Representing traumatic space

This presentation will begin by the screening of Traum a Dream (2003, 7 mins, Digital Video, Sound)

A representation of traumatised space, depicting a person who is consumed by a body of pain, consumed by fire. Slowly something is remembered (Festival Catalogue: Transmediale.03. February 2003).

The screening will allow a discussion of some of the material embedded in and ideas used in the film's construction. This includes Atwood's view of the colony as victim, Peter pan and never-never-land, Kroker's concept of the panicked body as it relates to the cinema of Mike Hoolboom's hyper-collage and also the use of the abstract and repetition to depict the process of remembering, re-ordering and forgetting. It is also suggested that Random Access Memory as a method of information storage in Digital Media can provide a model for the architecture of traumatised space and Post Traumatic Stress Disorder.

The case of children's literature : colonial or anti-colonial?

Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children’s literature have taken up a rhetorical stance which treats child readers as colonised, and children’s books as a colonising site. This article takes issue with Rose’s rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children’s literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children’s texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.

Weekday sunlight exposure, but not vitamin D intake, influences the association between vitamin D receptor genotype and circulating concentration 25-hydroxyvitamin D in a pan-European population: the Food4Me study

SCOPE: Little is known about diet- and environment-gene interactions on 25-hydroxyvitamin D (25(OH)D concentration. This cross-sectional study aimed to investigate (i) predictors of 25(OH)D concentration and relationships with vitamin D genotypes and (ii) whether dietary vitamin D intake and sunlight exposure modified these relationships.

METHODS AND RESULTS: Participants from the Food4Me study (n = 1312; age 18-79) were genotyped for vitamin D receptor (VDR) and vitamin D binding protein at baseline and a genetic risk score was calculated. Dried blood spot samples were assayed for 25(OH)D concentration and dietary and lifestyle information collected. Circulating 25(OH)D concentration was lower with increasing genetic risk score, lower in females than males, higher in supplement users than non-users and higher in summer than winter. Carriage of the minor VDR allele was associated with lower 25(OH)D concentration in participants with the least sunlight exposure. Vitamin D genotype did not influence the relationship between vitamin D intake and 25(OH)D concentration.

CONCLUSION: Age, sex, dietary vitamin D intake, country, sunlight exposure, season, and vitamin D genetic risk score were associated with circulating 25(OH)D concentration in a pan-European population. The relationship between VDR genotype and 25(OH)D concentration may be influenced by weekday sunlight exposure but not dietary vitamin D intake.

Musical arts education in Africa : differentiation, integration and disassociation

By discussing the future challenges to musical arts education in Africa in which local cultural practices are valued, the differences of those historically marginalised by virtue of gender, race, ethnicity, and class, are celebrated. In Africa, musical arts education and culture are regarded as an integral part of our life, which not only embraces the spiritual, material and intellectual aspects of our society, but also contributes greatly toward our emotional development. This affirms the integrity and importance of various forms of 'Art' including literature, technology, design, dance, drama, music, visual art, media and communication.

This paper will discuss the future of African musical arts education programmes through the dynamic cycle of differentiation, integration and disassociation. The authors will consider the concept of ‘differentiation’, ‘integration’ and ‘disassociation’ within musical arts practice. An analysis of selected international arts education programmes provides a globally differentiated perspective through a discipline-based approach. In the African context, arts education programmes are located within an integrated approach. The structure of a Music Action Research Team (MAT cell) in Southern African Developing Community (SADC) countries will be highlighted as a means to address disassociation through the active engagement of professional development programmes offered by the Centre for Indigenous African Instrumental Music and Dance (CIIMDA).