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AbstractThe purpose of this research was to adapt Antonak and Harth's (1994) Mental Retardation Attitudes Inventory for the Kuwaiti culture and to investigate its four‐dimensional structure. The study also aimed at identifying a unidimensional subset of items besides examining the quality of the identified items and the overall inventory. The 34 ‐item adapted inventor y was administered to 56 4 college students. Item analysis indicated that 29 items have had good psychometric characteristics. However, the exploratory factor analysis, cross‐correlations of scale and item scores, and correlations among scales did not support the four‐dimensional structure of the adapted inventory. Further, the sample was split into two random halves. A uni‐dimensional subset of 20 items was identified in one sample by iterative factor analyzing the item data and discarding items with small loadings. The other sample was used to cross‐validate uni‐dimensionality of the identified items. Analysis indicated that scores of the 20‐item inventory have high Cronbach coefficient alpha, and high stability and generalizability coefficients. Partial support for the validity of the scores had been ascertained by comparing the scores of male and female students, and by regressing the inventor y scores on indicators of familiarity with individuals with mental retardation. Findings were discussed with reference to Kuwaiti culture.Over the last two decades, inclusion has internationally become a critical part of the reform efforts to improve the delivery of services to individuals with Mental Retardation (MR). This trend focuses on increasing the opportunities for the placement of these individuals in the same social and educational set tings as individuals without MR. The new arrangements for providing services have created challenges to people without disabilities concerning acceptance, integration, and inclusion of individuals with MR into the mainstream of society (Praisner, 2003). Many researchers (e.g. Priestly, 1998; Yazbeck McVilly & Parmenter, 2004) have convincingly argued that these challenges have their roots in the societal norms and values that concurrently developed throughout the unfolding history of the meaning of MR. As Priestly (1998) noted, although people with differences have existed in all societies, the degree to which they were integrated or excluded varied according to predominant cultural perceptions. Yazbeck, McVilly and Parmenter (2004) suggested that people's attitudes toward individuals with MR are socially constructed and are acquired through experience over time.Individuals with MR are often judged by people based on their disability instead of their whole lives and what they may accomplish and experience during their life (Blatt, 1987). Consequently, People may rely on false generalization and develop negative attitudes towards individuals with MR. Makas, Finnerty‐Fried, Sugafoos, and Reiss (1988) noted that for nondisabled persons, positive attitude toward people with disability is usually conceptualized as being 'nice' and 'helpful', whereas for a person with a disability, the attitude would be dispensing with the category of disability entirely. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling 'uncomfortable' when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling 'uneasy' in the presence of people with disabilities.Attitudes manifest themselves as positive or negative reactions toward an object, driven by beliefs that impel individuals to behave in a particular way (Yuker, 1988). They comprise a complex of feelings, desires, fears, convictions, prejudices, or other tendencies learned through varied experiences that give rise to a set or readiness to act toward a person in a certain way (Chaiken & Stangor,1987). This means that attitude is not behavior, but the precondition of behavior. In addition, Myers, Ager, Kerr, and Myles (1998) identified three types of attitudes that influence how non‐disabled people interact with, and include or exclude people with disabilities: (1) A preparedness to engage with people as consumers, neighbors, or friends; (2) a lack of awareness about individuals with MR; and (3) a wariness or hostility regarding the idea of community integration.Research has shown that the third type of attitudes, which represents negative and non‐acceptance of individuals with MR is commonly observed (Gething, 1994; Schwartz & Armony‐Sivan, 2001). Such negative attitudes in a society may present people with MR as a burden on the welfare system. Moreover, people might not see individuals with disabilities as possessing a valuable social role or possessing the same abilities and characteristics that the majority of people possess. Tus, individuals with MR may not be accepted or included in society and may often be treated badly. In turn, Wolfensberger (1988) indicated that individuals with MR, being in a devalued position, would behave badly as they think that this is what is expected of them.As integration of persons with MR is increasingly becoming a global reality, Kuwait has designed social policy aimed at promoting acceptance and inclusion of people with disabilities into the mainstream of society. To implement the policy of integration, the Kuwaiti government is continually forming inclusive services for individuals with MR. The recent policy of inclusion (law 13/96), which has been adopted in 1996, asserts that people with disabilities have a fundamental right to live and grow within their local communities. This law has spawned an expanded system of services to encourage people with disabilities to live like people without disabilities. Inclusion policies give individuals with MR the right to be involved in the same situations as people without MR. For example, more individuals with MR, for example, are being employed. Moreover, most children with Downs syndrome now attend Kindergarten and are included in social programs for children in the general population. The general goal of all types of services provided for individuals with MR is to improve their participation in society.Although the Kuwaiti government has shown a growing interest in the integration of individuals with MR, the chances of these individuals being able to integrate into mainstream society would depend on the attitude of others, such as students, teachers, coworkers, social workers, professionals, towards them. These attitudes, as found in many Western studies (Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are, for the most part, negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000). According to Wright (1983), disability situations are vulnerable to fundamental negative attitudes, and this would seem to be even truer in the culture found in Kuwait.In Kuwaiti culture, disability has stigmatizing effect on members of the immediate and extended family; families tend to keep members with MR out of the sight of other people. This contributes to social exclusion of people with MR. There is also the traditional common belief that disability is related to (1) God's willing that the parent should have a child with a disability, (2) God is punishing the parent, (3) God is testing the parent, or (4) God is selecting the parent for an unknown reason. Commonly, persons with MR have been considered burdensome and shameful, because they are incapable of contributing to traditional social obligations and roles.While those traditional beliefs still exist, the law 13/96 was legislated to support the integration of persons with MR into various aspects of life. Consequently, we expect that people in the society would react to this trend with frustration, anger, or refusal. Usually, people in Kuwait have little or no information about individuals with MR; thereby uninformed determinations, such as stereotypes, reflect their attitudes toward these individuals. According to Blatt (1987), a stereotype will fill in the cracks and unanswered questions in a situation with which people are not familiar. Langer (1989) in her theory of 'mindfulness' also shows that stereotype is 'premature cognitive commitments' that leads people to make judgments without enough information and reflection.Moreover, the society labels given to individuals with MR are often accompanied with stigma and negative connotations. This situation makes it difficult for those individuals to be included into society and be accepted for what they actually are and not for what others assume them to be. According to Biklen and Bogdan (1977), this type of discrimination is called 'handicapism' and is defined as'…a set of assumptions and practices that promote differential and unequal treatment of people because of apparent or assumed physical, mental, or behavioral differences' (p.206). These perceptions may prevent individuals with MR from being accepted, and they might be viewed, based on Erikson's theory, as a pseudo species, or as less than human (Smith, 1981).Furthermore, professionals', leaders', and students' views and beliefs about the integration of individuals with MR into society may result in slowing the process of inclusion and discouraging people from accepting these individuals as what they are. For example, though senior staff in Kuwait's Ministry of Social Affairs succeeded in including children with Downs syndrome into public kindergarten, no other effort has been made since 1996 to integrate other children with disabilities into inclusive educational settings. More critical is that, while leaders make efforts toward inclusion, they continue to support the permanent residence of individuals with MR in social welfare institutions and urge the government to provide free health, social and educational services for the residents. Ahmad (2004) found that between 1992 and 2002, there was an increase in the number of children, and males and females adults with MR who live in the Social Welfare Institution for permanent care. The number of residents with MR has increased from 223 to 296.According to Philips (1992), leaders' and professionals' beliefs about individuals with MR could have commenced with the industrial revolution that brought with it the practice of classifying people who were different, and who were not able to pursue personal dreams or act as the industrial society required. Leaders and professionals may perceive individuals with MR, as Blatt (1987) stated, blessed innocents or surplus population that is unnecessary and expendable. These beliefs may never give the individuals with MR an adequate opportunity to present themselves and their abilities to others.Praisner (2003) suggested that leaders' attitudes are the key factor in successful inclusion. Due to leadership position, leaders' and professionals' attitudes about inclusion either could result in increased opportunities for individuals with MR to be served in different settings or increased efforts to support the segregated special education services. According to Goodlad and Lovitt (1993), leaders and professionals have the decision to develop an inclusive setting, if they (1) make and honor commitments, (2) do what they say in formal and informal settings, (3) express interest in inclusion, (4) act and make their actions known, and (5) organize their staff and their physical surroundings to implement inclusive programs. As Praisner (2003) stated, the success of inclusion depends on how leaders exhibit behaviors that advance the integration, acceptance, and success of individuals with disabilities in general settings.Researchers (e.g., Horne, 1985) have also shown that students' positive attitudes may increase their willingness to work with individuals with MR, and lead to removal of barriers to integrate them into society. The positive attitudes of students may help to encourage the establishment of policies and the allocation of resources to increase the integration of individuals with MR into different settings in the society (Yazbeck, et al., 2004).To enhance the policy of inclusion in Kuwait, society needs to evaluate some of its structures and change people's attitudes to fit the needs of individuals with MR instead of making these individuals fit society's structures. Helping individuals with MR to be included into society and establish socially valued roles would not be difficult if the attitudes of society are less restrictive and less resistant to change.As Kuwait continues to develop social and educational policy about inclusion, researchers must pay attention to the connection between integration and attitudes. The provision of educational and social opportunities for individuals with MR can be legislated by Kuwait's government, but acceptance from other people cannot be ensured without knowing people's beliefs and thoughts about persons with MR.Developing an understanding of the attitudes that is predominant in society, which in turn influences the actions of its members, is critical if we plan for social changes and for evaluating the effectiveness of public policy on promoting an inclusive society (Schwartz & Armony‐Sivan, 2001). Given that there are negative attitudes toward people with MR, particular care must be taken to monitor changing social attitudes toward these individuals to identify any serious impediment to the progress of their inclusion in different settings: schools, workplace, and the wider community.Research that is relevant to individuals with disabilities (e.g. Geskie & Salasek, 1988; Antonak & Harth, 1994) has revealed the need for researchers to investigate the attitudes of people toward MR. Wolfensberger (1983) suggested that the key to changing how people are valued socially is to change the perceptions people have about individuals who may differ from the norm. Research, however, has indicated that the investigation of attitudes toward individuals with MR requires a psychometrically sound instrument. It is crucial to conduct research to gather accurate information about these attitudes; it would clarify people's awareness of persons with MR, and assist in evaluating intervention programs and developing appropriate course work for special education fields. Further, it would inform public policy decisions, funding priorities, and service delivery, which in turn, enhance the likelihood of achieving successful integration and improving qua lit y of life for persons with MR (Antonak & Harth, 19 94; Schalock, 1990). Accurate measurement of attitudes could also lead to early detection of negative attitudes, such as personal prejudices, misconceptions, and irrational fears of professionals, social workers, and teachers when they first get involved in disability work settings. Furthermore, it would help in providing a baseline for monitoring changes in their attitudes over time (Byon, 2000).Changing attitudes would help in supporting efforts of individuals with MR to become autonomous (Philips, 1992), and help to decrease the resistance of others to allow people with MR to make decisions about their own lives and to be independent (Schalock, 1990). As the history of the deinstitutionalization movement has shown, becoming autonomous and independent are not as simple as releasing people from state facilities and hoping they survive on their own. Autonomy and independence are based upon choice‐making, and choice‐making must be taught to people with MR, as they have never been allowed to make their own choices and do not know how to rationally choose for themselves.However, as Crutcher (1990) noted, personal choice is based on opportunity, and opportunity is accessible only when society decides it should be. Therefore, in order for individuals with MR to have the opportunity to make their own decisions and be successfully included in society, special effort must be taken to change peoples' attitudes towards them.Moreover, a psychometrically sound instrument of attitudes helps researchers to assess with known precision respondents' feelings about individuals with MR (affective aspect of attitudes), and their conceptions about them (cognitive aspect of attitudes). On the affective side, there are feelings of approval or disapproval of individuals with MR in the society. On the cognitive side, there are beliefs, knowledge, and expectations that affect people's behavior towards individuals with MR. The affective and cognitive aspects affect the respondents' opinions of what services should be provided for individuals with MR and what policy should be adopted. These also assist in the design, implementation, and evaluation of social intervention program and strategies geared toward removing barriers to integration (Geskie & Salasek, 1988).The present study focused on adapting, for use in Kuwait, the Mental Retardation Attitude Inventory‐Revised (MR AI‐R) of Antonak and Harth (1994). The MRAI‐R was chosen because of the limitations of the MR attitudes' instruments in the Gulf States, and in particular the lack of such an instrument in Kuwait. After reviewing literature, it seemed that there was only one measure of attitudes; an inventory developed by Qaryauti (1988). Despite the claimed appropriateness of Qaryauti's scale, we decided to use the MRAI‐R of Antonak and Harth for several reasons. First, Qaryauti's scale was based on Western instruments that Antonak and Harth criticized and motivated them to construct the MRAI‐R. In contrast, Antonak and Harth constructed the MRAI‐R based on a review of more than 50 years of the attitude literature, and developed their inventory on the most available valid instrument.Second, by reviewing the items of the MRAI‐R and Qaryauti's scale, it was clear to us that the MRAI‐R is more consistent with the requirements of the law 13/96 that was mandated in Kuwait to assure the right of individuals with MR to be included into public schools, workplace, and the wider community (see Table 1). Third, the MRAI‐R, unlike Qaryauti's scale, incorporates several components of attitudes: (1) the integration‐segregation of individuals with MR in various school programs, workplace, and community; (2) the willingness of people to be associated with individuals with MR (Social Distance); (3) the rights of individuals with MR to be included in schools, communities, and the workplace (Private Rights); and (4) the derogatory beliefs of people about the moral character and social behavior of individuals with MR. Of the 22 items in Qaryauti's scale, 13 were related to derogatory beliefs, six to social distance, and only three to private rights and integration‐segregation.Fourth, many transcultural researchers have used the MRAI‐R in populations as diverse as the United States, Australia, and Korea. In the US, Ward (1998) used the MRAI‐R to explore relationships between empathy and attitudes among 200 parents and adult consumers with developmental disabilities. Also, Yozwiak (2002) utilized the MRAI‐R to examine the beliefs and attitudes of 210 community members toward a child with MR who was a witness to a sexual abuse case. In an Australian study, Yazbeck and others (2004) used MRAI‐R to examine differences in attitudes between students and professionals in disability services, and persons in the general community (N=492). In Korea, Byon's study (2000) used the MRAI‐R to investigate the effect of social desirability on attitudes toward MR, and to compare the relationships between attitude measures (both direct and indirect measures) and behavioral outcome indicators. Obviously, findings from a large number of studies using the MRAI‐R contribute to its validity. In contrast, we failed to find any study in which Qaryauti's scale was used.Based on the above arguments, it seems that the MRAI‐R would be useful in needs assessments, especially in schools and mental health clinics. For example, when the ministry of education decides to implement the inclusion policy in schools, there would be a need to assess attitudes of teachers and students towards students with MR. The results of such assessment would help in designing programs that improve attitudes as needed. The MRAI‐R can also be useful for social workers, professionals, and researchers who work in a variety of primary social welfare settings. It helps them to identify and target those people who are the most in need of training and preparation to change their attitudes toward MR. In a wider scale, non‐profit organizations can use results of assessing attitudes in advocating the rights of those individuals.In general, the primary usage of the MRAI‐R could be: (1) screening for early identification of negative attitudes; (2) assessing attitudes of specific groups toward persons with MR; (3) pre‐ or post‐ measurement in intervention studies; and (4) helping researchers who aim at studying the effects of attitudes on different variables in the life of people with MR (i.e. job satisfaction, life satisfaction, family relationship, social support), or the relationship between attitudes and demographic variables (i.e. gender, age, marital status, employment, educational status, familiarity with individuals with MR).Following the recommendation of Antonak and Livneh (1988) that researchers should use the existing instruments and stop creating new ones, the purpose of the present study is to develop an Arabic inventory of attitudes toward individuals with MR by adapting the MRAI‐R to be suitable for use in Kuwait. Specifically, the study aimed at: (1) revising the MRAI‐R items to make them suitable to Kuwait's culture; (2) investigating the suitability of the four‐factor‐structure of the MRAI‐R for measuring attitudes toward individuals with MR in Kuwait; (3) selecting a uni‐dimensional subset of items, if the four‐factor‐structure was not confirmed; and (4) examining the psychometric characteristics of the adapted inventory.We decided to carry out this study on college students for various reasons: (1) college students are prospective educators or professionals who will be either dealing with people with MR or making decisions that affect their lives; (2) college students in Kuwait play an active role in social change and in changing public opinions;(3) they are representative cross‐section of Kuwaiti society; (4) a sample of college students is more easily acquired than a sample from the general population.

SUMMARYThe results of the present investigation can be summed up under six points:

 The officials themselves, to a great extent, had to formulate the problems they were to solve.The general train of thought has been that the goals the administration carries into effect are presented in such a way that the administration's task consists of solving problems which are already formulated. This description is not applicable to the administrative organization under investigation. Although very precise definitions could be set up of technically rationalised agriculture, the problems which the administration had to solve were not completely formulated. Rationalization could occur in several ways — there was room for a number of productivity models. The agronomists themselves took part in formulating the problems they were to solve. They could take the dlemands for the administration's decisions for granted, as Smitt did, or try to increase the demand by establishing voluntary associations and other modernizing mechanisms.
 The definition of the problems took place under the influence of the official's "private" aims and social identifications.The appropriate procedures selected for the ratiionalization work altered according to the social values it was based upon, aned the agronomists chose the productivity models which were in accordance with their general social attitudes. In the same way, the conflicts in which the agricultural administration was involved were caused not by disagreement over the technical efficiency of the measures but by the evaluation of the social consequences of the different methods.
 The roles of the employees were not given but the employees themselves to a greater or lesser extent took part in forming them.The description of the administration's positions and roles as given is not applicable to the administrative organization we have examined. The officials' freedom of choice during the structuring of the role varied according to the clientele the agronomists decided to work with.
 The structuring of the roles took place in accordance with the official's "private" aims and social identifications.It was Smitt's "private" aim to build up a bureaucratic organization recruited from officials with a strong professional orientation, and these roles functioned best when the organization served a high status clientele. Conversely, the officials working with lower status clientele developed roles with a strong element of agitation.
 The structuring of the roles took place in close connection with the structuring of the problems.The roles Smitt evolved suited the problems which in his opinion ought to be solved. They appeared to be both the least expensive and most labor‐saving because they were based upon a division of labor between clientele and employees. The clientele provided capital and motivation, the organization knowledge and modern production equipment. Everything points to Smitt being blind to the connections which can arise between rationalization and social discrimination. His considerations concerning efficiency were that most of the work which technical rationalization involved could be transferred to the clientele. If the organization was relieved of the task of motivating the clients, it could achieve more without increasing costs.When in the last half of the 1880's this notion of economy was put into a wider social perspective it was easy to demonstrate that this sort of rationalization in fact involved a tremendous waste of public means. Srnitt's methods were, without doubt, labor‐saving from a narrow organizational point of view, but meaningless when seen in consideration of the need for an urgent modernization, which required great social support among the farmers if the new co‐operative efforts were to survive. The motivating task, which Smitt had rationalized away, became the centre of the organizations' activity.This shows not only how meaningless narrow efficiency considerations can be, but also how purposeless it can be to build up a wealth of knowledge about public administration without at the same time increasing our knowledge of the society in which the administration functions.
 The structuring of the organization's problems and roles took place in accordance with traits of the political system.The agronomists' freedom in structuring their problems and roles varied not only from situation to situation but also over a period of time. Smitt's freedom of action became curtailed during the last half of the 18803, and the reduction was connected with the new types of demands and support and with the administrative system's reactions to these alterations. While "in‐puts" and the system's inner processes at first pulled together, they were later in conflict. The low adaptability evoked external adjustment mechanisms which deprived the administrative system of initiative and responsibility, weakened its technical authority and widened its political obligation. An additional explanation — which, it is true, cannot be tried out without bringing in material of much larger proportions — is the assertion that the changes in the role‐structure were also a link in a general re‐arrangement of the relationship between the Storting, government and administration.An alteration took place in the distribution of initiative, responsibility, obligation and authority in the relations between the director of agriculture and the political authorities. These changes can be described in relation to two ideal types of distribution patterns. We have mapped out one movement in the direction of a bureaucracy which has initiative, responsibility and authority and is strongly Committed to the cause. Conversely, the other movement goes in the direction of an ideal type where the bureaucarcy is deprived of initiative and responsibility, where it is under strong obligation to political authority and its professional authority is weak.These findings can be generalized by connecting them with the bureaucracy model sketched out by Eisenstadt. The core of this model is the tensions between the need for a relatively autonomous bureaucracy and the need for a bureaucracy which is under control of the environment wherein it functions. By giving the bureaucracy an area where it can work relatively independently one ensures that the officials have a strong goal orientation but, at the same time, one risks losing control over the values the bureaucracy implements. By putting the bureaucracy under strict control, one has greater chance of deciding which goals are implemented, but one also risks the bureaucracy becoming impotent and formalistic. (Eisenstadt, 1958, pp. 100–103; Bendix, 1949, p. 12).The tensions between the needs for autonomy and independence have to do with the basic principle of bureaucratic organization:; that the officials do not own the means of administration. Morroe Berger has shown how the needs are built‐in in the bureaucratic organization: the organization is hierarchial, and at the same time every official has been given his own area where he rules with a varying degree of independence. (Berger, 1957, p, 49) We shall maintain that the tensions between these two needs are expressed in continually changing distributions of initiative, responsibility, obligation and professional authority.An autonomous bureaucracy is rich in initiative, it takes the responsibility for its own decisions, it is committed to its cause and the decisions can be easily legitimated by the official's technical competence. A dependent bureaucracy takes less initiative, outwardly others carry the responsibility for its decisions, it is not committed to a cause and the professional legitimacy of its decisions is weak. Because both needs cannot be completely satisfied simultaneously, there will always be tensions between them. The distribution of the components is not very stable and will change over time. Consequently, there is a basic lack of stability in the role relationships between the administration and political authority and the bureaucratic roles are being constantly redefined in one or the other direction in step with more far‐reaching changes in the political system.The increase of Smitt's dependence upon the political authorities occured during a period when the Storting increased its influence. We will call this a political contraction process, characterised by drawing together initiative, responsibility and obligation‐potential in the Storting. A bureaucratic role developed which stressed the official's loyalty, his ability to conform according to the politician's changing aims, his abilities as "the good counsel".These tendencies stand strongly opposed to a development which has occurred in Norway after the Second World War, and which in many ways had for its object the spreading of intiative, responsibility, professional authority and a weaker obligation to the political authorities outwardly and down through the administrative organization. A period where bureaucratic roles of this kind develop and where tendencies are also expressed in the formal organization, we will call a detraction process.These movements which succeed each other in time, have bearing upon the officials' role‐learning. Director Smitt was taught to take the initiative, to accept criticism, to be strictly responsible to his profession and to expect that great consideration would be given to his professional skill. When he was drawn into a contraction process it was difficult for him to follow. The opposite would be the case of the official who had his role‐learning in a contraction period ‐he would not find it so easy to adapt himself to the role expectations met in a detraction process. On account of these upheavals in the official's role the picture of the ideal official in one period will resemble the distorted picture of an official in another period. The enterprising, responsibility conscious and cause‐committed official would be an ideal in a detraction period but a frightening picture in a contraction period.The theory of political contraction‐ and detraction processes has therefore certain consequences for the accumulation of verified knowledge of bureaucratic behaviour, for the building up of a systematic theory of bureaucracy. It does not dismiss the possibility of making general assertions concerning bureaucratic behadour, but it stresses the need for cultural references for specification of time and place. In the words of Lasswell and Kaplan: "Empirical significance requires that the propositions of social science, rather than affirming unqualifiedly universal invariances, state relations between variables assuming different magnitudes in different social contexts. To omit this context is not to universalize the proposition, but rather to hide its particularized reference to the situations characteristic of our own culture." (Lasswell and Kaplan, 1958, p. XXI)This says, among other things, that one cannot generalize about bureaucratic organizations from intra‐bureaucratic data alone. Assertions that the bureaucracy will attract persons who wish to take responsibility or assertions to the opposite, that the bureaucracy will attract persons who wish to escape from responsibility, can both be confirmed and denied, because bureaucratic organization in a contraction process will appeal to people who wish to avoid responsibility while the same administration in a detraction process will attract the responsibility conscious and enterprising. Neither can it be generally said that officials in a bureaucratic organization will strive after independence or "power". The opposite can be the case, all depending upon the pattern of distribution between administration and political authorities. The officials' independence will change with time, in step with social changes.The greater part of common sense‐notions concerning bureaucratic behaviour are contradictory and this is not remarkable, the prebstige of popular wisdom rests entirely upon its probability to provide a proverb to suit every occasion. (Krech and Crutchfield, 1948, p. 41) Meanwhile, the same applies to many social science hypotheses and findings concerning bureaucratic behaviour; their area of validity has not been limited by data concerning the system‐situations in which the administrative organizations have worked. The official's behaviour cannot be explained by studies of internal administrative processes alone. The official's position will be defined by the expectations of the clientele in the widest sense — the public, press, associations and political authorities, i.e. the society with which the official comes into contact. These expectations move with the alterations in society and in the political system.

Nowadays, family businesses, the predominant form of business worldwide, face an increasingly changing environment boosted by megatrends such as globalization, digitalization, artificial intelligence, climate change and sustainability. Along with this, are factors that play at a firm level such as stricter rules concerning transparency and compliance or the increasing importance of Corporate Social Responsibil- ity (CSR). Therefore, new strategies and organizational changes are necessary to allow for greater adaptation to the new context. This special issue provides insights on these questions from a variety of perspectives.
The work of Hernández-Linares and López-Fernán- dez expands the current thinking on this process of adaptation by exploring the combined effects of three strategic orientations (entrepreneurial, learning, and market orientations) on the family firm ́s performance. The authors provide interesting contributions in terms of highlighting the importance of strategic orientations for value creation in enterprise organizations. They also provide empirical evidence that the family char- acter of the firm determines the relationship between strategic orientations and business performance, and offer some results on the effect of market orientation on firm performance in family firms versus non-family firms.
Those differences in strategies are further ana- lysed within the setting of the business dimension in which financial and economic decisions are made. The contribution by Terrón-Ibáñez, Gómez-Miranda and Rodríguez-Ariza, discusses the influence of that di- mension in their performance, comparing family and non-family firms. This interesting analysis of financial performance provides useful results. The study showsthat, unlike non-family firms, there is an inverted U- shaped relationship between the size of family SMEs and the value of certain economic–financial indicators, such as the return on assets, operating margin and employee productivity. This means that although the increase in the dimension of the family organizations is positively related to its performance, there are lim- its from which the value of certain economic–financial indicators can be negatively affected.
The next paper contributes to the discussion of the family business's role in the private health sector. Reyes-Santías, Rivo-López and Villanueva-Villar, set out to identify the historical evolution of the family business in this sector, attempting to determine the variation and its contribution to the private health sector during the 1995-2010 period. The findings of this discussion provide family firms with an almost 60% survival level in this sector. Along with this, the au- thors provide some guidelines for future research con- cerning this higher degree of survival, why family firms are leading the concentration process taking place in the sector, as well as their strategies for super-spe- cialization in the services offered especially by family businesses in healthcare. The effect of family ownership and the character- istics of the board of directors on the implementation level of Enterprise Risk Management is an important topic. The article by Otero-González, Rodríguez-Gil, Durán-Santomil and Tamayo-Herrera certainly adds to the discussion. In particular, their research shows that family businesses are less interested in implementing ERM, except when shareholders have greater control of the company and when professional investors are present in the company. Besides, the importance of a board of directors' characteristics of in terms of risk taking is confirmed by observing that larger boards en- courage risk managers to be hired.
The paper by Lorenzo-Gómez looks at the barriers to change that are specific to the characteristics of family business, considering both the barriers that af- fect the perception of the need to undertake changes and the availability of resources to face those chang- es, and the barriers to implementing these changes within already consolidated organizations, where new routines are created to replace the existing ones. Thefindings suggest that the factors affecting these barri- ers include the generation at the head of the family business; the influence of interest groups, particularly in terms of the duality between the company and the family; and the participation level of professionals from outside the family.
The final contribution by Aragon-Amonarriz and Iturrioz-Landart offers an interesting discussion on how family-responsible ownership practices enhance social responsibility in small and medium family firms. Their results reveal the positive relationships between the elements of family-responsible ownership in terms of succession management, financial resource allocation, professionalism and social responsibility, and ultimate- ly with the socially responsible behaviour of family SMEs.
The challenges surrounding family business owners and the nuances around strategic and organizational decision making are together an area ripe for future research. The editors look forward to seeing future de- velopments on these topics that pay special attention to the influence of family characteristics and dynamics on the strategic and organizational change of family firms, and that draw on both quantitative and quali- tative research methodologies for the wider develop- ment of the field.


Acknowledgements.
The papers published in this
issue were presented at the "II Workshop of Family
Business: Strategic and Organizational Change" at Ourense, Galicia, Spain, June, 13-14, 2019. The conference was organized by GEN group research (http://
infogen.webs.uvigo.es/) and the Chair of Family Business of the University of Vigo, and was sponsored by
the AGEF (Galician Family Business Association), Inditex Group, IEF (Spanish Family Firm Institute), and
with ECOBAS group as collaborator. Thanks for their invaluable support. We are also very thankful of all other participants at the conference.

Katiuska Cabrera Suárez, University of Las Palmas
Elena Rivo-López, co-director of the Chair of Family Business, University of Vigo
Santiago Lago-Peñas, co-director of the Chair of Family Business, University of Vigo

Classification, De-classification, Re-classification.
The strategies of reproduction and in particular the strategies of re-conversion depend on the objective profit-risks offered to investments in a given state of the institutional instruments of reproduction and of the capital they are to reproduce ; it follows that the recent transformations of the relationship between the different classes and the educational System —which have resulted in the massive increase in schooling and all the corresponding changes in the educational System itself, and all the transformations of the social structure which, at least in part, are due to the transformation of the relationships holding between qualifications and job-openings— are the result of an intensification of competition for educational qualifications. Thus, those fractions of the ruling and middle classes which are richest in economc capital have had, in order to ensure their reproduction, to greatly intensify the use they made of the educational System, constraining the fractions whose reproduction was hitherto ensured chiefly by schooling to intensify their investments in schooling. Hence the inflation of qualifications and their devaluation. As a consequence of devaluation, the broadening of the monopoly of the holders of educational qualifications over positions which were until then open to non degree-holders means that the chief victims of this process are those who go onto the job-market without qualifications. Hence a reinforcement of the way in which schooling predetermines professional career opportunities and of the interdependence of qualification and job-opening. The re-conversion of the economic capital into cultural capital permits the middle classes to maintain the position of its heirs and explains the morphological changes within the middle classes and, in particular, the emergeance of a new type of craftsmen and trade with a high cultural investment.
The hysteresis of the habitus tends to conceal the devaluation of qualifications from the classes which are furthest from the educational System. The other classes can, in order to escape loss of position, either produce new professions more adapted to their social claims, or else modify in accordance with these claims, by a redefinition implying a re-evaluation, those professions to which their qualifications give access. This creative redefinition effect can be observed in professions of sparse distribution and low degree of professionalisation, such as the new sectors of cultural and artistic production and all those professions which ensure the best return on the cultural capital transmitted by the family; consultative occupations, and those of presentation and representation. One can only understand the emergeance of that new petty-bourgeoisie which harnesses to its function as intermediary between the classes new instruments of manipulation by reference to the transformations in the methods of ruling which, since they are concerned to ensure the symbolic integration of the ruled classes, grant more importance to the prescribing of needs rather than the instilling of norms.
The increase in school-attendance underlies a whole group of transformations in the educational System itself; the well-defined boundaries of the old system are supplanted by the vague classifications of a system which sanctions vagueness of aspirations. It is as if the new logic of the educational system and the economic system promoted the maximum postponement of the moment when, by a series of imperceptible degrees, the final balance-sheet of the semi-bourgeois abortive careers is settled at last. Hence the type of structural instability we find in the representation of social identity and aspirations.
The outcome of all the opposing effects of re-conversion and re-classification, is a global movement upwards of the structure of the distribution, between classes and segments of classes, of the wealth which is the stake of competitiveness, the maintenance of order, that is to say of relational property, being therefore ensured by the ceaseless changes in substantial properties.

With the increase in the volume of international exchange and the globalization of multinational companies, problems of transfer pricing control in transactions between affiliates and their alignment with the "arm's length" pricing principle are growing. A proper calculation of transfer pricing affects the amount of taxable income and provides a basis for checking whether in this way profit is "extracted" to other tax jurisdictions. The international transfer pricing guidelines have recommended several methods for calculating transfer prices, depending on the circumstances of the case, including several recommended parameters relevant to the calculation. Also, if the Cost Plus Margin method and Transactional Net Margin (TNM) method can be applied in an equally reliable manner, the recommendation is Cost Plus Margin. Many countries have accepted the international guidelines and incorporated them into their national regulations. However, in the absence of a serious analysis of the effects in practice, the possibility of deviations in the calculation of results was also accepted. If these results are ultimately the amount of tax paid or not paid in a country, then it is understandable why these deviations deserve special attention. The main hypothesis in this paper is that when both methods are applicable, the Cost Plus Margin method should not always be favored, as effects that should be prevented may occur. Due to the circumstances of the case, a proper calculation can be very debatable if certain parameters change a minimum. The paper discusses deviations of the transfer price from the "arm's length" principle when both methods are equally acceptable, and with minimum changes to two parameters: the size of the sample of comparable companies and the observation period. All this has been tested on the example of a multinational company from one of the developed countries in Europe, which has a related entity in one of Europe's developing countries. The tested party is a related entity as a developing country taxpayer. In the implication generally there are many problems and dilemmas that need to be overcome in the relationships between the party calculating the transfer prices, the companies themselves, and the tax administrations. It is very significant from which aspect the calculation is managed. If the aspect of the company is favored, then the best option is the one where the company will pay the lowest tax. However, if the tax administration is already authorized to request a change in the calculation, then it will work in the interest of the state, and the most unfavorable option for the corporation may be obtained by changing some of the parameters used. Both would be formally acceptable, but the tax amount would not be the same. Possible scenarios in the test case showed that internationally recognized recommendations regarding method selection have weaknesses because they do not include all the parameters of the methodology, which significantly affects the end result. In a situation where the observation timeframe is flexible and no minimum sample size of comparable companies is defined, there is practically space to manipulate the final result. In order to avoid ambiguity and various forms of manipulation in the transfer pricing calculation, it is necessary to further specify international guidelines for the development of transfer pricing in the domain of time and size of the sample. Additionally, the taxpayer's obligation to apply transfer price calculations should be introduced for all methods that respond to the circumstances of their case, and not just one of them. This generally can be overcome either by changing the guidelines or by defining rules in greater detail at the level of the depends on multiple parameters, both those defined in theory and those that are not national legislation of each state, whilst improving the professional capacity of the tax administration to control transfer pricing. Purpose - The importance of properly calculating transfer pricing is emphasized, which depends on multiple parameters, both those defined in theory and those that are not, but should be. International guidelines recommend several methods for calculating transfer pricing, and which one should be given priority if two of them are equally acceptable? If they are TNM and Cost Plus, the latter takes precedence. The purpose of the paper is to show that in practice this may not be the case, which is the basic hypothesis on which it is based. Research design/method/approach - The paper first considers the existing international methodology for calculating transfer prices and then the issue of calculation in practice in the case of minimal deviation of two significant components of comparability: sample size and time dimension of parameters. All this will be tested on the example of a multinational company from one of the developed European countries, which has a related party in one of the developing countries in Europe. The test party is a related entity of a taxpayer in a developing country. Several calculation scenarios are given for case of the aforementioned changes, which give different tax amounts. If a developing country accepts (by including in national regulations) an international recommendation on the advantage of the Cost Plus method, it will have accepted that in practice it will in some cases charge a smaller tax. Findings - The hypothesis was confirmed that the Cost Plus method should not always take precedence over the TNM method. A more detailed analysis of the different scenarios for the particular circumstances of the case gives wider opportunities to properly determine the basis for taxation but also to prevent the country's tax losses. An argument is also given for defining national regulations in more detail to avoid unwanted occurrences. Practical implication - It is necessary to amend international guidelines and national tax regulations, as well as to increase the professional capacity of the tax administration in this area. This will increase the control of transfer pricing, as well as the "extraction" of profits from the country to other tax jurisdictions Originality/Value - Theory and practice need to be more connected. Practical examples show that some changes need to be made in this area to more effectively prevent tax evasion. There are many objections to the existing concept of transfer pricing in literature, but no similar practical examples and studies are available to confirm deviations in the calculation as outlined in this paper.

Eighteen years ago, I started my out-patients' experience as specialist dermatologist. I worked from the very first day with National Health Insurance System. It was a chance to build a huge experience (more than 120,000 visits since then). Over time, relationships with patients have changed, influenced by many factors. To preserve good relationships we have to reflect and to use different approaches. In 2001, my stamp and my signature were enough for a consultation. The cell phone era was at the beginning. Over the years, the process has become more and more complicated. Today, if the computer, internet, different types of applications, software, other devices (printer, card reader, etc.) are not working, my knowledge becomes absolutely necessary, but not sufficient for a consultation. So, the doctor is now, totally dependent on IT issues. Besides instant information, cell phones induce a lack of intimacy. Everyone could reach you everywhere, every moment. You are almost "forced" to give advice on whatsapp, e-mail, messenger and people expect you to answer on-site, otherwise you are not "reachable". Time is the first pressure that we are feeling. Patients want and expect a consultation as soon as possible even you have appointments for the next few weeks. I try my best not to push later than 10 days, if it is a new ordinary consultation. Sometimes, it is possible for me to see the patient on-site (a child, an emergency, pregnant women, etc.). In the literature, time for appointment could vary from 7 working days in Brazil [1], to median 41 days in Canada (Ontario) [2] or median 45 days in US (Pennsylvania) [3] to a certain dramatic situation waiting list of 57 weeks in a unit in UK [4]. The number of consultations tends to increase. It is not only a perception, but a reality, revealed also by a French study (21% increase from 2000 to 2010) [5]. Time is also a burden for the doctor, because the real time for consultation has dramatically reduced in favor of bureaucratic issues. Official papers seem to be more important than people. It is a constant effort to remain emphatic and to really listen to patient's history. The stories that we are ignoring for lacking time could give us important clues for diagnosis, approach, could enforce the relationship and give trust, could relief the worries. "You are the 5th dermatologist I am seeing"- a young woman told me the other day. I looked at her: she was around 20, some pimples on her jaw (not too many) and some tiny scars on her forehead covered by a lot of makeup. Not quite a good start for a relationship. Her expectations were not fulfilled by visiting the other doctors. Maybe the expectations were not realistic, maybe she was fed up trying different things. "How can I propose something new or miraculous when she tried probably "everything"? - I asked myself. I spent at least half an hour discussing about acne, therapeutic options and adjusting the expectations to our limits. It was more a counseling session than a dermatologic consultation. Today, patients are coming in our office very informed. They "know" the diagnosis and sometimes even the treatment they want or need. After "Dr. Google" you can be a second opinion. Dermatology is underestimated even by other physicians that feel competent enough to prescribe medication inducing iatrogenesis [6]. So, what to expect from patients? It is a good thing to have an informed patient. It will save you a lot of time and energy in expanded explanations. But, there is also a lot of incorrect or 1 Dali Medical, Bucharest, Romania 118 misunderstood information, prejudices from other's experience shared on forums, incorrect auto-diagnosis or even incorrect auto-medication. It is our duty to listen and to correct, as much as we can. Patients have to be taught how to choose important information from the constant "soup of news feed". The flux of information is huge, also for doctors as for patients. Thousands of opinions, articles, and new approaches invade our space daily. A good selection criteria for useful, relevant data is absolutely necessary. A "happy" patient seems to be the one with a certain diagnosis, with clear treatment plan, including explaining side effects and with a contact number in case of recurrence [7]. The access of any information being so instant, patients expect a rapid response of the treatment. The result has to be now and definitive. The pressure of quick response is not very subtle, the doctor feeling it as a burden. It takes time to explain and to understand the progression of chronic illnesses. Sometimes, the expectations are to get well with any treatment, eventually without any changes of their life style, even when doctor explains that some habits could aggravate or maintain the lesions. Taking responsibility for some adjustments is an important part to discuss with patient, as part of therapeutic approach. Paternal, omniscient doctor's image is no longer in actuality and patient is an important part of the relationship. Instead of an "infantile" patient, coming for any transitory rash or any mosquito bite, it is better to "grow" him/her as a self-confident "partner". The new and healthy bond has to transform patient from the passive, sometimes passive-aggressive role, into an assumed, informed, pro-active one. Cooperation is the key of healthy relation. Patient has the right to ask for explanations, to discuss therapeutic options, to refuse treatments. Patients have opinions that have to be respected and sometimes corrected if they are distorted. On the way to get therapeutic alliance and long-term cooperation, the doctor-patient relationship has to be personalized, giving value to it. This kind of relationship will make the difference in the end and even the direction is to involve more high tech and robots. Face-to-face relationship will not be replaced by anything and it will be highly appreciated after the "speed" condition passes. More social skills are often required, doctors not being known as the best communicators. Sometimes, doctors are not aware of patients' perception regarding communication [8]. I have got my social skills working day by day, no special courses were made during faculty, unfortunately. "We need fewer memorizers and more thinkers and communicators in modern medicine" is the most recent conclusion of Canadian Debate Series regarding medical students' selection [9]. Another pressure point is the constant fear of errors. With all the efforts of protocols for reducing the risk of mistakes or misconducts, unfortunately there are lots of gaps and debates. The fear of error and malpraxis leads to excess of medication and investigations, sometimes too expensive and useless. Doctors should not be scared by the abundance of products, instruments, techniques, aggressively promoted. They have to be more flexible, more intuitive and more eager to try, making personal experience and not taking results for granted. Many of these products will not pass the test of time, even they are presented as "miraculous". Sometimes, patients' needs are the trigger for experimenting new methods and push us to progress faster. Not only patients are in a rush, doctors too. The race for EMC points is making the doctor more informed, but we have to be careful not to become too superficial. Even a doctor is getting a diploma after a "3 days course", it doesn't mean that he/she will be an expert in that field, not even competent. It will take a lot of time and energy to really get the expertise, that course being only the very first step on the road. The "diplomas wall", real or virtual is a false goal. In the end, the real skills are more important than a sublime image and it will take time to get them. Sometimes, vanity makes the teamwork harder. This will be unproductive for both doctors and patients. It is not a shame to refer the patient to an expert on a field when you feel that you have reached a limit. People are hardly trying to change our state from patient to client, that new status being debatable. Being a client means to take some responsibilities as in a contract. That is the good part. But, fortunately, remaining a doctor means more than providing services. Practicing medicine is a state of knowledge, art, experience, intuition, with magic touches sometimes. Fortunately, with all the changes during the last years, dermatologists seem to remain satisfied with their specialty. A recent Mexican study shows that 93% of dermatologists (with an average of 16 years of practice) were happy with their professional life, more than 98% choosing it once again [10]. Maintaining certain levels of professional and personal happiness, keeping informed and open-minded, avoiding burn-out, trying to fulfill patients' expectations, doctors are not in a battle, but in strong alliance with patients.

La creación del Instituto Cultural Vasco (ICV) en 1990 marca un punto de inflexión en la política a favor de la cultura vasca en Iparralde, por un lado, porque, a partir de entonces, el territorio dispone de una política específica encargada de fomentar su propia cultura, y, por otro lado, dado que el País Vasco norte se dota de una institución encargada de elaborar, implementar y evaluar esta política pública. Desde su creación, bajo el impulso de las asociaciones culturales y gracias a la voluntad política de las diferentes administraciones públicas del territorio, el ICV trabaja para la conservación, transmisión y difusión de la cultura vasca, promoviendo especialmente las iniciativas a favor de la creación de expresión vasca. Para ello, fija unas orientaciones estratégicas que se han plasmado en una serie de programas y dispositivos.
Esta entidad es reconocida como un polo de recursos de la cultura vasca y juega un papel relevante en el marco de las relaciones transfronterizas, sobre todo gracias a una colaboración privilegiada con el Gobierno Vasco. El Instituto Cultural Vasco, además de promover la acción cultural, trata de acompañar, en el día a día, a las asociaciones culturales involucradas en los ámbitos de las artes escénicas, el sector audiovisual, el patrimonio y las letras. En efecto, su equipo profesional desarrolla unos proyectos en estrecha colaboración con sus asociaciones-miembros, así como con otros socios, tanto públicos como privados. Está básicamente financiado por las administraciones públicas, tanto galas como vascas, y su Consejo de administración está compuesto por entidades públicas y actores culturales del territorio.

LABURPENA: 1990ean, Euskal Kultur Erakundearen sorrerak inflexio-puntu bat suposatu du Iparraldean gauzatu den euskal kulturaren aldeko politikan, batetik, harrezkero, lurralde horrek bere kultura propioa sustatzeaz arduratzen den politika berezi bat baitauka, eta, bestetik, Ipar Euskal Herria politika publiko hori osatzeaz, gauzatzeaz eta ebaluatzeaz arduratzen den erakunde batetaz hornitu baita. Bere sorreraz geroztik, kultur elkarteen bultzadaren ondorioz eta lurraldeko administrazio publiko ezberdinen borondateari esker, EKEk lan egiten du euskal kulturaren babes, transmisio eta hedapenaren alde, arreta berezia jarriz euskarazko sorkuntzaren aldeko ekimenetan. Horretarako, egitarau eta gailu multzo batean egikaritu den norabide estrategikoetaz hornitu da.
Erakunde hori euskal kulturaren baliabide erakargune bat bezala ezagutua da eta rol garrantzitsu bat jokatzen du mugaz gaindiko harremanetan, batez ere Eusko Jaurlaritzarekin daukan harreman estuari esker. Horrez gain, Euskal Kultur Erakundeak, egunerokotasunean, arte eszeniko, ikus-entzun, ondare ala letren arloetan diharduten kultur erakundeak laguntzen ditu. Izan ere, bere lantaldeak egitasmoak garatzen ditu elkarte-kideekin lankidetzan jardunez, baita ere beste bazkide batzuekin, publikoak eta pribatuak izan daitezela. Batez ere frantses eta euskal administrazio publikoek diruztatzen dute, eta bere Administrazio kontseilua erakunde publiko zein lurraldeko kultur eragilez osaturik dago.

The creation of the Basque Cultural Institute (BCI) in 1990 is a turning point in the policy in favour of the Basque culture in Iparralde, on the one hand because since then the territory has a specific policy for the promotion of its own culture and on the other, because the Northern Basque Country is equipped with an institution dedicated to ellaborate, implement and assess this public policy. Since its creation, under the impetus of cultural associations and thanks to the political willingness of the different public administrations of the territory, the BCI works for the preservation, transmission and dissemination of the Basque culture, especially promoting the actions for the creation of the Basque expression. For that purpose, it establishes certain strategic guidances that resulted in a series of programmes and devices.
This entity is acknowledged as a resource centre for the Basque culture and it plays a relevant role within the framework of transborder relationships, notably because of the privileged collaboration with the Basque government. The Basque Culture Institute in addition to promoting the cultural action attempts to accompany on a day-to-day level the cultural associations involved in the fields of scenic arts, audiovisual sector, patrimony and literature. Indeed, its professional team develops some projects with the close collaboration of their member-associations as well as with other partners, both public and private. It is essentialy public-funded, both by French and Basque authorities, and its governing board is composed of public entities and cultural actors from the territory.

SUMMARY: Étienne François explores the way in which the French project of creating "symbolic history" through studies of memory initiated by Pierre Nora's work can be continued in a different national context. For François, it is the question of whether history of memory can be pursued in the German case. François notes that despite Nora's insistence on the exclusivity of the French case, Germans have not less a "neurotic" attitude to their past.

At the same time, François admits that in Germany attitude to the national past memorial projects is profoundly different from the French case. Among such points of difference François notes that if in France national history is usually perceived as a long-term development rooted in the Middle Ages, in Germany looking at the past usually implies focusing on such topics as Nazism or "the second German dictatorship" in GDR. History of memory is problematic in Germany partly because most well known "places of memory" are concentration camps. It is also that in Germany perceptions of national identity are questioned to a greater extent than in France, which is a result of German history divided for the most part of the second half of the 20 th century.

Despite these profound differences, François insists that France and Germany entered the "memorial period" simultaneously about 20 years ago. The Franco-German rapprochement and the development of mass cultural tourism greatly contributed to that process. This "memorial boom" is reflected in three major developments: the growth of and greater attention to memorial events, such as the celebration of "Luther's year" in 1983; the public fascination with historical exhibitions; and the rise in popularity of historical museums. A development parallel to the growth of "memory" in Germany can be noticed in professional historical studies: in Germany, at the roots of the study of memory were Thomas Nipperdey and Reinhart Koselleck, while today the leading scholars in the field are Jan and Alaida Assman. The unification of Germany and the disappearance of the "German question" combined with dramatic improvements in the relationships between Germany and its neighbors created most favorable conditions for German memorial projects.

François touches upon the work of the conferences on "Nation and Emotion" held in Berlin in October 1993 and May 1995. At these events researchers agreed that the paradigm of "places of memory" that allows to create a symbolic history of a nation can be successfully implemented not only in France but elsewhere. The second conclusion of researchers was that it was impossible to replicate the French case in other national traditions. François notes four major principles that emerged out of the French-German cooperation in the studies of memory: the first is the preservation of a critical attitude to one's own work and resistance to temptations to legitimate the existing political situation; second, the specifics of German history required more attention to conflicts, ruptures, and breaks in the past; third, such research should be open and pluralistic with respect to chronology and geography, without limiting one's project to XIX and XX centuries or to the national level; finally, the pan-European context should be always taken into account, for varieties of national memory are often shaped by or in contact with "foreigners".

In the last paragraphs of his contribution François informs the reader about the seminar on cultural memory that he and Hagen Schulze conducted in Berlin, as well as touches upon the structure and methodology of the project of German "places of memory" study. François explains the decision to structure the project around the list of key memorial terms, such as "Reich", "Leistung", "Schuld", etc. François ends his article by pointing out the importance of German cultural memory in European context and in German national history.
Tony Judt explores the emergence of Pierre Nora's project of describing the French places of memory by locating it in the context of transformations that France was undergoing in the post-World War II period. As Judt argues, in 1956 France still reminded one the France of 1856 in terms of the social composition of its population, the structure of its economy defined by late industrialization and the importance of agriculture, and the authoritarian political regime. In the 1960s, fundamental changes in the economy led to the growth of urbanization. Rising prosperity undermined the position of the French Communist party and the departure of Charles de Gaulle combined with Mitterand's reluctance to pursue radically socialist policies left behind most divisive political distinctions between the conservative France and the left France. At the same time, the decline in importance of the French language combined with the revival of interest in regional identities and the loss of the French dominant position in world and European affairs contributed to the French perception that by 1980s their country was simultaneously undergoing several transformations: France was shrinking, breaking apart, and loosing its traditional identity. Pierre Nora's project was initiated during this period of flux and uncertainty. Thus, Nora's project was a response to the sense of loss of traditional France in public consciousness and an attempt to fixate in historical categories elements of public memory.

Judt notes the contradiction of Nora's project: designed as an attempt to fixate, explore, and repudiate various historical myths, the project itself finally turned into the celebration of the past. Judt sees several reasons for this transformation. First, Pierre Nora is an important figure on the French intellectual landscape, and he attracted best specialists to write articles in the collection. Second, there is no more consensus on the canon of the past and people disagree profoundly on what can or should be included in such a project. Taking possession of past events and places brought together accidentally underscores the break of the historical tradition. Third, despite many genius insights in the articles of the collection, it turned into a text that displays emotional attraction of researchers to the object of their study. The fact that the collection curiously omitted any references to the legacy of Napoleon Bonaparte or his nephew Louis Napoleon underscores how the project reflects French ambiguities about France's past. Judt also critically surveys Nora's claims of the specificity and exclusivity of the French historical experiences, which, allegedly, make France into a "nation of memory" like no any other nation.

Judt also analyses particular contributions to the volume, focusing on such topics as Catholicism and other religions in French memory. He notes that in the collection those studies that are dedicated to Protestants and Jews are characterized by more methodological innovation then the more traditional explorations of the role of Catholicism in French history and serve as a reminder to the editor of the collection, which avoided the memory of St. Bartholomew's Night. Judt also explores the ambiguity of perceptions of the countryside always characterized positively and of the province and the provincial always characterized negatively in the French history. Judt explores the role played in French history by memory of wars.

From Judt's point of view, Nora's project is informed by the fact that today (unlike earlier in French history) French public memory shaped by official representation differs from history as told by historians. As Judt argues, public memory without a foundation in narrative history looses coherence and turns into "places of forgetting".

According to Judt, Nora's project of describing "places of memory" was a response to the loss of the sense of eternal identity experienced by the French society at the juncture when two leading historical schools – the Annales and the (neo)Marxist historiography of the French revolution – lost their predominant position. Nora's story is about that meaning that the French ascribe to France and its identity, and those aspects of French history, such as Bonaparte's legacy of national minorities, were either omitted or pushed to the periphery of the narrative. In that sense, Nora's collection represents an example of a modern mythology and cannot be called a historical study properly, despite high quality contributions by professional historians.

Concerning the applicability of the French project to the Soviet context, Judt argues that it has little to offer to an understanding of a multinational state. In France, history is an established and respected discipline and Nora can offer an alternative approach to the past, while in post-Soviet societies the task is to return to scholarly writing of history. Finally, Nora's project is the product of the Parisian intelligentsia, self-assured and well versed in all details of French history. It has not been repeated elsewhere in Europe. It is a jeu d'esprit that can hardly be replicated elsewhere.
Marina Loskutova points out that "memory" is an imported methodology in Russia. At the same time, as most researchers of memory explain, the studies of memory are related to profound changes in Western societies in the post-war period. Correspondingly, the importation of memory studies will depend on similarity of experiences. In particular, the sense of the local landscape permeated by memorials of the past, the omnipresence of places of memory in Russia is not a given fact. Despite agricultural and peasant roots of most post-Soviet citizens, very few people will seek to uncover their village roots, and if they do, not industry of memorabilia exists for them. The study of memory in Western societies is also related to the communications revolution and to the new generation of mass-media, which brings forth the problem of the visual image as a sign of the past. It is the prevalence of visual culture, according to the author, that informs the upsurge in memory studies.

Loskutova then focuses on the contents of the concept of "memory". According to the author, it implies 1) social cadres that allow an autobio graphical memory to take shape; 2) oral memories circulating in society; 3) collective commemorations; 4) information devices, from newspaper to CD, delivering information about the past to an audience larger than professional historians' community; 5) habits of the body. As the author argues, these aspects are hardly related, and their combination within one research framework obscures rather then helps to solve the problem. At the same time, none of them is specifically related to the nation-state (with the exception of commemorations). It is traditional narrative history that provides the basis for national identity, even if we consider the explosive "memory" of ethnic minorities, which is often based on semi-professional historical accounts popularized by mass media.

Loskutova agrees with Judt's argument concerning the importance of a historical narrative taught at school; at the same time, she takes issue with him concerning the presence of such a narrative in Eastern Europe. She notes that in post-Soviet Russia there is little doubt about historians' right to talk about the past authoritatively and there is little criticism of traditional narrative historical modes.

For Loskutova, the experience of importing oral history methods into the Russian context is telling. On the one hand, the community of professional historians is skeptical about the use of oral histories interviews, pointing to the need to verify data using traditional methods anyway. Historians are also reluctant to accept the possibility that contemporary perceptions of the past should be in their sphere of competence. With respect to the Soviet past seen through oral history two drastically different positions are prevalent: "Soviet history is only possible on the basis of oral data for historians have always lied to us" and "People don't remember much and they do they won't tell". Loskutova notes that many memories of the Siege of Leningrad in World War II are told according to one scenario, which implies likely following prescribed expectations of such a memory. At the same time, research into what was told in families demonstrated significant variations in memories, thus undermining the interview method. Finally, Loskutova argues that it is possible to study "imperial memory" as informal knowledge of imperial social and political mechanisms. Nevertheless, such studies of memory cannot be an alternative to a meta-narrative of imperial history.
Igor Narskii points out that historiography knows works on functions of collective memory in imperial and Soviet Russia (Lotman, Wortman, Plaggenborg). Narskii criticizes approaches to memory in the editorial introduction as too narrow. For Narskii, memory is cultural context and includes not only images of the past but also mechanisms of their formation, circulation, manipulation, etc. Imperial memory is heterogeneous as much as the national memory. Narskii also focuses on varieties of imperial memory that support/maintain supranational unit without being totalitarian. The author refers to particular junctures in history when addressing the past becomes an important societal aspect. He also argues that the Russian scholarly community focuses on such issues as memory belatedly, when the problem has already been discussed in the West and triggers idiosyncratic reactions from Western colleagues.

For Narskii, historical memory is the field for research in the framework of new social and cultural history and it can become a key in interpreting the subjective world of people in the past. Narskii reminds that it is not just the concept itself but the hard work of adapting it to the needs of historical scholarship that matters.

По мнению Матта Мацуды , память империи следует скорее рассматривать не как коллективную (Хольбвакс), но как память "собранную" ( collected ), состоящую из отдельных фрагментов, артефактов, частей мозаики, порождающих "невольное", а не преднамеренно сконструированное значение. Мнемонические качества таких фрагментов гарантируются их разделенностью, фактом невозможности единого нарратива. Соответственно, противопоставление памяти и истории неправомерно: скорее, речь должна идти о памяти как об одном из видов истории, в котором главную роль играют не хроники развития, а моменты значения. По мнению Мацуды, проекты, подобные "Местам памяти" Пьера Нора, не являются оппозицией истории, они даже не являются "антинациональными": скорее, это – варианты национальных историй, в которых собраны различные субъекты. Такие истории выглядят странными только по сравнению с телеологическими историческими нарративами. Специфика исследований памяти состоит в том, что они делают процесс дистанцирования от прошлого предметом рефлексии. Если в 1950-60-е и затем в 1980-е гг. речь шла о распаде грандиозных территориальных империй, в начале ХХI века вопрос стоит о хроно-политической деколонизации субьектов, колонизированных телеологическими нарративами социализма или империализма.

Традиционное понимание империи состоит в представлении о территориальной замкнутости, множественности подданных и наличии центра власти. Можно, тем не менее, последовать примеру "мест памяти" и представить себе империю не как закрытую территорию власти, но как множество локальностей, каждая из которых является пространством соревнования меняющихся императивов. Исследования национализма говорят о нациях как практиках, а не как о реальных сущностях. Такой же подход должен быть применен к империи. Соответственно, в той же мере, в какой империи не суть закрытые историографические доминантные миры, память не является оппозицией истории. В терминах памяти можно говорить об империи как о наррации правил; при этом имперское пространство характеризуется неровным распространением этих правил. Подход к империи как ко множеству локальностей, определяемых и доминируемых политической, экономической или культурной властью, позволяет уйти от противопоставления "модерного" концепта памяти и "архаичного" концепта империи. Именно "архаичность" памяти об империи (Британской или Российской) позволяет глобальным империям XXI века (США) не замечать имперского характера собственного доминирования в мире.

Касаясь вопроса об "имперской памяти", Мацуда замечает, что она, скорее, является ширмой, за которой осуществляется непростое сосуществование разных народов, взаимоисключающих претензий на культурное наследие или различных культур. Освобождение от имперских уз часто ведет к реконституированию национального, причем агенты такого реконституирования предпочитают не помнить о том, что нации сыграли свою роль в создании империй. Касаясь вопроса о моделях памяти, воплощенных в обществах типа "Памяти" и "Мемориала", Мацуда отмечает, что и ностальгия как исторический принцип, и моральное банкротство попыток использования нарративов прогрессивных перемен для исправления исторических несправедливостей одинаково опасны.

В заключении Мацуда обращается к известной теме восстановления исторической справедливости, к требованиям платежей и репараций, выдвигаемым на основе памяти. По сути, вопрос стоит так: может ли память требовать репараций у истории? Вопросы исторической вины и компенсации в огромной степени зависят от факта признания, т.е. от допущения памяти. Это само по себе – вызов имперскому наследию, ведь главной задачей империи является забывание (поскольку сама империя расколота и неоднородна). Обращаясь к проблематике памяти, исследователи невольно напоминают нам об этой характеристике империи.

Old postcards and posters were used as illustrations to the roundtable.

В оформлении круглого стола использовались старые почтовые открытки и плакаты.

AbstractProspective educators who completed a course about social work with disabilities were participants in a study that investigated whether attitudes toward individuals with mental retardation (MR) would be enhanced by the information provided in the course. The quasi‐experimental design of the study involved a control group together with a pretest and a posttest, and several demographic and experiential variables. The study used a version of the Mental Retardation Attitude Inventory‐Revised that Kandari and Salih (in press) adapted for the Kuwaiti culture. Results revealed that the course did not influence students' attitudes toward individuals with MR. The authors discussed the findings in relation to determining the changes needed in the course's curriculum and evaluating the information provided for prospective educators in order for them to support the integration of individuals with MR into mainstream society.Throughout history, society's attitude towards individuals with Mental Retardation (MR) has been predominantly negative. Society has created an 'out‐group' of people who may be seen as less than human because they are disadvantaged in terms of some abilities and characteristics such as intelligence, self‐consciousness, and the ability to have human relationship that the majority of its citizens possess. The history of segregation of individuals with MR has reinforced this notion by adopting the term 'handicap' or 'disability,' which signifies the presence of an inherent difference between them and other people. Such segregation can negate the fact that one is a human being; depriving him\her of enjoying the benefits afforded to those without disabilities (Philip, 1992).Smith (1981) provides an example of the danger of society's beliefs about individuals with MR as being less than human. He brings to attention that fetuses with Downs syndrome are usually aborted because, when they are born, they would not meet certain minimum requirements for being human. They would be severely mentally retarded and uneducable, and would thus be a burden on their families and society. The danger of such beliefs is that individuals with MR may begin to internalize these inaccurate assumptions and thus tend to fulfill the society's expectations (Phillip, 1992).Over the last few decades, a strong movement in special education and related human services fields toward 'normalization' has given people with MR more opportunities to participate in various activities with people without disabilities. Changes in the provision of services to persons with disabilities have focused on increased inclusion in educational, employment, and social arenas (Antonak & Livneh, 1988). However, barriers, including the attitudes of educators, employers, co‐workers, and others, still stand between persons with MR and full inclusion (Geskie & Salesk, 1988).In Kuwait, the law of the disabled (13\96) assures the right of persons with disabilities to be included in different settings (e.g., schools, workplace, social activities, and wider community). Although Kuwaiti government has shown growing interest in the integration of individuals with MR, the chances of these individuals to integrate into mainstream society would depend on the attitudes of others (e.g. students, prospective educators, teachers, co‐workers, social workers, professionals) toward them. These attitudes, as found in many Western studies (e.g. Antonak & Harth, 1994; Gordon, Tantillo, Feldman & Perrone, 2004) are for the most part negative, which may contribute to negative outcomes on the part of individuals with MR (Byon, 2000, Special Olympics, 2003). For example, Parent, Hill and Wehman (1989) found that non‐disabled co‐workers focused on the disabled personal characteristics rather than specific job competencies. The impact of these negative attitudes may have significant consequences for both social and vocational lives of persons with MR. Mest (1988) have found that negative attitude leads to self‐isolation of persons with MR. Rusch, Hughes, Johnson and Minch (1991) found that stigma negatively affected social relationships between workers with MR and their peers without MR.As literature has shown, the provision of educational and social opportunities for individuals with disabilities can be legislated, but acceptance from other people cannot be ensured. Experts agree that complete integration and acceptance of individuals with disabilities might happen following long‐term changes in attitudes (Beattie, Anderson & Antonak, 1997). According to Langer's (1989) theory of 'mindfulness', changing people's attitude depends on providing enough information relevant to the problem of interest. People change their understanding of concepts based on their becoming mindful of them. Taba (1966) suggests that concepts' formation involves three stages: (1) Identifying information relevant to a problem, (2) grouping information on the basis of some similarity, and (3) developing categories and labels for the groups (Taba, 1966). With regard to MR, people might change their attitudes if they are encouraged to identify the construct of MR and then group subsequent information with enough details to form groups of categories without simply stereotyping. This is because people usually stereotype others and judge them without enough information and reflection (Langer, 1989).Thus, only continued mindfulness toward individuals with MR can eliminate stereotypical thinking and lead to their acceptance as fellow human beings in various settings. Gordon, Feldman, Tantillo, and Perrone (2004) suggested that greater awareness of disability issues results in improving social attitudes about disabilities and helps in removing attitudinal barriers. Henry, Keys, Balcazar, and Jopp (1996) also found evidence that training in inclusion philosophy increases awareness associated with positive inclusion's attitudes among staff members who work in mental disability settings, when compared to general population.There is some evidence showing that as they gain more information about individuals with MR and their conditions, their attitudes become more positive (Lawrence, Glidden & M‐Jobe, 2006; Sadek & Sadek, 2000). Conaster and Block (2001) found that instructors who taught aquatics classes to students with disabilities felt able to handle their academic coursework and experiences during the academic year. Teachers who felt competent had also more favorable beliefs and positive attitudes toward individuals with disabilities. In a related finding, Irish physical educators showed significant positive attitudes related to their previous experiences in teaching students with mild‐moderate MR (Meegan & Macphail, 2006). Folsom‐Meek and Rizzo (2002) claimed that educational preparation helps to enhance attitudes toward working with individuals with disabilities. Castoria (1986) found that understanding of the intent and concept of mainstreaming, and adequate‐to‐good training emerged as positive factors that influenced elementary and junior high school teachers' attitudes toward youngsters with special‐needs.Based on the above arguments, perceptions and attitudes of prospective educators can be enhanced by the provision of appropriate coursework related to disabilities. Otherwise, prospective educators would continue, like many people, to believe that individuals with MR are not capable of dealing with the everyday facets of life (Hunt, 2004). More seriously, educators may feel uncomfortable dealing with students with MR who happen to enroll in their classes. A study of community attitudes in one state of Australia found that up to 86% of respondents reported feeling 'uncomfortable' when interacting with individuals with disabilities (Enhance Management, 1999). Another study (European Commission, 2001) found that 40% of Europeans reported feeling 'uneasy' in the presence of people with disabilities.The coursework would thus help to increase prospective educators' willingness to work with individuals with MR, interact with them, and support their integration into society (Horne, 1985). Lack of interest and negative attitudes on the part of prospective educators may directly influence their abilities to interact with individuals with MR in a disability‐related job (Schlachter & Duckitt, 2002). Hatton, Emerson, Rivers, Mason, Swarbrick and Mason (2001) claimed that lack of interest in MR by staff members (e.g., social workers, counselors) usually discourages them from dealing with individuals with MR, and may result in their leaving the job. Although researchers (e.g. Hatton, Emerson, Rivers, Mason, Swarbrick and Mason, 2001; Larson and Lakin, 1999) found that low salary and high job stress can lead staff members to leave their jobs, Osborne and Williams (1982) indicated that lack of interest in MR was the major reason of leaving the job among social workers.Providing coursework related to disabilities increases prospective educators' awareness of disability. Gaining this awareness, they can identify and counter inequality of opportunities for individuals with MR, inaccessibility of resources, and other environmental influences that add to their powerlessness. Prospective educators usually play an active role in social change and in changing public opinion. The awareness of the disability would help them to change society's response to persons with MR, as it is affected less by public policy and more by the prevailing societal attitudes. Myers, Ager, Kerr, and Myles (1998) suggested that increasing people's awareness of individuals with disabilities would present them as having worth and value as human beings no matter how they may differ from what society considered the "norm".Prospective educators need to become aware of handicapist language, stereotypes, and prejudices that exist in literature so that they might better promote understanding and appreciation of people with disabilities. A course dealing with disabilities would be helpful for educators to encourage understanding by accurately and respectfully portraying well‐adjusted and productive individuals with MR, due to the fact that most literature presents and reinforces prejudicial and stereotypical images of characters with MR (Catlett, Martin, and Craig, 1993; Marsh, 2003).As part of the graduation requirements, Kuwait University requires prospective educators in the Social Work Department to take courses that focus on provision of educational, social and health services to special needs groups, such as the Social Work With Disabilities (SWWD) course which has two broad goals: (a) To increase prospective educators' knowledge of individuals with disabilities, and (b) to improve prospective educators' skills to deal with individuals with disabilities in the jobsites. These goals are accomplished through a combination of presenting information, guest speakers and direct contact with the instructor.Although the course deals with different types of disabilities (learning disabilities, MR, behavior and emotional disorders, and physical disability), the present study focuses on MR and students' attitudes toward them. In a study of Ahmad (2004) in Kuwait, findings showed that 40% of respondents in 15 workplaces related to mental disabilities reported a shortage of Kuwaiti professionals (social workers, counselors, psychologists) who work with the individuals with MR, and 46.7% of them reported lack of volunteers who are in direct contact with those individuals.Most research on attitudes toward MR in educational settings has focused on assessing attitudes of individuals (e.g., Lyons & Hayes, 1993; Corrigan, Green, Lundin, Kubiak, & Penn, 2001), with little attention given to effective strategies to promote positive attitudes toward individuals with MR. The assessment of attitude of prospective educators and whether it is affected by the SWWD course is important for several reasons. First, as educators, we have the opportunity to evaluate the course with regard to an important learning outcome. This evaluation could lead to a deeper analysis of the students' learning needs, and modification of the course's performance objectives, instructional materials, instructional strategies, and assessment strategies (Miller, 1996).Second, knowing whether the course has an effect on changing students' attitude would thus help professionals and social service providers to know whether educators would have the potential to contribute to or hinder the independence of persons with MR (Antonak & Livneh, 1988). Third, as the service model in Kuwait begins to emphasize the role of persons with MR in designing and requesting services that foster independency, the role of prospective educators in this process is likely to be affected by their attitudes as an intervening variable or variable that might indirectly influences behavior (Miller, 1996). Negative attitudes, as an intervening variable, might not directly cause negative behavior toward individuals with MR, but is likely to affect behavior in an indirect way, and hence affect the opportunity for inclusion in the lives of persons with MR. Attitude can motivate behavior in either a dynamic or directive manner (Miller, 1996).The broad question of the present study was: Would teaching the SWWD course improve prospective educators' attitudes toward individuals with MR? The present study investigated this question by assessing the attitudes of prospective educators (experimental group) toward individuals with MR before and after studying the course. The study also assessed the attitudes of another group of students (control group) who were, at the same time, taking another course. The present study anticipated that the attitudes of prospective educators toward individuals with MR would become positively different, as they gain more information about MR during the course of study. We thus hypothesized that taking the SWWD would improve attitude of a prospective educator toward people with MR.

Purpose
The Sustainable Development Goal (SDG) 13 is at the core of many sustainability initiatives on Mexican higher education institutions (HEIs). Yet, progress to SDG 13 and the entire 2030 Agenda might today appear unlikely to meet. To change this situation, it is necessary to form professionals aware of the impacts of climate change and competent to respond efficiently to its adaptation and mitigation. In this context, the purpose of this study is to reveal the beliefs and concerns about global warming of Mexican students enrolled in engineering bachelor's degrees at higher education institutes that promote sustainability.


Design/methodology/approach
In an exploratory study, engineering university students at six large public universities in Mexico answered questions regarding their beliefs and concerns regarding climate change. The study was carried out by using the Global Warming's Six Americas survey questionnaire. The questionnaire was developed by a research team from the Yale Program on Climate Change Communication at Yale University to identify different audiences within the American public regarding climate change. Participants were recruited via convenience/snowball techniques which provided access to a diverse sample. Those who agreed to partake in the study were directed to an online platform via Google forms. Data were collected from January to April 2021. Coding and data treatment was conducted according to the developers' codebook and SPSS scripts. After running the statistical program scripts to determine the respondents' segment, a univariate descriptive analysis was performed for each item in the questionnaire to describe general properties in each variable. Subsequently, a series of correspondence analyses was conducted to examine the existence of clusters or patterns that could indicate relationships among selected questions.


Findings
The findings of this study revealed that the majority of the Mexican engineering higher education students participating in the survey fell in the segment of alarmed, 47.3%, or the segment of concerned, 46.%. Furthermore, 78.6% of higher education students in the alarmed segment were extremely sure that global warming is happening. In addition, 98% believed that it is caused mostly by human activities. Furthermore, 89% stated that global warming would harm them personally significantly and 96% thought that future generations would be harmed considerably. About 78% believed that people in Mexico and the USA are currently being harmed by global warming. On the other hand, about 45% of students in the concerned group noted they were extremely sure. In addition, 96% of them thought that global warming is being produced mostly by anthropogenic activities. Furthermore, 39% said global warming will harm them personally to a great deal. However, nearly 80% noted that global warming would also hurt future generations. Although those students in the alarmed and concerned group show similar beliefs and concerns about global warming, the magnitude of concern was more significant for those in the alarmed segment.


Research limitations/implications
There are several limitations to the study. First, the online questionnaire did not allow for clarification or follow-up on behalf of the respondents. Therefore, it could be possible that respondents misunderstood some items. However, the research team took the following measures to limit confusion: (1) The questionnaire had been previously used in several studies. None of these studies reported problems related to confusion, so the research team took this fact as evidence of the acceptable reliability of the questionnaire. (2) A face-to-face pilot test was carried out with 30 university students where no problems of comprehension were reported. (3) The target population had adequate prior knowledge of climate change, so the possibility of misunderstandings was likely low. A second limitation relates to the nature of the study. Fighting to mitigate the global climate crisis is a positive social norm. Respondents may have provided answers in line with this social norm and presented themselves as more pro-environmental than they actually are. Second, because of our selection criteria, our data may overestimate the general public's "worldviews" on climate change. Finally, this study was carried on during the COVID-19 pandemic, which could have impacted items' responses. These limitations constitute future opportunities for future research. Specifically, future research might ideally use a large-scale comprehensive study evaluating the broader Mexican public's beliefs and views about climate change. Furthermore, because our data showed that our respondents were very concerned about climate change, but did little in terms of behavioral mitigation, future research should continue to examine and explore differences in various measures of climate friendly behaviors among different segments of the population.


Practical implications
This study's findings have at least twofold implications for university authorities and sustainability practitioners in their pursuit of meeting SDG 13. The first implication is related to academic life. Undoubtedly, having a high percentage of students believing in global warming and mainly that this phenomenon is by anthropogenic activities is a strong indication of their knowledge. But, indirectly, these results validate the sustainability teaching and research efforts in their HEIs, implying the commitment to sustaining and improving the quality of their sustainability-educational initiatives in all institutional areas. The second implication of our findings is related to HEIs' future commitments to address the target of SDG 13 during the present Decade of Actions. Results also lead us to reflect on the role of Mexican HEIs as agents of change, beyond offering good instruction on climate science as an agent of socialization to encourage positive mitigation and adaptation behaviors among the general population.


Social implications
The social implication behind the environmental values of younger people found in this study is that a deeper understanding of these millennials' beliefs and concerns toward global warming will help Mexican policymakers implement policies in this regard and hopefully will be endorsed by a significant proportion of the Mexican population.


Originality/value
The originality of this study is the application of the Global Warming's Six Americas survey questionnaire in higher education settings. Therefore, the knowledge generated determines the quality of the article. As findings in this study revealed, there is apparently little disagreement among the Mexican engineering higher education students about the belief of the existence of global warming and this phenomenon is being caused mainly by human-related activities. Nevertheless, a minority of students still believe that global warming is caused naturally or not occurring. However, it is not possible to claim victory, as these achievements should not be considered, in any way, a guarantee that students will carry out behaviors in their daily lives that impact a reduction in global warming. Nevertheless, the study provides insights to allow university authorities to ensure that the current beliefs and concerns will not fade in the post-pandemic times. Thus, the COVID-19 pandemic should be taken a pivotal era toward the goal of increasing the global average temperature to well below 2°C above pre-industrial levels and pursuing efforts to limit the temperature increase to 1.5°C above pre-industrial levels.

The year 2014 was considered as the twentieth
anniversary year of the family and in a sense acknowledges
the important role of the family in society. Families are
central to communities and one could almost consider the
family-community connection to be a loop. In other words,
when families are functioning well communities fare very
well, which then relates back to families. But how are we to
understand this important role of the family?
Families are defined in different ways. According to
Braithwaite and Baxter [1] "a family is a social group of two
or more persons characterized by ongoing interdependence,
with long term commitments that stem from blood, law and
affection". Chambers [2] believes that families are not a
fixed concept but can rather be described beyond blood lines
into a socially constructed concept. In South Africa, in terms
of family policy, the family is defined "as a public group of
people that is directly related (by blood), related by adoption
or fostering or through marriage" [3].
In describing a family, there are often two very broad
terms used which are functional and dysfunctional families.
These descriptions are often determined by the processes or
functions/practices between and amongst family members.
Family functioning includes the manner in which family
members relate to and with one another including how they
search for goals, activities the family engages in together and
separately, and acceptance of family practices. Furthermore,
when a family is functioning well, family members hardly
develop psychological problems, they perform tasks
together, are able to deal with problems, and have
understandable restrictions [4]. These are well functioning
families, but families also do not function very well and
these families could be considered as unhealthy and
dysfunctional, often described as at-risk [5]. Both terms have
consequences especially for future adults.
In describing a family, there are often two very broad
terms used which are functional and dysfunctional families.
These descriptions are often determined by the processes or
functions/practices between and amongst family members.
Family functioning includes the manner in which family
members relate to and with one another including how they
search for goals, activities the family engages in together and
separately, and acceptance of family practices. Furthermore,
when a family is functioning well, family members hardly
develop psychological problems, they perform tasks
together, are able to deal with problems, and have
understandable restrictions [4]. These are well functioning
families, but families also do not function very well and
these families could be considered as unhealthy and
dysfunctional, often described as at-risk [5]. Both terms have
consequences especially for future adults.the control and responsibility rests with the family. In this
special issue, six articles highlight issues in the family which
have consequences for family members and the community,
either overtly or covertly. The article of Frantz, Sixaba &
Smith focuses on family structure and the effects on health
risk behavior of young people in Africa. This article
highlights the plight of orphans living with caregivers, the
definitive relationship between sexual risk behavior and
family structure and provides the evidence that sexual risk
behaviors loops back to HIV/AIDS in African countries. In
this article gender, race and culture play a role in the
relationship. In the article by Ryan, Roman & Okwany
parental monitoring and communication are explored as
important in the prevention, delay and reduction of substance
abuse and risky sexual activity. These studies suggest that
culture acts as a buffer against adolescent risk behaviors and
that the mental health of parents is also important in the
monitoring and communication with their adolescents. The
Jacobs & Jacobs study focuses on mothers who are
alcoholics and provides family narrations of secrecy, shame
and silence but also highlights coping and recovery for
alcoholics. Londt, Davids & Wilson used Social Learning
Theory as a lens to understand the role of the family in the
chronic denial of imprisoned sex offenders. These
imprisoned sex offenders were raised in single-parent
households with absent fathers, domestic violence substance
abuse, unsatisfactory support and compromised parenting
styles were prevalent. In the Mukasano, Schenck & van der
Merwe article, a qualitative study explores parents'
experiences of their adolescents engaging in mobile texting.
Parents find themselves having to monitor and negotiate
rules and expectations with their adolescents. The study
emphasizes the importance of communication and trust,
respect and preparing for the disengagement process between members. Furthermore, substances are abused, physical,
sexual and emotional abuse are present and children lack
support and care. Within these families, there is the daily
challenge of meeting the needs of family members. This
could be due to the socio-economic circumstances of the
family which in turn deprives family members of necessary
resources and other social support. As a result, this
undermines the ability of family members to perform
expected functions and consequently results in the exposure
to risk. Subsequently, at-risk families need additional
support in order to cope with the myriad of challenges they
face. This support may be in the form of other family
members, community members or from government.
Additionally, this support could also strengthen the family.
Families should be seen as the entry point for service
delivery and the subsequent building and development of
communities [3]. Therefore, family relations, which are good
and strong are important for the wellbeing of the individual,
family and community [7]. In other words, family wellbeing
is a concept that goes beyond economic wealth and includes
physical and emotional health as well as safety and good
quality relationships [7]. Similarly, family well-being and
family functioning assume that families work best and
contribute to society when there is a balance between the
economic and non-economic factors [8] but it is very
complex because family wellbeing is a multi-dimensional
concept with different dimensions. These include providing
financial support, good housing or access to services [9].
How does family well-being then relate to community
development?
The creation, development and growth of communities is
dependent on families. For example, when families are not
doing well, the family members will act out that is outside of
the family. This acting out often occurs within the
community and could be the engaging in antisocial behavior,
substance abuse, violence, etc. These behaviours
subsequently break down communities instead of building
them up. The same could be said for the effects of family
wellbeing. Tsey et al. [10] found that family wellbeing is an
enabler for people to take control and responsibility of their
own situations but more importantly, once they are able to
do this, there is a ripple effect on increasing harmony and
capacity to address issues within the wider community.
Clearly, there is a relationship between family wellbeing
and the overt and covert development of communities but parent and child. The final article of Jooste & Maritz is an
exploration of the perceptions of healthcare professionals
and family members regarding youth's experiences of
trauma. This article found that when youth experience
trauma, there is a ripple effect onto other family members
and the larger community which resulted in the entire system
feeling helpless and depleted of resources to cope.

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.

Authors' introductionAlthough Latinas/os have a long history in the United States and represent a growing percentage of the population, they remain largely invisible or stereotyped in popular images and discourses. Ahistoric, fragmented, and individual‐level perspectives often frame Latina/o migration, education, and activism and thus negatively influence public perceptions and policy. Fortunately, over the past 30 years, scholars in disciplines such as sociology, history, Chicana/o–Latina/o Studies, and Latin American Studies have done much to remedy these gaps and misperceptions. However, for a broad and inclusive approach to understanding the structures influencing Latina/o lives and communities, we believe that more work is needed to connect these scholarly developments which are often separated by academic divisions. Thus, we recommend the following materials that together offer a multidisciplinary and multifaceted framework that highlights the significance of global capitalism and white supremacy on Latina/o immigration, education, and activism. Key to this framework is a movement away from individual‐level arguments and assimilationist perspectives to an emphasis on US imperialism, economic exploitation, and schooling within capitalism. By broadening the frameworks for analysis and linking together the factors shaping Latina/o migration, education, and activism, we emphasize the systems of power and inequality that influence the lives of marginalized communities, without losing sight of the legacy of resistance in Latin America and the United States.Suggested textsTomas Almaguer, Racial Fault Lines: The Historical Origins of White Supremacy (Berkeley, CA: University of California Press, 1994).Using primary and secondary sources, this book traces the distinct racialized experiences of Native Americans, Mexican Americans, African Americans, Asian Americans, and European Americans in late‐19th century California. Almaguer focuses on the material and ideological basis of group placement and delivers one of the few theoretical works on the factors shaping the multiracial hierarchy that characterizes the history of California.Antonia Darder, Reinventing Paulo Freire: A Pedagogy of Love (Boulder, CO: Westview, 2002).This engaging book roots contemporary schooling to global capitalism and racism. In it, Darder draws on the legacy of renowned Brazilian educator Paulo Freire to offer powerful reflections and examples from today's teachers who are practicing liberatory education in the struggle for social and economic justice.Gilbert G. Gonzalez, Chicano Education in the Era of Segregation (Philadelphia, PA: Balch Institute Press, 1990).This foundational book is devoted to the history of Chicana/o education and traces the roots of inequality in education from the early 1900s to Mendez v. Westminster, the landmark desegregation case in 1947. Gonzalez uses historical documents and dissertations to detail the historical relationships between capitalism, sociological theories, and school practices in reproducing a classed, raced, and gendered labor market. He placed particular attention on Americanization Programs, segregated schooling, vocational education, and the political economy. The book ends with an analysis of the role of parents, community, and various organizations in the eventual elimination of de jure segregation for Mexican American students in schools.Juan Gonzalez, Harvest of Empire: A History of Latinos in America (New York, NY: Penguin Books, 2001).Employing a hemispheric approach, journalist Juan Gonzalez analyzes the close connection between US imperial expansion and Latino/a migration. As part of the harvest of empire, Gonzalez examines migration from various countries, including Mexico, Puerto Rico, the Dominican Republic, and Cuba, focusing on the macro‐structural factors that have led to migration.'History and Critical Pedagogies: Transforming Consciousness, Classrooms, and Communities', Radical History Review, 102 (Fall 2008).This special journal issue explores how scholars and activists have used critical pedagogies to challenge unequal power relations in classrooms and communities. A number of articles provide concrete reflections and strategies such as drama‐based pedagogies, service‐learning, and community‐based projects. Interviews with scholars and activists demonstrate how praxis has the power to transform society and popular education employs an asset‐based approach to education.Pierrette Hondagneu‐Sotelo, Doméstica: Central Americans Cleaning and Caring in the Shadow of Affluence (Berkeley, CA: University of California Press, 2001).This qualitative study focuses on the lives and experiences of domestic workers and the people who employ them. After beginning with an important overview of the historical, economic, and political context shaping Central American migration and the service industry, Hondagneu‐Sotelo provides an in‐depth and nuanced analysis of domestic work and employee‐employer relationships. She ends the book with crucial strategies for improving the occupation and examples of labor organizing among Los Angeles‐area domestic workers.Enrique C. Ochoa and Gilda L. Ochoa, eds., Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005).This collection of articles examines diverse Latina/o communities in the greater Los Angeles regions and their formations and activism in the context of global capitalism. The first section examines how migration is connected to macro factors including US foreign policy and capitalist restructuring. The second section explores community and identity (re)formation. The final section examines multiple forms of activism, with articles on the struggle for Chicana/o Studies at UCLA, Justice for Janitors, and labor and community alliances with day laborers.Suggested videos El Norte (1983)This now‐classic feature length film by Gregory Nava traces the harrowing experiences of a young brother and sister as they migrate from Guatemala to the United States. Along with capturing their trying experiences crossing multiple borders, the film also details the struggles they encounter as they try to adjust to the hardships of life in the United States, including their distinct gendered experiences. We recommend combining this film with a discussion of the increased border deaths accompanying the growing criminalization of immigrants and the militarization of the Guatemala–Mexico and the Mexico–United States borders. Fear and Learning at Hoover Elementary (1997)In this documentary, Director Laura Angelica Simon details the contemporary impact of anti‐immigration policies and debates on students and teachers at a Los Angeles elementary school. The documentary was made during the 1990s when California was in the midst of an economic recession and citizens were voting on Proposition 187, an initiative that sought to deny social services to undocumented immigrants. It is a powerful teaching tool that includes students' voices and experiences; however, we suggest combining the video with some historical background on US military, economic, and political involvement in Latin America. Viewers might also be encouraged to deconstruct some of the director's images, interview questions, and racially loaded language. Made in L.A. (Hecho in Los Angeles) (2007)This documentary follows the lives of three inspiring Latina garment workers originally from Mexico and El Salvador and their participation in the 3‐year struggle for labor rights. In the process of organizing through the Garment Worker Center for basic labor protections from the trendy clothing retailer Forever 21, the women become increasingly empowered – resulting in one who separates from her husband and another who becomes an organizer. Woven throughout their narratives are the historical struggle of garment workers, the role of nation‐states in dividing families, and the power of coalition building. Salt of the Earth (1954)This feature‐length move is based on an actual labor struggle of the era. It examines the intersections of class, race/ethnicity, and gender as a primarily Mexicana/o community goes on strike and struggles with historic patriarchy to unify against the large mining company that dominates their lives. The movie deals with the legacy of US conquest of the Southwest and capitalist expansion in the region, while showing how communities have struggled to challenge inequalities. Salt of the Earth was made by artists shunned during the McCarthy era and the movie was not played widely in the United States. Much of the cast were not professional actors but were workers and union activists involved in the strike. Taking Back the Schools (1996)This documentary focuses on the 1968 Chicana/o School Blowouts where over 10,000 East Los Angeles students walked out of their high schools demanding bilingual‐bicultural education, more Mexican American teachers, relevant curriculum, accurate textbooks, and the end of curriculum tracking and prejudiced teachers who steered Mexican Americans into vocational classes. It uses original footage from the walkouts and contemporary interviews with the student organizers. It also highlights the precursors to the walkouts such as a history of Spanish language repression and de jure and de facto segregation in schools. Voces inocentes/Innocent Voices (2005)Set in 1980s El Salvador, the movie follows the life of a young boy during the Civil War. It deals with the impacts of war and US intervention on youth.Suggested websites David Bacon, 'Uprooted and Criminalized: The Impact of Free Market on Migrants,'Backgrounder The Oakland Institute (Autumn 2008) http://www.oaklandinstitute.org/pdfs/backgrounder_uprooted.pdf Renowned journalist and activist David Bacon provides a lively analysis of the link between free trade policies and migration. Drawing on his years of activism and journalism, Bacon underscores the human toll of free trade and migration while laying bare the system that undergirds it. Several powerful photographs complement the report. In Motion Magazine‐Education Rights Section http://www.inmotionmagazine.com/er.html In Motion Magazine is a multicultural progressive on‐line magazine dealing with democracy. Harvard education professor Pedro Noguera co‐edits the Education Rights section to provide 'a forum for activists, educators, parents and students who are searching for alternative ideas to the challenges confronting education today.' Mexican Labor News and Analysis (MLNA) http://www.ueinternational.org/Mexico_info/mlna.php MLNA publishes the latest news on labor and social justice issues in Mexico. It emphasizes labor and working class struggles and does an excellent job of tracking strikes, demonstrations, and demands for social justice. MLNA is published in conjunction with the Authentic Labor Front in Mexico and the United Electrical Workers in the United States. ICED (I Can End Deportation) http://www.icedgame.com This an educational game deals with combating deportation. It focuses on several New York City youth and their struggles. Players must answer a series of questions on immigration and avoid ICE agents. Background lesson material is provided and is aligned with the New York State Standards. Rethinking Schools http://www.rethinkingschools.org/ Rethinking Schools is a monthly publication committed to educational equality and the vision of the public school as foundational in a democratic society. Articles are published by teachers, activists, parents, and students on a wide range of issues affecting schools. In addition to the monthly magazine, it publishes a broad range of progressive educational materials dealing with educating working class students of color.Sample syllabusMost general courses should include materials on Latinas/os especially given the historical presence and the contemporary growth of the population. For example, the following sections, topics, and reading could be incorporated into any of the following courses: Introduction to Sociology, Sociology of (Im)Migration, Sociology of Education, Race and Ethnicity, Social Movements, and Chicanas/os‐Latinas/os in the United States.Section 1: Chicana/o‐Latina/o Identities in the U.S.Topics: Latina/o Heterogeneity; Pan‐ethnicity; Identity Formation; Multiple Identities; Racial FormationReadings:Aurora Levins Morales, 'Child of the Americas,' in Race, Class, and Gender in the United States, ed. Paula Rothenberg (New York, NY: St. Martin's Press 2001), 660–661.Pat Mora, 'Legal Alien' in Making Face, Making Soul, Haciendo Caras: Creative and Critical Perspectives by Feminists of Color, ed. Gloria Anzaldúa (San Francisco, CA: Aunt Lute Foundation, 1990), p. 376.Martha E. Gimenez, 'Latino/Hispanic – Who Needs a Name?' in Latinos and Education: A Critical Reader, eds. Antonia Darder, Rodolofo D. Torres, and Henry Gutiérrez (New York, NY: Routledge, 1997), 225–238.Gilda L. Ochoa, ' "This is Who I Am": Negotiating Racial/Ethnic Constructions' in Becoming Neighbors in a Mexican American Community: Power, Conflict, and Solidarity (Austin, TX: University of Texas Press, 2004), 70–97.Anulkah Thomas, 'Black Face, Latin Looks: Racial‐Ethnic Identity among Afro‐Latinos in the Los Angeles Region' in Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005), 197–221.Bernadete Beserra, 'Negotiating Latinidade in Los Angeles: The Case of Brazilian Immigrants' in Latino Los Angeles: Transformations, Communities, and Activism (Tucson, AZ: University of Arizona Press, 2005), 178–196.Cherrie Moraga, 'La Güera' in Loving in the War Years (Boston, MA: South End Press, 1983), 50–59.Nicholas De Genova and Ana Y. Ramos‐Zayas, Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship (New York, NY: Routledge, 2003).Section 2: Theorizing and (De)Constructing Popular Conceptions of Latinas/os and Latin AmericaTopics: White Supremacy; Manifest Destiny; The Social Construction of Race; Dominant Conceptions of Immigration; Linking Migration, Education, and ActivismReadings:Tomás Almaguer, Racial Fault Lines: The Historical Origins of White Supremacy (Berkeley, CA: University of California Press, 1994).Clara E. Rodríguez, Changing Race: Latinos, the Census, and the History of Ethnicity in the United States (New York, NY: New York University Press, 2000).Leo R. Chavez, Covering Immigration: Popular Images and the Politics of the Nation (Berkeley, CA: University of California Press, 2001).Gilda L. Ochoa and Enrique C. Ochoa, 'Framing Latina/o Immigration, Education, and Activism', Sociology Compass. 1/2 (2007), 701–719.Section 3: US Imperialism and Capitalist Expansion in Latin AmericaReadings:Gilbert G. Gonzalez, Culture of Empire: American Writers, Mexico, Mexican Immigrants (Austin, TX: University of Texas Press, 2003).Laura Briggs, Reproducing Empire: Race, Sex, and Science and U.S. Imperialism in Puerto Rico (Berkeley, CA: UC Press, 2002).Robert G. Williams, Export Agriculture and the Crisis in Central America (Chapel Hill, NC: University of North Carolina Press, 1988).Juan Gonzalez, Harvest of Empire: A History of Latinos in America (New York, NY: Penguin Books, 2001).Greg Grandin, Empire's Workshop: Latin America, The United States, and the Rise of the New Imperialism (New York, NY: Metropolitan Books, 2006).Walter LaFeber, Inevitable Revolutions: The U.S. in Central America (New York, NY: W.W. Norton, 1993).Héctor Tober, Tattooed Soldier (New York, NY: Penguin Books, 2000).Judith Adler Hellman, Mexican Lives (New York, NY: The New Press, 1995).David Bacon, Illegal People: How Globalization Creates Migration and Criminalizes Immigrants (Boston, MA: Beacon Press, 2007).Video: Voces inocentes/Innocent Voices (2005)Section 4: Politics, Economics, and Latin American Migration to the U.S.Topics: The 'Revolving Door Strategy;' Economic Restructuring; Transnational Ties; Gender and Migration; Undocumented MigrationReadings:Saskia Sassen, Globalization and Its Discontents: Essays on the New Mobility of People and Money (New York, NY: New York University Press, 1998).Maria Cristina García, Seeking Refuge: Central American Migration to Mexico, the United States, and Canada (Berkeley, CA: University of California Press, 2006).Jonathan Fox and Gaspar Rivera‐Salgado. Indigenous Mexican Migrants in the United States (San Diego, CA: Center for Comparative Immigration Studies, 2004).Joseph Nevins, Dying to Live: A Story of U.S. Immigration in an Age of Global Apartheid (San Francisco, CA: City Lights Publishers, 2008).Robert Courtney Smith, Mexican New York: Transnational Lives of New Immigrants (Berkeley, CA: University of California Press, 2006).Cecilia Menjívar, Fragmented Ties: Salvadoran Immigrant Networks in America (Berkeley, CA: University of California Press, 2000).Pierrette Hondagneu‐Sotelo, Doméstica: Central Americans Cleaning and Caring in the Shadow of Affluence (Berkeley, CA: University of California Press, 2001).Leon Fink, The Maya of Morgantown: Work and Community in the New South (Chapel Hill, NC: University of North Carolina Press, 2003).Gloria González‐Lopez, Erotic Journeys: Mexican Immigrants and their Sex Lives (Berkeley, CA: University of California Press, 2005).Video: El Norte (1983)Section 5: Latinas/os and Education: Schools as Reproducers of InequalityTopics: Americanization Programs; De Jure and De Facto Segregation; Curriculum Tracking; Education and Globalization; Raced and Gendered Experiences; Undocumented YouthReadings:Gilbert G. Gonzalez, Chicano Education in the Era of Segregation (Philadelphia, PA: Balch Institute Press, 1990).Antonia Darder, Reinventing Paulo Freire: A Pedagogy of Love (Boulder, CO: Westview, 2002).Michael W. Apple, Educating the 'Right' Way: Markets, Standards, God, and Inequality (New York, NY: Routledge Falmer, 2001).Gilda G. Ochoa, Learning from Latino Teachers (San Francisco, CA: Jossey‐Bass Publishers, 2007).Angela Valenzuela, Subtractive Schooling: U.S.‐Mexican Youth and the Politics of Caring (Albany, NY: State University of New York Press, 1999).Nancy Lopez, Hopeful Girls, Troubled Boys: Race and Gender Disparity in Urban Education (New York, NY: Routledge, 2003).Gabriela Madera, Angelo A. Mathay, Armin M. Najafi, et al. Underground Undergrads: UCLA Undocumented Immigrant Students Speak Out (Los Angeles, CA: UCLA Center for Labor Research and Education, 2008).Videos:The Lemon Grove Incident (1986)Mendez v. Westminster (2004)Taking Back the Schools (1996)Fear and Learning at Hoover Elementary (1997)Section 6: Latina/o Resistance and ActivismTopics: Responses to U.S. Imperialism; union and grassroots activism; school integration; cross‐border organizingWillia V. Flores and Rina Benmayor, Latino Cultural Citizenship: Claiming Identity, Space, and Rights (Boston, MA: Beacon, 1997).Mary Pardo, Mexican American Women Activists: Identity and Resistance in Two Los Angeles Communities (Philadelphia, PA: Temple University Press, 1998).Ruth Milkman, L.A. Story: Immigrant Workers and the Future of the Labor Movement (New York, NY: Russell Sage Foundation, 2006).Milagros Peña, Latina Activists Across Borders: Women's Grassroots Organizing in Mexico and Texas (Duke University Press, 2007).Guadalupe San Miguel Jr., Brown, Not White: School Integration and the Chicano Movement in Houston (College Station, TX: Texas A.M. Press, 2001).Kara Zugman, 'Autonomy in a Poetic Voice: Zapatistas and Politics Organizing in Los Angeles', Latino Studies. 3 (2005): 325–46.Videos:Salt of the Earth (1954)Bread and Roses (2000)Made in L.A. (2007)Focus questionsWhat are the dominant images of Latina/o migration, education, and activism? From where do these images emerge? Why do they exist? Who benefits from them? How have they changed over time? What are their impacts? How are these images being challenged?What connections can be made between Latina/o migration, education, and activism? What theoretical frameworks can be used to understand each one individually and the three of them collectively? What are the relationships between Latina/o migration, education, and activism?Discuss the value of adopting a historical, economic, and political framework of Latina/o migration, education, and activism. Assess the value of applying a similar framework to other contemporary topics.Compare and contrast the similarities and differences that exist among Latinas/os in the United States.How does centering the history and experiences of Latinas/os enhance your understanding of race/ethnicity, class, and gender?Looking toward the future, what do you think will be the state of Latina/o migration, education, and activism in the next ten years? What led you to these hypotheses? What do you need to know to address this question? What do you hope will be the state of Latina/o migration, education, and activism in the next 10 years? Why? How does your desire compare with the desires conveyed in the videos or readings? What might account for these shared or different hopes?Note
* Correspondence address: Pomona College. Email: glo04747@pomona.edu

Author's introductionBy reflecting on violence in its many manifestations this course is intended to problematize youth's relationship to violence. Not only will it underscore how and why violence is perpetrated by young people, but, perhaps more important, how young people are affected. Students will reflect on how violence impacts and enters their own lives – sometimes in very inauspicious ways. Much of what counts as entertainment is laden with, and centres on, violence. For example, Grand Theft Auto is a popular video game wherein game players assume the role of a wannabe gangster whose rise though the criminal underworld is predicated upon his thieving and murderous efficiency. Similarly, the movie Never Back Down follows a young male as he attempts to fight his way into the vaunted inner circle of his high school's 'in' group. Marred by and revered for his reputation as a 'tough guy', the protagonist is forced, in a contradiction that only makes coherent sense in the context of the pervasive violent masculinity which buoys the film, to fight his way clear of this foul reputation.Human intersections with violence are undeniably and unexpectedly complicated. We are fascinated and our lives are directly affected by violence regardless of proximity. Significantly, violence – both the Hollywood version and that which is 'real'– affects each and all. Fears of violence, whether they are informed by official statistics, crime‐based dramas, the 6 o'clock news or reality television, contour our existence in very definite ways. Our temporal and spatial movement through urban space, our understandings of law and governance strategies, our relations with 'others'– significant and otherwise – are conditioned by tangential, lived, experienced and witnessed violence. It alters our way of being, where we choose to live, and how we conduct, protect and entertain ourselves. No one is immune. Human experience is contoured irrevocably by violence.At issue is our inconsistent and contradictory relationship to youth violence. Parents applaud young people's violence – especially their sons'– as they 'duke it out' on the football field and in the hockey arena and urge them to 'get' or 'kill' the other team. At the same time, young people are overrepresented as victims of violence – especially our daughters. This course provides an opportunity to explore and analyze how youth [and] violence is braided into the fabric of Western culture.Starting points/learning objectives1What follows are issues students should consider and meditate on throughout the term. I encourage readers to introduce them at the beginning of the semester and return to them several times throughout. They may also be used to frame study questions and as a course summary.

What is violence?
Why is there such growing concern about youth violence?
What role does the media play in our understanding of youth violence?
How are youth gangs perceived?
What is the relationship between youth and violence?
What is the connection between masculinity(ies) and violence?
How does Western culture champion and, at the same time, abhor youth violence?
What are 'solutions' to youth violence?
What role can youth play in this process?

Author recommendationsHannah Arendt, 1970, On Violence. New York, NY: Harcourt Brace.Following her tumultuous experiences of living through the Second World War and student protests of the 1960s, Hannah Arendt penned her reflections on violence. She famously writes that, 'Violence can always destroy power; out of the barrel of a gun grows the most effective command, resulting in the most instant and perfect obedience. What never can grow out of it is power' (53). She maintains that even though power and violence may hold phenomological elements in common, they are in fact opposites: 'where the one rules absolutely, the other is absent. Violence appears where power is in jeopardy, but left to its own course it ends in power's disappearance' (56). Arendt develops this line of argument later in the book and concludes that, 'Every decrease in power is an open invitation to violence – if only because those who hold power and feel it slipping from their hands ... have always found it difficult to resist the temptation to substitute violence for it' (87). For Arendt, worlds (both individual and global) become irrevocably altered through incidences of violence. She writes, 'the practice of violence, like all action, changes the world, but the most probable change is to a more violent world' (80). Arendt's reflections occasion an opportunity to reflect not only on interpersonal violence, but perhaps more important, state violence.Fearnley, Fran (ed.). 2004. I wrote on all Four Walls: Teens Speak Out on Violence. Toronto, Canada: Annick.How do youth experience violence? This collection contains the captivating stories of nine affected youth whose voices narrate experiences of being victims and instigators of violence. Their stories evidence the complexities of violence. They demonstrate how a great deal of slippage exists between the categories of victim and offender. Instead of being clear cut, the spellbinding tales evidence how the line separating the violent and the victim is often blurred. Most striking about this collection is the demand that adults listen to youth's voices. Tragically, youth are too often the objects of social regulation and academic discourse without being its authors. This collection forces the reader to consider what role, if any, youth voices may play in the amelioration of violence.Loeber, Rolf and David P. Farrington (eds.). 1998. Serious and Violent Juvenile Offenders: Risk Factors and Successful Interventions. Thousand Oaks, CA: Sage.Co‐edited by Rolf Loeber and David Farrington, this impressive collection offers innovative and insightful essays centring on the aetiology and trajectory of violent youth. This report of the Office of Juvenile Justice and Delinquency Prevention's focus group on serious and violent offenders asks the reader to reflect on well‐worn assumptions. Instead of attending to single and static causal explanations of youth violence, the authors identify significant risk and resiliency factors. Collectively, the 17 chapters argue for more proactive responses to youth violence that attend to the complexity of juvenile development. The authors maintain that effective reforms and interventions can be implemented only when predictable assemblages of risk and protective factors are isolated. This volume of essays is impressive for the surfeit of data on risk and resiliency.Messerschmidt, James. 2000. Nine Lives: Adolescent Masculinities, The Body and Violence. Boulder, CO: Westview Press.No list of recommended readings on violence would be complete without at least one of James Messerschmidt's splendid books. In addition to Nine Lives, his Masculinities and Crime and Flesh and Blood are equally impressive. Tying these works together is the author's insistence that masculinities are at the centre of any coherent understanding of violence. Equally important to Messershmidt's work in Nine Lives is his use of the 'life history method'; which involves 'appreciating how adolescent male violent offenders construct and make sense of their particular world, and to comprehend the ways in which they interpret their own lives and the world around them' (5). For Messerschmidt, the world of boys is saturated with violent images that provide a rather limited cultural script through which to define manhood and manliness. Instead of prizing sensitivity and empathy, this hegemonic masculinity rewards (among other destructive qualities) toughness. The significance of this book lies in how Messerschmidt underscores the gendered meaning of violence in the world of nine boys.Sheridan, Sam. 2007. A Fighter's Heart: One Man's Journey Through the World of Fighting. New York, NY: Grove.A scarred man dripping in blood emblazons the cover of Sam Sheridan's book. Taken after one of his professional fights, the image captures the gaze while it repulses the mind. Sheridan's work takes the reader through the preparation and training of the violent body. The interested are catapulted into the world of fighting for sport and the intense and somewhat bizarre physical and, perhaps more important, psychological preparations fighters undertake to do violence to an other. In this book, Sheridan takes the reader on a journey through the life of a professional fighter and along the way provides insight into the corporeality of violence. Sheridan writes, 'Fighting is not just a manhood test; that is the surface. The depths are about knowledge and self knowledge, a method of examining one's own life and motives. For most people who take it seriously, fighting is much more about the self than the other' (337). While the other books I have recommended seek to stand at a distance from violence and describe the physical, psychological and spiritual construction of the violent body from a safe vantage, Sheridan's book dives head first into the masculine phenomenon.Zimring, Franklin. 1998. American Youth Violence. New York, NY: Oxford University Press.With fantastic media claims of a looming youth violence crisis and equally unreasonable governmental policy responses as the backdrop, Franklin Zimring's book offers a sober(ing) reflection. While the author finds media representations of juvenile violence particularly troubling, he considers the aggressive governmental response exceedingly incongruent with the scope of the problem. Wild media depictions of marauding youth criminals and equally pugnacious governmental responses has contributed to an ethos of intolerance manifest in an increasingly punitive juvenile court. After a systematic and careful analysis of juvenile court data and existing state policy, Zimring concludes that youth violence is a problem that requires a more level‐headed approach than is evidenced in escalating incarceration rates and reactionist policy.Zizek, Slavoj. 2008. Violence. New York, NY: Picador.Like Arendt, Slavoj Zizek implores the reader to think more critically and widely about the meanings of violence. Enjoining his characteristic psychoanalytic cunning bolstered by Marxist sagicity, Zizek maintains that violence embodies three overlapping and bouying configurations: subjective, objective and systemic. Through the lens of popular and not‐so‐popular movies and jokes, he suggests that our myopic preoccupation with subjective violence (interpersonal) obscures more insidious forms of systemic violence (committed by capital as intrinsic to the cost of doing business). Engrossment in subjective violence not only allows the systemic forms to go on (relatively) undetected, but to fester. Zizek's book demands that the reader assume a more panoramic stance when posing questions about violence.Course assignmentAdvertising campaign to end violenceIn groups or individually, students act as the creative marketing team for the mayor who is intent on curbing violent youth crime.Instructions

Select a category of violent youth crime for which you would like to create an advertising campaign (e.g. gang violence; dating violence; assault; sexual assault/rape & etc).
For your selected issue, create an advertisement in any media (i.e. poster; newspaper/magazine spot; radio ad (60 sec.); television spot (90 sec.); Public Service Advertisement (PSA, 20 min.); Youtube message (2 min.); newspaper insert; billboard & etc.). You must describe the location/place where the campaign will be found (i.e. which newspaper? During what television show(s)?, etc.).
In addition to your advertisement, you are required to submit a 7 to 10‐page paper that provides the theoretical and intellectual background to your advertising campaign (drawing on at least seven sources). The paper will outline the nature of the selected violent crime problem and explain how the campaign will manage or curb its incidence. Elements of your paper will include: clear introduction and conclusion; clear identification of the major factors involved in the issue; familiarity with the relevant literature; clear organization of the material and arguments; and critical analysis (i.e. What are the limitations of your approach).
You will be given 10 minutes during a town‐hall meeting held during the last week of classes to pitch your campaign to the mayor and alderpersons (aka the class). You must explain why your approach will prove effective and ultimately receive the mayor's endorsement.
Effective Advertising campaigns will be attractive, memorable, clear and creative. A useful example can be found at: http://www.gov.ab.ca/acn/200706/216833FE9BEF6‐0ECF‐81D6‐01A4883EC4C04B71.html
Supporting media: http://www.aglc.gov.ab.ca/pdf/social_responsibility/cage_poster_one_stepped_toe.pdf http://www.aglc.gov.ab.ca/pdf/social_responsibility/cage_poster_five_asked_dance.pdf
You must submit and justify the budget for your campaign. The price tag must be in‐line with potential return.

Recommended films and videosA number of outstanding videos on the topic of youth violence now exist, and I use a number of these throughout the course. In addition to films, I use a variety of additional media forms (i.e. websites, newspaper articles and television news) and guest speakers (i.e. Former gang members, juvenile justice professionals, street kids) that encourage critical thinking. Three films that I find particular useful are: Tough Guise–http://www.mediaed.org/videos/MediaGenderAndDiversity/ToughGuiseTeaching guide: http://mediaed.org/videos/MediaGenderAndDiversity/ToughGuise/studyguide/html Gang Aftermath–http://www.nfb.ca/collection/films/fiche/?id=54450 A Clockwork Orange–http://www.imdb.com/title/tt0066921/Useful websitesFight Violence.net –http://www.fightviolence.net/Ihuman –http://www.ihuman.org/Jackson Katz – 10 Things Men Can do to Prevent Gender Violence –http://www.jacksonkatz.com/wmcd.htmlPromoting Relationships and Eliminating Violence (PREVnet) –http://prevnet.ca/Public Health Agency of Canada – Dating Violence –http://www.phac‐aspc.gc.ca/ncfv‐cnivf/familyviolence/html/femdatfreq_e.htmlThe Youth Restorative Action Project –http://yrap.org/Youth Violence: A Report of the Surgeon General –http://www.surgeongeneral.gov/library/youthviolence/Sample course outlineSection 1 –Introduction to the courseThe first class(es) are intended to provide students with an overview of the course. The starting points/learning objectives outlined above provide a useful entry.Section 2 –What is violence?Providing conceptual clarification of the main concept under consideration is essential before proceeding too far into course content. This section reflects on how violence is defined (and left undefined) in philosophy, law, and criminology. Students will be asked to meditate on the limitations of each approach and to query whether violence can ever be justified and, if so, how.Section 3 –How much violence?Citizens are concerned about violent crime and are impressed by what crime statistics reveal. However, official statistics reveal only those cases which come to police attention or, more specifically, where police arrest a suspect for committing what the criminal code determines to be a violent offence. Understandably, not all violent crime is reported to police. Criminologists refer to the remainder as the dark figure of crime. It follows that crime scholars and statisticians can never be certain they have captured all the crime – violent or otherwise – that is committed in a particular society. When official statistics and media reports are the sole means employed to construct the public face of violence, victimization remains obscured. 'Not on the public's radar in the ethos of school shootings and high profile stabbings is that youth are the most likely victims of violence. Indeed, when the focus of the public's ire is set against a (perceived) rise in violent crime';2 victimization (i.e. bullying, dating violence, and, but not limited to, sexual assault) becomes an almost irrelevant aside to statistics. This section of the course provides an opportunity to shift the locus of debate from sensational media accounts to the complexities involved in youth violence.Section 4 –Understanding Violence and the Violent Offender?For what reasons do youth act violently? Since expert opinion varies widely, the answer you receive to this question will depend greatly on to whom it is posed. With particular attention paid to gender (especially masculinity), this section surveys various explanations of violent youth behaviour.Section 5 –Violent VictimizationYouth are typically overrepresented as victims of violent crime. This section of the course considers why this seems to be the case. It also surveys different forms of violent victimization including: racial violence, bullying, dating violence and sexual assault. Students will be asked to consider the most likely perpetrators of these crimes.Section 6 –The Culture of ViolenceViolence pervades Western culture. Nowhere is this more obvious than in the mass media. Movies, video games, sports, music videos and television programmes all contain heavy doses of violence. This section of the course confronts the violent images many take for granted. An attempt is made to juxtapose simulated violence with 'real‐life' violence and ponder what renders the former (more) acceptable while the latter is (almost) universally condemned. Through an examination of violence in media (movies, video games, etc.) and sport (hockey, football and mixed martial arts) students consider what our relative acceptance of these forms of violence reveals about Western society.Section 7 –Regulating and Managing ViolenceFear of violence has prompted individuals to respond in very direct ways to the prospect of victimization (i.e. buying pepper spray, purchasing burglar alarms, avoiding a particular area of town after dark). They have also demanded that their governments impose the most austere punishments on violent offenders and enact increasingly intrusive legislation. Bootcamps, chain gangs, the strap and, of course, incarceration have been advanced in the fight against violence. Canada's ruling Conservative party has recently pressured the Senate to speed up their deliberations over their proposed Tackling Violent Crime Act; which boasts a number of measures intended to satiate demand from a fearful public.Questions to consider in this section of the course include: Why has state intervention proven relatively ineffective? What innovative programs exist 'outside' of the state? To what extent does the amelioration of violence depend on the creation and widespread acceptance of a more tolerant and less aggressive masculine ethic? What role can youth play in preventing violence?Section 8 –ConclusionThe final section provides an opportunity to reflect on course themes by returning to the learning objectives and starting points outlined above. It is also an opportunity to move forward. If all agree that youth violence is indeed a problem, we must ask what we (each and all) are willing to do toward its amelioration. In the meantime we need to ask difficult and uncomfortable questions while assembling creative means of positively improving the situation many young people face. This means going beyond interventions that replicate the status quo to considering what a more just and humane world would look like.Notes
* Correspondence address: Department of Sociology, University of Alberta, 5‐21 H.M. Tory Building, Edmonton, AB T6G 2H4, Canada. Email: bryan.hogeveen@ualberta.ca.

1 Starting Points are adapted from Minaker and Hogeveen, Youth, Crime and Society: Issues of Power and Justice.

2 Hogeveen, Bryan. 2007. 'Youth (and) Violence.' Sociology Compass. ½: 463–484. ReferencesHogeveen, Bryan 2007. 'Youth (and) Violence.' Sociology Compass ½: 463–84.Minaker, Joanne C. and Bryan Hogeveen 2008. Youth, Crime and Society: Issues of Power and Justice. Toronto, Canada: Pearson.