Researcher Positionality in Participatory Action Research for Climate Justice in Indigenous Communities

This paper discusses researcher positionality in the studies of indigenous communities in the context of the Transforming Universities for a Changing Climate project. The paper is specifically associated with the project’s participatory action research strand, which aims to design and implement interventions relating to mitigation and adaptation to climate change, involving local communities and universities in the countries. Despite an increase in the number of social scientists engaging in climate-change-related research, discussion on researcher positionality is still limited. The paper intends to fill this gap by analysing the empirical data collected from partner researchers who were asked about their own positionalities. Utilising the ‘four hyphen-spaces’ framework proposed by Cunliffe and Karunanayake, the paper identifies commonalities and variations in terms of the researchers’ reflections on their positionalities. The paper concludes by addressing the complex aspects of ‘insiderness’ that have implications for participatory action research

Widening community participation in preparing for climate-related disasters in Japan

This paper discusses community participation drawing on ongoing disaster recovery and preparedness projects (RPP) in the communities affected by the Heavy Rain Event of 2018 in western Japan. Participatory approaches have become a mainstream methodology for community-based disaster risk reduction (DRR) as advocated in the Sendai Framework for Disaster Risk Reduction 2015-2030. The majority of participation research addresses either 'success' factors for participation or the types of participation. The paper proposes a notion of 'widening participation' in addressing the challenge of attracting people to participate in preparedness initiatives. Originally widening participation was a higher education policy in the UK aiming to broaden the demographic composition of the student base. Even the RPP that are publicly recognised as 'good practices' struggle to recruit more people for the projects. Borrowing the notion of widening participation, the paper identifies how each project encourages non-participants to get involved in the project activities. The paper applies the EAST framework (Easy, Attractive, Social, Timely) widely utilised in the policy making of widening participation and further public services. Rather than providing the public with information and guidance, 'easy', 'attractive', 'social' and 'timely' behavioural approaches tend to enable participation. Examining these four principles in the four cases of RPP, the paper suggests that the EAST framework is feasible in strengthening the strategies for widening participation in preparedness action. The paper, however, recognises a need to address the difference between top-down public policies and bottom-up community projects in the application of the framework

Development of congenic strains of mice carrying amyloidogenic apolipoprotein A-II (Apoa2c) Apoa2c reduces the plasma level and the size of high density lipoprotein

AbstractA congenic strain of mice with amyloidogenic apolipoprotein A-II (Apoa2c) on the genetic background of the amyloidosis-resistant SAM-R/1 strain was produced by 12 generations of backcrossing. Genome mapping using endogenous murine leukemia proviral markers was done in the congenic strain, termed R1·P1-Apoa2c. We confirmed that only a small region surrounding the apoA-II gene on chromosome 1 was transferred from the genome of the donor SAM-P/1 strain. The level and particle size of plasma high density lipoprotein were decreased in RI · Pl-Apoa2c mice compared to those in the progenitor SAM-R/1 mice. The function of apoA-II can be studied using this strain of mice

The 2006 November outburst of EG Aquarii: the SU UMa nature revealed

We report time-resolved CCD photometry of the cataclysmic variable EG Aquarii during the 2006 November outburst During the outburst, superhumps were unambiguously detected with a mean period of 0.078828(6) days, firstly classifying the object as an SU UMa-type dwarf nova. It also turned out that the outburst contained a precursor. At the end of the precursor, immature profiles of humps were observed. By a phase analysis of these humps, we interpreted the features as superhumps. This is the second example that the superhumps were shown during a precursor. Near the maximum stage of the outburst, we discovered an abrupt shift of the superhump period by ${\sim}$ 0.002 days. After the supermaximum, the superhump period decreased at the rate of $\dot{P}/P$=$-8.2{\times}10^{-5}$, which is typical for SU UMa-type dwarf novae. Although the outburst light curve was characteristic of SU UMa-type dwarf novae, long-term monitoring of the variable shows no outbursts over the past decade. We note on the basic properties of long period and inactive SU UMa-type dwarf novae.Comment: 9 pages, 7 figures, accepted for PAS

Situating preparedness education within public pedagogy

Both ‘disaster preparedness’ and ‘public pedagogy’ have been broadly defined and diversely utilised. Preparedness has been dealt within the disciplines such as civil engineering, sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness is increasing in the field of education, and some of them position preparedness education within the field of public pedagogy. However, conceptual discussion as to how and why the two fields are associated has been limited. The primary aim of this paper is to fill this gap by drawing on public pedagogy literature that conceptualises ‘publics’ and ‘pedagogies’. By doing so, the paper attempts to respond to Burdick et al’s call for Problematizing Public Pedagogy

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion

Preparing for disaster: a comparative analysis of education for critical infrastructure collapse

This article explores policy approaches to educating populations for potential critical infrastructure collapse in five different countries: the UK, the US, Germany, Japan and New Zealand. ‘Critical infrastructure’ is not always easy to define, and indeed is defined slightly differently across countries – it includes entities vital to life, such as utilities (water, energy), transportation systems and communications, and may also include social and cultural infrastructure. The article is a mapping exercise of different approaches to critical infrastructure protection and preparedness education by the five countries. The exercise facilitates a comparison of the countries and enables us to identify distinctive characteristics of each country’s approach. We argue that contrary to what most scholars of security have argued, these national approaches diverge greatly, suggesting that they are shaped more by internal politics and culture than by global approaches