After Brecht: the Impact (Effects, Affects) of Intermedial Theatre

This article addresses claims made about the impact of intermedial theatre with reference to examples of contemporary practice. In particular it makes references to Brecht in this context and differentiates between Brechtian politics and aesthetics. The professed aim of intermedial practitioners to dislocate the bearings of experiencers of their work and to afford new perceptions by means of a radical play between mediums appears to resonate, at the level of principles of composition, with Brecht’s “radical separation of the elements.” However, at the level of politics, Brecht’s drama sought a broader understanding of isolated individuals by inviting audiences to see their experience in connection with a total historical process. But, regarding the Marxist trajectory in which Brecht’s practice was located, the context changed markedly post-1968, and beyond recognition post-1989. The article thus proposes that a new formulation is required of the impacts of new perceptions elicited by contemporary intermedial practices and ends with a brief consideration of Rancière’s account of the clash of heterogeneous elements in intermedial practice.En s’appuyant sur des exemples tirés de la pratique contemporaine, cet article examine certaines affirmations formulées quant à l’impact du théâtre intermédial. Plus précisément, nous considérons les références faites à Brecht dans un tel contexte et nous distinguons le politique de l’esthétique chez Brecht. L’objectif visé par les praticiens intermédiaux — soit de bouleverser la contenance de ceux qui font l’expérience de leurs oeuvres en plus de susciter de nouvelles perceptions par l’intervention d’un jeu radical entre les médiums — semble faire écho, au moins en ce qui a trait aux principes de composition, à la « séparation brechtienne des éléments ». Cependant, sur le plan politique, le drame brechtien visait la compréhension élargie d’individus isolés, en incitant le spectateur à envisager son expérience en rapport à un processus historique ; mais cette position marxiste tenait à un contexte qui a grandement changé après 1968, avant d’être entièrement métamorphosé après 1989. Nous soutenons ainsi dans cet article qu’une nouvelle formulation est exigée, une formulation des impacts des nouvelles perceptions suscitées par les pratiques intermédiales contemporaines. Finalement, nous considérons brièvement la position de Rancière quant au choc des éléments hétérogènes au sein de la pratique intermédiale

The Model For The Incorporation Of High Technology In The Community College Curriculum

The purpose of this study was to develop a model which might be used for the incorporation of high technology into the community college curriculum. The study design was a combination of descriptive research, face-to-face interviews, and program development; The following procedure was utilized for the conduct of the study: (A) Review of the literature. (B) Consultation with computer-assisted instruction researchers and utilizers. (C) Visitations to selected community colleges in Arizona and California which had computerized instructional programs for two years or more; Review of literature included: the computer in education, computer-based instruction, computer-assisted instruction, computer-managed instruction and administrative computer application; The following curricular models were surveyed: Hilda Taba, Irwin Goldstein, Paul Dressel, William Berquist and Henry Kalani; Through the review of the literature, the study of curricular models, and the visitations to the selected community colleges a curricular model was designed for the incorporation of high technology into the community college curriculum; The following conclusions were made from the study: (1) The incorporation of the computer must comply with the mission and goals of the institution, input from constituents, and careful planning by a group of representative faculty and administrators. (2) Strong consideration must be given to the budget and the capabilities of the physical plant. (3) Opportunities and incentives for training and staff development are needed to encourage faculty. (4) The development of evaluation criteria regarding the use of the computer must be ongoing. (5) Vendors and media staff must be consulted in regard to the selection of software and hardware and the utilization of each. (6) The greatest stumbling block to change is fear of the unknown. Many faculty will initially fear the computer because it is unknown to them. (7) Community college faculty and administration should consider the proven advantages of computer-assisted and computer-managed instruction

The effects of gender and status on power strategy use

The present study examined the effects of gender and status on self-reported likelihood of power strategy use. Female and male subjects reported the likelihood of their taking each of 24 actions in order to influence a male or female target of lower, equal or higher status. Subjects also rated the perceived effectiveness and desirability of each of the influence tactics. Based upon Falbo and Peplau\u27s two-dimensional model (1980), four types of power strategies were identified: bilateral, unilateral, direct and indirect. As predicted, persons of lower status were more likely to be the recipients of direct strategies than persons of higher status. Lower status targets were also more likely to be the recipients of unilateral strategies than higher status targets, but only when the target person was male. Overall, the effects of status of the target were more salient and consistent than effects due to gender of target. Gender of subject had little effect on likelihood of power strategy use;Reference. Falbo, T., & Peplau, L. A. (1980). Power strategies in intimate relationships. Journal of Personality and Social Psychology, 38, 618-628

Coding Protocol: A Meta-Analysis of MCOMP and MCAP Curriculum-Based Measurement

The purpose of this document is to provide readers with the coding protocol that authors used to code 26 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between MCOMP and MCAP curriculum-based measurement (CBM) and mathematics achievement criterion measures, as well as to determine the moderating factors of this relationship. Studies focused on grades 2 through 8 MCOMP, MCAP, and mathematics achievement. We coded 26 studies published between 2005 and 2021, including 15 peer-reviewed journal articles and 11 doctoral dissertations. Across studies, we coded variables such as basic study information, participant demographics, general CBM information (e.g., administration time of year, publisher), criterion measure information (e.g., state test, norm-referenced achievement measure, time of year), administration lag time between the CBM and criterion measure, and the correlation

Colonized and Racist Indigenous Campus Tour: Research-in-Brief

This Research-in-Brief explores the macro-structural aspects of college campuses and environments to understand how higher education institutions have created, maintained, and justified hostile campus climates against Indigenous students. It uncovers the embedded racist and genocidal values that are often cherished through dominant campus tours. This includes addressing how an incomplete understanding of history leads to centering oppressive values that disenfranchise Indigenous students in higher education. Offered is an abbreviated interpretation of the concept of Power and Place (Deloria & Wildcat, 2001), centering critical Indigenous values in the assessment. The case study articulates the historical and contemporary aspects of space and place in higher education. The authors embark upon a virtual racist campus tour by rearticulating typical campus tour components: history, student life, academic life, and campus leadership through a critical Indigenous approach. Lastly, recommendations are offered who wish to engage in work that dismantles educational systemic racism

Whole-blood sorting, enrichment and in situ immunolabeling of cellular subsets using acoustic microstreaming

Analyzing undiluted whole human blood is a challenge due to its complex composition of hematopoietic cellular populations, nucleic acids, metabolites, and proteins. We present a novel multi-functional microfluidic acoustic streaming platform that enables sorting, enrichment and in situ identification of cellular subsets from whole blood. This single device platform, based on lateral cavity acoustic transducers (LCAT), enables (1) the sorting of undiluted donor whole blood into its cellular subsets (platelets, RBCs, and WBCs), (2) the enrichment and retrieval of breast cancer cells (MCF-7) spiked in donor whole blood at rare cell relevant concentrations (10 mL− 1), and (3) on-chip immunofluorescent labeling for the detection of specific target cellular populations by their known marker expression patterns. Our approach thus demonstrates a compact system that integrates upstream sample processing with downstream separation/enrichment, to carry out multi-parametric cell analysis for blood-based diagnosis and liquid biopsy blood sampling