Shakespeare and the Re/Vision of Indian Heritage in the Postcolonial British Context

As part of the 2012 World Shakespeare Festival, the Royal Shakespeare Company staged a production of Much Ado About Nothing set in India. Shakespeare’s Messina in sixteenth century Italy was transposed to twenty-first century Delhi and with a company of actors who were all of Indian heritage. The casting of individual British Asian actors in mainstream UK productions of Shakespeare is no longer unusual. What was unprecedented here, however, was that not only was the entire cast ‘Asian’ but the director was not, as is standard practice, a leading member of the white British theatrical establishment. Instead the director, Iqbal Khan, is the son of a Pakistani father who migrated to England in the 1960s. I use the term ‘Indian heritage’ with great caution conscious that what began under the British Raj in nineteenth century India led through subsequent economic imperatives and exigencies, and political schism to a history of migratory patterns which means that today’s British Asian population is a complex demographic construct representing numerous different languages and cultural and religious affiliations. The routes which brought those actors to play imagined Indian Shakespeare in Stratford-upon-Avon in July 2012 were many and various. I explore in this chapter the way in which that complexity of heritage has been brought to bear on the revisioning of Shakespeare by British Asian theatre makers operating outside the theatrical mainstream. In general because of the social, economic and institutional challenges facing British Asian theatre artists, the number of independent professional companies is comparatively small and for the most part, their work has focused on creating drama which interrogates thorny questions of identity formation and contemporary cultural practices within the ‘new’ British Asian communities. Nevertheless for artists born and/or educated in the UK the Western classical canon, including of course Shakespeare, is as much part of their heritage as the classical Indian narratives and performance traditions which so powerfully evoke collective memories of the lost ‘home’ of their elders. By far the most consistent engagement with Shakespeare has been seen in the work of Tara Arts which was the first British Asian theatre company set up in 1977. The artistic director Jatinder Verma brings his own ‘transformed and translated’ heritage as an East African-born, Punjabi-speaking, English-educated, Indian migrant to the UK to plays as diverse as A Midsummer Night’s Dream, Troilus and Cressida , The Tempest and The Merchant of Venice. I discuss examples of Tara productions in the light of the way Shakespeare’s plays have been used to forge both creative synergies between parallel cultures and provide a means of addressing the ontological ruptures and dislocations associated with the colonial past.

The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

Monitoring Infection Risk for Air and Soil Borne Fungal Plant Pathogens using Antibody and DNA Techniques and Mathematical Models describing Environmental Parameters

Economic losses resulting from disease development can be reduced by accurate and early detection of plant pathogens. Early detection can provide the grower with useful information on optimal crop rotation patterns, varietal selections, appropriate control measures, harvest date and post harvest handling. Classical methods for the isolation of pathogens are commonly used only after disease symptoms. This frequently results in a delay in application of control measures at potentially important periods in crop production. This paper describes the application of both antibody and DNA based systems to monitor infection risk of air and soil borne fungal pathogens and the use of this information with mathematical models describing risk of disease associated with environmental parameters.

Genetic Modification of Disease Resistance: Fungal and Oomycete Pathogens

Development of recombinant DNA technology allowed scientists to manipulate plant genomes, making it possible to study genes and exploit them to modify novel agronomic traits. Here, we review the current and future potential of genetic modification (GM) strategies used to increase the resistance of plants to oomycete and fungal pathogens. Numerous resistance genes (R-genes) have been cloned, and under laboratory conditions, transgenic plants have given promising results against some important plant pathogens. However, only a few have so far been deployed as commercial crop plants.GMof plants to disrupt pathogenicity, such as by inhibiting or degrading pathogenicity factors, especially by necrotrophic pathogens, has also been exploited. The potential to engineer plants for the production of antimicrobial peptides or to modify defense-signaling pathways have been successfully demonstrated under laboratory conditions. The most promising current technology is genome editing, which allows researchers to edit DNA sequences directly in their endogenous environment. The potential of this approach is discussed in detail and examples where broad-spectrum resistance has been achieved are given.

Fungal and Oomycete Diseases

Fungal and oomycete pathogens are the causal agents of many important plant diseases. They affect crops that are staple foods for humans and livestock and are responsible for significant economic losses every year. This in turn generates a global social impact. Although fungi and oomycetes evolved separately, they share similar strategies and weaponry to attack plants. Here we review the challenges to global food security posed by these pathogens, current technologies used for detection and diagnostics, the latest understanding of pathogens' strategies to colonize plants, and current and future control measures. Genomic sequences of several important fungal and oomycete pathogens, as well as many crop plants, are now available and are helping to increase understanding of host–pathogen interactions. Recent developments in this field are discussed.

Are physical measures good indicators of image quality at low dose levels? A pilot study

Purpose: To evaluate if physical measures of noise predict image quality at high and low noise levels. Method: Twenty-four images were acquired on a DR system using a Pehamed DIGRAD phantom at three kVp settings (60, 70 and 81) across a range of mAs values. The image acquisition setup consisted of 14 cm of PMMA slabs with the phantom placed in the middle at 120 cm SID. Signal-to-noise ratio (SNR) and Contrast-tonoise ratio (CNR) were calculated for each of the images using ImageJ software and 14 observers performed image scoring. Images were scored according to the observer`s evaluation of objects visualized within the phantom. Results: The R2 values of the non-linear relationship between objective visibility score and CNR (60kVp R2 = 0.902; 70Kvp R2 = 0.913; 80kVp R2 = 0.757) demonstrate a better fit for all 3 kVp settings than the linear R2 values. As CNR increases for all kVp settings the Object Visibility also increases. The largest increase for SNR at low exposure values (up to 2 mGy) is observed at 60kVp, when compared with 70 or 81kVp.CNR response to exposure is similar. Pearson r was calculated to assess the correlation between Score, OV, SNR and CNR. None of the correlations reached a level of statistical significance (p>0.01). Conclusion: For object visibility and SNR, tube potential variations may play a role in object visibility. Higher energy X-ray beam settings give lower SNR but higher object visibility. Object visibility and CNR at all three tube potentials are similar, resulting in a strong positive relationship between CNR and object visibility score. At low doses the impact of radiographic noise does not have a strong influence on object visibility scores because in noisy images objects could still be identified.

Enfermagem: Entre a hipertecnologia e um conhecimento estético

Os sistemas de saúde estão a enfrentar uma realidade de radical intensidade biotecnológica, em que a digitalização ocupa um lugar central na prestação de cuidados. A inovação tecnológica e a cyborguização do humano devem traduzir-se em novos conceitos do cuidar, em que a ontologia Cyborg tem um lugar central.

Mealybug wilt disease

Mealybug wilt disease (MWD) is a serious field disease of pineapples worldwide that was first described in Hawaii in 1910. MWD is thought to be caused by a complex involving viruses, mealybugs and ants. The viruses are transmitted by mealybugs, which in turn are tended by ants. Although a number of distinct viruses have been associated with the disease, the identity of the causal agent(s) has not been determined unequivocally. This chapter describes the disease symptopms, aetiology and management of MWD. In the last 20 years, significant advances have been achieved in identifying the causal viral agents, and gaining a better understanding of MWD. However, the interactions between the viruses, mealybugs and environmental factors are complicated, and the conditions required for the expression of MWD have only been partially elucidated at this time. The possible role of gene silencing, the identity of the additional ampelovirus(es) and badnavirus(es) that have been detected but not characterized, and the interaction between these disease-inducing factors are fertile areas for future research.

Stochastic and infinite dimensional analysis

This volume presents a collection of papers covering applications from a wide range of systems with infinitely many degrees of freedom studied using techniques from stochastic and infinite dimensional analysis, e.g. Feynman path integrals, the statistical mechanics of polymer chains, complex networks, and quantum field theory. Systems of infinitely many degrees of freedom create their particular mathematical challenges which have been addressed by different mathematical theories, namely in the theories of stochastic processes, Malliavin calculus, and especially white noise analysis. These proceedings are inspired by a conference held on the occasion of Prof. Ludwig Streit’s 75th birthday and celebrate his pioneering and ongoing work in these fields.

Administrando mi trabajo artesanal.

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INST-D 2007. 51 Casa Colombiana, Naturaleza, cultura e industrial artesanal.

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Modelos de literacia da informação e desenho de um programa para bibliotecas do ensino superior: Uma proposta

A partir de uma panorâmica do atual contexto social, do ensino superior e da situação das bibliotecas universitárias, introduz-se o problema da definição disciplinar em literacia da informação e dos seus modos de ensino. O presente capítulo procura dar resposta a esta questão, aferindo alguns modelos de instrução em literacia da informação e, a partir das linhas de intervenção internacionais e dos principais documentos orientadores, é elaborada uma proposta aplicável às bibliotecas de ensino superior em Portugal.

Autoavaliação das competências de informação em estudantes universitários

Nas últimas décadas foram feitos grandes esforços para definir, conhecer e avaliar quais são as competências informativas que os estudantes universitários necessitam para poder progredir na sua aprendizagem e na sua inserção no mercado laboral. Apesar do argumento de que os avanços tecnológicos facilitaram o acesso à informação, existe uma preocupação constante, porque os estudantes universitários não possuem competências suficientes para gerir e usar a informação: gerem quantidades enormes de informação através da Internet, mas não sabem o que fazer com ela, como avaliá-la, de que modo devem usá-la ou aproveitá-la de forma estratégica e ética. O questionário IL-HUMASS sobre literacia da informação foi concebido e desenhado com o objetivo de avaliar competências de informação e para ser aplicado à população de estudantes, professores e profissionais da informação dos diversos níveis na área das Ciências Sociais e Humanas nas universidades espanholas e portuguesas. Contém 26 itens agrupados em quatro categorias (pesquisa, avaliação, processamento e comunicação e difusão da informação) e em três dimensões de autoavaliação (importância, autoavaliação e fonte favorita de aprendizagem). A avaliação das qualidades psicométricas do IL-HUMASS para Português foi feita numa amostra de 1.077 estudantes universitários portugueses. A análise fatorial exploratória do questionário indicou um ajustamento aceitável, apoiando a estrutura original composta por quatro categorias para cada dimensão. O IL-HUMASS apresentou características psicométricas aceitáveis de consistência interna e validade de constructo. As características psicométricas do IL-HUMASS validam a sua utilização no nosso país em estudos que requeiram a avaliação de múltiplos indicadores, apresentando-se como particularmente útil para avaliar e diagnosticar competências em literacia da informação. Conclui-se com um diagnóstico do nível de competências de informação dos estudantes universitários, destacando algumas forças e debilidades, assim como uma proposta de intervenção subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.

O curso de literacia da informação da NOVA Escola Doutoral: The road to information literacy

Descrevem-se as diversas fases do “Projeto para uma Estratégia de Literacia Informacional na NOVA” com vista à implementação de uma estratégia transversal de literacia da informação que abrangesse todas as Unidades Orgânicas da NOVA e o modo como a sua orientação de topo, dinâmica, metodologia e objetivos conduziram, posteriormente, à inclusão de um curso de Literacia Informacional no programa da NOVA Escola Doutoral. Realçando que a implementação do curso de Literacia Informacional nesse projeto passou a constituir um dos poucos exemplos de oferta formativa e de efetiva concretização de um projeto de intervenção curricular e pedagógica ao nível da literacia da informação no ensino superior em Portugal, promovendo a colaboração entre colegas e indo ao encontro de uma transferência de saberes e de uma partilha de competências abertas à colaboração de doutorandos e orientadores, enunciamse os objetivos do curso de Literacia Informacional e de cada módulo que o constitui e os resultados esperados ao nível do ensino e da aprendizagem. Conclui-se que a diversificação dos percursos formativos em contexto universitário, em estreita convergência com outras aprendizagens ao nível sociocultural, confere aos bibliotecários a responsabilidade de desempenhar um papel ativo no ensino e na promoção e consolidação das competências transversais dos estudantes, contribuindo a literacia da informação para o sucesso académico também ao nível do ensino superior.

As competências da literacia da informação integradas nos curricula académicos

A unidade curricular “Comunicação e Recursos Bibliográficos” integra o curriculum académico de todos os estudantes do mestrado de Psicologia Comunitária no ISPA – Instituto Universitário desde o ano letivo 2009-2010, criada no quadro do processo de Bolonha e segundo as diretrizes do Espaço Europeu do Ensino Superior. Trata-se de uma nova disciplina que tem como objetivo potenciar a literacia da informação nos estudantes e o desenvolvimento de competências como pesquisar, selecionar, avaliar, usar e comunicar informação com foco nos processos de investigação. A docência desta unidade é realizada por um profissional da informação integrado e conta com a colaboração dos serviços do centro de documentação, que asseguram algumas sessões práticas. Apresenta-se, como estudo de caso, um balanço da evolução da unidade curricular – após cinco cursos realizados –, quer nos resultados académicos quer nas repercussões no uso dos serviços e recursos da biblioteca com ênfase nos seguintes vetores: avaliação da unidade curricular obtida pelos estudantes nos processos de aprendizagem e investigação; a importância da integração destes conteúdos em unidades curriculares; e a cultura de colaboração entre os profissionais da informação e professores/investigadores.