Here Be Monsters: Imperialism, Knowledge and the Limits of Empire

It has become a truism in discussions of Imperialist literature to state that the British empire was, in a very significant way, a textual exercise. Empire was simultaneously created and perpetuated through a proliferation of texts (governmental, legal, educational, scientific, fictional) driven significantly by a desire for what Thomas Richards describes as “one great system of knowledge.” The project of assembling this system assumed that all of the “alien” knowledges that it drew upon could be easily assimilated into existing, “universal” (that is, European) epistemological categories. This belief in “one great system” assumed that knowledges from far-flung outposts of empire could, through careful categorization and control, be made to reinforce, rather than threaten, the authority of imperial epistemic rule. But this movement into “new” epistemic as well as physical spaces opened up the disruptive possibility for and encounter with Foucault’s “insurrection of subjugated knowledges.” In the Imperial Gothic stories discussed here, the space between “knowing all there is to know” and the inherent unknowability of the “Other” is played out through representations of failures of classification and anxieties about the limits of knowledge. These anxieties are articulated through what is arguably one of the most heavily regulated signifiers of scientific progress at the turn of the century: the body. In an age that was preoccupied with bodies as spectacles that signified everything from criminal behaviour, psychological disorder, moral standing and racial categorization, the mutable, unclassifiable body functions as a signifier that mediates between imperial fantasies of control and definition and fin-de-siècle anxieties of dissolution and degeneration. In Imperial Gothic fiction these fears appear as a series of complex explorations of the ways in which the gap between the known and the unknown can be charted on and through a monstrous body that moves outside of stable classification

AlN/GaN-based MOS-HEMT technology: processing and device results

Process development of AlN/GaN MOS-HEMTs is presented, along with issues and problems concerning the fabrication processes. The developed technology uses thermally grown Al<sub>2</sub>O<sub>3</sub> as a gate dielectric and surface passivation for devices. Significant improvement in device performance was observed using the following techniques: (1) Ohmic contact optimisation using Al wet etch prior to Ohmic metal deposition and (2) mesa sidewall passivation. DC and RF performance of the fabricated devices will be presented and discussed in this paper

Why Local Authorities should prepare Food Brexit Plans

The UK’s food supply will be affected by Brexit whatever the outcome of the Parliamentary vote on the Draft Withdrawal Agreement. As the 29 March 2019 date for leaving the EU approaches, preparations to ensure we maintain a safe, adequate and sustainable food supply need to start urgently. Local Authorities (LAs) have a vital part to play in these preparations. More guidance, paying attention to the food specifics, is felt to be needed. LAs have a key role in the UK’s food system, with responsibilities including the enforcement of food safety and standards regulation, the control of imported food at ports and airports and the certification of foods for export. They also have unique knowledge of relevant local professionals, institutions, businesses and networks. This briefing aims to help Local Authorities prepare for Food Brexit. It shows why LAs should prepare Food Brexit Plans, and outlines five courses of action they could consider. The briefing recommends that Local Authorities: • Create Food Resilience Teams • Anticipate and reduce the impact of Food Brexit, particularly on SMEs • Narrow the information gap and treat the public openly and fairly • Prepare for public engagement • Be a local food voice so that central government knows the local realities

The educational history of Northampton, Massachusetts 1663-1940.

Thesis (M.S.

Where teachers are few: documenting available faculty in five Tanzanian medical schools.

BACKGROUND:Faced with one of the lowest physician-to-population ratios in the world, the Government of Tanzania is urging its medical schools to train more physicians. The annual number of medical students admitted across the country rose from 55 in the 1990s to 1,680 approved places for the 2015/16 academic year. These escalating numbers strain existing faculty. OBJECTIVE:To describe the availability of faculty in medical schools in Tanzania. DESIGN:We identified faculty lists published on the Internet by five Tanzanian medical schools for the 2011/12 academic year and analyzed the appointment status, rank, discipline, and qualifications of faculty members. RESULTS:The five schools reported 366 appointed faculty members (excluding visiting, part-time, or honorary appointments) for an estimated total enrolled student capacity of 3,275. Thirty-eight percent of these faculty were senior lecturers or higher. Twenty-seven percent of the appointments were in basic science, 51% in clinical science, and 21% in public health departments. The most populated disciplines (more than 20 faculty members across the five institutions) were biochemistry and molecular biology, medicine, obstetrics and gynecology, pediatrics, and surgery; the least populated disciplines (less than 10 faculty members) were anesthesiology, behavioral sciences, dermatology, dental surgery, emergency medicine, hematology, ophthalmology, orthopedics, otorhinolaryngology, oncology and radiology, psychiatry. These figures are only indicative of faculty numbers because of differences in the way the schools published their faculty lists. CONCLUSIONS:Universities are not recruiting faculty at the same rate that they are admitting students, and there is an imbalance in the distribution of faculty across disciplines. Although there are differences among the universities, all are struggling to recruit and retain staff. If Tanzanian universities, the government, donors, and international partners commit resources to develop, recruit, and retain new faculty, Tanzania could build faculty numbers to permit a quality educational experience for its doctors of tomorrow