Journal articles: 'American Association of Teachers of Spanish and Portuguese' – Grafiati (2024)

Abstract:

In Switzerland, as in other European countries, the percentage of foreign children is constantly rising. However, the omnipresent multiculturalism in primary school disappears in later years when school demands increase. This tendency is observed in the United States as well as in many European countries. It has caused researchers to point out several problems and to criticize the use of intelligence tests for selection and prediction of school results of minority children. It is argued that it is important to create alternative tests that do not discriminate against children from other cultures. One such alternative is a learning potential test. The main question researched with such tests is whether a child is able to profit from instruction/training and to what extent (Hessels & Kipfer, 2003). In fact, these tests do not measure a product of previous learning, as do intelligence tests, but instead focus on the process of learning.The Master’s thesis was focused on two aspects. The first was to translate and test the applicability of the Learning Potential Test for Children from Ethnic Minories (LEM), created in the Netherlands for the assessment of Turkish and Moroccan children (Hamers, Hessels, & Van Luit, 1991; Hessels, 1993), in the Swiss-French context. The second research aspect concerned interviews with teachers and school psychologists to understand what materials they use for children from ethnic minorities and what are their expectations with regard to school success.The LEM is composed of six sub-tests that take into consideration two main factors: inductive reasoning (classification, series of numbers, and figurative analogies) and verbal learning (word-object association, recognition and denomination, and syllable recall). A classic test, Raven’s Standard Progressive Matrices (SPM) was also administered to observe the differences between a static and a dynamic measure. We assessed Swiss, Portuguese, and Spanish children, because Portuguese and Spanish represent two large minority cultures in Geneva and Bienne. The children were divided in two groups: one with children aged between 5;4 to 6;9 years and the second with children aged 6;10 to 7;9 years.The test first of all proved also to be a reliable test in the present context. Cronbach’s alpha varied between .91 and .94. However, the main hypothesis, that the difference in mean scores between the various groups would be smaller with the LEM than with the SPM, was not confirmed. In fact, Swiss children scored 1.3 to 4.7 points higher on the subtests of the LEM (standard scores) than the Portuguese and Spanish children, and the Spanish children showed a higher performance than the Portuguese children. The Swiss children, as expected, outperformed the Portuguese and Spanish children on the SPM. A comparison of the results of the Spanish and Portuguese children on the LEM and the SPM showed that relative performance on both tests did not change. The fact that Spanish children showed a higher mean performance than the Portuguese children was explained by the onset of migration: the Spanish workers came to Switzerland in the early 1960’s, whereas the Portuguese arrived only during the 80’s, which makes a difference of at least one generation that was born and raised in Switzerland. The fact that the differences on the LEM and SPM were smaller and did not change much from one test to the other was explained by the fact that the cultural and language differences were much smaller than in the Dutch research (Hessels & Hessels-Schlatter, 2002). In fact, all languages in the present research have the same Latin-Romanic roots.The second aspect of the research concerned interviews with 9 teachers and 3 school psychologists. It was expected that teachers and school psychologists would not have the same expectations for the three different groups of children, and we tried to shed some light on which factors influenced the supposed underestimation of minority children by teachers and school psychologists. Both teachers and psychologists asserted that their expectations of ethnic minority children and Swiss were not different. They claimed to differentiate only according to the school difficulties that a particular child would display. To assess and orient the child, the school psychologist said to not only use measures of IQ, but also others tests like the Draw-a-man test or others measure to have a complete evaluation. According to them, factors that could influence assessment were culture, mother tongue, emotions displayed during the test, or the criteria of evaluation.A salient detail in this study was that teachers’ ratings of children’s school results, behavior, and application in class was generally lower for minority children than for Swiss children, especially in special education classes where large differences were found.

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The first report from the Network of National News Correspondents (NNC) was published in European Psychologist 3 (2012) to keep readers informed of what is happening in the field of psychology in countries across Europe. We hope this second report proves just as informative. It includes news from Cyprus, Germany, Portugal, Slovenia, and Spain. Cyprus reports on legislation concerning professional psychologists and the provision of continued education. Germany provides news on the launch of EuroPsy and the release of an authorized translation of the International Test Commission (ITC) guidelines. Portugal describes a successful conference and the unemployment situation among psychologists. Slovenia announces the approval of its National Accreditation Committee for the EuroPsy. Spain reports on the cooperation agreements the Spanish Psychological Association (COP) has signed with the American Psychological Association (APA) and the Portuguese Psychologists’ Association (OPP), as well as on COP’s efforts in the field of active aging.

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Summary: The two main sources of errors in educational and psychological evaluation are the lack of adequate technical and psychometric characteristics of the tests, and especially the failure to properly implement the testing process. The main goal of the present research is to study the situation of test construction and test use in the Spanish-speaking (Spain and Latin American countries) and Portuguese-speaking (Portugal and Brazil) countries. The data were collected using a questionnaire constructed by the European Federation of Professional Psychologists Association (EFPPA) Task Force on Tests and Testing, under the direction of D. Bartram . In addition to the questionnaire, other ad hoc data were also gathered. Four main areas of psychological testing were investigated: Educational, Clinical, Forensic and Work. Key persons were identified in each country in order to provide reliable information. The main results are presented, and some measures that could be taken in order to improve the current testing practices in the countries surveyed are discussed. As most of the tests used in these countries were originally developed in other cultures, a problem that appears to be especially relevant is the translation and adaptation of tests.

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The article deals with the establishment and formation of the humanitarian policy of Spain, the evolution of the concept of “Hispanidad” in relation to Latin America, when Spain, along with the expansion of investment and economic cooperation, was building up educational, scientific, cultural interaction based on a common historical past, and intended positioning itself as a “bridge” between the EU and this region. The authors apply the theory of constructivism, based on the position that “historical and cultural paradigms,” norms and beliefs, and not only economic power influences the rapprochement of states. The chronological order makes possible to trace the evolution of the features and priorities of the country’s humanitarian policy, starting from the second half of the 2010s, when it was reduced to the dominance of the educational and scientific factor in Spanish public diplomacy towards Latin America. The Spanish state has achieved significant results in improving the system of higher education, making it attractive to foreign students. The activities of public and private structures (Ministry of Foreign Affairs, AECID, Carolina Foundation, Casa America) are focused not only at creating a positive image of Spain (the Program “Spain Global”), but also at forming a common Ibero-American scientific and educational space. In the Ibero-American Community of Nations (ICN), which unites countries on the basis of language and culture, an important place is given to youth problems related to the availability of quality education and employment, as well as issues of digitalization, economic modernization, renewable energy. Within the framework of the ICN, the Tordesillas Group, the Association of Ibero-American Universities, the La Rabida Group, etc., are intended to implement the 2021 Goals in the field of education. The use of professional research networks, the introduction of new skills and competencies for students and teachers, the creation of the Ibero-American Institute for Education and Productivity (IIEYP), focusing on the relationship between education and economic growth, became a real basis for strengthening a common Ibero-American educational and scientific space as a main priority in the actual humanitarian policy of Spain.

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Introduction The Coronavirus disease (COVID-19) pandemic has significantly altered the provision of rehabilitation services, especially pulmonary rehabilitation (PR). Our objective was to assess the provision of PR services in Latin America 18 months after the COVID-19 pandemic was declared. Methods A cross-sectional study that included professionals dedicated to PR in centres in Latin America was applied. Responses to an online questionnaire were collected from May to September 2021. The following data were included for the analysis: demographic data, evaluation strategies, program structure, PR intervention in post-COVID-19 patients, and perception of strategies therapies for the care of post-COVID-19 patients. The questionnaire was distributed in Spanish and Portuguese languages. Results Responses were received from 196 PR centres. Exercise tolerance was predominantly measured with the six-minute walk test. Less than 50% of the institutions evaluate quality of life, physical qualities, symptoms, and lung function. Most of the programmes have physiotherapists (90.8%), as well as pulmonologists (60%), and psychologists (35%), among other professionals. Conclusion PR services in Latin America have adapted in their way to the requirements of the pandemic, and most continued to provide face-to-face services. It was identified that the application of the programs is heterogeneous both in evaluations and interventions.

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The temporomandibular disorder (TMD) consists of the functional alteration of the orofacial muscles, the temporomandibular joints, or both. Among the therapeutic options available for treating TMD, acupuncture appears as a relevant therapy to relieve pain and reduce the symptoms of clicking and discomfort of the temporomandibular joint. This study investigated the use of acupuncture as an auxiliary therapy in pain management in patients with TMD. A narrative review of the literature was performed using PubMed, Scielo, Bireme, LILACS, the American Association of Pain and the descriptor acupuncture, temporomandibular joint disorders, quality of life, dentistry, limited to the Portuguese, Spanish and English covering the publication period of 2012 to 2022. The highest prevalence rate of TMD is among women (about 80%) and the dysfunction appears after the age of 30. The main causes of TMD are related to behavioral, psychosocial and hormonal factors. Studies evaluating acupuncture for TMD treatment are limited. In contrast, significant short-term pain improvement was expressed in 26% of the articles. Taking into account that the disorder is mainly characterized by pain (algia), the reduction of this condition is of paramount importance.

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Objectives:To catalogue and comparatively assess the quality of Clinical Practice Guidelines (CPG) for ischemic stroke taking into account format and development methodology.Methods:We performed a comprehensive, systematic bibliographic search of CPGs addressing the management of ischemic stroke. We designed a sensitive strategy, using methodological filters in the following databases: Medline, IME and Lilacs, National Guidelines Clearinghouse, National electronic Library for Health, NICE, Guidelines International Network (GIN), Canadian Medical Association Infobase, development groups such as Scottish Intercollegiate Guidelines Network (SIGN), New Zealand Guidelines Group (NZGG), Agency for Healthcare Research and Quality (AHRQ), Ministry of Health Singapore, Institute for Clinical Systems Improvement (ICSI); and scientific societies: American Heart Association, American Medical Association, Royal College of Physicians London. We included all CPGs published in English, French, Italian, Portuguese, or Spanish from 1999 to 2005 and excluded those CPGs whose scope was primary prevention and rehabilitation from ischemic stroke. Four researchers independently assessed the structure and methodologies followed in drafting the CPGs using the Changing Professional Practice (CPP) and Appraisal of Guidelines Research & Evaluation (AGREE) instruments.Results:We retrieved 117 documents; following application of exclusion criteria, twenty-seven CPGs were appraised. With regard to methodological quality (using the AGREE instrument), the domains that scored highest were “Scope and purpose” and “Clarity and presentation.” The lowest scoring domains were “Stakeholder involvement,” “Rigor of development,” and “Applicability.” Most guidelines received an overall score of “would not recommend” (77.8 percent). Finally, based on the CPP instrument, most of the CPGs evaluated were aimed at secondary care and did not provide updating procedures.Conclusions:The overall quality of the CPGs published for ischemic stroke management did not have minimum methodological quality. Quality improvement has been observed in more recent CPGs and may be due to the publication of new tools such as the AGREE or CPP instruments, as well as international initiatives for CPG improvement.

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EDITORIAL A scientific evidence: the OBJN has more quantitative and qualitative links. (text in English) Aurora de Afonso Costa School of Nursing - from 1944 to 2004: 60 years preparing nurses to care people´s responses to health and illness and to leader the health system. (text in English) The OBJN upgrade: now it is the official journal of the Professional Master in Nursing Program at the Fluminense Federal University Nursing School. (text in English)ORIGINAL ARTICLESClowns doctors: the child talk. (text in Portuguese) Interfaces of geriatric nursing and dental care.(text in Portuguese)Mortality for Accidents of Traffic in Rio Branco – Acre - Brazil, 2001 to 2003.(text in Portuguese)Nursing diagnosis of patients with myocardial infarction, according to the conceptual model of Florence Nightingale. (text in Portuguese)Nursing process: application to the professional practice. (text in Portuguese)Participation of nursing students in the network for the prevention of occupational accidents - REPAT. (text in Portuguese)The american tegumentary leishmaniasis in the perspective of who lives it. (text in Portuguese)The nurse’s leadership: challenges of the practice. (text in Portuguese)Understanding functional health literacy in experiences with prostate cancer: older men as consumers of health information. (text in English)Vancomycin administration in an universitary hospital at general surgical units inpatients (text in Portuguese)We have needs, too: parental needs during a child’s hospitalisation.(text in English)Work accidents with needles and other sharp medical devices in the nursing team at public hospitals - Rio Branco, Acre - Brazil.(text in Portuguese)REVIEW ARTICL ESGender, health and nursing: The male inclusion in the nursing care. (text in Portuguese)Influence of psychosociais needs in the mental health of the children.(text in Portuguese)Literature review on ineffective thermoregulation – OBNJ Club Journal.(text in Portuguese)Literature review on Neonatal Pain – OBJN Club Journal. (text in Portuguese)Literature review on newbons care – OBJN Club Journal.(text in Portuguese)Literature review on risk for impaired parenting – OBJN Club Journal. (text in Portuguese)Literature review on risk of infection in intravenous catheter related to the dialysis treatment – OBJN Club Journal. (text in Portuguese)Public policies regarding family, institutional requirement from the politics philosophy of Hegel and Marx.(text in Portuguese)Review of research about parish nursing practice (text in English)The civil responsibility of nurse as a public agent. (text in Portuguese)The contribution of philosophy, ethics, and bioethics in the Ribeirão Preto School of Nursing – USP(text in Portuguese)The importance of the insert of the thematic " violence against the woman " in the curriculum of nursing. (text in Portuguese)Work of nursing in the family health program of and its relation with the non-institucionalization.(text in Portuguese)ABSTRACTSConstruction and validation of an instrument of collection of data of the aged one in the Program of Health of the Family.Construction and validation of data collection instrument for children from 0 - 5 years.Interaction among teachers and students in the construction of the nurses professional identityKnowledge and practice of beginner and veteran (men and women) nurses in the hospital scenarioNursing in field from training: “ Natural Lab” a professional learningPsycossocial Necessities of the Client at the Unit of Chest Pain: issues for caring in the Emergency Room.The social representation of family: expectation and meaning of cardiac surgery.(text in English)PROFESSIONAL ISSUES2004 Brazilian Women Year: Visual reflections related to the female sexuality in a feminine (sexy) Brazil focusing the female nurse.(pps in Portuguese) 5th European Conference of ACENDIO: Association for Common European Nursing Diagnoses, Interventions and Outcomes (text in English)NURSES: Working with the Poor; Against Poverty. Message from ICN (text in English)OBJN 2004 thanks to the Editorial and Peer-Review Board (text in English)The Professional Master in Nursing Website (EEAAC/UFF): linking knowledge to nursing practice (text in Portuguese)Thirteen National Brazilian Nursing Research Congress (SENPE) June 2005, São Luiz, Maranhão.World Health Organization: Forum 8 + World Summit on Health Research Mexico City, November 6-10, 2004 (text in English)

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The language used in school represents a crucial and polemic question in multilingual societies. Sub-Saharan Africa represents a world region with a significant linguistic diversity. Until recently, most of these countries were European colonies. During colonial times, the colonizer language generally dominated in schools. After their independence, many countries have continued using that language as the instructional language. It is observed that quite often, children are schooled in a second language, and teachers must teach in a foreign language. This situation results in potentially negative consequences affecting school learning. The specific example of Ghana is examined. It is pointed out that in Ghana during recent years frequent changes have been introduced in school language. Commonly, English is used as the primary school language. Because this association between language and school learning, speaking English provides not only significant social prestige, but also results in better working opportunities. The question of so-called “international schools” in Ghana is also examined; most of these schools do not teach any of the Ghanaian languages, but a foreign language, such as French, Spanish, or Portuguese. It is argued that these international schools may have adverse consequences on Ghanaian children who attend them. Ghana, however, has been a strong advocate of the so-called “African personality” and the use of English as the medium of instruction is in overt opposition to this ideology. It is concluded that children schooled in a second language, and teachers teaching in language that they do not master well enough may represent a potential barrier for the social, scientific, and economic development of sub-Saharan African countries, such as Ghana.

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The trend about producing and reading graphic novels has grown since the late twentieth century. These books with comic backgrounds seem to have a miraculous energy. They have been even appealing to unenthusiastic readers. They tempt people of different age groups, races and genders. They are also used for teaching ESL courses, e-learning activities, designing reality games, and teaching creative writing. If you talk to its followers, you may get the feedback that graphic novels can fulfil your demands and dreams from writing your assignments to taking you to the moon. Although many researchers have investigated the benefits of graphic novels, many faculties and librarians are still reluctant to include graphic novels in their curricula. Perhaps it is simply the attitude of many teachers and librarians that graphic novels look like a comic book, and simply are not “real” books. They have too few words, too many pictures, and lack quality to be seriously considered as literature. In the following, I, Ruzbeh Babaee, did an interview with Distinguished Professor Frederick Luis Aldama on realities of graphic novels.Aldama is a distinguished scholar and Professor of English at The Ohio State University, United States. In the departments of English and Spanish & Portuguese he is involved in teaching courses on US Latino and Latin American cultural phenomena, literature, film, music, video games, and comic books. He has founded and directed the White House Hispanic Bright Spot awarded LASER/Latino and Latin American Space for Enrichment Research. Professor Aldama won the Ohio Education Summit Award for Founding & Directing LASER in 2016. In April 2017, Aldama was awarded OSU’s Alumni Award for Distinguished Teaching and inducted into the Academy of Teaching. He is the author, co-author, and editor of 30 books, including his first book of fiction/graphic fiction, Long Stories Cut Short: Fictions from the Borderlands.

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Abstract To conduct a systematic review examining the associations between neighborhood environments and self-rated health (SRH) and health-related quality of life (HR-QOL) in the urban context of Latin America. We conducted a structured search of quantitative studies in three bibliographic databases published in Spanish, English, Portuguese and French from January 1990 to December 2015. We restricted the search to studies conducted in Latin-American cities with one million and more inhabitants. Eleven studies were finally included in the analysis. Ten were cross-sectional studies and one was a cohort follow-up study. Two studies found positive associations between accessibility to parks and HR-QOL. One study found that high neighborhood social capital was positively associated with SRH. Neighborhood socioeconomic status was positively associated with both HR-QOL and SRH in two studies. A walkable neighborhood was positively associated with SRH in two studies. Three studies included attributes related with neighborhood security perception and road safety, with higher scores of HR-QOL, both in the physical and mental dimensions, while high levels of street noise were negatively associated. Narrowness and slope of streets were negatively associated with SRH. No association was found between the perception of neighborhood security and SRH. The results of this systematic review show that several studies conducted in Latin America have found significant associations between neighborhood environment and SRH and HRQOL. However, the relatively small number of studies and the heterogeneity among them require further studies to better understand this topic in the region.

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This research studies an assessment system of distance learning that combines an innovative virtual assessment tool and the use of synchronous virtual classrooms with videoconferencing, which could become a reliable and guaranteed model for the evaluation of university e-learning activities. This model has been tested in an online course for Secondary School Education Specialists for Spanish, Portuguese and Latin American graduates. The research was designed from a qualitative methodology perspective and involved teachers, students and external assessors. During the whole process great care was taken to preserve data credibility, consistency and reliability, and a system of categories and subcategories that represents online assessment has been developed. The results confirm that we have made considerable progress in achieving a viable, efficient and innovative educational model that can be implemented in Higher Distance Education. Also, videoconferencing and synchronous virtual classrooms have proved to be efficient tools for evaluating the e-assessment method in virtual learning spaces. However, we need to keep testing this model in other educational scenarios in order to guarantee its viability. En el presente trabajo de investigación se somete a estudio un sistema de evaluación de los aprendizajes en enseñanza a distancia en el que, combinando un tipo de evaluación virtual pedagógicamente innovadora y el uso de aulas virtuales síncronas, con videoconferencia, pueda acreditarse un modelo fiable y garante de evaluación de los procesos de enseñanza/aprendizaje para actividades de e-learning universitarias. El modelo se ha probado en un curso online de Especialista en Educación Secundaria dirigido a titulados universitarios españoles, portugueses y latinoamericanos. Desde una perspectiva metodológica cualitativa, se diseñó una investigación cuyos participantes han sido el profesorado y el alumnado protagonistas de la formación, así como evaluadores externos. Durante todo el proceso se han cuidado especialmente los aspectos relacionados con la credibilidad, consistencia y confirmabilidad de los datos obtenidos, extrayendo de modo inductivo un sistema de categorías y subcategorías que representan la evaluación de los aprendizajes en procesos formativos online. Los resultados confirman que se ha avanzado en la consecución de un modelo innovador de e-evaluación viable, eficaz y que garantiza su aplicación en enseñanza superior a distancia. Asimismo, el uso de videoconferencias y de las aulas virtuales síncronas para realizar entrevistas de eevaluación ha resultado ser un instrumento eficaz en espacios virtuales de aprendizaje. De cualquier modo, se evidencia la necesidad de continuar experimentando este modelo en otros escenarios educativos.

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ISCPES stands for International Society for Comparative Physical Education and Sports and it is going to celebrate its 40th anniversary in 2018. Since the beginning (Israel 1978) the main goals of the Society were established under a worldwide mind set considering five continents and no discrimination of any kind. The founders wanted to compare Physical Education and Sports across the world, searching for the best practices deserving consideration and applied on the purpose of improving citizen quality of life. The mission still stands for “Compare to learn and improve”.As all the organizations lasting for 39 years, ISCPES experienced several vicissitudes, usually correlated with world economic cycles, social and sports changes, which are in ISS journal articles - International Sport Studies.ISS journal is Scopus indexed, aiming to improve its quality (under evaluation) to reach more qualified students, experts, professionals and researchers; doing so it will raise its indexation, which we know it is nowadays a more difficult task. First, because there are more journals trying to compete on this academic fierce competitive market; secondly, because the basic requirements are getting more and more hard to gather in the publishing environment around Physical Education and Sports issues. However, we can promise this will be one of our main strategic goals.Another goal I would like to address on this Editorial is the language issue. We have this second strategic goal, which is to reach most of languages spoken in different continents; besides the English language, we will reach Chinese, Spanish and Portuguese speaking countries. For that reason, we already defined that all the abstracts in English will be translated into Chinese, Spanish and Portuguese words so people can find them on any search browser. That will expand the demand for our journal and articles, increasing the number of potential readers. Of course this opportunity, given by Motricidade, can be considered as a good example to multiply our scope.In June 2017 we organized a joint Conference in Borovets, Bulgaria, with our colleagues from the BCES – Bulgarian Society for Comparative Educational Studies. During those days, there was an election to appoint a new (Portuguese) president. This constitutes an important step for the Portuguese speaker countries, which, for a 4th year term, will have the opportunity to expand the influence of ISCPES Society diffusing the research results we have been achieving into a vast extended new public and inviting new research experts to innovative debates. This new president will be working with a wide geographical diverse team: the Vice President coming from a South American country (Venezuela), and the other several Executive Board members are coming from Brazil, China, Africa and North America. This constitutes a very favorable situation once, adding to this, we kept the previous editorial team from Australia and Europe. We are definitely committed to improve our influence through new incentives to organize several regional (continental) workshops, seminars and Conferences in the next future.The international research is crossing troubled times with exponential number of new indexed journals trying to get new influence and visibility. In order to do that, readers face new challenges because several studies present contradictory conclusions and outcome comparisons still lacking robust methodologies. Uncovering these issues is the focus of our Society.In the past, ISCPES started its activity collecting answers to the same questions asked to several experts in different countries and continents across the world. The starting studies developed some important insights on several issues concerning the way Physical Education professionals approached their challenges. In the very starting documents ISCPES activity focused in identifying certain games and indigenous activities that were not understood by people in other parts of the world, improving this international understanding and communication. This first attempt considered six groups of countries roughly comprehending 26 countries from all the continents.ISCPES has on its archives several seminal works, PhD proposals and program proposals, which constitutes the main theoretical framework considered in some textbooks printed at the end of the sixties in the XXth century.The methods used mostly sources’ country comparisons, historic development of comparative education systems, list of factors affecting those systems and a systematic analysis of case studies; additionally, international organizations for sports and physical education were also required to identify basic problems and unique features considered for the implementation of each own system. At the time, Lynn C. Vendien & John E. Nixon book “The World Today in Health, Physical Education and Recreation”, Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1968, together with two monographies from William Johnson “Physical Education around the World”, 1966, 1968, Indianapolis, Phi Epsilon Kappa editions, were the main textbook references.The main landscapes of interest were to study sports compared or the sport role in Nationalisms, Political subsidization, Religion, Race and volunteering versus professionalism. The goal was to state the true place of sports in societies.In March 1970, Ben W. Miller from the University of California compiled an interesting Exhibit n.1 about the main conclusions of a breakfast meeting occurred during the American Association for Health, Physical Education and Recreation. There, they identified thirty-one individuals, which had separate courses in “Comparative and/or International Physical Education, Recreation and Sports”; one month later, they collected eighteen responses with the bibliographic references they used. On this same Exhibit n.1 there is detailed information on the title, catalogue description, date of initial course (1948, the first), credit units, eligibility, number of year offer, type of graduation (from major to doctorate and professional). Concluding, the end of the sixties can be the mark of a well-established body of literature in comparative education and sports studies published in several scientific journals.What about the XXIst century? Is it still important to compare sports and education throughout the world? Only with qualitative methods? Mixed methods?We think so. That is why, after a certain decline and fuzzy goal definition in research motivations within ISCPES we decided to innovate and reorganize people from physical education and sports around this important theme of comparative studies. Important because we observe an increasing concern on the contradictions across different results in publications under the same subject. How can we infer? What about good research questions which get no statistically significant results? New times are coming, and we want to be on that frontline of this move as said by Elsevier “With RMR (results masked review) articles, you don’t need to worry about what editors or reviewers might think about your results. As long as you have asked an important question and performed a rigorous study, your paper will be treated the same as any other. You do not need to have null results to submit an RMR article; there are many reasons why it can be helpful to have the results blinded at initial review”.https://www.elsevier.com/connect/reviewers-update/results-masked-review-peer-review-without-publication-bias.This is a very different and challenging time. Our future strategy will comprehend more cooperation between researchers, institutions and scientific societies as an instrument to leverage our understanding of physical activity and sports through different continents and countries and be useful for policy designs.Next 2018, on the occasion of the UE initiative Sofia – European Capital of Sport 2018 we - Bulgarian Comparative Education Society (BCES) & the International Society for Comparative Physical Education and Sport (ISCPES) - will jointly organize an International Conference on Sport Governance around the World.Sports and Physical Education are facing complex problems worldwide, which need to be solved. For health reasons, a vast number of organizations are popularizing the belief that physical education and sports are ‘a must’ in order to promote human activity and movement. However, several studies show that modern lifestyles are the main cause for people's inactivity and sedentary lifestyles.Extensive funded programs used to promote healthy lifestyles; sports media advertising several athletes, turning them into global heroes, influencers in a new emerging industry around sports organizations. Therefore, there is a rise in the number of unethical cases and corruption that influence the image of physical education and sports roles.We, the people emotional and physically involved with sports and physical activity must be aware of this, studying, discussing and comparing global facts and events around the world.This Conference aims to offer an incentive to colleagues from all continents to participate and present their latest results on four specific topics: 1. Sport Governance Systems; 2. Ethics and Corruption in Physical Education and Sports Policies; 3. Physical Education and Sport Development; 4. Training Physical Educators and Coaches. Please consider your selves invited to attend. Details in http://bcesconvention.com/

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

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En esta contribución ofrezco al lector dos cosas: en primer lugar, una traducción al castellano del artículo “Sábato’s ‘El Túnel’: More Freud than Sartre” -publicado por Fred Petersen en mayo de 1967 en la revista Hispania, el prestigioso órgano de expresión de la American Association of Teachers of Spanish and Portuguese.Dicha Asociación, que generosamente concedió a la revista RIPS el derecho a publicar mi traducción, no es naturalmente en ningún sentido responsable de los errores que yo pudiera haber cometido realizando ésta.En segundo lugar, y ya por mi cuenta, ofrezco al lector un brevísimo comentario sociológico, que aprovecha la novela de Sábato y el artículo de Petersen para llamar la atención sobre una posible reorientación epistemológica para las investigaciones sobre violencia de género. Ese es el verdadero motivo por el que me decidí a traducirlo.

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ABSTRACT Objective: identify the factors that contribute to job satisfaction or job dissatisfaction among Primary Health Care workers. Method: this integrative review was conducted in Public/Publish Medline, Scopus, American Psychological Association, Web of Science, Latin America and Caribbean Health Sciences Literature, Cumulative Index to Nursing and Allied Health Literature, and Scientific Electronic Library Online using the following descriptors and keywords: job satisfaction, personal satisfaction, dissatisfaction, health personnel, Primary Health Care. The studies presenting abstracts written in English, Spanish or Portuguese, published between 1972 and 2017, with full texts available, were included. Results: 63 papers were identified with 204 satisfaction factors and 174 dissatisfaction factors and were grouped into the following categories: career, which gathered professional aspects of the work routine; infrastructure, which included factors related to the physical work environment such as material resources and inputs; interpersonal relations comprised factors related to the professional relationship established with the work team, patients, service users and families; and psychosocial aspects, which refer to the health workers’ internal aspects and the influence of social issues. Conclusion: the factors promoting satisfaction or dissatisfaction among PHC workers are ambiguous, though aspects leading to satisfaction are mostly related to the categories career and interpersonal relations, while dissatisfaction is related to aspects that prevent an individual from achieving a promising professional career and weaknesses in the services’ infrastructure.

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BackgroundChagas disease is a lifelong infection caused by the protozoa Trypanosoma cruzi endemic in Latin-America and emergent worldwide. Decades after primary infection, 20-30% of infected people develop chronic Chagas cardiomyopathy (CCC) while the others remain asymptomatic. CCC pathogenesis is complex but associated with sustained pro-inflammatory response leading to tissue damage. Hence, levels of IL-10 could have a determinant role in CCC etiology. Studies with Latin-American populations have addressed the association of genetic variants of IL-10 and the risk of developing CCC with inconsistent results. We carried out a case control study to explore the association between IL-10-1082G>A (rs18008969), -819C>T (rs1800871), -592A>C (rs1800872) polymorphisms and CCC in a population attending a hospital in Buenos Aires Argentina. Next, a systematic review of the literature and a meta-analysis were conducted combining present and previous studies to further study this association.MethodsOur case control study included 122 individuals with chronic T. cruzi infection including 64 patients with any degree of CCC and 58 asymptomatic individuals. Genotyping of IL-10 -1082G>A, -819C>T, -592A>C polymorphisms was performed by capillary sequencing of the region spanning the three polymorphic sites and univariate and multivariate statistical analysis was undertaken. Databases in English, Spanish and Portuguese language were searched for papers related to these polymorphisms and Chagas disease up to December 2021. A metanalysis of the selected literature and our study was performed based on the random effect model.ResultsIn our cohort, we found a significant association between TT genotype of -819 rs1800871 and AA genotype of -592 rs1800872 with CCC under the codominant (OR=5.00; 95%CI=1.12-23.87 P=0,04) and the recessive models (OR=5.37; 95%CI=1.12-25.68; P=0,03). Of the genotypes conformed by the three polymorphic positions, the hom*ozygous genotype ATA was significantly associated with increased risk of CCC. The results of the meta-analysis of 754 cases and 385 controls showed that the TT genotype of -819C>T was associated with increased CCC risk according to the dominant model (OR=1.13; 95% CI=1.02–1.25; P=0,03).ConclusionThe genotype TT at -819 rs1800871 contributes to the genetic susceptibility to CCC making this polymorphism a suitable candidate to be included in a panel of predictive biomarkers of disease progression.

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Este artículo recoge el testimonio oral de Carmen Caamaño Díaz (Madrid, 1911), quien a través de su memoria hace un recorrido autobiográfico en el que manifiesta la evolución de un compromiso ideológico que la convertiría en sujeto activo del exilio interior durante el régimen franquista. En su etapa universitaria, Carmen fue miembro de la junta Directiva de la FUE (Federación Española de Enseñantes) y Secretaria General de la UFEH (Unión Federal de estudiantes Hispanoamericanos) desde 1930 a 1931. Licenciada en Filosofía y Letras, trabajó en él Centro de estudios tiistohcos formando parte del equipo de investigación que dirigía Claudio Sáncfiez Albornoz. En 1937 ingresó en el P.C.E, desempeñando, entre otros cargos, el de Gobernadora Civil de Cuenca desde enero a marzo de 1939. Al finalizar la guerra, fue detenida y condenada a prisión. En 1941 trató de reorganizar en la clandestinidad el partido comunista en la provincia de Alicante, siendo nuevamente detenida y condenada a muerte, pena que le sería conmutada por la de cárcel. Depurada profesionalmente y bajo control policial durante varios años, su actividad de oposición al régimen de Franco la llevaría a cabo desde la Asociación de Mujeres Universitarias.This article includes the oral statement of Carmen Caamaño Díaz (Madrid, 1911), who covers her autobiography through her memory, expressing an ideogical compromise evolution through which she would become an active subjet of the inner exile throughout Franco's regime. While being a student at university, she was a member of the Board of Directors of the UFEH (Spanish Teachers Union) and General Secretary of the UFEH (Latin American Student Union ) from 1930 to 1931. With a degree in Arts, she worked at the Centre of Historie Studies taking part within the investigation team conducted by Claudio Sánchez Albornoz. In 1937 she joined the Spanish Communist Party, performing the charge, amongst others, of Civil Governor of Cuenca from January to March 1939. At the end of the war, she was arrestad and sentenced to imprisoment. In 1941 she tried to reorganise in secret the Communist Party in the province of Alicante. She was again arrested and sentenced to the death penalty, penalty that would be commuted for imprisonment. Politically purged and under police control throughout several years, she would undertake her opposition activity to Franco's regime from the University Women Association.

Abstract:

06–451Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning. Linguistics and Education (Elsevier) 16.1 (2005), 1–26.06–452Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209.06–453Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk), Grammatical processing in language learners. Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42.06–454Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations?Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198.06–455Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development. Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786.06–456Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk), Digitizing a dictionary of Medieval Irish: The eDIL Project. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90.06–457Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning (Blackwell) 56.1 (2006), 53–107.06–458Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl), Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning (Blackwell) 56.1 (2006), 155–196.06–459Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English. First Language (Sage) 26.1 (2006), 103–135.06–460Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es), Accessing grammatical gender in German: The impact of gender-marking regularities. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142.06–461Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–462Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com), Learning vocabulary in group work in Vietnam. RELC Journal (Sage) 37.1 (2006), 105–121.06–463Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal (Sage) 37.1 (2006), 67–90.06–464Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu), Complexity, class dynamics, and distance learning. Computers and Composition (Elsevier) 23.1 (2006), 125–138.06–465Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), How do English L1 learners of advanced Japanese infer unknownKanjiwords in authentic texts?Language Learning (Blackwell) 56.1 (2006), 109–153.06–466Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299.06–467Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600.06–468Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es), Reading for repetition and reading for translation: Do they involve the same processes?Cognition (Elsevier) 99.1 (2006), 1–34.06–469Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183.06–470Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586.06–471Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396.06–472Roberts, Theresa, A. (California State U, USA; robertst@csus.edu), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616.06–473Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227.06–474Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca), Second language listening: Listening ability or language proficiency?The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.

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In October 2014 I was elected President of the WFOT. I want to thank here the support of Dr. Lamberto Re, Professor Nabil Mawsof and Dr. Mark Weisser, that encouraged to me assume this task. Six society members and 20 individual members from 10 more countries were awaiting to grow. Our bylaws, written 9 years before, were not adapted to the current worldwide situation of the ozone therapy; even inside WFOT, some situations needed formalization, so updating the bylaws was a mandatory task. With the huge help of Dr. Re, now President of the FIO, I was able to update the WFOT bylaws, so we started regularizing the minor issues inside WFOT and, together with Dr. Re, we both started an international call for supporting our Federation. Only one year later, WFOT embraces 21 society members, 7 national sections from 7 countries and individual members from 5 more countries without national associations. This means that 2/3 of the countries that are practicing ozone therapy are represented in the WFOT. After the retirement of Professor Marco Leonardi, Centaruo srl, the publisher of the International Journal of Ozone Therapy – IJOT, was sold to SAGE editors. 24 issues of this journal have been published from 2002 to 2013, formerly named Rivista Italiana di Ossigeno-Ozonoterapia until 2007, when the name changed to IJOT. I personally contacted SAGE editors to try to re-start the publication of our IJOT (the official Journal of the WFOT). They kindly told me they had no interest in publishing new issues of it. Talking with my friend Marco, he said, “Jose, you are free to start a new journal for the WFOT”. Of course, this was not what I wanted to hear, but, in fact, it was the only clear solution, so I did it. My second mandatory task was to create this new journal. Neither easy. As I had the idea of holding only en electronic journal, instead of contacting standard editors I looked for a group specialized in Internet health marketing, and found Effyciens group. They were very happy with the project of creating a journal and here I also want to thank them for their help in developing the web site of the new journal, together with all the legal advice, official registration and the workflow inside the journal that makes and will make things rolling on. Journal of Ozone Therapy – JO3T was the name elected and registered and with this first issue, always complicated to publish, WFOT has again its own official journal. My third task was establishing a strong and well reputed Scientific Committee inside WFOT that, as its first duty, reviewed all the publications and wrote a document about basic ozone therapy. I entrusted this task to Dr. Lamberto Re, that had helped so much in the new bylaws and in the international call for WFOT and has a great reputation as scientist in the ozone therapy field. We two made a call for ozone therapy investigators all over the world and made a group that in 10 months, wrote the “WFOT’s review on evidenced based ozone therapy”, recently published in WFOT’s web site, both in English and Spanish. Italian and Portuguese versions are almost ready. Comments on the text have arrived and the Committee will soon start a revision for a second version of this document. My fourth and last task was the 2016 WFOT congress. Although the IOAH had offered to organize the meeting in Florida (USA), internal problems of the association led them to resign. To celebrate the 10th WFOT anniversary I thought it would be a good idea to ask OFI (Ozone Forum of India) if they would accept organizing the WFOT meeting, as WFOT was founded in Delhi but India had never hold a WFOT meeting. The were very happy with the idea and assumed holding the meeting next year in Mumbay, from 18th to 20th of November. Please, book these days in your agenda. Having all tasks done or in resolution, I have seen the huge success of the V Ibero-latino-american – FILAOT meeting in Lima (Peru) last October, organized by the Peruvian Association – ASPO3. I agreed with its President, Dr. Herny Mendoza, and the meeting’s President, Dr. John Olivera, to publish the abstracts book in the first issue of our JO3T. Finally, I cannot forget our friends that passed away this year, Dr. Roberto Dall’Aglio and Professor Nabil Mawsouf. Both devoted a great part of their life to study and teach ozone therapy all over the world. Great men, top doctors and very good friends, all positive adjectives are scarce compared with the goodness of their souls. They will always be in our hearts. I apologize for this long editorial, but as you can see, many things have happened in the past two years. I hope 2016 will be a year for consolidation, for both, the WFOT and the JO3T, and the next President elected in Mumbay will find a strong association and a well established and referenced journal.

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PREFACEThe articles of this supplement resulted from the 5 th International Congress of the Brazilian Geophysical Society held in São Paulo city, Brazil, at the Convention Center of the Transamérica Hotel, from 28 th September to 2 nd of October 1997. The participants of the Round Table Discussions on “Mean Sea Level Changes Along the Brazilian Coast” were Dr. Denizar Blitzkow, Polytechnic School of the University of São Paulo, (POLI-USP), Prof. Dr. Waldenir Veronese Furtado, Institute of Oceanography (IO-USP), Dr. Joseph Harari (IO-USP), Dr. Roberto Teixeira from the Brazilian Institute of Geography and Statistics (IBGE), and the invited coordinator Prof. Dr. Afrânio Rubens de Mesquita (IO-USP). Soon after the first presentation of the IBGE representative, on the efforts of his Institute regarding sea level matters, it became clear that, apart from a M.Sc. Thesis of Mesquita (1968) and the contributions of Johannenssen (1967), Mesquita et al. (1986) and Mesquita et al. (1994), little was known by the participants, about the history of the primordial sea level measurements along the Brazilian coast, one of the objectives of the meeting. So, following the strong recommendations of the Table participants, a short review on the early Brazilian sea level measurements was planned for a much needed general historical account on the topic. For this purpose, several researchers such as The Commander Frederico Corner Bentes, Directorate of Hydrography and Navigation (DHN) of the Brazilian Navy, Ms. Maria Helena Severo (DHN) and Eng. Jose Antonio dos Santos, National Institute of Ports and Rivers (INPH), long involved with the national sea level measurements were asked to present their views. Promptly, they all provided useful information on the ports and present difficulties with the Brazilian Law relative to the “Terrenos de Marinha” (Sea/Land Limits). Admiral Max Justo Guedes of the General Documentation Service (SDG) of the Brazilian Navy gave an account of the first “Roteiros”– Safe ways to approach the cities (ports) of that time by the sea –, written by the Portuguese navigators in the XVI Century, on the newly found land of “Terra de Santa Cruz”, Brazil’s first given name. Admiral Dr. Alberto Dos Santos Franco (IO-USP/DHN) gave information on the first works on sea level analysis published by the National Observatory (ON) Scientists, Belford Vieira (1928) and Lemos (1928). In a visit to ON, which belongs to the National Council of Scientific and Technological Research (CNPq) and after a thorough discussion on sea level matters in Brazil, Dr. Luiz Muniz Barreto showed the Library Museum, where the Tide Predictor machine, purchased from England, in the beginning of the XX century, is well kept and preserved. Afterwards, Dr. Mauro de Andrade Sousa of ON, sent a photography (Fig. 1) of the Kelvin machine (the same Kelvin of the Absolute Temperature), a tide predictor firstly used in the Country by ON to produce Tide Tables. From 1964 until now, the astronomical prediction of Tides (Tide Tables) for most of the Brazilian ports is produced using computer software and published by the DHN. Before the 5 th International Congress of Geophysics, the Global Observing Sea Level System (GLOSS), a program of the Intergovernmental Oceanographic Commission (IOC) of UNESCO, had already offered a Training Course on sea level matters, in 1993 at IO-USP (IOC. 1999) and, six years later, a Training Workshop was also given at IO-USP in 1999 (IOC. 2000). Several participants of the Portuguese and Spanish speaking countries of the Americas and Africa (Argentina, Brazil, Chile, Mozambique, Uruguay, Peru, São Tome and Principe and Venezuela) were invited to take part in the Course and Workshop, under the auspices of the IOC. During the Training Course of 1993, Dr. David Pugh, Director of GLOSS, proposed to publish a Newsletter for sea level matters as a FORUM of the involved countries. The Newsletter, after the approval of the IOC Chairman at the time, Dr. Albert Tolkachev, ended up as the Afro America GLOSS News (AAGN). The newsletter had its first Edition published by IO-USP and was paper-printed up to its 4 th Edition. After that, under the registration Number ISSN: 1983-0319, from the CNPq and the new forum of GLOSS, which the Afro-American Spanish and Portuguese speaking countries already had, started to be disseminated only electronically. Currently on its 15 th Edition, the News Letter can be accessed on: www.mares.io.usp.br, Icon Afro America GLOSS News (AAGN),the electronic address of the “Laboratory of Tides and Oceanic Temporal Processes” (MAPTOLAB) of IO-USP, where other contributions on Brazilian sea level, besides the ones given in this Supplement, can also be found. The acronym GLOSS identifies the IOC program, which aims to produce an overall global long-term sea level data set from permanent measuring stations, distributed in ocean islands and all over the continental borders about 500 Km on average apart from each other, covering evenly both Earth hemispheres. The program follows the lines of the Permanent Service for the Mean Sea Level (PSMSL), a Service established in 1933 by the International Association for the Physical Sciences of the Ocean (IAPSO), which, however, has a much stronger and denser sea level data contribution from countries of the Northern Hemisphere. The Service receives and organizes sea level data sent by all countries with maritime borders, members of the United Nations (UN) and freely distributes the data to interested people, on the site http://www.pol.ac.uk/psmsl. The Permanent Station of Cananeia, Brazil, which has the GLOSS number 194 together with several other permanent stations (San Francisco, USA, Brest, France and many others), belongs to a chosen group of stations (Brazil has 9 GLOSS Stations) prepared to produce real time sea level, accompanied by gravity, GPS and meteorological high quality data measurements, aiming to contribute for a strictly reliable “in situ” data knowledge regarding the Global Earth sea level variability. Following the recommendations of the Round Table for a search of the first historical events, it was found that sea level measurements started in the Brazilian coast in 1781. The year when the Portuguese astronomer Sanches Dorta came to the Southern oceans, interested in studying the attraction between masses, applied to the oceanic tides a fundamental global law discovered by Isaak Newton in the seventeenth century. Nearly a hundred years later the Law was confirmed by Henry Cavendish. Another nearly hundred years passed and a few years after the transfer of the Portuguese Crown from Europe to Brazil, in 1808, the Port of Rio de Janeiro was occupied, in 1831, for the first systematic sea level measurements ever performed on the Brazilian coast. The one year recorded tidal signal, showing a clear semidiurnal tide is kept nowadays in the Library of the Directory of Hydrography and Navigation (DHN) of the Brazilian Navy. After the proclamation of the Brazilian Republic in 1889, systematic sea level measurements at several ports along the coast were organized and established by the Port Authorities precursors of INPH. Sea level analyses based on these measurements were made by Belford Vieira (op. cit.) and Lemos (op. cit.) of the aforementioned National Observatory (ON), and the Institute of the National Council of Research and Technology (CNPq), which gave the knowledge of tides and tidal analysis a valuable boost at that time. For some reason, the measurements of 1831 were included into the Brazilian Federal law No. 9760 of 1946, to serve as the National Reference (NR) for determining the sea/land limits of the “Terrenos de Marinha”, and inadvertently took it as if it were a fixed and permanent level along the years, which is known today to be untrue. Not only for this reason, but also for the fact that the datum, the reference level (RL) in the Port of Rio de Janeiro, to which the measurements of 1831 were referred to, was lost, making the 1946 Law inapplicable nowadays. The recommendations of the Round Table participants seemed to have been providential for the action which was taken, in order to solve these unexpected events. A method for recovering the 1831 limits of high waters, referred by Law 9760, was produced recently and is shown in this supplement. It is also shown the first attempt to identify, on the coast of São Paulo State, from the bathymetry of the marine charts produced by DHN, several details of the bottom of the shelf area. The Paleo Rivers and terraces covered by the most recent de-glaciation period, which started about 20,000 years ago, were computationally uncovered from the charts, showing several paleo entrances of rivers and other sediment features of the shelf around “Ilha Bela”, an island off the coast of S˜ao Sebastião. Another tidal analysis contribution, following the first studies of ON scientists, but now using computer facilities and the Fast Fourier Transform for tidal analysis, developed by Franco and Rock (1971), is also shown in this Supplement. Estimates of Constituents amplitudes as M2 and S2 seem to be decreasing along the years. In two ports of the coast this was effective, as a consequence of tidal energy being transferred from the astronomical Tide Generator Potential (PGM), created basically by the Sun and the Moon, to nonlinear components generated by tidal currents in a process of continuously modifying the beaches, estuarine borders and the shelf area. A study on the generation of nonlinear tidal components, also envisaged by Franco (2009) in his book on tides, seems to be the answer to some basic questions of this field of knowledge. Harari & Camargo (1994) worked along the same lines covering the entire South Eastern Shelf. As for Long Term Sea Level Trends, the sea level series produced by the National Institute of Research for Ports and Rivers (INPH), with the 10 years series obtained by the Geodetic Survey of USA, in various Brazilian ports, together with the sea level series of Cananeia of IO-USP, allowed the first estimation of Brazil’s long term trend, as about 30 cm/cty. A study comparing this value with the global value of sea level variation obtained from the PSMSL data series, shows that among the positively and negatively trended global tidal series, the Brazilian series are well above the mean global trend value of about 18 cm/cty. This result was communicated to IAPSO in the 1987 meeting in Honolulu, Hawaii, USA. In another attempt to decipher the long term sea level contents of these series, the correlation values, as a measure of collinearity and proximity values, as well as the distance of the yearly mean data values of sea level to the calculated regression line, are shown to be invariant with rotation of the Cartesian axes in this Supplement. Not following the recommendations of the Round Table but for the completeness of this Preface, these values, estimated from the Permanent Service for the Mean Sea Level data, with the Brazilian series included, allowed the definition of a function F, which, being also invariant with axis rotation, seems to measure the sort of characteristic state of variability of each sea level series. The plot of F values against the corresponding trend values of the 60 to 100 year-long PSMSL series is shown in Figure 2. This plot shows positive values of F reaching the 18 cm/cty, in good agreement with the recent International Panel for Climate Changes (IPCC) estimated global value. However, the negative side of the Figure also shows other values of F giving other information, which is enigmatic and is discussed in Mesquita (2004). For the comprehensiveness of this Preface and continuation of the subjects, although not exactly following the discussions of the Round Table, other related topics were developed since the 5th Symposium in 1997, for the extreme sea level events. They were estimated for the port of Cananeia, indicating average values of 2.80 m above mean sea level, which appears to be representative of the entire Brazilian coast and probable to occur within the next hundred years, as shown by Franco et al. (2007). Again for completeness, the topic on the steric and halosteric sea levels has also been talked about a lot after the 1997 reunion. Prospects of further studies on the topic rely on proposed oceanographic annual section measurements on the Southeastern coast, “The Capricorn Section,” aimed at estimating the variability and the long term steric and halosteric sea levels contributions, as expressed in Mesquita (2009). These data and the time series measurements (sea level, GPS, meteorology and gravity), already taken at Cananeia and Ubatuba research Stations, both near the Tropic of Capricorn, should allow to locally estimate the values of almost all basic components of the sea level over the Brazilian Southeastern area and perhaps also of the whole South Atlantic, allowing for quantitative studies on their composition, long term variability and their climatic influence.

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Abstract:

07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. 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Abstract:

Introduction: The prevalence of dental anxiety appears to be relatively consistent throughout the world, but some studies reports higher levels than others. This may be related to different instruments used. Objective: to identify and describe the main instruments used in the assessment of dental anxiety in adolescents. Material and Methods: Literature review. Original studies involving adolescents, in which the methodology comprised the application of some instrument to identify and / or quantify the phenomenon, were included. The search was limited to English, Portuguese and Spanish publications in the period between 2012 and 2016. Reviews, Meta-analyzes and case reports were excluded. The selected databases were MEDLINE (via PubMed) and LILACS (via BVS); and the search was developed with the following descriptors: 'dental anxiety', 'adolescents', 'Surveys and Questionnaires' (MeSH), combined by the Boolean operator AND. Results: Ten psychometric instruments are available to assess dental anxiety. The most frequently used instrument is the Dental Anxiety Scale (DAS), presented in nine studies. Less frequently used is the Facial Image Scale (FIS), presented in only one investigation. Most of the instruments affords translations into other languages, including Portuguese. Conclusion: The most used instrument is the DAS, followed by its modified version, the MDAS. Usually, more than one instrument has been used to correlate the findings and to provide the measured construct a greater consistency.Descriptors: Dental Anxiety; Adolescent; Surveys and Questionnaires.ReferencesStenebrand A, Wide Boman U, Hakeberg M. Dental anxiety and symptoms of general anxiety and depression in 15‐year‐olds. Int J Dent Hyg. 2013; 11(2):99-104.American Psychiatric Association. DSM-5: Manual diagnóstico e estatístico de transtornos mentais. São Paulo:Artmed; 2014.Folayan MO, Idehen EE, Ojo OO. 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Abstract:

While the term “visual literacy” has grown in popularity in the last 50 years, its meaning remains nebulous. It is described variously as: a vehicle for aesthetic appreciation, a means of defence against visual manipulation, a sorting mechanism for an increasingly data-saturated age, and a prerequisite to civic inclusion (Fransecky 23; Messaris 181; McTigue and Flowers 580). Scholars have written extensively about the first three subjects but there has been less research on how visual literacy frames civic life and how it might help the public as a tool to address disadvantage and assist in removing social and cultural barriers. This article examines a forerunner to visual literacy in the push to create an international symbol language born out of popular education movements, a project that fell short of its goals but still left a considerable impression on graphic media. This article, then, presents an analysis of visual literacy campaigns in the early postwar era. These campaigns did not attempt to invent a symbolic language but posited that images themselves served as a universal language in which students could receive training. Of particular interest is how the concept of visual literacy has been mobilised as a pedagogical tool in design, digital humanities and in broader civic education initiatives promoted by Third Space institutions. Behind the creation of new visual literacy curricula is the idea that images can help anchor a world community, supplementing textual communication. Figure 1: Visual Literacy Yearbook. Montebello Unified School District, USA, 1973. Shedding Light: Origins of the Visual Literacy Frame The term “visual literacy” came to the fore in the early 1970s on the heels of mass literacy campaigns. The educators, creatives and media theorists who first advocated for visual learning linked this aim to literacy, an unassailable goal, to promote a more radical curricular overhaul. They challenged a system that had hitherto only acknowledged a very limited pathway towards academic success; pushing “language and mathematics”, courses “referred to as solids (something substantial) as contrasted with liquids or gases (courses with little or no substance)” (Eisner 92). This was deemed “a parochial view of both human ability and the possibilities of education” that did not acknowledge multiple forms of intelligence (Gardner). This change not only integrated elements of mass culture that had been rejected in education, notably film and graphic arts, but also encouraged the critique of images as a form of good citizenship, assuming that visually literate arbiters could call out media misrepresentations and manipulative political advertising (Messaris, “Visual Test”). This movement was, in many ways, reactive to new forms of mass media that began to replace newspapers as key forms of civic participation. Unlike simple literacy (being able to decipher letters as a mnemonic system), visual literacy involves imputing meanings to images where meanings are less fixed, yet still with embedded cultural signifiers. Visual literacy promised to extend enlightenment metaphors of sight (as in the German Aufklärung) and illumination (as in the French Lumières) to help citizens understand an increasingly complex marketplace of images. The move towards visual literacy was not so much a shift towards images (and away from books and oration) but an affirmation of the need to critically investigate the visual sphere. It introduced doubt to previously upheld hierarchies of perception. Sight, to Kant the “noblest of the senses” (158), was no longer the sense “least affected” by the surrounding world but an input centre that was equally manipulable. In Kant’s view of societal development, the “cosmopolitan” held the key to pacifying bellicose states and ensuring global prosperity and tranquillity. The process of developing a cosmopolitan ideology rests, according to Kant, on the gradual elimination of war and “the education of young people in intellectual and moral culture” (188-89). Transforming disparate societies into “a universal cosmopolitan existence” that would “at last be realised as the matrix within which all the original capacities of the human race may develop” and would take well-funded educational institutions and, potentially, a new framework for imparting knowledge (Kant 51). To some, the world of the visual presented a baseline for shared experience. Figure 2: Exhibition by the Gesellschafts- und Wirtschaftsmuseum in Vienna, photograph c. 1927. An International Picture Language The quest to find a mutually intelligible language that could “bridge worlds” and solder together all of humankind goes back to the late nineteenth century and the Esperanto movement of Ludwig Zamenhof (Schor 59). The expression of this ideal in the world of the visual picked up steam in the interwar years with designers and editors like Fritz Kahn, Gerd Arntz, and Otto and Marie Neurath. Their work transposing complex ideas into graphic form has been rediscovered as an antecedent to modern infographics, but the symbols they deployed were not to merely explain, but also help education and build international fellowship unbounded by spoken language. The Neuraths in particular are celebrated for their international picture language or Isotypes. These pictograms (sometimes viewed as proto-emojis) can be used to represent data without text. Taken together they are an “intemporal, hieroglyphic language” that Neutrath hoped would unite working-class people the world over (Lee 159). The Neuraths’ work was done in the explicit service of visual education with a popular socialist agenda and incubated in the social sphere of Red Vienna at the Gesellschafts- und Wirtschaftsmuseum (Social and Economic Museum) where Otto served as Director. The Wirtschaftsmuseum was an experiment in popular education, with multiple branches and late opening hours to accommodate the “the working man [who] has time to see a museum only at night” (Neurath 72-73). The Isotype contained universalist aspirations for the “making of a world language, or a helping picture language—[that] will give support to international developments generally” and “educate by the eye” (Neurath 13). Figure 3: Gerd Arntz Isotype Images. (Source: University of Reading.) The Isotype was widely adopted in the postwar era in pre-packaged sets of symbols used in graphic design and wayfinding systems for buildings and transportation networks, but with the socialism of the Neuraths’ peeled away, leaving only the system of logos that we are familiar with from airport washrooms, charts, and public transport maps. Much of the uptake in this symbol language could be traced to increased mobility and tourism, particularly in countries that did not make use of a Roman alphabet. The 1964 Olympics in Tokyo helped pave the way when organisers, fearful of jumbling too many scripts together, opted instead for black and white icons to represent the program of sports that summer. The new focus on the visual was both technologically mediated—cheaper printing and broadcast technologies made the diffusion of image increasingly possible—but also ideologically supported by a growing emphasis on projects that transcended linguistic, ethnic, and national borders. The Olympic symbols gradually morphed into Letraset icons, and, later, symbols in the Unicode Standard, which are the basis for today’s emojis. Wordless signs helped facilitate interconnectedness, but only in the most literal sense; their application was limited primarily to sports mega-events, highway maps, and “brand building”, and they never fulfilled their role as an educational language “to give the different nations a common outlook” (Neurath 18). Universally understood icons, particularly in the form of emojis, point to a rise in visual communication but they have fallen short as a cosmopolitan project, supporting neither the globalisation of Kantian ethics nor the transnational socialism of the Neuraths. Figure 4: Symbols in use. Women's bathroom. 1964 Tokyo Olympics. (Source: The official report of the Organizing Committee.) Counter Education By mid-century, the optimism of a universal symbol language seemed dated, and focus shifted from distillation to discernment. New educational programs presented ways to study images, increasingly reproducible with new technologies, as a language in and of themselves. These methods had their roots in the fin-de-siècle educational reforms of John Dewey, Helen Parkhurst, and Maria Montessori. As early as the 1920s, progressive educators were using highly visual magazines, like National Geographic, as the basis for lesson planning, with the hopes that they would “expose students to edifying and culturally enriching reading” and “develop a more catholic taste or sensibility, representing an important cosmopolitan value” (Hawkins 45). The rise in imagery from previously inaccessible regions helped pupils to see themselves in relation to the larger world (although this connection always came with the presumed superiority of the reader). “Pictorial education in public schools” taught readers—through images—to accept a broader world but, too often, they saw photographs as a “straightforward transcription of the real world” (Hawkins 57). The images of cultures and events presented in Life and National Geographic for the purposes of education and enrichment were now the subject of greater analysis in the classroom, not just as “windows into new worlds” but as cultural products in and of themselves. The emerging visual curriculum aimed to do more than just teach with previously excluded modes (photography, film and comics); it would investigate how images presented and mediated the world. This gained wider appeal with new analytical writing on film, like Raymond Spottiswoode's Grammar of the Film (1950) which sought to formulate the grammatical rules of visual communication (Messaris 181), influenced by semiotics and structural linguistics; the emphasis on grammar can also be seen in far earlier writings on design systems such as Owen Jones’s 1856 The Grammar of Ornament, which also advocated for new, universalising methods in design education (Sloboda 228). The inventorying impulse is on display in books like Donis A. Dondis’s A Primer of Visual Literacy (1973), a text that meditates on visual perception but also functions as an introduction to line and form in the applied arts, picking up where the Bauhaus left off. Dondis enumerates the “syntactical guidelines” of the applied arts with illustrations that are in keeping with 1920s books by Kandinsky and Klee and analyse pictorial elements. However, at the end of the book she shifts focus with two chapters that examine “messaging” and visual literacy explicitly. Dondis predicts that “an intellectual, trained ability to make and understand visual messages is becoming a vital necessity to involvement with communication. It is quite likely that visual literacy will be one of the fundamental measures of education in the last third of our century” (33) and she presses for more programs that incorporate the exploration and analysis of images in tertiary education. Figure 5: Ideal spatial environment for the Blueprint charts, 1970. (Image: Inventory Press.) Visual literacy in education arrived in earnest with a wave of publications in the mid-1970s. They offered ways for students to understand media processes and for teachers to use visual culture as an entry point into complex social and scientific subject matter, tapping into the “visual consciousness of the ‘television generation’” (Fransecky 5). Visual culture was often seen as inherently democratising, a break from stuffiness, the “artificialities of civilisation”, and the “archaic structures” that set sensorial perception apart from scholarship (Dworkin 131-132). Many radical university projects and community education initiatives of the 1960s made use of new media in novel ways: from Maurice Stein and Larry Miller’s fold-out posters accompanying Blueprint for Counter Education (1970) to Emory Douglas’s graphics for The Black Panther newspaper. Blueprint’s text- and image-dense wall charts were made via assemblage and they were imagined less as charts and more as a “matrix of resources” that could be used—and added to—by youth to undertake their own counter education (Cronin 53). These experiments in visual learning helped to break down old hierarchies in education, but their aim was influenced more by countercultural notions of disruption than the universal ideals of cosmopolitanism. From Image as Text to City as Text For a brief period in the 1970s, thinkers like Marshall McLuhan (McLuhan et al., Massage) and artists like Bruno Munari (Tanchis and Munari) collaborated fruitfully with graphic designers to create books that mixed text and image in novel ways. Using new compositional methods, they broke apart traditional printing lock-ups to superimpose photographs, twist text, and bend narrative frames. The most famous work from this era is, undoubtedly, The Medium Is the Massage (1967), McLuhan’s team-up with graphic designer Quentin Fiore, but it was followed by dozens of other books intended to communicate theory and scientific ideas with popularising graphics. Following in the footsteps of McLuhan, many of these texts sought not just to explain an issue but to self-consciously reference their own method of information delivery. These works set the precedent for visual aids (and, to a lesser extent, audio) that launched a diverse, non-hierarchical discourse that was nonetheless bound to tactile artefacts. In 1977, McLuhan helped develop a media textbook for secondary school students called City as Classroom: Understanding Language and Media. It is notable for its direct address style and its focus on investigating spaces outside of the classroom (provocatively, a section on the third page begins with “Should all schools be closed?”). The book follows with a fine-grained analysis of advertising forms in which students are asked to first bring advertisem*nts into class for analysis and later to go out into the city to explore “a man-made environment, a huge warehouse of information, a vast resource to be mined free of charge” (McLuhan et al., City 149). As a document City as Classroom is critical of existing teaching methods, in line with the radical “in the streets” pedagogy of its day. McLuhan’s theories proved particularly salient for the counter education movement, in part because they tapped into a healthy scepticism of advertisers and other image-makers. They also dovetailed with growing discontent with the ad-strew visual environment of cities in the 1970s. Budgets for advertising had mushroomed in the1960s and outdoor advertising “cluttered” cities with billboards and neon, generating “fierce intensities and new hybrid energies” that threatened to throw off the visual equilibrium (McLuhan 74). Visual literacy curricula brought in experiential learning focussed on the legibility of the cities, mapping, and the visualisation of urban issues with social justice implications. The Detroit Geographical Expedition and Institute (DGEI), a “collective endeavour of community research and education” that arose in the aftermath of the 1967 uprisings, is the most storied of the groups that suffused the collection of spatial data with community engagement and organising (Warren et al. 61). The following decades would see a tamed approach to visual literacy that, while still pressing for critical reading, did not upend traditional methods of educational delivery. Figure 6: Beginning a College Program-Assisting Teachers to Develop Visual Literacy Approaches in Public School Classrooms. 1977. ERIC. Searching for Civic Education The visual literacy initiatives formed in the early 1970s both affirmed existing civil society institutions while also asserting the need to better inform the public. Most of the campaigns were sponsored by universities, major libraries, and international groups such as UNESCO, which published its “Declaration on Media Education” in 1982. They noted that “participation” was “essential to the working of a pluralistic and representative democracy” and the “public—users, citizens, individuals, groups ... were too systematically overlooked”. Here, the public is conceived as both “targets of the information and communication process” and users who “should have the last word”. To that end their “continuing education” should be ensured (Study 18). Programs consisted primarily of cognitive “see-scan-analyse” techniques (Little et al.) for younger students but some also sought to bring visual analysis to adult learners via continuing education (often through museums eager to engage more diverse audiences) and more radical popular education programs sponsored by community groups. By the mid-80s, scores of modules had been built around the comprehension of visual media and had become standard educational fare across North America, Australasia, and to a lesser extent, Europe. There was an increasing awareness of the role of data and image presentation in decision-making, as evidenced by the surprising commercial success of Edward Tufte’s 1982 book, The Visual Display of Quantitative Information. Visual literacy—or at least image analysis—was now enmeshed in teaching practice and needed little active advocacy. Scholarly interest in the subject went into a brief period of hibernation in the 1980s and early 1990s, only to be reborn with the arrival of new media distribution technologies (CD-ROMs and then the internet) in classrooms and the widespread availability of digital imaging technology starting in the late 1990s; companies like Adobe distributed free and reduced-fee licences to schools and launched extensive teacher training programs. Visual literacy was reanimated but primarily within a circ*mscribed academic field of education and data visualisation. Figure 7: Visual Literacy; What Research Says to the Teacher, 1975. National Education Association. USA. Part of the shifting frame of visual literacy has to do with institutional imperatives, particularly in places where austerity measures forced strange alliances between disciplines. What had been a project in alternative education morphed into an uncontested part of the curriculum and a dependable budget line. This shift was already forecasted in 1972 by Harun Farocki who, writing in Filmkritik, noted that funding for new film schools would be difficult to obtain but money might be found for “training in media education … a discipline that could persuade ministers of education, that would at the same time turn the budget restrictions into an advantage, and that would match the functions of art schools” (98). Nearly 50 years later educators are still using media education (rebranded as visual or media literacy) to make the case for fine arts and humanities education. While earlier iterations of visual literacy education were often too reliant on the idea of cracking the “code” of images, they did promote ways of learning that were a deep departure from the rote methods of previous generations. Next-gen curricula frame visual literacy as largely supplemental—a resource, but not a program. By the end of the 20th century, visual literacy had changed from a scholarly interest to a standard resource in the “teacher’s toolkit”, entering into school programs and influencing museum education, corporate training, and the development of public-oriented media (Literacy). An appreciation of image culture was seen as key to creating empathetic global citizens, but its scope was increasingly limited. With rising austerity in the education sector (a shift that preceded the 2008 recession by decades in some countries), art educators, museum enrichment staff, and design researchers need to make a case for why their disciplines were relevant in pedagogical models that are increasingly aimed at “skills-based” and “job ready” teaching. Arts educators worked hard to insert their fields into learning goals for secondary students as visual literacy, with the hope that “literacy” would carry the weight of an educational imperative and not a supplementary field of study. Conclusion For nearly a century, educational initiatives have sought to inculcate a cosmopolitan perspective with a variety of teaching materials and pedagogical reference points. Symbolic languages, like the Isotype, looked to unite disparate people with shared visual forms; while educational initiatives aimed to train the eyes of students to make them more discerning citizens. The term ‘visual literacy’ emerged in the 1960s and has since been deployed in programs with a wide variety of goals. Countercultural initiatives saw it as a prerequisite for popular education from the ground up, but, in the years since, it has been formalised and brought into more staid curricula, often as a sort of shorthand for learning from media and pictures. The grand cosmopolitan vision of a complete ‘visual language’ has been scaled back considerably, but still exists in trace amounts. Processes of globalisation require images to universalise experiences, commodities, and more for people without shared languages. Emoji alphabets and globalese (brands and consumer messaging that are “visual-linguistic” amalgams “increasingly detached from any specific ethnolinguistic group or locality”) are a testament to a mediatised banal cosmopolitanism (Jaworski 231). In this sense, becoming “fluent” in global design vernacular means familiarity with firms and products, an understanding that is aesthetic, not critical. It is very much the beneficiaries of globalisation—both state and commercial actors—who have been able to harness increasingly image-based technologies for their benefit. To take a humorous but nonetheless consequential example, Spanish culinary boosters were able to successfully lobby for a paella emoji (Miller) rather than having a food symbol from a less wealthy country such as a Senegalese jollof or a Morrocan tagine. This trend has gone even further as new forms of visual communication are increasingly streamlined and managed by for-profit media platforms. The ubiquity of these forms of communication and their global reach has made visual literacy more important than ever but it has also fundamentally shifted the endeavour from a graphic sorting practice to a critical piece of social infrastructure that has tremendous political ramifications. Visual literacy campaigns hold out the promise of educating students in an image-based system with the potential to transcend linguistic and cultural boundaries. This cosmopolitan political project has not yet been realised, as the visual literacy frame has drifted into specialised silos of art, design, and digital humanities education. It can help bridge the “incomplete connections” of an increasingly globalised world (Calhoun 112), but it does not have a program in and of itself. Rather, an evolving visual literacy curriculum might be seen as a litmus test for how we imagine the role of images in the world. 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