Search

This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]

Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL settings. We sought to identify the current countries of research, educational levels, and themes that prevail in EMI and CLIL motivation research. We performed a topic search of the keywords "CLIL" or "EMI" and the keyword "motivation" in the "Web of Science" database for Social Sciences Citation Index (SSCI) articles published in 2020. We analyzed 17 articles related to motivation within EMI or CLIL contexts. The results showed that European countries produced the most research, with Spain being the most prolific. A majority of the studies took place at the secondary and tertiary levels of education. Comparative studies of CLIL or EMI contexts with that of traditional classrooms emerged as the prevailing theme. Future research could include more studies regarding the impact of CLIL on students at the primary level of education, in addition to studies of students from varied socio-economic backgrounds. [For the complete Volume 19 proceedings, see ED613922.]

Interactive Strategy Training for Active Reading and Thinking en Español, or iSTART-E, is a new intelligent tutoring system (ITS) that provides reading comprehension strategy training for Spanish speakers. This paper reports on studies evaluating the efficacy of iSTART-E in real-world classrooms in two different Spanish-speaking countries. In Study 1, Chilean high school students (n = 22) who practiced with iSTART-E showed significant gains on a standardized comprehension assessment (LECTUM) from pretest to posttest. In Study 2 (n = 85), Argentinian middle school students who practiced with iSTART-E showed greater gains on the ECOMPLEC.Sec comprehension test compared to those in control classrooms. Together these results suggest that iSTART-E is an effective means of enhancing Spanish speakers' reading comprehension, with demonstrated transfer of training to standardized reading tests. [This paper was published in: "Artificial Intelligence in Education. AIED 2018, LNAI 10948," edited by C. Penstein Rosé et al., Springer International Publishing AG, 2018, pp. 215-19.]

The intention of the present paper is to show that people have a series of educational needs in the era of information, so that they can become competent digital citizens. These educational needs are evident in the policies promoted by the United Nations Educational, Scientific and Cultural Organisation, which were well known to Latin American governments of the decades from the 1960s to the 1990s. Therefore, it is to be hoped that the educational reforms of 1990s have elements based on the principles of education that they advanced, which emphasises the preparation of subjects in the digital era, based on advances in information and communication technology, focusing on the teaching and learning of computer science. [For the complete Volume 17 proceedings, see ED596826.]

This paper presents a discussion on potential conflicts originated by sensorimotor distractions when learning with mobile phones on-the-move. While research in mobile learning points to the possibility of everywhere, all the time learning; research in the area suggests that tasks performed while on-the-move predominantly require low cognitive processing. This work uses Bloom's taxonomy to identify low and high order thinking activities associated to the functionalities of a mobile phone. It also provides preliminary results from a survey identifying correlations between high and low cognitive processing tasks and locations involving users' sensorimotor engagement. [For the full proceedings, see ED571335.]

This paper will present and discuss the linguistic challenges that Argentinian university students of history and Danish university students of Spanish met during the course of a telecollaboration project based on synchronous communication in Skype. The purpose of this discussion is to identify linguistic pitfalls and the solutions adopted by both native and non-native participants in order to keep the conversations going in spite of misunderstandings, vocabulary limitations and other breaches in communication. The purpose of the discussion is to detect areas of strategic competence that need to be addressed in class, particularly for the benefit of the non-native speakers. [For the complete volume, see ED571330.]

The purpose of the study is to examine business education that aims to prepare students to understand poverty and design sustainable solutions for people living in subsistence in a yearlong course at a Midwestern U.S Land-grant university. I conduct a case study of the course in order to understand the curriculum and pedagogical arrangements and to examine the experiences of the course participants. Theoretically, my project is situated at the intersections of globalization and education studies, capabilities approach, and critical pedagogy. Theoretically informed and empirically grounded, my study offers a more nuanced understanding of pedagogical possibilities to prepare students to understand the conditions of poverty around the world and to contribute to global poverty reduction in the age of globalization.

In 1999, the Province of San Luis (Argentina) approved the creation of the so-called 'Escuelas Experimentales Autogestionadas' (SelfManaged Experimental Schools) inspired by the US charter schools, but with important differences. This article explores the circumstances under which the project was dismantled and abandoned prematurely. The study included a thorough documental analysis and interviews with key informants including members of the project's steering committee, scholars, members of the evaluation committee and the external audit, government and ex-government officials of the Ministry of Education, and teachers. We found strong incompatibilities among the guiding principles of the project, i.e. democratization, cooperativeness, autonomy and plurality, the practices of the provincial rentier political system, and the traditional structures of power bureaucratically organized at the national level.

The integration of different platforms and information Systems in the academic environment is highly important and quite a challenge within the field of Information Technology. This integration allows for higher resource availability and improved interaction among intervening actors. In the field of e-Learning, where Learning Management Systems are used to develop the courses, their integration with other platforms and applications is more than interesting, in particular with Digital Repositories. This article describes the integration of the Moodle LMS, used by the School for the last seven years, with the DSpace repository, currently widely spread as well. The integration process consists of two stages, in order to establish full communication to and from the repository. For communication from Moodle to the repository, with the goal of consulting and transferring elements from DSpace, modules already implemented for both platforms were used. The current stage is implementing a specific module in order to establish communication in the other direction and allow transferring resources and learning objects from the LMS to the repository. This module is very useful for educational material that can be made publicly available through a repository and thus transcending the borders of an educational environment. The initial implementation is oriented towards the publication of work done by the students and presented for evaluation through the Moodle platform. The incorporation of metadata to the published resource is automatic, taking context information from the platform, and at a later stage, with the intervention of librarians, who contribute their knowledge in the classification. [For the full proceedings, see ED562127.]

This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.

This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education, Society, and Peace (Arthur Powell and A. J. Dawson); (4) Learning Mathematics in the Early Years (pre-K-3) (Ann Anderson, Laurent Theis, and Ruth Dawson); (5) Discrete Mathematics (Leo Jonker and David Lidstone); (6) Socio-Cultural Dimensions of Mathematics Learning (Kathy Nolan and Elaine Simmt); (7) Partition of Integers and Their Reciprocals as Hidden K-12 Mathematics Curriculum (Sergei Abramovich and Peter Brouwer); (8) Mathematiques et musique (Chantal Buteau) [Written in French]; (9) Students' Understanding of the Completeness Property of the Set of Real Numbers (Analia Berge); (10) Study of Two Teaching Approaches Focusing on Spatial Sense with Three Different Profiles of High School Students (Patricia Marchand); (11) Communicating Mathematics Online: The Case of Online Help (Dragana Martinovic); (12) Attending in Mathematics: A Dynamic View about Students' Thinking (Immaculate Kizito Namukasa); (13) Silence and Voice in the Mathematics Classroom (David Wagner); (14) What Can We Learn from Learner-Generated Examples: A Case of Linear Algebra? (Marianna Bogomolny); (15) Reconstructing Foundational Mathematical Knowledge: Experiences of Math-Anxious Elementary Teachers in a Graduate Course (Rina Cohen); (16) Roadkill, Skeletons, and Other Mathematical Metaphors (Julie Long and Gladys Sterenberg); (17) Mathematics in Waldorf Education (John Grant McLoughlin); (18) Using Mathematics as a Source When Creating Metaphors or Images for Teaching and Learning (Joyce Mgombelo and Dave Hewitt); (19) Refining the Canadian Survey Questions for the "Census at School" Survey to Provide Richer Mathematical Learning (Joel Yan, Mary Townsend, and Florence Glanfield); and (20) Undergraduate Students' Errors That May Be Related to Confusing a Set with Its Elements (Kalifa Traore, Caroline Lajoie, and Roberta Mura). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2004 proceedings, see ED529563.]

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 21st National Conference of the Society for the Provision of Education in Rural Australia (SPERA). The theme for this national annual conference was: Our Stories: Innovation and Excellence in Rural Education. Keynote addresses in these proceedings include: (1) Creating Collaborative Communities--The Regional South Australian Experience (Steven Arndt); (2) Local versus Global Knowledges: A Fundamental Dilemma in "Remote Education" (Michael Christie); (3) C.R.E.A.T.E.--Creating Rural Entrepreneurial Attitudes through Education (Peter Kenyon); and (4) IDL--Interactive Distance Learning in the Northern Territory (Tony Richards). Refereed papers include: (5) Designing a Course in Pre-Service Rural Education (Colin Boylan); (6) Summer School at a Regional University Campus: Just Completing a Course, or a Rich Learning Experience? (Bronwyn Ellis, Digby Wilson, and Janet Sawyer); (7) Remote Rural Practice Teaching (Ted Munsch and Colin R. Boylan); (8) Creative Teaching Solutions in Difficult Remote Practice Realities (Joy Penman); (9) Local Matters: Regions, Innovation and Vocational Education and Training in the Australian Context (Richard Pickersgill); (10) Bringing Doctors to the Bush: Celebrating Innovation and Excellence in Medical Education at the University of New South Wales' School of Rural Health (Peter Rushbrook, Louis Pilotto, Sandy Reid, Geraldine Duncan, Graeme Richardson, Peter Vine, Peter Reed, and Helena Johnston). Non-refereed papers include: (11) Diamonds form under Pressure: Educational Evolution & Revolution on the West Coast of Tasmania (Neville Barnard); (12) Bringing Educational Change across the Pilbara (Don Boyd and Emmy Terry); (13) Aboriginal Focus in New Courses for Students in the Senior Years of Schooling Course (Kerry Boyd); (14) Rural Schools: Argentina and Australia (Hernan Cuervo); (15) Raising Student Achievement in Rural Schools--A School Adviser's Perspective (Darryn Gray and Kevin O'Hara); (16) Rural Teacher Education Forum Mapping of Pre-Service Country Teaching Programs (John Halsey); (17) The Pilbara Education District of Western Australia (Craig Holland and Rosa Lincoln); (18) Digital Reporting in the Bush (Lyn Hollow); (19) Innovations in VET Programs (Liz Kelly); (20) Aboriginal Literacy Strategy (Rosa Lincoln and Sue Knight); (21) Innovation with Centra Symposium: A Local Delivery Perspective (Enver Malkic); (22) Interagency Support Networking for Mental Health (Alan Power); (23) What Does a Successful Staffing System for Rural, Remote and Isolated Schools Look Like? (Phil Roberts and Dorothy Lean); (24) Teacher Orientation Package (Rebecca Tims); (25) Wakakiri (Jenna Towers); (26) Aboriginal Literacy Strategy: A Systemic Approach to Improving Literacy and Numeracy in Remote Schools (Vince Vesnaver); and (27) Professional Development and Recruitment of New Teachers to Rural Settings (Simone White). Individual papers contain references. [Abstract has been modified to meet ERIC guidelines. For the Proceedings of the 22nd SPERA conference (July 2006), see ED493484.]

This document contains 17 papers from a national conference on promoting excellence in research and teaching for business. The following papers are included: "The Development of Innovative Learning Models for Modern Information Technology Professional Education" (Stephen C. Shih); "Entry-Level Information Services and Support Personnel: Needed Workplace and Technology Skills" (Faridah Awang, Marcia A. Anderson, Clora Mae Baker); "An Examination of Disciplinary Web Pages: A Study of Business Education's Presence on the Web" (Lisa E. Gueldenzoph); "Factors Related to Business Education Teachers' Integration of Technology into the Teaching-Learning Process" (Donna H. Redmann, Joe W. Kotrlik, Bruce Douglas); "Fields of Employment Longevity: A Study of Business Graduates" (Nancy Buddy Penner, Victoria Falconer, Harry Nowka); "Impact of Information Technologies on Faculty and Students in Online Distance Education" (Jensen Zhao, Melody Alexander, Heidi Perreault, Lila Waldman); "The Impact of Instruction on the Use of On-line Help on Computer Novices' Ability Tasks" (Joel A. Whitesel); "Perceptions about Three Indigenous English-Language Accents from Prospective and Practicing Argentine Providers of Business-Related Language Services" (Diana J. Green, James Calvert Scott, David D. Rosewarne); "Students' Perceptions of Cyber-Cheating" (Ronald F. Fulkert, Konnie G. Kustron); "A Survey of Exporting Activities with Implications for International Business Instruction" (Les R. Dlabay); "Developing a WebQuest" (Margaret J. Erthal); "Enhancing Education/Workplace Instructional Methods" (Carol Blaszczynski, Diana J. Green); "Innovative Activities for Business Communication" (Sandy Braathen, Lila Prigge); "Teaching Communications Online Using the Master Teacher Model" (William J. Wilhelm); "Conducting Longitudinal Research" (Michael Bronner); "E-Commerce Education: A Comparison of Employers' and Business Educators' Perceptions" (Lisa E. Gueldenzoph); and "Master Teachers Helping Future Teachers" (Margaret J. Erthal, Randall E. Smith). Most papers contain substantial bibliographies. (MN)

This study reports on preliminary findings of two research projects conducted during the 1988-89 and 1990-91 in Cordoba, Argentina, that examined fixed, idiomatic, Spanish-language expressions that are very common, but often ignored, in oral Spanish discourse. Study 1 subjects were 13 university-educated, adults, born in the city; study 2 subjects were from 3 different social sectors: a housing project, an old large lower middle-class neighborhood, and a golf country club. Twenty-five expressions were identified as pragmatic expressions and analyzed according to their ideational content, sequence structure, and speech acts and orientation towards the Gricean Conversational Maxims. Findings on "Bueno" and "Mira" are detailed. Contrary to expectations, results suggest that the highest usage is in the upper class social group. The research is ongoing with a comparison of the choice, use, and frequency with which these expressions are used in daily life. (Contains seven references.) (NAV)

Noting that Argentina's recent history is particularly useful for analysis of the varying effects that differing government styles can have on a single mass communication system, a study compared Argentine (specifically Buenos Aires) television's 1979 programming schedule, prepared during a military dictatorship, with recent schedules prepared under democracy. The data were evaluated in order to test two hypotheses: (1) programming schedules prepared under conditions of greater freedom of speech and freedom of expression, when compared to those prepared in l979 under military rule, would exhibit greater reliance on domestic, Latin American or Spanish-language programming and correspondingly fewer American- or First World- produced programs; and (2) the programming schedules would show a trend toward increasingly more use of domestic, Latin American or Spanish-language programming as the Argentine audiences gain more experience with free expression. Findings supported the first hypothesis; however, the second hypothesis was not supported. Findings suggest that further research would benefit from expanding samples to include programming schedules for cities of the country's "interior," and evaluating the content of Argentina's increasingly widespread cable television system. (Two tables of data are included.) (NH)

These proceedings contain presentations and summaries of papers presented at a Wheat Competitiveness Conference. They begin with two presentations--"The Wheat Prototype Study within an Overall Conceptual Framework of Competitiveness" (James Langley) and "U.S. Competitiveness in the World Wheat Market: A Prototype Study" (Jerry Sharples). The 23 summaries of contributing reports are divided into four groups. Papers in the section on aggregate analysis of export supply and demand in world wheat markets are "Patterns and Trends in World Wheat Competitiveness" (Mathew Shane), "Measuring Economic Competitiveness in Trade" (Peter Perkins), "Revealed Competitive Advantage for Wheat" (Thomas Vollrath), and "Potential Growth in the World Wheat Market: The Impact of Factors Underlying Demand" (Mervin Yetley). The section on major factors affecting supply, demand, and trade on world wheat markets contains "Forces That Could Expand U.S. Wheat Exports: Estimates from a World Wheat Trade Model" (Jerry Sharples, Praveen Dixit), "Shortrun Impact of U.S. Macroeconomic Policy on the U.S. Wheat Market" (Mark Denbaly), "The Value of the Dollar and Competitiveness of U.S. Wheat Exports" (Stephen Haley, Barry Krissoff), "Protection and Liberalization in World Wheat Markets" (Nicole Ballenger, Cathy Jabara), "International Transportation and the Competitiveness of U.S. Wheat Exports" (Kay McLennan), "Enhancing the International Competitiveness of U.S. Wheat through Agricultural Research" (Ira Branson, Yao-chi Lu), "The Green Revolution for Wheat in Developing Countries" (Gary Vocke), and "Variability in Wheat Land Values of Major Exporting Countries" (John Sutton). In the section on wheat export markets and factors affecting supply, demand, and trade are "Summary of Export Markets" (John Sutton, Ron Trostle) and these summaries: "The U.S. Wheat Market" (William Lin, Robert McElroy), "The Canadian Wheat Market" (Pat Weisgerber, et al.), "The Australian Wheat Market" (Paul Johnston), "The French Wheat Market" (Mark Newman), and "The Argentine Wheat Market" (Jorge Hazera). In the section on wheat import markets and factors affecting supply, demand, and trade are "Summary of Import Markets" (James Langley, Gene Mathia) and these summaries: "The Mexican Wheat Market" (Myles Mielke), "The Brazilian Wheat Market" (Edward Allen), "The Conduct of Wheat Marketing in North Africa" (George Gardner, David Skully), "The Dynamics of China's Wheat Trade" (Frederic Surls), "The Soviet Wheat Market" (Emily Moore), and "The East European Wheat Market" (Robert Cummings). Other contents include a conference summary and comments by review panels of trade and university economists. (YLB)

TEMAS is an apperception test depicting Hispanic and Black characters (minority version) or White characters (non-minority version) interacting in urban settings and expressing culturally oriented themes. It is scored for cognitive, affective, and personality functioning. The normative profiles, reliability, and criterion-related validity of TEMAS were compared for school and clinical children from three different Hispanic cultures. Subjects were: (1) 280 students in grades 1 through 6 and 50 child psychiatric outpatients in San Juan (Puerto Rico); (2) 167 students in grades 1 through 6 and 67 psychiatric outpatients of Puerto Rican background in New York; and (3) 59 children in grades 2 through 7 in Buenos Aires (Argentina). Children in New York and Puerto Rico were administered 23 minority TEMAS cards, the Spielberger Trait-Anxiety Scale for Children, and the Piers-Harris Scale. Children in Argentina were administered 10 TEMAS cards, the non-minority short form, and the Piers-Harris Scale. Results support the use of TEMAS with these cultural groups, but suggest that some TEMAS cards do not pull the designated personality functions as consistently with native Puerto Rican and Argentinian children. The reliability and validity estimates for the native Puerto Rican children were less favorable than were those for mainland U.S. groups. Preliminary evidence suggests that the characters, setting, and events of some pictures in the TEMAS are not appropriate in Argentinian culture. Findings point to the need to revise selected TEMAS cards to be culture specific. Three tables summarize study data. (Author/SLD)

This conference proceedings contains 65 presentations and 3 colloquiums from a conference that dealt with knowledge at work and knowledge that works and with how education can be successfully integrated into work and work into education. The papers are "Reading the Contexts of Complex Incidents of Adult Education Practice" (Apte); "Models of Work Based Learning for Undergraduates" (Armsby et al.); "Just-in-Time Training as Anticipative Action and as Inferential Understanding" (Beckett); "Learning to Compete" (Beckett et al.); "Co-Participation at Work" (Billett); "Globalization, Work, and Education" (Boland); "Work as the Curriculum" (Boud, Solomon); "Working Towards a Curriculum Framework for Work-Related Learning" (Brown); "Evaluating Organizational Change" (Butler et al.);"New Knowledge and the Construction of Vocational Education and Training (VET) Practitioners" (Chappell); "Facing Realities" (Cornford); "Subcontractors in the Australian Construction Industry" (Crowley et al.); "Learning; Design; Practice; Practitioner Perspectives of Workplace Learning" (Cys); "Learning at the Point of Production" (Daly, Mjelde); "Teaching Online" (Dewar, Whittington); "Spirituality of Work" (Dirkx); "Learning to Work" (Eames); "A Working Ethic?" (Edwards); "Transforming Management Education's Working Knowledge" (Elliott); "Negotiating Knowledge in the Knowledge Economy" (Farrell); "Work Knowing on the Fly" (Fenwick); "Productive Learning at Work" (FitzSimons); "Teachers Redefining Professionalism and Professional Development" (Gambell, Hunter); "Modelling the Invisible" (Gamble); "The New Capitalism" (Gee); "Conceptions of Learning" (Hager); "Recognition of Prior Learning in Higher Education" (Harris); "Promoting Knowledge Sharing in a Training and Further Education Organization" (Hill); "Incentives and Barriers to Learning in the Workplace" (Hodkinson et al.); "Reflections on Empowerment, Workplace Language and Literacy Policy, and Professional Development in England" (Holland); "Enabling Productive Learning at Work" (Holland, Leggett); "Learning Through Working" (Hopkins, Maglen); "Supervisor and Facilitation" (Hughes); "Writing-Up People at Work" (Jackson); "Whiteness as a Social Construct That Drives Continuing Education" (Johnson-Bailey, Cervero); "Knowledge Workers and the Office Economy" (Kurth); "Teaching with Global Awareness" (Lekoko); "Accrediting and Assessing Learning at Work" (Lyons); "Working Knowledge and Work-Based Learning" (McIntyre); "Working Knowledge in Management and Medicine" (Mulcahy); "Workplace Learning from a Curriculum Perspective" (Munby et al.); "The 'Good' Teacher?" (Nicoll); "Professional Identity as Learning Processes in Life Histories" (Olesen); "Local Perspectives on Globalization and Learning" (Payne); "Implementing Work-Based Learning in Higher Education" (Reeve, Gallacher); "Working Knowledge, Economic Metaphors, and the 'Cogito-Economic' Subject" (Rhodes, Garrick); "Technical and Vocational Education in China" (Rongguang); "Preparing Undereducated and Unemployed Parents for the Workplace Through Effective Family Literacy Programs in Texas" (Seaman, Seaman); "Working Knowledge of Online Learning Amongst VET Practitioners" (Schofield et al.); "Working Knowledge for New Educational Landscapes" (Seddon); "Links Between Corporate and Academic Research" (Shannon, Sekhon); "Towards a Definition of Work Based Learning" (Shaw); "Relationships Between R (Research) & D (Development) and Decision-Making in VET" (Smith); "Context Variety Means Four Stories?" (Smid); "Reflecting upon Experiences" (Staley); "Ordering the Menu" (Symes); "Critical Literacy, Cultural Inclusiveness, and Text Selection in English for Academic Purposes Courses" (Thompson); "Communicative Practices in Web-Enhanced Collaborative Learning" (Treleaven et al.); "Role of Emotion in Situated Learning and Communities of Practice" (Turnbull); "Alternative Conception of Competence" (Velde); "Learning in/Through/with Struggle" (von Kotze); "More Things Change" (Wallace); "Deschooled Learning" (Whittington, McLean); "Quality Online Participation" (Wiesenberg, Hutton); and "Emergence of New Types of Communities of Practice" (Young, Mitchell). (YLB)

In the 20 months that Isabel Peron served as the first female chief of state of a South American country, the mass media in Argentina underwent extreme stress. The Montoneros, a militant leftist organization, called for mass demonstrations against the orthodox Peronist people in their tabloid "La Causa Peronista." The tabloid's counterpart, "El Caudillo," took a position to the right of the government and called upon the government to use a heavy hand on leftists and other political troublemakers. While articles in "El Caudillo" urged support for the legitimacy, vitality, and good sense of the administration of Mrs. Peron, articles in "La Causa Peronista" vehemently attacked that legitimacy, vitality, and good sense. When "La Causa Peronista" took responsibility for and bragged about the execution of Argentina's president, Pedro Eugenio Aramburu, the government confiscated all copies of the tabloid and ordered it shut down and its editors arrested. The government issued a decree that prohibited mention of the name Montonero in newspapers or any other news media. Further, news media were threatened over publishing information that encouraged violence or supported proscribed organizations even obliquely. The wording was vague and left newspapers wondering what they could and could not publish. Despite some spectacular raids and political successes, the government won the war against the Montoneros. Nevertheless, on March 26, 1978, the Army deposed Isabel Peron, and once again the military was in charge in Argentina. (HOD)

The evolution of technical education in Argentina has not been so much a process of vocationalization of academic education as a process of secondarization of vocational education. Argentine technical schools are the product of a process of convergence among terminal trade schools, vocational schools, and industrial technological schools that has resulted in an educational system with a dual purpose (to foster mobility toward higher education and to teach vocational skills) and a nonintegrated curriculum. Brazil, on the other hand, has traditionally had a selective academic secondary education accompanied by a less prestigious vocational branch, with the latter accounting for half the secondary school enrollment in 1971. In 1971 it was decided to vocationalize the entire second cycle of secondary education throughout Brazil. An amendment was subsequently introduced that allowed special preparatory studies for bright students. The attempted reform was not entirely successful because some schools cheated by retaining old curricula under new names, other schools lacked the resources to implement first-rate programs, and yet other schools offered certifications that discriminated between two kinds of qualifications in order to avoid granting professional degrees to incompetent graduates. The problem in both countries appears to be how to attain a mix of general education, preparatory studies, and vocational education in secondary education in a way that would permit a significant proportion of graduates to continue on to higher education but at the same time would furnish most of them with the skills necessary to compete in the labor market. (MN)

In the last seven years, there have been major changes in two South American countries that once firmly prohibited abortion: Argentina and Uruguay. In both, social movements have mobilized to demand legal abortion, and policies have been changed to grant increased access, to different degrees. Yet in each case, advances fall short of the goal of legalization and public provision. Instead, policies restrict access to abortion to specific cases and require different implementation regimes. In some cases, it has led to challenges by feminist lawyers in the courts. How have activists, lawyers and others addressed implementation as they continue to try to expand abortion rights around these policies? What can we learn from Uruguay and Argentina to better understand the role of litigation in abortion rights and reproductive justice in the rest of Latin America and around the world? This paper draws on interviews with lawyers and activists addressing abortion rights as well analysis of key cases based on court documents and media reports to compare legal mobilization on abortion in Argentina and Uruguay. Focusing on legal mobilization in the courts as a social movement tactic, the paper views cause lawyers and litigation as important resources for each movement. It argues that movement actors pursue their goals using strategic litigation that varies based on legal opportunity structures that vary across national contexts. [ABSTRACT FROM AUTHOR]

This report, written in popular education style and designed to be readable both by adult educators and by the people with whom they work, describes a week-long meeting of the World Assembly of Adult Education. Under the general themes "Where are we?""Where are we going?" and How to do it" the report provides synopses of the reports of 17 working groups on the following topics: peace and human rights, popular theater and communications, participatory research, rural adult education, adult education and prisons, adult education and indigenous peoples, workers' education, adult education and self-management, adult education and new technology, literacy and post-literacy, history of adult education, adult education and women, adult education and older adults, civic adult education, training of adult educators, adult education and primary health care, and adult education and the disabled. The report also includes comments from numerous participants from around the world, as well as officials of UNICEF, UNESCO, the International Conference on Adult Education, the presidents of Argentina and France, and other dignitaries. The report includes numerous drawings and photographs. The meeting agenda and a list of participants are included. (KC)

The article presents information on the research paper assisted by the German Academic Exchange Service and the Social Science Research Council related to concept of states, movements and nationalism in comparison to the period of Argentina from 1930 to 1955. The paper seeks to develop a framework for tracing and highlighting the national concepts and their transformations from time to time. It also points out several concepts including the limitations of the conceptualization of state infrastructure power in order to explain ideological results.

The proposed paper will be about how the legacy of societal resistance in Argentina has repercussions on the present. For this purpose, resistance refers to a society’s ability to oppose adverse conditions -or crises - be it political, social or economic in nature and to be able to make a transition out of this predicament. In light of recent World Bank studies that show low levels of general trust and participation in Argentina, this paper examines how historical factors influence the present. Through the general discussion of Argentina in the period between 1976 and 1983, we see that due to the severe repression it was difficult for internal resistance to form. Networks that were created were largely by people who were in the common situation of being close to someone who was disappeared, killed or tortured by the regime. However, not everyone who was affected in this way participated possibly because of fear, denial and/or they went into exile. No broad based resistance movement formed in this period. Examined is whether a change in the political opportunity structure affects informal networks by comparing this period to the present. I demonstrate that to oppose a powerful shock, ideally there would be a well-connected network of diverse organizations and individuals that would come together to act in consort under a common interest and that they would require a degree of trust. The argument is that a society that has experienced fear, division and trauma does not have the environment for resistance unless it confronts how past events have influenced how people relate to one another. History and, more specifically, collective memory, have a role in constructing present-day relationships. [ABSTRACT FROM AUTHOR]

In this paper, I focus in the embodiment and experiences of women that were direct victims of repression, survived torture and persecution and/or were murdered/disappeared during Argentina’s bloodiest military regime (1976-1983). Particularly, I look at testimonies of female survivors of this case of necropolitics -following Mbembe’s conceptualization (2003)- with the intention of contesting Argentina’s historiography and policy-making, which have been highly institutionalized, with little regard to gender, ethnic, religious and class issues. Based on personal accounts found in the Nunca Más (1984) report by the Comisión Nacional sobre la Desaparición de Personas - CONADEP (National Committee of Disappeared People), and Pájaros sin luz. Testimonios de mujeres de desaparecidos by Noemi Ciollaro (1999), I explore the effects of institutional hierarchies and filters in the construction of personal accounts and official discourses of political events, the suppression, omission and inclusion of emotions in testimonies, the criteria of selection of voices both spoken and silenced, and the underpinning issues of gender, class, ethnicity, religion, motherhood and citizenship as crucial aspects of repression. This paper is the initial phase of my dissertation project towards building a feminist sociological account from below of one of the darkest phases of Argentine history. [ABSTRACT FROM AUTHOR]

This paper is an exercise in theoretical unorthodoxy that endeavors to produce new concepts and new ways of thinking about the interconnections of gender, violence, cities, and what many call "globalization," or more specifically structural adjustment in tune with worldwide neoliberal agendas. The point of departure is the phenomenon of secuestro express in crisis-ridden, structurally adjusted Buenos Aires: this is a form of swift and often indiscriminate kidnapping aimed at procuring lucrative payments in ransom from middle-class and elite Argentines. Interestingly, gender serves as an axis of differentiation in the ways wealthier residents of Buenos Aires react to this increasing and relatively novel threat, with men considerably more frightened than women, even though likelihood of victimization is not particularly gendered. The subjectivities of these menaced men become the focus of theorization in the development of two key concepts: the kidnapped flâneur and the gender of fear. In the context of a structurally adjusted urban modernity, several feminist theorists (Wilson, Young, Butler, and Mohanty) are helpful in drawing out the conflicts and anxieties inherent in changes to masculinity which men and women both begin to illuminate in personal interviews. Especially important beyond gender itself -- but still related to it -- is the changing status of the city, from revived Paris of the South during ostensible neoliberal success to Third World metropolis in the wake of neoliberal collapse. To conclude by way of theoretical extrapolation, the paper considers what is at stake when both the alteration of material urban terrain and the negotiation of global-economic agreements become sites for a politics of gender, one in which masculinity is put into question by a destabilization of relations and privileges among men. [ABSTRACT FROM AUTHOR]

As a newly flourishing research agenda, food sovereignty continues to generate heated debates in critical agrarian studies. In this paper, these debates are extended to the sparse literature on agrarian mobilization in Argentina with the aim of not only presenting a fuller account of the state of this relatively young literature but also demonstrating how Argentina's case can contribute to resolving the problem of conceptual ambiguity in defining food sovereignty. (1) My assessment suggests that a class-informed approach can simultaneously capture social differentiation and homogenization in agrarian communities, while in the mean time setting tangible standards for the inclusivity of movement alliances, local-national tensions, and state-movement interactions. (2) This paper also advises against the use of fixed formulas to assess food sovereignty, profile its target population and regulate relationships with the state. Rather, excessive conceptual rigidity may obstruct a clear understanding of how the balance of class forces and historical conditions in a given geography configure the form and content of food sovereignty movements. (3) I suggest conceptualizing food sovereignty as a social mobilization process and outcome that principally stem from social class cleavages. Relatedly, my literature review on agrarian mobilization in Argentina demonstrates that peasants' awareness of their own material grievances is an important factor in food sovereignty mobilization. However, the literature also highlights that material grievances do not translate into agrarian mobilization only by themselves. Collective action is triggered when a number of mediating determinants come into play including classcultural grievances, state-society relations, alliance-building, and leadership dynamics. This calls for a comprehensive framework that can take into account the multi-scalar and multi-faceted character of food sovereignty movements in all their complexity. [ABSTRACT FROM AUTHOR]

In 2014 Argentina has initiated the development of a new policy mix promoting the diffusion of renewable energies in the country. In this paper, we analyse the associated policy making processes and the impacts of the emerging policy mix on socio-technical change in the electricity sector, with a particular focus on the development of a domestic industry. Our analysis is based on a novel analytical framework which enriches the literature on policy mixes for sustainability transitions with key concepts from the Advocacy Coalition Framework for analysing policy change. Methodologically, we conduct a qualitative analysis drawing on document analysis and expert interviews with key stakeholders. We find that the design of the Argentinean policy mix has been heavily influenced by a dominant advocacy community (AC1) with fiscal policy and investments in renewable energy as its main motivation. In contrast, a second but less resourceful advocacy community (AC2) has been arguing, albeit in a fairly uncoordinated manner, to also support the formation of a domestic renewables industry, but its influence on the policy mix has been limited, with policy strategy and instrument mix design clearly dominated by the more powerful AC1. However, incremental policy learning has led to adjustments in the instrument mix, thereby alleviating some barriers for the domestic industry. Based on our intermediary findings for this nascent policy subsystem of renewable energy in Argentina, we derive implications for better integrating the industrial policy dimension in Argentina's policy mix for the energy transition towards renewables. In addition, we argue on further implications for other countries and for enriching the literatures that guided this analysis. [ABSTRACT FROM AUTHOR]

This article examines the relational dynamics of police-criminal collusion: the illicit relationships and hidden transactions between law enforcement officers and drug dealers. While depictions of clandestine interactions are common in popular culture, social scientific research has been limited and has focused primarily on the exchange of money for non-enforcement of the law. Drawing on an original legal archive of court cases in Argentina, this article dissects the dynamics of police-criminal collusion. Beyond non-enforcement, we find that illicit relations allow for the exchange of material and informational resources and the manipulation of bureaucratic procedures marked by frequent mistakes, improvisations, and corrections. The paper concludes by considering the implications of these findings for understanding the systemic violence of the drug trade and the possibilities for using judicial records to examine state actions hidden from public view. [ABSTRACT FROM AUTHOR]

In Argentina, atrocities of the last dictatorship (1976 - 1983) continue to resonate not only through ongoing trials but also in sites where detainees were disappeared, tortured, and exterminated. Many of those former detention centres have been recovered and converted into memorial spaces. This work delves into the controversy over one of the most notorious sites in Buenos Aires known as ESMA. With a keen eye on architecture, it analyses the manner by which repressors utilized and modified ESMA as a clandestine centre. Turning critical attention to the afterlife of that space allows for deep introspection into how human rights groups repurposed the same space. Chief among the curatorial techniques is the management of the site's temporal mode linking the past with the present. The current incarnation of ESMA reveals a history of brutality that was once concealed. By thoughtful design, the site now provides a performative anchor through which visitors - as secondary witnesses - can empathize with sufferers. The analysis is guided by the performative theory of Taylor (1997) and the dramaturgy of Goffman (1959) while taking informative cues from Nora (2002; 1989). [ABSTRACT FROM AUTHOR]

Political shifts and fluctuations in economic conditions have had major implications for Latin American journalists. This is exemplified in the case of Argentina. This paper intends to examine historically how Argentine media—considered among the region’s most sophisticated—have been affected as evidenced by changing regulatory environments, media-state relations, and media content. During periods when globalization forces allowed foreign capital to infuse media industries and new technologies to be adopted, and reduced the role of the state, Argentine media grew into vibrant and sophisticated industries. These periods of growth were abruptly shunted by periods of non-democratic political rule, when media were co-opted directly or indirectly by the state to serve political purposes, and by several periods of economic recession, when dependence upon the state for subsidies increased as private industries disappeared. Political elites continued to view the media as advocacy instruments to advance specific goals. By the 1990s, changes wrought by shifts to neo-liberal policies were dramatically affecting media organizations, and ensuing complications arising from the economic crisis of 2001 continue to permit control of the media by the state. Those working within the contexts of such a system find their profession either stymied or encouraged, given the circumstances. By looking historically at changes in the media-state relations, together with regulatory shifts and accompanying economic transitions, it is hoped that this case study will provide a useful base for other research in Latin American media. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

During the 1990s in Argentina, a tradition of small-scale corruption combined with a series of big scandals to make corruption a central issue on the political agenda. This paper employs some key ideas from economic sociology widely understood-from classical sociology to new economic sociology and economic anthropology-to ana-lyze corruption. Five basic concepts are presented and discussed: Max Weber's pat-rimonial type of domination; the tension between embeddedness and autonomy in Peter Evan's type of developmental state; Richard Swedberg's focus on conflicts of interests; the effects of status differentials in corrupt exchanges; and the role of com-peting social norms in framing corruption. While none of them is found to offer a com-plete explanation, they all help account for meaningful aspects of the problem. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper aims to introduce the study of economic indicators as cultural phenomena into the research agenda of sociology. It introduces two concepts for this analysis: fact-totems and rankings. First, fact-totems are a specific kind of cultural objects where an indicator captures the imagination and the attention of a public in the process becoming collective representations of an imagined community. Rankings are powerful micronarratives and signifying structures that work on and around economic indicators. I develop these concepts around a case study of "country risk" a crucial indicator in Argentina before the economic crisis of 2001. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between women?s embodiment and political resistance in Argentina?a country undergoing a deep socio-economic crisis paradigmatic of the impacts of and resistance to neoliberal globalization. In this tumultuous context, women?s bodies are embattled terrain, shaken by the crisis, but also actively engaged in constructing a new society and new forms of embodied womanhood. This study draws on and contributes to literature on sociology of the body, feminist theory, and women?s movements in Latin America, analyzing how activist women construct alternative embodied subjectivities, and the meanings of "poner el cuerpo" (literally, ?to put the body?) from women?s perspectives. As a practice of resistance, "poner el cuerpo" means not just to talk, think, or desire, but to be really present and involved; to put the whole being in action, to be committed to a social cause, and to assume the bodily risks and demands of such commitment. The following connotations of "poner el cuerpo" are discussed: 1) Backing up words with bodies, 2) Collective Resistance, 3) Risk, courage, and struggle, and 4) Sacrifice. The results are based on a fourteen-month qualitative research carried out in Argentina during 2002-2003, combining ethnographic observations; in-depth interviews with 50 women with diverse life experiences (about half of them with activist histories), and 4 focus groups with women from different social locations. [ABSTRACT FROM AUTHOR]

The Argentine crisis of December 2001 made evident important limitations of the neoliberal model. With the political and economic crises, contestatory practices within civil society, some of which had been forming since the return to democracy, flourished and became widespread among large sectors of the population. In this paper I suggest that the legacy of human rights struggles in Argentina is meaningful and critical to comprehend redefinitions of ?citizenship? discourses and practices. I analyze the practices of human rights activism as contestations to notions of passive citizenship and as disruptions to dominant narratives of the nation fomented through the widespread adoption of neoliberal, market-driven principles throughout the 1990s. I draw from cases of human rights organizations to discuss the significant ways in which place, culture and politics intersect in current re-significations of citizenship. My argument focuses on political and cultural practices developed around human rights, which have re-claimed, re-created and expanded the debates about citizenship and ultimately the democratic project. [ABSTRACT FROM AUTHOR]

During the last decades, scholarly research on inequality, identity formation, and conflict in Latin America tended to abandon the concept of class. Through different arguments and explanations, several scholars have claimed that class is no longer relevant for explaining both people's identity and more general patterns of collective action. In this context, research on class consciousness and identity was either abandoned or relegated to case studies and single-country investigations. As a result, recent sociological research has not explored the political-economic mechanisms through which the class structures of different countries leads to national variations in class identity. In this paper we aim to fill this gap by developing a comparative study of subjective class identification in Argentina and Chile. To do so, we use quantitative data to develop a micro-analysis of the individual determinants of class identity in both countries, with a specific focus on class location and class trajectories (biographical and work trajectories). Based on this, we then develop a macro-analysis of the processes by which the political economy each county--for instance, the uneven development of Neoliberalism--has shaped different patterns of class identity. [ABSTRACT FROM AUTHOR]

This paper explores a poor community's transition from a sparse to a highly-dense associational space and the rise of new social relations that result through different avenues of civic participation. It compares three different associational settings in a poor community in the Argentine province of Buenos Airesâ?”a non-governmental organization, a religious network, and a political networkâ?” and reveals how civic participation can be centrally organized in order to construct and communicate civic understandings and relations. Leaders and participants in these settings are engaged in "civic work" at two levels: first, associations do civic work at the organizational level as leaders select and manage participants in ways that distinguish their association from other associations. Second, within associations, the interactions between leaders and participants draw upon, build and reconfigure broader social relations. These emerging social relations are built out of class and gender identities and the community's own image of its associational autonomy in a sea of clientelism. Ultimately, this study demonstrates how the configuration of social relations serves to legitimate and reproduce new relations in poor communities. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article cites a feminist analysis of neoliberal economics in context of Argentinean women. There have been many studies on feminism which have focused on women's bodies. However, few of them have looked into the economic dimension of the body. The current analysis investigates the relationships between the bodily experiences of women and broad socio-economic processes. It looks into Argentina's neoliberal policies during the 1990s and the resulting economic crisis which gripped the country in 2001.

The article focuses on the trajectories of nationalism in early and mid 20th century Argentina, Mexico, and Peru through the analytical lens of schooling. The article also focuses on the role of textbooks and teachers in nation-building. Textbooks have revealed state ideologies of national identity and history and have served to diffuse these ideologies among the broader population. Empirical manifestations of nationalism in primary school textbooks on national history, literature and civic education.

Women have been very active in all dominant forms of the current collective action that has seized Argentina since late December 2001. Using data from field observations of women's activism at meetings, conferences, protest events, and other activities collected in Buenos Aires throughout 2002. I employ an analysis of the collective action frames being to show that two types of framing are prevalent: frame extension that connect women's activism to motherhood, and frame amplification that argues for a wider view of the crisis to include issues that have long been of concern to feminists. The goals and strategies implied by groups which use these two types of frame applications are congruent to the framing choices being made by activists, both leaders and non-leaders. [ABSTRACT FROM AUTHOR]

A central challenge Afrodescendant activists in Argentina confront is the pervasive belief that there are no black Argentines, and therefore an impossibility of anti-black racism there. Furthermore, the lack of scholarship on racial politics in Argentina is disconcerting. This gap results from insufficient institutional data on racism in the country, the complicated nature of studying race due to a separation of the word negro (black) from phenotype, and the perpetuated myth of Argentina as a "white" nation which falls outside the purview of Latin America's racialized nations. Drawing upon twenty-two months of ethnographic fieldwork, this article analyses institutional and quotidian forms of racism and their relationship to the affective power of race in Argentina. I argue that we can understand the social processes of racialization in Argentina by unpacking the meanings behind affective practices and interactions of self-making and othering. Showing how both blackness and whiteness are constructed in these moments illustrates the affective power of race by illuminating the social capital invoked through such practices. [ABSTRACT FROM AUTHOR]

Updating electronic health record systems to meet new clinic needs and government regulations presents an ongoing challenge for health care organizations. To redesign an existing system for two HIV clinics in Argentina, we employed a three-phase approach of exploration, participatory design, and prototyping. The process and resulting architecture of the HIV-centered "RedClin" electronic health record may inform electronic health records at other clinics in Latin America and worldwide. [ABSTRACT FROM AUTHOR]

This article examines a local, state-led attempt in Buenos Aires, Argentina, to conceptualize and implement a program resembling priorities in recent scholarship on sustainable development that integrates a justice imperative, which encompasses environmental, sociopolitical, and economic concerns. In a context of transnationally circulating paradigms where the discourse on sustainable development has become hegemonic and coupled with neoliberal orientations in policy, the effort to enact the Urban Environmental Plan in Buenos Aires faces challenges of prioritization among conflicting goals. The focus is on how planning revolves around three neoliberal keywords implicated in sustainable development - sustainability, participation, and competitiveness - and the way these lead to the projection of incompatible landscapes, as examined in the single research site of Puerto Madero. Different theories of politics and sustainable urban place-building are compared, with the conclusion that the regulation school, after important revisions, is most helpful in understanding the limits of neoliberal logics in projects of urban sustainable development. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The notion of microcitizenships, defined as group-specific quasi-legal relationships with the local state that entail both recognition and service provision in order to grant exclusive but temporary rights to particularized legitimate uses of urban space, explains cross-class relations in "post-neoliberal" Buenos Aires. Microcitizenships capture the newly fractious, rather than merely fragmented, nature of social rights after the adoption of inclusive and nationalist recovery policies following neoliberal economic crisis in 2001-2002. Argentina has been an icon of both neoliberal and post-neoliberal globalization, making its capital city ideal for the study of changing forms of belonging in the new political-economic context. In three central neighborhoods redeveloped in the neoliberal period (1989-2001), which became landmarks of fragmentation, I find they are now characterized by clashes among groups negotiating very different claims of legitimate presence in the same sites. I use ethnographic and interview evidence to outline three types of conflicting membership: excessive, weekend, and transposable citizens. All employ post-neoliberal idioms but invoke legitimizations specifically from disparate geographic scales to stake their claims. Thus, amid inclusive discourses, ironically there are microcitizenships that embody spatiotemporally circumscribed, precarious, and especially fractious forms of belonging in the city. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Argentina recently underwent a period of economic crisis that shook societal foundations. People turned to collective action for social and political change, and women were at the forefront of many protests. This crisis offers an opportunity to study "quotidian disruption"â?”when routine practices and ingrained assumptions are threatenedâ?”as an impetus for mobilization. We draw on ethnographic observations and analyze 44 in-depth interviews with women activists in Argentina to explore their experiences of and responses to quotidian disruption. While theorists of quotidian disruption suggest that social location affects how people respond to moments of rupture, women's specific experiences have been overlooked. We argue that the Argentine crisis challenged everyday practices and expectations that were often gendered, fostering activism that drew on previous social frameworks while also creating new ones. Activism became a new quotidian for many women and transformed their experiences of politics, gender relations, and themselves more generally. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

We report the changes that have taken place recently regarding the situation of female scientists in Argentina. We comment on the rules for maternity leave that have been passed recently for research scholars doing their PhDs and on the number of women scientists that occupy decision making-positions in science. We also present some evidence that seems to indicate that, among young scientists, women are more willing to occupy leadership positions and that the Argentinean society is more accepting of this new role. [ABSTRACT FROM AUTHOR]