No description available.

No description available.

The Water Doctoral Network of Engineering and Management is a bilateral German – Vietnamese academic network with the aim to provide a platform for the development of joint research activities in water sector. Within the framework of the project, the network members organised a series of workshops and seminars targeted especially at PhD students from universities conducting research programs in water-related issues from both countries. The present paper summarises the outcomes of the last PhD seminar held on March 21-22, 2013 in Dresden, Germany. The seminar was attended by participants from IEEM – Institute of Environmental Engineering and Manage-ment at the University of Witten/Herdecke gGmbH and IAA – Institute of Waste Management and Contaminated Site Treatment at the Technische Universität Dresden. / Mạng lưới nghiên cứu sinh ngành Kỹ thuật và quản lý về nước là một mạng lưới hàn lâm song phương Đức-Việt, nhằm tạo ra một diễn đàn đẩy mạnh hoạt động nghiên cứu hợp tác trong ngành nước. Trong khuôn khổ dự án này, các thành viên thuộc mạng lưới đã cùng nhau tổ chức một loạt những hội thảo và semina chủ yếu phục vụ cho các nghiên cứu sinh của các trường đại học đang tham gia cá chương trình nghiên cứu về những đề tài liên quan đến nước ở cả Việt Nam và Đức. Bài báo quý vị đang đọc đưa ra tóm tắt ngắn gọn những kết quả đạt được trong semina vừa tổ chức ngày 21.-22.03.2013 tại Dresden, Đức. Semina này hướng tới các đối tượng thuộc Viện Kỹ thuật và Quản lý môi trường (IEEM) thuộc trường Đại học Witten/Herdecke gGmbH và Viện Quản lý chất thải-Xử lý vùng ô nhiễm (IAA) thuộc Đại học Tổng hợp Kỹ thuật Dresden.

Plants are continuously exposed to different abiotic and biotic stresses in their natural environment. Their capacity to survive depends on the capacity to perceive external signal and quality amount a defence response for protection from the stress perceived. The purpose of this project was to study the impact of combined abiotic stress and biotic stress on the outcome of the disease inducing Arabidopsis thaliana – Pseudomonas syringae interaction. This study included a focus on the role of ABA in these interactions and also whether 3´-O-β D- ribofuranosyl adenosine (hereafter it called ‘400’ compound), a novel adenosine derived compound induced during compatible interactions, was involved. The later involved the targetted disruption of a putative 400 biosynthetic pathway involving analysis of knockout mutants of enzymes; APD-ribose diphosphatase NAD binding / hydrolases of the NUDIX class, glucosyl transferases, ribosyltransferases, a ribose-phosphate pyrophosphokinase3 and galactosyltransferases. Unfortunately, none of these targeted interventions modified the host response to Pseudomonas infection, nor altered levels of 400 in challenged leaves. The primary research investigated the interaction between abiotic and biotic stresses in Arabidopsis plants focussing on the modulation of plant defence against multiple, and possibly antagonistic, stress responses and the role plant hormones play in this process. We showed that high light caused enhanced susceptibility to the already virulent Pseudomonas syringae DC3000pvsp61. The pathways contributing to this enhanced susceptibility were largely ABA independent. Subsequent characterization of transgenic lines expressing the soluble Arabidopsis abscisic acid receptors, PYRABACTIN RESISTANCE1-LIKE4-6 provided compelling evidence for a role for these receptors in DC3000 virulence strategies, but they contribute to a lesser extent to the enhanced susceptibility under high light. This was corroborated genetically by using mutants of the immediately downstream targets of PYLs, the type two protein phosphatase, specifically the triple mutant hab1-1/abi2-1/abi1-2. A number of epitope and fluorescent constructs were generated to facilitate future studies of the role of ABA signaling. Targetted profiling suggested that SA dynamics were altered under DC3000 challenged Arabidopsis grown under high light. Furthermore, differential accumulation of flavonoids suggested these may also play a role in attenuating host defences under high light. Finally we provide evidence based on comparative analysis of that the photoreceptors phytochrome double mutant phyA-211/phyB-9 and cry1/cry2 behave antagonistically in Arabidopsis response to DC3000. Overall our studies support the conclusion that plants abiotic stress (HL) response takes precedence over biotic stress (DC3000) responses and that abiotic stress is detrimental to plant immunity. The luciferase transgenic PYL lines showed high level of expression of ClucP::PYL5 plant tissues challenged 2hpi of DC3000 (OD600: 0.15) in comparison with C1lucP::PYL6. This result opposes to what RT-PCR reported; which was that three PYLs genes display similar expression level at 6hpi of hrpA or 18hpi of DC3000. The epitope tags of CaMV::HA transgenic plants showed HA-tagged signal with stunted phenotype in a range of PYL4, 5 and 6 plants but none of the plants displayed any differences in susceptibility to DC3000. Although, RT-PCR assay showed high levels of expression in the three PYLs, 6hpi of hrpA but no signal was detected in B8eGFP::PYL5 transgenic line either followed the DC3000 and hrpA infection or by examined plant seedlings at early stages under confocal microscopy.

The present work explores my practice as a photojournalist researching anthropological issues in the Muslim world. I use the Hawzas, the Muslim Shi’a seminaries, as my case study to invite a visually informed approach to the human sciences, and promote a practical usage of aesthetics. Because of the dramatic disproportion between socio-cultural relevance and under-representation, the Hawzas offer an extremely valuable opportunity to research issues of Orientalism and Orientalist visual archives. By questioning my own fieldwork practice alongside the visual signification of the Hawzas, I reconnect the pre-production to the post-production phase, and encompass within it a shared outlook issues of both the Real and the represented. I posit the photograph within wider multimedia and multi-audience practices as a stand-alone communicative device and part of a montage to assess its communicative features in relation to the verbal as a caption, and to the visual, in montage. Through this, I distinguish a phenomenological framework of analysis to urge a radical rethinking of personal and social agencies, and suggest the notion of communicative hubs for today’s globalised identities. I evince the extent to which the digital is reshaping forms of visual-led and multimedia production, knowledge distribution and media consumption to finally contextualise the photograph as ‘semantics without ontology.’ I conclude by advocating my ideas of the ‘Meta- Image’ and ‘Public Cultures 2.0’ as two integrated formats for visual-led communication, digital media practice, social engagement and public impact as specifically addressing Muslim cultures.

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

Na atuação feminista, em debates com militantes e gestoras de políticas com vivência acadêmica, percebi o desenvolvimento de um raciocínio que me incomodava: a transposição de certos modos de pensar as mulheres e o gênero construídos no campo do trabalho, cidadania e políticas públicas para a educação. Dessas ponderações, desdobraram-se duas grandes questões: 1) Como a categoria gênero vem sendo utilizada nas pesquisas em educação?, 2) Que categorias vêm sendo (re)criadas nesse encontro entre os estudos de gênero e os estudos em educação? Para tanto, propus-me a estudar as teses de doutorado a respeito das relações de gênero e educação produzidas no Brasil no período 1994-2004, tendo realizado o levantamento das teses na base Capes e nos sites dos acervos e bibliotecas das universidades cadastradas na Capes com doutorado em educação. Após operar com alguns recortes, decidi estudar apenas os trabalhos que se propunham a uma revisão ou recriação de categorias explicativas do campo da educação à luz do gênero, em um total de dez teses. Retomando uma longa trajetória de reflexão da Sociologia da Educação, busquei destacar dos estudos de gênero em educação a compreensão da realidade educacional brasileira como uma realidade social específica, em suas matizes e complexidades, e não como qualquer outra realidade social. Por outro lado, estando a educação no meio de campo híbrido, tenso, conflituoso entre o público e o privado, a família e o Estado, o olhar de gênero em suas diversas dimensões pode trazer grandes contribuições para a melhor compreensão da realidade educacional, como: a própria ruptura dessas polaridades; as possibilidades colocadas pelo gênero neutro, pelas formas híbridas; a não desqualificação nem negação do que seria associado ao doméstico, ao privado, ao feminino; a assunção das tensões e conflitos. Foi nesse sentido que me propus a estudar os usos de gênero nas teses escolhidas: investigar como essa categoria vem sendo construída nos estudos em educação, deslocando-me da pergunta sobre os porquês do gênero. Isso só foi possível pois, embora talvez sejam ainda pouco considerados no campo da educação, os estudos de gênero já se constituem em um campo teórico relativamente consolidado embora marginal, guetizado -, o que ficou evidente nas teses estudadas. Por fim, pude perceber a construção de confrontos teóricos fundamentais no campo da educação, como, por exemplo, a discussão de que são diferentes o trabalho docente primário e o trabalho doméstico, o agir coletivo e o sindicalismo, o trabalho docente e o trabalho profissional ou o trabalho proletário, que o trabalho de educadoras na rede clandestina de educação infantil é legítimo - exemplos de um trabalho intelectual apurado, acurado e ousado. / During feminist activism, on debates to activists or politicians related to the university, I noticed certain thought that I disagreeded to: moving certain ways of thinking about women and gender created on the fields of work, citizenship and public politics to education. Thinking about it, two questions were developed: 1) How the category gender has been used on educational researches?, 2) Which categories have been (re)created on this encounter between gender studies and educational studies? Then I decided to study PhD thesis about gender relations and education produced in Brazil from 1994 to 2004, for what I made a research at Capes basis and at the sites from universities. After some choices among the studies that I found, I decided to study those that revised or recreated categories from educational field by using gender propositions, which were ten studies. Considering a tradition from studies of Sociology of Education, I emphasized the comprehension that our educational reality is a specific social reality, on your shades and complexities. Beyond that, as education is situated on the conflicting and hybrid field between public and private, family and the State, gender, into your multiple dimensions, can bring great contributions to a better comprehension of educational reality, such as like: breaking these oppositions; possibilities from using neuter gender and hybrid forms; not to disqualify or deny what could be considered related to domestic, private and feminine; to assume tensions and conflicts. That´s why I decided to study gender uses on those researches I chose: investigate how that category has been created on educational studies, not thinking about the reasons of using gender. That was possible just because, despite gender studies are little considered on educational field, they are consolidated - though they are a marginal field of studies -, what became evident on the researches I studied. At the end, I could notice important theoretical confrontations in the educational filed, such as discussing that teachers´ work at elementary school is different of domestic work, collective actions are different of trade unions, teachers´ work is different either of professionals or to working class, that the work of women in the underground system of educating little children is legitimate examples of an accurate intellectual work.

Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children's mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons. This investigation addresses concerns that UK and US governments' quests for higher standards in mathematics typically result in impoverished curricula with limited access to the arts. In showing that active musical engagement over time can improve mathematical achievement, as hypothesised, this work adds to a growing body of research suggesting that policy-makers and educationalists should reconsider curriculum balance.

The iTour Project is an empirical study of the design of online interactive animated tours (iTours), and establishes a knowledge base for technical communicators and new media designers working in this area. The key objectives of this research were to understand the features of effective iTours; to explore the processes and techniques of designing and testing effective iTours; and to establish new praxis in new media design for technical communication. Design artefacts resulted from six key activities including: (1) Sub-project 1- RMIT Multimedia Online documentation with basic animation; (2) Sub-project 2- Online @ RMIT Orientation with some iTour animation; (3) Third-party iTour analytical review to deconstruct iTours and determine key elements; (4) Sub-project 3- Online @ RMIT iTours; (5) iTour Guidelines; and (6) A second, more comprehensive third-party iTour analysis to test the Guidelines. The outcome of the research is encapsulated in a web site that binds the artefacts of design sub-projects with a set of Guidelines. These Guidelines form a conceptual, structural and operational framework for iTour designers, and draw on the knowledge established while designing and testing iTours, analysing third-party iTours, and researching comparative fields. These fields include technical communication; new media; web; usability design and testing; and, to a lesser extent, software design and testing. The Guidelines, in conjunction with the knowledge base, were developed to facilitate effective communication through iTours. Through this research, the design action case study was established as a hybrid research approach: design research and action research are blended; and knowledge is situated within, and derived from, a case study. In support of design research, the PDIOR design cycles have been specified and include these phases: plan; develop; implement; observe; and reflect. The PDIOR approach combines design research and action research in a cyclical mode to explore technical communication and new media activities. Finally, eleven principles for designing effective iTours emerged from this research project. Articulation of these principles, in addition to the Guidelines, contributes new knowledge in the field for technical communicators, new media designers and others, who wish to engage in iTour design.

本文以維度縮減(dimension reduction)為主題，介紹其定義以及四種目前較被廣為討論的處理方式。文中首先針對Li (1991)所使用的維度縮減定義型式y = g(x,ε) = g1(βx,ε)，與Cook (1994)所採用的定義型式「條件密度函數f(y | x)=f(y |βx)」作探討，並就Cook (1994)對最小維度縮減子空間的相關討論作介紹。此外文中也試圖提出另一種適用於pHd的可能定義(E(y | x)=E(y |βx)，亦即縮減前後y的條件期望值不變)，並發現在此一新定義下所衍生而成的子空間會包含於Cook (1994)所定義的子空間。 有關現有四種維度縮減方法(SIR、SAVE、SIR-II、pHd)的理論架構，則重新予以說明並作必要的補充證明，並以兩個機率模式(y = bx +ε及y = |z| +ε)為例，分別測試四種方法能否縮減出正確的方向。文中同時也分別找出對應於這四種方法的等價條件，並利用這些等價條件相互比較，得到彼此間的關係。我們發現當解釋變數x為多維常態情形下，四種方法理論上都不會保留可以被縮減的方向，而該保留住的方向卻不一定能夠被保留住，但是使用SAVE所可以保留住的方向會比單獨使用其他三者之一來的多(或至少一樣多)，而如果SIR與SIR-II同時使用則恰好等同於使用SAVE。另外使用pHd似乎時並不需要「E(y│x)二次可微分」這個先決條件。 / The focus of the study is on the dimension reduction and the over-view of the four methods frequently cited in the literature, i.e. SIR, SAVE, SIR-II, and pHd. The definitions of dimension reduction proposed by Li (1991)(y = g( x,ε) = g1(βx,ε)), and by Cook (1994)(f(y | x)=f(y|βx)) are briefly reviewed. Issues on minimum dimension reduction subspace (Cook (1994)) are also discussed. In addition, we propose a possible definition (E(y | x)=E(y |βx)), i.e. the conditional expectation of y remains the same both in the original subspace and the reduced subspace), which seems more appropriate when pHd is concerned. We also found that the subspace induced by this definition would be contained in the subspace generated based on Cook (1994). We then take a closer look at basic ideas behind the four methods, and supplement some more explanations and proofs, if necessary. Equivalent conditions related to the four methods that can be used to locate "right" directions are presented. Two models (y = bx +ε and y = |z| +ε) are used to demonstrate the methods and to see how good they can be. In order to further understand the possible relationships among the four methods, some comparisons are made. We learn that when x is normally distributed, directions that are redundant will not be preserved by any of the four methods. Directions that contribute significantly, however, may be mistakenly removed. Overall, SAVE has the best performance in terms of saving the "right" directions, and applying SIR along with SIR-II performs just as well. We also found that the prerequisite, 「E(y | x) is twice differentiable」, does not seem to be necessary when pHd is applied.