Variations in palpal ornamentation of Anopheles fluviatilis species T and U (Diptera: Culicidae) and their taxonomic consequence

64-68Anopheles fluviatilis sensu lato James is a highly efficient malaria vector in Indian subcontinent and Iran which is comprised of at least four sibling species provisionally designated as species S, T, U and V. An important morphological characteristic for differentiation of this species complex from other closely related anopheline species complex, the Minimus Complex, is the ratio of length of subapical pale band to dark band intervening apical and subapical pale bands on the maxillary palps of female mosquito. Here, we report variation in the subapical pale band in An. fluviatilis, especially in species U, to the extent that palps of some specimens resemble members of Minimus Complex, inferring that palpal ornamentation may not be reliable characteristics for identification of An. fluviatilis. Taxonomic consequence of such variation is discussed

What We Talk about When We Talk about Love: A Duoethnographic Exploration of the Dissertation Relationship

In the aftermath and mop-up following a successful dissertation defense, an unintended and unexpected data source remained unexplored and unanalyzed: 32 audio-recorded discussions and work sessions documenting the processes, approaches, and decisions made by a dissertation director and his doctoral candidate. What might those conversations reveal about the dissertation relationship? Taking a page from Raymond Carver’s short story, “What We Talk about When We Talk about Love,” we wondered what we might have been talking about when we were talking about dissertation writing. Inspired and shaped by Norris, Sawyer, and Lund’s (2012. Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press.) duoethnographic methods, this study provides opportunity for us to not just look back on the journey, but pushes us into the messiness of “recalling and reconceptualizing” (p. 10). As we each “become the foil for the Other, challenging the Other to reflect on their own life in a deeper, more relational, and authentic manner” (Norris et al., 2012, p. 10) we also interrogate and trouble our own simplistic categories of analysis

When does the action start and finish? Making the case for an ethnographic action research in educational research

This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects. Interpretations of ethnography and action research are developed that aim to minimise the epistemological differences between them. The paper also contextualises an ‘ethnographic action research’ approach with reference to an example of the author’s research into participation in three ‘reception’ (first year of schooling) classes in the United Kingdom. It is argued that research into the theme of participation in early years education, using participative methods, was particularly suitable for this new methodological approach

Knockdown resistance (kdr)-like mutations in the voltage-gated sodium channel of a malaria vector Anopheles stephensi and PCR assays for their detection

<p>Abstract</p> <p>Background</p> <p>Knockdown resistance (<it>kdr</it>) in insects, resulting from mutation(s) in the voltage-gated sodium channel (vgsc) gene is one of the mechanisms of resistance against DDT and pyrethroid-group of insecticides. The most common mutation(s) associated with knockdown resistance in insects, including anophelines, has been reported to be present at residue Leu1014 in the IIS6 transmembrane segment of the vgsc gene. This study reports the presence of two alternative <it>kdr</it>-like mutations, L1014S and L1014F, at this residue in a major malaria vector <it>Anopheles stephensi </it>and describes new PCR assays for their detection.</p> <p>Methods</p> <p>Part of the vgsc (IIS4-S5 linker-to-IIS6 transmembrane segment) of <it>An. stephensi </it>collected from Alwar (Rajasthan, India) was PCR-amplified from genomic DNA, sequenced and analysed for the presence of deduced amino acid substitution(s).</p> <p>Results</p> <p>Analysis of DNA sequences revealed the presence of two alternative non-synonymous point mutations at L1014 residue in the IIS6 transmembrane segment of vgsc, i.e., T>C mutation on the second position and A>T mutation on the third position of the codon, leading to Leu (TTA)-to-Ser (TCA) and -Phe (TTT) amino acid substitutions, respectively. Polymerase chain reaction (PCR) assays were developed for identification of each of these two point mutations. Genotyping of <it>An. stephensi </it>mosquitoes from Alwar by PCR assays revealed the presence of both mutations, with a high frequency of L1014S. The PCR assays developed for detection of the <it>kdr </it>mutations were specific as confirmed by DNA sequencing of PCR-genotyped samples.</p> <p>Conclusions</p> <p>Two alternative <it>kdr-</it>like mutations, L1014S and L1014F, were detected in <it>An. stephensi </it>with a high allelic frequency of L1014S. The occurrence of L1014S is being reported for the first time in <it>An. stephensi</it>. Two specific PCR assays were developed for detection of two <it>kdr</it>-like mutations in <it>An. stephensi</it>.</p

‘RE/TRS’ is a Girl’s Subject: Talking about Gender and the Discourse of ‘Religion’ in UK Educational Spaces

This article addresses what appears to be a retrenchment into narrower forms of identification and an increased suspicion of difference in the context of educational policy in the UK &ndash; especially in relation to &lsquo;Religious Education&rsquo;. The adoption of standardized management protocols &ndash; &lsquo;managerialism&rsquo; &ndash; across most if not all policy contexts including public educational spaces reduces spaces for encountering or addressing genuine difference and for discovering something new and different. A theory of the &lsquo;feminization of religion&rsquo; associated historically with Barbara Welter, provides some useful insights as to why this might be, suggesting that those in British society who would prefer to see greater separation from &lsquo;religion&rsquo; in &lsquo;secular&rsquo; schools may well also be caught up in forms of gender stereotyping

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood

The purpose of mess in action research: building rigour though a messy turn

Mess and rigour might appear to be strange bedfellows. This paper argues that the purpose of mess is to facilitate a turn towards new constructions of knowing that lead to transformation in practice (an action turn). Engaging in action research - research that can disturb both individual and communally held notions of knowledge for practice - will be messy. Investigations into the 'messy area', the interface between the known and the nearly known, between knowledge in use and tacit knowledge as yet to be useful, reveal the 'messy area' as a vital element for seeing, disrupting, analysing, learning, knowing and changing. It is the place where long-held views shaped by professional knowledge, practical judgement, experience and intuition are seen through other lenses. It is here that reframing takes place and new knowing, which has both theoretical and practical significance, arises: a 'messy turn' takes place

Reviewing research evidence and the case of participation in sport and physical recreation by black and minority ethnic communities

The paper addresses the implications of using the process of systematic review in the many areas of leisure where there is a dearth of material that would be admitted into conventional Cochrane Reviews. This raises important questions about what constitutes legitimate knowledge, questions that are of critical import not just to leisure scholars, but to the formulation of policy. The search for certainty in an area that lacks conceptual consensus results in an epistemological imperialism that takes a geocentric form. While clearly, there is a need for good research design whatever the style of research, we contend that the wholesale rejection of insightful research is profligate and foolhardy. A mechanism has to be found to capitalise on good quality research of whatever form. In that search, we draw upon our experience of conducting a review of the material available on participation in sport and physical recreation by people from Black and minority ethnic groups. The paper concludes with a proposal for a more productive review process that makes better use of the full panoply of good quality research available. © 2012 © 2012 Taylor & Francis

Opportunities From the Digital Revolution: Implications for Researching, Publishing, and Consuming Qualitative Research

In the 1990s, the term 'online' research emerged as a new and vibrant suite of methods, focused on exploitation of sources not collected by traditional social science methods. Today, at least one part of the research life cycle is likely to be carried out 'online,' from data collection through to publishing. In this article, we seek to understand emergent modes of doing and reporting qualitative research 'online.' With a greater freedom now to term oneself a 'researcher,' what opportunities and problems do working with online data sources bring? We explore implications of emerging requirements to submit supporting data for social science journal articles and question whether these demands might disrupt the very nature of and identity of qualitative research. Finally, we examine more recent forms of publishing and communicating research that support outputs where data play an integral role in elucidating context and enhancing the reading experience