Rhesus is a riddle wrapped in a mystery inside an enigma: the variety of opinions and responses it has generated borders on the bewildering. Rhesus' action is largely modeled on the so-called Doloneia, namely Book 10 of the Iliad. The Doloneia's authenticity was doubted in antiquity, and it is ironically appropriate that the author of the apocryphal Rhesus took it as his model. Indeed, Rhesus is the only surviving dramatization of a Homeric narrative, with the partial exception of the satyric Cyclops. All in all, Rhesus is in all likelihood the only fully surviving tragedy from what must have been a theatrically vibrant century. Its idiosyncrasies are legion, and although it has its brilliant moments, they hardly make up for its deficiencies. It may have been conceived for performance outside Athens, possibly in Macedon; contra Fries, in which case it would be an even greater rarity of a play. � 2017 John Wiley & Sons, Inc. All rights reserved.

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This chapter explores how a pedagogy of hauntology might be enacted in a higher education curriculum, taking into account the ghosts of South Africa�s apartheid and colonial past. To do so, the chapter focuses on the ways in which Geographic Information Systems (GIS) mapping and analysis reveal the absences/presences of the there/then, here/now and the effects of the past/present on people�s lives and the land. Situated in engineering education in a South African university of technology, the chapter shows that GIS can be used to animate hitherto occluded injustices of the past by means of a micro-instance of activism in the form of a storytelling intervention. By telling the story of apartheid violence related to District Six in Cape Town through the lens of GIS, we demonstrate how the affectivity and materiality of forced removals and violent dispossession become revivified through useful pedagogical concepts such as sensibility towards non-linear time, in/determinacy and dis/continuity to address the spectres of the past/present. � 2021 selection and editorial matter, Vivienne Bozalek, Michalinos Zembylas, Siddique Motala and Dorothee H?lscher.

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This chapter turns to affect theory and Judith Butler to think with some of her arguments about affect and emotion and discusses the methodological implications for educational research. The first part takes on Butler�s recent theorization of vulnerability, affect, and grievable lives and shows the methodological possibilities that are opened to study affect and emotion. The second part provides three narrative fragments from the author�s long-time ethnographic work in Greek-Cypriot schools to concretize the methodological moves that are necessary to conceptualize and analyze emotions in education within a Butlerian framework. The conclusion argues that given the insights from Butler�s theory, educational researchers might need to develop more innovative and evocative ways of writing up their accounts in order to �show� the performativity of emotions and affects they study. � Springer International Publishing Switzerland 2016.

This chapter focuses on discussing the concept of affective citizenship and its potential contribution to citizenship education discourses, especially in the context of multicultural societies. The chapter synthesizes the literature on affective citizenship and identifies examples that show how the ideal of the �affective citizen� is promoted in schools internationally. The discussion focuses in particular on two widespread emotional injunctions in multicultural societies: the calls for �embracing the other� and �coping with difference.� The analysis examines the underlying assumptions invoked by these emotional injunctions in relation to discourses of citizenship education. Possible tensions and ambivalent obligations � The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020.

In a previous book (Zembylas 2007), I discussed the pedagogical potential of ‘critical hope’ and some of the transformative possibilities that pedagogies of critical hope entail. In that book I argued that critical hope could inspire the formation of pedagogical spaces in which educators and students identify, narrate, explain, advocate or resist certain aspects of their emotional, historical and material lives; however, I did not pursue the political and ethical implications in much detail, especially in relation to the development of ‘pedagogies of critical hope’ as spaces for the constitution of strategic affective alliances. In this chapter, I wish to come back to my original discussion, utilizing an enhanced theoretical perspective and focusing specifically on how pedagogies of critical hope are valuable resources that respond to feelings of despair, pessimism and fatalism about social injustices in the world. I will argue that we need pedagogies which recognize the political, ethical and affective sensibilities of hope and that educators and students need to mobilize those sensibilities towards new social imaginaries that are grounded in social praxis and solidarity.

In 1992, for the first time, the United Nations Conference on Environment and Development (UNCED) gave an analytical approach to the concept of sustainable development while the World Summit on Sustainable Development (WSSD), in 2002, further provided its analytical tool. The multiple challenges to development in Africa have necessitated the use of a holistic approach that integrates economic, social and environmental dimensions, and generates new knowledge, policies and actions. African countries have been growing at a relatively fast rate since the beginning of the new millennium, which in turn has led to improvements in several areas such as trade, mobilization of government revenue, infrastructure development, and the provision of social services and vice versa. Africa is endowed with rich and diverse renewable and non-renewable natural resources, yet its people remain among the poorest in the world. Improving the welfare of people in Africa requires sustainable development supported with peace and stability, and with human, institutional and organizational capacities to address immediate challenges, such as poverty and diseases. � 2014 by Nova Science Publishers, Inc. All rights reserved.

The prediction made by a learned model is rarely the end outcome of interest to a given agent. In most real-life scenarios, a certain policy is applied on the model's prediction and on some relevant context to reach a decision. It is the (possibly temporally distant) effects of this decision that bring value to the agent. Moreover, it is those effects, and not the model's prediction, that need to be evaluated as far as the agent's satisfaction is concerned. The formalization of such scenarios naturally raises certain questions: How should a learned model be integrated with a policy to reach decisions? How should the learned model be trained and evaluated in the presence of such a policy? How is the training affected in terms of the type of access that one has on the policy? How can the policy be represented and updated in a way that is cognitively compatible with a human, so that it offers an explainable layer of reasoning on top of the learned model? This chapter offers a high-level overview of past work on the integration of modular reasoning with autodidactic learning and with user-driven coaching, as it applies on neural-symbolic architectures that combine sequentially a neural module with an arbitrary symbolically represented (and possibly non-differentiable) policy. In this context, the chapter offers responses to the questions above when the policy can be reasoned with only in a deductive manner, or in a deductive and an abductive manner. It further discusses how the policy can be learned / updated in an elaboration-Tolerant and cognitively-light manner through machine coaching, and highlights the connections of the dialectical coaching process with the central role that argumentation plays in human reasoning. � 2023 The authors and IOS Press. All rights reserved.

The prediction made by a learned model is rarely the end outcome of interest to a given agent. In most real-life scenarios, a certain policy is applied on the model's prediction and on some relevant context to reach a decision. It is the (possibly temporally distant) effects of this decision that bring value to the agent. Moreover, it is those effects, and not the model's prediction, that need to be evaluated as far as the agent's satisfaction is concerned. The formalization of such scenarios naturally raises certain questions: How should a learned model be integrated with a policy to reach decisions? How should the learned model be trained and evaluated in the presence of such a policy? How is the training affected in terms of the type of access that one has on the policy? How can the policy be represented and updated in a way that is cognitively compatible with a human, so that it offers an explainable layer of reasoning on top of the learned model? This chapter offers a high-level overview of past work on the integration of modular reasoning with autodidactic learning and with user-driven coaching, as it applies on neural-symbolic architectures that combine sequentially a neural module with an arbitrary symbolically represented (and possibly non-differentiable) policy. In this context, the chapter offers responses to the questions above when the policy can be reasoned with only in a deductive manner, or in a deductive and an abductive manner. It further discusses how the policy can be learned / updated in an elaboration-tolerant and cognitivelylight manner through machine coaching, and highlights the connections of the dialectical coaching process with the central role that argumentation plays in human reasoning. � 2023 The authors and IOS Press. All rights reserved.

The ever-expanding forms of theatre-making in the 21st century have drawn attention to the shifting identity of text on the contemporary stage. This chapter aims to illustrate the interconnectedness of the dramatic and the performative in postdramatic practice. Based on the premise that Postdramatism advocates a theatrical egalitarianism permissive of different ways of storytelling and hybrid, multisensory narratives, the article explores ways in which common postdramatic elements have infiltrated the contemporary dramatic text; it also sets out to argue that the amalgamation of different literary and non-literary texts and stage discourses establishes a performative textuality that fosters a unique rapport between spectator and performance.

taging 21st Century Tragedies: Theatre, Politics, and Global Crisis is an international collection of essays by leading academics, artists, writers, and curators examining ways in which the global tragedies of our century are being negotiated in current theatre practice. In exploring the tragic in the fields of history and theory of theatre, the book approaches crisis through an understanding of the existential and political aspect of the tragic condition. Using an interdisciplinary perspective, it showcases theatre texts and productions that enter the public sphere, manifesting notably participatory, immersive, and documentary modes of expression to form a theatre of modern tragedy. The coexistence of scholarly essays with manifesto-like provocations, interviews, original plays, and diaries by theatre artists provides a rich and multifocal lens that allows readers to approach twenty-first-century theatre through historical and critical study, text and performance analysis, and creative processes. Of special value is the global scope of the collection, embracing forms of crisis theatre in many geographically diverse regions of both the East and the West. Staging 21st Century Tragedies: Theatre, Politics, and Global Crisis will be of use and interest to academics and students of political theatre, applied theatre, theatre history, and theatre theory.

The global modern challenges of climate change, natural resources scarcity, waste overproduction, management and processing, etc., need to be examined under the circular economy principles. As such, biochar is considered as an abundant, cost effective, and universal organic amendment widely advantaged by the agriculture sector. Biomass waste constitutes the main feedstock for the production of biochar through thermochemical conversion. Toward this, tomato, a popular food commodity, is widely cultivated and consumed around the world and is examined as a case study for biochar production. The production and reuse of tomato waste biochar is therefore discussed, taking into account its chemical composition (e.g., cellulose and hemicellulose content). The main conditions of biochar production such as the final temperature, residence time, heating rate, flow, etc., are depicted next to the potential activation for improving its physiochemical properties. Toward this effort, the employment of various analytical techniques is necessary (e.g., SEM, EDX, FT-IR, TG, etc.) for biochar quality monitoring. Furthermore, examples of tomato-derived biochar valorization as an organic amendment in agriculture are reviewed. Finally, the chapter is concluded by a life cycle analysis, highlighting the benefits of biochar production from food processing residues. � 2022 Elsevier Inc. All rights reserved.

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Tomato is a basic ingredient in human nutrition, provided its beneficial properties, plus its versatility as a cooking ingredient. However, up to 30% tomato are discarded, most of the times, disposed in landfills. In general, food waste constitutes a serious environmental issue, as animal feeding cannot consume all residues produced yearly. In this sense, the concept of circular economy and, thus, biorefinery gains importance. In this economic model, residues are considered as natural resources that are introduced again in the system, giving them a second life. As a result, waste is recovered and recycled, thus contributing to a sustainable growth. Tomato waste includes many highly valuable components such as bioactive compounds (carotenoids, antioxidants, pectins, oleoresins, etc.). Extraction methods, including alternative technologies, that is, ultrasound-assisted, encapsulation, pulsed electric fields, or supercritical fluid extraction are described and other alternatives mainly for energy recovery through anaerobic digestion. In sum, this new concept of biorefinery could provide different valuable products, including energy and high value-added products. Hence, this chapter also focuses on the revision of main bioactive extraction methodologies from tomato waste. This small step for mankind could be a big one to mitigate negative consequences of climate change in order to contribute in the establishment of the European Green Deal Strategy. � 2022 Elsevier Inc. All rights reserved.

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Businesses, worldwide about sustainability indicated the major benefits of Sustainable development for their businesses are: Improved company or brand image Cost saving Competitive advantage Employee satisfaction Product, service or market innovation new sources of revenue or cash flow Effective risk management. Multiple forces in the 21st century have propelled businesses into confronting conditions that challenge their own and the world's sustainability. In spite of the considerable research on sustainability, reports suggest that we are barely any closer to a more sustainable society. As such, there is an urgent need to improve the effectiveness of human efforts towards sustainability. A clearer and more unified understanding of sustainability among different people and sectors could help to facilitate this. In last decade the issue of Sustainability has become a critical issue for the world and for business. Global issues relation to water, food, energy, health, corruption, human rights, property, climate and population threaten societal well-being and thus the pillars of a healthy market place. This chapter present the concept of Business behind the concept of Sustainable Development. � 2014 by Nova Science Publishers, Inc. All rights reserved.

Businesses, worldwide about sustainability indicated the major benefits of Sustainable development for their businesses are: Improved company or brand image Cost saving Competitive advantage Employee satisfaction Product, service or market innovation new sources of revenue or cash flow Effective risk management. Multiple forces in the 21st century have propelled businesses into confronting conditions that challenge their own and the world's sustainability. In spite of the considerable research on sustainability, reports suggest that we are barely any closer to a more sustainable society. As such, there is an urgent need to improve the effectiveness of human efforts towards sustainability. A clearer and more unified understanding of sustainability among different people and sectors could help to facilitate this. In last decade the issue of Sustainability has become a critical issue for the world and for business. Global issues relation to water, food, energy, health, corruption, human rights, property, climate and population threaten societal well-being and thus the pillars of a healthy market place. This chapter present the concept of Business behind the concept of Sustainable Development. � 2014 by Nova Science Publishers, Inc. All rights reserved.