Energetic particle influence on the Earth's atmosphere

This manuscript gives an up-to-date and comprehensive overview of the effects of energetic particle precipitation (EPP) onto the whole atmosphere, from the lower thermosphere/mesosphere through the stratosphere and troposphere, to the surface. The paper summarizes the different sources and energies of particles, principally galactic cosmic rays (GCRs), solar energetic particles (SEPs) and energetic electron precipitation (EEP). All the proposed mechanisms by which EPP can affect the atmosphere are discussed, including chemical changes in the upper atmosphere and lower thermosphere, chemistry-dynamics feedbacks, the global electric circuit and cloud formation. The role of energetic particles in Earth’s atmosphere is a multi-disciplinary problem that requires expertise from a range of scientific backgrounds. To assist with this synergy, summary tables are provided, which are intended to evaluate the level of current knowledge of the effects of energetic particles on processes in the entire atmosphere

Socially valid outcomes of intervention for people with mental retardation and challenging behaviour : a preliminary descrptive analysis of the views of different stakeholders.

Potentially salient outcomes of intervention for challenging behavior shown by people with mental retardation (MR) were identified by focus groups and through a literature review. Items generated by this process were subsequently rated by 150 respondents from seven stakeholder groups: 28 people with MR, 9 parents of people with MR, 22 clinical psychologists, 7 psychiatrists, 31 nurses, 33 managers, and 20 direct support workers. Results indicated that reduction in the severity of challenging behavior was considered the most important outcome of intervention for a child/young adult living with his or her family by four of the seven stakeholder groups; reduction in the severity of challenging behavior was considered the most important outcome of intervention for an adult living in a community-based group home by three of the seven stakeholder groups; alternative outcomes considered to be the most important by stakeholder groups included increased friendships and relationships, changes in the perceptions of individuals by others, learning of alternative ways of getting needs met, increased control, and empowerment; there were moderate levels of agreement on the relative importance of outcomes between individual members of stakeholder groups who did not have MR; there were high levels of agreement on the relative importance of outcomes between stakeholder groups of people who did not have MR; and levels of agreement on the relative importance of outcomes between people with MR and members of all other stakeholder groups did not reach the level of statistical significance

'Learning difficulties', the social model of disability and impairment: challenging epistemologies

Critical researchers enter into an investigation with their assumptions on the table, so no one is confused concerning the epistemological and political baggage they bring with them to the research site (Kincheloe & McLaren, 1998, p. 265). A theory of disability as oppression hellip recognises and, in the present context, emphasies the social origins of impairment. (Abberley, 1987, in Barton and Oliver, 1997, p176, my emphasis.) Identification with the label of 'learning difficulties' has contradictory personal and political implications for people so-labelled. While this identification has allowed people to organise collectively through the self-advocacy movement, pervasive understandings of 'learning difficulties' that permeate many societal settings tend to be framed in ways that directly confirm a personal tragedy model of disability and impairment. This paper argues for a reconsideration of impairment in relation to 'learning difficulties', to challenge pervasive assumptions in relation to 'learning difficulties' - at the level of epistemology - and to construct four inclusive epistemological foundations . The first, deconstructing impairment , draws upon a body of literature that has exposed the social nature of diagnostic criteria and destabilised naturalised notions of 'learning difficulties'. The second, impairment, as storied , brings in the accounts of people with 'learning difficulties' that locate impairment in, and as, personal and social narratives. Thirdly, reculturising impairment highlights emergent resilient cultures of people with 'learning difficulties' that re-culturise impairment. Fourthly, epistemological impacts , grounds the analysis by calling for an attention to the ways in which assumptions about the origins of 'learning difficulties' impact upon the treatment of people so-labelled