The Greatest lover: a post-colonial rewriting of My Fair Lady

INTRODUCTION The popular Hong Kong comedy, The Greatest Lover, re-incarnates one of the most popular western musicals, My Fair Lady. OBJECTIVES 1. To find out in what major ways My Fair Lady was rewritten as the Hong Kong Cantonese movie, Gungzi Docing (The Greatest Lover). 2. To find out the socio-political, socio-linguistic, and gender ideology behind the rewriting. METHODOLOGY 1. To note the similarity of the themes for both works – a creator falling in love with his/her creation, and class prejudice and cross-class romance. 2. To note how the times of The Greatest Lover differ from that of My Fair Lady. 3. To note how the main characters in The Greatest Lover differ from My Fair Lady in terms of profession, gender, etc. 4. To note how the plot of The Greatest Lover differs from that of My Fair Lady. 5. To note how focus on language in The Greatest Lover compares with that in My Fair Lady. 6. To discuss the ideological implications of the differences noted above, e.g. women in Hong Kong today have much higher status than women in Victorian England; the conflict between local Hong Kong people and both legal and illegal immigrants from Mainland China is even more serious than that between the British upper middle class and the lower class during the Victorian period. 7. Andre Lefevere (1992) argues that translation and adaptation are rewriting informed and influenced by the rewriter’s ideology, among other things. 8. Both Aline Remael (1995) and Patrick Cattrysse (1992) think that film adaptation is a kind of translation. 9. Sirkkus Aaltonen (2000) argues that drama translation mirrors the ideologies of the target society. CONCLUSION 1. The Greatest Lover projects local cultural significance onto My Fair Lady by helping us to appreciate an important Western work of art through the Hong Kong Cantonese perspective. 2. Broader issues in translation and intercultural studies are also considered.

An optimal boundary fair scheduling

Nowadays, many real-time operating systems discretize the time relying on a system time unit. To take this behavior into account, real-time scheduling algorithms must adopt a discrete-time model in which both timing requirements of tasks and their time allocations have to be integer multiples of the system time unit. That is, tasks cannot be executed for less than one time unit, which implies that they always have to achieve a minimum amount of work before they can be preempted. Assuming such a discrete-time model, the authors of Zhu et al. (Proceedings of the 24th IEEE international real-time systems symposium (RTSS 2003), 2003, J Parallel Distrib Comput 71(10):1411–1425, 2011) proposed an efficient “boundary fair” algorithm (named BF) and proved its optimality for the scheduling of periodic tasks while achieving full system utilization. However, BF cannot handle sporadic tasks due to their inherent irregular and unpredictable job release patterns. In this paper, we propose an optimal boundary-fair scheduling algorithm for sporadic tasks (named BF TeX ), which follows the same principle as BF by making scheduling decisions only at the job arrival times and (expected) task deadlines. This new algorithm was implemented in Linux and we show through experiments conducted upon a multicore machine that BF TeX outperforms the state-of-the-art discrete-time optimal scheduler (PD TeX ), benefiting from much less scheduling overheads. Furthermore, it appears from these experimental results that BF TeX is barely dependent on the length of the system time unit while PD TeX —the only other existing solution for the scheduling of sporadic tasks in discrete-time systems—sees its number of preemptions, migrations and the time spent to take scheduling decisions increasing linearly when improving the time resolution of the system.

Relatório de Estágio

O Relatório de Estágio, elaborado no âmbito do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico, pretende ser um reflexo da prática educativa realizada e um contributo para a formação pessoal e profissional da mestranda, caracterizando-se por uma atitude crítica, reflexiva e investigativa. A revisitação e a análise refletida da ação, e das opções didático-pedagógicas que a orientaram, permitiram traçar um percurso para a melhoria das práticas educativas, determinante para o desenvolvimento da identidade docente. Desta experiência, salienta-se, por um lado, o trabalho realizado em par pedagógico, em todos os momentos do ciclo da supervisão, que potenciou momentos de debate e de reflexão – e, consequentemente, uma prática informada, criativa e rigorosa, fundamentada em princípios e valores partilhados. Por outro lado, destaca-se também a influência da filosofia do Movimento da Escola Moderna na conceção e implementação da Prática Educativa Supervisionada (PES), o que contribuiu ainda para a valorização da colaboração entre todos os atores envolvidos neste palco que é a ação educativa. Ao longo da PES, o par pedagógico privilegiou situações de ensino e de aprendizagem que favorecessem a cooperação e a comunicação bem como atividades que adequadas às necessidades do contexto educativo e aos interesses das crianças, baseada numa relação horizontal entre professores e alunos. Deste modo, a PES, sustentada num exercício de constante articulação entre teoria e prática, constituiu uma oportunidade de experienciar os desafios da docência e de compreender como é que esta pode concorrer para uma sociedade mais justa, livre e democrática.