COMPLEXITY IN DISASTERS: A CASE STUDY OF THE HAITIAN EARTHQUAKE RESPONSE

This case study explores the development of an international crisis response from the perspective of the United States Coast Guard (USCG). Crisis managers, responders, and communicators from the USCG and from partner agencies were interviewed, as well as representatives from the Haitian publics of the response. The resulting narrative was used to test the previously untested Situational Theory of Problem Solving (STPS) and complexity theory, which had not previously been applied to international disaster response. Findings validated both theories and demonstrated the importance of cultural translators in effecting international disaster response. This study served as a preliminary test of STPS, and a first international application of complexity theory. Practical implications include guidance for crisis managers on how to respond to crises in a complex world, as well as how to harness cultural awareness when responding internationally

Infusing Disability Studies into “Mainstream” Educational Thought: One Person’s Story

The purpose of this article is to explore how ideas from disability studies can inform “mainstream” educational practice. In this autoethnographic narrative I describe a personal journey of planning, teaching, and evaluating a 3-hour “in service” presentation for high school principals. In my account of this event I alternate between a description of the content, my personal reflections, and participant reactions. I demonstrate how the content and format of this kind of presentation can serve as a formalized context for generating a much needed dialogue between disability studies and current practices in the field of education

Die Bedeutung von Einstellungen und pädagogischen Fähigkeiten von Lehrkräften für inklusiven Unterricht. Aufgaben und Implikationen für die Lehrkräfteaus- und -fortbildung

In this article the author advocates using Disability Studies in Education as a discipline to inform work about inclusive education. Second, he discusses teacher (1) dispositions (beliefs and responsibilities) about human differences; (2) skills in pedagogical flexibility; and, (3) ability to collaborate with others, as the critical areas necessary for creating and maintaining inclusive classrooms. Third, he poses questions to serve as a springboard for further discussions about inclusive education regarding teacher educators\u27 responsibilities to preservice and in-service teachers. (DIPF/Orig.)In diesem Beitrag schlägt der Autor erstens vor, Disability Studies aus dem Bereich der Bildungswissenschaften dafür zu nutzen, auf die Durchführung von inklusivem Unterricht vorzubereiten. Zweitens geht er auf drei Aspekte ein, die er für die Ermöglichung und Umsetzung von inklusivem Unterricht für zentral hält: (1) die Einstellungen (Überzeugungen und Haltungen) von Lehrkräften in Bezug auf Unterschiede zwischen Menschen, (2) ihre Fähigkeit, pädagogisch flexibel zu handeln, und (3) ihre Bereitschaft und Fähigkeit zur Zusammenarbeit mit anderen. Drittens formuliert er einige Fragen, die als Sprungbrett für weitere Diskussionen über inklusiven Unterricht dienen sollen, wobei er auf die Verantwortung von Lehrenden sowohl in der Lehreraus- als auch in der Lehrerfortbildung eingeht. (DIPF/Orig.

Cripping School Curricula: 20 Ways to Re-Teach Disability

As instructors of a graduate level course about using film to re-teach disability, we deliberately set out to “crip” typical school curricula from kindergarten through twelfth grade. Utilizing disability studies to open up alternative understandings and reconceptualizations of disability, we explored feature films and documentaries, juxtaposing them with commonplace texts and activities found in school curricula. In doing so, we sought to challenge any simplistic notions of disability and instead cultivate knowledge of a powerful, and largely misunderstood aspect of human experience. The article incorporates twenty suggestions to re-teach disability that arose from the course. These ideas provide educators and other individuals with a set of pedagogical tools and approaches to enrich, complicate, challenge, clarify, and above all, expand narrowly perceived and defined conceptions of disability found within the discourse of schooling

Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms

David J. Connor and Kristen Goldmansour explore cotaught inclusion classrooms through the lens of the social justice narrative. They write about the parents who asserted “that it was their children’s civil right to be educated within a diverse classroom, one that truly mirrored the nation’s population.” They critique the alternative to inclusion as “segregation,” which results in “devaluation, a loss in cultural capital for individuals” and argue that cotaught classrooms can upend “artificial notions of ‘normalcy’ that have served to diminish and devalue ‘disabled’ children.

Unexpected evolutionary proximity of eukaryotic and cyanobacterial enzymes responsible for biosynthesis of retinoic acid and its oxidation

Biosynthesis of retinoic acid from retinaldehyde (retinal) is catalysed by an aldehyde dehydrogenase (ALDH) and its oxidation by cytochrome P450 enzymes (CYPs). Herein we show by phylogenetic analysis that the ALDHs and CYPs in the retinoic acid pathway in animals are much closer in evolutionary terms to cyanobacterial orthologs than would be expected from the standard models of evolution

Eclipsing Expectations: How a Third Grader Set His Own Goals (And Taught Us All How to Listen)

A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies

Whole genome sequence analysis reveals the broad distribution of the RtxA type 1 secretion system and four novel putative type 1 secretion systems throughout the Legionella genus.

Type 1 secretion systems (T1SSs) are broadly distributed among bacteria and translocate effectors with diverse function across the bacterial cell membrane. Legionella pneumophila, the species most commonly associated with Legionellosis, encodes a T1SS at the lssXYZABD locus which is responsible for the secretion of the virulence factor RtxA. Many investigations have failed to detect lssD, the gene encoding the membrane fusion protein of the RtxA T1SS, in non-pneumophila Legionella, which has led to the assumption that this system is a virulence factor exclusively possessed by L. pneumophila. Here we discovered RtxA and its associated T1SS in a novel Legionella taurinensis strain, leading us to question whether this system may be more widespread than previously thought. Through a bioinformatic analysis of publicly available data, we classified and determined the distribution of four T1SSs including the RtxA T1SS and four novel T1SSs among diverse Legionella spp. The ABC transporter of the novel Legionella T1SS Legionella repeat protein secretion system shares structural similarity to those of diverse T1SS families, including the alkaline protease T1SS in Pseudomonas aeruginosa. The Legionella bacteriocin (1-3) secretion systems T1SSs are novel putative bacteriocin transporting T1SSs as their ABC transporters include C-39 peptidase domains in their N-terminal regions, with LB2SS and LB3SS likely constituting a nitrile hydratase leader peptide transport T1SSs. The LB1SS is more closely related to the colicin V T1SS in Escherichia coli. Of 45 Legionella spp. whole genomes examined, 19 (42%) were determined to possess lssB and lssD homologs. Of these 19, only 7 (37%) are known pathogens. There was no difference in the proportions of disease associated and non-disease associated species that possessed the RtxA T1SS (p = 0.4), contrary to the current consensus regarding the RtxA T1SS. These results draw into question the nature of RtxA and its T1SS as a singular virulence factor. Future studies should investigate mechanistic explanations for the association of RtxA with virulence

Forum Guest Editors’ Introduction: Disability Studies in Education “At Work”

This introductory article serves as the springboard for a greater discussion of the question: How applicable are the ideas of Disability Studies in Education to educational policy and the practice of teaching? As guest editors of the special forum of RDS, we illustrate how DSE continues to inform educational theory, research, policy, and practice. First, we chronicle the rapid growth of DSE over the past decade. Second, as educators of teachers, we raise three topics to contemplate further for our field: (1) improving the relationship between science and ethics, (2) better connecting knowledge, beliefs, and values to practice, and (3) determining the position of DSE scholars within the field of special education. Third, we briefly highlight the four featured articles from Belgium, New Zealand, Scotland, and the USA that constitute this special forum. Finally, we urge the field of education to be more critical of special education practices and continue to be receptive toward DSE

Response of Oil Production and Quality to Hedgerow Design in Super-High-Density Olive cv. Arbequina Orchards

An analysis is presented of the response of olive oil production and quality parameters, viz. fatty acids (palmitic, oleic and linoleic acids), phenolic compounds and oxidative stability to hedgerow spacing and orientation in 1-m wide super-high-density orchards of cv. Arbequina. Data reveal strong linear relationships between concentrations of fatty acids and internal irradiance within hedgerows, positive for palmitic and linoleic but negative for oleic acid. The result is a significant vertical trend in oil composition within hedgerows, but small to negligible differences in oil harvested from them in totality. The explanation is found in the small ranges and strongly correlated responses of individual fatty acids that together comprise 98% of oil mass. Phenolic compounds respond more widely and to higher levels of irradiance than fatty acids and did show increases in NS hedgerows grown at wide row spacing. Oxidative stability shows a similar trend in phenolic compounds. A simulation study that extended the known responses to 2-m wide hedgerows showed that the linkage between fatty acid profiles was maintained with no resultant differences in the oil composition of the total simulated oil harvest. Based on the current understanding of internal irradiance within olive hedgerows, there seems to be little opportunity to manage oil quality by orchard structure.EEA JunínFil: Trentacoste, Eduardo Rafael. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Junín; ArgentinaFil: Connor, David J. University of Melbourne. School of Agriculture and Food; AustraliaFil: Gómez del Campo, María. Universidad Politécnica de Madrid. Departamento de Producción Agraria; Españ