Integration through Land Improvment – Internal Colonization in Switzerland During the First Part of the 20th Century

Internal colonization in Switzerland is often seen in connection with the battle for cultivation in the Second World War, but the history of internal colonization in Switzerland is more complex. The food crisis in the First World War formed the horizon of experience for various actors from industry, consumer protection, the urban population and agriculture to start considering practical strategies for managing agricultural production. In this way, traditional spaces, such as rural and urban areas and economic roles, such as food producer, consumer and trader, overlapped and were newly conceived to some extent: people started thinking about utopias and how a modern society could be designed to be harmonious and resistant to crisis. The aim of this article is to trace some of the key points in this process for the interwar years in neutral Switzerland. In the process, the focus must be on the context of people’s mentalities in the past, although the relationships between the actors of internal colonization and the state also need to be considered. Internal colonization in Switzerland in the twentieth century can be understood as an open process. In principle, the project was driven by private actors, but in times of crisis, the project was claimed by the state as a possible tool for social and economic intervention. In addition, as a result of the planned dissolution of urban and rural spaces, it will be shown that modern societies in the interwar period were on an existential search to overcome the problems of the modern age. Internal colonization can therefore be seen as an attempt to find a third way between a world characterized by an agrarian society and a modern industrial nation.

Incidence of and risk factors for severe hypoglycaemia in treated type 2 diabetes mellitus patients in the UK - a nested case-control analysis

AIMS To assess incidence rates (IRs) of and identify risk factors for incident severe hypoglycaemia in patients with type 2 diabetes newly treated with antidiabetic drugs. METHODS Using the UK-based General Practice Research Database, we performed a retrospective cohort study between 1994 and 2011 and a nested case-control analysis. Ten controls from the population at risk were matched to each case with a recorded severe hypoglycaemia during follow-up on general practice, years of history in the database and calendar time. Using multivariate conditional logistic regression analyses, we adjusted for potential confounders. RESULTS Of 130,761 patients with newly treated type 2 diabetes (mean age 61.7 ± 13.0 years), 690 (0.5%) had an incident episode of severe hypoglycaemia recorded [estimated IR 11.97 (95% confidence interval, CI, 11.11-12.90) per 10,000 person-years (PYs)]. The IR was markedly higher in insulin users [49.64 (95% CI, 44.08-55.89) per 10,000 PYs] than in patients not using insulin [8.03 (95% CI, 7.30-8.84) per 10,000 PYs]. Based on results of the nested case-control analysis increasing age [≥ 75 vs. 20-59 years; adjusted odds ratio (OR), 2.27; 95% CI, 1.65-3.12], cognitive impairment/dementia (adjusted OR, 2.00; 95% CI, 1.37-2.91), renal failure (adjusted OR, 1.34; 95% CI, 1.04-1.71), current use of sulphonylureas (adjusted OR, 4.45; 95% CI, 3.53-5.60) and current insulin use (adjusted OR, 11.83; 95% CI, 9.00-15.54) were all associated with an increased risk of severe hypoglycaemia. CONCLUSIONS Severe hypoglycaemia was recorded in 12 cases per 10,000 PYs. Risk factors for severe hypoglycaemia included increasing age, renal failure, cognitive impairment/dementia, and current use of insulin or sulphonylureas.

Famine responses in the world food crisis 1972–5 and the World Food Conference of 1974

In the early 1970s, there was scarcity in the world grain market, soaring prices and famines in several countries of Asia and Africa. The commercial grain trade was expanded at the expense of food aid. After a brief look at policies addressing the situation in terms of modernised methods of agricultural production for small producers, the article sketches how such policies also affected relief efforts, from the low availability for food aid, the provision of food that was not useful and late deliveries through efforts to tie food aid to local changes in agricultural production and settlement patterns. In part, food aid thus reinforced processes of social differentiation that had contributed to causing the famines in the first place.

A New Economic Analysis of the American Revolution

We offer an analysis of the American Revolution in which actors are modeled as choosing the sovereign organization that maximizes their net expected benefits. Benefits of secession derive from satisfaction of greed and settlement of grievance. Costs derive from the cost of civil war and lost benefit of Empire membership. When expected net benefits are positive for both secessionists and the Empire civil war ensues, otherwise it is settled or never begins in the first place. The novelty of our discussion is to show how diverse economic and non-economic factors (such as pamphleteering by Thomas Paine and the morale of the Revolutionary forces) can be integrated into a single economic model.

Liberation of hope: An ethnographic study of community-based initiatives in Houston, Texas

This is an ethnographic study about the worldview of community-based initiatives in Houston, Texas, and the people who work in them. People who participated in this study recognize that their direct constructive action is at the heart of authentic social change in their minority communities. Through qualitative data analysis, a constellation of relationships and process patterns were found to constitute themselves into the system of the community-based initiative. The predominant patterns identified from the findings in this study are: the pervasiveness of place, the importance of people, unique initiatory patterns, the concrete local sustainability, the ever-present action orientation, the resourceful use of networks and inter-relationships, the significance of church influence, the core sense of spirituality and the essence of hope. These patterns emerged out of the local knowledge, which is acutely sensitive to the elements of history and lived experience, embedded in the distinctive moral and visionary patterns of meaning and expression. Findings from the research reveal that these community-based initiatives are not programs--they are people--people who keep hope alive in their communities and who, by their daily practice, liberate others. ^

Predictors of HIV-1 slow progression among vertically infected children in Botswana

HIV-1 infected children display a highly variable rate of progression to AIDS. Data about reasons underlying the variable progression to AIDS among vertically-infected children is sparse, and the few studies that have examined this important question have almost exclusively been done in the developed world. This is despite the fact that Sub-Saharan Africa is home to over 90% of all HIV infected children around the world.^ The main objective of this study was to examine predictors of HIV-1 slow progression among vertically infected children in Botswana, using a case control design. Cases (slow progressors) and controls (rapid progressors) were drawn from medical records of HIV-1 infected children being followed up for routine care and treatment at the BBCCCOE between February 2003 and February 2011. Univariate and Multivariate Logistic Regression Analyses were performed to identify independent predictors of slow disease progression and control for confounding respectively. ^ The study population comprised of 152 cases and 201 controls with ages ranging from 6 months to 16 years at baseline. Low baseline HIV-1 RNA viral load was the strongest independent predictor of slow progression (adjusted OR = 5.52, 95% CI = 2.75-11.07; P <0.001). Other independent predictors of slow disease progression identified were: lack of history of PMTCT with single dose Nevirapine plus Zidovudine (adjusted OR = 4.45, 95% CI = 1.45-13.69; P = 0.009) and maternal vital status (alive) (adjusted OR = 2.46, 95% CI = 1.51-4.01; P < 0.00 ).^ The results of this study may help clinicians and policy-makers in resource-limited settings to identify, at baseline, which children are at highest risk of rapid progression to AIDS and thus prioritize them for immediate intervention with HAART and other measures that would mitigate disease progression. At the same time HAART may be delayed among children who are at lower risk of disease progression. This would enable the highly affected, yet impoverished, Sub-Saharan African countries to use their scarce resources more efficiently which may in turn ensure that their National Antiretroviral Therapy Programs become more sustainable. Delaying HAART among the low-risk children would also lower the occurrence of adverse drug reactions associated with antiretroviral drugs exposure.^ Keywords. Slow Progressors, Rapid Progressors, HIV-1, Predictors, Children, Vertical Transmission, Sub-Saharan Africa^

La escritura en la enseñanza y el aprendizaje de la historia : Aproximaciones desde una investigación didáctica

La lectura y la escritura, potentes herramientas para aprender, se han constituido en temas relevantes para la investigación didáctica como respuesta a las dificultades confrontadas por los alumnos de diferentes niveles educativos al leer y producir textos. El presente trabajo se enmarca en una investigación inter-didácticas desarrollada desde el año 2000 -a través de sucesivos proyectos UBACyT-, que se centró originalmente en el estudio de las situaciones de lectura para aprender contenidos de ciencias sociales y ciencias naturales y en la actualidad aborda también el análisis del papel de la escritura en el aprendizaje de estos contenidos. Sintetizaremos aquí avances recientes vinculados con el estudio del desarrollo en el aula de situaciones de escritura para aprender contenidos históricos, considerando los resultados de varios trabajos de campo centrados en la enseñanza de un contenido específico: la catástrofe demográfica de la población aborigen durante la conquista de América

¿Quién protagoniza y cómo la historia escolar? La enseñanza de la historia de los otros y las otras en los textos de estudio de Historia de Chile de educación primaria

El currículum de historia escolar y los libros de texto no han evolucionado al ritmo de la investigación histórica. Así puede comprobarse analizando quiénes son los seleccionados para protagonizar los hechos y los procesos históricos. Ni en el currículum ni en los manuales de didáctica de la historia ni en los libros de texto se concede la importancia que se debería a las mujeres, los niños y niñas, a los miembros de cualquier minoría, a los pobres, a los homosexuales, a aquellas personas y grupos que no pertenecen a la elite y a la minoría dirigente. En este trabajo presentamos algunas reflexiones sobre los protagonistas, sobre los actores, de la historia desde la historiografía y desde la didáctica de la historia y analizamos su tratamiento en libros de texto de historia de la educación primaria chilena

Los indígenas en la enseñanza de las Ciencias Sociales en España : Silenciamiento, burlas y romanticismo

En los manuales españoles de 1ro de Bachillerato, los pueblos indígenas quedan relegados a lugares marginales en la enseñanza de la Historia, no se presentan o se ocultan los procesos de usurpación territorial y agresión sufridos a manos principalmente de los occidentales. Tanto los libros como los alumnos aceptan además la arcaica doctrina de la terra nullius, despreocupándose por los derechos de propiedad de las sociedades más débiles. El alumnado no se interesa en general por los pueblos indígenas excepto como curiosidades, fuentes de ridículo o víctimas, aunque simultáneamente maneja una visión romantizada como pueblos felices y pacíficos a los que hay que conservar, defendiendo la ayuda humanitaria y el respeto a las otras culturas. Desconoce mayoritariamente la historia precolonial y especialmente aquella de las sociedades no industrializadas y conceptos básicos de antropología, estando más interesado por las grandes potencias y la historia nacional. El desinterés consiguió evitarse mediante material audiovisual emotivo, visualmente impactante y crítico con consumidores que la ignoraban. Los resultados incitan a un replanteamiento de la didáctica de las ciencias sociales que la libere de prejuicios etnocéntricos a través de paradigmas como el de la world history, y del recurso a actividades centradas en las necesidades e intereses del alumnado

La escritura en la enseñanza y el aprendizaje de la historia : Aproximaciones desde una investigación didáctica

La lectura y la escritura, potentes herramientas para aprender, se han constituido en temas relevantes para la investigación didáctica como respuesta a las dificultades confrontadas por los alumnos de diferentes niveles educativos al leer y producir textos. El presente trabajo se enmarca en una investigación inter-didácticas desarrollada desde el año 2000 -a través de sucesivos proyectos UBACyT-, que se centró originalmente en el estudio de las situaciones de lectura para aprender contenidos de ciencias sociales y ciencias naturales y en la actualidad aborda también el análisis del papel de la escritura en el aprendizaje de estos contenidos. Sintetizaremos aquí avances recientes vinculados con el estudio del desarrollo en el aula de situaciones de escritura para aprender contenidos históricos, considerando los resultados de varios trabajos de campo centrados en la enseñanza de un contenido específico: la catástrofe demográfica de la población aborigen durante la conquista de América