A solid financial armor could not protect Thailand against the impact of the global financial crisis on its real economy. Despite a sound banking system and low external vulnerabilities, the Thai economy contracted 5.7 percent between October 2008 and March 2009, as the magnitude and speed of the contraction in foreign demand, and resulting shock to the real economy, has been greater than anticipated. There continues to be little impact of the global financial crisis on Thailand's banks: liquidity remained adequate as financial institutions did not face solvency concerns given their adequate capitalization and lack of exposure to 'toxic' assets or risky derivative contracts. The combination of a sound financial sector, low external roll-over and balance-of-payment financing requirements, and, more recently, large current account surpluses, has led to capital inflows, build-up in reserves and an appreciation of the Baht relative to other currencies in the region. However, the impact of the global crisis on the real sector was far more severe than expected. Export volumes contracted by 8.9 percent in the fourth quarter of 2008, compared to the World Bank's forecast in December of a 3.0 percent expansion. Exports contracted a further 16 percent in the first quarter of 2009. The aggravation of Thailand's political crisis, which had been dampening investor and consumer confidence since 2006, compounded the shock to the real economy. As a result, real gross domestic product (GDP) contracted in the fourth quarter of 2008 and first quarter of 2009 after 38 quarters of growth, and is expected to contract for 2009 as a whole, the first annual contraction since the Asian financial crisis of 1997-1998.
This paper provides an extensive case study of the Turkish automotive and the consumer electronics industries. Despite a macroeconomic environment that inhibits investment and growth, both industries have achieved remarkable output and productivity growth since the early 1990s. Although there are similarities between the performances of the two industries, there are significant differences between their structures, links with domestic suppliers, technological orientation, and modes of integration with the global economy. The automobile industry is dominated by multinational companies, has a strong domestic supplier base, and has seized the opportunities opened up by the Customs Union by investing in new product and process technology and learning. The consumer electronics industry is dominated by a few, large, domestic firms, and has become competitive in the European market thanks to its geographical proximity, productive domestic labor, and focus on a protected and technologically mature segment of the market, which also helps explain the recent decline in industry's fortunes. These industries could have performed even better had more responsive macroeconomic policies been adopted. It is certain that governments could be more responsive only if far-reaching political/institutional reforms are undertaken by changing the constitution and current political party and election laws in order to establish public control over the political elites.
The Cambodia environment monitor 2008 is one of a series of environmental reports prepared for East Asian countries under an initiative sponsored by the World Bank. The objective of this series is to present a snapshot of environmental trends across a range of issues. The purpose of the monitor is to engage and inform interested stakeholders about key environmental changes in an easy to understand format accessible to a wide audience. This report identifies seven strategic priorities for the Royal government of Cambodia and its conservation partners. 1)articulate a clear and shared vision and re-commitment to conservation goals and objectives; 2)formalize a meaningful enabling legal and regulatory framework for management and protection of conservation areas; 3)formulate clear strategies for recognizing and improving community benefit sharing in conservation areas; 4) strengthen mechanisms for institutional coordination across the ministries; 5) adopt new approaches and paradigms for conservation areas management; 6) with donors, develop and secure sustainable sources of funding for conservation; and 7) reinforce the human resource capacity to implement and manage conservation areas.
Mounting evidence suggests that excessive job protection reduces employment and labor market flows, hinders technological innovations, pushes workers into the informal sector, and hurts vulnerable groups by depriving them of job opportunities. Flexible labor markets stimulate job creation, investment, and growth, but they create job insecurity and displace some workers. How can the costs of such insecurity and displacements be minimized while ensuring that the labor market remains flexible? Each of the main unemployment income support systems (unemployment insurance, unemployment assistance, unemployment insurance savings accounts, severance pay, and public works) has strengths and weaknesses. Country-specific conditions, chief among them labor market and other institutions, the capacity to administer each type of system, and the size of the informal sector, determine which system is best suited to developing and transition countries.
In this dissertation, we are mainly interested in the interactions between poverty and one of its greatest dimensions1, namely health. More specifically, we will focus on their inequalities: does poverty inequality have more effect on poverty than health level? Does health inequality matter to poverty? Poverty and health are two related concepts that both express human deprivation. Health is said to be one of the most important dimensions of poverty and vice-versa. That is, poverty implies poor health because of a low investment in health, a bad environment and sanitation and other living conditions due to poverty, a poor nutrition (thus a greater risk of illness), a limited access to, and use of, health care, a lower health education and investment in health, etc2. Conversely, poor health leads inevitably to poverty due to high opportunity costs occasioned by ill-health such as unemployment or limited employability (thus a loss of income and revenues), a lower productivity (due to loss of strength, skills and ability), a loss of motivation and energy (which lengthen the duration of job search), high health care expenditures (or catastrophic expenditures), etc3. But what are the degree of correlation and the direction of the causality between these two phenomena? Which causes which? This is a classic problem of simultaneity that has become a great challenge for economists. Worst, each of these phenomena (health and poverty) has many dimensions4. How to reconcile two multidimensional and simultaneous events? 1 Aside the income-related material deprivation. 2 Tenants of the ?Absolute Income? hypothesis for instance show that absolute income level of individual has positive impact on their health status (Preston, 1975; Deaton, 2003). Conversely, lack of income (and the poverty state it implies) leads unambiguously to poor health. For other authors, it is not the absolute level per se, but the relative level (i.e. comparably to others in the society) that impacts most health outcomes. This is the ?Relative Income? hypothesis (see van Doorslaer and Wagstaff, 2000, for a summary). 3 See Sen (1999) and more recently Marmot (2001) for more information. 4 Poverty could be seen as monetary poverty, human poverty, social poverty, etc. Identically, one talks of mental health, physical health, ?positive? and ?negative? health, etc. So a one-on-one causality could not possibly exits between the two, or will be hard to establish. We?ve chosen the first way of causality: that is, poverty (and inequality) causes poor health. As justification, we consider a life-cycle theory approach (Becker, 1962). An individual is born with a given stock of health. This stock is supposed to be adequate enough. During his life, this stock is submitted to depreciation due to health shocks and aging (Becker?s theory, 1962). We could think that the poorer you are, the more difficult is your capacity to invest in your health5. Empirically, many surveys (too numerous to be enumerated here) show that poor people6 do have worse health status (that is, high mortality and morbidity rates, poor access to health services, etc.). It has been established that poor children are less healthy worldwide, independently of the region or country considered. It is generally agreed that the best way to improve the health of the poor is through pro-poor growth policies and redistribution. Empirically, one of the major achievements of these last two decades in developing countries is the improvement in health status of populations (notably the drop in mortality rates and higher life expectations) following periods of (sustained) economic growth. However, is this relation always true? In some countries as we will see later in this thesis, while observing an improvement in the population?s welfare, the converse is observed in its health status, or vice versa. If health and poverty are so closely related, they should theoretically move in the same direction. But the fact that in some countries we observe opposite trends suggests that some dimensions of health and poverty are not or may not be indeed so closely related, as postulated, and that they may depend of other factors. 1. The Purpose of the Study. 5 Another justification is that many authors have studied the problem the other way. Schultz and Tansel (1992, 1997) for instance showed that ill-health causes a loss of revenues in rural Cote d?Ivoire. Audibert, Mathonnat et al. (2003) also showed that malaria caused a loss of earnings of rural cotton producers in Cote d?Ivoire. 6 Usually defined from some income or expenditure-related metric or some assets-based metric. The ultimate goal of our dissertation in its essence is to measure inequality in health7 in developing countries using mainly Demographic and Health Surveys (DHS, henceforth)8. It deals with interactions between poverty and one of its greatest dimensions, putting aside the income-related material deprivation, namely health. It therefore measures inequality in health status and access to health and discusses which policies should be implemented to correct these inequalities. That is, it aims to see how much rich people are better off and benefit from health interventions, as compared to the poor, and how to reduce such an inequality. The present dissertation contains four papers that are related to these questions. Our main hypothesis (that will be tested) is that poverty impacts health through inequality effects9. Graphically, we can lay these simple relationships as: The dashed line in the figure above suggests that income inequality could impact health directly. But we consider that this direct effect is rather small or negligible, as compared to the indirect effect through inequality in health. Therefore, inequality in health is central to our discussion. To measure inequalities in health, we face three challenges: 7 And corollary health sanitation (access to safe water, toilet and electricity). Though electricity is more a measure of economic development that health measure per se, we add it here as a control for sanitation and nutrition: for example women could read more carefully the drugs? notices, or warm more quickly foods; more generally, electricity often improves the mental and material wellbeing of households. It also conditions health facility?s performance. 8 And potentially other surveys. In this case, we mention explicitly the survey(s). 9 The other important factor that could impact health is the performance of the health system. This is discussed in the Chapter 3. Health Assets Inequality Health Inequality Poverty (Assets Index) - measuring welfare (income metric) and subsequently inequality in welfare, - measuring health, - and measuring inequality in health. The measurements can be conducted using two approaches (Sahn, 2003): - Directly by ranking the households or individuals vis-à-vis their performance in the health indicator; we thus have a direct measure of inequality in health. This is suitable when the health indicator is continuous (such as weight, height or body mass index). According to Prof. David E. Sahn, that approach ?which has been referred to as the univariate approach to measuring pure health inequality, involves making comparisons of cardinal or scalar indicators of health inequality and distributions of health, regardless of whether health is correlated with welfare measured along other dimensions?. - Indirectly by finding a scaling measure such as consumption or income or another indicator (assets index for instance)10 that would help ranking the households or individuals (from the poorest to the richest), and see what are their performance in the health variable of interest. We are therefore measuring an indirect health inequality. The indirect method is mostly suitable when the health indicator is dichotomous (for example whether the individual has got diarrhoea last 2 weeks, or ?have the child been vaccinated?, or ?place of delivery?) or is a rate (such as child mortality). Again, quoting Prof. Sahn, ?making comparisons of health across populations with different social and economic characteristics is often referred to in the literature as following the so-called `gradient? or `socioeconomic? approach to health inequality. Much of the motivation for this work on the gradient approach to health inequality arises out of fundamental concerns over social and economic justice. The roots of the gradient will often arise from various types of discrimination, prejudice, and other legal, social, and economic norms that may contribute to stratification and fragmentation, and subsequently inequality in access to material resources and various correlated welfare outcomes?. While the first method would appear quickly limited for dummy or limited categorical health variables because of the small variability in the population, the second approach could also be 10 Or more generally any other socioeconomic gradient such as education, gender or location. impossible when no information is available to scale the units of observation in terms of welfare. We?ll be mostly focusing on the second approach, as did many health economists, and also due to the nature of the DHS datasets in hand and the indicators that we are investigating. 2. Strategy, Methods and Structure. Measuring wealth-related inequality in health implies in the first stage defining and characterizing the poor. Who are indeed the poor? Traditionally, monetary measures (income or consumption) have been used to distinguish households or people into ?rich? and ?poor? classes. Indeed, it is agreed that the ?incomemetric? approach is one of the best ways to measure welfare11. However, it sometimes, if not often, happens that we lack this essential information in household survey datasets. Especially in our case, the DHS datasets do not have income nor consumption information. Then, how to characterize the poor in this situation? For a long time, economists have eluded the question. But soon, it became evident that an alternative measure is needed to strengthen the ?poverty debate?. In the first part of our dissertation, we start by providing a theoretical framework to find a proxy for wellbeing, in the case where consumption or income-related data are missing, namely by discussing the use of assets as such a proxy. The first part of this thesis is relatively long, as compared to the second. However, this is justified, due to its purpose. The goal of the first part of the dissertation is to participate to the research agenda on poverty. It attempts to measure it in a ?non traditional?12 way. 11 There is a consensus in the economic literature that income is more suitable to measure wealth or welfare in developed countries while consumption is more adequate for developing ones due to various reasons such as irregularity of incomes for informal sector, seasonality, prices, recall periods, trustworthy, etc. (see Deaton 1998 for detail). 12 i.e. a non monetary way. The main rationale for this first part therefore is thus to find a new, non monetary measure to characterize in best, life conditions, welfare and then the poor. This measure is referred to as the ?assets index?. Indeed, as the majority of developing countries are engaged more and more in fighting poverty, inequality and deprivation, more and more information on the state of poverty13 is needed. If in almost all these countries, many household surveys have been implemented to collect information on socioeconomic indicators, the major indicator that is needed to analyze poverty (namely income or consumption data) is unfortunately not often collected due to various reasons (time, cost, periodicity, etc.). Even, if they were collected, the quality of the data is often poor. Therefore, economists tend to rely more on other indicators to compensate for the absence of monetary measures. One of the indicators often used are the assets owned by households. The question arose then how to use these assets to characterize the poor in this context? How to weight each of them? In a first attempt, many economists built a simple linear index by assigning arbitrary weights to the assets14. In a seminal paper, Filmer and Pritchett (2001) propose to construct the so-called ?assets index? which could be used as a proxy for consumption or income. It is commonly agreed that their methodology follows a ?scientific? approach, thus is more credible. In their case, they use a Principal Component Analysis (PCA, henceforth) to build their assets index. Since, many other economists have followed in their footsteps which we label in our dissertation, the ?material? poverty approach (as opposed to the monetary one) since it is based on materials (goods and assets) owned by the households or individuals. Because of the importance of the subject (poverty) and because the method is pretty new and original, this first part of our thesis is as said quite long as compared to the second one and has two papers which focus mainly on poverty and inequality issues and their connections with economic growth. In this part, we start by presenting a methodology of measuring non monetary (material) poverty, when a consumption or income data is not available. We show how one can obtain robust results using assets or wealth variables. Once the method is clearly 13 And more generally welfare. 14 For example a television is given a weight of 100, a radio 50, and so on. But this is clearly not a `scientific? way to proceed, as there is no rational ground in giving such weights. tested and validated, it is then confronted to real data. We show that the index shares basically the same properties with monetary metrics and roughly scales households in the same way as does the consumption or income variables. We discuss the advantages and also the limitations of using the assets index. The important thing to bear in mind is that, once it is obtained, it could be used to rank the observational units by wealth or welfare level. - The first chapter defines in a first section poverty and how it is usually measured (by the income metric approach). We discuss the limitations of the use of income/expenditure and what could be alternative measures. We then propose in section 2 the assets metric as a proxy for poverty measurement and test the material poverty approach on international datasets collected by the DHS program. We explore the material poverty and inequality nexus in the world and how Sub-Saharan Africa (SSA)15 compares with other regions. We show, using that index and DHS data, that poverty, at least from an assets point of view, was also decreasing in SSA as well as in other regions of the world. This result contrasts with other findings such as Ravallion and Chen (2001) or Sala-i-Martin (2002) that show that, while other regions of the world are experiencing a decline in their (monetary) poverty rates, SSA is lagging behind, with rates starting to rise over the last decade. Therefore, two different measures of welfare could yield opposite results and messages in terms of policies to implement to combat poverty. Moreover, the method we use not only allows observing changes over time for each country, but also provides a natural ranking among countries (from the poorest to the richest). In this chapter, aside the measure of welfare and poverty, we also discuss in a final section the impact of demographic transition on economic growth and therefore on poverty. Indeed, demographic transition is a new phenomenon that is occurring in developing countries, especially African ones. Its negligence could lead to underestimating poverty measures (both material and monetary) by underestimating real economic growth rates. We show that changes in the composition and the size of households put an extra-pressure on the development process. While traditional authors have not considered the impact of these 15 SSA countries are Benin, Burkina Faso, Central African Republic, Cameroon, Chad, Comoros, Republic of Congo, Côte d?Ivoire, Ethiopia, Gabon, Ghana, Guinea, Kenya, Lesotho, Madagascar, Malawi, Mali, Mauritania, Mozambique, Namibia, Niger, Nigeria, Rwanda, Senegal, South Africa, Tanzania, Togo, Uganda, Zambia and Zimbabwe. The ?rest of the world? is represented by Armenia, Bangladesh, Bolivia, Brazil, Colombia, Dominican Republic, Egypt, Guatemala, Haiti, Honduras, India, Indonesia, Kazakhstan, Kyrgyz Republic, Moldova, Morocco, Nepal, Nicaragua, Pakistan, Paraguay, Peru, Philippines, Turkey, Uzbekistan, Vietnam and Yemen. changes, we show that taking this into account implies higher economic growth rates than those actually observed or forecasted. - Once the assets index approach is established and tested on international data, the question arose how it performs as compared to the monetary metric. Indeed, if monetary measures remain the reference, then our assets index should share some common properties with them. The second chapter assesses the trends in material poverty in Ghana from the assets perspective using the Core Welfare Indicators Questionnaires Surveys (CWIQ). It then compared these trends with the monetary poverty over roughly the same period. We show that the assets index could be used and yields the same consistent results as using other welfare variable (such as income, consumption or expenditure). Therefore, using two consecutive CWIQ surveys, we find that material poverty in Ghana has decreased roughly by the same magnitude as monetary one, as found in other studies by other authors such as Coulombe and McKay (2007) using Ghanaian GLSS16 consumption data. Thus, this chapter could thus be viewed as providing the proof that the material and the monetary approaches could be equivalent. The second part of our dissertation seeks how to define and measure health and inequality in health. While the definition of health is not obvious, we propose to measure it with child mortality rates. Our main rationale in doing so is that low child mortality generates, ceteris paribus, higher life expectancy17, thus is an adequate measure of a population?s health. This may not be true in areas devastated by wars, famines, and HIV and other pandemics where child mortality could be high (in this case, the best measure should be life expectancy by age groups). Also, the reader should bear in mind that in fact, child mortality could be itself is a good indicator for measuring the (success of the) economic development level of a society as a whole (Sen, 1995), mainly because in developing countries, child mortality is highly correlated to factors linked to the level of development such as access to safe water, sanitation, vaccination coverage, access to health care, etc. - In the third chapter, we focus on measuring overall population?s health. For this, we estimate child mortality in SSA and compare it to the rest of the world. We explore the 16 Ghana Living Standard Surveys. 17 By construction, life expectancy at birth is highly correlated and sensitive to child mortality (it is based on child mortality rates for various cohorts). Lower child mortality rates lead to higher life expectancy and vice versa. determinants of child mortality using mainly a Weibull model and DHS data with socioeconomic variables18 as one of our major covariates. The use of the assets index information is to see how these quintiles behave in a multivariate regression framework of child mortality (i.e. how they affect child mortality). We find, among others, that mother?s education and access to health care and sanitation are one of the strongest predictors for child survival. Controlling for education and other factors, family?s wealth and the area of residency do not really matter for child survival in SSA, contrasting with results found elsewhere. - The fourth and last chapter answers the ultimate goal of this dissertation, that is, the scope of health inequalities in the developing world, particularly in SSA. It uses the factor analysis (FA) method of Chapter 1 to rank household according to their economic gradient status19 and then studies inequalities in various health indicators in relation with these groups. The intention is to analyze inequality rates between rich and poor for various health variables. In this chapter, we concentrate solely on inequality issues in health and health-related infrastructures and services. Mainly, we analyze inequality in access to sanitation infrastructures (water and electricity20) and various health status and access to health indicators (such as child death, child anthropometry, medically assisted delivery and vaccination coverage) using a Gini and Marginal Gini Income Elasticity approach (GIE and MGIE, henceforth) on one hand, and the Concentration Index (CI) approach on the other. Results show that, while almost all countries have made great efforts in improving coverage in, and access to, these indicators, almost all the gains have been captured by the better-offs of the society, especially in SSA. We extend the analysis to compare GIE estimates to those of CI and find consistent results yielding quite similar messages. 18 Quintiles groups derived from an assets index. 19 By grouping usually households in 5 quintiles from poorer to richer ones. 20 On the rationale of using electricity, see footnote 7 above. 3. Results and Policy Implications. As said above, the major goal in conducting this thesis research is to analyze inequality in health status, health care and health-related services using DHS data. To reach our objective, we follow two intermediate steps: - For assets poverty, results show that assets poverty and inequality are decreasing in every region of the world, including Sub-Saharan Africa. This tends to support our hypothesis that, contrary to common beliefs, African households use assets and building ownerships as saving tools and buffer to economic shocks. The first paper also shows however that the demographic transition actually occurring in developing countries could impede on economic growth and trigger a bullet on policies aiming at combating poverty. - Our third paper shows that child mortality is decreasing in all parts the world. However, the 1990s and early 2000s have been a lost decade for the African continent where many countries have witnessed an increase in rates that is mostly attributable among other factors to the economic and financial turmoils of the 1990s and early 2000s and the HIV epidemic. Our hypothesis is that these phenomena have destabilized the organization of the health care system, cut its funding and hampered its performance. High levels of health inequality can also be part of the puzzle. Coming back to the particular case of HIV/AIDS, the reader should observe that it affects more and more the less poor so that it can also lead to a decline in assets inequality (richer people are dying) along with an increase in child mortality and thus explain in great part our paradox. This setback (the rise in mortality over recent periods despite poverty reduction) will make impossible for these countries to reach the millennium development goals, at least for child mortality. The conclusion to this is that African population?s health has been stagnant over the period 1990-2005. Regression analysis reveals no strong correlation between our measure of welfare (assets index) and child mortality. More important are mothers? education and access to health care and sanitation services. - Finally, our inequality estimates show that they are quite high for all indicators considered. For ill-health indicators (child malnutrition and death), rates are excessively concentrated in poor and rural groups. Concerning access to health care services, rich and urban groups tend to be more favoured than poor and urban ones. But the high level of inequality tends to be reducing at the margin over time, as the poor have increasing access. Finally for access to sanitation services, results show that while the majority of countries have made substantial efforts to increase coverage on the first two periods, the rich and urban classes have benefited more and inequality (which is at high levels) tends to rise at the margin over time, especially for the poor. More preoccupying is the fact that rates are falling between 1995-2000 and 2000-2005, probably because of the privatization of these services and the new costs they impose on households. Overall, inequality in all variables considered is more pronounced in SSA than the rest of the world (expect for death and malnutrition). The sub-continent is still disadvantaged in terms of access to services or ill-health. Where to go from here? In the African sub-continent, we have the following picture: a decreasing (material) poverty and inequality but coupled with a stagnant child mortality situation, a stagnant or increasing malnutrition. This is mostly due to high levels of, and an increasing inequality at the margin in access to sanitation and electricity services coupled with a decreasing access to these services. Thus, despite the fact that we observe a decreasing inequality at the margin in access to health care (even though the average level of inequality is still high) the missing link in health-related services coupled with an overall high inequality in these two types of services hugely impact child health and survival. Therefore, as access to health care services and health-related sanitation services is essential to child survival, our findings call for vigorous policies to promote access of the poor groups and rural areas to these services. African Governments should continue to favour access of the poor to health care and reverse the inequality trends in access to water, sanitation and electricity. This is vital for the health of the population and for the development of Africa. Funding can come from various sources: the Government Budget, International Assistance but also from households themselves (since the first part of our thesis has demonstrated that they are getting richer (and various surveys show that they are willing to pay for quality health care), an adequate fees policy could benefit to the health care system). Measures should be put in place to strengthen the performance of the health system and to mitigate the negative effects of macroeconomic imbalances, economic crises and HIV/AIDS. Only on these conditions the Sub-Continent could hope to eradicate poverty and promote health for all. 4. Contribution of this Thesis. This thesis seeks to analyze empirically the inequality in health and access to health in SSA and how this region compared to the rest of the world. To do so, it develops a new method to characterize poor households and to analyze assets-based poverty, when the monetary measure is unavailable. Such a method is indeed necessary as almost all developing countries have collected many surveys that lack the consumption or income information. Once a poverty measure and a correct measure of health have been found, and their core determinants clearly established, we then proceed to the health inequality analysis, along with its determinants, using two methodologies: the traditional CI and the more recent GIE approaches. These approaches have been the mostly used to explore the inequality in health and access to health these last years. Though already studied in the literature, and sometimes applied on DHS or some groups of DHS datasets, our dissertation differs in its purpose and scope and its large scale. No paper to our knowledge used the totally to-date freely available DHS datasets to study poverty and inequality topics and provide basic statistics. Our main contribution is to shed a new light on the welfare-inequality-health nexus in Africa, how it evolves over time and how it compares to other regions around the world, using all available information. It also put numbers on various important socioeconomic indicators such as poverty, inequality, child health and mortality, access to health-related infrastructures, etc., for developing countries, especially African ones. As we sometimes lack these important information, this thesis proves finally to be a very useful exercise. ; Cette thèse part d'un postulat simple : « l'amélioration du niveau de vie s'accompagne de l'amélioration de l'état de santé générale d'une population » et teste sa validité dans le contexte de l'Afrique au Sud du Sahara (ASS). Si cette hypothèse se vérifie en général dans le contexte de l'ASS en ce qui concerne le niveau (plus le pays est riche, plus sa population est en bonne santé), il l'est moins en ce qui concerne les dynamiques, du moins à court et moyen terme. Notamment, les pays qui connaissent une amélioration tendancielle de bien-être matériel ne connaissent pas forcément une amélioration de la santé de leurs populations. Ceci constitue un paradoxe qui viendrait invalider notre postulat. En écartant tout effet de retard ou de rattrapage qui pourrait l'expliquer car nous travaillons sur une période de 15 ans réparties en 3 sous-périodes (1990-1995, 1995-2000 et 2000-2005), nous expliquons ce paradoxe, toutes choses égales par ailleurs, par deux canaux principaux qui peuvent interagir : - la performance du système de santé et - l'inégalité en santé. Si le premier est plus évident mais aussi plus difficile à prouver empiriquement du fait du manque de données sur des séries longues, ou du fait que ces données sont trop agrégées et éparses, le second canal est testable avec des bases de données adéquates qui, elles, sont disponibles au niveau microéconomique (ménages). Les bases de données que nous avons privilégiées sont les Enquêtes Démographiques et de Santé (EDS) du fait de leur comparabilité dans l'espace et le temps (mêmes noms de variables standardisées, même méthodologie d'enquête, mêmes modules, etc.). Ces atouts sont d'autant plus importants que les comparaisons de pauvreté et de bien-être basées sur les enquêtes de revenus ou de consommation butent sur de sérieux problèmes à savoir la comparabilité de ces enquêtes (méthodologies différentes, périodes de rappel différents, prix souvent non collectés de la même manière, etc.). Pour montrer ces effets de l'inégalité de santé sur les niveaux et les tendances de la santé des populations et la pauvreté et le bien-être, nous avons axé notre recherche autour de 3 axes principaux : 1- Comment mesurer le niveau de richesse et donc le bien-être des ménages en l'absence d'information sur la consommation et le revenu ? Les chapitres 1 et 2 de notre thèse se penchent sur cette question. Nous avons privilégié, à l'instar de plus en plus d'économistes, l'utilisation des biens des ménages et les méthodes de l'analyse factorielle et d'analyse en composantes principales pour construire un indice de richesse. Cet indice de richesse est pris comme un substitut du revenu ou de la consommation et sert donc de proxy pour la mesure du bien-être. Bien qu'il comporte quelques lacunes (notamment le fait qu'il ne concerne que les biens matériels et durables du ménage alors que la consommation ou le revenu sont des concepts plus globaux de bien-être, il ne prend pas en compte les préférences des ménages, il ne comporte aucune notion de valeur car le prix n'est pas pris en compte, de telle façon qu'une petite télévision en noir blanc vieille de vingt ans est mise au même niveau qu'un grand écran plasma flambant neuf, etc.), il n'en demeure pas moins que d'un côté, avec les EDS, il n'y a pas moyen de faire autrement en l'état actuel des choses, mais aussi et surtout parce que ces données permettent d'éviter les problèmes évoqués plus haut, notamment celui de la comparabilité des données pour faire de la comparaison spatiale et inter-temporelle des données en matière de pauvreté. Dans le premier chapitre, en nous basant sur cet indice et une ligne de pauvreté définie a priori à 60% pour la première observation dans notre échantillon (Benin, 1996), et en utilisant les données EDS et une analyse en composantes principales (ACP), nous avons pu mesurer la tendance de la pauvreté dite « matérielle » (en opposition à la pauvreté monétaire, basée sur la métrique monétaire). Cette méthode qui est privilégiée par des auteurs comme Sahn et Stifel est d'autant plus intéressante qu'elle donne non seulement les tendances de la pauvreté dans chaque pays, mais elle permet aussi une classification naturelle de ces pays par ordre de grandeur de pauvreté. Cependant, dans la mesure où les biens des ménages et la dépenses de consommation sont disponibles, l'analyste devrait estimer les deux types de pauvreté (matérielle via l'indice de richesse et monétaire via le revenu ou la consommation) car les études montrent souvent que les biens matériels et la consommation ou le revenu ne sont pas très bien corrélés, et donc le choix de l'indicateur de bien-être est crucial en termes de politiques économique et de santé. En effet, si l'indicateur sous-estime le vrai niveau de pauvreté ou d'inégalité (ou les surestime), les dépenses publiques qui en résultent peuvent être plus ou moins surévaluées, de même que les réponses apportées se révéler inadéquates. Donc dans la mesure du possible, il conviendrait de se pencher sur la question du choix de l'indicateur. Les résultats de notre méthodologie montrent que l'ASS reste la région la plus pauvre du monde en termes de possession d'actifs. La région orientale de l'ASS est la plus pauvre au monde (75%) suivie de l'Asie du Sud (64%), le Sud de l'ASS (61%), l'Afrique Centrale (57%), l'Afrique de l'Ouest (55%), l'Asie de l'Ouest (40%), l'Asie du Sud-Est (19%), l'Amérique Latine (18%), les Caraïbes (17%), l'Afrique du Nord (6%), l'Asie Centrale (2%) et l'Europe de l'Est (1%). Notre analyse nous montre que la pauvreté baisse dans l'ensemble des pays Africains au Sud du Sahara (sauf la Zambie), à l'instar des autres pays du monde dans l'échantillon. En effet, en considérant les trends, nous voyons que la moyenne de l'ASS passe de 63% de pauvreté matérielle entre 1990-1995 à 62% en 1995-2000 et 58% entre 2000 et 2005. La baisse est modeste et lente mais non négligeable et surtout, elle est en accélération sur les 2 dernières périodes. Mais elle demeure toutefois beaucoup plus marquée dans le reste du monde. Concomitamment à la baisse de la pauvreté, nous observons aussi une baisse de l'inégalité. Nous terminons ce chapitre par une réflexion sur l'effet de la transition démographique sur la croissance économique et la pauvreté en ASS et dans les autres pays en développement. En effet, la chute de la fertilité et de la mortalité couplées à un exode rural font que le nombre de famille se démultiplie du fait de la transition vers des tailles plus réduites. Ceci impose plus de contraintes (et donc peut avoir un impact négatif) sur la croissance économique et risque de sous-estimer le niveau réel de pauvreté. Il convient, une fois que la pauvreté matérielle et ses tendances ont été bien calculées avec les biens durables (et la transition économique prise si possible en compte), de tester la validité de cette méthode en la confrontant avec les résultats issus de l'analyse monétaire de la pauvreté. Les EDS ne comportant pas données d'information sur la consommation, nous nous sommes tournés vers une autre source de données. Dans le chapitre 2, nous avons testé la robustesse de notre méthode dans le cas particulier du Ghana, en utilisant les enquêtes du Questionnaire Unifié sur les Indicateurs de Base de Bienêtre (QUIBB), et en confrontant les résultats issus de la méthode ACP avec ceux issus de la méthode traditionnelle monétaire et trouvons grosso modo les mêmes résultats (10% de baisse avec la méthode monétaire traditionnelle et 7% avec notre méthode sur la période 1997- 2003). Ceci valide donc le fait que la méthode que nous proposons (à savoir, mesurer le bienêtre et la pauvreté par les biens durables des ménages) est tout aussi valide que la méthode plus traditionnelle utilisant des métriques monétaires. Une analyse fine dans le cas du Ghana montre que la baisse de la pauvreté est due à une croissance économique particulièrement pro-pauvre mais aussi à des dynamiques intra et intersectorielles (réallocation des gens des secteurs moins productifs vers ceux plus productifs) et aussi une forte migration des campagnes vers les villes. Nos simulations montrent que les migrants ruraux ont aussi bénéficié de cette croissance dans les villes où ils trouvent plus d'opportunités. 2- Une fois établie que la pauvreté est en recul en ASS, nous avons voulu mesurer la tendance de la santé de sa population (approximée par les taux de mortalité infantile et infanto-juvénile). Nous discutons dans le chapitre 3 de trois méthodes pour estimer et comparer les taux de mortalité des enfants : - la méthode des cohortes fictives (sur laquelle l'équipe de l'EDS se base pour estimer les taux « officiels » de mortalité), - la méthode non paramétrique (Kaplan et Meier) que privilégient un certain nombre d'économistes et - la méthode paramétrique (Weibull) de plus en plus utilisée pour sa souplesse et sa robustesse. Les deux premières méthodes ont tendance à sous-estimer le vrai niveau de mortalité et de ce fait nous avons privilégié le Weibull. De plus, avec cette dernière, nous pouvons évaluer l'effet de chaque variable spécifique (comme l'éducation ou l'accès à l'eau) sur le niveau de mortalité. Une étude des déterminants de cette mortalité montre qu'outre l'effet attendu de l'éducation des mères, l'accès aux infrastructures de santé (soins médicaux et surtout prénataux durant et lors de l'accouchement) et sanitaires (accès aux toilettes et dans une moindre mesure à l'eau potable) en sont les principaux facteurs. L'effet de richesse joue peu en ASS (mais pas dans le reste du monde), une fois que nous contrôlons pour le lieu de résidence (urbain) et le niveau d'éducation. Ce résultat nous surprend quelque peu, même s'il a été trouvé dans d'autres études. Ensuite, nous avons calculé la mortalité prédite des enfants. De toutes les régions du monde, l'ASS a le niveau de mortalité le plus élevé (par exemple en moyenne 107 décès pour la mortalité infantile contre 51 pour le reste du monde, soit plus du double). Ce résultat était toutefois attendu. Par contre nous avons été quelque peu surpris en ce qui concerne les tendances. Le constat est que sur les 15 ans, la mortalité des enfants a très peu ou pas du tout baissé dans le sous-continent africain (et est même en augmentation dans certains pays, alors qu'ils enregistrent une baisse de la pauvreté matérielle sur la même période). En moyenne, considérant les enfants de moins d'un an, les taux sont passés de 95%o à 89.5%o pour remonter à 91.5%o pour les 3 périodes 1990-1195, 1995-2000 et 2000-2005. Ainsi sur 15 ans, la mortalité infantile n'a baissé que de 3 points et demie en moyenne et surtout, elle remonte sur la période 1995-2005. Un examen des taux de malnutrition des enfants confirme ces tendances. On pourrait dire que ces résultats sont plutôt encourageants et normaux si on fait une analyse d'ensemble du sous-continent. En effet pour l'ensemble de l'ASS, cette légère baisse semble en conformité avec la baisse de 5 points des taux de pauvreté matérielle (63% en 1990-1995 à 58% en 2000-2005). Mais l'ordre de grandeur est faible en termes de magnitude, et surtout si compare au reste du monde où on observe une baisse de la mortalité beaucoup plus conséquente. Mais c'est l'arbre qui cache la forêt. Une analyse plus fine par pays montre en effet une situation plus contrastée. Notre postulat de départ nous dit que sur une période suffisamment longue, une amélioration de bien-être s'accompagne d'une amélioration de la santé. Or on constate que certains pays qui connaissent une baisse de la pauvreté matérielle connaissent également une recrudescence de la mortalité des enfants. Pour une même année, ce résultat peut être normal, traduisant un simple décalage pour que l'amélioration de bien-être se traduise par un meilleur état de santé de la population. Mais à moyen terme (période de 5 ans), nous observons la même absence d'effet. Nous sommes donc face à un paradoxe qu'il nous faut comprendre et tenter d'expliquer. Une des pistes pour comprendre ces résultats est d'analyser la performance des systèmes de santé en Afrique. Les facteurs qui expliquent notamment cette performance sont : des facteurs « classiques » comme la performance économique des périodes passées, les montants et l'allocation des dépenses de santé, l'organisation des systèmes de santé, la baisse de la fourniture de services de soins de santé (vaccination, assistance à la naissance, soins prénataux, soins curatifs, .), la malnutrition, le SIDA, les guerres, la fuite des cerveaux notamment du personnel médical, etc., à côté de facteurs plus « subtils » ou ténus car moins saisissables comme les crises financières des années 1990s qui ont plombé certaines des économies de la sous-région, la qualité des soins, la corruption et les dessous-de-table, l'instabilité de la croissance économique (même si elle est positive), etc. La seconde voie que nous examinons pour expliquer le manque de résultat en santé dans certains pays concerne l'inégalité en santé et ceci fait l'objet de notre dernier chapitre. 3- Expliquer l'absence de lien entre santé et pauvreté dans certains pays de l'ASS : l'effet de l'inégalité en santé. Dans le chapitre 4, nous émettons l'hypothèse que le fort niveau d'inégalité dans l'accès aux services de santé et d'assainissement couplé à la faible performance du système de santé (avec en toile de fond l'impact du Sida) peuvent servir à expliquer en partie notre paradoxe. Nous considérons deux types de services : - soins de santé (vaccination, assistance médicale à la naissance et traitement médical de la diarrhée) et - hygiène et assainissement (accès à l'eau potable et à l'électricité, accès aux toilettes propres). Le choix de ces services est motivé par le fait que le modèle Weibull dans le chapitre 3 nous montre que toutes choses égales par ailleurs, ils sont cruciaux pour la survie des enfants, en particulier en Afrique. Les niveaux d'accès montrent une baisse tendancielle des taux pour les services de santé (surtout pour la vaccination) et une légère augmentation de l'accès à l'électricité et dans une moindre mesure à l'eau potable. L'accès aux toilettes propres demeure un luxe réservé à une petite fraction de la population. Pour les calculs d'inégalité, nous considérons deux indicateurs: - l'indice de concentration (pour mesurer le niveau moyen d'inégalité) - et l'élasticité-revenu du Gini (inégalité « à la marge » quand le revenu d'un individu ou d'un groupe augmente d'un point de pourcentage). Globalement, les pays d'ASS ont un niveau d'inégalité beaucoup plus élevé comme on s'y attendait par rapport au reste du monde. Pour les tendances, nous remarquons que l'inégalité marginale s'accroît pour les services d'assainissement (eau, toilette et électricité), mais qu'elle diminue pour les soins de santé. En ce qui concerne l'inégalité moyenne, elle indique une disproportion dans l'accès des classes riches par rapport à celles pauvres. Même si les groupes pauvres « rattrapent » ceux riches dans la provision de certains services, cela se fait de façon trop lente. De fait, le haut niveau d'inégalité couplé à une recrudescence de cette inégalité à la marge pour certains services tendent à annihiler les effets positifs de la croissance économique et de la réduction de la pauvreté et maintiendraient la mortalité, la malnutrition et la morbidité des enfants en Afrique à des niveaux relativement élevés et plus particulièrement concentrées dans les groupes les plus pauvres. Tout ceci appelle à des politiques économiques, sociales et sanitaires pour renverser fortement les tendances de la mortalité des enfants. En particulier, nos résultats suggèrent qu'il faudrait que les pays Africains puissent entre autres : - accroître les services de soins de santé, notamment les soins préventifs comme les services essentiels à la santé de l'enfant dès sa naissance (vaccination, services prénataux et assistance à la naissance), les soins curatifs et les campagnes de sensibilisation. - renverser la tendance baissière dans la provision des services sanitaires (eau, électricité, environnement et assainissement, prise en charge des déchets, etc.). - améliorer la nutrition et l'environnement immédiat de ces enfants et les comportements des ménages (espacement des naissances, éducation des mères en matière de santé, etc.). - plus généralement comme le montrent d'autres études, il faudrait aussi améliorer la performance globale de leur système de santé en empêchant la fuite des cerveaux, en allouant un budget suffisant à la santé, en organisant mieux les différents organes, de même que les ciblages des politiques de santé, en empêchant la corruption, en améliorant la qualité (accueil, propreté des centres de soins, etc.), en équipant les centres en médicaments, vaccins, moyens de transport et de communication, etc. Intégrer si possible les systèmes plus traditionnels de soins (comme les matrones et les guérisseurs) et le secteur privé, de même qu'une meilleure organisation du système pharmaceutique. Ces politiques constituent un tout et doivent être mise en oeuvre rapidement, ou renforcées le cas échéant. A cette seule condition les pays Africains pourraient espérer rattraper leur retard dans les Objectifs du Millénaire.
NOTICIAS / NEWS ("transfer", 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Timme.<<www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-28-larisa-schippelcornelia-zwischenberger-eds-going-east-discovering-new-and-alternative/backPID/transkulturalitaet-translation-transfer.html>> 4. Godayol, Pilar. (2017). Tres escritoras censuradas: Simone de Beauvoir, Betty Friedan y Mary McCarthy. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3149-Tres_escritoras_censuradas.html>> 5. Vanacker, Beatrijs & Tom Toremans. (eds). (2016). Pseudotranslation and Metafictionality/Pseudo-traduction: enjeux métafictionnels. Special issue of Interférences Littéraires.<<www.interferenceslitteraires.be/nr19>> 6. Jiménez-Crespo, Miguel A. (2017). Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies. Amsterdam: John Benjamins. <<https://benjamins.com/#catalog/books/btl.131>> 7. Quality Assurance and Assessment Practices in Translation and Interpreting<<www.igi-global.com/publish/call-for-papers/call-details/2640>> 8. Hurtado Albir, Amparo. (ed.). (2017). Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.<<www.benjamins.com/#catalog/books/btl.127/main>> 9. Taivalkoski-Shilov, Kristiina, Liisa Tittula and Maarit Koponen. (eds). (2017). Communities in Translation and Interpreting. Toronto: Vita Traductiva, York University<<http://vitatraductiva.blog.yorku.ca/publication/communities-in-translation-and-interpreting>> 10. Giczela-Pastwa, Justyna and Uchenna Oyali (eds). (2017). Norm-Focused and Culture-Related Inquiries in Translation Research. Selected Papers of the CETRA Research Summer School 2014. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/25509>> 11. Castro, Olga & Emek Ergun (eds). (2017). Feminist Translation Studies: Local and Transnational Perspectives. London: Routledge.<<www.routledge.com/Feminist-Translation-Studies-Local-and-Transnational-Perspectives/Castro-Ergun/p/book/9781138931657>> 12. Call for papers: New Trends in Translation Studies. Series Editor: Prof. Jorge Díaz-Cintas, Centre for Translation Studies (CenTraS), University College London.<<(www.ucl.ac.uk/centras)>>, <<www.peterlang.com/view/serial/NEWTRANS>> 13. Valero-Garcés, Carmen & Rebecca Tipton. (eds). (2017). Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb=9781783097517>> 14. Mahyub Rayaa, Bachir & Mourad Zarrouk. 2017. A Handbook for Simultaneous Interpreting Training from English, French and Spanish to Arabic / منهج تطبيقي في تعلّم الترجمة الفورية من الانجليزية والفرنسية والإسبانية إلى العربية. Toledo: Escuela de Traductores.<<https://issuu.com/escueladetraductorestoledo/docs/cuaderno_16_aertefinal_version_web>> 15. Lapeña, Alejandro L. (2017). A pie de escenario. Guía de traducción teatral. Valencia: JPM ediciones.<<http://jpm-ediciones.es/catalogo/details/56/11/humanidades/a-pie-de-escenario>> 16. Mével, Alex. (2017). Subtitling African American English into French: Can We Do the Right Thing? Oxford: Peter Lang.<<www.peterlang.com/view/product/47023>> 17. Díaz Cintas, Jorge & Kristijan Nikolić. (eds). (2017). Fast-Forwarding with Audiovisual Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?K=9781783099368>> 18. Taibi, Mustapha. (ed.). (2017). Translating for the Community. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb= 9781783099122>> 19. Borodo, Michał. (2017). Translation, Globalization and Younger Audiences. The Situation in Poland. Oxford: Peter Lang.<<www.peterlang.com/view/product/81485>> 20. Reframing Realities through Translation Cambridge Scholars Publishing<<https://cambridgescholarsblog.wordpress.com/2017/07/28/call-for-papers-reframing-realities-through-translation>> 21. Gansel, Mireille. 2017. Translation as Transhumance. London: Les Fugitives<<www.lesfugitives.com/books/#/translation-as-transhumance>> 22. Goźdź-Roszkowski, S. and G. Pontrandolfo. (eds). (2018). Phraseology in Legal and Institutional Settings. A Corpus-based Interdisciplinary Perspective. London: Routledge<<www.routledge.com/Phraseology-in-Legal-and-Institutional-Settings-A-Corpus-based-Interdisciplinary/Roszkowski-Pontrandolfo/p/book/9781138214361>> 23. Deckert, Mikołaj. (ed.). (2017). Audiovisual Translation – Research and Use. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/80659>> 24. Castro, Olga; Sergi Mainer & Svetlana Page. (eds). (2017). Self-Translation and Power: Negotiating Identities in European Multilingual Contexts. London: Palgrave Macmillan.www.palgrave.com/gb/book/9781137507808 25. Gonzalo Claros, M. (2017). Cómo traducir y redactar textos científicos en español. Barcelona: Fundación Dr. Antonio Esteve.<<www.esteve.org/cuaderno-traducir-textos-cientificos>> 26. Tian, Chuanmao & Feng Wang. (2017).Translation and Culture. Beijing: China Social Sciences Press.<<http://product.dangdang.com/25164476.html>> 27. Malamatidou, Sofia. (2018). Corpus Triangulation: Combining Data and Methods in Corpus-Based Translation Studies. London: Routledge.<<www.routledge.com/Corpus-Triangulation-Combining-Data-and-=Methods-in-Corpus-Based-Translation/Malamatidou/p/book/9781138948501>> 28. Jakobsen, Arnt L. and Bartolomé Mesa-Lao. (eds). (2017). Translation in Transition: Between Translation, Cognition and Technology. Amsterdam: John Benjamins.<<https://benjamins.com/#catalog/books/btl.133>> 29. Santaemilia, José. (ed.). (2017). Traducir para la igualdad sexual / Translating for Sexual Equality. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3198-Traducir_para_la_igualdad_sexual.html>> 30. Levine, Suzanne Jill & Katie Lateef-Jan. (eds). (2018). Untranslatability Goes Global. London: Routledge.<<www.routledge.com/Untranslatability-Goes-Global/Levine-Lateef-Jan/p/book/9781138744301>> 31. Baer, Brian J. & Klaus Kindle. (eds). (2017). Queering Translation, Translating the Queer. Theory, Practice, Activism. New York: Routledge.<<www.routledge.com/Queering-Translation-Translating-the-Queer-Theory-Practice-Activism/Baer-Kaindl/p/book/9781138201699>> 32. Survey: The translation of political terminology<<https://goo.gl/forms/w2SQ2nnl3AkpcRNq2>> 33. Estudio de encuesta sobre la traducción y la interpretación en México 2017<<http://italiamorayta.org/wp-content/uploads/2017/09/ENCUESTAS.pdf>> 34. Beseghi, Micòl. (2017). Multilingual Films in Translation: A Sociolinguistic and Intercultural Study of Diasporic Films. Oxford: Peter Lang.<<www.peterlang.com/view/product/78842>> 35. Vidal Claramonte, María Carmen África. (2017). Dile que le he escrito un blues: del texto como partitura a la partitura como traducción en la literatura latinoamericana. Madrid: Iberoamericana.<<www.iberoamericana-vervuert.es/FichaLibro.aspx?P1=104515>> 36. Figueira, Dorothy M. & Mohan, Chandra. (eds.). (2017). Literary Culture and Translation. New Aspects of Comparative Literature. Delhi: Primus Books. ISBN: 978-93-84082-51-2.<<www.primusbooks.com>> 37. Tomiche, Anne. (ed.). (2017). Le Comparatisme comme aproche critique / Comparative Literature as a Critical Approach. Tome IV: Traduction et transfers / Translation and Transferts. París: Classiques Garnier. ISBN: 978-2-406-06533-3. 2) REVISTAS / JOURNALS 1. Call for papers: The Translator, special issue on Translation and Development, 2019. Contact: jmarais@ufs.ac.za 2. Call for papers: Applied Language LearningContact: jiaying.howard@dliflc.edu<<www.dliflc.edu/resources/publications/applied-language-learning>> 3. Panace@: Revista de Medicina, Lenguaje y Traducción; special issue on "La comunicación escrita para pacientes", vol. 44<<www.tremedica.org/panacea/PanaceaActual.htm>> 4. mTm, issue 9<<www.mtmjournal.gr/default.asp?catid=435>> 5. Asia Pacific Translation and Intercultural Studies, Volume 4 Issue 3 (November 2017)<<http://explore.tandfonline.com/cfp/ah/aptis>>, <<www.tandfonline.com/rtis>> 6. Call for papers: The Journal of Translation Studies, special issue on Translation and Social Engagement in the Digital AgeContact: Sang-Bin Lee, sblee0110@naver.com 7. Current Trends in Translation Teaching and Learning E<<www.cttl.org>> 8. Translation and Interpreting Studies, 15 (1), Special issue on The Ethics of Non-Professional Translation and Interpreting in Public Services and Legal Settings<<www.atisa.org/call-for-papers>> 9. Call for papers: Translation & Interpreting – The International Journal of Translation and Interpreting Research, Special issue on Translation of Questionnaires in Cross-national and Cross-cultural Research<<www.trans-int.org/index.php/transint/announcement/view/19>> 10. Revista Digital de Investigación en Docencia Universitaria (RIDU), Special issue on Pedagogía y didáctica de la traducción y la interpretación<<http://revistas.upc.edu.pe/index.php/docencia/pages/view/announcement>> 11. Translation, Cognition & Behavior<<https://benjamins.com/#catalog/journals/tcb/main>> 12. FITISPos International Journal, vol. 4 (2017)Shedding Light on the Grey Zone: A Comprehensive View on Public Services Interpreting and Translation<<www3.uah.es/fitispos_ij>> 13. Post-Editing in Practice: Process, Product and NetworksSpecial issue of JoSTrans, The Journal of Specialised Translation, 31<<www.jostrans.org/Post-Editing_in_Practice_Jostrans31.pdf>> 14. Call for papers: MonTI 10 (2018), Special issue on Retos actuales y tendencias emergentes en traducción médica<<https://dti.ua.es/es/monti/convocatorias.htm>> 15. Call for papers: trans‐kom Special Issue on Industry 4.0 meets Language and Knowledge Resources.Contact: Georg Löckinger (georg.loeckinger@fh‐wels.at)<<http://trans-kom.eu/index-en.html>> 16. Translaboration: Exploring Collaboration in Translation and Translation in CollaborationSpecial Issue, Target, vol 32(2), 2020.<<www.benjamins.com/series/target/cfp_target_32.pdf>> 17. redit, Revista Electrónica de Didáctica de la Traducción e Interpretación, nº11.<<www.revistas.uma.es/index.php/redit>> 18. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.Contact: alessandra.rizzo@unipa.it & karen.Seago1@city.ac.uk<<www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 19. trans-kom, Vol. 10 (1), 2017. <<www.trans-kom.eu>> 20. JoSTrans, The Journal of Specialised Translation, issue 28 (July 2017).<<www.jostrans.org/issue28/issue28_toc.php>> 21. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.<<www.unipa.it/dipartimenti/scienzeumanistiche/.content/documenti/CFPInverbis.pdf>> 22. Call for papers: TTR, special Issue on Lost and Found in Transcultural and Interlinguistic Translation/La traduction transculturelle et interlinguistique : s'y perdre et s'y retrouver<<http://professeure.umoncton.ca/umcm-merkle_denise/node/30>> 23. Call for proposals for thematic issues:Linguistica Antverpiensia, New Series – Themes in Translation Studies (LANS – TTS)<<https://lans-tts.uantwerpen.be>> 24. Call for papers: trans‑kom, special issue on Didactics for Technology in Translation and InterpretingVol. 11(2), December 2018.Contact: aietimonografia@gmail.com / carmen.valero@uah.es 25. Journal of Languages for Special PurposesVol 22/2, New Perspectives on the Translation of Advertising<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/53>>Vol 23/1, Linguistics, Translation and Teaching in LSP<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/72>> 26. Call for papers: Parallèles, special issue on La littérature belge francophone en traduction (in French), Volume 32(1), 2020.Contact: katrien.lievois@uantwerpen.be & catherine.gravet@umons.ac.be 27. Call for papers: Asia Pacific Translation and Intercultural Studies, Volume 5(1), 2018.<<www.tandfonline.com/rtis>> 28. Target, special issue on Translaboration: Exploring Collaboration in Translation and Translation in Collaboration<<www.benjamins.com/series/target/cfp_target_32.pdf>> 29. Research in Language, special issue on Translation and Cognition: Cases of Asymmetry, Volume 15(2).<<www.degruyter.com/view/j/rela.2017.15.issue-2/issue-files/rela.2017.15.issue-2.xml>> 30. Call for papers: Translation Spaces, special issue on Translation in Non-governmental Organisations, 7(1), 2018.<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs.pdf>> 31. Call for papers: Translating the Margin: Lost Voices in the Aesthetic Discourse, special issue of InVerbis (2018).<<www.unipa.it/dipartimenti/scienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 32. Call for papers: Translation and Disruption: Global and Local Perspectives, special issue of Revista Tradumàtica (2018).Contact: akiko.sakamoto@port.ac.uk; jonathan.evans@port.ac.uk and olga.torres.hostench@uab.cat 33. Call for papers: JoSTrans. The Journal of Specialised Translation 33 (January 2020), Special Issue on 'Experimental Research and Cognition in Audiovisual Translation'. Guest editors: Jorge Díaz Cintas & Agnieszka Szarkowska. Deadline for proposals: 19 February 2018<<http://www.jostrans.org/>> 34. Dragoman – Journal of Translation Studies<<www.dragoman-journal.org/books>> 35. Call for papers: Translation Spaces 7(1) 2018, special issue on Translation in Non-governmental Organisations<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs-public-extended_deadline.pdf>> 36. Call for papers: Public Service Interpreting and Translation and New Technologies Participation through Communication with Technology, special issue of FITISPos International Journal, Vol 5 (2018).Contact: Michaela Albl-Mikasa (albm@zhaw.ch) & Stefanos Vlachopoulos (stefanos@teiep.gr) 37. Sendebar, Vol. 28 (2017)<<http://revistaseug.ugr.es/index.php/sendebar>> 38. Ranzato, Irene. (2016). North and South: British Dialects in Fictional Dialogue, special issue of Status Quaestionis – Language, Text, Culture, 11.<<http://statusquaestionis.uniroma1.it/index.php/statusquaestionis>> 39. Translation Studies 10 (2), special issue on Indirect Translation.<<www.tandfonline.com/toc/rtrs20/current>> 40. Translation & Interpreting – Special issue on Research Methods in Interpreting Studies, Vol 9 (1), 2017. 41. Translation and Translanguaging in Multilingual Contexts, special issue on Between Specialised Texts and Institutional Contexts – Competence and Choice in Legal Translation, edited by V. Dullion, 3 (1), 2017.<<https://benjamins.com/#catalog/journals/ttmc.3.1/toc>> 42. Translation and Performance, 9 (1), 2017<<https://journals.library.ualberta.ca/tc/index.php/TC/issue/view/1879>> 3) CONGRESOS / CONFERENCES 1. ATISA IX: Contexts of Translation and InterpretingUniversity of Wisconsin, Milwaukee, USA, 29 March – 1 April 2018<<www.atisa.org/sites/default/files/CFP_ATISA_2018_FINAL.pdf> 2. V International Translating Voices Translating Regions – Minority Languages, Risks, Disasters and Regional CrisesCentre for Translation Studies (CenTraS) at UCL and Europe House, London, UK, 13-15 December 2017.<<www.ucl.ac.uk/centras/translation-news-and-events/v-translating-voices>> 3. Translation and Health Humanities: The Role of Translated Personal Narratives in the Co-creation of Medical KnowledgeGenealogies of Knowledge I Translating Political and Scientific Thought across Time and Space, University of Manchester, UK7-9 December 2017.<<http://genealogiesofknowledge.net/2017/02/20/call-panel-papers-translation-health-humanities-role-translated-personal-narratives-co-creation-medical-knowledge>> 4. Fourth International Conference on Non-Professional Interpreting and Translation (NPIT4), Stellenbosch University, South Africa, 22-24 May 2018.<<http://conferences.sun.ac.za/index.php/NPIT4/npit4>> 5. I International Conference on Interdisciplinary Approaches for Total Communication: Education, Healthcare and Interpreting within Disability Settings, University of Málaga, Spain, 12-14 December 2017.<<https://ecplusproject.uma.es/cfp-iciatc>> 6. Translation & Minority 2: Freedom and DifferenceUniversity of Ottawa, Canada, 10-11 November 2017.<<https://translationandminority.wordpress.com>> 7. Staging the Literary Translator: Roles, Identities, PersonalitiesUniversity of Vienna, Austria, 17-19 May 2018.<<http://translit2018.univie.ac.at/home>> 8. IATIS 2018 – Translation and Cultural MobilityPanel 9: Translating Development: The Importance of Language(s) in Processes of Social Transformation in Developing CountriesHong Kong, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel09>> 9. Fun for All 5: Translation and Accessibility in Video Games Conference, Universitat Autònoma de Barcelona, Spain, 7-8 June 2018.<<http://jornades.uab.cat/videogamesaccess>> 10. ACT/Unlimited! 2 Symposium, Universitat Autònoma de Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 11. IATIS 2018 – Translation and Cultural MobilityPANEL 06: Museum Translation: Encounters across Space and TimeHong Kong Baptist University, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel06>> 12. IATIS 2018 – Translation and Cultural Mobility PANEL 12: Advances in Discourse Analysis in Translation Studies: Theoretical Models and Applications Hong Kong Baptist University3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel12>> 13. Understanding Quality in Media Accessibility, Universidad Autònoma de Barcelona, Spain, 5 June 2018. <<http://pagines.uab.cat/umaq/content/umaq-conference>> 14. Managing Anaphora in Discourse: Towards an Interdisciplinary Approach, University of Grenoble Alpes, France, 5-6 April 2018.<<http://saesfrance.org/4071-2>> 15. Traduire les voix de la nature / Translating the Voices of Nature, Paris, France, 25-26 May 2018.<<www.utu.fi/en/units/hum/units/languages/mts/Documents/CFP.pdf>> 16. IATIS 2018 – Translation and Cultural MobilityPANEL 10: Audiovisual Translation as Cross-cultural Mediation – New Trajectories for Translation and Cultural Mobility?Hong Kong Baptist University, 3-6 July 2018. <<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel10>> 17. The Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/firstcircular>> 18. I Coloquio Internacional Hispanoafricano de Lingüística, Literatura y Traducción. España en contacto con África, su(s) pueblo(s) y su(s= cultura(s) Universidad FHB de Cocody-Abidjan, Costa de Marfil 7-9 March 2018.<<www.afriqana.org/encuentros.php>> 19. Transius Conference 2018, Geneva, Switzerland, 18-20 June 2018.<<http://transius.unige.ch/en/conferences-and-seminars/conferences/18/>> 20. 39th International GERAS Conference - Diachronic Dimensions in Specialised Varieties of English: Implications in Communications, Didactics and Translation Studies, University of Mons, Belgium15-17 March 2018.<<www.geras.fr/index.php/presentation/breves/2-uncategorised/245-cfp-39th-international-geras-conference>> 21. 31st Annual Conference of the Canadian Association for Translation Studies - Translation and Adaptation, University of Regina, Canada, 28-30 May 2018.<<https://linguistlist.org/issues/28/28-3413.html>> 22. 2nd Valencia/Napoli Colloquium on Gender and Translation: Translating/Interpreting LSP through a Gender PerspectiveUniversità di Napoli 'L'Orientale', Italy, 8-9 February 2018.Contact: eleonorafederici@hotmail.com 23. Ninth Annual International Translation Conference: Translation in the Digital Age: From Translation Tools to Shifting Paradigms, Hamad Bin Khalifa's Translation & Interpreting Institute (TII), Doha, Qatar, 27-28 March 2018.<<www.tii.qa/9th-annual-translation-conference-translation-digital-age-translation-tools-shifting-paradigms>> 24. ACT/Unlimited! 2 Symposium – Quality Training, Quality Service in Accessible Live Events, Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 25. Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain, 20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/secondcircular2018>> 26. Talking to the World 3. International Conference in T&I Studies – Cognition, Emotion, and Creativity, Newcastle University, UK, 17-18 September 2018.<<www.ncl.ac.uk/sml/news-events/news/item/talkingtotheworld3ticonference.html>> 27. Translation & Interpreting in the Digital Era, Hankuk University of Foreign Studies, Seoul, South Korea, 29-30 January 2018.Contact: itri@hufs.ac.kr 28. 7th META-NET Annual Conference: Towards a Human Language Project, Hotel Le Plaza, Brussels, Belgium, 13-14 November 2017.<<www.meta-net.eu/events/meta-forum-2017>> 4) CURSOS – SEMINARIOS – POSGRADOS / COURSES – SEMINARS – MA PROGRAMMES 1. Certificate / Diploma / Master of Advanced Studies in Interpreter Training (online), FTI, University of Geneva, Switzerland,4 September 2017 - 10 September 2019.<<www.unige.ch/formcont/masit>> 2. Master's Degree in Legal Translation, Institute of Advanced Legal Studies, London, UK.<<http://ials.sas.ac.uk/study/courses/llm-legal-translation>> 3. Certificat d'Université en Interprétation en contexte juridique : milieu judiciaire et secteur des demandes d'asile, University of Mons, Belgium.<<http://hosting.umons.ac.be/php/centrerusse/agenda/certificat-duniversite-en-interpretation-en-contexte-juridique-milieu-judiciaire-et-secteur-des-demandes-dasile.html>> 4. Online MA in Translation and Interpreting ResearchUniversitat Jaume I, Castellón, Spain.Contact: monzo@uji.es<<www.mastertraduccion.uji.es>> 5. MA in Intercultural Communication, Public Service Interpreting and Translation 2017-2018, University of Alcalá, Madrid, Spain.<<www3.uah.es/master-tisp-uah/introduction-2/introduction>> 6. Research Methods in Translation and Interpreting StudiesUniversity of Geneva, Switzerland.<<www.unige.ch/formcont/researchmethods-distance1>><<www.unige.ch/formcont/researchmethods-distance2>> 7. La Traducción audiovisual y el aprendizaje de lenguas extranjeras, Universidad Nacional de Educación a Distancia (UNED), Spain, 4 December 2017.<<https://goo.gl/3zpMgY>> 8. Fifth summer school in Chinese-English Translation and Interpretation (CETIP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 9. First summer school in Arabic – English Translation and Interpretation (AETP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 10. Third summer school in translation pedagogy (TTPP)University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 4) PREMIOS/AWARDS 1. The Warwick Prize for Women in Translation<<http://www2.warwick.ac.uk/fac/cross_fac/womenintranslation>
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
DON RIGOBERTO'S SEXUAL FANTASY IN MARIO VARGAS LLOSA IN PRAISE OF THE STEPMOTHER Dinda Anisa Larasati English Department, Language and Arts Faculty, State University of Surabaya dinda_kdy@yahoo.com Drs. Much. Khoiri M.Si. English Department, Language and Arts Faculty, State University of Surabaya much_choiri@yahoo.com Abstract Sexuality is seen as sinful thing which influences Christian to behave and act based on the society role. Some people tend to repress their sexual fantasy because sexual fantasy is a genre that can lend itself very easily to the sexual elements of life, the depraved, the debauched, or the downright saucy and controversial. The aim of this study is to describe how Don Rigoberto's sexual fantasy depicted in Mario Vargas Llosa In Praise of the Stepmotherand and to reveal how Don Rigoberto's sexual fantasy can impact on his wife. The data are in the form of quotation, fragments, and dialogues or monologues that indicated the thoughts and action concerning form of sexual fantasy.The data is applying the theory of fantasy by Jacques Lacan and supported with Baron. This study also uses the concept of anxiety and psychological trauma. Initially, Don Rigoberto obsessed with three things: Physical Hygiene, sex with his wife, and erotic paintings. He devotes a day a week for the care of a different member or organ.His love life with Lucrecia in a world more imaginary than real, of what he wishes she were than what she really is. He always lost in his dream which is imagined erotically things from some media and those can support his sexual fantasy. Don Rigoberto forced his wife (to have) sex with another man which can be deeply shocking for her. Those facts are proof that Don Rigoberto get his satisfaction from his obsession. Keywords: sexuality, fantasy, desire, anxiety, psychological trauma Abstrak Seksualitas dipandang sebagai hal yang berdosa yang mempengaruhi Kristen untuk bersikapdanbertindak berdasarkan peran masyarakat. Beberapa orang cenderung untuk menekan fantasi seksual mereka karena fantasi seksual adalah genre yang dapat menjatuhkan diri seseorang ke dalam unsur-unsurseksualkehidupan, buruk, yang tidak bermoral, dan kontroversial. Tujuan dari skripsi ini adalah untuk menggambarkan bagaimana fantasi seksual Don Rigoberto yang digambarkan di Mario Vargas Llosa In Praise of the Stepmother dan mengungkapkan bagaimana fantasi seksual Don Rigoberto yang berdampak pada istrinya. Di dalam data tersebut terdapat kutipan, fragmen, dan dialog atau monolog yang menunjukkan pemikiran dan tindakan mengenai bentukfantasi. Untuk data seksual menerapkan teori fantasi dari Jacques Lacan dan didukung dengan Baron. Analisis ini juga menggunakan konsep anxiety dan psychological trauma. Pada awalnya, Don Rigoberto terobsesi dengan tiga hal: Fisik higienis, seks dengan istrinya, dan lukisan erotis. Dia menjadikan satu hari dalam seminggu untuk melakukan perawatan pada anggota atau organ badan yang berbeda. Kehidupan cintanya dengan Lucrecia di dunia lebih kepada imajinasi daripada kenyataan, apa yang dia ingin adalah berada dari apa yang sebenarnya dia. Dia selalu terjebak dalam mimpinya, yaitu dengan membayangkan hal-hal erotis dari beberapa media dan mereka dapat mendukung fantasi seksualnya. Don Rigoberto memaksa istrinya untuk berhubungan seks dengan laki-laki lain dan hal itu sangat mengejutkan istrinya.Faktanya adalah bukti bahwa Don Rigoberto mendapatkan kepuasan melalui obsesinya. Kata kunci: sexuality, fantasy, desire, anxiety, psychological trauma Introduction Human cannot be separated with needs. There are three basic drives such as eating, sleeping, and sex. As a normal human being, sexuality is given from the beginning ourselves. Nietzche asserts that "we are not only rational out being, but we are also full of desire, with the drives and hidden longing, which formed, our ideas and views about the world" (O'Donnel, 2008: 41).In reality, sexuality describes a huge range of activities. This is half of dialectic, anything can be sex because sex has whatever meaning human experience moment by moment, and sex hasan infinite range of meanings because the scope of activities that can properly be called sexual is so vast. Lisa Downing says that sexuality is something that we ourselves create-it is our own creation, and much more than the discovery of secret side of our desire. Sex is not fatally, it is possible to creative life (Downing 2008:104). Sex can make people different. It means that sex is created because of love, relationship, and perhaps necesity or situation. Sex is not taboo anymore in this modern era, but sex can help viability in science. In psychoanalyticterms, sexuality plays an enormously influential rolein psychological development.From a veryearly age, how people experience their bodies in relation to the physical world as well as to the internal stimuli and feelings their bodies generate profoundly effects how they view the world and themselves.In particular,conscious and unconscious fantasies are about human's bodies and sexuality influence the development of stable patterns of sexual identity, and with that,sexual behaviors.(http://psychoanalysis101.org/psycho-sexual-development/). Sexual fantasies play a central role in mental life, despite – or rather: because of – the fact that they in particular meet the fate of repression, which is why Freud calls them "the weak spot in our psychical organization" (Freud, 1911: 223). This repression creates the psychic disposition towards neurosis in man, the conflict between unconscious desires and conscious control. That sexuality is actually the weak spot in man's psychical organization is proven by the fact that many (predominantly male) users of the Internet cannot resist the temptation to seek sexual pleasure via the computer screen. Sex is still the biggest business on the net, offering such a massive electronic hallucination of gratifying objects. In Praise of the Stepmother with Mario Vargas Llosa as the author, Mario Vargas Llosa, which reached worldwide recognition with his novels Pantoja and the Special Aunt Julia and the Scriptwriter, The War of the Worlds.In Praise of the Stepmother, made a foray into a genre that is emerging in many of his works, the erotic. Sex in the novels may offend, amuse, or worse. As this study has come toexpect of VargasLlosa as the author of this novel, he uses a precisely structured form to present the distinct components of his story. Structure can be invaded or skewed which is an interesting way to make point innocence and morality are strong themes which are compound in unusual ways. In Praise of the Stepmother with Mario Vargas Llosa as the author, Mario Vargas Llosa, which reached worldwide recognition with his novels Pantoja and the Special Aunt Julia and the Scriptwriter, The War of the Worlds.In Praise of the Stepmother, made a foray into a genre that is emerging in many of his works, the erotic. Sex in the novels may offend, amuse, or worse. As this study has come toexpect of VargasLlosa as the author of this novel, he uses a precisely structured form to present the distinct components of his story. Structure can be invaded or skewed which is an interesting way to make point innocence and morality are strong themes which are compound in unusual ways. Mario Vargas Llosa was born in Arequipa, the second city of Peru, in March 1936.In 1958 he travelled to Paristhanks to a prize won in a short story competition,and on his return to Lima he completed his higher education and received a grant to transfer to theUniversity of Madrid. A few months after arriving in the capital of Spain,he left his studies for the doctorate and settled in Paris, where he was to stay for seven years.In 1963 he published his first great novel, "La ciudad y los perros", with which he won several literary prizes, among them the "BibliotecaBreve" and "La Crítica".It has currently been translated into more than twenty languages. His second major work wastobe"La Casa Verde",published in 1966, the same year he moved to London, wherehewould teach at the university and contribute frequently to newspapers and magazines.Afterwritingone of his fundamental novels, "Conversación en la catedral", VargasLlosatravelled to Barcelona in 1970, where he was to stay for almost five years until in 1974 he put an end to his European exile and returned to Peru with the intention, for the first time, of settling down there. In 1973, his novel Pantaleóny lasvisitadoras, which was adapted for the cinema two years later, had come out.In 1975 he began a seriesof projects related with the cinema and in March of that year he was elected as numerary member of the Peruvian Academy of the Spanish Language. Two months later, he was appointed as president of Pen Club International, a post which he would hold until 1979. Mario Vargas Llosa began his political activity in 1987, due to the nationalization of thefinancial system in Peru. As candidate for the presidency of his country in 1989 with the centre-right coalition Frente Democrático, he was finally defeated in the ballot by Alberto Fujimori. Apart from the works mentioned above, the following works may be highlighted among the output of Mario Vargas Llosa: the novels "La tía Julia y el escribidor" (1977), "La Guerra del fin del mundo" (1981), "Historia de Mayta" (1984), "Quiénmató a Palomino Molero?" (1986), "El hablador" (1987) and "Elogio de la madrastra" (1988); in his facet as a playwright he has written "La señorita de Tacna" (1981), "Kathie y el hipopótamo" (1984) and "La Chunga" (1986) and as an essayist he has published important works such as "GarcíaMárquez: historia de un deicidio" (1971) and "La orgíaperpetua:Flauberty Madame Bovary" (1975)."In Praise Of The Stepmother" (1988). Mario VargasLlosa was a conservative candidate (Fredemo, the Democratic Front) for the Peruvian presidency in 1990.The development of his political convictions, from a sympathizer of Cuban revolution to the liberal right, has astonished his critics and has made it impossible to approach his work from a single point of view. Sabine Koellmann has noted that the publication of Vargas Llosa's La Fiesta del Chivo (2000, The Feast of the Goat) confirmed, "thatpolitics is one of the most persistent 'demons' which, according to his theory, provoke his creativity." (Vargas Llosa's Fiction & the Demons of Politics, 2002) Vargas Llosa was defeated by Alberto Fujimori, an agricultural engineer of Japanese descent, also a political novice, but who had a more straightforward agenda to present to the voters. Anunexpected twist in the plot of this political play occurred in 2000, when President Fujimori escaped to his ancestral homeland Japan after a corruption scandal. From 1991 to 1992 Mario Vargas Llosa worked as a visiting professorat Florida International University, Miami and Wissdens chafts kolleg, Berlin. In addition to the Nobel Prize, the author has received many other honors. Among other distinctions, he has received the "Ramón Godoy Lallana" Journalism Prize, the LiteraryPrize of the Italo-American Institute, the "Pablo Iglesias "LiteraturePrize, the "Hemingway"Prize, the Gold Medal of the Americas and the Max Schmidheiny Foundation Liberty Prize. Already a classic due to the scope and quality of his work, he is one of the Spanish-American writers who has most consistently and determinedly brought theresources of the 20th century literary avant-garde inour language. In Praise of the Stepmother is one literary work by Mario Vargas Llosa. In this novel, there are found many expressions by the characters Don Rigoberto is an art connoisseur and erotic explorer night by night as well as man obsessively devoted to the care of his own body. Lucrecia as a second wife of Don Rigoberto, she is a beautiful and passionate woman, and then his son Alfonso, known as Fonchito.The first character introduced to us in the novel In Praise of the Stepmother, Vargas Llosa takes on an expedition through the mind of Don Rigoberto, day by day an insurance executive, by night a pornographer and sexual enthusiast. Don Rigoberto is a member of Lima's well-heeled bourgeois society. He is the kind of man one sees at board meetings and cocktail parties. But by night Don Rigoberto sheds his conventional skin to pursue his true passions: erotic art and sexual fantasy. Rigoberto's love for Lucrecia is an addiction of her body parts, a revere or an objectification of her physical persona. This way of looking at love and people and considers women as their property, rather than primarily enjoying her body is part of her. He loves her as a compilation of body parts. In the novel In Praise of the Stepmother signals the historical endpoint to the popularity of the 1960s liberationist sexuality, especially female sexuality as a carrier of a symbolic charge of social freedom. This novel is a thought-provoking fantasia on innocence, sex, and art. It opens with a portrayal of a liberated sexual woman, Lucrecia, who is adored by her husband, Rigoberto. Don Rigoberto's and Lucrecia's erotic exploits which are modeled after paintings that are actually printed in the book. Through this story, Mario Vargas Llosa explores the ideas of the erotic imagination. Rigoberto creates erotic fantasies, the erotic and sexual lives of Rigoberto and Lucrecia, much of which is driven by Rigoberto's fantasies formulated from paintings. In this Story, Fonchito seems to corrupt innocence, live a harmonious sexual fantasy with her stepmother. Nothing inhibits them or stops them. Dona Lucrecia and stepson Fonchito are revealed in every detail. There is erotic novel. Sexual Fantasy of Rigoberto, a harmonious sexual fantasy of Alfonso to his stepmother, and sexual attraction Lucrecia to Alfonso. Sexual Fantasy is chosen where this study is taken because of the interesting case and the impact which make the wife had anxiety and psychological trauma. From the reading, the study can be interested in focus on the sexual fantasy experienced by the main character. In the novel In Praise of the Stepmother, this study would like to learn more, how Don Rigoberto's sexual fantasy. What are the activities of Don Rigoberto's Sexual Fantasy, what are the factors,the causes and the theory, which is matching discuss those cases istheory of Fantasy of Jacques Lacan, supported theory fantasy of Baron. Many kinds of Sexuality, there are Sexualization, Sexual health and Reproduction. Sexual identity, sensuality and intimacy. Sensuality involves human's level of awareness, acceptance and enjoyment of men's own or others bodies. In the circle of sexuality, fantasy is part of sensuality. Sensuality is match with Don Rigoberto's Sexual Fantasy. In the novelIn Praise of the Stepmother, Many statements which can prove that Don Rigoberto have an extreme sexual fantasy. One night, he said that Lucrecia is his fantasy not his wife. He imagined that Lucrecia is Venus, a person who is his fantasies. For the tittle of my thesis is "Don Rigoberto's Sexual Fantasy.DonRigoberto has an extreme sexual fantasy, he obsesses of three things: Personal Hygiene, sex with Lucrecia, and erotic paintings. His sexual fantasy actually impact on his wife, according to me that's so interesting.Because of those, thus this study directed to more examine about Don Rigoberto's sexual fantasy. In analyzing Don Rigoberto's sexual fantasy and Don Rigoberto's sexual fantasy impact on his wife, it is used some related concept and two theories. In this thesis, the problem statement is divided into two. The first problem statement deals with Don Rigoberto's sexual fantasy reflected in this novel. While the second problem deals with How does Don Rigoberto's sexual fantasy impact on his wife in Mario Vargas Llosa"In Praise of the Stepmother. Those problems can be analysed by using the theory fantasy of Jacques Lacan, supported with Baron and also using concept of anxiety and psychological trauma. The first statement is how Don Rigoberto's sexual fantasy reflected in In Praise of the Stepmother. This statement will use theory fantasy of Jacques Lacan and suppoeted with theory fantasy of Baron. Through fantasy, the subject attempts to sustain the illusion of unity with the other and ignore his or her own division. Fantasy originates in "auto-eroticism" and the hallucinatory satisfaction of the drive. Fantasies are the way in which subjects, structure or organize their desire: it is the support of desire. Then the second statement isHow does Don Rigoberto's sexual fantasy impact on his wife in Mario Vargas Llosa"In Praise of the Stepmother. This statement will also apply the theoryof fantasy of Jacques Lacan and also apply the concept of anxiety and psychological trauma. Actually, there are two impacts of Don Rigoberto's sexual fantasy. Methods Research methodolgy that used in this analysis here must be qualified as an applying in literary appreciation. The thesis is regarded as a descriptive-qualitative study and uses a library research.The data obtained to answer research question study. This study uses novel of Mario Vargas Llosaentitled In Praise of the Stepmother that published in 1988 as the data source of this study. The datas are in the form of direct and indirect speech of the characters, dialogues, epilogues and quotations which indicate and represent aspect of infidelity and love and will which is experienced by the main character. This thesis is using the library method in collecting the data. It does not use the statistic method. That is why it is not served in numbering or tables. Library research used an approach in analyzing this study. The kind of library research which is used here is intensive or closely reading to search quotations or phrases. It also used to analyze the literary elements both intrinsic and extrinsic. The references are taken from library and contributing ideas about this study from internet that support the idea of analyzing. Some steps of how the data is analyzed will be described as follows: Classification based on the statement of the problems. This classification is used to avoid the broad discussion. There are two classifications in this study. They are sexual fantasy and the main factor that lead to his sexual fantasy. Describing Don Rigoberto's sexual fantasywhich is stated from the quotations or statements by using theory of fantasy to be applied to the data.Describing Don Rigoberto's sexual fantasy impact on his wife which is stated from the quotations or statements by using theory of fantasy and the concept of anxiety and psychological trauma will to be applied to the data. RESULT 3.1 Reflection of Don Rigoberto's Sexual Fantasy Based on theory of fantasy of Baron, fantasy can be a kind of activity that permits the subject to escape, however briefly from the stresses and boredom of the subject's life. Schaefer and Millman support this theory by stating that fantasies provide "a strong feeling of satisfaction in comparison to the bedroom of everyday activities" as an escape of the continued failure of difficulties in their everyday life". (Baron, 1995: 31-32) Fantasy is used as an escape from responsibility or a harsh home or work situation. Then the person needs to begin to pray for favor on the job or at home, asking God to open hearts to each other's needs and binding out demonic forces. We have had great reports from this kind of prayer. Then as the stress is lifted and the relationships are made stronger, the desire to escape lifts as well. The fantasies are no longer a problem. 3.1.1.1 Fantasy escape Don Rigoberto from stresses and boredom of his life Don Rigoberto is the dull though the prosperous manager of a Lima insurance company. His life represented in the eyes of others, that routine existence as the general manager of an insurance company, he has many activities. Well-earned that he stress or bored with some of his activities as an insurance executive. He had found in his solitary hygienic practiced and all in the love of his wife appeared to him to be sufficient compensation for his normalcy. He creates erotic fantasies, and Lucrecia lives out the character she has been chosen to be. "Just a pinch of wisdom to use as a momentary antidote to the frustrations and annoyances that seasoned existence. He thought: Fantasy gnaws life away, Thank God" (Llosa, 1988: 104) From the statement above, Rigoberto seems like indeed the power of wisdom can be used as a momentary antidote to the frustrations and annoyances that seasoned existence, but it just can be a momentary antidote now the make frustrations and annoyances gnaws away. As a manager of a Lima insurance company, it is definitely that he has 1many activities so he needs something which can release him from the frustrations and annoyances. The word "Fantasy gnaws life away, Thank God", it shows that Don Rigoberto thinks that fantasy helped him out of the frustrations and annoyances thing which is part of being an insurance executive. He was thankful, fantasy make he enjoyed or even suspected as happiness. There is proof that Fantasy can escape from the stresses and boredom of life "[.] as though happy to rid itself of the policies and the detritus of the day's bussiness.Ever since, in the most secret decision of his life-- so secret that probably not even Lucrecia would ever be privy to it in its entirity-he had resolved to be perfect for a brief fragment of each day. (Llosa, 1988: 54) Rigoberto is obsessed with Personal Hygiene, he assumes that is the part of his sexual fantasy to get pleasure. According to him, the nightly ritual can as a though happy to a rid himself from detritus bussiness day. He had resolved to be perfect for a brief fragment of each day through nightly ritual. 3.2 Don Rigoberto's Sexual Fantasy impact on his wife In the novel In Praise of the Stepmother, Don Rigoberto focuses so completely on hisrich fantasy life - a fantasy life,multiplyed by his reproductions of smutty nudes by the likes of Titian and Jordaens (left), that he doesn't notice the risks that cause Dona Lucrecia anxiety. In this novel, there is no communication between Don Rigoberto and Dona Lucrecia about sexual fantasy, Don Rigoberto's intend for his wife disrupts into his fantasies—at times he is too impaired by sorrow and desire to go on. "The queen sometimes awakens at night, overcome with terror in my arms, for in her sleep the shadow of the Ethiopian has once again burst into flame on top of her." (Llosa, 1988: 20) This quotation above describes that Lucrecia feels anxiety, she always pictured events that foregoing Don Rigoberto forced Dona Lucrecia sex with Atlas, Don Rigoberto assumes that Atlas is the best endowed of his Ethiopian slaves. It can be explained through this statement : "One night-I was drunk-I summoned Atlas, the best endowed of my Ethiopian slaves, to my apartments, merely to confirm that this was so. I had Lucrecia bow down before him and ordered him to mount her.Intimated by my presence, or because it was too great a test of his strength, he was unable to do so. Again and again I saw him approach her resolutely, push, pant, and withdraw in defeat" (Llosa, 1988: 15) Fantasy is 'that thing is what can satisfy me' – objectivation of desire.This line of thought on perverse fantasy, that fixates desire onto a certain object and thus screens off from its infinity, make the interpretations understandable From the quotation above Don Rigoberto was fantasized and forced his wife into having sex with Atlas. There looks Rigoberto so rude to treat his wife, he made his wife as an object because he wanted to prove whether Atlas, the best endowed of my Ethiopian slaves can equals him and he merely to confirm that this was so. The Fantasy that is shown by Don Rigoberto occurs when he decided his wife sex with Atlas. Don Rigoberto feels satisfied and relieved after that incident. Because of that incident, he discovered that no one can equal him. Butitis notperceivedby Lucrecia, she feels not enjoy. "In order to fulfill my part of the offer, we were obliged to act with the greatest discretion. That episode with Atlas, the slave, had been deeply shocking to my wife. (Llosa, 1988: 19) In the statement above, He has also realized that the episode with Atlas makes Dona Lucrecia shock. In contrast, Don Rigoberto does not appreciate his wife. He just concerned with his fantasy and never regards Dona Lucrecia's pleasure. There is no communication between Don Rigoberto and Dona Lucrecia about sexual fantasy, Rigoberto just concerned with his fantasy and Dona Lucrecia only silent to face it. She did not attempt to revolt or reject command from her husband She never stated that she does not enjoy it. She feels anxiety until it can be said that she have psychological trauma. Lucrecia always awakens at night just because it was too painful for her. For Lucrecia it would be a deeply shocking. In the chapter twelve, Labyrinth of Love.Lucrecia expresses her feelings that she felt as fortunate victim, she just an inspiration. Until there show that she fantasized with herself "I know this because I have been the fortunate victim; the inpiration, the actress as well [.]. Myself, erupting and overflowing beneath your attentive libertine gaze of a male who has officiated with competence and is now contemplating and philoshopizing (Llosa,1988: 118) It shows that Dona Lucrecia feels that she just an actress who serve her husband for being another person, not being herself while they having sex. She was erupted and overflows, she wants to vent all her anxiety. Until she actually made masturbation to gained the power of magic, mystery and bodily enjoyment. "That woman is what I am, slave and master, you offering. Slit open like a turtledove by love's knife: I: cracked apart and pulsing. I:slow masturbation. I: flow of musk. I: labyrinth and sensation. I: magic ovary, semen, blood, and morning dew.That is my face for you, at the hour of the senses. I am that when, for you, I shed my everyday skin and my feast-day one. That may perhaps be my soul. Yours." (Llosa, 1988: 119) In the statement above, it is clear that Lucrecia uncomfortable with the sexual fantasy of his husband. She even feels the pleasure through masturbation. Because throughon masturbation, she could be herself, not as an actress or inspiration of her husband. Conclusions This last chapter is drawn to sun up the results of the analysis, which is presented in the form of summary. In this chapter, the conclusion will be divided into two, in line with the statement of problem. The first conclusion in terms of Don Rigoberto's sexual fantasy. For the second conclusion is Don Rigoberto's sexual fantasy impact on his wife. From the analysis that has been in the previous chapter, it can be conclude in the first conclusion that Don Rigoberto obsessed with three things, they are personal hygiene, sex with his wife and erotic paintings. Based on Don Rigoberto's it is found out that there are many habits and factors which are espouse his sexual fantasy. Besides, his character is his sexual fantasy done for his pleasure and cause of his desire. As aLima manager insurance, Rigoberto definitely has many activities, multiple frustrations and annoyances. So, the fantasy can help to escape him from that. In this study also reveal that Fantasy can make Rigoberto to be wise. He had rediscovered that wisdom all by himself, on his own and at his own risk. He did many habits like imagining erotically things about the media then sets the intent of those media into his mind.He reduces his wife as an object. He determines himselfbecome someone who is in the media, he proud of person in the paintings which can inflame his subject's imaginings then he changes himself as that person. In the novel In Praise of the Stepmother learn of the erotic and sexual lives of Rigoberto and Lucrecia, and which is driven by Rigoberto's fantasies formulated from paintings and other media. He showers her with affection, but the reader is left wondering if he truly knows her, or if he has created an illusion of her. Don Rigoberto's Sexual Fantasy happened because of any media, and he enjoyed his sexual fantasy by any media, like painting, poet and tried to take it into his mind, then reveal to his wife. His love life with Lucrecia in a world more imaginary than real, of what he wishes she were than what she really is. Don Rigoberto assumes that his wife is like another person who is in his mind, not the realism of his wife's self. He always lost in his dream which is imagined erotically things from some media and those can support his sexual fantasy. Don Rigoberto is compulsive about his personal cleanliness and his bodily functions. He appreciates them as impressive and necessary. He devotes a day a week for the care of a different member or organ: Monday, hands; Tuesday, feet; Wednesday, ears; Thursday, nose; Friday, hair; Saturday, eyes; Sunday, skin. Don Rigoberto is a sensualist of the highest order and, nightly, he and his wife have erotic heights. He did nightly ritual,all of those are the parts of his sexual fantasy. The pictures and roses of the painting are as an inspiration for him while having sex with his wife. Sexual fantasy can have a profound impact on a person's emotions. Sexual fantasy is articulated with anxiety and it is closest proximity to the psychological traumatic real, Lucrecia always be object of Rigoberto's sexual fantasy, she forced sex with Atlas, the best endowed of Ethiopian slaves. It shows that Don Rigoberto never worried about Lucrecia's anxiety. He actually lets Lucrecia having sex with another man, just for create pleasure Dona Lucrecia as his wife feel that she just an actress who serve her husband for being another person, not being herself while they having sex. She actually made masturbation to gained the power of magic, mystery and bodily enjoyment. She also did sexual attraction to her stepson, Fonchito. Because while having sex with her stepson, she feels splendid orgasm she is to be herself, she felt the pleasure and comfort thats he never got while having sex with Rigoberto, with Foncho, she feels that he is innocence and not seems like Rigoberto who makes she is an object imagination of anyone and object for him to get sexual satisfaction and pleasure. Don Rigoberto can do sexual fantasy to his wife because of his desire, he obsessed of personal hygiene,erotic paintings, then he makes his wife become the object of his fantasy and he wants to get pleasure which can alter his mood to be happy. The act of Don Rigoberto that forced his wife with another man can be classified as sexual violence which is the cause of psychological trauma. So, with the sexual fantasy of Don Rigoberto can impact Lucrecia has psychological trauma. Refferences Allen, Richard. 1995. Projecting Illusion. Film Spectatorship and the Impression of Reality. Cambridge: Cambridge University Press. 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Gerrig, Richard. J. 1996. Psychology and Life. 14th ed. New York: Harper Collins Publisher. Giambra, L. 1974. Daydreaming across the life span: Late adolescent to senior citizen. International Journal of Aging and Human Development,5, 115-140. Hicks, T.V., and H. Leitenberg. 2001. Sexual Fantasies About One's Partner Versus Someone Else: Gender Differences in Incidence and Frequency. Jour. Sex Res, 38:43-51. Hollender, M. H. 1963. Women's fantasies during sexual intercourse. Archives of General Psychiatry, 8, 86-90. Homey, K. 1967. Feminine psychology. New York: Norton. Hurley, Robert. 2011. The Limits of Ferocity: Sexual Aggression and Modern Literary Rebellion. New York: Duke University Press Books. Jones, J. C, & Barlow, D. H. 1990. Self-reported frequency of sexual urges, fantasies, and masturbatory fantasies in heterosexual malesand females. Archives of Sexual Behavior, 19, 269-279. Kaplan, H. S. (1974, October). Fiction and fantasy: No-nonsense therapy for six sexual malfunctions. Psychology Today, pp. 77-86. Kartono, Kartini and Dadi Gulo. 1987. Kamus Psikologi. Bandung: Pionir Jaya. Lacan, Jacques. 1994. The Seminar, Book III .1955-1956. The Psychoses, ed. by Jacques Alain Miller,trans. by Russell Grigg. New York: Norton. Lacan,Jacques. 1978. Four Fundamental Concepts Of Psychoanalysis. New York: W. W. Norton & Company. Lacan, Jacques. 2005. Routledge Critical Thinkers Book. New York: Routledge. Laplanche, J.1986. Fantasy and the Origins of Sexuality, London: Routledge. Le Séminaire XIII: L'objet de la psychanalyse. 1965-1966. Unpublished transcript. Le Séminaire XIV: La logique du fantasme 1966-1967. Unpublished transcript. Meadows, Robert J. 2004. Understanding Violence and Victimization Third Edition. New Jersey: Prentice Hall. Miller, Jacques-Alain. 1999. Les six paradigms de la jouissance. La CauseFreudienne, 42: 7-29. Nobus, Dany. 2002. Jacques Lacan and the Freudian Practice of Psychoanalysis. Taylor & Francis e-Library. Nusselder, André. 2006. Interface Fantasy. Amsterdam. F&N Eigen Beheer. Pp 117. O'Donnell, Kevin. 2008. Postmodernisme. 1st ed. Yogyakarta: Kanisius. Reich, W. 1942. The discovery of the orgone: The function of the orgasm. New York: Noonsday. Rogers, Dorothy. 1969. Child Psychology. Belmont, California. Wadsworth Publishing Company,Inc Singer, J. L. 1966. Daydreaming: An Introduction to the experimental study of inner experience, New York: Random House. Singer, J.L. 1968. Research applications of the projective methods: In A. Rabin (Ed.), Projective techniques in personality assessment. New York: Springer. Suryabrata, Sumadi. 2002. Pengembangan Alat Ukur Psikologis,Yogyakarta: Penerbit Andi Yogyakarta. ---. The Seminar, Book X. 1962-1963. Anxiety, ed. By Jacques Lacan, trans. by Cormac Gallagher. French: Unedited manuscript. ---. The Seminar, Book XI. 1981. The Four Fundamental Concepts of Psycho-Analysis, ed. by Jacques Alain Miller, trans. by Alan Sheridan. New York: Norton. ---. The Seminar, Book XX 1972-1973, Encore, ed. by Jacques Alain Miller, trans. by Bruce Fink. New York: Norton. Vargas Llosa, Mario. 1988. In Praise Of The Stepmother. New York: Picador. Wagman, M. 1967. Sex differences in types of daydreams. Journal of Personality and Social Psychology, 7, 329-332. Wilson, G.D. 1997. Gender Differences in Sexual Fantasy: An Evolutionary Analysis. Person. Individ. Diff, 22, 27-31. Žižek, S. 1992. Looking Awry. Cambridge Massachusetts: MIT Press. Internet Sources . http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.html http://psychoanalysis101.org/psycho-sexual-development/html http://www2.ucsc.edu/dreams/Library/hall_1953b.html http://www.sparknotes.com/psychology/psych101/motivation/section3.html http://www.bartleby.com/288/5.html http://www.personalityresearch.org/papers/plaut.html
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Mary Elizabeth King on Civil Action for Social Change, the Transnational Women's Movement, and the Arab Awakening
Nonviolent resistance remains by and large a marginal topic to IR. Yet it constitutes an influential idea among idealist social movements and non-Western populations alike, one that has moved to the center stage in recent events in the Middle East. In this Talk, Mary King—who has spent over 40 years promoting nonviolence—elaborates on, amongst others, the women's movement, nonviolence, and civil action more broadly.
Print version of this Talk (pdf)
What is, according to you, the central challenge or principal debate in International Relations? And what is your position regarding this challenge/in this debate?
The field of International Relations is different from Peace and Conflict Studies; it has essentially to do with relationships between states and developed after World War I. In the 1920s, the big debates concerned whether international cooperation was possible, and the diplomatic elite were very different from diplomats today. The roots of Peace and Conflict Studies go back much further. By the late 1800s peace studies already existed in the Scandinavian countries. Studies of industrial strikes in the United States were added by the 1930s, and the field had spread to Europe by the 1940s. Peace and Conflict Studies had firmly cohered by the 1980s, and soon encircled the globe. Broad in spectrum and inherently multi-disciplinary, it is not possible to walk through one portal to enter the field.
To me it is also important that Peace and Conflict studies is not wary of asking the bigger hypothetical questions such as 'Can we built a better world?' 'How do we do a better job at resolving conflicts before they become destructive?' 'How do we create more peaceable societies?' If we do not pose these questions, we are unlikely to find the answers. Some political scientists say that they do not wish to privilege either violence or nonviolent action. I am not in that category, trying not to privilege violence or nonviolent action. The field of peace and conflict studies is value-laden in its pursuit of more peaceable societies. We need more knowledge and study of how conflicts can be addressed without violence, including to the eventual benefit of all the parties and the larger society. When in 1964 Martin Luther King Jr received the Nobel Peace Prize, his remarks in Oslo that December tied the nonviolent struggle in the United States to the whole planet's need for disarmament. He said that the most exceptional characteristic of the civil rights movement was the direct participation of masses of people in it. King's remarks in Oslo were also his toughest call for the use of nonviolent resistance on issues other than racial injustice. International nonviolent action, he said, could be utilized to let global leaders know that beyond racial and economic justice, individuals across the world were concerned about world peace:
I venture to suggest [above all] . . . that . . . nonviolence become immediately a subject for study and for serious experimentation in every field of human conflict, by no means excluding relations between nations . . . which [ultimately] make war. . . .
In the half century since King made his address in Oslo, nonviolent civil resistance has not been allocated even a tiny fraction of the resources for study that have been dedicated to the fields of democratization, development, the environment, human rights, and aspects of national security. Many, many questions beg for research, including intensive interrogation of failures. Among the new global developments with which to be reckoned is the enlarging role of non-state, non-governmental organizations as intermediaries, leading dialogue groups comprised of adversaries discussing disputatious issues and working 'hands-on' to intervene directly in local disputes. The role of the churches and laity in ending Mozambique's civil war comes to mind. One challenge within IR is how to become more flexible in viewing the world, in which the nation state cannot control social change, and with the widening of civil space.
How did you arrive at where you currently are in your thinking about IR?
I came from a family that was deeply engaged with social issues. My father was the eighth Methodist minister in six generations from North Carolina and Virginia. The Methodist church in both Britain and the United States has a history of concern for social responsibility ― a topic of constant discussion in my home as a child and young adult. When four African American students began the southern student sit-in movement in Greensboro, North Carolina, on February 1, 1960, by sitting-in at a Woolworth's lunch counter, I was still in college. Although I am white, I began to think about how to join the young black people who were intentionally violating the laws of racial segregation by conducting sit-ins at lunch counters across the South. Soon more white people, very like me, were joining them, and the sweep of student sit-ins had become truly inter-racial. The sit-in movement is what provided the regional base for what would become a mass U.S. civil rights movement, with tens of thousands of participants, defined by the necessity for fierce nonviolent discipline. So, coming from a home where social issues were regularly discussed it was almost natural for me to become engaged in the civil rights movement. And I have remained engaged with such issues for the rest of my life, while widening my aperture. Today I work on a host of questions related to conflict, building peace, gender, the combined field of gender and peace-building, and nonviolent or civil resistance. At a very young age, I had started thinking as a citizen of the world and watching what was happening worldwide, rather than merely in the United States.
Martin Luther King (to whom I am not related) would become one of history's most influential agents for propagating knowledge of the potential for constructive social change without resorting to violence. He was the most significant exemplar for what we simply called The Movement. Yet the movement had two southern organizations: in 1957 after the success of the Montgomery bus boycott of 1955-56, he created, along with others, the Southern Christian Leadership Conference (SCLC). The other organization was the one for which I worked for four years: the Student Nonviolent Coordinating Committee (SNCC, pron. snick), which initially came into being literally to coordinate among the leaders of the student sit-in campaigns. As the sit-ins spread across the South, 70,000 black, and, increasingly, white, students participated. By the end of 1960, 3,600 would have been jailed.
SCLC and SNCC worked together but had different emphases: one of our emphases in SNCC was on eliciting leadership representing the voices of those who had been ignored in the past. We identified many women with remarkable leadership skills and sought to strengthen them. We wanted to build institutions that would make it easier for poor black southern communities to become independent and move out of the 'serfdom' in which they lived. Thus we put less prominence on large demonstrations, which SCLC often emphasized. Rather, we stressed the building of alternative (or parallel) institutions, including voter registration, alternative political parties, cooperatives, and credit unions.
What would a student need (dispositions, skills) to become a specialist in IR or understand the world in a global way?
One requirement is a subject that has virtually disappeared from the schools in the United States: the field of geography. It used to be taught on every level starting in kindergarten, but has now been melded into a mélange called 'social sciences'. You would be surprised at how much ignorance exists and how it affects effectiveness. I served for years on the board of directors of an esteemed international non-profit private voluntary organization and recall a secretary who thought that Africa was a country. This is not simplistic — if you don't know the names of continents, countries, regions, and the basic political and economic history, it's much harder to think critically about the world. Secondly, students need to possess an attitude of reciprocity and mutuality. No perfect country exists; there is no nirvana without intractable problems in our world. No society, for example, has solved the serious problems of gender inequity that impede all spheres of life. Every society has predicaments and problems that need to be addressed, necessitating a constant process. So we each need to stand on a platform in which every nation can improve the preservation of the natural environment, the way it monitors and protects human rights, transitions to democratic systems, the priority it places on the empowerment of women, and so on. On this platform, concepts of inferior and superior are of little value.
You also co-authored an article in 1965 about the role of women and how working in a political movement for equality (the civil rights movement) has affected your perceptions of the relationship between men and women. Do you believe that the involvement of women in the Civil Rights Movement brought more gender equality in the USA and do you think involvement in Nonviolent Resistance movements in other places in the world could start such a process?
From within the heart of the civil rights movement I wrote an article with Casey Hayden, with whom I worked in Atlanta in the main office of the Student Nonviolent Coordinating Committee (SNCC) and in the Mississippi Freedom Summer of 1964. Casey (Sandra Cason) and I were deeply engaged in a series of conversations involving other women in SNCC about what we had been learning, the lessons from our work aiding poor black people to organize, and asking ourselves whether our insights from being part of SNCC could be applied to other forms of injustice, such as inequality for women. The document reflected our growth and enlarging understanding of how to mobilize communities, how to strategize, how to achieve lasting change, and was a manifestation of this expanding awareness. The title was Sex and Caste – A Kind of Memo. Caste is an ancient Hindu demarcation that not only determines an individual's social standing on the basis of the group into which one is born, but also differentiates and assigns occupational and economic roles. It cannot be changed. Casey and I thought of caste as comparable to the sex of one's birth. Women endure many forms of prejudice, bias, discrimination, and cruelty merely because they are female. For these reasons we chose the term caste. We sent our memorandum to forty women working in local peace and civil rights movements of the United States. The anecdotal evidence is strong that it inspired other women, who started coming together collectively to work on their own self-emancipation in 'consciousness raising groups.' It had appeared in Liberation magazine of the War Resisters League in April 1966 and was a catalyst in spurring the U.S. women's movement; indeed, the consciousness-raising groups fuelled the women's movement in the United States during the 1970s. Historians reflect that the article provided tinder for what is now called 'second-wave feminism', and the 1965 original is anthologized as one of the generative documents of twentieth-century gender studies.
We have to remember that women's organizations are nothing new, but have been poorly documented in history and that much information has been lost. Women have been prime actors for nonviolent social change in many parts of the world for a long time. New Zealand was the first country to grant women the vote, in 1893, after decades of organizing. Other countries followed: China, Iran, later the United States and the United Kingdom. Women in Japan would not vote until 1946. IR expert Fred Halliday contends that one of the most remarkable transnational movements of the modern age was the women's suffrage movement. The movement to enfranchise women may have been the biggest transnational nonviolent movement of human history. It was a significant historical phenomenon that throws light on how it is sometimes easier to bring about social and political change now than in the past.
Nonviolent movements seem to be growing around the world, and not only in dictatorships but also in democracies in Europe and the USA. How do you explain this?
I think that the sharing of knowledge is the answer to this question. Study in the field of nonviolent action has accelerated since the 1970s, often done by people who are both practitioners and scholars, as am I. Organizing nonviolently for social justice is not new, but the knowledge that has consolidated during the last 40 years has been major. The works of Gene Sharp have been significant, widely translated, and are accessible through the Albert EinsteinInstitution. His first major work, The Politics of Nonviolent Action, in three volumes, came out in 1973 (Boston: Porter Sargent Publishers). It marked the development of a new understanding of how this form of cooperative action works, the conditions under which it can be optimized, and the ways in which one can improve effectiveness. Sharp's works have since been translated into more than 40 languages. Also valuable are the works and translations of dozens of other scholars, who often stand on his shoulders. Today there may be 200 scholar-activists in this field worldwide, with a great deal of work now underway in related fields. Knowledge is being shared not only through translated works, but also through organizations and their training programs, such as the War Resisters League International and the International Fellowship of Reconciliation, each of which came into existence in Britain around World War I. Both are still running seminars, training programs, and distributing books. George Lakey's Training for Change and a new database at Swarthmore College that he has developed are sharing knowledge. So is the International Center for Nonviolent Conflict, which has built a dramatic record in a short time, having run more than 400 seminars and workshops in more than 139 countries. The three major films that ICNC has produced (for example, 'Bringing Down a Dictator'), have been translated into 20 languages and been publicly broadcast to more than 20 million viewers.
After its success, leaders from the Serbian youth movement Otpor! (Resistance) that in 2000 disintegrated the Slobodan Milošević dictatorship formed a network of activists, including experienced veterans from civil-resistance struggles in South Africa, the Philippines, Lebanon, Georgia, and Ukraine to share their experiences with other movements. People can now more easily find knowledge on the World Wide Web, often in their original language or a second language, and they can find networks that share information about their experiences, including their successes and failures.
I reject the Twitter explanation for the increased use of nonviolent action or civil resistance, because all nonviolent movements appropriate the most advanced technologies available. This pattern is related to the importance of communications for their basic success. Nonviolent mobilizations must be very shrewd in putting across their purpose, their goals and objectives, preparing slogans, and conveying information on how people can become involved. In order for people to join—bearing in mind that numbers are important for success—it is critically important to make clear what goal(s) you are seeking and why you have elected to work with civil resistance. This decision is sometimes hard to understand for people who have suffered great cruelty from their opponent, and who maintain 'but we are the victims', making the sharing of the logic of the technique of civil resistance vital.
What would you say is the importance of Nonviolent Resistance Studies in the field of International Relations and Political Science? And how do you counter those who argue that some forms of structural domination are only ended through violence?
In this case we can look at the evidence and stay away from arguing beliefs or ideology. Thanks to political scientists Erica Chenoweth and Maria J. Stephan, who have produced a discerning work, Why Civil Resistance Works (2011), we now have empirical evidence that removes this question from mystery. They studied 323 violent and nonviolent movements that occurred between 1900 and 2006 and found that the nonviolent campaigns were twice as effective as violent struggles in achieving their goals, while incurring fewer costly fatalities and producing much greater prospects for democratic outcomes after the end of the campaign. They found only one area in which violent movements have been more successful, and that is in secessions. So, we don't need to dwell in the realm of opinion, but can read their findings. Other scholars have written about the same issues using qualitative data ― by doing interviews, developing case studies, and analytical descriptions ― but the work of Chenoweth and Stephan is quantitative, putting it in a different category due to its research methods.
Reading 'Why Civil Resistance Works' it caught my eye that nonviolent campaigns seem less successful in the Middle East and Asia than in other regions. Did you see that also in your own work? And if so, do you have an explanation for it? In addition, do you believe that the 'Arab Awakening' is a significant turn in history, or did the name arise too quickly and will it remain a temporary popular phrase?
What I encountered in working in the Middle East was an expectation, notion, or hope among people that a great leader would save them and bring them out of darkness. This belief seems often to have kept the populace in a state of passivity. Sometimes such pervasive theories of leadership are deeply elitist: one must be well educated to be a leader, one must be born into that role, one must be male, or the first son, etc. Such concepts of leadership discourage the taking of independent civil action.
I think that the Arab Awakening has been significant for a number of reasons. As one example, there had been a widespread (and patronizing) assumption in the United States and the West that the Arabs were not interested in democracy. We have heard from various sources including Israel for decades that Arabs are not attracted to democracy. As a matter of fact, I think that all people want a voice. All human beings wish to be listened to and to be able to express their hopes and aspirations. This is a fundamental basis of democracy and widely applicable, although democracy may take different forms. The Arab Awakening rebutted this arrogant assumption. This does not mean that the course will be easy. One of my Egyptian colleagues said to me, 'We have had dictatorship since 1952, but after Tahir Square you expect us to build a perfect democracy in 52 weeks! It cannot happen!'
Among the first concessions sought by the 2011 Arab revolts was rejection of the right of a dictator's sons to succeed him. The passing of power from father to son has been a characteristic of patriarchal societies, in the Arab world and elsewhere. Anthropologist John Borneman notes, 'The public renunciation of the son's claim to inherit the father's power definitively ends the specific Arab model of succession that has been incorporated into state dictatorships among tribal authorities'. In Tunisia to Egypt, Libya, Syria, and Yemen (not all of which are successes), such movements have sought to end the presumption of father-son inheritance of rule.
I believe that we are seeing the start of a broad democratization process in the Middle East, not its end. The learning and preparation that had been occurring in Egypt prior to Tahrir Square was extensive. Workshops had been underway for 10 to 15 years before people filled Tahrir Square. Women bloggers had for years been monitoring torture and sharing news from outside. One woman blogger translated a comic book into Arabic about the Reverend Dr. Martin Luther King Jr, from the 1960s, and had it distributed all over Cairo. Labor unions had been very active. According to historian Joel Beinin, from 1998 to 2010 some 3 million laborers took part in 3,500 to 4,000 strikes, sit-ins, demonstrations, and other actions, realizing more than 600 collective labor actions per year in 2007 and 2008. In the years immediately before the revolution, these actions became more coherent. Wael Ghonim, a 30-year-old Google executive, set up a Facebook page and used Google technologies to share ideas and knowledge about what ordinary people can do. The April 6 Youth Movement, set up in 2008, three years before Tahrir, sent one of its members to Belgrade in 2009, to learn how Otpor! had galvanized the bringing down of Milošević. He returned to Cairo with materials and films, lessons from other nonviolent movements, and workshop materials. This all goes back to the sharing of knowledge. Yet the Egyptians have now come to the point where they must assume responsibility and accountability for the whole and make difficult decisions for their society. It will be a long and difficult process. And it raises the question of what kind of help from outside is essential.
Why do you raise this point; do you think outside help is essential?
I know from having studied a large number of nonviolent movements in different parts of the globe that the sharing of lessons laterally among mobilizations and nonviolent struggles is highly effective. African American leaders were traveling by steamer ship from 1919 until the outbreak of World War II to the Indian subcontinent, to learn from Gandhi and the Indian independence struggles. This great interchange between black leaders in the United States and the Gandhian activists, as the historian Sudarshan Kapur shows in Raising Up A Prophet (1992), was critically significant in the solidification of consensus in the U.S. black community on nonviolent means. I have written about how the knowledge moved from East to West in my book Mahatma Gandhi and Martin Luther King. Scholarly exchanges and interchanges among activists from other struggles are both potentiating and illuminating. Most observers fail to see that nonviolent mobilizations often have very deep roots involving the lateral sharing of experience and know-how.
You have written a book about the first uprising, or 'intifada', in the Occupied Palestinian Territories between 1987 and 1993. The second Palestinian uprising did not contain much nonviolent tactics though. Do you foresee another uprising soon? If not, why? If yes, do you think that Nonviolent Actions will play again an important role in that uprising, or is it more likely to turn violent?
Intifada is linguistically a nonviolent word: It means shaking off and has no violent implication whatsoever. (This word is utterly inappropriate for what happened in the so-called Second Intifada, although it started out as a nonviolent endeavor.) In the 1987 intifada, virtually the entire Palestinian society living under Israel's military occupation unified itself with remarkable cohesion on the use of nonviolent tools. The first intifada (1987-1993, especially 1987-1990) benefited from several forces at work in the 1970s and 1980s, about which I write in A Quiet Revolution (2007), one of which came from Palestinian activist intellectuals working with Israeli groups, who wanted to end occupation for their own reasons. These Israeli peace activists thought the occupation degraded them, made them less than human, in addition to oppressing Palestinians. The second so-called intifada was not a 'shaking off'. For the first time, it bade attacks against the Israeli settlements, which had not occurred before.
Let me put it this way: in virtually every situation, there is some potential for human beings to take upon themselves their own liberation through nonviolent action. We may expect that such potential is dormant and waiting for enactment. Disciplined nonviolent action is underway in a number of village-based struggles against the separation barrier in the West Bank right now, in which Israeli allies are among the action takers. As another example, the Freedom Theatre in Jenin is using Freedom Rides, a concept adopted from the U.S. southern Civil Rights Movement, riding buses to the South Hebron Hills villages and along the way using drama, music, and giant puppets as a way of stimulating debate about Israeli occupation. Bloggers and writers share their experiences (see e.g. this post by Nathan Schneider). For the first time, as we speak, the Freedom Bus will travel from the West Bank to make two performances in historic pre-1948 Palestine (Israel), in Haifa and the Golan, in June 2013. A Palestinian 'Empty Stomach' campaign, led by Palestinian political prisoners in Israel, has had some success in using hunger strikes to press Israeli officials for certain demands. With the purpose of prevailing upon Israel to conform to international resolutions pertaining to the Palestinians and to end its military occupation, Palestinian civic organizations in 2005 launched a Boycott, Divestment Sanctions (BDS) campaign, drawing upon the notable example of third-party sanctions applied in the anti-apartheid struggle in South Africa. The Palestinian Authority has called for non-state observer status at the United Nations and supports the boycotting of products from Israeli settlements resistance.
More and more Palestinians are now saying, 'We must fight for our rights with nonviolent resistance'. Many Israelis are also deeply concerned about the future of their country. I recently got an email from an Israeli who was deeply affected by reading Quiet Revolution and has started to reach out to Palestinians and take actions to bring to light the injustices that he perceives. Tremendous debate is underway about new techniques, novel processes, and how to shift gears to more effective mutual action. The United States government and its people continue to pay for Israel's occupation and militarization, which has abetted the continuation of conflict, although it is often done in the name of peace! The United States has not incentivized the building of peace. It has done almost nothing to help the construction of institutions that could assist coexistence.
Also, it is very important for the entire world, including Israelis, to recognize intentional nonviolent action when they see it. The Israeli government persisted in denying that the 1987 Intifada was nonviolent, when the Palestinian populace had been maintaining extraordinary nonviolent discipline for nearly three years, despite harsh reprisals. Israeli officials continued to call it 'unending war' and 'the seventh war'. Indeed, it was not perfect nonviolent discipline, but enough that was indicative of a change in political thinking among the people in the Palestinian areas that could have been built upon. Although some Israeli social scientists accurately perceived the sea change in Palestinian political thought about what methods to use in seeking statehood and the lifting of the military occupation, the government of Israel generally did not seize upon such popularly enacted nonviolent discipline to push for progress. My sources for Quiet Revolution include interviews with Israelis, such as the former Chief Psychologist of the Israel Defense Force and IDF spokesperson.
Your latest book is about the transitions of the Eastern European countries from being under Soviet rule to independent democracies. You chose to illustrate these transitions with New York Times articles. Why did you chose this approach; do you think the NY Times was important as a media agency in any way or is there another reason?
There is another reason: The New York Times and CQ Press approached me and asked if I would write a reference book on the nonviolent revolutions of the Eastern bloc, using articles from the Times that I would choose upon which to hang the garments of the story. The point of the work is to help particularly young people learn that they can study history by studying newspapers. The book gives life to the old adage that newspaper reporters write the first draft of history. In the book's treatment of these nonviolent revolutions, I chose ten Times articles for each of the major ten struggles that are addressed, adding my historical analysis to complete the saga for each country. It had been difficult for Times reporters to get into Poland, for example, in the late 1970s and the crucial year of 1980; they sometimes risked their lives. Yet it's in the nature of journalism that their on-the-spot reportage needed additional analysis; furthermore newspaper accounts often stress description.
After the 1968 Prague Spring, when the Soviet Union sent 750,000 troops and tanks from five Warsaw Pact countries into Czechoslovakia, crushing that revolt, across Eastern Europe a tremendous amount of fervent work got underway by small non-official committees, often below the radar of the communist party states. This included samizdat (Russian for 'self published'), works not published by the state publishing machinery, underground publications that were promoting new ways of thinking about how to address their dilemma. Poland, Czechoslovakia, and Lithuania were the most active in the Eastern bloc with their major but covert samizdat. As it was illegal in Czechoslovakia for a citizen to own a photocopy machine, 'books' were published by using ten pieces of onion-skin paper interspersed with carbon sheets, 'publishing' each page by typing it and its copies on a manual typewriter.
The entire phenomenon of micro-committees, flying universities, samizdat boutiques, seminars, drama with hidden meanings, underground journals, and rock groups transmitting messages eluded outside observers, who were not thinking about what the people could do for themselves. The economists and Kremlinologists who were observing the Eastern bloc did not discern what the playwrights, small committees of activist intellectuals, local movements, labor unions, academicians, and church groups were undertaking. They did not imagine the scope or scale of what the people were doing for themselves with utmost self-reliance. In essence, no one saw these nonviolent revolutions coming, with the exception of the rare onlooker, such as the historian Timothy Garton Ash. Even today the peaceful transitions to democracy of the Eastern bloc are sometimes explained by saying 'Gorby did it', when Gorbachev did not come to power until 1985. Or by attributing the alterations to Reagan's going to Berlin and telling Gorbachov to tear down the Wall.
By December 1981, Poland was under martial law, which unleashed a high degree of underground organizing, countless organizations of self-help, reimagining of the society, and the publishing of samizdat. Still, even so, some people believe that this sweeping political change was top-down. It is indisputably true that nonviolent action usually interacts with other forces and forms of power, but I would say that we need this book for its accessible substantiation of historically significant independent nonviolent citizen action as a critical element in the collapse of the Soviet Union.
You also mention Al Jazeera as an important media agency in your most recent blog post at 'Waging Nonviolence'. You wrote that Al Jazeera has an important role in influencing global affairs. Could you explain why? And more generally, how important is diversification of media for international politics?
Al Jazeera generally has not been taking the point of view of the official organs of governments of Arab countries and has usually not reported news from ministries of information. Additionally, it often carries reports from local correspondents in the country at issue. If you are following a report from Gaza, it is likely to be a Gazan journalist who is transmitting to Al Jazeera. If it is a report from Egypt, it may well be an Egyptian correspondent. Al Jazeera also has made a point of reporting news from Israel, and utilizing reporters in Tel Aviv, which may be a significant development. Certainly in the 2010-2011 Arab Awakening, it made a huge difference that reports were coming directly from the action takers rather than the official news outlets of Arab governments.
President George W. Bush did not want Al Jazeera to come to the United States, because he considered it too anti-American. I remember reading at the time that the first thing that Gen. Colin Powell said to Al Jazeera was 'can you tone it down a little?' when asking why Al Jazeera couldn't be less anti-American in its news. To me, either you support free speech or you do not; it's free or it's not: You can't have a little bit of control and a little bit of freedom.
Until recently, Al Jazeera was not easily available in the United States, except in Brattleboro, Vermont; Washington, DC; and a few other places. It was difficult to get it straight in the United States. I mounted a special satellite so that I could get Al Jazeera more freely. This does not speak well for freedom of the press in the United States. This may change with the advent of Al Jazeera America, although we still do not know to what degree it will represent an editorially free press.
News agencies are important for civil-resistance movements for major reasons. Popular mobilizations need good communications internally and externally! People need to understand clearly what is the purpose and strategy and to be part of the making of decisions. Learning also crucially needs to take place inside the movement: activist intellectuals often act as interpreters, framing issues anew, suggesting that an old grievance is now actionable. No one expects the butcher, the baker, or the candlestick maker, and everyone else in the movement to read history and theory.
When news media are interested and following a popular movement of civil resistance, they can enhance the spread of knowledge. In the U.S. civil rights movement, the Southern white-owned newspapers considered the deaths of black persons or atrocities against African Americans as not being newsworthy. There was basically a 'black-out', if you want to call it that, with no pun. Yet dreadful things were happening while we were trying to mobilize, organize, and get out the word. So SNCC created its own media, and Julian Bond and others and I set up nationwide alternative outlets. Eventually we had 12 photographers across the South. This is very much like what the people of the Eastern bloc did with samizdat — sharing and disseminating papers, articles, chapters, even whole books. The media can offer a tremendous boost, but sometimes you have to create your own.
Last question. You combine scholarship with activism. How do you reconcile the academic claim for 'neutrality' with the emancipatory goals of activism?
To be frank, I am not searching for neutrality in my research. Rather, I strive for accuracy, careful transcription, and scrupulous gathering of evidence. I believe that this is how we can become more effective in working for justice, environmental protection, sustainable development, pursuing human rights, or seeking gender equity as critical tools to build more peaceable societies. Where possible I search for empirical data. So much has been ignored, for example, with regards to the effects of gendered injustice. I do not seek neutrality on this matter, but strong evidence. For example, since the 1970s, experts have known that the education of women has profoundly beneficial and measurable effects across entire societies, benefiting men, children, and women. Data from Kerala, India; Sri Lanka; and elsewhere has shown that when you educate women the entire society is uplifted and that all indicators shift positively. The problem is that the data have for decades been ignored or trivialized. We need much more than neutrality. We need to interpret evidence and data clearly to make them compelling and harder to ignore. I think that we can do this with methodologies that are uncompromisingly scrupulous.
Mary Elizabeth King is professor of peace and conflict studies at the UN-affiliated University for Peace and and is Scholar-in-Residence in the School of International Service, at the American University in Washington, D.C. She is also a Distinguished Fellow of the Rothermere American Institute at the University of Oxford, in the United Kingdom. Her most recent book is The New York Times on Emerging Democracies in Eastern Europe (Washington, D.C.: Times Reference and CQ Press/Sage, 2009), chronicling the nonviolent transitions that took place in Poland, Hungary, East Germany, Czechoslovakia, the Baltic states, Serbia, Georgia, and Ukraine in the late 1980s and early 1990s. She is the author of the highly acclaimed A Quiet Revolution: The First Palestinian Intifada and Nonviolent Resistance (New York: Nation Books, 2007; London: Perseus Books, 2008), which examines crucial aspects of the 1987 uprising overlooked or misunderstood by the media, government officials, and academicians.
Related links
King's personal page Read the book edited by King on Peace Research for Africa (UNU, 2007) here (pdf) Read the book by King Teaching Model: Nonviolent Transformation of Conflict (UNU, 2006) here (pdf)
Print version of this Talk (pdf)
0 0 1 5902 33646 School of Global Studies/University of Gothenburg 280 78 39470 14.0
As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to Demonstrate understanding of French spoken in a formal/diplomatic setting Read articles in French on international issues. Write press reviews, press releases in French about an international issue. Express a personal view about a topical International issue in French Express a simulated official view about a topical International issue in French Simulate an official address in French Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)
Bodenerosion durch Wasser ist ein ubiquitäres Problem, dass sowohl die landwirtschaftliche Produktivität vermindert, Bodenfunktionen einschränkt und auch in anderen Umweltkompartimenten schädliche Auswirkungen haben kann. Oberflächengewässer sind durch die mit Bodenerosion einhergehende Belastung durch Sediment, sedimentgebundenen und gelösten Nährstoffen sowie anderen Schadstoffen besonders betroffen. Das Wissen über Erosionsprozesse und Sedimentfrachten hat daher große Bedeutung für den Schutz der Güter Boden und Wasser und darüber hinaus eine ökonomische Bedeutung. Generell kann innerhalb eines Hanges oder Einzugsgebietes von einer Zone der Erosion, des Transports und der Sedimentation ausgegangen werden. Jedoch führen Abflussbildungsprozesse und rauhigkeits- bzw. topographiebeeinflusste Abflusskonzentration zu einer individuellen Differenzierung. Räumliche und zeitliche Prozessdiskontinuitäten oder Konnektivitäten und Schwellenwerte modifizieren die Erosions- und Sedimentaustragssituation in einem Einzugsgebiet darüber hinaus. Die Landschaftstrukturelemente Relief und Boden kontrollieren demnach über die Bodenfeuchtedifferenzierung im entscheidenden Maße die Abflussbildung und Sedimentfracht in einem Einzugsgebiet. Obwohl in den gemäßigten und kühlen Klimaregionen ein großer Teil der Abflussbildung im Winter stattfindet und von Bodenfrost sowie Schneeschmelzen geprägt sein kann, ist über die Prozesse und die Größe der Sediment- und Nährstoffausträge bei solchen winterlichen Randbedingungen nur wenig bekannt. Systematische Untersuchungen existieren vor allem für Norwegen und Russland. Dieses Defizit spiegelt sich auch in den vorhandenen Modellansätzen zur Abbildung der Bodenerosion und der Abschätzung von Sedimentausträgen aus Einzugsgebieten wider. Zum einen werden in der Regel weder Schneedeckenaufbau bzw. -schmelze noch die Veränderungen des Bodenwasserflusses bei Bodenfrost berücksichtigt. Zum anderen werden die Erosivität des Schneeschmelzabflusses und die Beeinflussungen der Bodenerodibilität, z.B. durch Frost-Tau Zyklen, nicht hinreichend wiedergegeben. Ziel der vorliegenden Arbeit ist es daher, auf der Analyse von Daten aus einem deutschen und einem russischen Untersuchungseinzugsgebiet aufbauend, die wichtigsten Prozesse und Größen der Abflussbildung und Stoffausträge bei winterlichen Rahmenbedingungen zu charakterisieren und in einem Modellsystem umzusetzen. Die weitergehende Anwendung dieses Modellsystems dient der Interpretation räumlicher Heterogenitäten und zeitlicher Variabilitäten sowie der Auswirkungen von klimatischen- und Landnutzungsänderungen auf den Sedimentaustrag der beiden Untersuchungseinzugsgebiete. Das 1.44 km² große Einzugsgebiet Schäfertal liegt im östlichen Unterharz. Über den Grauwacken und Tonschiefern haben sich aus einem periglazialen Decklagenkomplex Braun- und Parabraunerden entwickelt, die ackerbaulich mit einer Wintergetreide-Raps Fruchtfolge genutzt werden. In der Tiefenlinie dominieren hydromorph überprägte Böden mit Wiesennutzung. Das Klima weist bei einer Jahresmitteltemperatur von 6.8°C und 680 mm Jahresniederschlagssumme eine geringe kontinentale Überprägung auf. Neben langjährigen umfangreichen hydro-meteorologischen Messungen finden seit mehreren Jahren Untersuchungen zum Sediment- und Nährstoffautrag statt. Eine regelmäßige zweiwöchentliche Beprobung des Abflusses am Gebietsauslass wird durch eine automatisierte Hochwasserprobenahme vor allem bei Schneeschmelzen ergänzt. Neben der Sedimentkonzentration werden unter anderem Phosphor und gelöster organischer Kohlenstoff nach Standardmethoden bestimmt. Auch im russischen Zielgebiet Lubazhinkha liegt das Hauptaugenmerk auf der Charakterisierung der Abflussbildung und der Stoffausträge bei den jährlich auftretenden Schneeschmelzen. Das Einzugsgebiet liegt ungefähr 100 km südlich von Moskau im Übergangsbereich der südlichen Taiga zur Waldsteppe. Die insgesamt 18.8 km² werden zur Hälfte landwirtschaftlich und zu einem Drittel forstwirtschaftlich genutzt. Die aktuelle räumliche Differenzierung der Nutzung in diesem Gebiet wird durch die reliefbedingte Kappung und hydromorphe Überprägung der vorherrschenden grauen Waldböden bestimmt. Das Klima und die Hydrologie sind durch Schneedeckenaufbau und –schmelze, bei einer Jahresdurchschnittstemperatur von 4.4°C und einer Jahresniederschlagsmenge von 560 mm, geprägt. Zur Erfassung des Stoffaustrags werden Hochwasserprobenahmen am Gebietsauslass sowie an den beiden wichtigsten Zuflüssen genommen und neben Sediment- und Nährstoffkonzentrationen weitere physikalische und chemische Parameter bestimmt. Die Auswertung der Daten des Schäfertals zeigen für den Untersuchungszeitraum eine deutliche Dominanz der Hochwasserereignisse, die durch Schneeschmelzen hervorgerufen werden. Einzugsgebietsbedingungen mit gefrorenem Boden führen zu einer Modifizierung der Abflussentwicklung vor allem im ansteigenden Teil des gemessenen Hydrographen durch Auftreten von schnellen oberflächen- oder oberflächennahen Abflüssen. Der Spitzenabfluss bei den acht zur Interpretation herangezogenen Hochwasserereignissen variiert zwischen 30 und 270 l s-1, bei Abflussmengen von 1-50 mm. Die am Gebietsauslass ermittelten maximalen Sedimentkonzentrationen liegen für die beiden Ereignisse ohne gefrorenen Boden bei unter 650 mg l-1 und damit deutlich unter den bis zu 6000 mg l-1 bei teilweise oder ganz gefrorenen Böden im Schäfertal. Lediglich bei einem Ereignis mit Niederschlag und ungefrorenem Boden treten hohe Sedimentkonzentrationen auf, die auf Gerinnepflegemaßnahmen und dadurch leichte Mobilisierbarkeit von Material zurückzuführen sind. Dementsprechend schwanken die Sedimentfrachten der Einzelereignisse und erreichen bis zu 17 t. Die wichtigste Steuergröße ist dabei die Ausbildung erosiven Abflusses auf den Hängen durch eine Verminderung der hydraulischen Leitfähigkeit bei gefrorenen Böden. Der Vergleich der Sedimentkonzentrationen der Hochwasserereignisse mit der zweiwöchentlichen Grundbeprobung verdeutlicht, ebenso wie Hysteresekurven der Einzelereignisse, die unterschiedlichen Dynamiken der Austragssituationen. Während die durch Bodenfrost geprägten Ereignisse ein gegen den Uhrzeigersinn verlaufendes Abfluss-Sedimentkonzentrationsverhältnis aufweisen, das auf eine Sedimentquelle auf den Hängen hinweist, sind die Hysteresekurven bei nicht gefrorenen Böden im Uhrzeigersinn orientiert. Eine Sedimentherkunft in Gerinnenähe oder den Gerinneböschungen selbst ist daher wahrscheinlich. Diese Annahmen werden auch durch eine differenzierte Phosphoranreicherungsrate im ausgetragenen Sediment bestätigt. Darüber hinaus kann teilweise eine ereignisinterne Dynamik beobachtet werden, die auf zeitliche Variabilität in der Abflussbildung und damit zusammenhängend, eine räumliche Heterogenität der Sedimentquellen belegt. Während im Untersuchungsgebiet Schäfertal ein mehrmaliges Auftreten von Schneeschmelzen innerhalb eines Winters möglich ist, kommt es im russischen Einzugsgebiet zu einem regelmäßigen Schneedeckenaufbau über den Winter hinweg und einer Schneeschmelze in der Regel im März oder in der ersten Aprilhälfte. Die Auswertung mehrjähriger Datenreihen belegt die Bedeutung der Schneeschmelze für die Abflussbildung und den Sedimentaustrag aus dem Untersuchungsgebiet Lubazhinkha. Für die drei zur Interpretation herangezogenen Schneeschmelzen liegt die Sedimentfracht zwischen 50 und 630 t bei deutlichen Unterschieden in den hydrologischen Rahmenbedingungen. Die ereignisbezogene Sedimentfracht von mindestens 0.3 t ha-1 liegt zwar über der für das Schäfertal ermittelten, befindet sich aber im Bereich der Werte, die in anderen Studien bei vergleichbaren Böden und Nutzungsformen bestimmt wurden. Eine detaillierte Analyse der Messwerte der Schneeschmelze im Jahr 2003 belegt eine Dynamik innerhalb dieses Einzelereignisses. Bei Sedimentkonzentrationen im Abfluss am Gebietsauslass von 6 bis 540 mg l-1 kommt es zu einer Sedimentfracht von ungefähr 190 t. Während die maximalen Konzentrationen von Sediment und Phosphor mit der Spitze des Abflusses einhergehen, liegt für DOC eine Verzögerung vor, die durch eine langsamere Schneeschmelze und Mobilisierung von DOC aus dem humusreichen Oberboden der Waldflächen ausgelöst wird. Eine Differenzierung der Abflusskomponenten ermöglicht eine weitergehende Interpretation der ereignisinternen Dynamik der Stoffquellen und Eintragspfade. Bei geringen Abflussmengen (< 2,5 mm d-1) findet ein Stoffeintrag überwiegend in gelöster Form über die Bodenwasserpassage und langsame Abflusskomponenten in den Vorfluter statt. Bei höheren Abflussmengen dominieren schnelle Abflusskomponenten bzw. Oberflächenabfluss, der zeitlich dynamisch unterschiedliche Stoffquellen mobilisiert. Neben diesen ereignisinternen treten interanuelle Variabilitäten auf, die durch witterungsbedingte Faktoren bestimmt werden. Wie im Schäfertal spielt auch im Lubazhinkhaeinzugsgebiet die Ausbildung von Bodenfrost und damit verbundene Veränderung der Infiltrationseigenschaften der Böden eine große Rolle. Das Schneewasseräquivalent, die Schneeschmelzdynamik und Bodenfrosteigenschaften, z.B. Eindringtiefe, sind die wichtigsten Steuergrößen. Die Variabilität dieser Randbedingungen führt zu einer hohen interannuellen Differenzierung der Abflussbildung und der Sedimentausträge. Für die Schneeschmelze 2004 kann so bei überdurchschnittlich hohen Wintertemperaturen und nur teilweise gefrorenen Böden sowie geringem Schneewasseräquivalent eine geringe Sedimentfracht ermittelt werden. Darüber hinaus verdeutlichen die Hysteresekurven der Sedimentkonzentrationen Unterschiede in der Sedimentquelle für die Einzeljahre, die von den oben genannten Rahmenbedingungen abhängen. Auf der Basis des Monitoring lassen sich für beide Einzugsgebiete die wichtigen abflussbildenden Prozesse charakterisieren und Einflussgrößen erfassen. Dem Bodenfrost und der Schneeschmelzdynamik kommen dabei übergeordnete Bedeutung zu. In beiden Gebieten werden bei winterlichen Rahmenbedingungen erhebliche Mengen an Sediment und Nährstoffen ausgetragen. Die Interpretation physikalischer bzw. chemischer Parameter des Abflusses ermöglicht darüber hinaus auch Aussagen über die zeitliche Variabilität und räumliche Heterogenität der Sedimentherkunftsräume. Aus den Erkenntnissen der Einzugsgebietsbeobachtung ergeben sich für einen Modellansatz verschiedenen Anforderungen, die vor allem die räumlich differenzierte Darstellung des Einflusses von Bodenfrost auf den Bodenwasserhaushalt sowie die Bodenerosion durch oberflächlich abfließendes Schneeschmelzwasser betreffen. Die Grundlage für das Modellsystem "IWAN" (Integrated Winter erosion And Nutrient load model) stellt das hydrologische Modell WASIM ETH Ver. 2 und das Stoffhaushaltsmodell AGNPS 5.0 dar. Die Verknüpfung dieser beiden auf Rasterzellen aufbauenden Modelle ermöglicht die Nutzung von kontinuierlichen, räumlich differenzierten Informationen zum Oberflächenabfluss für die Abschätzung der Bodenerosion. Durch diese Schnittstelle wird die sehr hohe Parametersensitivität des SCS-CN Verfahrens in AGNPS durch geringere Einzelsensitivitäten verschiedener Parameter des Bodenwasserhaushaltes in WASIM ersetzt und gleichzeitig eine plausible, prozessbasierte räumliche Abflussbildung berechnet. Durch die Implementierung eines Moduls zur Abschätzung der Bodentemperatur in WASIM ist zusätzlich die Grundlage für eine weitergehende Verbesserung der Abflussbildung bei winterlichen Randbedingungen gelegt. Durch das Modul wird die Oberbodentemperatur aus Werten der Lufttemperatur unter Einbeziehung der Exposition und der Landnutzung auf der Basis einer Polynomanpassung abgeschätzt. Bei einer modellierten Schneedecke von mehr als 5 mm Schneewasseräquivalent wird die berechnete Bodentemperatur des Vortages übernommen. Bei Bodentemperaturen unter dem Gefrierpunkt wird darüber hinaus die gesättigte hydraulische Leitfähigkeit des Bodens auf Null herabgesetzt, so dass im Zuge der Schneeschmelze zunächst das noch freie Porenvolumen aufgefüllt wird und danach Oberflächenabflussbildung beginnt. Für das Schäfertal liegt die Güte der Anpassung der Bodentemperatur bei Korrelationskoeffizienten von 0.62 bis 0.81 und für das Lubazhinkhaeinzugsgebiet bei Werten von 0.82 bis 0.91. Die räumlich und zeitlich differenzierte Oberflächenabflussinformation dient als Grundlage einer neu entwickelten Berechnung der Rillenerosion bei Schneeschmelzen, die den dafür nicht geeigneten empirischen Ansatz in AGNPS ersetzt. Basierend auf der Grundannahme eines dreieckigen, nicht durch Frost in der Eintiefung beeinträchtigten Rillenprofils und, da wassergesättigt, nichtkohesiver Bodeneigenschaften wird für jede Rasterzelle eine Rille simuliert. Die Erodibilität des Bodens wird als Funktion von Wurzelparametern und des Durchmessers der wasserstabilen Aggregate erfasst. Die Scherkraft des Schneeschmelzeabflusses in der Rille wird in Abhängigkeit von der Oberflächenrauhigkeit und dem Aggregatdurchmesser betrachtet und darauf aufbauend in einem Impulsstromansatz die erodierte Bodenmenge berechnet. In Verbindung mit dem durch das modifizierte WASIM berechneten und gerouteten Oberflächenabfluss ergibt sich so ein räumlich differenziertes Bild der Bodenerosion. Das Modellsystem IWAN beinhaltet neben der Erosionsberechnung ein eingabefenstergesteuertes Menü zur Datenkonvertierung und zum Prä- sowie Postprozessing. Die Ergebnisse der Anwendung des Modellsystems für die beiden Einzugsgebiete belegen, dass sowohl die entscheidenden Prozesse der Abflussbildung als auch des Sedimentaustrags wiedergegeben werden. Für das Schäfertal wurde für die Kalibrierungsjahre 1994 bis 1995 eine Modellierungsgüte von R2 0.94 bzw. 0.91 erzielt. Mit Ausnahmen der Schneeschmelze im Jahr 1996 werden die Episoden hohen Abflusses in den Jahren 1996 bis 2003 mit dem kalibrierten Parametersatz gut wiedergegeben und das witterungsbedingte Trockenfallen im Sommer zufriedenstellend dargestellt. Auf dieser Basis wird für die experimentell erfassten und diskutierten Schneeschmelzereignisse das Gesamtabflussvolumen dieser Ereignisse mit hoher Güte abgebildet. Die räumlich differenziert berechnete Bodenfeuchte und Bodenfrostvorkommen bedingen einen variablen Anteil des Oberflächenabflusses am Gesamtabfluss. Für das Schneeschmelzerosionsmodul hat das Abflussvolumen ebenso wie die Hangneigung und Abflusslänge eine positive Sensitivität. Aufgrund von Parameterkombinationen und nichtlineare Algorithmen kann es jedoch vor allem für die Wurzelparameter und den Manning Koeffizienten zu differenzierten Sensitivitätsentwicklungen kommen. Für die Simulation der Erosion im Schäfertal wurde daher zunächst auf einen Parametersatz zurückgegriffen, der auf der Basis von Erosionsparzellenversuchen kalibriert wurde. Die Mittelwerte der berechneten Erosion liegen zwischen 0.0006 und 0.96 t ha-1 für die sechs gemessenen Einzelereignisse im Schäfertal. Die Medianwerte und hohen Standardabweichungen belegen jedoch, dass insgesamt Zellen mit geringen Erosionswerten überwiegen. Die Ereignisse mit gefrorenen Böden weisen eine signifikant höhere Erosion auf. Unterschiede in der Erosion treten bei gleichen Gesamtabflussvolumen wie z.B. bei den Ereignissen vom 20.01.2001 und 26.02.2002 durch differenzierte Abflusskonzentration auf dem nord- bzw. südexponierten Hang auf. Neben einer Überprüfung der Plausibilität der berechneten Werte, werden die räumlichen Verteilungsmuster durch Geländeaufnahmen bestätigt. Die Anpassung der berechneten Sedimentfracht an die gemessenen Werte erfolgte durch die Kalibrierung des Manning Koeffizienten für ein Ereignis. Die simulierte Sedimentfracht ist in einigen Hangfußbereichen aufgrund der Abflussakkumulation besonders hoch und erreicht für den Gebietsauslass Werte zwischen 0.0 und 13.84 t. Mit der Ausnahme des Ereignisses vom 26.02.2002 ist die Sedimentfracht leicht unterschätzt, so dass sich in der Summe für die drei Winterhalbjahre 2001 bis 2003 ein Gesamtfehler von 11 t ergibt. Die Differenz zwischen der simulierten und beobachteten Sedimentfracht ist für den 26.12.2002 am größten. Als mögliche Ursache für die Abweichungen der berechneten zu den gemessenen Werten, wird die zeitliche Variabilität und räumliche Heterogenität der Oberflächenrauhigkeit, vor allem in Hinblick auf Bodenbearbeitung und Bodenfrosteinflüssen, diskutiert. Die generelle Verteilung der Sedimentquellen, Transportwege und Übertrittstellen vom Hang ins Gewässer stimmt mit Geländebeobachtungen überein. Eine quantitative Überprüfung der räumlichen Ergebnisse auf der Einzelereignisebene ist für das Schäfertal jedoch nicht möglich. Für das Lubazhinkhaeinzugsgebiet können zwei Parametersätze für das Kalibrierungsjahr 2004 identifiziert werde, die eine zufriedenstellende Modellierungsgüte für das hydrologische Modell erreichen. Obwohl einer dieser Parametersätze die Schneeschmelzsituationen und Maximalabflüsse gut darstellt, sind die Areale mit Oberflächenabflussbildung innerhalb des Einzugsgebietes nicht plausibel verteilt. Im Gegensatz dazu werden die lateralen Wasserflüsse und damit die prozessbestimmende Bodenfeuchteverteilung durch den anderen Parametersatz besser abgebildet. Es kommt jedoch zu einer Überschätzung der Spitzenabflüsse der Schneeschmelzhochwasser für die Validierungsjahre 2003 und 2005. Die auf der Basis der Messwerte erkannten Unterschiede zwischen den Einzeljahren werden ebenso dargestellt wie die differenzierte Abflussbildung innerhalb einer Schneeschmelzsituation. Neben Oberflächenabflussbildung auf den flachen Kuppenbereichen und auf Sättigungsflächen in den Talböden, wird auch die beobachtete verzögerte Abflussbildung unter Wald durch das Modell berücksichtigt. Bei zehn Tagen mit Oberflächenabfluss innerhalb der drei Schneeschmelzen 2003 bis 2005 mit Oberflächenabflussvolumen von 0.3 bis 24.1 mm d-1 werden durch das Modellsystem IWAN Erosionssummen von 10 bis 280 t d-1 simuliert. Bei einem variablen Flächenanteil von ca. 5 bis 46 % des Gesamtgebietes, auf dem Erosion stattfindet, bewegen sich die Werte der effektiven Erosion bei 0.1 bis 0.32 t ha-1 für die Einzeltage und 0.44 bis 0.92 t ha-1 für die mehrtägigen Schneeschmelzen. Die am Gebietsauslass simulierte Sedimentfracht liegt zwischen 6.7 und 365.8 t pro Tag und summiert sich auf 246.2 t für die Schneeschmelze 2003. Im Jahr 2004 werden 99.9 t und im Jahr 2005 sogar 757.9 t Austrag simuliert. Für das Kalibrierungsjahr 2004 kommt es zu einer Überschätzung der Sedimentfracht im Vergleich zur gemessenen von lediglich 10 t bzw. 12%. Für die Schneeschmelze im Jahr 2003 liegt die Abweichung mit diesem Parametersatz bei -9 %. Für das Jahr 2005 fällt die Berechnung mit einem Fehler von 33 % nicht so gut aus. Insgesamt führen Schneeschmelztage mit geringer simulierter Erosionsmenge zu einer zusätzlichen Mobilisierung von Sediment aus dem Gerinne und umgekehrt, hohe Erosionsmengen zu einer Deposition von Material auf den Wald- und Grünlandflächen und im Gerinne selbst. Hohe Sedimentfrachten werden daher vor allem für die Talflanken und die kerbtalähnlichen Talanfänge berechnet. Durch die räumliche Differenzierung der Abfluss- und Erosionsprozesse kommt es zu signifikanten Unterschieden bei der berechneten Sedimentfracht für die beiden Teileinzugsgebiete. Bei Schneeschmelztagen mit Abflussbildung unter Wald wird aufgrund des höheren Waldanteils im Lubazhinkhateilgebiet eine höhere Sedimentmenge ausgetragen. Die Unterschiede im Gerinneverhalten und zwischen den Teileinzugsgebieten verdeutlichen die insgesamt hohe Prozessrepräsentanz der Modellergebnisse. Das Modellsystem IWAN bildet für beide Einzugsgebiete mit hoher Plausibilität die räumliche und zeitliche Dynamik der Oberflächenabflussbildung während der Schneeschmelze und die damit verbundenen Erosionsprozesse ab. Der Modellansatz stellt somit eine Möglichkeit zwischen Modellergebnisaggregierung für den Gebietsauslass und aufwendiger Geländebeobachtung bzw. –messungen dar. Die prozessbeschreibende Modellierung mit zufriedenstellender Güte sowohl für das Schäfertal als auch für das Lubazhinkhaeinzugsgebiet stellt die Grundlage für die Berechnung von Klima- oder Landnutzungsszenarien dar. Eine Auswertung der bestehenden langjährigen Datenreihe aus dem Schäfertal bestätigt zunächst den allgemeinen Trend zur Erwärmung vor allem im Winterhalbjahr. Demgegenüber lässt der instrumentenbedingte Fehler bei der Niederschlagmessung keine Ableitung eines Trends aus den vorhandenen Daten zu. Aus der meteorologischen Datenreihe des Schäfertals wurden insgesamt 13 Jahre mit definierter Abweichung von +2.5 bis -2.5 °C und fünfmal +0.5 °C von der durchschnittlichen Winterlufttemperatur (Jd 330-90) gegenüber dem langjährigen Wintermittel ausgewählt. Im Gegensatz zu Wettergeneratoren werden dadurch eine Kombinationen aus Lufttemperatur und Niederschlag erfasst, die typischen Witterungssituationen entsprechen. Die Niederschlagssummen für den Winterzeitraum dieser Szenariojahre liegen zwischen -45 % und + 75 % gegenüber den langjährigen Mittelwerten. Die Modellergebnisse belegen die große Bedeutung der Witterungssituationen für die Abflussbildung in der Art, dass eine erhöhte Niederschlagsumme nicht zwingend auch eine überdurchschnittliche Abflussmenge hervorruft. Schneedeckendynamik und Bodenfrost sind die prägenden Elemente. Die Anzahl der Schneetage und die Dauer einer Schneeperiode liegt bei negativen Temperaturabweichungen deutlich über den Szenarien mit positiver Abweichung. Insgesamt zeigen die Ergebnisse der hydrologischen Simulation für die Szenarien, dass sowohl eine starke Abweichung nach oben oder unten vom bisherigen Durchschnitt vermehrt zu Oberflächenabflussbildung führt. Die Erosionssummen der Szenariotage mit Oberflächenabfluss variieren zwischen 4 und 141 t d-1 und stehen aufgrund des nicht veränderten Parametersatzes in direkter Abhängigkeit zum Abflussvolumen. Die berechneten Erosionssummen für Situationen ohne Bodenfrost fallen generell geringer aus, befinden sich aber wie auch die Ereignisse mit Bodenfrost im Wertebereich der Referenzereignisse. Im Bereich der Referenzereignisse liegen auch die Sedimentfrachten mit 0.03 bis 13.15 t d-1. Eine erhöhte Variabilität ist zu erwarten, wenn die Veränderungen der Vegetationsperioden und der Fruchtfolgen in den Modellansatz aufgenommen würden. Eine Betrachtung der Erosionsummen und Sedimentfrachten nicht auf Basis von Tageswerten sondern von Schneeschmelzereignissen zeigt deutlich, dass die Klimaszenarien mit hohen Abweichungen von den Normwerten auch erhöhte Gesamtstoffausträge verursachen. Im russischen Lubazhinkhaeinzugsgebiet führen die Transformationsprozesse im Landwirtschaftssektor zu tiefgreifenden Änderungen der Landnutzung. Auf einer Analyse der Entwicklung in den letzten 15 Jahren aufbauend, kann für das Gebiet von einer deutlichen Modifikation im Verhältnis Grünland, Acker und Wald ausgegangen werden. Diese Dynamik spiegelt sich in den fünf Szenarien wider, die flächenspezifische Änderungen vorsehen. Die Variationen reichen von einem Szenario, in dem ein ausländischer Investor die landwirtschaftliche Nutzfläche auf alle geeigneten Böden ausdehnt, über eine Ausdehnung der Waldflächen in einem laufenden staatlichen Waldschutzprogramm bis hin zum Aufbau kleinbäuerlicher Strukturen und lokale Vermarktung der Produkte durch sich entwickelnden Tourismus. Die Gesamtabflussmenge der Szenarien liegt zwischen 276.4 und 293.3 mm für die Simulationsperiode 2003 bis 2005. In Abhängigkeit vom Waldflächenanteil und der damit verbundenen Evapotranspiration treten im Vergleich zum Ist-Zustands des Referenzszenarios nur geringe positive oder negative Abweichungen auf. Im Unterschied dazu treten bei der Betrachtung der Oberflächabflussentwicklung für die drei Schneeschmelzperioden relativ große Abweichungen bis zu über 20 mm auf. Diese Unterschiede sind am deutlichsten in den durch Bodenfrost und hohes Schneewasseräquivalent ausgezeichneten Jahre 2003 und 2005 für das Szenario mit dem größten Waldflächen- und Grünlandanteil. Mit wenigen Ausnahmen führen die Szenarien zu einer Erhöhung der simulierten Sedimentfracht am Gebietsauslass. Die Ergebnisse belegen darüber hinaus, dass eine Verminderung der Erosion auf den Hängen allein nicht zu einer Frachtreduzierung führen muss, da bei geringer Sedimentbelastung im Gerinne Material aufgenommen werden kann. Ein flächenspezifischer Vergleich zweier Szenarien belegt die Bedeutung der Verortung der Nutzungsänderungen innerhalb des Einzugsgebietes und der damit einhergehenden Konnektivität von abflussbildenden Arealen und Erosionsflächen zum Gerinne hin. Die Szenarioergebnisse weisen auf die steigende Bedeutung von Extremereignissen hin, die im Zuge des Klimawandels zu erwarten sind. Ebenso wird die Verknüpfung von Hang- und Gerinneprozessen als Attribut eines Einzugsgebietes unterstrichen, das bei Managementmaßnahmen beachtet werden muss. Insgesamt belegen die Ergebnisse für beide Untersuchungsgebiete, dass das Modellsystem IWAN nach einer Kabibrierung erfolgreich zur Abschätzung von möglichen zukünftigen Sedimentquellen und Sedimentausträgen eingesetzt werden kann. Weitergehender Forschungsbedarf besteht in der Frage der Übertragbarkeit des Monitoringansatzes in Naturräume mit anderen, zum Teil komplexeren hydrologischen Einzugsgebietsreaktionen und darauf aufbauenden Stoffausträgen und Austragspfaden. Darüber hinaus kann im Modellsystem IWAN eine Verbesserung durch eine Berechnung der Rillenausbildung auf dem Hang sowie eine Modifikation der Sedimenttransportberechnung erzielt werden. Bei einer Übertragung auf andere Einzugsgebiete sollte eine umfassende Sensitivitätsanalyse und Ergebnisunsicherheitsbetrachtung vor allem in Hinblick auf die Kopplung von Teilmodellen innerhalb des Modellsystems erfolgen.:Gliederung Gliederung V Liste der Abbildungen VII Liste der Tabellen XII 1 Einleitung und Fragestellung 3 1.1 Bodenerosion und Sedimentfracht in Einzugsgebieten 3 1.1.1 Abflussbildung, Bodenerosion und Sedimentaustrag 3 1.1.2 Winterliche Situationen 5 1.2 Modellierungsansätze 13 1.2.1 Modelle und Modellkopplungen 13 1.2.2 Probleme der Modellanwendung 17 1.3 Wissensdefizite und Zielstellung 23 2 Untersuchungsgebiete und Methoden 25 2.1 Schäfertal 25 2.1.1 Naturraum 25 2.1.2 Methoden 28 2.2 Lubazhinkha 31 2.2.1 Naturraum 31 2.2.2 Methoden 36 2.3 Datenverarbeitung 38 3 Ergebnisse und Diskussion des Monitorings in den Einzugsgebieten 41 3.1 Schäfertal 41 3.1.1 Abflussbildung 41 3.1.2 Stoffausträge bei Hochwasserereignissen 45 3.2 Lubazhinkha 54 3.2.1 Bedeutung der Schneeschmelze für den Stoffaustrag 54 3.2.2 Stoffdynamik während der Schneeschmelze 57 4 Modellentwicklung 69 4.1 Zielstellungen der Modellmodifikation und -entwicklung 69 4.2 WASIM-AGNPS 70 4.2.1 Wasserhaushaltsmodell WASIM 70 4.2.2 Stofftransportmodell AGNPS 72 4.2.3 Schnittstelle WASIM-AGNPS 74 4.3 Modifikation von WASIM für winterliche Abflussbildung 76 4.3.1 Grundlagen 76 4.3.2 Datenerhebung 77 4.3.3 Sensorauswahl 77 4.3.4 Ergebnisse 79 4.3.5 Empirisches Modell 82 4.3.6 Bodentemperaturteilmodul 83 4.3.7 Anpassung mit Daten aus dem Einzugsgebiet Lubazhinkha 85 4.4 Schneeschmelzerosionsmodell (SMEM) 87 4.4.1 Rillenprofil 87 4.4.2 Bodenerosion 90 4.4.3 Technische Umsetzung 96 4.5 Modellsystem IWAN 97 4.5.1 Schnittstelle SMEM-AGNPS 97 4.5.2 Graphische Benutzeroberfläche 99 5 Modellergebnisse und Diskussion 105 5.1 Schäfertal 105 5.1.1 Bodentemperatur 105 5.1.2 Hydrologie 108 5.1.3 Schneeschmelzerosion 113 5.1.4 Sedimentfracht 120 5.2 Lubazhinkha 126 5.2.1 Hydrologie 126 5.2.2 Schneeschmelzerosion 133 5.2.3 Sedimentfracht 137 6 Szenariorechnungen 143 6.1 Klimaszenarien Schäfertal 143 6.1.1 Szenarienauswahl 143 6.1.2 Modellergebnisse und Diskussion 148 6.2 Landnutzungsszenarien Lubazhinkha 158 6.2.1 Szenarienauswahl 158 6.2.2 Modellergebnisse und Diskussion 163 7 Schlussfolgerungen 169 7.1 Einzugsgebiete 169 7.2 Modellsystem IWAN 172 7.3 Szenarien 176 7.4 Forschungsbedarf 178 8 Zusammenfassung 179 9 Summary 189 10 Literatur 199 Appendix 207 Abkürzungen Modellübersicht Quellcode (VBA) ; Soil erosion by water is a ubiquitous problem that impairs the agricultural productivity, diminishes soil functionality and may harmfully affect neighbouring environmental compartments. Surface waters are especially affected by the sediment, sediment bounded and soluble nutrients as well as pollutants mobilised by soil erosion. The knowledge about erosion processes and sediment loads is of high relevance for the protection of the soil and water and has moreover an economic dimension. Generally, a slope or catchment can be divided into three zones: erosion, transport and sedimentation. However, runoff generating processes and roughness or topography triggered runoff concentration lead to an individual differentiation. Furthermore, spatial and temporal discontinuities of processes or connectivities and thresholds modify the erosion and sediment characteristics. Relief and soil as structural elements of a catchment control accordingly the soil moisture differentiation and in an essential way the runoff generation and sediment load. In temperate and cold climates an important portion of runoff is generated in winter and can be affected by soil frost and snowmelt. However, only little knowledge exists about the processes and dimension of sediment and nutrient emissions under these wintry conditions. Systematic research exists particularly in Russia and Norway. The related deficits are also reflected in existing model approaches to estimate soil erosion and sediment fields from catchments. On the one hand neither the snow development or snow melt nor the modification of the soil water flow in case of frozen soil is considered. On the other hand the erosivity of the snow melt runoff and the modification of the soil erodibility through, for example frost-thaw cycles, is adequately reflected. It is the main focus of the presented work to identify, by analysing data from a German and a Russian catchment, the dominant processes and triggers of runoff generation and diffuse pollution under winter conditions. The results are implemented into a model system which is utilised to analyse spatial heterogeneity and temporal variability of processes and to estimate the effects of climate and land use change on sediment loads in the two target areas. The 1.44 km² catchment Schaefertal is located in the eastern lower Harz Mountains approx. 150 km SW of Berlin, Germany. Cambisols and Luvisolos have developed from periglacial slope deposits on greywacke and argillaceous shale. These slopes are utilised agriculturally with a crop rotation of mainly winter grain and canola. The thalweg is dominated by hydromorphic soils and pasture. The climate is slightly continental with an annual average temperature of 6.8°C and 680 mm total annual precipitation. In addition to long-time hydro-meteorological measurements, since several years research into sediment and nutrient emissions is conducted. A routine biweekly sampling of the runoff at the catchment outlet is supplemented by automatic high flow sampling especially during snow melt flows. Besides suspended sediment concentration, phosphorus species and dissolved organic carbon are sampled and analysed following standard methods. Also in the Russian catchment Lubazhinkha the main focus is the characterisation of runoff generation and sediment/nutrient transport during snowmelt events. The catchment is located about 100 km south of Moscow, Russia in the transition zone from southern Taiga to forest steppe. The area of 18.8 km² is utilised half by agriculture and one third by forestry. The recent spatial differentiation of this land use is triggered by the relief determined erosive shortening and hydromorphic characteristics of the dominant grey forest soils. Climate and hydrology are dominated by snow cover accumulation and snow melt; annual average temperature is 4.4°C and the annual precipitation sum is 560 mm. High flow samples are taken at the catchment outlet behind a small dam and at the two most important tributaries to characterise mobilisation processes and the sediment and nutrient concentrations. The interpretation of data from the Schaefertal demonstrate for the period of investigation the importance of high flow situations that are caused by snow melt. Catchment conditions characterised by frozen soils lead to a modification of the measured hydrograph, especially through the occurrence of fast surface or near-surface components. The peak flow of the eight high flow events which are employed for interpretation vary between 30 and 270 l s-1, with total runoff volumes in a range from 1 to 50 mm. The sediment concentrations that are observed at the catchment outlet are below 650 mg l-1 for the two events without frozen soil and therewith distinct below the maximum of around 6000 mg l-1 for events with frozen or partly frozen soil conditions. Solely, one event with rainfall on unfrozen soil is characterised by high sediment concentration which is caused by channel maintenances and easy mobilisation of material from the channel banks. According to this, the sediment yields vary for the single events and achieve up to 17 t. The most important trigger is the generation of erosive surface runoff on the slopes by reduction of the hydraulic conductivity of the frozen soils. The comparison of the sediment concentrations of high flow events and the biweekly sampling as well as hysteresis curves of the single events clarify the differing dynamics of sediment export situations. The soil frost affected events show an anti-clockwise direction of the discharge-sediment relationship which points to a sediment source on the slope, whereas the hysteresis curves of unfrozen soil conditions are oriented clockwise. For these events a sediment source near the channel or the channel bank is probable. These assumptions are also supported by a differentiated phosphorus enrichment ratio in the exported sediment. Furthermore, a dynamic in the progress of the single events can be observed which is caused by the temporal variability of the runoff generation and confirms the related spatial heterogeneity of sediment sources. Contrary to the Schaefertal with several snow melt events per year, in the Russian catchment the snow cover is accumulated over the entire winter and one snow melt flood occurs in March or during the first half of April. The interpretation of multiannual data document the importance of the spring snow melts for the runoff generation and sediment export from the catchment Lubazhinkha. The sediment yield of three observed snow melt events varies between 50 and 630 t in dependency on the hydrological conditions. The event related sediment load of at least 0.3 t ha-1 is above the values that were measured in the Schaefertal but in the range of other studies with comparable soils and land use. Detailed analyses of the measurements of the snow melt in spring 2003 document the dynamic within one event. A sediment concentration at the catchment outlet from 6 to 540 mg l-1 led to a total event sediment yield of 190 t. The maximum concentrations of sediment and phosphorus peak with the discharge. In contrast, the concentration of dissolved organic carbon (DOC) is delayed compared to the runoff peak due to the slow snow melt development under forest stands and mobilisation of DOC from the organic rich topsoil of these forest areas. A differentiation of runoff components allows a further interpretation of event specific dynamic of sediment sources and transport pathways. In case of low discharge (< 2.5 mm d-1) the material transfer is dominated by dissolved forms and enters the channel passing the soil as slow runoff. Fast runoff components or surface runoff dominate situations with higher amounts of discharge in which sediment and nutrient sources are mobilised with temporal dynamic. Besides this event internal dynamic inter-annual variability exists that is a result of weather conditions in the specific winter. Similar to the Schaefertal, the development of frozen soils and the related modification of infiltration characteristics of the soils play an important role in the Lubazhinkha catchment. Other important triggers are snow water equivalent, snow melt dynamic and specific soil frost characteristics, i.e. depth of penetration. The variability of these boundary conditions led to a high inter-annual differentiation of runoff generation and sediment loads. Thus, for the snowmelt 2004 with above average winter air temperatures and only partly frozen soils, as well as low snow water equivalent, a comparable low sediment load was observed. In addition, the hysteresis curves of the discharge-sediment concentration relationship indicate differences in the sediment sources for the single snow melt events which are in dependency of the abovementioned factors. For both catchments the established monitoring system and selected parameters provide an insight into runoff generating processes and relevant triggers. Occurrences of soil frost and snow melt dynamics are most important factors. Wintry conditions led to high sediment and nutrient yields in both catchments. The interpretation of physical and chemical parameters of discharge allows the identification of spatial heterogeneity and temporal variability of sediment source areas. Several demands for a model approach arise from these findings of catchment monitoring which are especially related to the spatial differentiated estimation of surface runoff generating areas and soil erosion through snow melt water. The basis for the model system "IWAN" (Integrated Winter erosion And Nutrient load model) is the hydrological model WASIM ETH Ver.2 and the nutrient load model AGNPS 5.0. The linking of these two raster-based models facilitates the utilisation of continuous, spatial differentiated information for surface runoff to estimate soil erosion. By this, the high parameter sensitivity of the SCS-CN approach in AGNPS is replaced with sensitivities distributed among different parameters of the soil water calculation in WASIM and the concurrent calculation of a plausible process based spatial differentiated runoff generation. The implementation of a module to estimate the soil temperature forms the basis for an improved calculation of soil water flows and runoff generation under winter conditions. This module calculates the topsoil temperature based on values of air temperature and considers exposition and land use. The calculated soil temperature of the previous day is assumed in case of a snow cover of more than 5 mm water equivalent. The saturated hydraulic conductivity of the soil is set to zero if the calculated soil temperature drops below freezing and surface runoff begins after the water free soil pore volume is filled up. The goodness of fit for the Schaefertal shows a correlation coefficient of 0.62 to 0.81 and for the Lubazhinkha catchment values in a range between 0.82 and 0.91. The spatial and temporal differentiated information of surface runoff is fundamental to a new developed calculation of rill erosion during snow melt situations which replaces the empirical erosion estimation of AGNPS. One rill for each raster cell is simulated on the assumption of a non-cohesive soil through water saturation and that soil frost does not hinder the deepening of the triangular rill profile. The soil erodibilty is a function of root parameters and diameter of water stable aggregates. The erosivity of the snow melt runoff in the rill is calculated in dependency of surface roughness and soil aggregate diameter. A spatial differentiated estimation of soil erosion is possible in combination with the routed surface runoff from the modified WASIM. In addition to the erosion estimation, the model system IWAN comprises a user interface for data conversion as well as pre- and post-processing options. The results of the model system application for both catchments demonstrate that the dominant processes of runoff generation as well as sediment loss are matched. For the Schaefertal a modelling agreement of r² equalling 0.94 and 0.91 is realised for the year of calibration 1994 and the year of validation 1995, respectively. With the exception of 1996 all periods of high flow and the falling dry of the channel in summer from 1996 until 2003 are represented satisfactorily with the calibrated set of parameters. On this basis, the total runoff volume of the observed and above discussed snow melt events has been modelled with a high degree of accuracy. The spatially differentiated calculation of soil moisture and soil frost occurrence results in a variable fraction of surface runoff on the total runoff for these events. Runoff volume, slope and flow length show positive sensitivities in the new snow melt erosion module. However, parameter combinations and non-linear algorithms, especially for root parameters and the Manning coefficient, may lead to more complex sensitivity properties. Thus, the simulation of soil erosion in the Schaefertal was first conducted with a set of parameters that was calibrated with results of erosion plot experiments. The average values of calculated erosion vary between 0.0006 and 0.96 t ha-1 for the six events from the Schaefertal. However, the median values and high standard deviations prove that most of the cells have low erosion values. The results for events with frozen soils are characterised by significant higher values of erosion. Despite similar total runoff volume i.e. of the events from 20.01.2001 and 26.02.2002 differences occur because of distinctions in runoff concentration on the north and south exposed slope. The spatial results are positively compared to field mapping in addition to a plausibility control of the calculated values. The adjustment of the calculated values for sediment load against the observations is done with calibration of the Manning coefficient for one randomly selected event. The sediment load in some footslope areas caused by runoff concentration is especially high and in the range of 0.0 to 13.84 t for single events. The event sediment yield is generally underestimated with the exception of the event on 26.02.2002. The total absolute error for the three winter seasons is 11 t. The difference between simulated and observed sediment load is highest for the 26.12.2002. This distinction may originate in the temporal variability and spatial heterogeneity of surface roughness against the background of soil frost influences and tillage operations. The general distribution of modelled sediment sources, transport pathways and connecting points to the channel are confirmed by field observations. However, a quantification of the spatial model results on the basis of the observed single events is not possible. For the Lubazhinkha catchment two sets of hydrological parameters are identified for the year of calibration 2004 which achieve satisfying results in comparison to the observed discharge. Although one of these set of parameters performed better in reproducing the peak flows of the snow melt situations, the spatial distribution of surface runoff generating areas was not plausible. Contrary, the second set of parameters characterises the lateral water flows and thus the important spatial soil moisture distribution in a more realistic way. However, the snow melt peak flows for the years of validation 2003 and 2005 are overestimated. The difference between the years, which was identified on the basis of the interpretation of the observations, is matched as well as the dynamic of runoff generation. Surface runoff generation on the flat interfluves areas and saturated areas in valley bottoms are modelled satisfactorily as well as the delayed runoff generation under forest stands. The model system simulates erosion sums of 10 to 280 t d-1 for a total of ten days with surface runoff in a range of 0.3 to 24.1 mm d-1 in the entire modelling period of three years. Considering the variable area of 5 to 46 % on which erosion takes place, the values of effective erosion vary between 0.1 and 0.32 t ha-1 for single days and between 0.44 to 0.92 t ha-1 for multi-day snow melts. The simulated sediment load at the catchment outlet range from 6.7 to 365.8 t per day and sums up to 246.2 t for the snow melt 2003. For the year 2004 99.9 t and for 2005 757.9 t are calculated. In comparison to the observations for the calibration year 2004, the sediment load is overestimated by 10 t or 12 %. The deviation for 2003 is -9 %, with the same set of parameters. The result for 2005 is with an error of 33 % not as good as in the two other years. Overall, the days of snow melt with a low amount of erosion cause additional mobilisation of sediment from the channel banks and contrary, high amount of erosion on the slopes result in deposition processes on the forest and pasture areas near in the valley bottom and in the channel itself. Thus, high sediment loads are estimated for the bottom slopes and the small V-shaped first order valleys. The sediment loads for the two sub-catchments differ significantly because of the spatially differentiated processes of runoff generation and soil erosion. For the days with runoff generation in forest areas higher sediment yields are calculated for the Lubazhinkha-subcatchment which is characterised by a higher degree of forested areas. Differences in slope-channel interaction and variations between the two subcatchments illustrated the overall high process relevance of the model results. The model system IWAN estimates for the Schaefertal and the Lubazhinkha catchment the spatial and temporal dynamics of surface runoff generation and the related erosion processes during snow melt episodes with high plausibility. The model approach demonstrates an option between model result aggregation at the catchment outlet and intensive spatial field observation and measurement within a catchment. The satisfactory modelling of processes for the Schaefertal, as well as for the Lubazhinkha catchment, forms the basis for the calculation of climate and land use scenarios. An analysis of the existing long-term dataset from the Schaefertal approves the general trend of warming, especially in the winter half year. Contrary, the instrument error for rainfall measurements disallows an identification of a trend in the present data. A total of 13 years with defined deviation of +2.5 to -2.5 °C and five years with a deviation of +0.5 °C from the average air temperature in winter (Jd 330-90) were selected from the data set. In contrast to the utilisation of weather generators, this selection provides a dataset with a combination of air temperature and rainfall/snow that is in accordance with typical atmospheric situations. The amount of rainfall for the winter period of the scenario years deviates -45 % to +75 % from the long term average of winter. The model results substantiate the role of weather situations such that an increased amount of rainfall does not automatically result in above-average runoff. Snow cover dynamics and soil frost occurrence are the controlling factors. The number of days with snow and the duration of each snow period are significant higher for scenarios with negative temperature deviation compared to the scenarios with positive deviation. Overall the results of the hydrological calculation of the scenarios show that extreme positive and negative deviations lead to increased surface runoff probability. The sums of erosion for single days with surface runoff varies between 4 to 141 t d-1 and are in direct relation to runoff volume due to the unchanged set of parameters. Generally the calculated sums of erosion for situations without soil frost are lower than with soil frost, but both types are in the range of values of the measured and modelled reference events. Also the calculated sediment yields from 0.03 to 13.15 t d-1 for the scenario days are in the range of the measurements. A higher variability could be expected when considering modifications to vegetation period or crop rotations. An interpretation of erosion and sediment yield on the basis of snow melt periods clarifies those scenarios with extreme deviations also tend to higher sediment export from the catchment. Transformation processes in the agricultural sector of Russia trigger fundamental changes in land use. Based on an analysis of the development of the past 15 years for the Lubazhinkha catchment a significant modification of the pasture, arable land and forest areas is probable in the future. This dynamic is reflected in five scenarios with area-specific changes in land use distribution. The variations range from scenarios with a foreign investor who extends the arable land to all suitable soils in the catchment, an expansion of forest areas in the frame of a governmental forest protection program to the development of small family farms with local market structures because of tourism. The calculated total runoff for the scenarios varies between 276.4 and 293.3 mm for the entire simulation period 2003 to 2005. Small positive or negative deviations occur compared to the as-is state in relation to the variable forest area and combined evapotranspiration. Contrary, the surface runoff shows large deviations of more than 20 mm for the three snow melt periods. These differences are pronounced for the scenario with highest portion of forest and pasture area in the years 2003 and 2005 that are characterised by soil frost and high water equivalent in snow. With only few exceptions the scenarios lead to an increase in simulated sediment yield at the catchment outlet. Moreover, the results document that a decrease of erosion on the slopes does not consequently result in a yield reduction. In the case of low sediment input from the slopes additional material from the channel bed and banks may attribute significantly to the sediment loading. An area specific comparison of two scenarios clarifies the importance of localisation of land use changes and the according connectivity of surface runoff areas and erosion areas to the channel. The scenarios document the increasing importance of extreme events that can be expected due to climate change. Additionally, the link of slope and channel processes, as attribute of a catchment, has to be considered in planning of management measures. The results prove for both catchments that the model system IWAN can be applied for estimating future potential sediment sources and sediment yield after successful calibration. Further research is needed in the question of transferability of the monitoring approach to other environments with a different, more complex hydrological catchment reaction and linked sediment sources and transport mechanisms. The model system IWAN can be improved by a dynamic calculation of rill network generation on the slope and a modification of the sediment transport algorithms. The transfer of the model system to other catchments has to be accompanied by a comprehensive sensitivity and uncertainty analysis especially respecting the model chain within IWAN.:Gliederung Gliederung V Liste der Abbildungen VII Liste der Tabellen XII 1 Einleitung und Fragestellung 3 1.1 Bodenerosion und Sedimentfracht in Einzugsgebieten 3 1.1.1 Abflussbildung, Bodenerosion und Sedimentaustrag 3 1.1.2 Winterliche Situationen 5 1.2 Modellierungsansätze 13 1.2.1 Modelle und Modellkopplungen 13 1.2.2 Probleme der Modellanwendung 17 1.3 Wissensdefizite und Zielstellung 23 2 Untersuchungsgebiete und Methoden 25 2.1 Schäfertal 25 2.1.1 Naturraum 25 2.1.2 Methoden 28 2.2 Lubazhinkha 31 2.2.1 Naturraum 31 2.2.2 Methoden 36 2.3 Datenverarbeitung 38 3 Ergebnisse und Diskussion des Monitorings in den Einzugsgebieten 41 3.1 Schäfertal 41 3.1.1 Abflussbildung 41 3.1.2 Stoffausträge bei Hochwasserereignissen 45 3.2 Lubazhinkha 54 3.2.1 Bedeutung der Schneeschmelze für den Stoffaustrag 54 3.2.2 Stoffdynamik während der Schneeschmelze 57 4 Modellentwicklung 69 4.1 Zielstellungen der Modellmodifikation und -entwicklung 69 4.2 WASIM-AGNPS 70 4.2.1 Wasserhaushaltsmodell WASIM 70 4.2.2 Stofftransportmodell AGNPS 72 4.2.3 Schnittstelle WASIM-AGNPS 74 4.3 Modifikation von WASIM für winterliche Abflussbildung 76 4.3.1 Grundlagen 76 4.3.2 Datenerhebung 77 4.3.3 Sensorauswahl 77 4.3.4 Ergebnisse 79 4.3.5 Empirisches Modell 82 4.3.6 Bodentemperaturteilmodul 83 4.3.7 Anpassung mit Daten aus dem Einzugsgebiet Lubazhinkha 85 4.4 Schneeschmelzerosionsmodell (SMEM) 87 4.4.1 Rillenprofil 87 4.4.2 Bodenerosion 90 4.4.3 Technische Umsetzung 96 4.5 Modellsystem IWAN 97 4.5.1 Schnittstelle SMEM-AGNPS 97 4.5.2 Graphische Benutzeroberfläche 99 5 Modellergebnisse und Diskussion 105 5.1 Schäfertal 105 5.1.1 Bodentemperatur 105 5.1.2 Hydrologie 108 5.1.3 Schneeschmelzerosion 113 5.1.4 Sedimentfracht 120 5.2 Lubazhinkha 126 5.2.1 Hydrologie 126 5.2.2 Schneeschmelzerosion 133 5.2.3 Sedimentfracht 137 6 Szenariorechnungen 143 6.1 Klimaszenarien Schäfertal 143 6.1.1 Szenarienauswahl 143 6.1.2 Modellergebnisse und Diskussion 148 6.2 Landnutzungsszenarien Lubazhinkha 158 6.2.1 Szenarienauswahl 158 6.2.2 Modellergebnisse und Diskussion 163 7 Schlussfolgerungen 169 7.1 Einzugsgebiete 169 7.2 Modellsystem IWAN 172 7.3 Szenarien 176 7.4 Forschungsbedarf 178 8 Zusammenfassung 179 9 Summary 189 10 Literatur 199 Appendix 207 Abkürzungen Modellübersicht Quellcode (VBA)
The subject of this study – The Youth in Croatia and the European Integration – is the relationship of youth toward the European integration process, including the Croatian accession to the European Union, as well as their sociopolitical readiness for integration into a united Europe. The analysis is based on a section of data gathered in early 2004, on the entire Croatian territory, and conducted within the scientific and research project Youth and the European Integration Process. The basic sample of youth, aged 15 to 29, consisted of 2000 examinees, and the control sample of persons older than 30 consisted of 1000 examinees. The obtained findings on youth have been systematically compared to results from the previous research project, The Value System of Youth and Social Changes in Croatia, conducted in early 1999, on an identically structured sample of 1700 young examinees. Data on Croatian youth has also been compared to the corresponding findings of several European researches. European integration is a dynamic and multidimensional process, and in this research, the accent was on the political and normative dimensions of integration. The genesis of the political development of European Union has indicated that, in spite of the oscillations in the process of integration, there is a recognizable progress toward the construction of a Europe of values, where all the included countries meet with equally high democratic demands. The existing research into the European integration process has undoubtedly shown that the relationship of citizens toward the EU varies as a function of time, and depends on the specific situation in certain countries or societies. Croatia is a transitional country that has stepped into the process of democratic consolidation, and after the year 2000, it had also stepped out of a certain kind of international isolation. Today, Croatia is a country trying to join the united Europe, which has managed to obtain the status of a candidate country for accession into the EU, albeit with an uncertain date for accession negotiations. Even though the main obstacle for the start of negotiations is supposedly the lack of satisfaction of the EU with the Croatian cooperation with the Hague Tribunal, the existing tendencies and events in the country indicate that Croatia is not adequately prepared to join the Union: not at the political, nor the social, and especially not at the economic plain. The indicated findings are also the starting points in the research of the relationship of Croatian youth toward the European integration process. A valid analysis of this relationship demands a previous insight into some aspects of the political readiness of youth for European integration of Croatia. With that in mind, special attention was dedicated to political values, attitudes and participation of youth, whose longitudinal monitoring enables a detection of changes that took place during the past five years. The data comparison showed that during the observed period of time, the young people' s otherwise relatively high acceptance of almost all the constitutional values, as well as the harmonious perception of politics and institutional trust have increased, while the lack of hard work, discipline and responsibility are now perceived as a social problem to a greater extent than before. The recent data also indicates that today' s youth perceive the existence of educational, gender and age inequalities in the Croatian society to a larger degree, as well as the worsening of political representation of all marginal groups. On the other hand, the understanding of conflicts and democratic rules (especially the role of the opposition) has weakened, the perception of crime in ownership conversion and privatization as a problem has decreased, there is also a weaker perception of the existence of social and religious inequalities, the social activism and political participation have decreased, and the attitude about inclusion into youth organizations of political parties and the establishment of independent youth parties as forms of activities that might contribute to a more active participation of youth in the society has decreased. From hence comes the conclusion that certain changes tend to lead to further social, most of all political, (self)passivization and marginalization of young people. The continuity of tendencies established in the previous research projects, confirm the finding that the young are not a monolithic group when it comes to acceptance of political values, expression of political attitudes and the level of political participation. The greatest differentiation is present regarding the not so present tolerance toward most observed social phenomena and groups, the perception of unemployment as the most important social problem and the cause of existing difficulties, the perception of existence of political inequalities and the stated interest in politics, as well as the perception of the role of the " diaspora" in the Croatian political life. When these results are observed integrally, it is obvious that the young are mostly differentiated by the level of obtained knowledge and their socio-professional status, then party identification, social origin and the phase of maturity. All the mentioned differentiations of youth can simply be summarized by outlining two large, relatively polarized groups: one consists of socially more competent youth, inclined to the ideological and political options of the left center, and the other consists of a socially inferior youth, inclined toward the right pole of the ideological-political spectrum. The socially more competent youth is more liberal, more critical toward the social reality and the political actors, they manifest a greater respect for democratic institutions and procedures, which is an indicator of the importance of favorable circumstances in the process of political socialization. The recent data enabled us to establish the existence of inter-generational differences, which are not enormous but are significant. The comparative analysis of the attitudes of both the young and the older examinees, demonstrated that the young state a higher degree of trust in the media than the older examinees, that they are more tolerant toward a number of social phenomena and groups, which cause dispute both in the Croatian and the European public opinion arena, as well as more sensitive regarding ethnic inequalities. The young perceive war as the main cause of current difficulties to a greater extent than the elders, they have considerably more trust in their own generation as a social force that could initiate positive trends, they express a greater readiness for inclusion in different civil society activities, and believe more that television and youth organizations could mobilize them into active participation in social affairs. At the same time, the young are slower than the older examinees to accept the value of a democratic order, however, they are also less prone to have a harmonious understanding of politics, they are less socially sensitive, they express less trust in the institutions of power, the socioeconomic goals and the preservation of tradition are less often among their political priorities, they less often think immorality and criminal activities in the privatization process are the cause of current problems, they perceive a smaller level of corruption in all areas of social life (aside from education), they believe less in the positive contribution of experts and entrepreneurs to overcoming the trends of crisis, they are less interested in politics and participate less in political parties, and they have a smaller level of faith in the mobilization role of education for democracy, volunteer work, political parties and non-governmental organizations, as well as the contribution of the family and education system in the stimulation of the young people' s social engagement. The established inter-generational differentiation can be explained through the life cycle theory, meaning the mentioned differences are mostly the effect of differing social statuses and the complete experiences of the young and the older examinees. That means that most young people have not assumed some of the permanent social roles, and that their immediate experiences are limited only to some social areas among which politics do not have a prominent place. The existing inter-generational differences are also the result of the fact that most older examinees draw on their experience gained in a different social and political regime, which to a certain measure forms their existing system of political values that is, in certain elements, especially those related to the social dimension, different than the youth' s system of political values. On the other hand, the congruence of the young and older examinees is contributed to by a common experience of an era, that is, life in a specific socio-historic period. The absence of deep inter-generational ambiguities also indicates that, in spite of the radical changes that have appeared through the decomposition of the old and the set-up of a new social and political order, the mechanism for transposing political values from the older generations to the young ones, functions to a considerable degree, along with the transfer of the shortcomings that exist in the structured political awareness of the older generation. Even though it was established that the youth in Croatia accept the traditional values to a smaller degree compared to the elders, the young are at the same time somewhat more conservative in certain areas than their European counterparts. Pointing to this finding is the greater orientation of the Croatian youth toward the family and a smaller extent of tolerance of certain phenomena and groups in the contemporary society. At that, the social participation of the Croatian young generation is at a lower level than the participation of their European peers. The attitude toward human rights is also one of the indicators of political preparedness of Croatian youth for integration into a democratic Europe, which promotes high standards in the protection of human rights and freedoms. The research results about the evaluation of individual human rights and freedoms, show that the youth accept the right to an education, the right to work and personal security, the right to privacy, the social protection of the elderly and those in other precarious situations, the equality before the law, the rights of women and the right to ownership the most. The analysis has shown that the preference of individual human rights and freedoms is not caused by the observed socio-demographic and socio-structural characteristics of the young, aside from education, which points to the significance of the education system as an agent of improvement of the state of human rights. Approximately a third of the young examinees were not satisfied with the respect for human rights in Croatia today nor were they satisfied five years ago, the percentage of the undecided has decreased in that period of time, and the number of those that think human rights in Croatia are mostly or completely respected has increased. The results of the analysis of social attributes of youth indicate that the ability of assessment and a higher degree of criticism toward the status of human rights in Croatia is related to life in economically more prosperous regions, a left ideological-political orientation as well as the female gender. The comparison of the evaluation of the contribution of institutions, organizations and significant individuals in the population of youth in 1999 and in 2004, established that the generation of youth today perceives a higher level of contribution of all observed participants (except for the opposition) to the protection of human rights and freedoms in Croatia. More precisely, most of the young assess that all the participants, completely or mostly, contribute to the realization of human rights in Croatia, which especially refers to the perception of the contribution of the highest institutions of power. The perception of the status of human rights in Croatia and the contribution of the observed actors to the realization of those rights, are considerably highly influenced by regional affiliation and party identification, followed by their social background, their gender and the religious self-identification of the young. The comparison of acceptance of the observed human rights and freedoms of the populations of young and older examinees in Croatia, indicates that the elders accept most individual human rights and freedoms more than the young, and that they also express less criticism toward today' s respect for those rights and freedoms in Croatia, while validating the contribution of all the observed actors to a higher degree. To summarize, the analysis has shown that the young accept human rights and freedoms very highly at the level of principle, but that there is a certain disagreement when it comes to concrete rights and practices in Croatia. Even though the degree of acceptance of the value of human rights and freedoms is high among the young, there are also deviations indicating an increased need for additional engagement of certain agents of socialization, especially the education system and the political actors. The national affiliation of youth is another indicator relevant to its relationship toward the European integration. The research has shown that the attitude most represented with the youth is one of moderate national identification, then the ones signifying an openness toward the world, while ethno-centric statements are at the back of the obtained hierarchy. The attitude that had demonstrated the highest representation of national identification is for the first time at the top of the rank in all our research projects, just as it is evident that nationally tinted attitudes, both moderate and extreme, are more represented now than in 1986 or in 1999. Such an increase of the national affiliation of the young can be interpreted by the fact that there is more emphasis on existential problems and that there is a higher uncertainty regarding the future, then the increase of differences between the rich and the poor, as well as a smaller degree of trust in the political leadership. The immediate confrontation with this type of social instability, results in a search for safer modes of relationships with other people, the society as a whole and some of its parts, where the nation represents one of the safe havens, much like family and church. However, it is necessary to emphasize that the attitudes of openness toward the world are quite stabile, and that they are often complementary instead of being opposite to attitudes of national identification. At the same time, this points to the complexity of the problem of national affiliation and the fact that it does not have to be exclusive, but can actually coexist with attitudes that enhance the process of European association. Regarding their national affiliation the young are, of course, not homogenous. The results of the analysis have shown that the nationally oriented youth is significantly more religious than the others, they prefer the conservative parties, live in Dalmatia, Central and Eastern Croatia, they originate more often from rural areas and families, where the father has a lower degree of education, they personally have a lower level of education and, within the youth sample, they belong to the youngest age cohort (age 15 to 19), and the groups of pupils and the unemployed. On the other hand, a significantly lower national affiliation is expressed by youth coming from the Istrian, Zagreb and Northern Croatia provenience, those indecisive about religion or atheists, youth of urban background and a higher family and personal education status. However, regarding cosmopolitism, the young demonstrate significantly more homogenous results. It is especially indicative that the more ethno-centric examinees and, to a smaller degree, those with a pronounced national identification, more often have a negative perception of the European Union, while the nationally more exclusive examinees refuse to even support the accession of Croatia into the European Union. The examination of the social (ethnic) distance toward certain nations has demonstrated that the young have put members of the former Yugoslav federation and Russians at the back of the scale, while, with an under-average evaluation, the center of the scale is occupied by members of certain Central and Eastern European nations (the Czech and the Hungarian). Inhabitants of the European Western and Southwestern territories, especially the Italians, which occupy the first position after form the Croats, and the Germans, demonstrate satisfactory results just by being evaluated by average grades. However, the degree of social closeness that the young citizens of Croatia feel toward other Croatian men and women, indicates a certain dose of self-criticism, because approximately one third of the young do not feel an especially high level of affinity toward, for the most part, their own nationals. The older examinees differ from the young in that they more pronouncedly represent attitudes at the center of the national affiliation scale, as well as indicate a higher ethnical distance on average. However, the fact is that, in spite of the existence of inter-generational differences when it comes to national affiliation where the older examinees dominate, there are also inter-generational differences that indicate a better position of the youngest examinees in our sample (aged 15 to 19). This phenomenon has already been described in literature by the so-called U-curve, which vividly illustrates a higher national affiliation of individuals at their earlier and later periods of life. Thus, the greater national affiliation, on the one hand, seems to appear as an expression of an adolescent transitional crisis, and on the other, as a consequence of a long-term perseverance of the perception and production of (most probably) negative experiences with a specific out-group. The relationship of the examinees toward the European integration and the European Union has been investigated via numerous indicators, where the emphasis was on the perception of the possible consequences of Croatian accession to the EU. However, other aspects of the relationship toward Europe and the EU have been the object of research, presenting a wider context for understanding the perception of consequences of joining the Union. The obtained results demonstrated that most of the young and of the older examinees in Croatia actually had a neutral image of the EU, even though those with a positive image exceed those that perceive the EU negatively. Actually, nine tenths of the examinees have in the beginning of 2004, supported the Croatian integration into the Union, but among those examinees, there is a highest number of euro-skeptics, that is, those that believe that too much is expected from the accession. At the same time, there were considerably less euro-enthusiasts (those that expect all-around benefits from the integration) and euro-realists (who believe that integration is inevitable for the survival of small countries). As for the difficulties standing in the way of the Croatian road to a united Europe, the examinees had equally addressed them to both Croatia and the European Union, however, the number of young emphasizing the accountability of the EU has increased from 1999 to 2004, and the number of those accenting Croatia' s responsibility has, in the same period of time, decreased. The finding that the young expect significantly more positive than negative consequences after the Croatian accession into the European Union, is especially important. However, in this regard, there has been a mild decrease in the expectation of the positive, and an increase of the negative consequences among the young during the last five years. The highest positive expectations have been registered at the individual and the socio-cultural planes, while the optimism regarding the socio-economic progress has decreased. Indeed, the lack of socio-economic preparedness of Croatia for the entrance into the developed European surrounding is expected to yield the most negative consequences. The research of the expected development of the EU in the coming ten years, has shown that only the possibility of easier travel, work, study and life in Europe is expected by most of the examinees, especially the young ones. The young are quite fearful of the costs Croatia might have from the integration and of the worsening position of the agricultural population. The negative conesquences expecting their own country are, however, less perceived by the youth in Croatia, than by their counterparts in Europe. Related to the fears from the construction of a united Europe and European Union, we have established that the youth in Croatia is most afraid of the abolition of the Croatian currency and the increase of crime, and its smallest fear has to do with the potential loss of social privileges. The fears of examinees in the enlarged Europe are somewhat different – the most expressed fear is that of labor transfer into other countries, the increase of crime and drug trade, the difficulties expecting the farmers and the price their country has to pay due to the development of the EU. Both the young and the old examinees in Croatia are less worried about the loss of national identity, language and their social privileges than the European examinees. All our examinees emphasize the multiple benefits of the EU enlargement, followed by the positive effects of that enlargement for Croatia, while the efforts of the Croatian government, regarding the accession to the Union, are valued quite poorly. The potential accession of Croatia into the European Union shall also signify a change in the decision-making process, meaning that some of those decisions will be reached at the national level, and some jointly with the EU. Our examinees have, in this regard, demonstrated a high level of readiness for integration, because more than half of them believes that four fifths of the observed areas should be the object of joint decision-making by the EU and Croatia. The only areas in which, in the opinion of the young examinees, Croatia should decide autonomously are the acceptance of refugees, the judiciary, culture, agriculture, fisheries and the police. The Europeans differ in their opinions on these issues from the Croats, and believe two thirds of the observed affairs should be decided on jointly by their country and the EU, while their country should be autonomous in deciding about education, basic rules about the media, health and social care and unemployment. Different social groups have, based on the perception of youth, been grouped into potential losers of the integration (farmers, the retired, workers, the unemployed), potential winners of the integration process (such as the inhabitants of the capital and certain regions, the young, as well as the Croatian population as a whole), and certain winners of the process of integration, which are also the best prepared for Croatian accession into the EU (experts, foreign language speakers, the political elite, managers, large companies). Actually, it was shown that the young consider the social groups which are in a relatively better position in the Croatian society today to be the greatest winners of EU integration, and those whose current status is unenviable, who are in the greatest need of a better future, were perceived as those that will potentially gain the least. The only encouraging fact is that the young are seeing themselves as the potential winners, meaning they believe the existing abilities and potentials of the young generation only need optimal circumstances in order to reach their peak. However, the data about the knowledge of foreign languages in Croatia are not very exhilarating, especially compared to the knowledge of foreign languages of the youth in the European Union countries. Within this research, we have also found that approximately three quarters of our examinees are proud of being Croatian citizens, while around half of the young, and somewhat less of the elders are proud to be European. The young are the ones to be more critical toward their national identity, and at the same time they lead in the positive validation of their European identity. However, the most interesting finding concerns the fact that all the Croatian examinees feel less national pride than the inhabitants of the European Union, while it is understandable that the examinees in the EU emphasize their pride of being European more. The answers of the examinees regarding the question about the contents of the concept " being a citizen of the European Union" indicate that neither the young, nor the older examinees posses a coherent understanding of the EU citizenship. Still, the right to work, live and study in any EU member, represents the key element for the understanding of EU citizenship, both with the young people in Croatia and with the youth in the Union. The young and the older Croatian examinees believe that active suffrage is the least important, regardless of whether the elections in question include the European Parliament, the national or the local representative bodies. Only one out of four Croatian examinees believes the Croatian membership in the EU might benefit them personally, while almost half of all the young and a third of the older examinees do not posses a defined opinion on this issue. It is clear that this feeling is closely related to the question of the personal meaning the European Union holds for the examinees, where neither the young nor the elders have a homogenous perception of the meaning of the EU. A single response appeared in an above-average number of cases – the EU is a way of creating a better future for the young – while the claim that the EU signifies a sort of " European government" , superimposed to the national states which are members of the Union, received a small level of support. Unlike that, the young from the Union countries emphasize the freedom of movement most often, while in time, the very concept of " European government" became more pronounced in the attitudes of the European youth. The young people in Croatia, as well as in the EU, express an equally small level of fear of the euro-bureaucracy, the loss of cultural diversity and the utopian idea of Europe. Considering the readiness of the young to live outside of Croatian borders, we have found that almost two fifths of them would like to live (and work and study) abroad for a while, while a quarter of the Croatian youth would like to leave the country forever. The older examinees, on the other hand, demonstrate a higher level of conservativeness toward the possible departure of their children into one of the countries of the Union, but they are, however, ready to accept their possible studying and training in the EU, while only one out of seven examinees would like his/her children to permanently live or spend their entire working life in one of the countries, which are members of the European Union. The analysis of the differentiation of the young in their relationship toward the European integration and the EU, has indicated that the used social characteristics have a limited influence. In other words, the young are relatively homogenous in their perception of a united Europe and the expectations from the Croatian accession to the European Union. However, certain differences do exist, and they are mostly caused by party identification, socio-professional status, regional affiliation and religious self-identification. This means that the most influential attributes, when it comes to attitudes toward the European integration process, are the ones consisting of ideological-political attitudes and the current social status along with the specifics of the wider environment. Thus, we have found that the sympathizers of parties that belong to the left center, then pupils and students, the inhabitants of the more developed regions and the non-religious examinees are more inclined toward the EU and the integration process, and at that, they emphasize the positive consequences and the potential gains from the Croatian accession into the Union, more than they express their concerns with the negative consequences. Hence, the concise conclusion would be that the greater social competence of the young is reflected in the establishment of a stable and more consistent pro-European orientation. Otherwise, the young differ from their older counterparts in their higher expectance of positive effects from the Croatian integration into the EU and, at the same time, in the lower perception of expected problems and undesirable consequences. Considering information sources and the level of information of the young in Croatia, the results show that the young follow the news in all the media outlets relatively often, but that they do lag behind the older examinees, and the examinees coming from the former EU candidate countries. This finding does not apply only to the use of the Internet as a source of information, where the young people are far superior to the older examinees. With that in mind, it is interesting that the young differ the most among each other, in the use of Internet and the reading of daily newspapers, where the socially more qualified young examinees (the more educated, coming from an urban environment and richer regions and averagely older ones) are the ones that use both media for obtaining information more often. As for the contents the examinees look for in the media, it is visible that the young are much more interested in events from the social and cultural life, and much less in issues related to politics. A comparison with the examinees from 13 countries that were EU candidates, demonstrated that they are far more interested in all the contents (aside from sports) than the Croatian examinees. Regarding the assessment of their own level of information about the EU, somewhat more than half of the young have stated that they are well informed about the European Union and events in it, compared to two thirds of the older examinees believing they are well informed. On the other hand, the results of both the young and the older examinees are surprisingly high, compared to the data on the level of information of the inhabitants in the 25 countries of the European Union, where three quarters of the examinees thought they were poorly informed about the issue. Closely related to the question of the level of information about the European Union itself, is the question about the general level of information about the Croatian accession to that association. The results demonstrate a somewhat different trend than the previous finding. In this case, less than half of the young consider themselves to be well informed about the process. It is interesting that the identically gathered data on this issue, from the former EU candidate countries, yielded a much lower evaluation by the examinees on their own level of information. Regarding issues and problems related to the EU that the examinees would like more information on, we have established that both the youth in Croatia and the examinees from the former EU candidate countries, find issues related to the Union' s policy on youth and education to be the most interesting, followed by the economy and social policy. Along with that, the issues regarding the enlargement of the EU, the cultural policy, the international relations, the regional policy and the EU budget are the ones the young find to be the least interesting. The manner in which the examinees gather information on the European Union mostly include the mass media outlets (the press, the television and the radio), and only then other forms of information gathering, such as discussions with their families and friends, surfing the Internet, specialized books and other published material, and the activities of non-governmental organizations. There are no significant differences in the use of the stated sources of information between the young and the older examinees, except in the case of the Internet. Considering the examinees from the 25 EU member countries, they use all of the observed sources as a way of getting information about the European Union, its policies and institutions, in a smaller amount. The examination of the objective knowledge of the examinees on specific issues related to the European Union has yielded devastating results. Thus, when asked about the phase Croatia was in, regarding the accession process into the EU, at the moment the research was being conducted, the correct answer was given by only a third of both the young and the older examinees. The second question asked, dealt with the familiarity of certain institutions of the European Union. The young and the older examinees do not differ very much from each other regarding their knowledge of this issue: the most familiar institution to both of them is the European Parliament, followed by the European Commission, then the EU Council of Ministers, then the European Central Bank, while all the other institutions were familiar to less than two fifths of the Croatian examinees. The examined citizens of the European Union are, understandably, more familiar with each of the observed institutions. The social attributes of the young, causing the greatest differences regarding their level of information, are mostly the ones connected to their level of socio-cultural qualifications (the socio-professional status and the level of education), followed by gender, and then provenience, regional affiliation and the age of the examinees. The highest level of information and knowledge belongs to men from the oldest age cohort of youth, those born and living in large cities, the inhabitants of the most developed regions, students and the employed examinees, as well as those with a higher education degree, the non-religious and examinees preferring liberal and left-wing parties. Along with all that, it is important to stress that a better level of knowledge and information about the European Union, its policies, institutions and enlargement process, correlates to positive attitudes about the different aspects of the European Union (the image of the EU, the following of issues related to it, the support for the Croatian accession to the Union, and so on), which, most probably, means that they are mutually determined. The inter-generational comparison has, on the other hand, indicated that the older examinees are more interested in most issues appearing in the media, especially politics, and that they assess their level of information to be better than do the young examinees. To put it shortly, the results of the research on the information level and knowledge of the Croatian citizens – both young and old – about the European Union, have indicated that they are not that interested in the European Union issues, as much as their level of presence in the media and the political agenda might imply, and the examinee' s knowledge about the relationship of Croatia and the EU is at an even lower level. Henceforth, it is necessary to conduct a strong and comprehensive public campaign directed precisely at the increase of the level of information and knowledge of the citizens about the European Union and what it represents, so that when the issue comes to the agenda, the Croatian inhabitants might make an educated decision about their country' s accession to that community of European states. The research results presented above may be summarized into a number of tendencies and statements of a wider nature. The political culture of the young testifies, in a number of aspects, to an approximation to the desirable democratic standards – especially regarding the acceptance of basic liberal-democratic values and the readiness for social engagement, at lease in principle – however, their social power and social capital are at a low level. At that, the young are aware of their own social and political marginalization, and recognize an entire plethora of measures that might help them gain a certain measure of power and become active citizens, as is desirable in a democratic society, but they do not use sufficiently the channels of social and political promotion, which are at their disposal. Today' s generation of youth expresses a lower level of social sensitivity and is more oriented toward individual efforts and family resources in the realization of life goals. At that, it seems that the young are not aware of the fact that an unequal access to existing social resources of the young generation today will have generated an unequal social status when they come of age. Hence, we can expect a widening and deepening of the process of social decomposition, that should be corrected through mechanisms that are supposed to ensure the highest possible equality of chances in the access to social resources (most of all, education). What we mean to say is that human capital is what Croatia, as a small and an insufficiently developed country, should deal with very thoughtfully. This, at the same time, signifies a maximum of investment into the development of human potentials, where the young generation certainly comes first. The inter-generational differences regarding the readiness of Croatia for accession into the European Union, and the relationship toward the European integration, are not of such a type and scale that there could be any mention of a generational gap, however, they are indicative. The most visible fact is that the young have demonstrated a more liberal, tolerant and flexible disposition, that they have a higher belief in the potentials of their own generation, and that they are consistent in their pro-European orientation, where they see their own generation as one of the certain winners of the Croatian accession into a united Europe. These trends suggest that the potentials of the young are a resource to be seriously reckoned with on the Croatian road into the EU. The process of the Croatian accession into the European Union is linked to different difficulties that affect the attitudes of citizens about the importance of Croatian entrance into the EU. Through this research, we have clearly detected that, unlike the Croatian political elite, both the young and the older citizens do not consider the Croatian integration into EU, to be the most important political goal. The political priorities of the citizens seem to be quite different, and their support to the project of European integration is weakening. It is, then, realistic to expect this trend to continue if the problematic events in the European Union persist, just as the difficulties in the relationship of Croatia and the EU, as well as the unfavorable economic and social trends in Croatia itself. This is why there are two equally important political tasks facing the ruling political elite: the initiation of the development of Croatia and an well-argumented explanation to the Croatian citizens why the country' s integration in the united Europe is purposeful.
1.Introduzione Nel 2014, nell'ambito dell'Agenzia Europea Frontex, prese avvio l'operazione Triton, coordinata dall'Italia. Da quel momento e fino al 2018, tutte le persone soccorse in mare dovevano essere portate in salvo sulle coste italiane. Una volta arrivate sul territorio, queste persone dovevano essere messe nella condizione di potere avanzare una richiesta di asilo o di protezione internazionale. Il già esistente sistema di accoglienza dedicato alle persone richiedenti asilo (SPRAR) si basava sulla disponibilità volontaria degli enti locali e non era in grado di gestire l'elevato numero di persone in arrivo. Furono per questa ragione istituiti (art. 11 Dlgs. n.142/2015) i Centri di Accoglienza Straordinaria (CAS) sotto la diretta gestione degli Uffici Territoriali del Governo (Prefetture). I CAS erano quindi pensati come strutture temporanee ed emergenziali. Le azioni messe in atto dai CAS dovevano, innanzitutto, rispondere ai bisogni primari delle persone accolte, in termini di vitto, alloggio e assistenza sanitaria. Ma, a dispetto del loro carattere temporaneo, e alla stregua dello SPRAR, i CAS avevano l'obbligo di svolgere attività (apprendimento della lingua italiana, istruzione, formazione, inserimento nel mondo del lavoro e nel territorio, assistenza legale e psicosociale) finalizzate all'acquisizione di strumenti di base per favorire i migranti accolti nei processi di integrazione, di autonomia e di acquisizione di una cittadinanza consapevole. 1.1 I richiedenti asilo: L'accoglienza in Italia e una possibile traiettoria resiliente La maggior parte dei richiedenti asilo proveniva dall'Africa subsahariana o dall'Asia Meridionale (Afghanistan e Bangladesh e Pakistan) e aveva alle spalle un lungo viaggio di cui la traversata mortifera via mare o attraverso i Balcani o il Caucaso era solo l'ultima tappa. La durata media del viaggio dal paese di origine era di venti mesi, che si svolgevano quasi sempre al limite della soglia di sopravvivenza. È ormai ben documentato il fatto che la privazione di cibo, di ripari, l'affaticamento estremo, il senso di minaccia, i maltrattamenti ripetuti, i lutti dovuti alla perdita di persone care durante gli spostamenti sono condizioni che accomunavano tutti questi percorsi migratori. A queste, si aggiungeva, per la maggior parte di loro, un periodo di reclusione, che poteva superare l'anno, nei centri di detenzione della Libia dove le condizioni disumane, la pratica sistematica della tortura e della violenza sessuale sono state rese note e denunciate dalle principali organizzazioni internazionali, come Medici Senza Frontiere e Amnesty International (Fondazione Migrantes, 2018). Inoltre, l'alto potenziale traumatico di queste esperienze si aggiunge a vissuti altrettanto tragici legati alle circostanze di vita nel paese di partenza che aumentano la vulnerabilità dei migranti. Infatti, questi sono il più delle volte costretti a scappare da condizioni di instabilità politica, di gravi conflitti interni civili e di estrema povertà. È per quanto fin qui descritto che si può affermare che le persone in arrivo nei CAS sono portatrici di storie potenzialmente traumatiche e ad alta complessità psicosociale che richiedono un'attenzione particolare. Le pratiche d'accoglienza che vengono messe in atto nei centri devono tenere conto di tale complessità nel rispondere ai bisogni di ogni persona, sia nella dimensione psicologica sia in quella sociale. In questo modo, nel cercare di raggiungere l'obiettivo ultimo dell'integrazione dei richiedenti accolti, i progetti d'accoglienza potrebbero favorire la definizione di un loro processo di resilienza che li porti a vivere una condizione socialmente accettabile e di benessere. Il concetto di resilienza ha suscitato molto interesse in letteratura negli ultimi decenni. Un primo dato storico nell'evoluzione della teorizzazione di questo concetto (Cicchetti & Garmezy,1993) è lo spostamento dell'interesse dalla patologia e dalla vulnerabilità alla resilienza, che si può ricondurre alla diffusione di una prospettiva positiva e salutogena nella ricerca e nella pratica clinica e psicosociale (Bonanno & Diminitch, 2013; Bonanno, Westphal, & Mancini, 2011; Cicchetti, 2013; Cyrulnik & Malaguti,2015; Walsh, 2016). Negli anni il concetto di resilienza è stato indagato a partire da diversi approcci. Da alcuni autori (Costa & McRae, 1980) è stato studiato come un tratto di personalità, stabile e fisso, da altri (Wagnild & Young, 1993) come l'abilità di fronteggiare e adattarsi positivamente a eventi stressanti o avversivi. Cicchetti (2013), concettualizzando la resilienza come un processo, ha concentrato l'attenzione sui fattori che lo determinano, con particolare interesse a quelli genetici e neurali. Bonanno e Diminitch (2013) si sono, invece, concentrati su quei fattori di rischio o quelle condizioni esistenziali potenzialmente vulnerabili che possono determinare il processo e che gli autori (Bonanno et al., 2011) definiscono come eventi potenzialmente traumatici (EPT). Rutter (2012), da parte sua, ha teorizzato la resilienza come un concetto dinamico dato dalla continua interazione tra i fattori protettivi e di rischio, portando all'attenzione l'influenza ambientale. Tuttavia, sebbene l'autore (Rutter, 2012) abbia messo in luce la funzione dell'ambiente nel processo di resilienza, sono gli approcci più ecologici e sociali (Anaut, 2005; Cyrulnik, 2001; Cyrulnik & Malaguti, 2015; Malaguti, 2012; Walsh, 2016) che hanno enfatizzato e dato maggiore importanza ai fattori contestuali, sociali, familiari e relazionali nella definizione del processo di resilienza. In particolare, secondo Cyrulnik (2001), posti i fattori di protezione, il processo non può avvenire che nell'ambito di relazioni significative. Nello specifico, l'autore distingue tre elementi fondamentali che rendono conto, nell'insieme, del processo: 1- le esperienze pregresse nell'infanzia e nella storia personale dell'individuo, la qualità dei legami di attaccamento e la capacità di mentalizzazione; 2- il trauma e le sue caratteristiche (strutturali, contingenti ed emotive e sociali); 3- la possibilità di risignificare la tragedia avvenuta attraverso il sostegno affettivo e la relazione d'aiuto, descritta, genericamente come l'incontro con l'Altro. Secondo l'autore, la persona costruisce nel proprio passato, in particolar modo durante l'infanzia, attraverso il legame di attaccamento sufficientemente sicuro, le risorse e la capacità di mentalizzazione utili per affrontare e risignificare il trauma. È in questo spazio relazionale quindi che la persona forma una rappresentazione di Sé come persona amabile, capace di affidarsi e di costruire relazioni forti e significative anche in futuro. La capacità e la possibilità di costruire queste relazioni sono viste come le condizioni che possono aiutare la persona a riconoscere le risorse da attivare per superare la profonda ferita incisa dall'esperienza traumatica e per ristabilire un equilibrio nella propria esistenza. Nell'ultima fase della sua teoria l'autore specifica l'importanza di una figura che chiama tutore di sviluppo o di resilienza, le cui caratteristiche e funzioni sono approfonditamente delineate nella pubblicazione di Lighezzolo, Marchal, & Theis (2003). Secondo gli autori, il tutore di resilienza deve favorire un processo di autonomia e ri-strutturazione del sé, trasmettere sapere, fornire esempi e modelli che permettano e legittimino l'errore; non deve quindi ricoprire un ruolo insostituibile e onnipotente. Il tutore di resilienza, sia esso una persona adulta informale o una figura istituzionalizzata nel sistema di cura e presa in carico della persona, è una risorsa esterna che coadiuva nel processo di resilienza. In questo ultimo caso, la formazione e la definizione del ruolo dell'operatore nel processo di presa in carico contribuiranno alla costruzione di un efficace intervento sociale e clinico per la promozione della resilienza nell'assistito (Manciaux, 2001). Negli ultimi anni, una serie di rassegne internazionali (Agaibi & Wilson, 2005; Siriwardhana, Ali, Roberts, & Stewart, 2014; Sleijpen, Boeije, Kleber, & Mooren. 2016) e in Italia (Tessitore & Margherita, 2017), hanno tentato di sistematizzare i risultati degli studi sul processo di resilienza nell'esperienza potenzialmente pluritraumatica della migrazione, con particolare attenzione alla condizione esistenziale di rifugiato. I risultati evidenziano e si concentrano, soprattutto, sui principali fattori di rischio e quelli protettivi che possono intervenire nel processo di resilienza a seguito di queste esperienze pluritraumatiche. In questi lavori emerge, tuttavia, la necessità per la ricerca di individuare strategie e procedure per interventi e pratiche mirati ed efficaci a promuovere il processo di resilienza nei contesti dell'accoglienza. In particolare, rispetto al contesto italiano si riscontra che sono stati svolti pochi studi sul tema, ancora da approfondire (Tessitore & Margherita, 2017). L'analisi approfondita delle pratiche costruite e messe in atto nell'ambito dell'accoglienza negli ultimi anni in Italia risulta rilevante per una sistematizzazione di conoscenze e competenze e utili per la progettazione di interventi psicosociali efficaci. La presente ricerca si poneva l'obiettivo di studiare, se e in che misura, le pratiche dell'accoglienza e le strategie di intervento messe in atto nel sistema CAS di Parma e Provincia abbiano favorito un processo di resilienza nei richiedenti asilo accolti. Inoltre, si poneva l'obiettivo di comprendere se e in che modo l'operatore dell'accoglienza potesse svolgere una funzione di tutore di resilienza. Poiché basandosi sulla teorizzazione di Cyrulnik (2001), l'esito del processo di resilienza è dato dall'interazione dei fattori protettivi individuali, dalla qualità/intensità del trauma e/o comunque delle situazioni avverse e dall'incontro con i possibili tutori di resilienza, il progetto si è sviluppato in due fasi e ha tenuto conto sia dell'esperienza dei richiedenti asilo sia di quella degli operatori. Rispettivamente, nella prima fase l'obiettivo della ricerca si proponeva di individuare le risorse/vincoli personali presenti nella biografia dei richiedenti asilo, i vissuti emotivi e la qualità dei legami stabiliti nel passato, di individuare le risorse/vincoli messe in gioco durante il viaggio e, infine, di individuare le risorse/vincoli con funzione protettiva dal momento dell'arrivo in Italia e in particolare nel CAS di residenza e nella relazione con gli operatori. Nella seconda fase, la ricerca mirava a individuare le risorse e le competenze, rintracciabili nelle biografie degli operatori dei CAS messe in gioco nella pratica professionale e di conoscere le loro motivazioni alla base della scelta professionale, e a comprendere il significato e l'uso consapevole della relazione con i richiedenti asilo nella loro pratica professionale e, infine, a valutare la qualità della loro vita professionale tenendo conto del forte carico emotivo dovuto alla relazione con i richiedenti asilo e il loro vissuti traumatici. 2. Migrazione ed Europa: Una revisione sistematica sulla promozione della resilienza dei richiedenti asilo negli Stati membri dell'Unione Europea. La migrazione è un fenomeno complesso determinato dall'interazione di fattori di espulsione e di attrazione. L'Europa ha sempre svolto un ruolo di attrazione nei flussi migratori. Negli ultimi anni, le direttive per gli Stati membri hanno mirato a promuovere il benessere dei richiedenti asilo. È importante sviluppare la resilienza per raggiungere il benessere delle persone. L'obiettivo della revisione sistematica è stato quello di esplorare come viene studiata la resilienza nei richiedenti asilo nei paesi dell'UE. Sono stati consultati i database internazionali PsycINFO, PubMed, Web of science, Scopus, MEDLINE, Psychology e behavioural collection. Gli articoli sono stati analizzati secondo i criteri PRISMA. Sono stati ottenuti 12 articoli. Dall'analisi qualitativa sono emersi tre approcci principali e quattro principi teorici fondamentali che potrebbero guidare lo studio della resilienza in contesti migratori. Lo studio della resilienza può essere orientato verso un approccio clinico, clinico e sociale o psicosociale. Inoltre, la ricerca ha tenuto conto della necessità di costruire una nuova narrazione di sé e della propria storia nei richiedenti asilo, di restituire agency ai richiedenti asilo, di valorizzare il proprio contesto culturale e quello del paese ospitante e di promuovere una democratizzazione del sistema istituzionale di accoglienza. Si suggeriscono implicazioni per le politiche degli Stati membri dell'UE coinvolti in prima linea nella gestione dell'accoglienza in Europa. Data la limitata letteratura sull'argomento, questa rassegna suggerisce una nuova e originale visione di presa in carico dei richiedenti asilo attraverso una maggiore implementazione di interventi focalizzati sull'individuo e sulle sue risorse. 3. Promozione della salute psicosociale nei migranti: una revisione sistematica della ricerca e degli interventi sulla resilienza nei contesti migratori. La resilienza è identificata come una capacità chiave per prosperare di fronte a esperienze avverse e dolorose e raggiungere un buono stato di salute psicosociale equilibrato. Questa revisione mirava ad indagare come la resilienza è intesa nel contesto della ricerca sul benessere dei migranti e come gli interventi psicosociali sono progettati per migliorare la resilienza dei migranti. Le domande della ricerca hanno riguardato la concettualizzazione della resilienza, le conseguenti scelte metodologiche e quali programmi di intervento sono stati indirizzati ai migranti. Nei 63 articoli inclusi, è emersa una classica dicotomia tra la resilienza concettualizzata come capacità individuale o come risultato di un processo dinamico. È anche emerso che l'importanza delle diverse esperienze migratorie non è adeguatamente considerata nella selezione dei partecipanti. Gli interventi hanno descritto la procedura ma meno la misura della loro efficacia. 4. Il sistema d'accoglienza straordinaria di Parma e provincia: soddisfazione e benessere percepito dai migranti accolti. I servizi e le progettualità messi in atto nei CAS mirano a favorire integrazione, autonomia e benessere. Questi obiettivi si strutturano sull'attivazione e promozione di risorse dei richiedenti asilo. Nello specifico, vanno ad innestarsi sulle loro abilità, sulle conoscenze, sulle competenze, sulla loro agency e sulla capacità di proiettarsi verso un futuro. Poiché i richiedenti asilo sono i principali attori e fruitori di questi servizi, la valutazione di efficacia e di raggiungimento degli obiettivi preposti deve tenere conto necessariamente del loro punto di vista. I richiedenti asilo che hanno partecipato allo studio erano circa il 20% della popolazione dei richiedenti asilo adulti presenti nel territorio di Parma e provincia. Per la stratificazione del campione si è tenuto conto della variabile del paese di origine, della collocazione sul territorio provinciale (distretto) e il tempo di permanenza nel sistema CAS. È stato costruito un questionario ad hoc che mirava ad indagare la percezione di autonomia, di benessere personale, di soddisfazione verso sé stesso, la percezione di essere rispettato nelle proprie tradizioni culturali e la soddisfazione verso il servizio. Il questionario constava di una parte introduttiva, che forniva una breve descrizione al partecipante delle finalità d'indagine, e di diverse sezioni, che indagavano e approfondivano specifiche aree (temi) di interesse. Le prime due aree hanno rilevato i dati socio-anagrafici e il viaggio dei richiedenti asilo. La terza e la quarta area hanno indagato l'accoglienza nel centro e la struttura in cui risiedeva il beneficiario. Le altre aree si sono concentrate sui servizi primari (beni e servizi di prima necessità, assistenza medica) e servizi secondari (assistenza legale, lingua italiana, sostegno psicosociale, lavoro, mediazione culturale, orientamento al territorio e tempo libero) che gli venivano offerti. Le ultime sezioni si focalizzavano sul rapporto con gli operatori, sul progetto individualizzato e sui propri piani futuri. Alla fine del questionario vi era una breve sezione che mirava ad indagare la soddisfazione generale verso l'intero processo di accoglienza in Italia e la specifica esperienza nel territorio di Parma e provincia. Sono state effettuate delle analisi ed elaborazioni statistiche descrittive tramite il software SPSS. Dal questionario è emerso un quadro complessivo dei servizi offerti e una mappatura delle pratiche messe in atto all'interno delle strutture a partire dal punto di vista dei richiedenti asilo. Questi hanno espresso una generale soddisfazione del sistema accoglienza in Italia e in particolare di quella ricevuta a Parma. Hanno riportato un senso di protezione e sicurezza e una generale percezione di capacità e autonomia raggiunta in molti dei servizi e ambiti della quotidianità. Le aree più critiche sono risultate essere l'assistenza legale, l'avviamento lavorativo, la creazione di relazioni sociali con italiani nel tempo libero, la progettazione individualizzata e in particolare il sostegno psicosociale e, infine, la progettazione futura. In queste aree i richiedenti asilo hanno espresso una bassa soddisfazione verso il servizio di sostegno ricevuto, una scarsa consapevolezza di sé e delle proprie capacità e una bassa percezione di un'autonomia conquistata dal singolo servizio e, più in generale, dalla struttura d'accoglienza. 5. Vissuti, fattori di protezione e fattori di rischio nelle biografie dei richiedenti asilo: la definizione di traiettorie di resilienza nei Centri d'Accoglienza Straordinaria. I richiedenti asilo sono portatori di storie potenzialmente traumatiche a seguito delle quali possono vivere distress psicologico e PTSD nel paese d'accoglienza. Qui vengono inseriti in programmi che mirano a favorire benessere psicologico e integrazione. Tale processo è definito resilienza, La resilienza è un processo che vede le persone impegnate a guarire da esperienze dolorose, a prendersi cura della propria vita per continuare a svilupparsi positivamente in modo socialmente accettabile. Il presente studio mira a comprendere i fattori di protezione e le risorse personali e sociali che possono favorire il superamento dei traumi e un processo di resilienza nei richiedenti asilo. Sono stati somministrati 29 test CORE-10 e questionari costruiti ad hoc per il sostegno sociale percepito e condotte altrettante interviste in profondità. Con risultati moderati e gravi di distress psicologico nei partecipanti, sono emersi fattori protettivi e risorse già nella fase pre-migratoria. I legami di accudimento sembrano svolgere una funzione protettiva anche durante l'accoglienza, favorendo la costruzione di rapporti di fiducia. Il supporto sociale della comunità d'accoglienza e quello degli operatori nei centri possono influenzare la definizione di traiettorie resilienti. Lo studio solleva implicazioni di tipo clinico e sociale. Nei suoi limiti lo studio vuole essere un'apertura a nuovi approfondimenti di ricerca. 6. La qualità della vita professionale di chi lavora con i richiedenti asilo: Compassion Staisfaction, Burnout e Secondary Traumatic Stress negli operatori dell'accoglienza In Italia negli ultimi anni sono stati strutturati Centri di Accoglienza Straordinaria per rispondere ai bisogni primari e secondari dei richiedenti asilo approdati sulle coste mediterranee. A seguito dell'apertura dei CAS, sul territorio nazionale si è formato un nuovo corpo professionale, i professionisti dell'accoglienza. Poiché inizialmente non è stata richiesta una formazione specifica in base al contesto e agli obiettivi posti, il loro profilo professionale derivava tendenzialmente dai diversi percorsi formativi e lavorativi precedenti. Considerando il mandato istituzionale del loro lavoro, quale favorire l'accoglienza e una completa presa in carico dei richiedenti asilo, i professionisti dell'accoglienza sono quotidianamente coinvolti nella relazione con gli accolti ed esposti ai racconti traumatici o ai sintomi agiti di questi. Infatti, i richiedenti asilo sono persone spesso profondamente traumatizzate dalle esperienze passate, dal viaggio, ma anche disorientate e impreparate per la complessa esperienza dell'accoglienza e dell'integrazione. Questo aspetto del lavoro con i richiedenti asilo può influenzare il clima e la qualità della vita professionale dei professionisti dell'accoglienza. Infatti, come nelle altre professioni d'aiuto continuamente esposte a eventi stressanti o traumatici, anche nel lavoro di cura e accoglienza dei richiedenti asilo è alto il rischio di sviluppare i sintomi negativi associati al burnout e al trauma vicario. Sebbene, negli ultimi venti anni, la qualità della vita professionale sia stata ampiamente approfondita in diversi settori, non risultano studi che esplorino questo tema tra i professionisti del settore dell'accoglienza. In questo studio è stato sottoposto il questionario ProQOL 5 ai professionisti dell'accoglienza dei Centri di Accoglienza Straordinaria di Parma e provincia, attivamente coinvolti nella relazione d'aiuto con i richiedenti asilo, con lo scopo di definire lo stato di benessere psicosociale rispetto alla loro qualità di vita professionale. Anche se si è dimostrato che mediamente i professionisti dell'accoglienza riportano una buona soddisfazione nello svolgere il proprio lavoro, sono emersi tre profili. Il primo gruppo sembra esprimere soprattutto Burnout, il secondo gruppo una maggiore Compassion Satisfaction e il terzo gruppo un malessere evidente sia per il Burnout che per il Secondary Traumatic Stress. I dati ottenuti permettono di colmare parzialmente un vuoto nella letteratura di settore. Inoltre, la rilevanza dei dati spinge alla riflessione sulla possibilità di incoraggiare interventi efficaci di prevenzione e management delle organizzazioni, al fine di favorire il benessere psicosociale di questo corpo professionale emergente. 7. Essere professionisti dell'accoglienza: l'importanza di un uso consapevole del Se' nella relazione d'aiuto e la funzione del tutore di resilienza. All'interno dei CAS sono stati impiegati professionisti di differenti background formativi ed esperienziali. Appannaggio degli operatori è l'attivazione dei servizi interni ed esterni e il monitoraggio di tutte le fasi del progetto di accoglienza. La presa in carico si configurerebbe come una relazione d'aiuto possibile attraverso la compresenza di diversi aspetti di Sé. Chi lavora con i richiedenti asilo deve affrontare e gestire vissuti potenzialmente traumatici che influenzano il buon esito dell'intervento clinico-sociale. Nel favorire benessere psicologico nei beneficiari, gli operatori svolgono funzioni che richiamano quelle del tutore di resilienza. In questo studio si è esplorata la rappresentazione dei professionisti dell'accoglienza e la consapevolezza di Sé a partire dal loro punto di vista. Sono stati condotti tre focus group e le trascrizioni verbatim sono state analizzate secondo l'approccio IPA. Sono emersi tre aspetti del Sé (Sé personale, Sé professionale e Sé burocrate). Il Tempo e il Contesto sociale sono risultate possibili variabili che influenzano la relazione d'aiuto. Lo studio propone implicazioni di ricerche future e di policy. 8. Conclusioni Negli anni il sistema italiano dell'accoglienza si era ormai rodato e formalizzato su due principali dispositivi: il sistema SPRAR e i cosiddetti Centri di Accoglienza Straordinaria (CAS). Tuttavia, negli ultimi due anni, con il cosiddetto decreto Salvini (D.lg. 4/19/2018 n° 113), si è assistito ad un graduale ridimensionamento dei numeri degli accolti e ad una conseguente chiusura di strutture del sistema CAS. Pertanto, assume rilevanza e importanza capitalizzare le esperienze di accoglienza e comprenderne maggiormente le potenzialità e i limiti. Con la presente ricerca e le analisi delle pratiche d'accoglienza e delle progettualità messe in atto all'interno del sistema CAS sono emersi due risultati principali. Il primo risultato emerso è che i richiedenti asilo accolti abbiano consapevolezza delle risorse e dei fattori protettivi che hanno acquisito nell'arco di vita. Inoltre, si è evidenziata una forte e imprescindibile interdipendenza tra i vissuti psicologici, i bisogni e le risorse dei richiedenti asilo e la funzione relazionale dell'operatore dell'accoglienza. Dalla ricerca è emerso che il valore di tale interdipendenza, non essendo riconosciuto formalmente e quindi esplicitamente richiamato nelle norme e regolamentazioni, era dipeso da un reciproco riconoscimento dei richiedenti asilo accolti e degli operatori. Tuttavia, questa relazione, se opportunamente strutturata e formalizzata, può favorire la definizione di traiettorie di resilienza e il raggiungimento degli obiettivi di integrazione, autonomia e benessere psicosociale. Al momento in cui è stata condotta la ricerca, questi obiettivi erano parzialmente raggiunti. Infatti, sebbene nel sistema d'accoglienza i richiedenti asilo abbiano percepito di essere in un luogo sicuro e protetto e fossero generalmente soddisfatti dei servizi offerti, hanno riportato livelli medio-alti di disagio psicologico. Il valore traumatico delle loro esperienze di vita è stato esplorato e compreso nella sua diacronicità, in quanto i vissuti traumatici sono rintracciabili non solo durante il viaggio ma già nelle esperienze pre-migratorie. Le biografie dei richiedenti asilo sono segnate da profonde ferite, che spesso risalgono a perdite, lutti o tradimenti da parte delle figure significative dell'infanzia o della comunità allargata, fino a sentirsi espulsi dalle politiche disattente degli Stati d'appartenenza. Anche l'arrivo in Italia e l'inserimento nel sistema d'accoglienza comportano sfide esistenziali, che in alcuni casi arrivano a reiterare esperienze traumatiche passate. Nonostante questo, i richiedenti asilo hanno mostrato consapevolezza delle proprie risorse e dei fattori di protezione acquisiti già durante l'infanzia, attraverso le relazioni significative e di accudimento. Queste risorse hanno svolto una funzione di protezione e sostegno nel loro sforzo psicologico di fronteggiare e sopravvivere alle avversità incontrate in tutto l'arco di vita. Nonostante la loro consapevolezza e tenuto conto della permanenza relativamente lunga nel sistema d'accoglienza, è risultato che le esperienze traumatiche non trovano uno spazio adeguato di ascolto e di ri-significazione una volta inseriti nei progetti di accoglienza. Le caratteristiche strutturali e organizzative del sistema non sembrano favorire quell'incontro con l'Altro che può garantire la rielaborazione delle esperienze passate e riattribuire senso e agency alla propria vita, anche nella quotidianità. Al contrario, i richiedenti asilo sono consapevoli di ritrovarsi in una posizione di svantaggio rispetto al potere decisionale sui loro progetti di vita. Non sono coinvolti nelle scelte progettuali e non percepiscono una crescita personale nelle competenze e nelle capacità necessarie per rendersi autonomi. Tuttavia, i richiedenti asilo riconoscono negli operatori degli interlocutori diretti che svolgono un ruolo di congiunzione con la società ospitante. Nello svolgimento del proprio ruolo, gli operatori possono aprirsi ad un ascolto attivo di tutte le parti della biografia dei richiedenti asilo per costruire un rapporto di fiducia. Al fine di favorire la costruzione di tale rapporto, è importante che gli operatori nella loro pratica quotidiana mirino a riattribuire agency ai richiedenti asilo, coinvolgendoli nella progettazione individualizzata. Ciò favorirebbe la valorizzazione e l'attivazione delle risorse dei richiedenti asilo, l'instaurarsi di relazioni di fiducia che consentano la ricostruzione di significato delle proprie esperienze traumatiche di vita e la restituzione di una rappresentazione di Sé attiva e agente. In generale, si otterrebbe una maggiore adesione al progetto d'accoglienza. Inoltre, la valorizzazione della funzione relazionale degli operatori dell'accoglienza favorirebbe una maggiore qualità di vita professionale. I professionisti avrebbero così la possibilità di riconoscere e far riconoscere il proprio ruolo, che è stato profondamente messo in discussione dalla comunità e dalle politiche degli ultimi anni. Quindi, l'ascolto attivo, la riattribuzione di agency e l'esempio nella quotidianità da parte degli operatori favorirebbero il riconoscimento del loro ruolo come tutori di resilienza e promuoverebbero la definizione di traiettorie di resilienza. In questo modo si faciliterebbe il raggiungimento di uno stato di salute psicosociale nei richiedenti asilo. La legittimazione del ruolo funzionale della relazione tra i richiedenti asilo e gli operatori dell'accoglienza da parte del contesto sociale e istituzionale diventa un fattore necessario allo sviluppo di buone pratiche d'accoglienza e alla promozione di traiettorie di resilienza. 9. 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