогики. Указано на существенные особенности обучения взрослых, в том числе высокую мотивацию, позитивное отношение к иностранному языку, интерес к ней, наличие таких черт характера, как трудолюбие, организованность, самостоятельность, целеустремленность и т.д., определенный запас знаний, умений и навыков, а также определенные индивидуальные особенности в сенсорной и интеллектуальной сферах, необходимые для такой деятельности. Также проанализированы преимущества взрослых для изучения иностранных языков и трудности, с которыми они сталкиваются в процессе их освоения. Предложены формы и методы организации и проведения обучения. ; Стаття присвячена проблемам вивчення англійської мови дорослими. Пропонуються базові стратегії навчання дорослих іноземним мовам у світлі андрагогіки. Вказано на суттєві особливості навчання дорослих, зокрема високу мотивацію, позитивне ставлення до іноземної мови, зацікавлення нею, наявність таких рис характеру, як працьовитість, організованість, самостійність, цілеспрямованість тощо, певний запас знань, умінь і навичок, а також певні індивідуальні особливості в сенсорній та інтелектуальній сферах, необхідні для такої діяльності. Також проаналізовано переваги дорослих для вивчення іноземних мов та труднощі, з якими вони стикаються у процесі їх опанування. Запропоновано форми і методи організації і проведення навчання.

Introduction In today's world knowledge of a foreign language is an important component of personal and professional life. The expansion of international relations, access to world scientific thought, the need to search for information in foreign sources and on the Internet - these are the factors that stimulate motivated learning activities of students to learn a foreign language. English, which is now the language of international communication, is the most widely spoken in Europe and the world. Every year this language is penetrating deep into all spheres of our lives due to many factors: economic, political, strategic, cultural and domestic. That is why there is a growing need to learn English by adults. In view of this, the development of the theoretical foundations of andragogy, which explores the educational activities of adults, is relevant.Thus, the purpose of this work is to highlight a number of characteristics of adult learning that distinguish them from schoolchildren and students, in order to facilitate their learning, to meet their educational needs.Originality Analysis and generalization of modern psychological, pedagogical and methodological literature shows that there is no comprehensive coverage of the peculiarities of teaching foreign languages to adults, as well as pedagogical conditions for the effectiveness of this process. A common myth in education is that adults tend to be ineffective as students, saying that the younger people are, the more flexible their brains are and therefore the better their cognitive functions are. However, research seems to challenge this myth, pointing out that adults can perfectly achieve a high level of foreign language proficiency. In addition, it is necessary to take into account the psychological characteristics of adults. So, learning English by adults is more than real, they having many benefits for it. With all these benefits, it becomes clear that being an adult is not a disadvantage when learning a language.Conclusion Naturally, there are many differences in the methodology of learning a foreign language by adults and children. In some respects, adults have an advantage, in some children do, but in neither case there is no biological pattern. In addition, language skills do not decrease with age. Age is not an obstacle to learning a foreign language, moreover, according to recent research, linguistic activity contributes to a more active state of mind of an adult. Despite the difficulties that may arise, the process of learning English by adults can be very interesting and at the same time useful. We believe that to meet the needs of modern society in terms of learning a foreign language it is necessary to proportionally combine classical methods and new trends, taking into account the psycholinguistic characteristics of adults. The above does not cover all aspects of this problem. We believe that studying the experience of foreign language teaching to adults both in Ukraine and abroad can be the prospect of further research. ; Статья посвящена проблемам изучения английского языка взрослыми. Предлагаются базовые стратегии обучения взрослых иностранным языкам в свете андрагогики. Указано на существенные особенности обучения взрослых, в том числе высокую мотивацию, позитивное отношение к иностранному языку, интерес к ней, наличие таких черт характера, как трудолюбие, организованность, самостоятельность, целеустремленность и т.д., определенный запас знаний, умений и навыков, а также определенные индивидуальные особенности в сенсорной и интеллектуальной сферах, необходимые для такой деятельности. Также проанализированы преимущества взрослых для изучения иностранных языков и трудности, с которыми они сталкиваются в процессе их освоения. Предложены формы и методы организации и проведения обучения. ; Стаття присвячена проблемам вивчення англійської мови дорослими. Пропонуються базові стратегії навчання дорослих іноземним мовам у світлі андрагогіки. Вказано на суттєві особливості навчання дорослих, зокрема високу мотивацію, позитивне ставлення до іноземної мови, зацікавлення нею, наявність таких рис характеру, як працьовитість, організованість, самостійність, цілеспрямованість тощо, певний запас знань, умінь і навичок, а також певні індивідуальні особливості в сенсорній та інтелектуальній сферах, необхідні для такої діяльності. Також проаналізовано переваги дорослих для вивчення іноземних мов та труднощі, з якими вони стикаються у процесі їх опанування. Запропоновано форми і методи організації і проведення навчання.

Thus it came as a surprise to me, after reading the small selection of essays in his 'street' book, that so little of Kracauer's early work seems to have reached the other side of the Atlantic. Neither of his two novels, Ginster (1928) and Georg (1934), has been translated into English; the original English rendition of his social biography of composer Jacques Offenbach, Offenbach and the Paris of his Time (1937), written during Kracauer's Parisian exile, is long out of print, not to mention incomplete and flawed. And it is only in the past several years that English editions of his writing from the Weimar period have appeared, most notably his anthology of essays The Mass Ornament, put out by Harvard University Press in 1995, and the recent Verso translation of Die Angestellten, published as The Salaried Masses (1998). The English-speaking world is missing an important side of Kracauer. We know the Kracauer who fatuously unveiled the portents of National Socialism in such classic Weimar films as Robert Wiene's The Cabinet of Dr. Caligari and, to a lesser extent, the Kracauer who reflected on the aesthetics of cinema in his other major American publication, Theory of Film (1960). But we have little insight into Kracauer's writings from the Weimar period and from his first years of exile. AS A MEANS of bridging the gap between the pre-war German works and their postwar American counterparts, Gertrud Koch's brief critical overview of Kraucauer's entire oeuvre, Siegfried Kracauer: An Introduction (first published in Germany in 1996 and translated here by Jeremy Gaines), offers a key addition to the still evolving secondary literature. Combining biographical sources and close textual analysis, Koch surveys the development of Kracauer's thought from his first sociological and journalistic writings in the 1910s and 1920s up to his final work, History: The Last Things Before the Last, published in 1969, three years after his death. At the outset of her study, Koch notes the profound difficulty critics have faced when trying to make sense of Kracauer's diverse, and sometimes competing, works and their reception. 'Kracauer exists,' she asserts, 'either as a film theorist or as a distant relative of the Frankfurt School, either as a journalist or as a philosopher, either as an essay-writer or as a novelist.' (Kracauer himself showed a certain awareness of this problem, suggesting late in life that he should not be viewed merely as 'a film man,' but as a 'philosopher of culture, or also a sociologist, and as a poet.') Yet, without attempting to attribute an artificial consistency to Kracauer's trajectory of thought, Koch examines, in seven crisp chapters, its development within a broad set of historical and theoretical contexts. BORN IN 1889 into an established Frankfurt-based Jewish family, Kracauer was raised amid a variety of cultural currents. His uncle Isidor Kracauer, who played a critical role in his upbringing, was an authority on the history of the city's Jewish community. After completing his studies in architecture, philosophy, and sociology, Kracauer himself participated to some degree in Frankfurt Jewish life, joining a small circle (which also included Franz Rosenzweig, Martin Buber, and Leo Lowenthal) gathered around the charismatic Rabbi Nehemiah Nobel. (He would eventually break with Rosenzweig and Buber, publishing a vociferous critique of their Bible translation in 1926.) It was also around this time, however, that Kracauer's relationship to the far more secular Adorno, with whom he met regularly on Saturdays to read Kant's Critique of Pure Reason, began to blossom, as did his work on Georg Simmel, Max Weber, and Edmund Husserl. If anything, the first years of Kracauer's professional life reveal, as Koch suggests, deep commitment to a number of enterprises, from architecture to philosophy, from journalism to cultural criticism, without ever gaining a sense of permanence in any one single place. Indeed, in a 1923 letter addressed to Lowenthal and Adorno, Kracauer sardonically adopted a phrase from Georg Lukacs, giving his location as 'the headquarters of the transcendental homeless.'.

Artículo pendiente de publicar en la revista "Translation and Literature" (Edinburg University Press). ; James Mabbe is arguably the most eminent among early modern English Hispanists. His translations included Fernando de Rojas's La Celestina, Cervantes's Novelas ejemplares, and an influential rendering of Mateo Alemán's Guzmán de Alfarache. This article aims to focus on less known translations, and to demonstrate that a proper understanding of Mabbe's career and production requires a careful analysis of his context and his contacts. A survey of Mabbe's intriguing political, religious and diplomatic connections will provide new insights into his career. Thus, the political activities of his patrons—e.g. Sir John Digby, 1st Earl of Bristol, or Sir John Strangways—will show his work under a new light. A comparative chronology of his publications and activities with political and religious controversies in Madrid and in London, hand in hand with an examination of unpublished manuscript material, will contribute to provide plausible hypotheses about the agenda that lurked behind his choice of texts and patrons, as well as about the controversial topic of Mabbe's religious allegiance. This survey will display Mabbe's activities as part of larger networks of publishers, translators, diplomats, intelligencers and politicians. Mabbe's position within these international circles constitutes a most interesting case study to illustrate the of intricate networks that lay at the foundations of cultural, political and religious exchanges and controversies, not just between England and Spain, but also all over Europe, in the early decades of the seventeenth century.

Although Keri Hulme's the bone people is now recognised as forming part of the literary canon in New Zealand, its publication in 1985 met with some controversy, particularly around the author's choice to claim herself a Maori in culture and ethnicity. Part of the debate focused around Hulme's decision to compile a glossary of the Maori words used in the text, a device which carries a significant literary and political weight in the context of post-colonial studies. This paper shows how the use of Maori words in the English text may be accused of participating in a strategy of "exoticisation" of the text, though they still have a strong symbolic meaning within the economy of the narrative. They materialise a whole community's alienation from nature and from their own culture, and they also allow Hulme to delineate new forms of love and family ties that are yet to be invented. ; Si le roman de Keri Hulme, the bone people fait désormais partie du canon néo-zélandais, sa publication en 1985 a été accompagnée par bon nombre de controverses, notamment autour de la revendication de l'auteur d'une culture et d'une ethnicité maories. Le débat s'est partiellement axé sur le choix de l'auteur d'avoir recours à un glossaire des mots maoris utilisés dans le texte, geste qui, dans le contexte des études postcoloniales, a une signification aussi bien littéraire que politique. Il s'agira de montrer que l'emploi des mots maoris dans le texte anglais, s'il peut être accusé de participer d'une stratégie d' « exoticisation », possède néanmoins une signification symbolique forte dans l'économie du récit. Ces mots matérialisent les liens perdus de toute une communauté avec une nature et une culture aliénées, et permettent à Hulme de trouver de nouveaux mots d'amour pour une forme de lien familial qui reste à inventer.

Although Keri Hulme's the bone people is now recognised as forming part of the literary canon in New Zealand, its publication in 1985 met with some controversy, particularly around the author's choice to claim herself a Maori in culture and ethnicity. Part of the debate focused around Hulme's decision to compile a glossary of the Maori words used in the text, a device which carries a significant literary and political weight in the context of post-colonial studies. This paper shows how the use of Maori words in the English text may be accused of participating in a strategy of "exoticisation" of the text, though they still have a strong symbolic meaning within the economy of the narrative. They materialise a whole community's alienation from nature and from their own culture, and they also allow Hulme to delineate new forms of love and family ties that are yet to be invented. ; Si le roman de Keri Hulme, the bone people fait désormais partie du canon néo-zélandais, sa publication en 1985 a été accompagnée par bon nombre de controverses, notamment autour de la revendication de l'auteur d'une culture et d'une ethnicité maories. Le débat s'est partiellement axé sur le choix de l'auteur d'avoir recours à un glossaire des mots maoris utilisés dans le texte, geste qui, dans le contexte des études postcoloniales, a une signification aussi bien littéraire que politique. Il s'agira de montrer que l'emploi des mots maoris dans le texte anglais, s'il peut être accusé de participer d'une stratégie d' « exoticisation », possède néanmoins une signification symbolique forte dans l'économie du récit. Ces mots matérialisent les liens perdus de toute une communauté avec une nature et une culture aliénées, et permettent à Hulme de trouver de nouveaux mots d'amour pour une forme de lien familial qui reste à inventer.

Although Keri Hulme's the bone people is now recognised as forming part of the literary canon in New Zealand, its publication in 1985 met with some controversy, particularly around the author's choice to claim herself a Maori in culture and ethnicity. Part of the debate focused around Hulme's decision to compile a glossary of the Maori words used in the text, a device which carries a significant literary and political weight in the context of post-colonial studies. This paper shows how the use of Maori words in the English text may be accused of participating in a strategy of "exoticisation" of the text, though they still have a strong symbolic meaning within the economy of the narrative. They materialise a whole community's alienation from nature and from their own culture, and they also allow Hulme to delineate new forms of love and family ties that are yet to be invented. ; Si le roman de Keri Hulme, the bone people fait désormais partie du canon néo-zélandais, sa publication en 1985 a été accompagnée par bon nombre de controverses, notamment autour de la revendication de l'auteur d'une culture et d'une ethnicité maories. Le débat s'est partiellement axé sur le choix de l'auteur d'avoir recours à un glossaire des mots maoris utilisés dans le texte, geste qui, dans le contexte des études postcoloniales, a une signification aussi bien littéraire que politique. Il s'agira de montrer que l'emploi des mots maoris dans le texte anglais, s'il peut être accusé de participer d'une stratégie d' « exoticisation », possède néanmoins une signification symbolique forte dans l'économie du récit. Ces mots matérialisent les liens perdus de toute une communauté avec une nature et une culture aliénées, et permettent à Hulme de trouver de nouveaux mots d'amour pour une forme de lien familial qui reste à inventer.

This book analyzes forms of architectures within the frame concept of geo-architecture, and looks into the interaction of architecture and its environment. It starts by discussing the collisions between architecture and geography, humanity, as well as other architectures and reflects on the ancient Chinese notion of emotional relief and expression through natural landscape. It then studies important transportation and scenic routes, like pavilions, towers, clan halls and villages within architectural systems. It also discusses the forms of geographic integration and isolation expressed through architecture, which reflects their historical and cultural context. This book is the first of a 4-volume book series. The series develops the innovative concept of "geo-architecture" by exploring the myriad influences of natural, human and historical factors upon architecture. These influences are considered in three categories, namely, interaction between architecture and nature, interaction between architecture and its human users and change in architecture over time--each category serves as a lens. Augmenting these lenses is the Time-Person-Place concept applied different geographic. The analysis ultimately focuses on two aspects: geographic influence on architecture and architectural response to geography. The over 1000 pictures of case architectures enriches the study with stunning and unique visual angles. "This unprecedented work will be a unique and valuable contribution to the literature. Integrating as it does the disciplines of architecture, landscape architecture, and geography, Wang Fang's voice is original, compelling, and will be much appreciated by English-speaking readers (and inside China, too, I can only imagine.)" Stephen M Ervin Assistant Dean Graduate School of Design, Harvard University July 2nd, 2013 "One reason for why there would be interest is because her research would fill some significant gaps in the literature. What is novel about Dr. Wang's series is that she further extends this intellectual project of looking at Chinese architecture through Chinese eyes, by taking it one provocative step further." Annette M. Kim Associate Professor Department of Urban Studies and Planning, M.I.T. July 1st, 2013

This book explores the concept of geo-architecture by analyzing the ways architectures are related to the local geography, including mingling or contrasting with surrounding landscape, adapting to mountainous or aquatic terrain, and selection of construction materials. Architectures build with such skillfully contrived strategies and techniques have become live exhibit of folk customs and served to record in profound detail the long history of mankind's recognition of nature. The combined effect is such that the architecture grows out of the surrounding natural and human environment. This book is the third of a 4-volume book series. The series develops the innovative concept of "geo-architecture" by exploring the myriad influences of natural, human and historical factors upon architecture. These influences are considered in three categories, namely, interaction between architecture and nature, interaction between architecture and its human users and change in architecture over time--each category serves as a lens. Augmenting these lenses is the Time-Person-Place concept applied different geographic. The analysis ultimately focuses on two aspects: geographic influence on architecture and architectural response to geography. The over 1000 pictures of case architectures enriches the study with stunning and unique visual angles. "This unprecedented work will be a unique and valuable contribution to the literature. Integrating as it does the disciplines of architecture, landscape architecture, and geography, Wang Fang's voice is original, compelling, and will be much appreciated by English-speaking readers (and inside China, too, I can only imagine.)" Stephen M Ervin Assistant Dean Graduate School of Design, Harvard University July 2nd, 2013 "One reason for why there would be interest is because her research would fill some significant gaps in the literature. What is novel about Dr. Wang's series is that she further extends this intellectual project of looking at Chinese architecture through Chinese eyes, by taking it one provocative step further." Annette M. Kim Associate Professor Department of Urban Studies and Planning, M.I.T. July 1st, 2013

In recent years there has been a spate of right-wing books attacking the contemporary university. The idea that the university curriculum has been hijacked by radical professors is an article of faith among conservatives and has fueled more than one best-seller. Until now, there has been no forceful, accessible book responding in a comprehensive way for a wide audience. In The Opening of the American Mind, MacArthur award-winning historian Lawrence W. Levine - whose work Henry Louis Gates, Jr. has called "required reading for everyone interested in American culture and its history" - takes back the debate with a powerful argument about universities, history, and American identity. Levine shows, first of all, that conservative critics of the university are both systematically wrong and ignorant of history. The canon that they claim is immutable has always been a living thing - shifting with the politics and society of the times. As recently as the late nineteenth century, the very literature the conservatives are nostalgic for was viewed as peripheral; even the president of Yale warned against the perils of studying English or American literature. The western civilization curriculum sixties liberals are accused of dismantling was out of favor before they ever became professorsand was itself the result of a government program after World War I to ensure that American values were taught in the university, not the result of politically neutral inquiry and consensus. With rigorous analysis and wonderfully entertaining storytelling, Levine shows that the new multicultural shift in American culture and education is not the result of a plot by a cabal of politically correct radical professors, but a reflection of a dynamic of social change that is uniquely American - and that is to be celebrated. Levine argues that critics' attacks mask deeper fears of a multicultural society - fears that have ties to old anxieties about immigration and a loss of American identity. Levine defends a positive picture of social change and a new vision of American identity that is inclusive, democratic, and forward-looking

AbstractBackgroundIt is estimated that over 930 million people live in fragile and conflict-affected situations (FCAS) worldwide. These regions, characterized by violence, civil unrest, and war, are often governed by corrupt administrations who are unwilling to provide their citizens with basic human rights. Individuals living in FCAS face health inequities; however, women are disproportionally affected and face additional barriers to accessing sexual and reproductive services, including antenatal care (ANC). This systematic review aims to identify the factors that impact ANC usage in the 37 countries or regions classified as FCAS in 2020 by The World Bank.MethodsUsing the PRISMA guidelines, a systematic search of five databases (SCOPUS, Web of Science, PubMed, EMBASE, and CINAHL) was conducted. Results were limited to human studies, written in English, and published between January 2002 and January 2022. Studies that identified factors affecting utilization of ANC or maternal health services were included for review and critically appraised using the National Institute of Health's Quality Assessment Tools. Findings were summarized using a narrative synthesis approach.ResultsThe database search yielded 26,527 studies. After title, abstract and full-text review, and exclusion of duplicate articles, 121 studies remained. Twenty-eight of the 37 FCAS were represented in the included studies. The studies highlighted that women in FCAS' are still not meeting the World Health Organization's 2002 recommendation of four ANC visits during pregnancy, a recommendation which has since been increased to eight visits. The most cited factors impacting ANC were socioeconomic status, education, and poor quality of ANC. Despite all studies being conducted in conflict-affected regions, only nine studies explicitly identified conflict as a direct barrier to accessing ANC.ConclusionThis review demonstrated that there is a paucity in the literature examining the direct and indirect impacts of conflict on ANC utilization. Specifically, research should be conducted in the nine FCAS that are not currently represented in the literature. To mitigate the barriers that prevent utilization of maternal health services identified in this review, policy makers, women utilizing ANC, and global organizations should attempt to collaborate to enact policy change at the local level.