Morphological and molecular diversity among cassava genotypes.

The objective of this work was to characterize morphologically and molecularly the genetic diversity of cassava accessions, collected from different regions in Brazil. A descriptive analysis was made for 12 morphological traits in 419 accessions. Data was transformed into binary data for cluster analysis and analysis of molecular variance. A higher proportion of white or cream (71%) root cortex color was found, while flesh colors were predominantly white (49%) and cream (42%). Four accession groups were classified by the cluster analysis, but they were not grouped according to their origin, which indicates that diversity is not structured in space. The variation was greater within regions (95.6%). Sixty genotypes were also evaluated using 14 polymorphic microsatellite markers. Molecular results corroborated the morphological ones, showing the same random distribution of genotypes, with no grouping according to origin. Diversity indices were high for each region, and a greater diversity was found within regions, with: a mean number of alleles per locus of 3.530; observed and expected heterozygosity of 0.499 and 0.642, respectively; and Shannon index of 1.03. The absence of spatial structure among cassava genotypes according to their origins shows the anthropic influence in the distribution and movement of germplasm, both within and among regions.Título em português: Diversidade morfológica e molecular entre genótipos de mandioca

Improved Bounds on Quantum Learning Algorithms

In this article we give several new results on the complexity of algorithms that learn Boolean functions from quantum queries and quantum examples. Hunziker et al. conjectured that for any class C of Boolean functions, the number of quantum black-box queries which are required to exactly identify an unknown function from C is $O(\frac{\log |C|}{\sqrt{{\hat{\gamma}}^{C}}})$, where $\hat{\gamma}^{C}$ is a combinatorial parameter of the class C. We essentially resolve this conjecture in the affirmative by giving a quantum algorithm that, for any class C, identifies any unknown function from C using $O(\frac{\log |C| \log \log |C|}{\sqrt{{\hat{\gamma}}^{C}}})$ quantum black-box queries. We consider a range of natural problems intermediate between the exact learning problem (in which the learner must obtain all bits of information about the black-box function) and the usual problem of computing a predicate (in which the learner must obtain only one bit of information about the black-box function). We give positive and negative results on when the quantum and classical query complexities of these intermediate problems are polynomially related to each other. Finally, we improve the known lower bounds on the number of quantum examples (as opposed to quantum black-box queries) required for $(\epsilon,\delta)$-PAC learning any concept class of Vapnik-Chervonenkis dimension d over the domain $\{0,1\}^n$ from $\Omega(\frac{d}{n})$ to $\Omega(\frac{1}{\epsilon}\log \frac{1}{\delta}+d+\frac{\sqrt{d}}{\epsilon})$. This new lower bound comes closer to matching known upper bounds for classical PAC learning.Comment: Minor corrections. 18 pages. To appear in Quantum Information Processing. Requires: algorithm.sty, algorithmic.sty to buil

Redefining smoking relapse as recovered social identity – secondary qualitative analysis of relapse narratives

Although many people in the general population manage to quit smoking, relapse is common. Theory underpinning the determinants of smoking relapse is under-developed. This article aims to specify theoretical insight into the process of relapse to smoking, to underpin effective intervention development. Secondary qualitative analysis of extended narratives of smoking relapse (n=23) were inductively coded within our conceptual framework of a socially situated narrative theoretical approach to identity. Smoking relapse is conceptualised as a situated rational response to a ‘disruption’ in individual narrative identity formation, and an attempt to recover a lost social identity. Emotional reactions to relapse, such as pleasure, but also guilt and shame, support this assertion by demonstrating the ambivalence of re-engaging in a behaviour that is situated and rational in terms of individual identity formation, yet ostracised and stigmatised by wider culture

Broadcasting graphic war violence: the moral face of Channel 4

Drawing on empirical data from Channel 4 (C4) regarding the broadcasting of violent war imagery, and positioned within Goffman’s notion of the interaction ritual (1959, 1967), this article investigates how C4 negotiate potentially competing commercial, regulatory and moral requirements through processes of discretionary decision-making. Throughout, the article considers the extent to which these negotiations are presented through a series of ‘imaginings’ – of C4 and its audience – which serve to simultaneously guide and legitimate the decisions made. This manifestation of imaginings moves us beyond more blanket explanations of ‘branding’ and instead allows us to see the final programmes as the end product of a series of complex negotiations and interactions between C4 and those multiple external parties significant to the workings of their organization. The insights gleaned from this case study are important beyond the workings of C4 because they help elucidate how all institutions and organizations may view, organize and justify their practices (to both themselves and others) within the perceived constraints in which they operate

The construction of identities in narratives about serious leisure occupations

Engagement in occupation contributes to the shaping of identity throughout the human life. The act of telling about such engagement involves interaction based on symbolic meaning; the speaker constructing an identity by conveying how the occupation is personally meaningful. This study explored meaning in narratives told by people who engage in serious leisure occupations. A total of 78 narratives were extracted from interviews with 17 people who invest considerable time and other resources into their leisure. Analysis focused on the content, structure and performance of each narrative in order to explore meaning. The meanings were organised into a framework based around three dimensions: the located self, the active self and the changing self. Each dimension has facets that the individual might emphasise, constructing a unique identity. The framework offers a structured basis for conceptualising how occupation contributes to the shaping of the internalised self and the socially situated identity

The purpose of mess in action research: building rigour though a messy turn

Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research - research that can disturb both individual and communally held notions of knowledge for practice - will be messy. Investigations into the 'messy area', the interface between the known and the nearly known, between knowledge in use and tacit knowledge as yet to be useful, reveal the 'messy area' as a vital element for seeing, disrupting, analysing, learning, knowing and changing. It is the place where long-held views shaped by professional knowledge, practical judgement, experience and intuition are seen through other lenses. It is here that reframing takes place and new knowing, which has both theoretical and practical significance, arises: a 'messy turn' takes place

'Working out’ identity: distance runners and the management of disrupted identity

This article contributes fresh perspectives to the empirical literature on the sociology of the body, and of leisure and identity, by analysing the impact of long-term injury on the identities of two amateur but serious middle/long-distance runners. Employing a symbolic interactionist framework,and utilising data derived from a collaborative autoethnographic project, it explores the role of ‘identity work’ in providing continuity of identity during the liminality of long-term injury and rehabilitation, which poses a fundamental challenge to athletic identity. Specifically, the analysis applies Snow and Anderson’s (1995) and Perinbanayagam’s (2000) theoretical conceptualisations in order to examine the various forms of identity work undertaken by the injured participants, along the dimensions of materialistic, associative and vocabularic identifications. Such identity work was found to be crucial in sustaining a credible sporting identity in the face of disruption to the running self, and in generating momentum towards the goal of restitution to full running fitness and reengagement with a cherished form of leisure. KEYWORDS: identity work, symbolic interactionism, distance running, disrupted identit

Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations

‘Get yourself some nice, neat, matching box files’: research administrators and occupational identity work

To date, qualitative research into occupational groups and cultures within academia has been relatively scarce, with an almost exclusive concentration upon teaching staff within universities and colleges. This article seeks to address this lacuna and applies the interactionist concept of ‘identity work’ in order to examine one specific group to date under-researched: graduate research administrators. This occupational group is of sociological interest as many of its members appear to span the putative divide between ‘academic’ and ‘administrative’ occupational worlds within higher education. An exploratory, qualitative research project was undertaken, based upon interviews with 27 research administrators. The study analyses how research administrators utilise various forms of identity work to sustain credible occupational identities, often in the face of considerable challenge from their academic colleagues