Chinese Definitions of the European –: Some Historical Examples

Der Artikel analysiert chinesische Europabilder während des . Jahrhunderts und des frühen 20. Jahrhunderts. Hierbei geht der Autor für den ersten Betrachtungszeitraum vor allem auf Meinungsbilder innerhalb christlicher Kreise ein. Für den zweiten Betrachtungszeitraum, insbesondere die 920er Jahre, werden vornehmlich Stimmen aus dem Lager entschiedener Modernisierer untersucht. Diese werden wiederum mit den Positionen chinesischer Denker verglichen, welche das Ziel einer kulturspezifischen, nachhaltigen Form der chinesischen Moderne vertraten. Unter anderem ergibt der diachrone Vergleich, dass im . Jahrhundert – selbst unter chinesischen Christen – positive Europabilder nach konfuzianischen Maßstäben bemessen waren. Anfang des 20. Jahrhunderts wurde die Relevanz des Konfuzianismus im Hinblick auf Europa nicht mehr vorausgesetzt, sondern vielmehr kritisch debattiert

Conceptions of Space in Global History –: A Brief Outlook on Research in the United States and China. A Widespread Research Field

Raumkonzepte in der Globalgeschichte – Ein kurzer Überblick zur Forschung in den USA und in China Der Aufsatz betrachtet neuere Entwicklungen in der Diskussion um Welt- und Globalgeschichte und verändert dabei gegenüber vielen westlichen Überblicken die Perspektive, indem er neben amerikanischen auch chinesische Beiträge zu dieser Debatte näher analysiert und zum Ausgangspunkt einer Erörterung der zugrunde liegenden Raumkonzete macht, die nicht nur den historischen Gegenstand sondern auch die historiografische Praxis in einem neuen Licht erscheinen lassen

Just in time: ‘momentary’ events in the making of Rosemary Butcher’s signature practices

The notions of ‘ephemerality’, of time and loss, are essentially spectatorial, in the case of live performance. For the performance-maker, the work of making “the work”, over time, has never been ephemeral. Spectators’ performances and those of makers are non-identical, not least in terms of performances’ times. The ‘signature practices’ of the mature expert practitioner tend to emerge just in time, and the work is serial, a momentary instantiation in an ongoing creative enquiry, whereas spectating, in the event, mistakes its experience for “the work itself”. We propose to argue that times, the immutable and the immanent, engage with particular ways of seeing, so as to produce ‘signature practices’, in expert performance-making registers. The processes tend to be punctuated a ‘momentary instantiation’ (Knorr Cetina, 2001): the timely performance outcome that seems initially to end the enquiry, but that will reveal, to the practitioner concerned, a further set of questions to be worked through

Just in time: Rosemary Butcher, making memories and marks

What is at stake in the relatively recent urge to document, annotate or archive decision-making processes in creative practices? Others have posed this sort of question (not least Derrida's Archive Fever, 1995), but, ironically enough, they tend to have done so through the written text—just as we are, in part, constrained to do here. Who or what has driven the historically specific urge to document—and who has benefited from it? Writer-researchers tend to be blissfully expert in the sorts of fields that collocate around performance decision-making—not least where university researcher holds sway. Yet surely what some of us may want—almost desperately—to capture, still evades that attempt at wording? What is it that holds centre-field, while researchers run around? Besides, what does the artist or maker really want? What do researchers want from ‘the artist’ when we use the words ’document’, ‘record’, ‘annotate’ and ‘archive’? When do we want it? Plainly Butcher has made the work, but ‘the work’, here, tends to signal the history of the made, rather less than the story of the making. In historical terms, most of Butcher's making processes pre-date this urge to document—except in her own mind, which bears their marks. What does Butcher remember? Perhaps her memories are the work's archive—hence, for whom do we archive, document and annotate, and how? In Derrida, concern was with time (in the beginning, in the end), and the command (do this! do that!), whereas what Butcher seems to recall is a series of questions, for which she continues to have few answers: the apparently simple ‘What was I doing then?’ signals an ongoing enquiry that image, writing and record fail to satisfy

A structural determinant required for RNA editing

RNA editing by adenosine deaminases acting on RNAs (ADARs) can be both specific and non-specific, depending on the substrate. Specific editing of particular adenosines may depend on the overall sequence and structural context. However, the detailed mechanisms underlying these preferences are not fully understood. Here, we show that duplex structures mimicking an editing site in the Gabra3 pre-mRNA unexpectedly fail to support RNA editing at the Gabra3 I/M site, although phylogenetic analysis suggest an evolutionarily conserved duplex structure essential for efficient RNA editing. These unusual results led us to revisit the structural requirement for this editing by mutagenesis analysis. In vivo nuclear injection experiments of mutated editing substrates demonstrate that a non-conserved structure is a determinant for editing. This structure contains bulges either on the same or the strand opposing the edited adenosine. The position of these bulges and the distance to the edited base regulate editing. Moreover, elevated folding temperature can lead to a switch in RNA editing suggesting an RNA structural change. Our results indicate the importance of RNA tertiary structure in determining RNA editing

Políticas globales y sistemas educativos nacionales. ¿Hacia el mercado de la educación?

Our paper has as its first aim to highlight the fact that the approach on which studies about educational policies or the politics of education (the second concept being more widely used in social sciences) have been based so far involves returning to the stance posited by J.A. Maravall –a category composed of ideas, foundations, mind-set, ideology, etc.; in other words, politics as an idea. A second analytical category would be expressed by norms, legislation, actions, practices, etc., which represent politics as regulation (Dutercq, 2005). Despite placing our study within the management of both categories from a methodological point of view, our focus is more specifically placed on the second interpretation. Thus, new education policies break the ‘methodological nationalism’ with a view to present standardized, mercantile and global discourses and practices as a demand of international education agencies. These global policies end, or begin, by building a social and practical network identified here as ‘schooling market’ and expressed through private ownership of schools and governance (the social use of education practices), which operates with different degrees of intensity across international education systems.Abordar los estudios sobre las políticas educativas o política de la educación (esta segunda acepción es más propia de las ciencias sociales) supone, para nosotros, retomar la interpretación que efectuaba J. A. Maravall. Una categoría compuesta por las ideas, los fundamentos, la mentalidad, la ideología, etc.; la política como idea. Una segunda categoría analítica vendría expresada por las normas, la legislación, las acciones, las prácticas, etc.; la política como regulación (Dutercq, 2005). Aunque metodológicamente nos situamos en el manejo de ambas categorías, nos vamos a centrar de manera más detallada en la segunda. Es por ello que las nuevas políticas de la educación rompen el “nacionalismo metodológico” para expresar discursos y prácticas estandarizadas, mercantiles y globales como exigencia de las agencias educativas internacionales. Estas políticas globales terminan, o empiezan, por construir una red política y práctica que denominamos “mercado escolar”, expresado a través de la titularidad privada de la gobernanza de los centros (el uso social de las prácticas educativas), que operan con distinto grado de intensidad en los sistemas educativos internacionales

A cellular model for studying accommodation to environmental stressors: Protection and potentiation by cadmium and other metals

Exposure of P. polycephalum to a subthreshold challenge of Cd2+, which did not delay mitosis, elicited a protective response against a mitotic delay resulting from subsequent exposure to a suprathreshold challenge of Cd2+. Some characteristics of this protective response are herein identified. The concentration of Cd2+ in the subthreshold challenge could be lowered to 10-5 m and maintain complete protection against a suprathreshold challenge of 5 x 10-4 m Cd2+. A subthreshold challenge of 10-4 m provided full protection against a Cd2+ concentration of 7 x 10-4 m. A subthreshold challenge of 10-4 m Cd2+ could be placed anywhere in the cell cycle approaching but not abutting a suprathreshold challenge of 5 x 10-4 m Cd2+ in late G2 and still provide complete protection with the exception of one point in early S. At that point, 10-4 m Cd2+ by itself was toxic to the cell; partial protection, however, developed. Other responses developed when metals were substituted for cadmium. Cd2+ protected against exposure to Hg2+ and Ni2+ but potentiated exposures to Co2+, Cu2+, Pb2+, or Zn2+. A curious observ ation is that exposure to Hg2+ and Ni2+ protected against exposure to Cd2+, while exposure to Co2+, Pb2+, or Zn2+ potentiated exposure to Cd2+. Hg2+ and Ni2+ protected against reexposure to themselves.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/22746/1/0000301.pd