Academic literature on the topic 'Mackay campus'

The original Mackay School of Mines Building was constructed in 1908. It is one of the original buildings of the University of Nevada, and is situated at the north end of the main quadrangle within the campus. Prominent in its location at University of Nevada and in appearance, the building is designated as a national historic monument. During the years of 1926 and 1956, significant structural alterations were made to the original building. Phase III work at the original Mackay School of Mines Building involves adding a library at the basement, with the balance of the building being remodeled for similar-type functions. Constructed mainly of unreinforced masonry, the seismic rehabilitation of the structure warrants careful attention. During the schematic phase of the work, both conventional strengthening and Base Isolation were explored as potential techniques with which to mitigate damage from earthquakes. Cost estimate of both schemes were also developed. From a preservationist point of view, there were definite advantages in the isolation design. Since the isolation system could filter out most of the damaging forces associated with earthquakes, none of the unreinforced masonry walls required strengthening. As a result, many of the original architectural features of the original building can be salvaged, maintaining the original quality of the building and its identity. For these reasons the Base Isolation option was selected as the seismic retrofit scheme. This paper illustrates the Base Isolation design for the Mackay School of Mines, a historical structure constructed of unreinforced masonry. The isolation system consists of high-damping rubber bearings in combination with sliding elements.

This article discusses seasonal main camps, hunting camps, short-term intermediate camps of the Mesolithic era in Ustyurt, as well as controversial issues in the periodization of such famous Mesolithic monuments of Uzbekistan as Kushilish, Machay and Obishir. Discussions on periodization, genesis and development paths in the study of the Mesolithic of Uzbekistan are also given.

In this paper, it is discuss the points raised from a pilot study for qualitative research planning. The argumentation present here is the result of a pilot study that focused the games of mathematical language on teacher training for rural schools. The data production took place in the Federal University of Reconcâvo Baiano, campus of Feira de Santana, state of Bahia, Brazil. The pilot study did not only provide insights for the research, but for any qualitative inquiry. Based on that, it is suggest that pilot study raises questions for reviewing a qualitative research planning in at least six dimensions: ethical, methodological, theoretical, analytical, operational and representational.ResumoNeste artigo, são discutidas as potencialidades do estudo piloto para o desenvolvimento da pesquisa qualitativa. A argumentação ora apresentada é fruto de um estudo piloto que focalizou os jogos de linguagem matemáticos na formação de professores do campo. A produção de dados ocorreu no curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática em uma universidade pública no interior da Bahia, Brasil. O estudo piloto dessa pesquisa não gerou insights apenas para o delineamento da referida pesquisa, mas para qualquer investigação qualitativa. Baseado nisso, argumenta-se que o estudo piloto levanta questões para o refinamento do planejamento da pesquisa, pelo menos, em seis dimensões: ética, metodológica, teórica, analítica, operacional e representacional.Keywords: Pilot study, Qualitative research, Research Planning.Palavras-chave: Estudo piloto, Pesquisa qualitativa, Planejamento da pesquisa.ReferencesARAIN, Mubashir et al. What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology. UK, jul. 2010. Disponível em: <https://bmcmedresmethodol.biomedcentral.com/track/pdf/10.1186/1471-2288-10-67>. Acesso em: 21 set. 2017.ARNOLD, Donald et al. The design and interpretation of pilot trials in clinical research in critical care. Crit Care Med. USA, vol. 37, n. 1, jan. 2009. Disponível em: <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.622.1427&rep=rep1&type=pdf>. Acesso em 22 set. 2017.BELLO, Samuel Edmundo Lopez; RÉGNIER, Jean-Claude. Linguagem, realidade e subjetividade: elementos para uma Educação Matemática contemporânea. In: JELINEK, Karin Ritter; BELLO, Samuel Edmundo Lopez; SANTOS, Suelen Assunção (Orgs.). Educação Matemática: linguagens, práticas e sujeitos. Porto Alegre: Editora Canto - Cultura e Arte, p. 25-41, 2017. Disponível em: <http://canto.art.br/wp-content/uploads/2018/05/Educacao-Matematica-linguagens-praticas-e-sujeitos-versao-digital-espelhada.pdf>. Acesso em: 6 abr. 2019BIRMAN, Joel. Jogando com a Verdade. Uma Leitura de Foucault. PHYSIS: Revista Saúde Coletiva, Rio de Janeiro, v. 12, n.2, p.301-324, 2002. Disponível em: < http://www.scielo.br/pdf/physis/v12n2/a07v12n2.pdf>. Acesso em: 5 abr. 2019.BRASIL. Ministério da Educação. Projeto Pedagógico do Curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática. Feira de Santana: Coordenadoria de Ensino e Integração Acadêmica. CETENS/UFRB, 2013.CREPALDE, Rodrigo Santos; KLEPKA, Verônica; PINTO, Tânia Halley Oliveira. Interculturalidade e conhecimento tradicional sobre a Lua na formação de professores no/do campo. Revista Brasileira de Educação do Campo, Tocantinópolis, v. 2, n. 3, p. 836-860, jul./dez., 2017. Disponível em: <https://doi.org/10.20873/uft.2525-4863.2017v2n3p836>. Acesso em: 5 maio 2017.CRESWELL, John. W. Investigação Qualitativa e Projeto de Pesquisa: escolhendo entre cinco abordagens. 3 ed. Porto Alegre: Penso, 2014. 341 p.DANNA, Cristiane Lisandra. O teste piloto: uma possibilidade metodológica e dialógica na pesquisa qualitativa em educação. In: I COLÓQUIO NACIONAL E VII ENCONTRO DO NÚCLEO DE ESTUDOS LINGUÍSTICOS (NEL) da FURB, 16, 2012, Blumenau. Anais eletrônicos. Blumenau: FURB, 2012. Disponível em: <https://www.tecnoevento.com.br/nel/anais/artigos/art16.pdf>. Acesso em: 21 set. 2017.DE VAUS, David. Surveys in Social Research - 3rd edn. London: UCL Press, 1993. 379 p. FLICK, Uwe. Introdução à Pesquisa Qualitativa. 3. ed. Porto Alegre: Bookman, 2009. 405 p.FONGER, Nicola. Lessons learned as a novice researcher: A pilot study in Mathematics Education. The Hilltop Review, Michigan, apr. 2011. Disponível em: <https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1040&context=hilltopreview>. Acesso em: 6 fev. 2018.FOUCAULT, Michel. O cuidado com a verdade. In: FOUCAULT, Michel. Ditos e Escritos V. Ética, Sexualidade e Política. Rio de Janeiro: Forense Universitária, 2004c, p. 240-251.FOUCAULT, Michel. A Ordem do Discurso. Trad. Laura Fraga de Almeida Sampaio. 24 ed. São Paulo: Loyola, 2014. 74 p.GAIA, C.; PIRES, L. Saberes matemáticos e história de vida na zona rural de Marabá-PA. Revista Brasileira de Educação do Campo, Tocantinópolis, v. 1, n. 1, p. 128-146, jan./jun.,2016. Disponível em: < https://doi.org/10.20873/uft.2525-4863.2016v1n1p128>. Acesso em: 5 mai 2017.GLOCK, Hans-Johann. Dicionário de Wittgenstein. Rio de Janeiro: Zahar, 1998. 398 p.GRIX, Jonathan. The Foundations of Research. New York: Palgrave Study Skills, 2004. 200 p.GROS, Frédéric; DAVIDSON, Arnold. Foucault, Wittgenstein: de possibles rencontres. Paris: Éditions Kimé, 2011.ISMAIL, Nashwa; KINCHIN, Gary. EDWARDS, Julie-Ann. Pilot study, does it really matter? Learning lessons from conducting a pilot study for a qualitative PhD Thesis. International Journal of Social Science Research. USA, mar. 2018. Disponível em: <http://www.macrothink.org/journal/index.php/ijssr/article/view/11720/9594>. Acesso em: 8 fev. 2018.JANGHORBAN, Roksana; ROUDSARI, Robab Latifnejad; TAGHIPOUR, Ali. Pilot study in qualitative research: the roles and values. Journal of Hayat, Tehran, mar. 2014. Disponível em: <http://hayat.tums.ac.ir/browse.php?a_id=666&sid=1&slc_lang=en>. Acesso em: 6 fev. 2018.KIM, Yujin. The pilot study in qualitative inquiry: identifying issues and learning lessons for culturally competent research. Qualitative Social Work, USA, may 2011. Disponível em: <https://doi.org/10.1177/1473325010362001>. Acesso em: 6 fev. 2018.KNIJNIK, Gelsa. Differentially positioned language games: ethnomathematics from a philosophical perspective. Educational Studies in Mathematics, Switzerland, v. 80, p. 87-100, may 2012. Disponível em: <https://link.springer.com/article/10.1007/s10649-012-9396-8>. Acesso em: 10 mar 2018.KNIJNIK, Gelsa. Etnomatemáticas en movimiento: Perspectiva Etnomatemática, sus formulaciones teóricas y ejemplificaciones. Revista Latinoamericana de Etnomatemática, Colombia, v. 7, n. 2, p. 139-151, jun./sep. 2014. Disponível em: <http://www.revista.etnomatematica.org/index.php/RevLatEm/article/view/127>. Acesso em: 5 abr. 2019.KNIJNIK, Gelsa. A ordem do discurso da matemática escolar e jogos de linguagem de outras formas de vida. Perspectivas da Educação Matemática, Campo Grande, v. 10, n. 22, p. 45-64, 2017. Disponível em: <http://seer.ufms.br/index.php/pedmat/article/view/3877/3104>. Acesso em: 10 mar 2018.MACKEY, Alison; GASS, Susan. Second language research: methodology and design. New Jersey: Lawrence Erlbaum Associates, 2005. 405 p.RICHARDSON, Roberto Jerry. Pesquisa social: métodos e técnicas. 3. ed. São Paulo: Atlas, 2012. 394 p.SILVEIRA, Maria Rosâni Abreu. Matemática, discurso e linguagens: contribuições para a Educação Matemática. São Paulo: Editora Livraria da Física, 2015. (Coleção Contextos da Ciência). TEIJLINGEN, Edwin Van; HUNDLEY, Vanora. The importance of pilot studies. Social Research Update. England, jan./mar. 2001. Disponível em: <http://sru.soc.surrey.ac.uk/SRU35.html>. Acesso em: 5 fev. 2018.THABANE, Lehana et al. A tutorial on pilot studies: the what, why and how. BMC Medical Research Methodology. London, jan. 2010. Disponível em: <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824145/>. Acesso em: 7 fev. 2018.UNIVERSIDADE FEDERAL DO RECÔNCAVO DA BAHIA. Projeto Pedagógico do Curso de Licenciatura em Educação do Campo com Habilitações em Ciências da Natureza e Matemática. Feira de Santana, 2013.VEIGA-NETO, Alfredo. Foucault & a Educação. 2 ed. Belo Horizonte: Autêntica, 2007. (Coleção Pensadores & Educação).VEIGA-NETO, Alfredo. Teoria e método em Michel Foucault: (im)possibilidades. Cadernos de Educação. Pelotas, n. 34, p. 83 - 94, set./dez., 2009. Disponível em: <https://periodicos.ufpel.edu.br/ojs2/index.php/caduc/article/view/1635/1518>. Acesso em: 6 abr. 2019.VERGÈS, P. Ensemble de Programmes Permettant L’annalyse des Évocations – EVOC 2000. Manuel, version, 5. 2002.WANDERER, Fernanda. Educação Matemática, jogos de linguagem e regulação. São Paulo: Livraria da Física, 2014. (Coleção Contextos da Ciência).WANDERER, Fernanda. Educação Matemática, processos de regulação e o Programa Escola Ativa. Revista de Educação Pública. Cuiabá, v. 26, n. 61, p. 201-221, jan./abr., 2017. Disponível em: <http://periodicoscientificos.ufmt.br/ojs/index.php/educacaopublica/article/view/2397/pdf>. Acesso em: 6 abr. 2019WITTGENSTEIN, Ludwig. Investigações Filosóficas. Trad. Marcos G. Nontagnoli. 6. ed. São Paulo: Vozes, 2009. 350 p.WRAY, Jane; ARCHIBONG, Uduak; WALTON, Sean. Why undertake a pilot in a qualitative PhD study? Lessons learned to promote success. Nurse Researcher. Ontário, jan. 2017. Disponível em: <https://www.researchgate.net/publication/312593847_Why_undertake_a_pilot_in_a_qualitative_PhD_study_Lessons_learned_to_promote_success>. Acesso em: 8 fev. 2018.

IntroductionIn July 1997, the Mackay campus of Central Queensland University hosted a conference with the theme Regional Australia: Visions of Mackay. It was the first academic conference to be held at the young campus, and its aim was to provide an opportunity for academics, business people, government officials, and other interested parties to discuss their visions for the development of Mackay, a regional community of 75,000 people situated on the Central Queensland coast (Danaher). I delivered a presentation at that conference and authored a chapter in the book that emerged from its proceedings. The chapter entitled “Mackay Online” explored the potential impact that the Internet could have on the Mackay region, particularly in the areas of regional business, education, health, and entertainment (Pace). Two decades later, how does the reality compare with that vision?Broadband BluesAt the time of the Visions of Mackay conference, public commercial use of the Internet was in its infancy. Many Internet services and technologies that users take for granted today were uncommon or non-existent then. Examples include online video, video-conferencing, Voice over Internet Protocol (VoIP), blogs, social media, peer-to-peer file sharing, payment gateways, content management systems, wireless data communications, smartphones, mobile applications, and tablet computers. In 1997, most users connected to the Internet using slow dial-up modems with speeds ranging from 28.8 Kbps to 33.6 Kbps. 56 Kbps modems had just become available. Lamenting these slow data transmission speeds, I looked forward to a time when widespread availability of high-bandwidth networks would allow the Internet’s services to “expand to include electronic commerce, home entertainment and desktop video-conferencing” (Pace 103). Although that future eventually arrived, I incorrectly anticipated how it would arrive.In 1997, Optus and Telstra were engaged in the rollout of hybrid fibre coaxial (HFC) networks in Sydney, Melbourne, and Brisbane for the Optus Vision and Foxtel pay TV services (Meredith). These HFC networks had a large amount of unused bandwidth, which both Telstra and Optus planned to use to provide broadband Internet services. Telstra's Big Pond Cable broadband service was already available to approximately one million households in Sydney and Melbourne (Taylor), and Optus was considering extending its cable network into regional Australia through partnerships with smaller regional telecommunications companies (Lewis). These promising developments seemed to point the way forward to a future high-bandwidth network, but that was not the case. A short time after the Visions of Mackay conference, Telstra and Optus ceased the rollout of their HFC networks in response to the invention of Asynchronous Digital Subscriber Line (ADSL), a technology that increases the bandwidth of copper wire and enables Internet connections of up to 6 Mbps over the existing phone network. ADSL was significantly faster than a dial-up service, it was broadly available to homes and businesses across the country, and it did not require enormous investment in infrastructure. However, ADSL could not offer speeds anywhere near the 27 Mbps of the HFC networks. When it came to broadband provision, Australia seemed destined to continue playing catch-up with the rest of the world. According to data from the Organisation for Economic Cooperation and Development (OECD), in 2009 Australia ranked 18th in the world for broadband penetration, with 24.1 percent of Australians having a fixed-line broadband subscription. Statistics like these eventually prompted the federal government to commit to the deployment of a National Broadband Network (NBN). In 2009, the Kevin Rudd Government announced that the NBN would combine fibre-to-the-premises (FTTP), fixed wireless, and satellite technologies to deliver Internet speeds of up to 100 Mbps to 90 percent of Australian homes, schools, and workplaces (Rudd).The rollout of the NBN in Mackay commenced in 2013 and continued, suburb by suburb, until its completion in 2017 (Frost, “Mackay”; Garvey). The rollout was anything but smooth. After a change of government in 2013, the NBN was redesigned to reduce costs. A mixed copper/optical technology known as fibre-to-the-node (FTTN) replaced FTTP as the preferred approach for providing most NBN connections. The resulting connection speeds were significantly slower than the 100 Mbps that was originally proposed. Many Mackay premises could only achieve a maximum speed of 40 Mbps, which led to some overcharging by Internet service providers, and subsequent compensation for failing to deliver services they had promised (“Optus”). Some Mackay residents even complained that their new NBN connections were slower than their former ADSL connections. NBN Co representatives claimed that the problems were due to “service providers not buying enough space in the network to provide the service they had promised to customers” (“Telcos”). Unsurprisingly, the number of complaints about the NBN that were lodged with the Telecommunications Industry Ombudsman skyrocketed during the last six months of 2017. Queensland complaints increased by approximately 40 percent when compared with the same period during the previous year (“Qld”).Despite the challenges presented by infrastructure limitations, the rollout of the NBN was a boost for the Mackay region. For some rural residents, it meant having reliable Internet access for the first time. Frost, for example, reports on the experiences of a Mackay couple who could not get an ADSL service at their rural home because it was too far away from the nearest telephone exchange. Unreliable 3G mobile broadband was the only option for operating their air-conditioning business. All of that changed with the arrival of the NBN. “It’s so fast we can run a number of things at the same time”, the couple reported (“NBN”).Networking the NationOne factor that contributed to the uptake of Internet services in the Mackay region after the Visions of Mackay conference was the Australian Government’s Networking the Nation (NTN) program. When the national telecommunications carrier Telstra was partially privatised in 1997, and further sold in 1999, proceeds from the sale were used to fund an ambitious communications infrastructure program named Networking the Nation (Department of Communications, Information Technology and the Arts). The program funded projects that improved the availability, accessibility, affordability, and use of communications facilities and services throughout regional Australia. Eligibility for funding was limited to not-for-profit organisations, including local councils, regional development organisations, community groups, local government associations, and state and territory governments.In 1998, the Mackay region received $930,000 in Networking the Nation funding for Mackay Regionlink, a project that aimed to provide equitable community access to online services, skills development for local residents, an affordable online presence for local business and community organisations, and increased external awareness of the Mackay region (Jewell et al.). One element of the project was a training program that provided basic Internet skills to 2,168 people across the region over a period of two years. A second element of the project involved the establishment of 20 public Internet access centres in locations throughout the region, such as libraries, community centres, and tourist information centres. The centres provided free Internet access to users and encouraged local participation and skill development. More than 9,200 users were recorded in these centres during the first year of the project, and the facilities remained active until 2006. A third element of the project was a regional web portal that provided a free easily-updated online presence for community organisations. The project aimed to have every business and community group in the Mackay region represented on the website, with hosting fees for the business web pages funding its ongoing operation and development. More than 6,000 organisations were listed on the site, and the project remained financially viable until 2005.The availability, affordability and use of communications facilities and services in Mackay increased significantly during the period of the Regionlink project. Changes in technology, services, markets, competition, and many other factors contributed to this increase, so it is difficult to ascertain the extent to which Mackay Regionlink fostered those outcomes. However, the large number of people who participated in the Regionlink training program and made use of the public Internet access centres, suggests that the project had a positive influence on digital literacy in the Mackay region.The Impact on BusinessThe Internet has transformed regional business for both consumers and business owners alike since the Visions of Mackay conference. When Mackay residents made a purchase in 1997, their choice of suppliers was limited to a few local businesses. Today they can shop online in a global market. Security concerns were initially a major obstacle to the growth of electronic commerce. Consumers were slow to adopt the Internet as a place for doing business, fearing that their credit card details would be vulnerable to hackers once they were placed online. After observing the efforts that finance and software companies were making to eliminate those obstacles, I anticipated that it would only be a matter of time before online transactions became commonplace:Consumers seeking a particular product will be able to quickly find the names of suitable suppliers around the world, compare their prices, and place an order with the one that can deliver the product at the cheapest price. (Pace 106)This expectation was soon fulfilled by the arrival of online payment systems such as PayPal in 1998, and online shopping services such as eBay in 1997. eBay is a global online auction and shopping website where individuals and businesses buy and sell goods and services worldwide. The eBay service is free to use for buyers, but sellers are charged modest fees when they make a sale. It exemplifies the notion of “friction-free capitalism” articulated by Gates (157).In 1997, regional Australian business owners were largely sceptical about the potential benefits the Internet could bring to their businesses. Only 11 percent of Australian businesses had some form of web presence, and less than 35 percent of those early adopters felt that their website was significant to their business (Department of Industry, Science and Tourism). Anticipating the significant opportunities that the Internet offered Mackay businesses to compete in new markets, I recommended that they work “towards the goal of providing products and services that meet the needs of international consumers as well as local ones” (107). In the two decades that have passed since that time, many Mackay businesses have been doing just that. One prime example is Big on Shoes (bigonshoes.com.au), a retailer of ladies’ shoes from sizes five to fifteen (Plane). Big on Shoes has physical shopfronts in Mackay and Moranbah, an online store that has been operating since 2009, and more than 12,000 followers on Facebook. This speciality store caters for women who have traditionally been unable to find shoes in their size. As the store’s customer base has grown within Australia and internationally, an unexpected transgender market has also emerged. In 2018 Big on Shoes was one of 30 regional businesses featured in the first Facebook and Instagram Annual Gift Guide, and it continues to build on its strengths (Cureton).The Impact on HealthThe growth of the Internet has improved the availability of specialist health services for people in the Mackay region. Traditionally, access to surgical services in Mackay has been much more limited than in metropolitan areas because of the shortage of specialists willing to practise in regional areas (Green). In 2003, a senior informant from the Royal Australasian College of Surgeons bluntly described the Central Queensland region from Mackay to Gladstone as “a black hole in terms of surgery” (Birrell et al. 15). In 1997 I anticipated that, although the Internet would never completely replace a visit to a local doctor or hospital, it would provide tools that improve the availability of specialist medical services for people living in regional areas. Using these tools, doctors would be able to “analyse medical images captured from patients living in remote locations” and “diagnose patients at a distance” (Pace 108).These expectations have been realised in the form of Queensland Health’s Telehealth initiative, which permits medical specialists in Brisbane and Townsville to conduct consultations with patients at the Mackay Base Hospital using video-conference technology. Telehealth reduces the need for patients to travel for specialist advice, and it provides health professionals with access to peer support. Averill (7), for example, reports on the experience of a breast cancer patient at the Mackay Base Hospital who was able to participate in a drug trial with a Townsville oncologist through the Telehealth network. Mackay health professionals organised the patient’s scans, administered blood tests, and checked her lymph nodes, blood pressure and weight. Townsville health professionals then used this information to advise the Mackay team about her ongoing treatment. The patient expressed appreciation that the service allowed her to avoid the lengthy round-trip to Townsville. Prior to being offered the Telehealth option, she had refused to participate in the trial because “the trip was just too much of a stumbling block” (Averill 7).The Impact on Media and EntertainmentThe field of media and entertainment is another aspect of regional life that has been reshaped by the Internet since the Visions of Mackay conference. Most of these changes have been equally apparent in both regional and metropolitan areas. Over the past decade, the way individuals consume media has been transformed by new online services offering user-generated video, video-on-demand, and catch-up TV. These developments were among the changes I anticipated in 1997:The convergence of television and the Internet will stimulate the creation of new services such as video-on-demand. Today television is a synchronous media—programs are usually viewed while they are being broadcast. When high-quality video can be transmitted over the information superhighway, users will be able to watch what they want, when and where they like. […] Newly released movies will continue to be rented, but probably not from stores. Instead, consumers will shop on the information superhighway for movies that can be delivered on demand.In the mid-2000s, free online video-sharing services such as YouTube and Vimeo began to emerge. These websites allow users to freely upload, view, share, comment on, and curate online videos. Subscription-based streaming services such as Netflix and Amazon Prime have also become increasingly popular since that time. These services offer online streaming of a library of films and television programs for a fee of less than 20 dollars per month. Computers, smart TVs, Blu-ray players, game consoles, mobile phones, tablets, and other devices provide a multitude of ways of accessing streaming services. Some of these devices cost less than 100 dollars, while higher-end electronic devices include the capability as a bundled feature. Netflix became available in Mackay at the time of its Australian launch in 2015. The growth of streaming services greatly reduced the demand for video rental shops in the region, and all closed down as a result. The last remaining video rental store in Mackay closed its doors in 2018 after trading for 26 years (“Last”).Some of the most dramatic transformations that have occurred the field of media and entertainment were not anticipated in 1997. The rise of mobile technology, including wireless data communications, smartphones, mobile applications, and tablet computers, was largely unforeseen at that time. Some Internet luminaries such as Vinton Cerf expected that mobile access to the Internet via laptop computers would become commonplace (Lange), but this view did not encompass the evolution of smartphones, and it was not widely held. Similarly, the rise of social media services and the impact they have had on the way people share content and communicate was generally unexpected. In some respects, these phenomena resemble the Black Swan events described by Nassim Nicholas Taleb (xvii)—surprising events with a major effect that are often inappropriately rationalised after the fact. They remind us of how difficult it is to predict the future media landscape by extrapolating from things we know, while failing to take into consideration what we do not know.The Challenge for MackayIn 1997, when exploring the potential impact that the Internet could have on the Mackay region, I identified a special challenge that the community faced if it wanted to be competitive in this new environment:The region has traditionally prospered from industries that control physical resources such as coal, sugar and tourism, but over the last two decades there has been a global ‘shift away from physical assets and towards information as the principal driver of wealth creation’ (Petre and Harrington 1996). The risk for Mackay is that its residents may be inclined to believe that wealth can only be created by means of industries that control physical assets. The community must realise that its value-added information is at least as precious as its abundant natural resources. (110)The Mackay region has not responded well to this challenge, as evidenced by measures such as the Knowledge City Index (KCI), a collection of six indicators that assess how well a city is positioned to grow and advance in today’s technology-driven, knowledge-based economy. A 2017 study used the KCI to conduct a comparative analysis of 25 Australian cities (Pratchett, Hu, Walsh, and Tuli). Mackay rated reasonably well in the areas of Income and Digital Access. But the city’s ratings were “very limited across all the other measures of the KCI”: Knowledge Capacity, Knowledge Mobility, Knowledge Industries and Smart Work (44).The need to be competitive in a technology-driven, knowledge-based economy is likely to become even more pressing in the years ahead. The 2017 World Energy Outlook Report estimated that China’s coal use is likely to have peaked in 2013 amid a rapid shift toward renewable energy, which means that demand for Mackay’s coal will continue to decline (International Energy Agency). The sugar industry is in crisis, finding itself unable to diversify its revenue base or increase production enough to offset falling global sugar prices (Rynne). The region’s biggest tourism drawcard, the Great Barrier Reef, continues to be degraded by mass coral bleaching events and ongoing threats posed by climate change and poor water quality (Great Barrier Reef Marine Park Authority). All of these developments have disturbing implications for Mackay’s regional economy and its reliance on coal, sugar, and tourism. Diversifying the local economy through the introduction of new knowledge industries would be one way of preparing the Mackay region for the impact of new technologies and the economic challenges that lie ahead.ReferencesAverill, Zizi. “Webcam Consultations.” Daily Mercury 22 Nov. 2018: 7.Birrell, Bob, Lesleyanne Hawthorne, and Virginia Rapson. The Outlook for Surgical Services in Australasia. Melbourne: Monash University Centre for Population and Urban Research, 2003.Cureton, Aidan. “Big Shoes, Big Ideas.” Daily Mercury 8 Dec. 2018: 12.Danaher, Geoff. Ed. Visions of Mackay: Conference Papers. Rockhampton: Central Queensland UP, 1998.Department of Communications, Information Technology and the Arts. Networking the Nation: Evaluation of Outcomes and Impacts. Canberra: Australian Government, 2005.Department of Industry, Science and Tourism. Electronic Commerce in Australia. Canberra: Australian Government, 1998.Frost, Pamela. “Mackay Is Up with Switch to Speed to NBN.” Daily Mercury 15 Aug. 2013: 8.———. “NBN Boost to Business.” Daily Mercury 29 Oct. 2013: 3.Gates, Bill. The Road Ahead. New York: Viking Penguin, 1995.Garvey, Cas. “NBN Rollout Hit, Miss in Mackay.” Daily Mercury 11 Jul. 2017: 6.Great Barrier Reef Marine Park Authority. Reef Blueprint: Great Barrier Reef Blueprint for Resilience. Townsville: Great Barrier Reef Marine Park Authority, 2017.Green, Anthony. “Surgical Services and Referrals in Rural and Remote Australia.” Medical Journal of Australia 177.2 (2002): 110–11.International Energy Agency. World Energy Outlook 2017. France: IEA Publications, 2017.Jewell, Roderick, Mary O’Flynn, Fiorella De Cindio, and Margaret Cameron. “RCM and MRL—A Reflection on Two Approaches to Constructing Communication Memory.” Constructing and Sharing Memory: Community Informatics, Identity and Empowerment. Eds. Larry Stillman and Graeme Johanson. Newcastle: Cambridge Scholars Publishing, 2007. 73–86.Lange, Larry. “The Internet: Where’s It All Going?” Information Week 17 Jul. 1995: 30.“Last Man Standing Shuts Doors after 26 Years of Trade.” Daily Mercury 28 Aug. 2018: 7.Lewis, Steve. “Optus Plans to Share Cost Burden.” Australian Financial Review 22 May 1997: 26.Meredith, Helen. “Time Short for Cable Modem.” Australian Financial Review 10 Apr. 1997: 42Nassim Nicholas Taleb. The Black Swan: The Impact of the Highly Improbable. New York: Random House, 2007.“Optus Offers Comp for Slow NBN.” Daily Mercury 10 Nov. 2017: 15.Organisation for Economic Cooperation and Development. “Fixed Broadband Subscriptions.” OECD Data, n.d. <https://data.oecd.org/broadband/fixed-broadband-subscriptions.htm>.Pace, Steven. “Mackay Online.” Visions of Mackay: Conference Papers. Ed. Geoff Danaher. Rockhampton: Central Queensland University Press, 1998. 111–19.Petre, Daniel and David Harrington. The Clever Country? Australia’s Digital Future. Sydney: Lansdown Publishing, 1996.Plane, Melanie. “A Shoe-In for Big Success.” Daily Mercury 9 Sep. 2017: 6.Pratchett, Lawrence, Richard Hu, Michael Walsh, and Sajeda Tuli. The Knowledge City Index: A Tale of 25 Cities in Australia. Canberra: University of Canberra neXus Research Centre, 2017.“Qld Customers NB-uN Happy Complaints about NBN Service Double in 12 Months.” Daily Mercury 17 Apr. 2018: 1.Rudd, Kevin. “Media Release: New National Broadband Network.” Parliament of Australia Press Release, 7 Apr. 2009 <https://parlinfo.aph.gov.au/parlInfo/search/display/display.w3p;query=Id:"media/pressrel/PS8T6">.Rynne, David. “Revitalising the Sugar Industry.” Sugar Policy Insights Feb. 2019: 2–3.Taylor, Emma. “A Dip in the Pond.” Sydney Morning Herald 16 Aug. 1997: 12.“Telcos and NBN Co in a Crisis.” Daily Mercury 27 Jul. 2017: 6.

In June 2001, Deputy Secretary Dr. Leo Mackay formally dedicatedthe “Mountain Home Energy Center,” Department of Veterans Affair’s(VA) first privately financed and operated energy development and op-eration. The energy center was also a “first” in the federal government inthat it was developed and financed with minimal, short-term federal com-mitments in lieu of the traditional long-term leaseback or energy purchasearrangements. This state-of-the-art cogeneration facility, designed in har-mony with the historic Beaux Arts campus architecture at the James H.Quillen VA Medical Center (Mountain Home) in Johnson City, TN, willnot only serve the energy needs of the VA Medical Center, it will also pro-duce and sell energy products to the neighboring East Tennessee StateUniversity’s James H. Quillen College of Medicine, as well as to others inthe local community for many years to come.

<span>The current trend of globalisation is one that is having a marked impact on society and the area of education in particular is feeling the impact. The dramatic changes that are taking place as a result of globalisation means that the demand for education is increasing significantly. There is growing recognition of not only the need for skills development but also reskilling and a requirement for lifelong learning (Duguet, 1995). Additionally, the increasing availability and stability of communications technologies along with the economic rationalisation that is characteristic of the nineties, means that educational institutions are rethinking the ways in which they deliver teaching and learning activities to an increasingly diverse and dispersed clientele.</span><p>This article describes a video conferencing project at Central Queensland University which was implemented to deliver simultaneous interactive instruction in first year chemistry to three campuses - Rockhampton, Mackay, Bundaberg. The article discusses some of the issues of implementing video conferencing as a tool for teaching in a distributed, multi-campus institution and the challenges in developing an interactive teaching and learning model. This includes the need for intensive ongoing staff development and the recognition that staff development for teaching with technology is a long term process of skills acquisition. It also recognises the importance of appropriate student preparation and the part this plays in successfully adopting technologically mediated teaching and learning programs.</p>

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

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The aim of this study was to analyze critically and reflectively the process of training of students of the Federal Institute of Amap? Degree Courses - Campus Macap? (IFAP), seeking to verify whether it contributes to the practice of teaching in vocational education. The research takes as reference the Degree courses in Computer Science and Chemistry offered by the institution, as well as official documents guiding them. Since 2008, with the creation of the Federal Institutes of Technology and the consequent expansion of the Federal Technological Education Network, offering these courses is part of the government policy expansion project for teacher training aimed at overcoming the deficit teachers, especially in the areas of natural sciences and mathematics, and in the field of Vocational Education. The methodological approach used the perspective of case study from a qualitative approach, which investigated students, teachers and educational managers operating in these courses. In order to reveal the object, it was decided to use the following methodological strategies: questionnaires application, carrying out semi-structured interviews and analysis of documents, such as: curriculum matrices of degree courses, pedagogical projects of the courses, official documents of the Federal Institute Amapa and the National Council of Education, as well as the documents and guidelines of the Department of Professional and Technological Education (SETEC / MEC). The results showed that the above courses have been designed in accordance with the legislation which provides for teacher training courses for Basic Education, respecting the minimum hours established for this purpose, distributed in three training centers covering theoretical and practical knowledge, highlighting both specific knowledge about the teaching - teaching. It should be noted that this workload distribution proved uneven, predominating more hours to the core of expertise in comparison to the core teaching knowledge - teaching, a situation which leads to instrumental and bacharelesco technical nature still very present in structuring degree courses in Brazil. As the main objective of this study, to verify that throughout the training process these courses present suggestions for possible teaching practice in vocational education, the survey revealed that, although there is expressly no discipline in the curriculum matrices that addresses the discussions on the Professional education as a teaching mode during the training course in the courses students have contact with the debates that address the specifics of the EP through any discussions at different times of training, both seen content in the classroom in the classroom and in stage stage supervised and projects and events organized by the institution. In the final considerations were presented proposals that enable improvements in teacher training offered in IFAP's degree courses, with reference to the locus where it takes place and preparing to operate in Professional Education.
O objetivo deste estudo foi analisar de forma cr?tica e reflexiva o processo de forma??o dos estudantes dos Cursos de Licenciatura do Instituto Federal do Amap? - Campus Macap? (IFAP), buscando verificar se o mesmo contribui para o exerc?cio do magist?rio na Educa??o Profissional (EP). A investiga??o toma como refer?ncia os cursos de Licenciatura em Inform?tica e em Qu?mica ofertados pela Institui??o, bem como os documentos norteadores oficiais dos mesmos. Desde o ano de 2008, com a cria??o dos Institutos Federais de Ci?ncia e Tecnologia e a consequente amplia??o da Rede Federal de Educa??o Tecnol?gica, a oferta desses cursos integra o projeto de expans?o da pol?tica governamental para forma??o de professores que visa ? supera??o do d?ficit de docentes, sobretudo nas ?reas das ci?ncias da natureza e matem?tica, e no campo da Educa??o Profissional. Na abordagem metodol?gica utilizou-se a perspectiva do estudo de caso a partir de uma abordagem qualitativa, no qual se investigou alunos, professores e gestores pedag?gicos atuantes nos cursos. Com a finalidade de revelar o objeto, optou-se pela utiliza??o das seguintes estrat?gias metodol?gicas: aplica??o de question?rios, realiza??o de entrevistas semiestruturadas e an?lise de documentos, como: matrizes curriculares dos cursos de licenciatura, Projetos Pedag?gicos dos Cursos, documentos oficiais do Instituto Federal do Amap? e Conselho Nacional de Educa??o, bem como dos documentos e das orienta??es da Secretaria de Educa??o Profissional e Tecnol?gica (SETEC/MEC). Os resultados demonstraram que os citados cursos foram concebidos de acordo com a legisla??o que disp?e sobre os Cursos de forma??o de professores para Educa??o B?sica, respeitando a carga hor?ria m?nima estabelecida para tal, distribu?da em tr?s n?cleos formativos e contemplando conhecimentos te?ricos e pr?ticos, destacando-se tanto os conhecimentos espec?ficos quanto os did?ticos ? pedag?gicos. Ressalte-se que essa distribui??o de carga hor?ria mostrou-se desigual, predominando maior carga hor?ria para o n?cleo de conhecimentos espec?ficos em compara??o com o n?cleo de conhecimentos did?ticos ? pedag?gicos, situa??o que remete ao car?ter t?cnico instrumental e bacharelesco ainda muito presente na estrutura??o de cursos de licenciatura no Brasil. Quanto ao objetivo maior desse estudo, o de verificar se ao longo do processo de forma??o esses cursos apresentam contribui??es para uma poss?vel atua??o docente na Educa??o Profissional, a pesquisa revelou que, embora este n?o seja o principal foco de atua??o dos egressos, e para tanto n?o foi localizada expressamente nenhuma disciplina nas matrizes curriculares que aborde as discuss?es sobre a Educa??o Profissional como modalidade de ensino, durante a trajet?ria formativa nos cursos, os estudantes t?m contato com os debates que tratam das especificidades da EP, por meio de discuss?es eventuais em diferentes momentos da forma??o, tanto em conte?dos vistos em sala de aula quanto na etapa de est?gio supervisionado, em projetos e eventos promovidos pela Institui??o. Nas considera??es finais, apresentam-se propostas que viabilizam melhorias na forma??o docente ofertada nos cursos de licenciatura do IFAP, tendo como refer?ncia o l?cus onde a mesma se d? e a prepara??o para atua??o na Educa??o Profissional.

Los seres humanos estamos constantemente expuestos a campos magnéticos de frecuencia extremadamente baja (ELF-MF), lo cual genera problemas discutibles en reproducción. En relación, las especies reactivas de oxígeno (ROS) son moléculas oxigenadas altamente reactivas, cuyo incremento en el organismo es producido por los ELF-MF, proceso que genera daño oxidativo en los espermatozoides, afecta los parámetros espermáticos, e induce subfertilidad. A nivel del espermatozoide, CatSper 1 es un canal iónico, cuya expresión es un marcador de la movilidad espermática porque es una vía relevante en la membrana para la locomoción, y la vía Nrf2/HO-1 es un marcador antioxidante adecuado por ser un mecanismo de defensa frente al estrés oxidativo. Por otro lado, Myrciaria dubia (camu camu) posee cualidades antioxidantes, y tiene tendencia protectora ante los ELF-MF. Asimismo, Lepidium meyenii (maca) mejora los parámetros espermáticos e incrementa la testosterona. En consecuencia, surgieron interrogantes sobre el efecto de estas plantas sobre los parámetros espermáticos, CatSper1 y la vía Nrf2/HO-1 en modelos animales expuestos a ELF-MF. Por consiguiente, el objetivo de la presente investigación fue determinar si CatSper1 y la vía Nrf2/HO-1 son indicadores del efecto antioxidante y magnetoprotector de la harina de M. dubia y L. meyenii en ratones macho con subfertilidad inducida por campos magnéticos ELF-MF. Se evaluaron los parámetros espermáticos convencionales, la actividad mitocondrial, el volumen testicular y la expresión de tres marcadores, CatSper1, Nrf2 y HO-1, por Western Blot de espermatozoides epididimarios de ratones BALB/c. Se determinó que los ELF-MF disminuyeron significativamente los parámetros espermáticos convencionales tales como la movilidad (P<0.01), la concentración (P<0.01), la integridad de membrana (P<0.001), y el volumen testicular (P<0.001). De la misma manera, los ELF-MF redujeron notoriamente la expresión proteica de CatSper1, y la vía antioxidante Nrf2/HO-1. Se demostró que el tratamiento con maca fue eficaz para revertir los efectos perjudiciales de los ELF-MF en la fertilidad (P<0.01) y el camu camu revirtió el efecto generado por los ELF-MF sobre la actividad mitocondrial de los expermatozoides (P<0.001). Además, la maca aumentó la expresión proteica de CatSper1 y el camu camu incrementó la expresión de la vía Nrf2/HO-1. Se concluyó que la maca, el camu camu, y su mezcla tuvieron un efecto magnetoprotector, a través de CatSper1 y la vía Nrf2/HO-1, a nivel espermático en ratón frente al daño provocado por los campos electromagnéticos de frecuencia extremadamente baja (ELF-MF).

Introduction: The Mackay campus of Central Queensland University (CQU) celebrated its tenth birthday on the 19th April, 1997. The focus of this occasion was a dinner attended by members of the Mackay Advisory Committee who had been involved in the establishment of the campus.

碩士
國立臺灣師範大學
公民教育與活動領導學系
104
Colleges and universities are undergoing transformative changes, transforming the earlier ‘teaching and learning centered education to the one that emphasizes on professional and career development. In order to meet the needs of such transformation, the Ministry of Education focuses on the liberal arts and holistic education as a means to the end. Because of that, it becomes a trend for local colleges and universities to look up to the Western Collegiate Education’s systemic changes, as a model for change. This study attempted to look into the reformation of the liberal arts education of Mackay Medical College (MMC) based on its existing collegiate campus organizational structure. This study discussed, amongst others, the traditions and essences of both western and eastern collegiate education; secondly it also analyzed the practices of collegiate education in Taiwanese colleges and universities, and the findings of which were used as a proposal to MMC for the formation and promotion of a collegiate campus bases on collegiate educational spirit. In order to achieve the above purposes, qualitative research was held with hope to gain insight of the structure and essence of collegiate campus. The researcher interviewed five people who have influences over and have been directly participated in the formation of the idea of collegiate campus in MMC. The research concluded as follows: 1.The organizational structure and content of MMC’s collegiate campus is in line with the spirit of Western Collegiate Education 2.The important factors that affect the collegiate campus of MMC, amongst others, include the understanding and perception of Western Collegiate Education among the school stakeholders, the administrative resources invested as well as the curriculum designs, etc. The research discussed and analyzed the collegiate campus, its structure and portfolio, with hope to provide a reference for those who plan to execute collegiate education in their campuses, and serve as a reflection for potential problems and solutions.

Este trabalho de projecto tem por objectivo a apresentação de uma proposta conceptual para a criação e programação interpretativa do Centro de Interpretação Luís de Camões, em Macau. O ponto de partida é o monumento designado por “Gruta de Camões” – constituído por três penedos em forma de dólmen, que abrigam um pedestal encimado por um busto de bronze do poeta -, localizado naquele território, no jardim com o mesmo nome do vate, onde este terá presumivelmente permanecido por um período de dois anos, no Século XVI e escrito parte do seu Épico. Esta plausibilidade foi responsável, a partir de finais do Século XVIII, pelas diversas transformações ocorridas no local e que culminaram, em 1923, com a criação de uma tradição de romagem aos penedos onde o vate terá permanecido, durante as celebrações do 10 de Junho. Trata-se de uma performance ritual de extrema relevância para o fortalecimento dos laços da comunidade portuguesa e macaense para a coesão identitária e para o reforço da memória colectiva. O acrescento e a remoção de elementos associados ao monumento, assim como as suas relações com a literatura e com episódios e personagens da História de Macau e de Portugal e ainda a sua área envolvente (Casa Garden e Jardim de Camões), foram responsáveis pela sua transfiguração estética e classificatória. A Gruta de Camões não é apenas uma formação geológica secular, mas um repositório de valores – patrimoniais, culturais, simbólicos -, que foram sendo construídos, reconstruídos e conjugados ao longo de séculos e que importa preservar, interpretar e valorizar. É no âmbito das medidas de protecção do património cultural de Macau, que se iniciaram com a classificação da Gruta Camões como monumento, que se insere esta proposta. Dada a relevância do bem patrimonial e a inexistência de suportes informativos que comuniquem a sua relevância cultural e histórica, apresenta-se uma proposta de musealização e interpretação do local, que salvaguarde e comunique os valores patrimoniais associados através da modalidade “centro de interpretação”. Por outro lado e na sequência da sua criação, sugere-se ainda a condução de um programa interpretativo, que facilite à comunidade residente e a todos os possíveis públicos-alvo, a interpretação e a divulgação destes importantes conteúdos e que surge integrado numa estratégia de planificação.

Esta obra é de um manual de aulas experimentais de Biologia para o ensino médio, que foi elaborado durante o curso de Especialização no Ensino de Ciências Naturais e Matemática, Campus Macau sob a orientação da Profª Drª Mariana Costa, e organizado de maneira a reunir diversas propostas de atividades experimentais investigativas, técnicas e procedimentos experimentais voltados para o ensino médio como apoio aos discentes e docentes que necessitem desses conhecimentos na aplicação e fundamentação de conteúdos teóricos, contribuindo para um melhor entendimento de conceitos de Biologia. Encontramos, a partir do manual, uma forma de viabilizar o ensino por meio de habilidades adquiridas utilizando as aulas experimentais e a sua relação com situações no dia a dia dos estudantes.

La construcción de la identidad y la de los intereses nacionales de todo Estado constituyen procesos interdependientes y complementarios que se llevan a cabo de manera intersubjetiva al interior de sus sociedades en una línea de tiempo de largo aliento. En tal sentido, las identidades nacionales son proyectadas en el plano internacional por los líderes de los respectivos Estados, quienes a través de sus ideas, cosmovisiones y decisiones, desempeñan roles internacionales específicos que son percibidos por sus pares en el escenario internacional. De esta manera, la identidad nacional es relacional por la idea y el conocimiento compartido que los tomadores de decisión tienen de su nación, a fin de que pueda ser percibida y comprendida por los líderes de los demás Estados, es decir, se trata una relación entre alter y ego. En esencia, las identidades nacionales son estructuras cognitivas colectivas que los Estados comparten socialmente en el ámbito internacional. En este orden de ideas, tal como se desarrollará en el marco teórico de esta obra, los intereses de los Estados son construidos por las identidades nacionales. Adicionalmente, la identidad nacional y los intereses nacionales son factores fundamentales que influyen sustancialmente en la formulación e implementación de la política exterior de todo Estado. Así las cosas, se pueden identificar factores endógenos (cultura nacional, factores ideacionales y materiales) y exógenos (cultura de la anarquía, patrones de cooperación, competencia o conflicto, distribución de poder, lugar que ocupa un Estado en la jerarquía de poder internacional) que influencian la construcción y proyección de identidad y la definición de los intereses nacionales. Ahora bien, para comprender e interpretar la identidad y los intereses nacionales de un Estado como Colombia se requiere de procesos investigativos y de un diálogo sistemático, interdisciplinar y plural entre académicos y tomadores de decisión. En este caso particular, hemos enfocado el análisis en problemáticas relacionadas con la identidad nacional, la defensa, la seguridad y los intereses estratégicos del Estado colombiano desde una perspectiva multidimensional. Por tanto, la obra es producto de un proceso de investigación y conjunto entre oficiales, activos y de la reserva activa de las FF. MM. de Colombia y de académicos de la Pontificia Universidad Javeriana. Los autores realizaron sus investigaciones y la producción de sus textos en el marco del Curso de Altos Estudios Militares (CAEM) y el Curso Integral de Defensa Nacional (CIDENAL) de la Escuela Superior de Guerra (ESDEGUE). El proyecto fue auspiciado por la Fundación Konrad Adenauer de Colombia como concreción de la cooperación interinstitucional que ha venido llevando a cabo desde hace tres años con la Escuela Superior de Guerra, de modo que esta obra es el resultado del compromiso entre ambas entidades y el Centro de Altos Estudios Militares. El libro que aquí presentamos tiene tres secciones: la primera, denominada Marco teórico, incluye un capítulo en el que se desarrollan conceptos y categorías esenciales para el análisis y la comprensión de las nociones de identidad nacional, interés nacional, tipología de intereses nacionales, poder, tipologías de poder, estrategia nacional, objetivos nacionales, etcétera; la segunda sección tiene como título Perspectivas sobre identidad e intereses nacionales de Colombia y sus capítulos aportan las visiones sobre lo que ha sido el estudio y la formulación de dicha problemática durante los ejercicios académicos en distintas promociones del CAEM y el CIDENAL; la tercera y última sección, Intereses específicos de Colombia, recoge los trabajos sobre el análisis de dichos intereses del país, desde distintos enfoques, con las recomendaciones pertinentes para mejorar su gestión y defensa. De esta forma, confluyen dos visiones o perspectivas de gran trascendencia para promover un conocimiento complejo, sólido, riguroso y complementario sobre cada objeto de estudio determinado por los ejes y capítulos de la obra. Por lo tanto, el primer capítulo es presentado por los profesores Eduardo Pastrana Buelvas y Diego Vera Piñeros, quienes elaboraron un marco teórico desde el constructivismo que pretende entregar herramientas históricas, conceptuales y referentes contextuales, con el propósito de acercarse de una forma más idónea a la comprensión e interpretación de los elementos constitutivos y de las características de los intereses y de la identidad de las naciones. Para ello, parten de un ejercicio genealógico interpretando y rastreando los principales antecedentes del nacimiento del concepto o categoría de intereses e identidad. Igualmente, incorporan las distintas tipologías sobre la identidad y los intereses nacionales, en cuyo desarrollo resaltan la importancia de la relación estrecha que existe entre la concepción del rol nacional y la identidad. Por último, enuncian las concepciones del rol nacional que Colombia ha desempeñado y a través de las cuales ha sido percibida en su devenir histórico. Seguidamente, el segundo eje del libro está compuesto por seis capítulos. El primero de ellos es desarrollado por el mayor general Helder Fernán Giraldo Bonilla y el brigadier general (RA) Fabricio Cabrera Ortiz, autores que trabajaron la proyección nacional de Colombia desde los intereses nacionales. En esa línea, abordan analíticamente cómo la estrategia y el concepto de seguridad nacional en Colombia impactan la proyección del Estado y de las FF. MM. de cara a los desafíos y retos contemporáneos. Por su parte, el segundo capítulo del eje es presentado por el brigadier general de la Fuerza Aérea Colombiana Eliot Benavides González, el brigadier general del Ejército Nacional Erik Rodríguez Aparicio y el contralmirante de la Armada Nacional Óscar Darío Tascón Muñoz, quienes contribuyen con un análisis que parte del estudio y la comprensión de los puntos estructurales de la Apreciación Política Estratégica Nacional (APEN) y de la geopolítica contextual colombiana, en aras de identificar y determinar las amenazas, los problemas y las preocupaciones presentes en el entorno geoestratégico que tiene injerencia en la defensa y la seguridad multidimensional de Colombia. El tercer capítulo del eje es de autoría del profesor Eduardo Velosa Porras y consta de un análisis reflexivo sobre la concepción de nación, la percepción y la contestación del rol nacional en los ámbitos regionales y globales. Para esto, el autor parte de una interpretación sobre los principales roles que ha desempeñado Colombia en los últimos años, además, aborda de forma reflexiva y con relación a los elementos conceptuales y teóricos del rol, a qué identidades responden los roles que el país ha asumido en el marco de los intereses proyectados. Posteriormente, el cuarto capítulo del eje es elaborado por el profesor y estudiante del CIDENAL (2019) Francisco Alfonso Camargo Salas, quien desarrolla una definición y una clasificación de los intereses nacionales. A partir de ello, reflexiona sobre la identidad de Colombia, cómo esta se ha proyectado y, en consecuencia, cómo ha sido percibida en el escenario internacional. Para cerrar el capítulo, el autor presenta una relación analítica sobre el vínculo entre intereses y objetivos nacionales. El quinto capítulo del eje es trabajado por el mayor general (RA) Jorge Alberto Segura Manonegra, quien aborda la construcción del concepto de objetivos nacionales y cómo este impacta la estrategia de seguridad nacional. Para ello, hace una distinción conceptual y teórica sobre los intereses y los objetivos nacionales, y analiza la relación estructural entre objetivos, fines, modo y medios del Estado para la formulación y el alcance de los objetivos nacionales instituidos. El sexto y último capítulo del segundo eje es desarrollado por los coroneles de la Fuerza Aérea Colombiana Pedro Arnulfo Sánchez Suárez y del Ejército de Colombia Óscar Leonel Murillo Díaz, quienes presentan un análisis sobre la identidad nacional en relación con el patriotismo y el nacionalismo. Asimismo, reflexionan sobre las principales funciones de la identidad nacional y proponen un instrumento piloto orientado a interpretar y medir la percepción de la identidad nacional. El tercer eje del libro que versa sobre los intereses específicos de Colombia se compone de ocho capítulos. El primero de ellos es presentado por el brigadier general Óscar Zuluaga Castaño, el coronel Héctor Fabio Aristizábal Mustafá y el coronel Kerly Sánchez Pesca, cuya contribución es un análisis sobre el acceso al espacio exterior como un interés nacional vital de Colombia. Para el efecto, parten de una reflexión sobre la importancia del espacio ultraterrestre de Colombia para el desarrollo del comercio internacional y para la seguridad nacional. En este capítulo, los autores privilegian un enfoque desde el realismo clásico para interpretar y comprender la relevancia del espacio exterior como interés vital de Colombia. A continuación, el segundo capítulo del eje, elaborado por Óscar Cabrera Izquierdo, expresidente ejecutivo del BBVA en Colombia y estudiante del CIDENAL (2019), y por la economista Juana Téllez Corredor, consta de un análisis sobre los principales desafíos y retos de la economía colombiana ante las nuevas tendencias globales. En esa línea, los autores parten de la identificación de patrones y de datos macro y microeconómicos de los últimos años para el país. Con ello, a manera de reflexión prospectiva, se proponen proyectar las alternativas y los escenarios sobre la forma como la economía colombiana podría crecer y fortalecerse de cara a los desafíos globales. El tercer capítulo del eje es desarrollado por la profesora Louise Anne Lowe, quien aborda la protección ambiental como parte del interés nacional de Colombia y plantea un análisis sobre el complejo proceso teórico-práctico de la incorporación de los problemas ambientales en las agendas de los Estados. El cuarto capítulo del eje, cuyo autor es el brigadier general Raúl Flórez Cuervo, presenta una reflexión analítica sobre los intereses nacionales en juego en la Amazorinoquia. Para ello, inicia con un excurso argumentativo sobre la comprensión del valor vital de esta macrorregión para Colombia como Estado-nación y finaliza esbozando la identificación del complejo panorama de los factores que allí generan inestabilidad y tienen impacto en el país. A su vez, el quinto capítulo del eje es presentado por el coronel de Infantería de Marina de la Armada Colombiana Adolfo Enrique Hernández Ruiz y por el profesor Héctor Andrés Macías Tolosa, quienes trabajan los intereses marítimos y fluviales de Colombia. Así entonces, parten de una diferenciación conceptual entre el interés marítimo y el interés fluvial y después abordan de forma reflexiva la importancia que tienen los mares y ríos para la supervivencia del desarrollo de la nación. Para todo ello, los autores privilegian una mirada desde el realismo clásico y el neorrealismo. El sexto capítulo del eje es desarrollado por el profesor Carlos Álvarez Calderón y por la profesional en relaciones internacionales y estudios políticos de la Universidad Militar María Johana Alarcón Moreno, autores que presentan, a manera de reflexión, la identidad de Colombia como un asunto de interés nacional. En ese sentido, argumentan la necesidad de que los símbolos, los héroes, los rituales y los valores ameriten mayor relevancia para los estudios de seguridad y defensa, por lo que referencian que tales factores se constituyen como elementos fundamentales y determinantes de los intereses nacionales colombianos. Posteriormente, el séptimo capítulo del eje es el trabajo de los profesores Andrés Mauricio Valdivieso Collazos y Ricardo García Briceño, junto con la profesional en relaciones internacionales y estudios políticos de la Universidad Militar Sofía Correa Merchán, quienes interpretan cuáles han sido los intereses que los gobiernos de Colombia han priorizado de cara al cumplimiento de los estándares internacionales de derechos humanos. Para el cierre del capítulo, los autores proyectan la relación entre el interés nacional de los últimos dos gobiernos con relación a los procesos de construcción de paz en Colombia. El octavo y último capítulo del eje y del libro es presentado por el profesor Diego Vera Piñeros, la politóloga Paula Prieto y la internacionalista y comunicadora de la Pontificia Universidad Javeriana Daniela Garzón, quienes trabajaron la ciberseguridad, la ciberdefensa, la identidad y los intereses nacionales y de las Fuerzas Militares de Colombia. Para ello, inician con una caracterización de la denominada “cuarta revolución” con el propósito de determinar los procesos de producción que están a la vanguardia en materia de desarrollo, adquisición y uso de tecnologías digitales, físicas y biológicas, orientados a potenciar el crecimiento económico. Cierran el análisis abordando y articulando el interés de integrar los avances de la cuarta revolución a los campos de seguridad y defensa nacional, en aras de mejorar las capacidades institucionales y estatales frente a los desafíos y problemas contemporáneos. Así pues, este libro es una propuesta de reflexión, de análisis, de evaluación y de discusión sobre la o las identidades, el interés o los intereses de Colombia y el rol de las FF. MM. de cara a la construcción y configuración tanto de las identidades como de los intereses nacionales. Por lo tanto, desde una perspectiva interdisciplinaria y multidisciplinaria los autores presentan sus análisis con el principal objetivo de contribuir de forma prospectiva al entendimiento de los posibles escenarios en el marco de los complejos procesos y tendencias globales y regionales. Para los editores y para las instituciones auspiciadoras es muy satisfactorio lograr integrar dos perspectivas o dos visiones desde distintos roles (académicos y oficiales de las FF. MM. activos y de la reserva activa) sobre las diferentes aristas y complejidades de las identidades y los intereses del país. Finalmente, es menester decir que resulta gratificante para los editores poder contar con la participación y la contribución de cada uno de los autores, a quienes extendemos un gran agradecimiento por aceptar el desafío de proponer análisis y reflexiones para estos complicados y difíciles temas que demarcan la agenda política colombiana.

Sophia de Mello Breyner Andresen’s book Navigations was inspired by the experience of the author’s first contact with the East, during a plane trip to Macao to pay homage to Camões. The view of the coasts of Vietnam will have led Sophia to imagine the wonder and astonishment experienced by the Portuguese navigators who first arrived there by sea. Therefore, this book commemorates the Portuguese Discoveries, in the line of Camões and Pessoa, but that takes a new and original look on the theme. Therefore, these Navigations are an initiatory journey, from which results the discovery of Being, that is, in some way, a kind of circumnavigation voyage, the return to the beginning.

North Carolina had over 50 military bases and installations and trained some 2 million troops during the war. The major bases were Army Camps Fort Bragg, Butner, and Mackall; Camp Lejeune and Cherry Point were Marine installations. There were several major Air Force installations such as Seymour Johnson and Pope Air Force bases. The new forts led to jobs in construction and massive influx of new residents that led to overcrowding and lack of city services.

A Caatinga, bioma exclusivamente brasileiro, vem sendo degradada especialmente devido ao consumo de lenha nativa e à conversão de áreas naturais em áreas agrícolas e pastagens. O uso inapropriado do solo também tem causado a desertificação, fenômeno que pode ser observado no bairro COHAB, onde está localizado o Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) - Campus Macau. Diante dessa realidade, é urgente a realização de ações de Educação Ambiental (EA) que visem a sensibilização da população para que contribua com a conservação dos remanescentes da Caatinga, assim como ações de restauração da flora nativa. Nesse contexto, o plantio de espécies nativas em áreas urbanas vem ganhando espaço como uma importante ferramenta de conhecimento da vegetação local, recuperação de áreas degradadas e melhoria da qualidade de vida. Diante disso, esse trabalho tem como objetivo relatar uma ação de EA envolvendo o plantio de espécies nativas da Caatinga realizado na Escola Municipal Maura de Medeiros Bezerra, localizada no bairro COHAB, em Macau – RN. Foram plantadas 12 mudas, uma de cada espécie: angico (Anadenanthera colubrina), mororó (Bauhinia forficata), cajueiro (Anacardium occidentale), mangueira (Mangifera indica), cajarana (Spondias cytherea), craibeira (Tabebuia aurea), cumaru (Amburana cearensis), jucá (Libidibia férrea), oiti (Licania tomentosa), pinha (Annona squamosa), trapiá (Crataeva trapia) e aroeira (Schinus terebinthifolius). Cada turma da escola foi convidada a “apadrinhar” uma espécie plantada. A ação contou também com uma palestra sobre a Caatinga, oficina de desenhos sobre a fauna e flora do bioma e roda de conversa com apresentação de sementes nativas. As atividades realizadas contribuíram com a reflexão a respeito da importância do Bioma Caatinga, tornando os alunos corresponsáveis pelos cuidados necessários para o desenvolvimento das mudas que futuramente promoverão o sombreamento e melhoria da temperatura das salas de aula e espaços de convivência da escola.

By the 1960s, a greater interest in the social and economic role of hillforts demanded more extensive excavation of their interiors. Whilst fieldwork was still dependent on volunteer labour and limited research funds, the expense of large-scale stripping by hand would have been prohibitive, and only with public funding of ‘rescue’ or ‘salvage’ excavation in advance of development was it practical to contemplate large-scale area excavation. Hillforts that were extensively excavated included Balksbury (Wainwright 1969; Wainwright and Davies 1995; Ellis and Rawlings 2001) and Winklebury (Smith 1977; Robertson-Mackay 1977; Fisher 1985) in Hampshire. Whilst large-scale examination of hillfort interiors is plainly essential to an understanding of their economic and social functions, there is a high probability that ephemeral features, the foundations of which did not penetrate into subsoil or bedrock, will be destroyed by mechanical stripping, if they have not already been damaged beyond retrieval by ploughing. So the question remains: how partial and therefore potentially misleading are the surviving plans of hillfort interiors thus exposed? Hillfort exteriors, arguably equally important to an understanding of the role of the enclosure as its interior, have been even more neglected, first because of an implicit assumption that the earthworks defined the area of the ‘site’, and second, because the logistical problems of excavating outside the limits of the ramparts increased exponentially with distance from the enclosure. The possibility, indeed probability, of activity contemporary with the occupation of the hillfort having extended beyond the limits of the rampart need not necessarily imply a social division between acropolis and polis on the eastern Mediterranean model. It simply requires a redefinition of the concept of what constituted the ‘site’ in which the enclosure earthworks are not the definitive criterion. The issue was identified more than thirty years ago (Harding 1979; Hingley 1980), and excavation and survey at Battlesbury Camp, Wiltshire (Ellis and Powell 2008) and Castle Hill, Little Wittenham (Allen et al. 2011), has shown its importance for future research. There are three principal, non-intrusive ways of investigating hillfort interiors and immediate exteriors. The first is by surface survey, not in itself as simple as may appear at first sight, since detecting and meaningfully depicting the highly fugitive traces of prehistoric occupation requires an experienced eye, sensitive to the residual surface signs of constructional activity.

Grazing by large native ungulates and semiaridity are the two main forces that have had a large infuence in shaping the current-day structure of the shortgrass steppe ecosystem (Milchunas et al., 1988). With the uplift of the Rocky Mountain chain during the Miocene (approximately one million years ago), forests of the Great Plains were gradually replaced by grasslands (Axelrod, 1985). Large grazing and browsing animals inhabited the Great Plains during the middle to late Pleistocene, as did grasses of the genera Stipa, Agropyron, Oryzopsis, and Elymus (Axelrod, 1985; Stebbins, 1981). Bison occurred both east and west of the Rockies during the Wisconsin glacial period in the latter part of the Pleistocene (Wilson, 1978). During the early Holocene, approximately 10,000 years ago, bison and grasses of the genera Bouteloua, Buchloë, Andropogon or Schizachyrium, and Sorghastrum concomitantly increased throughout the Great Plains (Stebbins, 1981), but bison did not proliferate west of the continental divide (Mack and Thompson, 1982; Van Vuren, 1987). The natural shift in fauna from horses, pronghorn, and camels to bison and wild sheep from Eurasia is thought to have favored the spread of shortgrasses such as Bouteloua and Buchloë (Stebbins, 1981). Furthermore, grassland flora east and west of the Rocky Mountains probably had separate origins (Leopold and Denton, 1987). The shortgrass steppe is unique from other North American semiarid ecosystems in having bison play an important role. Bison did not proliferate west of the Rocky Mountains as they did on the Great Plains to the east. This is due in part to a lack of coincidence in timing of bison lactation and the phenological development of C3 grasses in the more Mediterranean–like climate west of the Rockies, in contrast to the mix of C3 and C4 grasses and pattern of spring–summer precipitation on the Great Plains (Mack and Thompson, 1982). Other explanations for the low numbers of bison west of the Rocky Mountains include physiographic barriers restricting immigration (Kingston, 1932), low p rotein content of forage (Daubenmire, 1985; Johnson, 1951), heavy snowfall as a cause of mortality (Daubenmire, 1985), and low aboveground primary production coupled with disjunct suitable habitat (Van Vuren, 1987). Bison a lso did not prosper in the southwestern United States, nor did a large herbivore fauna develop in South America (Stebbins, 1981).

Having articulated the conditions to respond to or induce environmental guilt and shame, it is reasonable to wonder how humans could develop such resources. Chapter 9 maintains that religious rituals have the ability to create and sustain the conditions. This argument is founded on two strands of thought: J. Z. Smith and Catherine Bell’s theories of ritual, particularly regarding rites of affliction, which respond to disorder or wrong and provide terminology for conceiving of ritual in general. Studies of environmental ritual, especially the work of William R. Jordan III, Gretel van Wieren, and Joanna Macy who identify ritual as a way of responding to negative experiences, affects, and states of being, enable the consideration of environmental rituals. Their work requires expansion to deal relationships between humans or involving collectives, particularly the need to apologize to those harmed and change behavior to prevent further harm. Spontaneous confessional rituals about environmental guilt and shame in popular online confessions and an apology ritual at the Standing Rock prayer camp against the Dakota Access Pipeline exhibit some of these features but are still limited with respect to the conditions required to respond to guilt and shame. Thus, intentional ritualization and using multiple rituals will likely be necessary to respond to all of the dimensions of guilt and shame.

Este trabalho faz uma comparação por simulação de dois algoritmos de exclusão mútua para sistemas distribuídos. Os algoritmos avaliados (Mackawa) e (Carvalho e Campos) utilizam um esquema de comunicação definido através de um plano projetivo finito a fim de minimizar o número de mensagens enviadas por pedido de exclusão mútua. A comparação aborda o número de mensagens gastas por cada pedido de exclusão mútua, o tempo de espera pelo recurso compartilhado, a carga sobre este e o tempo total de ciclo. Decorre deste trabalho que o algoritmo de Carvalho e Campos deveria ser usado em situações de carga alta sobre o recurso e sistemas não balanceados enquanto que o algoritmo de Maekawa é preferível nas situações de carga baixa e sistemas balanceados.

Objetivou-se apresentar resultados de uma pesquisa de opinião em relação a frequência da COVID-19 e a percepção dos fatores de risco associados após 14 meses da pandemia no Brasil. Métodos: Trata-se de um estudo descritivo, quantitativo, com dados obtidos em formulário digital criado no Google Forms e enviado através do WhatsApp, no períodode março em 2021, realizado por discentes vinculados a um projeto de pesquisa da Universidade Federal do Rio de Janeiro - Campus Macaé, sob CAAE: 55102516.0, 0000.5699; GT-FARISAU/UFRJ – Campus Macaé e participação PIBIC-EM. Elaborou-se um questionário com 10 perguntas objetivas e os voluntários foram convidados de forma aleatória. Para verificação dos dados, utilizou-se a técnica de análise de conteúdo. Resultados: Incluiu-se 158 voluntários, onde a frequência da COVID-19 foi n=114 (72%); n=141 (89%) relataram que o novo coronavírus é transmitido por compartilhamento de celular; n=156 (99%) reconhecem a necessidade do uso da máscara e do distanciamento social mesmo com a vacinação da população; n=139 (88%) não acreditam que alimentação equilibrada imuniza contra COVID-19 e que é necessária vacina contra o vírus. Conclusão: Os resultados aqui apresentados apesar de revelar apenasa percepção dos participantes deste estudo e não de toda a população brasileira, nota-se que a ciência para contrapor notícias falsas e a desinformação e, assim, cumprir com o compromisso com a sociedade e com as boas práticas de pesquisa digital mostra-se necessária para que os indivíduos adquiram a capacidade de distinguir aquilo que é confiável do que não é.

Las artes visuales son todo un mundo que queda desatendido desde las administraciones públicas. La carencia de ayudas a este sector cultural pone de manifiesto las inquietudes de los propios agentes sociales que interactúan dentro de este campo del arte visual. El principal objetivo de estudio es la figura del artista visual en el territorio valenciano. Este se encuentra sumergido en su propio campo de trabajo rodeado de constantes obstáculos y dificultades que ponen en peligro su actividad laboral. La finalidad de la investigación es la de analizar los presupuestos generales del Estado dedicados a cultura, los de la Generalitat Valenciana, y los Ayuntamientos de Valencia, Alicante y Castellón, juntamente con las inversiones de las instituciones museísticas, culturales y artísticas valencianas durante los últimos 5/6 años, se consigue un análisis económico que muestra dónde van a parar los capitales económicos en materia de cultura y más concretamente en el arte y artista visual. Los resultados de la presente investigación muestran que el Estado invierte un 12% a nivel nacional en equipos culturales y museos, y alrededor de un 7% en la Comunidad Valenciana. La Generalitat Valenciana invierte un 17,3% en artes visuales. En cuanto a las inversiones directamente relacionadas con el arte; IVAM: 9%, MUVIM: 4%, MACA: 57,7%, MACVAC: 5%, Consorcio: 30% i IVC: 0%. Además, contamos con diferentes entrevistas a los principales gestores y directores de las principales instituciones museísticas, culturales y artísticas valencianas. Desde las propias administraciones públicas valencianas como las instituciones museísticas, culturales y artísticas, se distribuyen estos capitales en función a los objetivos marcados por una estructura envejecida y que parece no seguir las nuevas formas y dinámicas que presenta el campo del arte visual. Palabras clave: artista visual, precariedad, instituciones museísticas, culturales y artísticas, buenas prácticas.

Objetivou-se analisar a percepção dos discentes, docentes e monitores em relação a monitoria acadêmicaem uma disciplina com aulas teórico-práticas síncronas durante a pandemia. Método: É um estudo descritivo, com abordagem do tipo qualiquantitativo, realizado na disciplina de Terapia Nutricional em Obstetrícia e Pediatria (TNOP) do curso de graduação em Nutriçãoda Universidade Federal do Rio de Janeiro – Campus Macaé, no período de fevereiro em 2021. Os dados foram obtidos por meio de formulário digital criado no Google Forms e enviado através do WhatsApp. Participaram: n=21 discentes; n=3 docentes e n=2 monitores, onde estavam inscritos na disciplina de TNOP: n=31 discentes; ministraram aula n=6 docentes e participavam da monitoria n=2 monitores. Para analise, utilizou-se a técnica de análise de conteúdo. Resultados: Foi considerado importante o acompanhamento do monitor para o bom desempenho na disciplina por 67% dos docentes; 71% dos discentes e 100% dos monitores. Conclusão: A monitoria acadêmica destacou-se como propulsora e fortalecedora contribuindo tanto para a formação acadêmica do monitor, como para o andamento da disciplina de TNOP, favorecendo a comunicação e o desenvolvimento das atividades virtuais.