Reconsidering the Role of Conflict in the Lives of Refugees: The Case of Somalis in Europe

Based upon qualitative research with Somali refugees in two European host countries – the UK and the Netherlands - this paper explores the micro-level experiences and ongoing effects of the Somali conflict on their lives in exile. Challenging predominant macro-level framings of refugees in these settings, it supports a micro-level analysis of their experiences and lives. It analyses their ongoing connections with the conflict in Somalia, and reveals how this can affect aspects of their integration and emotional health while in exile, alongside social problems such as poverty, drug use and divorce.

Understanding Opportunities in Social Entrepreneurship: A Critical Realist Abstraction

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.This paper extends social entrepreneurship (SE) research by drawing upon a critical realist perspective to analyse dynamic structure/agency relations in SE opportunity emergence, illustrated by empirical evidence. Our findings demonstrate an agential aspect (opportunity actualisation following a path-dependent seeding-growing-shaping process) and a structural aspect (institutional, cognitive and embedded structures necessary for SE opportunity emergence) related to SE opportunities. These structures provide three boundary conditions for SE agency: institutional discrimination, an SE belief system and social feasibility. Within this paper, we develop a novel theoretical framework to analyse SE opportunities plus, an applicable tool to advance related empirical research

Advancing a Universally Designed (UD) Curriculum: How NH-ME LEND is Creating an Accessible Program for All

To meet the recent requirement for LEND programs to develop a Self-Advocacy Discipline, faculty and staff members of the NH-ME LEND Program established a workgroup to consider how best to support trainees and faculty, including those with disabilities. The focus of the group evolved to include universally designed (UD) principles into the curriculum to accommodate the wide range of learning styles of all NH-ME LEND trainees.https://digitalcommons.library.umaine.edu/ccids_posters/1065/thumbnail.jp

Safe Spaces for Disruptive Learning in a North–South Research Partnership Context: International Mobility of Doctoral Students

This article spans issues of international student mobility, inequalities in higher education, and spaces for transformative learning for sustainable development. We tracked PhD alumni of an international Swiss research program in 2012 and 2017 and found that students from the global South experienced a significant, immediate career boost; most graduates decided to remain in or return to their country of origin after graduation (brain circulation). Career advancement among global North students took longer to develop. In-depth interviews with selected graduates gave students a voice: they felt empowered by networks, new friendships, and working relationships across disciplinary boundaries. The “safe spaces” or “Third Spaces” created in the program—encompassing inter- and transdisciplinary approaches, institutional and cultural diversity, and a real-world focus—were key for transformative learning, supported by an unconventional teaching and research strategy. To support disruptive learning leading to changes in mindsets and to reduce inequality in higher education, Western universities must question their own privileged position

TheSTUDGene Is Required for Male-Specific Cytokinesis after Telophase II of Meiosis inArabidopsis thaliana

AbstractDuring male meiosis in wild-typeArabidopsisthe pollen mother cell (PMC) undergoes two meiotic nuclear divisions in the absence of cell division. Only after telophase II is a wall formed which partitions the PMC into four microspores. Each microspore undergoes two subsequent mitotic divisions to produce one vegetative cell and two sperm cells in the mature pollen grain. In this paper we describe the isolation and the phenotypic characterization of mutations in theSTUD(STD) gene, which is specifically required for male-specific cytokinesis after telophase II of meiosis. Although the male meiotic nuclear divisions are normal instdmutant plants, no walls are formed resulting in a tetranucleate microspore. Despite the absence of cell division in the PMC, postmeiotic development in the coenocytic microspore proceeds relatively normally, resulting in the formation of large pollen grains which contain four vegetative nuclei and up to eight sperm cells. Interestingly, these enlarged pollen grains which contain multiple vegetative nuclei and extra sperm cells behave as single male gametophytes, producing only single pollen tubes and resulting in partial male fertility instdmutant plants. Characterization of the process of pollen development and pollen function instdmutants thus reveals two different types of developmental regulation. Each of the four nuclei found in astdmicrospore following meiosis is capable of independently undergoing the complete mitotic cell division (including cytokinesis) which the single nucleus of a wild-type microspore would normally undertake. The ability of the four meiotic products to independently continue through mitosis does not depend on their division into separate cells, but is controlled by some subcellular component found within the coenocytic micropsore. By contrast, the maturestdpollen grain functions as a unit and produces only a single pollen tube despite the presence of multiple nuclei within the vegetative cell, suggesting that this process is controlled at the cellular level independently of the extra subcellular components