Researchers are increasingly expected to deliver “socially robust knowledge” that is not only scientifically reliable but also takes into account demands from societal actors. This article focuses on an empirical example where these additional criteria are explicitly organized into research settings. We investigate how the multiple “accountabilities” are managed in such “responsive research settings.” This article provides an empirical account of such an organizational format: the Dutch Academic Collaborative Centres for Public Health. We present a cross-case analysis of four collaborative (...) research projects conducted within this context. We build on Miller’s notion of “hybrid management.” The article shows that the extended concept of hybrid management is useful to study the different accountabilities encountered in such settings. We analyze how the collaboration developed and which conflicts or dilemmas arose. We then focus on the different hybrid management strategies used in the collaboration. The empirical material shows how the different aspects of hybrid management feature in various configurations in the four projects. We highlight that hybrid management strategies may be used by different groups or at different moments, may reinforce or contradict each other, and may be more or less effective at different points in time. (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

From an ethical point of view, there is an important distinction between two types of prenatal screening. The first of these targets maternal or foetal conditions (e.g., infectious diseases, blood group sensitization) where early detection allows for interventions that improve the chances of a healthy pregnancy outcome. The second screens for foetal conditions such as Down syndrome, where a timely diagnosis in most cases only allows for a choice between preparation for a child with special needs or termination of the (...) pregnancy. Whereas the former makes an easy fit with the prevention aim of most other population screening programmes, the latter does not. In order to steer clear from a possible eugenic reading of its aim, a wide international consensus has emerged for the view that prenatal screening of this type should have the atypical aim of helping women (couples) to make autonomous reproductive choices, rather than reducing the birth prevalence of the relevant disorders. However, keeping these types of prenatal screening apart may become increasingly difficult given the development of tests, such as the Non‐Invasive Prenatal Test, which cannot only be used for both types of screening but may also lead to interconnected findings on both sides of the divide. This makes it an urgent question: What the aim or aims of this new hybrid screening should be? As neither ‘prevention’ nor ‘autonomy’ will do, we argue for a normative framework that gives both aims their due, while recognizing the tensions between them. (shrink)

One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about (...) differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices. (shrink)

Diese fünfbändige Aristoteles-Ausgabe in griechischer Sprache ist ein fotomechanischer Nachdruck der maßgeblichen Aristoteles-Ausgabe von 1831-1870. Band I und II enthält die Werke Aristoteles. In Band III wird die durch O. Gigon besorgte Bearbeitung und Ergänzung der Fragmente des Aristoteles wiedergegeben. Band IV bietet eine Auswahl der bedeutendsten Stücke aus den antiken Kommentaren zu Aristoteles, sowie eine Konkordanz mit den Commentaria in Aristotelem Graeca. In Band V ist der Index Aristotelicus von H. Bonitz nachgedruckt.

In a world filled with “ambient violence”, public protest is a vital signal of shared discontent. The essential compulsion at the heart of protest, however, is conventionally not recognised for what it is: solidarity with those suffering injustices. Amid authorities’ often-fierce efforts to curtail gatherings of people whose experiences of injustice propel them into the streets, a sharp rise in public protests has been perceived since the early 2000s. Thousands of column inches dedicated to reporting on protests are rivalled in (...) volume only by the reams of academic theories produced around causes. Despite this overabundance of discourses, it often remains unclear what protest, at heart, constitutes. That is, what are we talking about when we talk about protest, and why does this question matter? In this paper I consider the constituent parts of protest formation in the abstract, including grievances, gestures, and tactics, among other. Developing these constituent parts reveals protest to be, first and foremost, a manifestation of a nonhegemonic ethical commitment to justice, requiring courage and coordination, and whose outcome is always contingent, that is, an act of love. I also reflect on the nature of protest as a direct political action that sits on a continuum that ranges from opposition politics to civil war. This continuum offers a graded view ranking expressions of discontent by severity of outcome. (shrink)

ABSTRACTIn two experimental studies, we explored the role of attachment in predicting emotional reactivity after frustration induction. In the first study, using a cognitive frustration task, we examined in a college sample how attachment styles related to the experience and expression of emotions after frustration induction. In the second study, we investigated in college students the effect of conscious priming of the secure base schema on mood disturbance after the performance of a cognitive frustration task. Results showed that individuals experienced (...) and expressed emotions after frustration induction independent of their attachment styles. Conscious priming of the secure base script attenuated self-reported emotional reactivity after frustration induction independent of individuals’ attachment styles. These findings suggest that the mechanism of attachment-related emotional reactivity might not pertain to frustration during an unsolvable cognitive task, but that the activation of... (shrink)

The sudden move to online learning due to the COVID-19 pandemic has created an influx of epistemological, psycho-social, emotional and financial challenges for first year students. Lecturers and academics had to find creative and sustainable ways of ensuring that all students were epistemologically included. New policies and practices were introduced rapidly at universities to facilitate the unavoidable move to online learning. As initial teacher educators at a public University in South Africa we noted that the sudden move to working online (...) has presented various challenges to first year students’ overall well-being which has further exacerbated issues of exclusion and marginalization for many. We argue that it is against this backdrop that this paper explores how the move to online learning has affected first year students’ overall well-being, at one teacher education institution. The Index for Inclusive Education was used as a theoretical lens to explore student’s perceptions of the institution’s policy, teaching and learning practices, and the institutional culture during this period. One hundred and eighty-seven purposively selected first year students participated in this qualitative, phenomenological research study. Data were collected by means of open-ended questionnaires. Responses were categorized by means of an emergent thematic analysis. The findings indicated that online learning compromised various aspects of well-being including physical, emotional, psycho-social and financial well-being for many students. The experiences of online learning and impact on well-being did, however, differ across students depending on their individual contexts and circumstances indicating that considerations of well-being need to take contextual realities into account to support the well-being and learning of all. We recommend that higher education institutions prioritize the psycho-social, emotional, and financial well-being of students during the period of online learning and not just the pedagogic needs of the qualification. (shrink)

There is a respectable feminist tradition in utopian thought. Dreams and fantasies about gender-equal, women-friendly or female-dominated worlds have been formulated abundantly. However, utopian thinking has also met with severe criticism. By definition, utopias were said to be too idealistic, and of little use in the process of societal change. More recently, it has been stressed that the concept of utopia has been superseded by postmodern awareness, in which general explanations of gender inequality (and, along with them, general utopian views) (...) are disqualified to the benefit of more local and more specific theories. In this book, the reader will find not one general, broadly defined utopia, but instead, a wide array of more or less specific, feminist utopias. Utopias are viewed as preliminary and imaginary goals from which present situations can be revalued and from which strategies for change can be developed. As such, utopias have not lost their significance. (shrink)