Seasonal size variation in the predatory cladoceran Bythotrephes cederstroemii in Lake Michigan

1.  Dry weight, body length and spine length were measured for the exotic cladoceran Bythotrephes cederstroemii collected from offshore and inshore stations in southeastern Lake Michigan. Average dry weight of each developmental stage exhibited seasonal variation by a factor of more than 5. 2.  Mean dry weight of Bythotrephes was closely correlated with water temperature. Contrary to the inverse relationship between water temperature and body size frequently observed for other invertebrates, the dry weight of Bythotrephes increased at higher ambient temperatures. 3.  No significant correlation was observed between abundances of major zooplankton taxa and the dry weight of Bythotrephes . An indirect effect of temperature on prey consumption may cause seasonal variation in dry weight of Bythotrephes in Lake Michigan. 4.  Distances between adjacent pairs of barbs, added to the caudal spine with each moult, are significantly shorter in Bythotrephes which produce resting eggs. Less material investment in the exoskeleton of sexually reproducing females was observed in favour of growth and reproduction.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74641/1/j.1365-2427.1994.tb00842.x.pd

A meta-analysis of genome-wide association studies of epigenetic age acceleration

Funding: Generation Scotland received core support from the Chief Scientist Office of the Scottish Government Health Directorates (CZD/16/6) and the Scottish Funding Council (HR03006). Genotyping and DNA methylation profiling of the GS samples was carried out by the Genetics Core Laboratory at the Wellcome Trust Clinical Research Facility, Edinburgh, Scotland and was funded by the Medical Research Council UK and the Wellcome Trust (Wellcome Trust Strategic Award “STratifying Resilience and Depression Longitudinally” ((STRADL) Reference 104036/Z/14/Z)). Funding details for the cohorts included in the study by Lu et al. (2018) can be found in their publication. HCW is supported by a JMAS SIM fellowship from the Royal College of Physicians of Edinburgh and by an ESAT College Fellowship from the University of Edinburgh. AMM & HCW acknowledge the support of the Dr. Mortimer and Theresa Sackler Foundation. SH acknowledges support from grant 1U01AG060908-01. REM is supported by Alzheimer’s Research UK major project grant ARUK-PG2017B-10. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Data Availability: Summary statistics from the research reported in the manuscript will be made available immediately following publication on the Edinburgh Data Share portal with a permanent digital object identifier (DOI). According to the terms of consent for Generation Scotland participants, requests for access to the individual-level data must be reviewed by the GS Access Committee ([email protected]). Individual-level data are not immediately available, due to confidentiality considerations and our legal obligation to protect personal information. These data will, however, be made available upon request and after review by the GS access committee, once ethical and data governance concerns regarding personal data have been addressed by the receiving institution through a Data Transfer Agreement.Peer reviewedPublisher PD

Teaching in Inclusive School Communities, 1st Edition

"Teaching in Inclusive School Communities, 1st Edition is the essential resource to provide pre-service teachers with the most contemporary, ethical and useful framework for incorporating diversity and inclusive practices in today’s classroom. Fourteen concise chapters compose a focused picture of the values and beliefs that inform the inclusive education approach, with the most up-to-date connections to curriculum and pedagogy throughout. Complemented by the latest research in the field, this text provides the practical knowledge and skills needed for inclusive classroom teaching in Australia and New Zealand, as well as a thorough analysis of exactly what is required to build respectful relationships in modern school communities."--publisher websit

Student Perspectives on School Informing Inclusive Practice

The year 2014 marked the 25th and 20th anniversaries respectively of two of the most significant documents with implications for education. The first was the United Nations Convention on the Rights of the Child (United Nations, 1989), widely known simply as the UNCRC. The second was the Salamanca Statement and Framework on Action on Special Needs Education (UNESCO, 1994), widely known as the Salamanca Statement. Both relate to the rights of children. The UNCRC was adopted by the General Assembly in 1989. It created an international legal framework for the protection and promotion of the rights of children and young people under the age of 18, and incorporated the full range of human rights-civil, cultural, economic, political and social (Coppock & Gillet-Swan, 2016). Children's rights are human rights; they are indivisible and interdependent such that denying certain rights undermines other rights (Freeman, 2007). The World Conference on Special Needs Education in Spain in 1994 reflected an ongoing human rights debate centered around growing dissatisfaction with segregated education for disabled students. It culminated in the Salamanca Statement (UNESCO, 1994). Signed by representatives of 92 governments and 25 international organisations from around the world, the Statement reflected a consensus on future directions for 'special needs' education to be underpinned by the principles of inclusion

Teaching in Inclusive School Communities

"Teaching in Inclusive School Communities, 1st Edition is the essential resource to provide pre-service teachers with the most contemporary, ethical and useful framework for incorporating diversity and inclusive practices in today’s classroom. Fourteen concise chapters compose a focused picture of the values and beliefs that inform the inclusive education approach, with the most up-to-date connections to curriculum and pedagogy throughout. \ud \ud Complemented by the latest research in the field, this text provides the practical knowledge and skills needed for inclusive classroom teaching in Australia and New Zealand, as well as a thorough analysis of exactly what is required to build respectful relationships in modern school communities."--publisher websit

Winding Back the Clock: The Retreat of New Zealand Inclusive Education Policy

In 1996 the New Zealand Ministry of Education stated its aim to develop a “world class inclusive education system”. Through an analysis of current legislation and policy documents, this article argues that this policy has shifted, and the “clock is being wound back”. More children are enrolling in Special Schools, in keeping with neoliberal ideologies focused on consumer choice, outcomes, and the view that education is a private good and not a human right. There are unclear and at times contradictory messages about “special” and “inclusive” education that result in an education system that has no clear path forward towards inclusion. The focus is instead on “special” education policy, the maintenance of placement choice, and the surveillance and management of disabled students. It is suggested that the way forward is for radical systemic change, the development of a clear inclusive education policy, and an ideological focus on social justice

Children's Rights and Inclusive Education

The year 2014 marked the 25th and 20th anniversaries respectively of two of the most significant documents with implications for education. The first was the United Nations Convention on the Rights of the Child (United Nations, 1989), widely known simply as the UNCRC. The second was the Salamanca Statement and Framework on Action on Special Needs Education (UNESCO, 1994), widely known as the Salamanca Statement. Both relate to the rights of children. The UNCRC was adopted by the General Assembly in 1989. It created an international legal framework for the protection and promotion of the rights of children and young people under the age of 18, and incorporated the full range of human rights-civil, cultural, economic, political and social (Coppock & Gillet-Swan, 2016). Children's rights are human rights; they are indivisible and interdependent such that denying certain rights undermines other rights (Freeman, 2007). The World Conference on Special Needs Education in Spain in 1994 reflected an ongoing human rights debate centered around growing dissatisfaction with segregated education for disabled students. It culminated in the Salamanca Statement (UNESCO, 1994). Signed by representatives of 92 governments and 25 international organisations from around the world, the Statement reflected a consensus on future directions for 'special needs' education to be underpinned by the principles of inclusion. The anniversaries of these two documents were the impetus for this book, which was begun in the same year, 2014. In this book we present the perspectives of children and young people on their school experiences. These experiences provide a first-hand account of the successes, issues and remaining challenges of application of two of the key principles of these landmark documents, the right to a voice and the right to inclusion

Towards an inclusive education for all

Chapter 1: Presents international perspectives and understandings of what inclusion means, and explains why it is necessary for teachers to develop their own deep understanding of the beliefs and values that inform teaching. The chapter introduces the construct of an inclusive school community, which is an important focus of inclusive schooling, and explains how the theoretical framework for inclusion informs our thinking, and the ongoing processes of review and development. This framework also informs the stance we take on preparing teachers to work in more inclusive ways in schools. The chapter aims to encourage an appreciation of what it means to be included and excluded, and invites the reader to consider the challenges ahead