A true crime story : the role of space, time, and identity in narrating criminal authority

This article presents a theoretical and methodological argument for employing a narrative-based approach to explore criminal organisations’ (COs) claims to political authority, accompanied by an empirical example. International Relations scholarship is increasingly interested in the role narratives play in political meaning-making processes, with violent non-state actors (VNSAs) beginning to occupy a central space in such investigations. This work has contributed important insights into how VNSAs, such as terrorists and insurgents, mobilise narratives to challenge state authority. However, this literature still needs to take stock of groups that do not directly challenge the state but rather live within it. Drawing on Mikhail Bakhtin’s literary theory and using the Sicilian Mafia as a case study, I show that COs exercise and construct their narratives of political authority by reappropriating the state’s key constitutive narratives of space, time, and identity. By reflecting the same form of (statist) political imagination via alternative spatial, temporal, and identity configurations, these groups simultaneously reject and reproduce modern articulations of political authority in their spatio-temporal and identity dimensions.Publisher PDFPeer reviewe

Populism without a people : neoliberal populism and the rise of the Italian far right

While populism is often understood as a reaction to neoliberalism, this paper investigates neoliberalism as a host ideology of populism. Building on Wendy Brown, I argue that the populist, Italian 5 Star Movement (5SM) conforms to neoliberalism’s normative reason. Rather than democratic, this form of neoliberal populism unravels the collective and political body of the people, reducing it to an uninformed mass to be directed by technocratic means. This has profound implications as my reading of the relationship between 5SM and the far-right party Lega shows. As 5SM’s neoliberal populism is unable to express a ‘people’ it functions as a propulsive force for the racialized ‘people’ the Lega deems to express. In this way, the ‘authoritarian freedom’ informing neoliberalism implies that inadvertently neoliberal populism fosters support for far-right parties.Publisher PDFPeer reviewe

Changes during Cooking Processes in 6 Varieties of Andean Potatoes (Solanum tuberosum ssp. Andinum)

The value of the native potato varieties grown in Argentinean northwest lies both in their fundamental role as a source of food for the population and in their potential for the development of new products. The aim of this work was to study the changes produced by two common cooking processes (boiling and frying) on the nutritional, textural and functional characteristics of five Andean potatoes varieties. The cooking process (boiling) does not significantly affect the composition of potatoes, but there are losses of vitamin C; a greater loss was observed when they were boiled shelled. In frying potatoes vitamin C is completely destroyed. Resistant starch values between 0.90 and 4.58 g/100g of potato were found for raw Andean varieties; they decreased during the cooking process (boiled) (0.15 to 0.54 g/100g of potato) and increased again to be stored for 48 h at 4°C (0.73 - 1.88 g/100g of potato). The frying process produced an increment in energy value between 92% and 148% according to variety. Regarding to the fracture strength and hardness, no significant differences were observed between the Andean varieties and the control (Spunta) at the initial or final stages, but there were differences during the intermediate stages.Fil: Jimenez, María Eugenia. Universidad Nacional de Tucumán. Facultad de Bioquímica, Química y Farmacia. Instituto de Química Biológica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto Superior de Investigaciones Biológicas. Universidad Nacional de Tucumán. Instituto Superior de Investigaciones Biológicas; ArgentinaFil: Rossi, Analia Mabel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto Superior de Investigaciones Biológicas. Universidad Nacional de Tucumán. Instituto Superior de Investigaciones Biológicas; Argentina. Universidad Nacional de Tucumán. Facultad de Bioquímica, Química y Farmacia. Instituto de Química Biológica; ArgentinaFil: Samman, Norma Cristina. Universidad Nacional de Tucumán. Facultad de Bioquímica, Química y Farmacia. Instituto de Química Biológica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tucumán. Instituto Superior de Investigaciones Biológicas. Universidad Nacional de Tucumán. Instituto Superior de Investigaciones Biológicas; Argentin

Introduction : political subjectivity in times of crisis

Modernity is often understood as a time of crisis. Health, humanitarian, economic, and environmental crises are just some crises characterizing the present. This special issue investigates these interwoven crises by investigating the subject in crisis, as making sense of how our worlds are changing requires interrogating how we ourselves are changing. How can we apprehend the subject and forms of subjectivities implied when evoking specific crises responses? In this introduction, we suggest reading current crises as expressions, effects, and accelerations of a longstanding epistemological crisis sustaining the modern articulation of subjectivity. To trace the subjectivity/crisis link we mobilize Derrida's notion of aporia, which exposes the unresolvable tension(s) at the foundation of concepts, to survey how subjectivity has been examined in political theory and international relations (IR) and to posit the continued necessity of immanent critiques of modern subjectivity. We conclude by setting out the individual contributions to this special issue.Publisher PDFPeer reviewe

The value of further education in Security Sector Reform : autoethnographic reflections from Palestine, Lebanon, and Georgia

Although Security Sector Reform (SSR) is widely regarded as a vital element of peacebuilding, its implementation has remained largely disappointing. In recent years, the academic literature has witnessed an intensifying debate on the need to close the policy-implementation gap in SSR. This article contributes to the debate on the need for a second generation SSR by exploring the value of further education (FE) programmes through an autoethnographic approach of FE courses delivered in Palestine, Lebanon, and Georgia. We argue that FE can enhance a holistic approach to SSR, contributing to horizontal and vertical integration and fostering a long-term strategic vision.Peer reviewe

Conocimiento pedagógico del contenido para la enseñanza del tema mitosis: un estudio de casos con docentes universitarios de Argentina

El contenido didáctico del contenido (CDC) para la enseñanza de la mitosis en la universidad es un campo poco explorado. Presentamos la caracterización el CDC de docentes universitarios sobre la mitosis empleando el cuestionario Representación del Contenido (ReCo) y los repertorios de experiencia profesional y pedagógica (Re-PyP). Las diferencias encontradas en el CDC de los docentes resultan coincidentes con las características de este constructo: es específico para un tema, un docente y un contexto. El desarrollo del CDC de los docentes universitarios en un contexto de enseñanza centrada en la transmisión de conocimientos se perfila como una estrategia posible para reorientar la enseñanza del tema mitosis hacia modalidades basadas en la construcción de andamiajes que faciliten el aprendizaje de los estudiantes.The pedagogical content knowledge (PCK) for teaching mitosis at university isan unexplored field. We report the characterization of university teachers’ PCK on mitosisemploying the Content Representation questionnaire (CoRe) and Professional and Pedagogicalexperience Repertoire (PaP-eR). The differences found in the teachers’ CDC are consistent withthe characteristics of this construct: it is specific to a topic, a teacher and a context. The PCKdevelopment of university teachers in the context of teaching centered on the transmissionof knowledge emerges as a possible strategy to reorient the teaching of mitosis to approachesbased on the construction of scaffoldings that facilitate student learning

Conocimiento pedagógico del contenido para la enseñanza del tema mitosis: un estudio de casos con docentes universitarios de Argentina

The pedagogical content knowledge (PCK) for teaching mitosis at university isan unexplored field. We report the characterization of university teachers’ PCK on mitosisemploying the Content Representation questionnaire (CoRe) and Professional and Pedagogicalexperience Repertoire (PaP-eR). The differences found in the teachers’ CDC are consistent withthe characteristics of this construct: it is specific to a topic, a teacher and a context. The PCKdevelopment of university teachers in the context of teaching centered on the transmissionof knowledge emerges as a possible strategy to reorient the teaching of mitosis to approachesbased on the construction of scaffoldings that facilitate student learning.El contenido didáctico del contenido (CDC) para la enseñanza de la mitosis en la universidad es un campo poco explorado. Presentamos la caracterización el CDC de docentes universitarios sobre la mitosis empleando el cuestionario Representación del Contenido (ReCo) y los repertorios de experiencia profesional y pedagógica (Re-PyP). Las diferencias encontradas en el CDC de los docentes resultan coincidentes con las características de este constructo: es específico para un tema, un docente y un contexto. El desarrollo del CDC de los docentes universitarios en un contexto de enseñanza centrada en la transmisión de conocimientos se perfila como una estrategia posible para reorientar la enseñanza del tema mitosis hacia modalidades basadas en la construcción de andamiajes que faciliten el aprendizaje de los estudiantes.Facultad de Ciencias Veterinaria

Examining pedagogical knowledge content on mitosis in a University context

Mitosis is a process of cell division occurring in eukaryotic organisms. Students from many countries experience difficulties learning this science topic, and its teaching demands substantial effort. Effective teachers develop a wide range of knowledge types to successfully transform science matter for students; this transformation of knowledge has been conceptualized as pedagogical content knowledge (PCK). In this study the PCK of two University teachers on mitosis was explored. As informed by the instruments employed (Content Representation and Pedagogical (CoRe), and Professional experiences Repertoires, analytical rubric (PaP-eR), and semi-structured interviews) both participants’ PCK on mitosis can be characterized as incomplete, however not identical. PCK evolves throughout the professional practice so, in a context mostly limited to a traditional teacher-centered transmission of knowledge such as the university, development of teachers’ PCK emerges as a strategy to reorient the teaching of mitosis to modalities based on the construction of scaffoldings to facilitate students’ learning.Facultad de Ciencias VeterinariasFacultad de Ciencias Médica

La problemática de la discontinuidad entre niveles educativos: aportes de una exploración diagnóstica

Esta investigación continúa y completa los resultados de la evaluación exploratoria realizada en 1997, en el Area de Ciencias Biológicas, Departamento de Introducción a la Medicina, Facultad de Ciencias Médicas de la Universidad Nacional de la Plata (Argentina).Los resultados obtenidos al indagar los conceptos aprendidos por los alumnos de nivel medio con respecto a la Biología Celular y Molecular nos muestran conocimientos parcialmente adquiridos, confusos y aún olvidados lo que los hace difícilmente transferibles de un nivel a otro. Estos datos, junto a las observaciones informales surgidas en la práctica áulica nos llevaron a efectuar cambios en el diseño de la organización de los Trabajos Prácticos que se implementaron en el año 1998. Para evaluar el efecto de las modificaciones nos abocamos al diseño de un instrumento de exploración diagnóstica, que nos permitiera estimar en que medida mejoraron, a partir de su aplicación los resultados educativos alcanzados. El objetivo de este trabajo es mostrar las primeras conclusiones de esta investigación exploratoria que nos proporcionará información no sólo de las conceptualizaciones que manejan los alumnos que recibimos sino de la marcha del proceso de aprendizaje a partir de los cambios efectuados.Facultad de Humanidades y Ciencias de la Educació