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Drawing inspiration from discussions on the relationship between archaeology and video games (“archaeogaming”), this article argues that contemporary games address three central concepts of archaeological theory: the uncertain materiality of archaeological finds, the way in which caring for artifacts complicates a linear or chronological understanding of history, and the open-ended quality of archaeological interpretation. The “archaeogames” I examine—which include Heaven’s Vault (Inkle, 2019), Outer Wilds (Mobius Digital, 2019), The Forgotten City (Modern Storyteller, 2021), and Elden Ring (FromSoftware, 2022)—capture these concepts by implementing a variety of gameplay and narrative mechanics. In addition to embedding archaeological objects at the level of representation, these games turn archaeological theory into a gameplay practice—a process potentially leading to the emergence of collaborative and creative storytelling within what I call archaeological fandom.

The impact of the Latin conquest of Constantinople has often been treated from either the perspective of the Western newcomers who established themselves in various Byzantine territories, or from the perspective of the Byzantines who left the regions that came under Latin control and who managed to establish themselves elsewhere (Nicaea, Epiros, Trebizond). In this contribution the momentous consequences of the Fourth Crusade are addressed from the perspective of those Byzantines that came under Latin rule. By zooming in on a selection of individuals and subgroups a picture is sketched of the varied Byzantine experience within the confines of the (Latin) Empire of Constantinople after 1204. Attention will be given to the various – political, religious, socio-economic and cultural – spheres of society. The focus is on the capital and the region around Constantinople, but other regions come into view as well (Thessaloniki, Adrianople, Philippopolis, Achaia/Morea, Attica, Beotia, Euobia, Crete, etc.). Chronologically this contribution is primarily limited to the period until the loss of Latin Constantinople in 1261.

Tolkien was not only a successful author of one of the most complex fantasy lore available in Western literature, but he was also a gifted philologist whose interests ranged from the most disparaged languages, such as Germanic languages, Finnish, Celtic languages and also Latin and Greek. For the creation of his glottopoietic masterpieces – Quenya and Sindarin – he followed an a posteriori process, moving from the templates represented by natural languages, such as Finnish, Germanic languages, Welsh and also Classical languages. Focussing on Quenya, in particular, it is noticeable how this invented language possesses a few relevant features that makes it similar to Latin not only according to the narrowest linguistic perspective but also according to a broader perspective, including the sociolinguistic viewpoint. Some of these features have been summarized and presented in this paper, showing how Tolkien not only reproduced – according to his phonoaesthetic taste – linguistic feature that were closer to Latin than to any other language, but he also reproduced and mimicked the relationships that Latin had with other languages during different periods of its existence. RiCOGNIZIONI. Rivista di Lingue e Letterature straniere e Culture moderne, V. 9 N. 18 (2022)

AbstractIn this essay, we call for a new approach to representative assemblies of early modern Europe and beyond. While there are vast national historiographies on their legal constitutional structure, little effort has been made to reconstruct the cultural and transnational dimension of such bodies, a phenomenon we describe as ‘parliamentary culture’. We argue that there is much to be gained from an investigation of the culture surrounding these bodies‐ how they influenced and shaped political behaviour and were shaped by it, and how they were embedded into the thought of their time and period‐ and from seeing them as part of a set of common European traditions of political negotiation and consent. We suggest an interdisciplinary and collaborative agenda for that investigation that might lead beyond Europe too, into some of its colonies, where Europeans also encountered other traditions of negotiated discussion and agreement.

The 2003 UNESCO Convention on the Safeguarding of the Intangible Cultural Heritage introduces a set of interrelated measures among which education is an intersection point. Since education is crucial to the transmission of intangible cultural heritage (ICH), the States Parties have focused their attention on connecting their activities to the education sector in recent years, with formal education making up the greater part of the efforts. Belgium and Türkiye both ratified the Convention in 2006 and education ministries in both countries or parts in it seem to have concentrated on secondary education (12-18 years old) to raise awareness of the meaning and importance of safeguarding ICH. The purpose of this paper is to compare and evaluate the Flemish and Turkish formal education systems at the secondary education level regarding the implementation of the Convention. Therefore, this qualitative research is based on the investigation of the policy texts and curriculum (mainly in Dutch and Turkish) that are explicitly or implicitly connected to the presence of ICH in the education systems of both cases. From this perspective, it takes the ratification of the Convention by both countries as its point of departure and presents three levels of discussion. First, in order to comprehend the present context wherein potential connections between ICH and education are established, the overall policy of Flanders and Türkiye is briefly outlined. Second, the discussion is directed to the implications these policy choices might raise. In the final section, the frame of discussion is further narrowed to the level of curricular choices. It can be stated that the analysis of the documents revolved around the implications of centrality (Türkiye) and relative autonomy (Flanders) to mobilize ICH in education. While in Türkiye, the course Folk Culture in secondary education was initiated on the national level as a direct response to the Convention, in Flanders, this safeguarding perspective did not seem to have permeated educational policy processes. However, the Flemish Government has tolerated an open curriculum framework that seems beneficial for the inclusion of relevant content on a regional or local level. Considering achieving connections with its specific teaching context, in both cases, attention has to be drawn to the role of teacher agency. It can be stated that teachers are in need of a balance between sufficient support (capacity building, instruction manuals, didactic suggestions, explicit references to ICH) and the autonomy to execute (open curricula, professional freedom). UNESCO Somut Olmayan Kültürel Mirasın Korunması Sözleşmesi, kesişim noktasında eğitimin bulunduğu birtakım koruma tedbirlerini içerir. Eğitim, somut olmayan kültürel miras (SOKÜM)’ın aktarımında çok önemli olduğundan, Taraf Devletler çoğunluğunu örgün eğitimin oluşturduğu eğitim sektörü faaliyetlerine odaklanmıştır. Belçika ve Türkiye 2006 yılında Sözleşme’ye taraf olmuş ve her iki ülkede de eğitim bakanlıkları bu mirasa yönelik farkındalığı artırmak için ilk ve orta eğitim kademesine (12-18 yaş) yoğunlaşmıştır. Bu makalenin amacı, Flaman ve Türk örgün eğitim sistemlerini ilk ve orta öğretim düzeyinde Sözleşme’nin uygulanması temelinde karşılaştırmak ve yorumlamaktır. Dolayısıyla bu nitel çalışma, açık veya örtülü biçimde bu mirasla ilişkili Flamanca ve Türkçe politika belgeleri ve müfredatın incelenmesine dayanmaktadır. Makale, bu çerçevede, anılan iki ülkede Sözleşme’nin kabul edilmiş olmasını hareket noktası olarak almakta ve tartışmayı üç düzlemde sunmaktadır. İlk olarak SOKÜM ile eğitim arasında bağlantı kurulmasını sağlayan mevcut bağlamın kavranması amacıyla, Flanders (Belçika) bölgesi ile Türkiye’nin politikaları ana hatlarıyla anlatılmaktadır. İkinci aşamada, politika tercihlerinin doğurabileceği veya işaret ettiği sorunlara değinilmektedir. Son düzlemde ise tartışmanın çerçevesi müfredata ilişkin tercihlerin değerlendirilmesiyle sınırlandırılmaktadır. Belgelerin analizi, SOKÜM’ün okullara entegrasyonu bakımından eğitimde merkeziyetçilik (Türkiye) ve göreceli otonomi (Flanders)’nin olası sonuçlarına odaklıdır. Türkiye’de Sözleşme’ye yönelik taahhütlerin parçası olarak orta okulda Halk Kültürü dersi açılırken Flanders bölgesindeki eğitim politikalarında bu türden bir yaklaşıma rastlanmamıştır. Bununla birlikte, Flaman Hükûmeti bölgesel veya yerel düzeyde bu mirasla ilişkili içeriklerin eğitime entegrasyonuna hizmet edebilecek ucu açık bir müfredat çerçevesine toleranslı yaklaşmıştır. Kendine özgü öğretim bağlamlarında başarı için her iki ülkede de öğretmenlerin, çevreleriyle kurdukları ilişkinin niteliğine (teacher agency) dikkat çekilmelidir. Makale, öğretmenlerin yeterli destek (kapasite geliştirme, kılavuz kitaplar, didaktik öneriler, Sözleşme’nin esas alınması) ile dersin tasarımı ve idaresinde otonomi arasında bir dengeye ihtiyaç duyduklarını iddia etmektedir.

Broiler chickens are among the main livestock sectors worldwide. With individual treatments being inapplicable, contrary to many other animal species, the need for antimicrobial use (AMU) is relatively high. AMU in animals is known to drive the emergence and spread of antimicrobial resistance (AMR). High farm biosecurity is a cornerstone for animal health and welfare, as well as food safety, as it protects animals from the introduction and spread of pathogens and therefore the need for AMU. The goal of this study was to identify the main biosecurity practices associated with AMU in broiler farms and to develop a statistical model that produces customised recommendations as to which biosecurity measures could be implemented on a farm to reduce its AMU, including a cost-effectiveness analysis of the recommended measures. AMU and biosecurity data were obtained cross-sectionally in 2014 from 181 broiler farms across nine European countries (Belgium, Bulgaria, Denmark, France, Germany, Italy, the Netherlands, Poland and Spain). Using mixed-effects random forest analysis (Mix-RF), recursive feature elimination was implemented to determine the biosecurity measures that best predicted AMU at the farm level. Subsequently, an algorithm was developed to generate AMU reduction scenarios based on the implementation of these measures. In the final Mix-RF model, 21 factors were present: 10 about internal biosecurity, 8 about external biosecurity and 3 about farm size and productivity, with the latter showing the largest (Gini) importance. Other AMU predictors, in order of importance, were the number of depopulation steps, compliance with a vaccination protocol for non-officially controlled diseases, and requiring visitors to check in before entering the farm. K -means clustering on the proximity matrix of the final Mix-RF model revealed that several measures interacted with each other, indicating that high AMU levels can arise for various reasons depending on the situation. The algorithm utilised the AMU predictive power of biosecurity measures while accounting also for their interactions, representing a first step toward aiding the decision-making process of veterinarians and farmers who are in need of implementing on-farm biosecurity measures to reduce their AMU. Members of the EFFORT consortiumH. Graveland (UUVM), H. Schmitt (UUVM), D. Mevius (WBVR), A. van Essen (WBVR), B. Gonzalez-Zorn (UCM), G. Moyano (UCM), P. Sanders (ANSES), C. Chauvin (ANSES), J. David (ANSES), A. Battisti (IZSLT), A. Caprioli (IZSLT), T. Blaha (TIHO), K. Wadepohl (TIHO), M. Brandt (TIHO), F. Aarestrup (DTU), T. Hald (DTU), S. Duarte (DTU), D. Wasyl (NVRI), D. Krasucka (NVRI), B. Biernacki (NVRI), J. Szumilo (NVRI), H. Daskalov (NDRVI), H. Saatkamp (BEC) and K. Stärk (SAFOSO). International audience

El presente trabajo pretende realizar un análisis de la novela Efectos del amor propio (c. 1810) empleando un marco teórico más amplio que el utilizado hasta ahora al estudiarla. Así, pues, consideramos que puede ser tipificada como “autoficción”, un tipo de novela en la que se confunden la identidad del personaje principal y la del autor; de igual manera, también está condicionada por una nueva forma de entender la creación artística surgida a principios del XIX, la “teoría expresiva del arte”, aplicable a las obras cuya finalidad principal era el desahogo íntimo del autor. This paper aims to carry out an analysis of the novel Efectos del amor propio (c. 1810) using a broader theoretical framework than the one that has been used so far to study it. Thus, we consider that it can be typified as “autofiction”, a type of novel in which the identity of the main character and that of the author are mixed up, and which is conditioned by a new way of understanding artistic creation that emerged in the early nineteenth century: the “expressive theory of art”, applicable to works whose main purpose was the intimate venting of the author.