The Cultural Competence of Response & Recovery Workers in Post-Earthquake Haiti

Cultural competence is critical to public service, yet it is often ignored and underutilized, especially in post-disaster response and recovery. The current literature on cultural competence and frameworks developed by the private sector do not fully consider the complexities of a post-disaster public service context. This project explores the importance of cultural competence in post-disaster response and recovery, identifies effective training methods and organizational policies which may present barriers to competence acquisition, and proposes a new theoretical framework by which to assess cultural competence in international response and recovery work. This study used focus groups with Haitian beneficiaries (n=7), in-depth interviews with response and recovery workers (n=50), close ended surveys with both groups (n=226), observation, and a review of secondary sources (e.g. job announcements, training manuals) to explore cultural competence from the perspectives of international response and recovery workers, their agencies, and Haitian beneficiaries after the January 2010 Haitian earthquake. The analysis revealed that although 88% of participating aid workers identified cultural competence (CC) as critical to program effectiveness, 42% had no training before or during deployment. An analysis of the job announcements revealed that only 37% of agencies required cultural competencies. While aid workers and beneficiaries identified experiential strategies (e.g. immersion, mentoring) as critical to cultural competence acquisition, organizational policies (e.g. curfews, restrictions on travel) were often found to be at odds with these methods and more than 1/3 of participating aid workers felt that these policies were a barrier to cultural competency. Findings from this study may help aid workers better understand the importance of cultural competence and how it can improve the effectiveness of aid programs, and provide ways in which aid agencies can enhance cultural competence acquisition by their employees

"Our Normal Is Different": Autistic Adults' Experiences of the Family Courts

This article reports the findings of a small-scale qualitative study exploring the experiences of autistic adults who have had experience of the family justice system. While participants related some positive elements to their experiences, in particular with regard to the willingness of professionals to try to learn more about their clients’ needs, the overall picture showed significant concerns. The reports given showed significant misunderstandings about autism, and a system which struggled to make appropriate adjustments which would allow autistic court users to have access to justice on an equivalent basis to non-autistic litigants. This situation stands in contrast to the position regarding other disabilities in the Family Justice System, but also to the relatively greater level of provision for autistic people within the Criminal Justice System. Based on participants’ experiences and existing good practice in other areas, we make recommendations that could be adopted by the Family Court and practitioners

Comparing the Executive Function Ability of Autistic and Non-autistic Adolescents with a Manualised Battery of Neuropsychological Tasks

Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory)

Seed systems and seed relief: an annotated bibliography

Annotated bibliography of resources related to seed systems and seed relief

Addressing seed security in disaster response - linking relief with development

This volume contains eight case studies managed by CIAT, CRS, and CARE Norway in a project entitled, Assisting disaster-affected and chronically stressed communities in East, Central and Southern Africa: Focus on small farmer systems. The case studies were undertaken to evaluate various forms of emergency seed aid and to couple these with analyses of the broader seed and crop systems. The objectives were to understand if and how vulnerable farmers are being helped by the kinds of assistance they receive —and how to move forward on improving practice

‘This is what we’ve always wanted’: Perspectives on young autistic people’s transition from special school to mainstream satellite classes

Background & aims According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods We conducted interviews with London-based young autistic people (n = 19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers

Contrasting Modes of Diversification in the Aux/IAA and ARF Gene Families

The complete genomic sequence for Arabidopsis provides the opportunity to combine phylogenetic and genomic approaches to study the evolution of gene families in plants. The Aux/IAA and ARF gene families, consisting of 29 and 23 loci in Arabidopsis, respectively, encode proteins that interact to mediate auxin responses and regulate various aspects of plant morphological development. We developed scenarios for the genomic proliferation of the Aux/IAA and ARF families by combining phylogenetic analysis with information on the relationship between each locus and the previously identified duplicated genomic segments in Arabidopsis. This analysis shows that both gene families date back at least to the origin of land plants and that the major Aux/IAA and ARF lineages originated before the monocot-eudicot divergence. We found that the extant Aux/IAA loci arose primarily through segmental duplication events, in sharp contrast to the ARF family and to the general pattern of gene family proliferation in Arabidopsis. Possible explanations for the unusual mode of Aux/IAA duplication include evolutionary constraints imposed by complex interactions among proteins and pathways, or the presence of long-distance cis-regulatory sequences. The antiquity of the two gene families and the unusual mode of Aux/IAA diversification have a number of potential implications for understanding both the functional and evolutionary roles of these genes