Book Review: Visual Activism in the 21st Century: Art, Protest and Resistance in an Uncertain World

Coastal flood risks in China through the 21st century – An application of DIVA

From the Editor's Desk: Systems Science 2010-2020, and Post-COVID-19.

COVID-19 Health Technology Governance, Epistemic Competence, and the Future of Knowledge in an Uncertain World.

L’imagerie cerebrale a permis des progres considerables dans le domaine de la maladie d’Alzheimer (MA). Des criteres ont recemment ete proposes pour diagnostiquer la maladie a un stade plus precoce en s’appuyant sur des biomarqueurs d’imagerie. D’autre part la confrontation de multiples methodes d’imagerie permet d’evaluer les liens entre les differentes alterations qu’elles revelent afin de mieux comprendre les mecanismes de la maladie. Les objectifs principaux de cette these etaient d’une part de contribuer au developpement de biomarqueurs plus sensibles aux stades precoces de la MA, et d’autre part d’evaluer les liens entre depots amyloides, deficits metaboliques et atrophie cerebrale, en s’appuyant sur des techniques innovantes. Dans un premier temps, nous avons developpe une sequence IRM de haute resolution ciblee sur l’hippocampe ainsi qu’un protocole de delimitation des sous-champs hippocampiques que nous avons valides. Nous avons ainsi pu montrer que l’atrophie du sous-champ CA1 predominait et etait plus sensible que la mesure du volume de l’hippocampe entier pour distinguer des patients a un stade pre-dementiel de la MA. Au contraire, le vieillissement normal affectait preferentiellement un autre sous-champ : le subiculum. Dans un second temps, grâce a une approche multimodale, nous avons souligne les discordances dans la topographie des lesions caracteristiques de la MA, suggerant l’implication de differents mecanismes sous-jacents. De plus, les resultats indiquaient qu’atrophie et hypometabolisme ne sont pas correles aux depots amyloides chez les patients MA, indiquant l’absence de lien direct entre ces processus a ce stade avance de la maladie

Chapter 13 - Tourism in the twenty-first century: contemporary tourism in an uncertain world

When one reviews the centennial of Turkey’s engagement with the Middle East since the founding of the Republic, one can easily come to the conclusion that defensive Realpolitik until the end of 1990s gradually shifted towards a more offensive-militarist engagement with ideological motivations from the 2000s. However, it would perhaps be too crude to say this has been a major rupture in the century of the Republic. Turning this idea into an action was always dependent on an abundance of resources domestically and ripe conditions regionally and globally. Consequently, the recent change in the global balance of power in the twenty-first century, from US hegemony towards a more multipolar and uncertain world, has definitely contributed to Turkey’s vague multilateralism and search for autonomy from the Atlantic alliance. Erdoğan’s autocratic assertiveness and agency further enabled this offensive militarisation and interventionism. In the post- Erdoğan era, Turkey is more likely to ease the offensive and ideological engagement in the Middle East and return to more defensive-pragmatic Realpolitik, especially if the more secular and pro-Western political groups come to power. Yet Turkey’s military and political posture as a regional power will continue to exist beyond the different political orientations of Turkish governments.

Reviewed by: Ecologies of Precarity in Twenty-First Century Theatre: Politics, Affect, Responsibility by Marissia Fragkou Shelby Brewster Ecologies of Precarity in Twenty-First Century Theatre: Politics, Affect, Responsibility. By Marissia Fragkou. Bloomsbury Methuen Drama, 2019. Cloth $110.00, Paper $39.95, eBook $35.95. ix + 233 pages. In 1992 sociologist Ulrich Beck published Risk Society: Towards a New Modernity, proposing risk and its management as the defining conditions of contemporary life. Beck's thesis proved exceedingly popular across a number of fields and furthered an understanding of the world as punctuated by a succession of emergencies, crises, and catastrophes. Marissia Fragkou's Ecologies of Precarity offers an alternative theorization of the contemporary moment as not a "state of exception and an unprecedented emergency of huge magnitude" (4), but instead as a social ecology of precarity in which climate change, dispossession, violence, intolerance, and other issues are complexly related. Through an explicitly feminist lens, Fragkou identifies precarity as a trope which, she argues, "carries the potential to reanimate our understanding of identity and the 'human' and our communal responsibility for the lives of Others against the backdrop of a spiralling uncertainty in the new millennium" (10). Although she focuses on British theatre, Fragkou maintains that, as a social ecology, precarity is not geographically bound (12). She aims to shift identity politics as it has been theorized under neoliberalism broadly, that is, as primarily based on individual traits such as race, class, gender, and sexual orientation. This "paradigm shift" from identity to precarity offers potential for new forms of ethical relations in an uncertain world (10). The core of the book analyzes theatrical representations of precarity in a loosely chronological survey of the trope's appearance on the British stage from the 1990s to 2016. As a "sticky" affect in the Ahmedian sense (9), precarity arises across a number of theatrical works. The majority of Fragkou's examples are specific productions of scripted dramas, though she does address a performance installation and a devised performance. By tracing precarity through numerous theatrical examples, Fragkou demonstrates how the trope can either challenge the status quo or perpetuate the conditions that make it possible. The first chapter positions the theatre of the 1990s as a key forerunner of millennial theatre. She [End Page 157] revisits the political environment of Britain which gave rise to in-yer-face theatre, offering an alternate historiography of plays that staged "the good life" (17). The three case studies she examines in this chapter—Mark Ravenhill's Shopping and Fucking (1996), Phyllis Nagy's Never Land (1998), and Caryl Churchill's The Skriker (1994)—all uncover the precariousness of "happiness narratives" (46) that dominated both Britain and Europe in the 1990s. These three plays offer different dramaturgical structures that each show how intimacy can become a space for new relationalities forged through precarity. The following four chapters each analyze a dimension of precarity represented on the British stage in the first fifteen years of the twenty-first century. Each chapter follows a similar structure: historical context, a theoretical frame, and a discussion of several theatrical case studies. Chapter 2 focuses on the affective and political work created by "the trope of the precarious child" (49). Fragkou maintains here that representations of children carry particular anxieties about family and serve as metaphors for general uncertainty in a world of economic instability, environmental devastation, and intercommunity violence. Her discussions of Mike Bartlett's My Child (2007), Philip Ridley's Mercury Fur (2005), and Mojisola Adebayo's Desert Boy (2010), among others, show how depictions of children can call into question ethics of responsibility, witnessing, and vulnerability. In chapter 3, Fragkou illustrates ways that theatre can intervene in environmental precarity, especially through "imagination and affective engagement" (80). She points to several examples, including Complicité's The Encounter (2015), Caryl Churchill's Far Away (2000), and Alistair McDowall's X (2016), which reinvent theatrical representational strategies to reveal the slow violence of climate change. Fragkou shows how the affective work of the theatre can capture the immensity of ecological destruction by emphasizing interconnectedness. Closely related to environmental precarity are human rights, which Fragkou treats in chapter 4. She is particularly concerned with performances...

In the chapters exploring responses within TVET to the challenges of sustainable developed explored in Part I, the authors of Part II have outlined key opportunities and challenges within the context of a highly complex, rapidly changing, technologically based and uncertain world. Indeed, complexity and uncertainty emerge as key themes in these chapters. Two key sets of complexities are prominent: the enigmatic and complex nature of sustainable development as a concept; and the complex multiple roles and purposes of TVET that shape its response to the demands of addressing sustainable development. The authors have emphasized the changes and uncertainties of life and livelihoods that confront people in both developed and developing countries in the twenty-first century, including uncertainties in economic, socio-cultural, political and environmental circumstances. Striking a balance between these dynamic systems is embodied in the concept of sustainability (see Part 1). As Dhameja et al. remind us, sustainable development is an elusive term but an inclusive concept, embracing economic, environmental and socio-cultural concerns. For TVET to successfully address the challenges of sustainable development in the twenty-first century requires providers, in all their forms across nations, cultures and societal contexts, to review their orientation, priorities and obligations, pedagogies, curriculum and processes of curriculum development, as well as their commitment to and strategies for professional development of their staff. It also demands that TVET providers rethink their relationships with the broader community and connections with other education providers. Globalization and technological developments have led to the transformation of the nature of work and careers, as well as shifts in opportunities for employment, with a rapid reduction of jobs using unskilled labour. In analysing the notion of sustainability and the more dynamic notion of sustainable development, Thomas stresses the importance of developing people’s adaptability to changing environmental and socio-economic circumstances. Sustainable development should not

The world is becoming increasingly characterised by volatility, uncertainty, complexity and ambiguity (VUCA). How education systems, policies and practices respond to the challenges facing young people and their communities is of critical importance, including questions of pedagogy and curriculum in mainstream and alternative education contexts. Knowing how systems and institutions can address the challenges of a VUCA world is important in striving for justice in educational contexts. This paper draws on a series of reflective dialogues undertaken by members of a newly formed pedagogy research group at a regional Australian university in response to a provocation regarding the place of pedagogy in an uncertain world. In this paper, we provide a range of conceptual and theoretical considerations for pedagogy across diverse disciplinary and educational contexts, which arose through the dialogic process of the group. These are presented here as prompts towards a series of propositions for pedagogical justice in the twenty-first century.

Many theorists believed a hundred years ago, just as they did at the beginning of our twenty-first century, that the world had reached a state of economic perfection, a never before seen condition of beneficial human interdependence that would lead to universal growth and prosperity. And yet the early years of the Weimar Republic in Germany witnessed the most complete and terrifying unravelling of a major country's financial system to have occurred in modern times. The story of the Weimar Republic's financial crisis has a clear resonance in the second decade of the twenty-first century, when the world is anxious once more about what money is, what it means and how we can judge if its value is true. The Downfall of Money will tell anew the dramatic story of the hyperinflation that saw the once-solid German mark, worth 4.2 to the dollar in 1914, trading at over four trillion by the autumn of 1923. It is a trajectory of events uncomfortably relevant for today's uncertain world. The Downfall of Money will reveal the real causes of the crisis, what this collapse meant to ordinary people, and also trace its connection to Germany's subsequent catastrophic political history. By drawing on a wide range of sources and making sense for the general reader of the vast amount of specialist research that has become available in recent decades, it will provide a timely, fresh and surprising look at this chilling period in history.

Purpose This chapter proposes a reconceptualization of undergraduate education to support the development of students as agents of positive social change. Social innovation education is put forward as a new pedagogy for the twenty-first century. Methodology/approach The chapter outlines a series of studies carried out at the University of Northampton between 2014 and 2015 to investigate social innovation education as a pedagogical design and practice for undergraduate curricula. Drawing on phenomenography, systematic literature review, and theory building, this chapter sets out conceptual, theoretical, and practical frameworks for designing and facilitating social innovation education. Findings Research findings include an ontology for understanding the concept of social innovation education, as well as a set of graduate attributes for designing learning for social change. A model of pedagogical praxis is proposed that supports the development of teaching and learning toward a more critical and socially impactful approach. Originality/value Despite some similarities to entrepreneurship and enterprise education, social innovation education is distinctive in its focus on social change-making with or without financial gain. Not only does this chapter present a set of abstract and practical tools for embedding social innovation in an undergraduate program, but also it provides a possible methodology for institutions who wish to embody particular principles within their curricular offerings.

Symposium “Completing the Data Pipeline: Collections Data Use in Research, Education and Outreach. The conference theme, Collections and Data in an Uncertain World, turns the spotlight on a number of opportunities that can advance the experience of undergraduate biology education. Today, millions of records from Natural History Collections worldwide are available to students and educators through portals such as iDigBio, https://www.idigbio.org/portal/search. These records facilitate explorations for disciplinary and interdisciplinary understanding of a changing and uncertain biodiversity landscape across space and time. Biological and paleontological specimens data can be combined with ecological or geological data to investigate large scale questions related to climate change, invasive species or resource management. This session highlights resources and initiatives of the Ecological Society of America (ESA) for undergraduate students and faculty that focus on emerging developments in core competencies, careers and diversity. For too long, undergraduate biology/ecology education has centered primarily round mastery of disciplinary content often involving rote learning. The Vision and Change in Undergraduate Biology Education conference organized by the American Association for the Advancement of Science (AAAS) in 2009 identified a set of core competencies that include understanding of the nature of science, communication, collaboration, and quantitative skills. These skills, and the fluency across disciplines such as ecology, environmental science, evolutionary biology and systematics are the hallmarks of the 21st century biologist. www.visionandchange.org ESA has long advocated active learning in the classroom. In 2006, ESA education leaders launched, Teaching Issues and Experiments in Ecology (TIEE), an education journal designed to promote inquiry, scientific thinking, collaborative work, formative evaluation, and alternative assessment in the college classroom. Today, the LifeDiscoveryEd Digital Library (LDDL), www.lifediscoveryed.org, built on the metadata architecture of ESA’s EcoEd Digital Library established in 2006, serves three disciplinary society communities including ESA, Botanical Society of America (BSA) and Society for the Study of Evolution (SSE), encouraging cross-dissemination of resources. Together, the three societies form the LifeDiscovery partners and co-organize the Life Discovery – Doing Science Biology Education conference (LDC) every 18 months, www.esa.org/ldc. A unique feature of the LDC is the Education Share Fair where participants may present teaching ideas at any stage of development to solicit feedback from their peers. In a response to a need for a more robust approach to advancing data literacy, ESA joined with the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project, to offer a series of Faculty Mentoring Networks (FMN) launched in 2016, https://qubeshub.org, http://esa.org/fed/fmn/. Additionally, ESA is a pioneer in undergraduate diversity mentoring through the Strategies for Ecology Education, Diversity and Sustainability (SEEDS) program, www.esa.org/seeds which has a campus chapter network in 100 campuses developed since 1996. In 2016, ESA became involved in the 3dnaturalists project, led by Colorado State University, that seeks to understand how bioblitzes might make a difference in recruiting and retaining underrepresented minorities in ecology and sustainability sciences. In 2017, ESA joined the Core Team of the Biodiversity Literacy in Undergraduate Education (BLUE) network project to liaise with relevant scientific and professional societies and to provide input on engaging diverse participants in the project This session will discuss: how ESA’s education initiatives can be leveraged for faculty professional development in the Biodiversity Literacy in Undergraduate Education (BLUE) project. the ways that engaging students in biodiversity data in ecology research will open the doors to building key biological science competencies and 21st century careers the potential of using place-based specimen data through bioblitzes to engage minority students in a culturally responsive scientific endeavor. how ESA’s education initiatives can be leveraged for faculty professional development in the Biodiversity Literacy in Undergraduate Education (BLUE) project. the ways that engaging students in biodiversity data in ecology research will open the doors to building key biological science competencies and 21st century careers the potential of using place-based specimen data through bioblitzes to engage minority students in a culturally responsive scientific endeavor.

A heuristic framework for reflecting on protected areas and their stewardship in the 21st century

The Serbian edition of The Narrow Road to Deep North (Uske staze ka Dalekom severu) by Matsuo Basho has a specific feature he illustrations by Yosa Buson, the greatest haiku poet in the history of this poetry next to Matsuo Basho. He used to be a popular painter. As a great admirer of Basho's work, he has made a dozen versions of illustrations for his Narrow Road, out of which one screen wall and two scralls remained. This book shows all fourteen pictures and one drawing (Stone Pillar Cubo) from the scrall dating back to 1779. Such a concept of Basho travels is novel even to Japan. The Narrow Road to the Deep North is said to be the most read piece of classical Japanese literature. For many Japanese it is a cult book. What is it about this Basho work written in the 17th century that attracts so the Japanese people living in the 21st century? Is it the free spirit of an eternal traveller liberated from everyday constraints? Or is it the author's sincere, almost naive, relation to history which is sometimes welcome in the uncertain world we live in? Or, maybe, his infinite philantropy that radiates from every page of the book? In all probability it is a bit of everything.

Institutes of higher education around the world have increasingly adopted community-based experiential learning (EL) programs as pedagogy to equip their students with skills and values that make them more open to an increasingly unpredictable and ill-defined 21st-century world. Values of social justice, empathy, care, collaboration, creativity, and resilience have all been seen as potential benefits of community engagement through EL. In the field of teacher education, the goals of preparing teachers for the 21st century have undergone similar changes with the local community being positioned more and more as a knowledge space that is rich in learning opportunities for both preservice and in-service teachers. It is no longer enough for teacher educators to only focus on the teaching of classroom strategies and methods; beginning teachers’ must now move toward a critical interrogation of their role as a community-based teacher. Boundary-crossing projects established by teacher education institutes and that are embedded in local communities can complement more traditional pedagogies such as classroom-based lectures and teaching practicum. Such an approach to teacher education can allow for new teachers to draw on powerful community knowledge in order to become more inclusive and socially connected educators. In sum, community-based EL in teacher preparation programs can create a hybrid, nonhierarchical platform for academics, practitioners, and community partners who bring together different expertise that are all seen as being beneficial to teacher development in a rapidly changing and uncertain world. While research has shown that community-based EL projects can bring tangible benefits to students, universities, and community members, a number of contentious issues continue to surround the topic and need to be addressed. One concerns the very definition of community-based EL itself. There is still a need to better characterize what community-based EL is and what it involves, because too often it is seen in overly simplistic terms, such as voluntary work, or categorized loosely as another example of service-learning endeavors, including field studies and internship programs. There has also been a paucity of research on the degree to which community-based EL projects in teacher training actually help to promote subject matter teaching skills. Other ongoing issues about the case for community-based learning in teacher education today include the question of who the teacher educators are in today’s rapidly changing world and to what extent noneducation-related community partners should be positioned as co-creators of knowledge alongside teacher educators in the development of new teachers’ personal and professional development.