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Historians increasingly acknowledge that popular media representing violent pasts reach large audiences, which in itself is a phenomenon worth investigating. Schoolteachers in particular experience on a daily basis the impact of popular genres on their students’ ideas of history. Young people read graphic historical novels, watch quiz shows on television or on YouTube, play (video) games, post selfies on Instagram or participate in living history activities. The way they gather and process information about the past is increasingly built on popular representations they encounter outside the classroom. The articles in this special issue seek to question how popular media represent sensitive issues from violent pasts in modern history — e.g., decolonization processes, civil wars, World War I/II, the Holocaust — and under what conditions these popular media can contribute to critical historical thinking. After all, while historians and educators wonder if and how historical violence should be represented, the fact is that many popular media — particularly commercial films and video games — actually place heroic battles and wars at the centre of their representations. Consequently, there is a likely risk of sanitizing and romanticizing violence and atrocities., Los historiadores reconocen cada vez más que los medios populares que representan pasados violentos llegan a grandes audiencias, y esto en sí constituye un fenómeno merecedor de estudio. En particular, los educadores son testigos a diario del impacto que los géneros populares tienen sobre las ideas del alumnado acerca de la historia. Los jóvenes leen novelas históricas gráficas, ven concursos televisivos o en YouTube, juegan videojuegos, publican selfis en Instagram o participan en actividades de historia viva. La manera en que recopilan y procesan información sobre el pasado se basa cada vez más en representaciones populares fuera del aula. Los artículos de este número especial intentan cuestionar cómo los medios populares representan en la historia moderna temas delicados de los pasados violentos — e.g., los procesos de descolonización, las guerras civiles, la Primera y Segunda Guerra Mundial, el Holocausto — y en qué condiciones pueden contribuir estos medios populares a un razonamiento histórico crítico. Después de todo, mientras los historiadores y educadores se preguntan si debe representarse la violencia histórica y, en su caso, cómo, el hecho es que muchos de los medios populares — en particular las películas comerciales y los videojuegos — centran sus representaciones en batallas y guerras heroicas. Como resultado, es probable el riesgo de blanquear e idealizar la violencia y las atrocidades.

Introduction: The rapid transition from rural to urban eating habits, sedentary lifestyles and poor access to healthcare put people at higher risk of getting diabetes. However, only a few studies focus on this phenomenon at the rural level. Understanding risks allow identifying problem areas and reversing the situation by using healthcare models in this population. This study is aimed to describe risk factors found in a rural community in Guanajuato. Material and Methods: A descriptive observational cross-sectional study was conducted with a non-probabilistic sample of 164 individuals without diabetes, which was calculated using Epidat 3.1, 95% Confidence Interval and 3% accuracy. Type 2 diabetes risk assessment questionnaire was implemented. Results: 71% (117) of the population were women at an average age of 43; 85% of individuals were at a high risk for diabetes. The three main risk factors were 57.9% (95) were overweight and obese, 77.4% (127) had their waist circumference above suggested parameters and 75.6% (124) had a family history. As for gender, women were three times more likely to develop diabetes (p=<.05). Conclution: Rural environments, unlike previous observations, are at high risk of developing diabetes, which probably goes in parallel with changes in community habits, given that industrialization has already invaded them, including all aspects that it entails, as Moreno L points out. How to cite this article: Avila Sansores Grever María, Vega Argote Ma. Gloria, Ruvalcaba Palacios Gerardo, Barreto Arias Ma. Eugenia, Gomez Aguilar Patricia Isolina, Yam Sosa Antonio Vicente. Riesgo de diabetes de una comunidad rural en México: un estudio observacional. Revista Cuidarte. 2020; 11(3): e797. http://dx.doi.org/10.15649/cuidarte.797, Introdução: A rápida transição dos hábitos alimentares rurais para os urbanos, os estilos de vida sedentários e as dificuldades de acesso aos serviços de saúde põem a população em maior risco de contrair diabetes. No entanto, poucos estudos se concentram neste fenômeno no âmbito rural. O conhecimento do risco nos permite identificar as áreas problemáticas e reverter a situação através de modelos de atenção a esta população. O objetivo deste estudo foi descrever os fatores de risco presentes em uma comunidade rural de Guanajuato. Material e Métodos: Estudo observacional transversal descritivo; amostra não probabilística de 164 pessoas sem diabetes, calculada com Epidat 3.1, intervalo de confiança de 95%, precisão de 3%; Questionário de Fatores de Risco para Diabetes Mellitus foi aplicado. Para a coleta de dados, foi feita uma pesquisa casa a casa até a conclusão da amostra; para a análise estatística, foram utilizados o chi quadrado e cálculo dos odds ratios. Resultados: 71% (117) da população eram mulheres; a média de idade foi de 43 anos; 85% dos indivíduos apresentaram alto risco de diabetes; os três principais fatores de risco foram: 57,9% (95) com sobrepeso e obesidade, 77,4% (127) da amostra com a cintura acima do parâmetro recomendado, 75,6% (124) da amostra apresentou histórico familiar; em termos de gênero, as mulheres apresentaram 3 vezes o risco de diabetes (p=<,05). Conclusão: Os ambientes rurais, ao contrário do que foi observado, têm alto risco de desenvolver diabetes, o que provavelmente vai junto com as mudanças de hábitos em comunidades, já que a industrialização as invadiu, com tudo o que isso implica, como aponta Moreno L. Como citar este artigo: Avila Sansores Grever María, Vega Argote Ma. Gloria, Ruvalcaba Palacios Gerardo, Barreto Arias Ma. Eugenia, Gomez Aguilar Patricia Isolina, Yam Sosa Antonio Vicente. Riesgo de diabetes de una comunidad rural en México: un estudio observacional. Revista Cuidarte. 2020; 11(3): e797. http://dx.doi.org/10.156, Introducción. La rápida transición del medio rural a la adopción de hábitos alimenticios de zonas urbanas, el sedentarismo, las dificultades de acceso a la salud, ponen a la población en mayor riesgo de desarrollo de diabetes, sin embargo, son pocos los estudios que se enfocan en este fenómeno a nivel rural. Conocer el riesgo permite identificar las áreas problemáticas y revertir la situación a través de modelos de atención para esta población. El objetivo de este estudio fue describir los factores de riesgo presentes en una comunidad rural de Guanajuato. Material y Métodos: Estudio descriptivo, observacional, transversal; muestra no probabilística de 164 personas sin diabetes, se calculó con Epidat 3.1, intervalo de confianza al 95%, precisión del 3%; se aplicó el Cuestionario de Factores de Riesgo para la Diabetes Mellitus. Para la colecta se hizo un recorrido de casa por casa hasta completar la muestra, para el análisis estadístico se utilizó la chi cuadrada y cálculo de odds ratio. Resultados: El 71%(117) de la población fueron mujeres; el promedio para la edad fue de 43 años; el 85% de los sujetos presentaron un alto riesgo de padecer diabetes; los tres principales factores de riesgo fueron: 57.9% (95) con sobrepeso y obesidad, el 77.4%(127) de la muestra con cintura superior al parámetro recomendado, 75.6% (124) de la muestra presentó antecedentes heredofamiliares; en cuestión de género las mujeres presentaron 3 veces más riesgo de diabetes (p=<.05). Conclusión: Los entornos rurales muy contrario a lo que se observaba, tienen alto riesgo de desarrollo de diabetes, probablemente va de la mano con los cambios de hábitos de las comunidades, pues la industrialización las ha invadido, con todo lo que conlleva, como lo señala Moreno L. Como citar este artículo: Avila Sansores Grever María, Vega Argote Ma. Gloria, Ruvalcaba Palacios Gerardo, Barreto Arias Ma. Eugenia, Gomez Aguilar Patricia Isolina, Yam Sosa Antonio Vicente. Riesgo de diabetes de una comunidad rura

Portugese translation of our article "Why national narratives are perpetuated" in London Review of Education (2017).

Historians increasingly acknowledge that popular media representing violent pasts reach large audiences, which in itself is a phenomenon worth investigating. School teachers in particular experience on a daily basis the impact of popular genres on their students' ideas of history. Young people read graphic historical novels, watch quiz shows on television or on YouTube, play (video) games, post selfies on Instagram or participate in living history activities. The way they gather and process information about the past is increasingly built on popular representations they encounter outside the classroom. The articles in this Special Issue seek to question how popular media represent sensitive issues from violent pasts in modern history - e.g., decolonization processes, civil wars, World War I / II, the Holocaust - and under what conditions these popular media can contribute to critical historical thinking. After all, while historians and educators wonder if and how historical violence should be represented, the fact is that many popular media - particularly commercial films and video games – actually place heroic battles and wars at the center of their representations. Consequently, there is a likely risk of sanitizing and romanticizing violence and atrocities.

This paper analyses the personal experiences of Dutch army members during military battlefield tours to historical war sites. We present a qualitative interview based analysis of the experiences and uses of the past by the Dutch military and discuss the tensions present in the military battlefield tours. In doing so, we argue for integrating research about cognitive procedures of re-enactment and bodily experiences on historical sites. Our findings suggest that the military battlefield tours help to evoke a specific place-bound engagement with the past. Visits to former war sites evoke detailed and vivid images of the past. The historical landscape thereby provides external clues and arguments that assist in comprehending the course of a historical event. The multiple visual and sensual triggers on a historical site allow for cognitive and bodily knowledge and appeal to the participant’s imagination. How and to what extent the past is imagined strongly depends on the knowledge and cultural background of the participant, as well as the attempts of the participants to actively do something imaginatively with the material present on site. When trying to understand the emotional impact and consequences of warfare, the participants tend to identify with past actors, which sometimes generates dilemmas.

In the Introduction Carretero, Berger and Grever present an overview of the main issues that are currently discussed in relation to historical culture and history education. They introduce the 38 chapters of the Palgrave Handbook of Research in Historical Culture and Education written by scholars from the Americas, Europe and Asia, providing an international and global perspective on these matters. The Handbook is organized into four parts: (a) Historical Culture and Public Uses of History; (b) The Appeal of the Nation in History Education of Postcolonial Societies; (c) Reflections on History Learning and Teaching; (d) Educational Resources: Curricula, Textbooks and New Media. The Introduction also explains the interdisciplinary approach of the Handbook, evidenced by contributions from History, Education, Social and Cognitive Psychology and other Social Sciences.

This handbook provides a broad overview of current research and theories on historical culture and education. It consists of thirty-nine chapters divided into four parts: I. Historical Culture: Conceptualizing the Public Uses of History; II. The Appeal of the Nation in History Education of Postcolonial Societies; III. Reflections on History Learning and Teaching; IV. Educational Resources: Curricula, Textbooks and New Media. The handbook integrates contributions of researchers from history, historical theory, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe, North-Africa, Australia and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focusing on how citizens and societies make sense of the past through different ways of representing it.