Homi Bhabha and Cosmic Ray research in India

Cosmic rays are very high energy particles arriving from the depths of space and incident on the earth’s atmosphere at all places and at all times. The energy of these particles extends over 12 decades from around 10⁹ ev to 10²¹ ev and mercifully for the survival of life, the intensity falls by atleast 22 decades from about 100 particles/cm²/s to 1 particle/1000 km² year. Cosmic ray research led to the discovery of many of the fundamental particles of nature in the 30’s, 40’s and 50’s of this century and ushered in the era of ‘elementary particle physics’ at man-made accelerators. Even 86 years after the discovery, the sources of these particles and the mechanism of acceleration continue to remain a mystery.     

Homi Bhabha

Homi K. Bhabha is not only a major postcolonial theorist, but he has also become an important thinker for education. This article reviews the major themes of Bhabha’s work as it applies to education. The article also cautions us that the pressures in scholarship are to “reify” thinkers and their concepts and then “spend” those concepts like currency in the academic marketplace. This form of commodification is antithetical to progressive scholarly work. The article encourages a resistance to this form of commodification through a more complex engagement with the theories developed by Bhabha and an appreciation of the contradictions in the process of that engagement.     

霍米巴巴及其后殖民理论中的混杂性,矛盾性和模仿

霍米巴巴是当代后殖民研究的重要人物之一,在此领域中他提出了如混杂性,矛盾性和模仿等新的术语和概念。根据霍米巴巴的理论,这些术语是用来描述在殖民地中被殖民者对待殖民者霸权的反馈。在他的唯一公开发表的著作《文化的定位》中,他指出了自己对于后殖民理论的观点—混杂性,矛盾性和模仿。     

Homi Jehangir Bhabha: remembering a scientist and celebrating his contributions to science, technology, and education in India

The focus of this paper is on the current developments in science education occurring in the posthumously built Homi Bhabha Centre for Science Education in Mumbai and to offer context for various indigenous developments that are shaping science education in India today. In this paper, I describe the story of Homi Bhabha and his rich legacy of India’s atomic energy program. Specifically, I focus on the institutions built by Homi Bhabha, including the Tata Institute of Fundamental Research and the Bhabha Atomic Research Centre (BARC) and I examine how these institutions have enabled Indian scientists to contribute to the advancement of science knowledge in the world.     

霍米·巴巴混杂性理论在《黑暗的心》中的体现

霍米·巴巴的混杂性理论有三个表现形式：对权威的意象质询;使一个音调的权威形式不稳定;对殖民权威的反讽。本文应用混杂性理论对约瑟夫·康拉德的作品《黑暗的心》进行了分析,从而阐释了康拉德颠覆殖民话语、消解殖民权威的努力确是显而易见的。     

Missing children in educational research: investigating school-based versus household-based assessments in India

Including all children in large-scale educational studies is a pressing concern. Omitting certain types of children from studies can lead to skewed findings that promote inaccuracies about learning levels or educational quality. Increasingly, assessments are a method for investigating the quality of education systems, but national assessments are typically conducted in classrooms and may fail to accurately represent a country’s full range of children. Alternatively, households can be a site for testing or collecting data on children’s learning. Analysing the quantitative data from two studies in India that use both household-based and school-based methods alongside data from Government of India sources, the issues with child representation in school-based assessments are examined, and the benefits of household-based research as an alternative are explored.     

论《印度之行》中的印度形象

本文旨在利用比较文学形象学和东方主义的相关理论来解析福斯特的小说《印度之行》中的＂印度形象＂,进而深入研究福斯特笔下的印度形象对英国集体想像中＂印度形象＂的继承和颠覆,并在此基础上探究引起这种距离的深层的社会文化的原因及作家个人的因素。     

EMDR在印度

2001年1月印度地震后,40名经过培训的EMDR治疗师援助了1600多人。儿童与成人均出现了PTSD的症状,但未发现人格解体症状。通过分析儿童的画可了解创伤对他们的影响,创伤越严重、丧失越多,个体的情绪就起伏越大,在那些较完整的较大的居民区,存在进一步被毁的威胁,在他们中间不安全感高于那些受破坏较大的地区。     

教派主义与当代印度政治

由于历史上教派主义的影响和印度本身宗教和教派的多样性，教派主义对印度政治产生了深刻的影响。印度的议会选举、政党政治和地方分离主义等政治领域无不渗透着教派主义的因素。从印度教派主义存在的根源来看，既有殖民主义者留下的历史恶果，也与印度政府本身的政策失误有关。