Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion

Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational inclusion with Amartya SenΓÇÖs (1985) Capability Approach. This integrated framework engages children, educators, and families in principled practices that acknowledge differences, rather than deficits, and enable attention to enhancing the capabilities of children with disabilities in inclusive educational environments. Implications include the development of policy that clarifies the process required to negotiate capabilities and valued functionings and the types of resources required to permit children, educators, and families to create relationally inclusive environments

Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time

This article is divided into two sections. The first offers a theoretical frame that enables key concepts to be defined and discussed. The second reviews current approaches to methodology that enable researchers to study the movement of youth over time and across space in an effort to examine the learning that is occasioned by different relationships. Here, we offer ways to begin thinking about mapping social relationships across lived experiences. The article ends with a brief conclusion, in which we note the significance of documenting the developing experiences of children and youth, mediated by social relationships, and the necessity of research and methodologies that attend to these relationships

Cultural Mapping as a Social Practice: A Response to Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing

Inspired by Gerald Wood and Elizabeth Lemley’s (2015) article entitled Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing, this response inquires further into cultural mapping as a social practice. From our perspective, cultural mapping has potential to contribute to place making, as well as the values to sustain more equitable social futures. Thus, alongside the maps created, we longed to learn more about how the participants were engaged in mapping, how perceptions of mapping changed over time and context, how participation was mediated by relationships, and how transformation in the participants, child, youth, and adults was manifested. Making visible the richness of this experience, however, likely requires research funding, support, and time

Students' perspectives on engagement, learning and pedagogy: self-evaluations of university students in Spain.

Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students' attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher's pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning

What are Students Learning?: Assessing Service Learning and the Curriculum

Service learning, a method of learning and teaching, has the potential to move our educational system into the 21st century by providing a vehicle for integrating the needs of schools and communities while reflecting current reform agendas and providing meaningful learning experiences for students. In order for service learning to play a role in the transformation of our schools, however, educators must become successful at linking service to learning- making connections between service experiences and academic learning explicit. This paper explores the meaning of learning in service learning by explicating: a) how service learning links to current standards based reform agendas and; b) how the academic learning associated with service learning can be assessed by teachers, professors, and community agency personnel

BAAD: a Biomass And Allometry Database for woody plants

Understanding how plants are constructed—i.e., how key size dimensions and the amount of mass invested in different tissues varies among individuals—is essential for modeling plant growth, carbon stocks, and energy fluxes in the terrestrial biosphere. Allocation patterns can differ through ontogeny, but also among coexisting species and among species adapted to different environments. While a variety of models dealing with biomass allocation exist, we lack a synthetic understanding of the underlying processes. This is partly due to the lack of suitable data sets for validating and parameterizing models. To that end, we present the Biomass And Allometry Database (BAAD) for woody plants. The BAAD contains 259 634 measurements collected in 176 different studies, from 21 084 individuals across 678 species. Most of these data come from existing publications. However, raw data were rarely made public at the time of publication. Thus, the BAAD contains data from different studies, transformed into standard units and variable names. The transformations were achieved using a common workflow for all raw data files. Other features that distinguish the BAAD are: (i) measurements were for individual plants rather than stand averages; (ii) individuals spanning a range of sizes were measured; (iii) plants from 0.01–100 m in height were included; and (iv) biomass was estimated directly, i.e., not indirectly via allometric equations (except in very large trees where biomass was estimated from detailed sub‐sampling). We included both wild and artificially grown plants. The data set contains the following size metrics: total leaf area; area of stem cross‐section including sapwood, heartwood, and bark; height of plant and crown base, crown area, and surface area; and the dry mass of leaf, stem, branches, sapwood, heartwood, bark, coarse roots, and fine root tissues. We also report other properties of individuals (age, leaf size, leaf mass per area, wood density, nitrogen content of leaves and wood), as well as information about the growing environment (location, light, experimental treatment, vegetation type) where available. It is our hope that making these data available will improve our ability to understand plant growth, ecosystem dynamics, and carbon cycling in the world\u27s vegetation

BAAD: a Biomass And Allometry Database for woody plants

Understanding how plants are constructed—i.e., how key size dimensions and the amount of mass invested in different tissues varies among individuals—is essential for modeling plant growth, carbon stocks, and energy fluxes in the terrestrial biosphere. Allocation patterns can differ through ontogeny, but also among coexisting species and among species adapted to different environments. While a variety of models dealing with biomass allocation exist, we lack a synthetic understanding of the underlying processes. This is partly due to the lack of suitable data sets for validating and parameterizing models. To that end, we present the Biomass And Allometry Database (BAAD) for woody plants. The BAAD contains 259 634 measurements collected in 176 different studies, from 21 084 individuals across 678 species. Most of these data come from existing publications. However, raw data were rarely made public at the time of publication. Thus, the BAAD contains data from different studies, transformed into standard units and variable names. The transformations were achieved using a common workflow for all raw data files. Other features that distinguish the BAAD are: (i) measurements were for individual plants rather than stand averages; (ii) individuals spanning a range of sizes were measured; (iii) plants from 0.01–100 m in height were included; and (iv) biomass was estimated directly, i.e., not indirectly via allometric equations (except in very large trees where biomass was estimated from detailed sub-sampling). We included both wild and artificially grown plants. The data set contains the following size metrics: total leaf area; area of stem cross-section including sapwood, heartwood, and bark; height of plant and crown base, crown area, and surface area; and the dry mass of leaf, stem, branches, sapwood, heartwood, bark, coarse roots, and fine root tissues. We also report other properties of individuals (age, leaf size, leaf mass per area, wood density, nitrogen content of leaves and wood), as well as information about the growing environment (location, light, experimental treatment, vegetation type) where available. It is our hope that making these data available will improve our ability to understand plant growth, ecosystem dynamics, and carbon cycling in the world\u27s vegetation

The research on endothelial function in women and men at risk for cardiovascular disease (REWARD) study: methodology

Background Endothelial function has been shown to be a highly sensitive marker for the overall cardiovascular risk of an individual. Furthermore, there is evidence of important sex differences in endothelial function that may underlie the differential presentation of cardiovascular disease (CVD) in women relative to men. As such, measuring endothelial function may have sex-specific prognostic value for the prediction of CVD events, thus improving risk stratification for the overall prediction of CVD in both men and women. The primary objective of this study is to assess the clinical utility of the forearm hyperaemic reactivity (FHR) test (a proxy measure of endothelial function) for the prediction of CVD events in men vs. women using a novel, noninvasive nuclear medicine -based approach. It is hypothesised that: 1) endothelial dysfunction will be a significant predictor of 5-year CVD events independent of baseline stress test results, clinical, demographic, and psychological variables in both men and women; and 2) endothelial dysfunction will be a better predictor of 5-year CVD events in women compared to men. Methods/Design A total of 1972 patients (812 men and 1160 women) undergoing a dipyridamole stress testing were recruited. Medical history, CVD risk factors, health behaviours, psychological status, and gender identity were assessed via structured interview or self-report questionnaires at baseline. In addition, FHR was assessed, as well as levels of sex hormones via blood draw. Patients will be followed for 5 years to assess major CVD events (cardiac mortality, non-fatal MI, revascularization procedures, and cerebrovascular events). Discussion This is the first study to determine the extent and nature of any sex differences in the ability of endothelial function to predict CVD events. We believe the results of this study will provide data that will better inform the choice of diagnostic tests in men and women and bring the quality of risk stratification in women on par with that of men

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

Patrolling the borders of otherness: Dis/placed identity positions for teachers and students in schooled spaces

We look across two studies, conducted within the current new managerialist policy context in Australia, which capture the construction of social spaces mediated through the nexus of material, activity, and discursive space. The focus of the first study is the negotiation of identities for a second language (Indonesian) teacher and his Indigenous and non-Indigenous students. The social space of their classroom is carnivalized, parodying traditional teacher/student relationships, and stripping the teacher of his authority. The students position the teacher as Other and, in the process, map the border of "white" space, temporarily allowing Aboriginal students access to dominant discourses. The second study documents strategies for reengaging young people who are not enrolled in mainstream schools. While policy makers have not articulated processes for reengagement, the default or implicit strategy of organizations that fund programs to reconnect young people in learning or earning pathways emphasizes information dissemination, or reengagement as contact. However, some youth workers are remaking the social space of school, enacting a strategy that prioritizes reengagement as commitment. These studies highlight the way processes of schooling dis/place both teachers and students. Our response is to consider ways of dis/placing school