bluuebunny/crossref_metadata_2025 huggingface dataset:
Inclusive and Special Education in Africa
Authors: Nel Mirna
Published: September 2020

Africa is associated with Ubuntu values such as inclusiveness and treating others with fairness and human dignity. Such values align with human rights and social justice principles and are also integral to a social approach to inclusive education. However, there are several contextual and interconnected dynamics—environmental, cultural, and systemic—which impact on education systems and must be acknowledged when considering inclusive and special education. Several global developments have been endorsed and ratified by most African countries, such as the Education for All campaign, the Salamanca Statement and Framework for Action on Special Needs Education, the Millennium Development Goals, Sustainable Development Goal (SDG) 4, the Education 2030 Incheon Declaration and Framework for Action for the implementation of the SDG 4 framework, and the Convention on the Rights of Persons with Disabilities. Furthermore, due to an African renaissance in the building of human capital since the 19th century, education policies and practices are also transforming to address the specific needs of the African context. Human rights and social justice are sanctioned as basic principles of education by the majority of African countries. Great strides have consequently been made in the development of education policies to address the inclusive education drive. However, the emphasis in these education policies seems to be on integrating students with special needs or disabilities into public education, mainly by placing them in separate units or classes attached to mainstream schools, or in special schools. It is therefore essential that, within the Ubuntu approach of everyone belonging to a greater community, both local communities and wider society make a commitment wherein interactive political, cultural, social, environmental, and systemic dynamics influencing learning, as well as causing learning breakdown, are acknowledged and addressed. A focus on the individual child as a problem to be remediated and segregated from mainstream society and education should therefore be rejected. Consequently, The education community (including governments, education departments, local education offices, schools, teachers, parents, and learners) must regularly come together to reflect and develop in-depth understanding of the philosophy, theory, terminology, and practice of inclusive education within the African context, which should then reflect in specific developed policies and consequent practices.
Professional Development for Inclusive Education
Authors: Vansteenkiste Dries , Swart Estelle , Van Avermaet Piet , Struyf Elke
Published: September 2020

Any answer to the question “What is professional development (PD) for inclusive education (IE)?” needs to be based on a deep understanding of the nature of IE. Taking fully into account its multileveled nature, encompassing inclusive practice, policy, advocacy, and philosophy, IE appears as a “glocal” phenomenon that is affected by institutions (e.g., accountability, new public management, and neoliberalism) with which it can resonate or collide, resulting in tensions within the educational field. These tensions complicate the endeavors of teachers to orient themselves and their actions because different institutions conceptualize teaching and the role of teachers differently, demanding different and sometimes conflicting things from them. Further, teachers also need to give meaning to perceived similarities, differences, and conflicts between these professionalisms and elements of their own professional identity. This results in specific concerns for teachers and imposes challenges for teachers’ agency.

PD based on this understanding of IE refers to creating and exploiting spaces where the different actors involved address the complexities of, and coconstruct, a teaching profession that is inclusive. This conceptualization implies formal and informal, social and local, embedded, open-ended practices that can strengthen teacher agency. To do this, it needs to recognize the teacher as being at the center of PD. These spaces are experimental zones for the exertion of agency, incorporating transformative ideals which can involve developing a different behavior repertoire, changing the immediate professional context, or addressing contradictory institutions. As such, PD is not regarded as the prerequisite for IE, but as its consequence.
Special Education and Integrated Education in Hong Kong
Authors: Ho Fuk-chuen , Lam Cici Sze-ching
Published: September 2020

Hong Kong has adopted a dual-track system of the education for students with special educational needs (SEN). The system provides a diverse school education to cater to the individual needs of students. In principle, students with SEN are encouraged to receive education in ordinary schools as far as possible. Students with severe SEN or multiple disabilities, however, can be referred to special schools for intensive support services upon the recommendation of specialists and with parents’ consent. Before the launch of the pilot scheme of integrated education in 1998, students with SEN were mostly placed in special schools. The change from a mono-track system to a dual-track system caused concerns for teachers in ordinary schools. This is because integrated education is more than placing students with SEN in ordinary classrooms. It involves a total change in the way schools and teachers operate. Teachers require the skills and background knowledge to support a diverse range of students in the classroom through ordinary classroom practices, and the ability to meet the needs of every student as an individual. In Hong Kong, most teachers have particular concerns about the short duration of training in professional development, the difficulties in the design of the curriculum and assessment differentiation under the three-tier support system, the practice of collaboration among different teaching teams, and the change of administrators’ perceptions on the education of students with SEN. The central authority and the school community should work collaboratively to deal with these pressing difficulties.
Preparing Educators to Collaborate With Professionals Who Work With Learners With Complex Conditions
Authors: Tait Kathleen
Published: September 2020

The manner in which special educators and allied health personnel communicate and coordinate their combined services for children with complex conditions (such as autism and severe communication impairments) is considered to be an important factor in educational outcomes. For example, speech-language pathologists play a crucial role in supporting teachers by assessing a child’s communication potential, designing and then implementing collaborative communication intervention programs. However, clinicians trained to administer standardized expressive language assessments may be somewhat unsure where to start when asked to assess a child who presents with nonsymbolic communication skills. These highly specialized workplace situations are likely to evoke circumstances where professionals may need additional one-to-one guidance. The need for continuing professional development has long been recognized by the education sector when developing effective educational provision for children with special needs. To that end, tertiary institutions have a commitment to support the continuing education of their graduates once they begin their careers. Unfortunately, not everyone can invest the years that full-time or part-time postgraduate courses of study demand. Due to a reduction in postgraduate completion rates, universities have recently accepted that offering micro-credentialing (i.e., continuing professional development in small, intensive chunks) is now a part of their mandate. Blended learning is a viable model for such professional development because this approach provides access to an online community where collegial sharing and discussion can occur. It can also offer face-to-face sessions that may strengthen community building and instant access to a network of professionals for training and development, in an anytime and anywhere professional learning environment, resulting in the fostering of a collaborative professional community.
Principals’ and School Leaders’ Roles in Inclusive Education
Authors: Pazey Barbara , Combes Bertina
Published: September 2020

The United States and other developed countries have acknowledged and supported the rights of students with disabilities to receive an appropriate education for decades. The role of the principal and school leader in overseeing educational programs and ensuring these entitlements become a reality for students with disabilities has taken center stage. Discussions related to principals and school leaders fulfilling the roles of leader and manager on behalf of students with disabilities linked the complementary disciplines of general and special education leadership. The leadership approach they adopted led to debates surrounding the concept of inclusion and the provision of an inclusive education on behalf of students with disabilities.

Current definitions of inclusive education are typically linked to concepts of equity, social justice, and recognition of the student’s civil right to be granted full membership in all aspects of the educational enterprise. The processes involved in creating an inclusive school environment require principals and school leaders to examine the values and beliefs that influence their own thinking and behaviors before they can communicate a vision of inclusion. Principals and school leaders must be willing to act in concert with others to create the type of school culture that unanimously and positively responds to difference so every student can achieve full membership and feel welcomed and valued.
Evidence-Based Practices for Teaching Learners who are Deaf or Hard of Hearing in Regular Classrooms
Authors: Leigh Greg , Crowe Kathryn
Published: September 2020

The question of how best to teach learners who are deaf or hard of hearing (DHH) is perhaps the oldest topic in any area of education for children with diverse learning needs. Developments in a number of fields have accounted for more DHH learners achieving educational outcomes commensurate with their hearing-age peers than at any point in that long history. Efforts to further develop and implement effective educational practices with these learners continue, with an abundance of interventions proposed in the literature and in practice. Despite this, evidence for their efficacy remains limited. Such evidence as there is tends to be drawn from observations of professional practice and not always from the outcomes of high-quality research. This is not to say that a lack of research evidence for a particular educational practice means that it is necessarily ineffective or should not be used. Rather, it is to acknowledge the preeminence of quality research outcomes as the cornerstone of an evidence-base for educational practice with DHH learners while recognizing that contributions can come from two other sources: the expertise and experiences of professionals involved in the education of DHH learners in educational settings, and the views and preferences of DHH learners and their families about how the best educational outcomes can be achieved.

The vast majority of DHH learners are educated in regular classrooms alongside their hearing peers, including a significant minority whose primary or preferred language is a signed language. Questions of how best to facilitate access to regular classrooms for those DHH learners are inextricably linked to issues in three areas: (a) communication, language, and literacy; (b) classroom access; and (c) pedagogical practices and other educational supports. The first area covers the unique set of challenges that relate to DHH learners acquiring a language (i.e., whether that be spoken or signed) and how best to support their ongoing development and use of their communication, language, and literacy skills in the classroom. The other two sets of issues, relate to the difficulties that are typically encountered by DHH learners in gaining access to the regular classroom curriculum through their preferred language and mode of communication (i.e., how best to access the auditory and visual environment of the classroom on an equitable basis with their hearing peers), and how best to support that access through instructional techniques and/or specialist support services. In all three areas there remains the challenge of assembling an evidence base for practice from quality research evidence.
Philosophy, Death, and Education
Authors: Roberts Peter
Published: September 2020

Often regarded as one of life’s few certainties, death is both instantly familiar to us and deeply mysterious. Every adult will have encountered death in some form, sometimes through the loss of a family member, sometimes less directly via friendships with others or the viewing of news items on television or the Internet. Yet, few take the time to examine death closely and to consider its significance in shaping human lives. Death is of interest both for what we know about it (in observing and living with others who die) and for what we do not know about it (“What will happen to me after I die?”). Death seems, on the face of it, to lend itself well to both philosophical and educational inquiry. For, if, as Socrates claimed, philosophy prepares us for death, this suggests an educational process (“How does it prepare us?”) that warrants careful investigation. It is, however, not just philosophy that prepares us for death but also death that prepares us for philosophy. Our understanding of death can exert a powerful but often unnoticed influence over our ontological and epistemological views, our ethical commitments, and our educational endeavors. Death can prompt us to ask: What does it mean to be a human being? What do we value and why? What and how should we seek to know? How should we live?
Gender, Sexuality, and Borders in Popular Culture
Authors: Pendleton Jiménez Karleen
Published: September 2020

The theorizing of gender, sexuality, and borders emerged from borderland theory as conceptualized by Chicana lesbian writer Gloria Anzaldúa. Enacted in this theory are racial, ethnic, sexual, and gender identities and relationships to land, and the U.S.–Mexico border in particular. Borderland theory embraces the immigrants, the exiles, the mixed-race, the queers, the nonnormative, the crossers of binaries, broadly defined. Borderland pedagogies build upon borderland theory, encouraging recognition of diverse experiences, critical and flexible thinking, creativity, and acceptance of one’s contradictions. Popular culture serves as an important tool for borderland pedagogies, both as a resource for classroom teaching and as a broad-reaching medium to promote public learning. Music, film, literature, and television provide rich sources for learning and unlearning. Gender and sexual diversity in borderland popular culture are the outliers of heteronormativity and challenge dualistic notions of sex and gender. The borderland provide the symbolic location of the restrictions and wounds caused by binary thinking, as well as the place to recuperate, to heal, to learn, and to transform.
Human Flourishing as an Aim of Education
Authors: de Ruyter Doret , Wolbert Lynne
Published: September 2020

Human flourishing has gained and is gaining popularity as an overarching ideal aim of education. Influential advocates of educational theories on flourishing are, among others, Harry Brighouse, Kristján Kristjánsson, Doret de Ruyter, and John White. Most contemporary theories on flourishing hark explicitly or implicitly back to Aristotle’s theory about eudaimonia. Aristotle constructed his theory as an answer to the question of what is the ultimate aim of a human life and defined it as acting virtuously. Contemporary theorists define it in somewhat wider terms, namely as a successful, morally good, happy, and well-balanced life. A theory on human flourishing is regarded as an objective well-being theory, that is, it describes from an objective point of view rather than a person’s subjective evaluation what it means to live one’s life well.

Flourishing as an ideal aim of education has implications for the education and upbringing of children. Teachers and parents need to know what constitutes a flourishing life, what contributes to it and what does not, and they are expected to act in a way that enables children to lead a flourishing life (in the future). This, however, raises, several issues. Firstly, there are different ideas (of philosophers of education) as to what flourishing precisely means and therefore also different views on the role of schools and how they should aim for the flourishing of children: for instance, whether there should be a course on living a good life, or whether education for flourishing should permeate the entire curriculum and school ethos. Secondly, it could be objected that aiming for flourishing implies aiming for perfection and that this is not only detrimental to the well-being of children, but also too demanding for parents (and teachers). With regard to the well-being of children it is, however, possible to refer to empirical research that shows that when educators aim for self-oriented perfectionism (i.e., that children are themselves convinced that it is good to strive for perfectionism rather than having to do so to gain approval), they actually contribute to the well-being of children. With regard to the demands against parents it can be argued that in addition to their responsibilities regarding the interests of children to be able to live a flourishing life, parenting (well) is an important aspect of a flourishing life of many adults. Thirdly, it could be objected that focusing on the ideal aim of flourishing does not sufficiently take into account the differences in “luck” in individual lives and inequalities on a societal level, that is, human vulnerability. Theory on education for flourishing therefore does well not to overestimate the influence of parents and educators to equip children to live flourishing lives and needs to keep asking questions such as, for example, what role the (political) community plays in enabling all children to have the chance to lead a flourishing life.
Academic Languages and Literacies in Content-Based Education in English-as-an-Additional-Language Contexts
Authors: Lin Angel M. Y.
Published: September 2020

From the 1960s to the early 21st century, different terms have arisen in diverse research traditions and educational contexts where teachers and researchers are interested in exploring and researching ways of helping learners to learn both language and content at the same time. These terms include content-based instruction (CBI), immersion, sheltered instruction, language across the curriculum (LAC), writing across the curriculum (WAC), and content and language integrated learning (CLIL). Common to all these traditions, however, is the monoglossic and monolingual assumption about academic language and literacy. The dynamic process turn in applied linguistics has changed our view of the nature of language, languaging, and language learning processes. These new theoretical insights led to a transformation of research on LAC toward research on academic languages and literacies in the disciplines. A paradigm shift from monoglossic to heteroglossic assumptions is also particularly important in English-as-an-additional-language (EAL) contexts.
Women, Race, and Ethnicity in Africa
Authors: Jones Hilary
Published: September 2020

The idea of race shaped the encounter between Africa and Europe from the “age of discovery,” through the height of colonial rule in the 20th century, and on into the age of independence, decolonization and the birth of the postcolonial nation. Race, understood today as a social construct rather than a biological fact, emerged as an ideological framework in Western thought to rationalize difference. In the 16th and 17th centuries, religion and color stood as markers of difference. The Atlantic slave trade furthered the notion of African inferiority by defining African people as “heathen” and therefore suitable for enslavement. By the 19th century, scientific racism advanced the idea of blackness as biologically and culturally inferior to whiteness, which in turn served to justify colonial conquest under the guise of “civilizing dark Africa.” Colonial rule, moreover, relied on ethnicity as a means of categorizing African peoples. Using the idea of “tribe” to characterize and govern African peoples furthered the objectives of European imperialism by taking a complex landscape of social, cultural, political, and linguistic identity and establishing a rigid and fixed system of classification. African women stood at the intersection of racialist thinking about Africa and the construction of a colonial social order that used race and ethnicity as means of defining and controlling African populations. Women like Sara Baartman became the symbolic projection of racial and ethnic difference for Europe; at the same time, customary marriages between African women and European men in Atlantic Africa defined cross-cultural trade and gave rise to multiracial communities. As European imperialism gave way to colonial bureaucracy, the fluidity of interracial unions gave way to policies that sought to police the boundaries between black and white in the colony; children of mixed racial ancestry did not fit neatly into the ethnic or racial categories erected by colonial regimes. Far from being passive receptacles of racial and ethnic thinking, African men and women used these categories of European knowledge as tools for their own purposes. African women, in particular, developed their own strategies for engaging with European merchants and officials in the age of encounter, and for navigating the evolving landscape of colonial rule, whether defying colonial boundaries by entering into intimate partnerships with European men, or rejecting European suitors.
Financial History of Sub-Saharan Africa
Authors: Gardner Leigh
Published: September 2020

African financial history is often neglected in research on the history of global financial systems, and in its turn research on African financial systems in the past often fails to explore links with the rest of the world. However, African economies and financial systems have been linked to the rest of the world since ancient times. Sub-Saharan Africa was a key supplier of gold used to underpin the monetary systems of Europe and the North from the medieval period through the 19th century. It was West African gold rather than slaves that first brought Europeans to the Atlantic coast of Africa during the early modern period. Within sub-Saharan Africa, currency and credit systems reflected both internal economic and political structures as well as international links. Before the colonial period, indigenous currencies were often tied to particular trades or trade routes. These systems did not immediately cease to exist with the introduction of territorial currencies by colonial governments. Rather, both systems coexisted, often leading to shocks and localized crises during periods of global financial uncertainty. At independence, African governments had to contend with a legacy of financial underdevelopment left from the colonial period. Their efforts to address this have, however, been shaped by global economic trends. Despite recent expansion and innovation, limited financial development remains a hindrance to economic growth.
Origins and Theory of Climate Change Politics
Authors: Cass Loren R.
Published: September 2020

Climate change politics refers to attempts to define climate change as a physical phenomenon as well as to delineate and predict current and future effects on the environment and broader implications for human affairs as a foundation for political action. Defining the causes, scale, time frame, and consequences of climate change is critical to determining the political response. Given the high stakes involved in both the consequences of climate change and the distributive implications of policies to address it, climate change politics has been and remains highly contentious both within and across countries.

Climate politics presents difficulties for study given its interdisciplinary nature and the scientific complexities involved in climate change. Climate change politics emerged in the mid- to late 1980s, as climate science became more accessible to policymakers and the public. However, scholarship on international climate politics was relatively slow to develop. Prior to 2008, major publications on international relations (except for policy journals) only lightly touched upon climate politics. Climate change was frequently referenced in articles on a range of topics, but it was not the primary focus of analysis. Since 2008 there has been a dramatic increase in literature focusing on climate change. The possibility of massive economic, political, and ecological dislocation from the consequences of climate change as well as from policies to address the problem have resulted in an extensive literature. Scholars have addressed aspects of climate politics from every paradigm within international relations, as well as drawing on research from numerous related disciplines. The international relations theories that shaped the scholarship on climate politics provide the foundation for understanding the ongoing normative debates surrounding domestic and international policies to address climate change.
Heritage Management in West Africa
Authors: Folorunso Caleb
Published: September 2020

The definition of heritage in West Africa must adopt a wider perspective of incorporating tangible and intangible heritage as recognized and defined by UNESCO. Generally, the West African region does not feature monumental heritage as in Europe and the Americas. The few monumental heritage properties belong to the historic period and are located in the Sahel zone (Mali in particular), while the coastal regions possess monumental heritage properties that were essentially relics of the period of European contact and colonialism (Benin Republic, Ghana, Nigeria, and Senegal). Heritage resources in West Africa are therefore essentially discrete and nondiscrete prehistoric and historic archaeological sites which include rock shelters, relics of ancient settlements, mounds, earthworks, industrial relics such as furnaces and surface finds, isolated historic buildings and spaces, and tangible (traditional architecture and artifacts) and intangible (language, poetry, songs, dances, festivals, beliefs, and value systems) ethnographic resources. Some studies in the 2010s have included heritage resources of all archival materials such as recorded audiovisuals of events and entertainments of the colonial and early postcolonial periods.

Heritage management in the West African region has been problematic due to various factors that could be both historical and attitudinal, which include colonialism, intrusion of foreign religions and ideologies, economic and social conditions, insufficient and noneffective legal and policy frameworks for protection and conservation of heritage resources, and a general lack of awareness and interest in matters of heritage by the populace. In spite of these factors, some efforts have been made toward managing heritage in ways that can be interrogated. Government efforts at promoting heritage are more evident in the areas of cultural festivals, dance, and music with the establishment of cultural troupes at various political and administrative levels, thus creating the impression that heritage is limited to intangible cultural resources. Museums are few and far in between, priceless artifacts are still looted and illegally exported to foreign museums to join those looted during the colonial era, and facilities are limited and not standard, while the staff is poorly trained and unmotivated. In the face of expanding infrastructural developments and urbanization, the most appropriate management strategy and practice would be conservation through recording archaeological sites and historic properties.
Neoliberal Conservation
Authors: Fletcher Robert
Published: September 2020

Neoliberal conservation describes a dynamic wherein prominent organizations around the world concerned with biodiversity protection have increasingly adopted strategies and mechanisms that seek to reconcile conservation with economic development by harnessing economic markets as putative mechanisms for financing nature conservation. Since the turn of the millennium, a vibrant discussion around this topic has arisen across anthropology, geography, and related fields. Within this discussion, the rise of neoliberal conservation is generally treated as part of more widespread processes of neoliberalization occurring throughout the global economy since the 1980s, promoting a constellation of core principles including privatization, marketization, decentralization, deregulation, and commodification. Neoliberal conservation arose out of a growing concern among prominent conservation organizations to include poverty reduction and economic development within their mandates as well as to capture additional funding via partnerships with wealthy corporations. It is commonly implemented through a series of so-called market-based instruments (MBIs), including ecotourism, payment for environmental services (PES), and biodiversity and wetlands banking, as well as financial mechanisms such as green bonds.

However, evidence suggests that promotion of neoliberal conservation rarely achieves intended outcomes in actual implementation. This has led some researchers to argue that these activities are thus not neoliberal at all, while others defend this characterization within an understanding of neoliberalization as a variegated process. Researchers also point to the rise of right-wing authoritarianism as a potential challenge to neoliberal hegemony, yet the implications of this trend for conservation policy and practice remain little explored. Thus, the important open question is raised of whether neoliberal conservation was the product of a particular political era that is coming to an end, and if so, what will arise in its aftermath.
Anthropology and Informatics in Health Care
Authors: Novak Laurie , Harris Joyce
Published: September 2020

Information technology increasingly figures into the activities of health-care workers, patients, and their informal caregivers. The growing intersection of anthropology and health informatics is reviewed, a field dedicated to the science of using data, information, and knowledge to improve human health and the delivery of health-care services. Health informatics as a discipline wrestles with complex issues of information collection, classification, and presentation to patients and working clinical personnel. Anthropologists are well-suited as collaborators in this work. Topics of collaborative work include the construction of health and illness, patient-focused research, the organization and delivery of health-care services, the design and implementation of electronic health records, and ethics, power, and surveillance. The application of technology to social roles, practices, and power relations that is inherent in health informatics provides a rich source of empirical data to advance anthropological theory and methods.
Supersymmetric QFT in Six Dimensions
Authors: Tomasiello Alessandro
Published: September 2020

Quantum field theory (QFT) in six dimensions is more challenging than its four-dimensional counterpart: most models tend to become ill-defined at high energies. A combination of supersymmetry and string theory has yielded many QFTs that evade this problem and are low-energy effective manifestations of conformal field theories (CFTs). Besides the usual vector, spinor and scalar fields, the new ingredients are self-dual tensor fields, analogs of the electromagnetic field with an additional spacetime index, sometimes with an additional non-Abelian structure. A recent wave of interest in this field has produced several classification results, notably of models that have a holographic dual in string theory and of models that can be realized in F-theory. Several precise quantitative checks of the overall picture are now available, and give confidence that a full classification of all six-dimensional CFTs may be at hand.conformal field theories, supersymmetry, extra dimensions, holography, string theory, D-branes, F-theory
India-US Relations
Authors: Madan Tanvi
Published: September 2020

Policymakers and analysts have traditionally described US relations with India as moving from estrangement during the Cold War and immediate post–Cold War period to engagement after 1999. The reality has been more complex, interspersing periods of estrangement, indifference, and engagement, with the latter dominating the first two decades of the 21st century. The nature of the relationship has been determined by a variety of factors and actors, with American perceptions of India shaped by strategic and economic considerations as well as the exchange of ideas and people.

The overall state of the US relationship with India after 1947 has been determined by where that country has fit into Washington’s strategic framework, and Delhi’s ability and willingness to play the role envisioned for it. When American and Indian policymakers have seen the other country as important and useful, they have sought to strengthen US-India relations. In those periods, they have also been more willing to manage the differences that have always existed between the two countries at the global, regional, and bilateral levels. But when strategic convergence between the two countries is missing, differences have taken center stage.
Historiography of Brazil in the 20th Century
Authors: Nicodemo Thiago Lima , Faria Pereira Mateus Henrique de , Cristovão dos Santos Pedro Afonso
Published: September 2020

The founding of the first universities in the first decades of the 20th century in Brazil emerged from a context of public education reforms and expansion that modified the relationship between intellectuals and the public sphere in Brazil. The representation of national pasts was the object of prolific public debate in the social sciences and literature and fine arts through social and historical essays, pushed mostly from the 1920’s to the 1950’s, such as Gilberto Freyre’s, The Master and the Slaves (Casa Grande e Senzala, 1936) and Sérgio Buarque de Holanda’s Roots of Brazil (Raízes do Brasil, 1936). Just after the 1950s, universities expanded nationally, and new resources were available for academic and scientific production, such as libraries, archives, scientific journals, and funding agencies (namely CNPQ, CAPES and FAPESP). In the field of history, these effects would have a greater impact in the 1960s and 1970s with the consolidation of a National Association of History, the debate over curricula and required content, and the systematization of graduate programs (thanks to the University Reform of 1968, during the military dictatorship). Theses, dissertations, and monographs gradually gained ground as long social essays lost their prestige, seen as not befitting the standards of disciplinary historiography as defined in the graduate programs such as a wider empirical ground and more accurate time frames and scopes. Through their writing in more specialized formats, which moved away from essays and looked into the great Brazilian historical problems, historians played an important role in the resistance against the authoritarian regime (1964–1985) and, above all, contributed to a debate on the role of silenced minorities regarding redemocratization.
Immigration and the Historical Formation of Brazil
Authors: Moya Jose
Published: September 2020

More than 98 percent of the Brazilian population descend from people who arrived in the country, willingly or forced, during the last five centuries. French and Dutch Calvinists established colonies during the 1500s and 1600s. The Portuguese, including Jewish conversos, expelled these imperial rivals and, unlike in Portuguese India, managed to forge the Luso-Brazilian culture to which later arrivals would eventually assimilate. Close to four-tenths of the eleven million slaves trafficked across the Atlantic landed in Brazil, giving the country the largest Afro-descendant population in the world outside Nigeria. The large numbers, the traffic’s long temporal span, and the country’s close connection to Portuguese Africa infused Brazil with distinctively intense and varied African ethnic cultures that shaped both the slaves’ strategies of adaptation and resistance and the national ethos. Brazil also received over five million immigrants after its independence in 1822, most of them between the 1880s and the 1920s. Latin Europe accounted for four-fifths of the arrivals (1.8 million Portuguese, 1.5 million Italians, and 700,000 Spaniards). Others came from elsewhere in Europe and beyond, giving Brazil the largest population of Japanese descendants in the world outside Japan, the largest of Lebanese descendants outside Lebanon, and the second largest of German descendants outside Germany (after the United States). This engendered a strikingly multicultural society. Yet over a few generations, Brazil absorbed these new populations in a manner that resembles the experience of the rest of the New World. Economically, immigrants turned southern Brazil from a colonial backwater into the richest region of the country, but, in the process, they also brought racially embedded regional inequalities to the forefront.
Mexico’s Chinaco Guerrillas During the French Intervention
Authors: Moreno E. Mark
Published: September 2020

Chinacos were mounted guerrillas of the War of the Reform and the French Intervention (1857–1860, 1862–1867) who fought on the liberal republican side, operated out of central Mexican regions, and were known for their wide-brimmed sombreros and battle lances. What is known about them is largely the product of popular perception shaped by print depictions, some of which were created long afterward. They first appeared in the press when the War of the Reform was winding down and the victorious Juárez government, in carriage and on horseback, prepared to enter Mexico City in January of 1861. Before the French invasion that began in October of 1861 with the naval landing at Veracruz, the “chinaco” designation applied to irregular fighters. The newspaper and propaganda organ La Chinaca gave such fighters an image and narrative that endures to the present day. Still known among many Mexicans, their appearance in print media resulted from times of crisis as Mexico, after a military defeat by the United States and a major loss of territory, encountered the French Intervention in the 1860s.

Chinacos as symbolic figures on horseback exemplify a historic pattern of guerrilla warfare in Mexico, dating at least to the US-Mexican War. There are different versions of the label chinaco, although there is strong evidence that it has roots in the chino designation assigned to Afro-Mexicans during the colonial era. It is also linked to “china,” or rural women known for their distinctive attire as depicted in popular reading.
Attributive Compounds
Authors: Ingason Anton Karl , Sigurðsson Einar Freyr
Published: September 2020

Attributive compounds are words that include two parts, a head and a non-head, both of which include lexical roots, and in which the non-head is interpreted as a modifier of the head. The nature of this modification is sometimes described in terms of a covert relationship R. The nature of R has been the subject of much discussion in the literature, including proposals that a finite and limited number of interpretive options are available for R, as well as analyses in which the interpretation of R is unrestricted and varies with context. The modification relationship between the parts of an attributive compound also contrasts with the interpretation of compounds in other ways because some non-heads in compounds saturate argument positions of the head, others are semantically conjoined with them, and some restrict their domain of interpretation.
The Cassandra retrotransposon landscape in sugar beet (Beta vulgaris) and related Amaranthaceae: recombination and re-shuffling lead to a high structural variability
Authors: Maiwald Sophie , Weber Beatrice , Seibt Kathrin M , Schmidt Thomas , Heitkam Tony
Published: September 2020

Background and Aims

Plant genomes contain many retrotransposons and their derivatives, which are subject to rapid sequence turnover. As non-autonomous retrotransposons do not encode any proteins, they experience reduced selective constraints leading to their diversification into multiple families, usually limited to a few closely related species. In contrast, the non-coding Cassandra terminal repeat retrotransposons in miniature (TRIMs) are widespread in many plants. Their hallmark is a conserved 5S rDNA-derived promoter in their long terminal repeats (LTRs). As sugar beet (Beta vulgaris) has a well-described LTR retrotransposon landscape, we aim to characterize TRIMs in beet and related genomes.

Methods

We identified Cassandra retrotransposons in the sugar beet reference genome and characterized their structural relationships. Genomic organization, chromosomal localization, and distribution of Cassandra-TRIMs across the Amaranthaceae were verified by Southern and fluorescent in situ hybridization.

Key results

All 638 Cassandra sequences in the sugar beet genome contain conserved LTRs and thus constitute a single family. Nevertheless, variable internal regions required a subdivision into two Cassandra subfamilies within B. vulgaris. The related Chenopodium quinoa harbours a third subfamily. These subfamilies vary in their distribution within Amaranthaceae genomes, their insertion times and the degree of silencing by small RNAs. Cassandra retrotransposons gave rise to many structural variants, such as solo LTRs or tandemly arranged Cassandra retrotransposons. These Cassandra derivatives point to an interplay of template switch and recombination processes – mechanisms that likely caused Cassandra’s subfamily formation and diversification.

Conclusions

We traced the evolution of Cassandra in the Amaranthaceae and detected a considerable variability within the short internal regions, whereas the LTRs are strongly conserved in sequence and length. Presumably these hallmarks make Cassandra a prime target for unequal recombination, resulting in the observed structural diversity, an example of the impact of LTR-mediated evolutionary mechanisms on the host genome.
Tracking sickness effects on social encounters via continuous proximity sensing in wild vampire bats
Authors: Ripperger Simon P , Stockmaier Sebastian , Carter Gerald G
Published: September 2020

Sickness behaviors can slow the spread of pathogens across a social network. We conducted a field experiment to investigate how sickness behavior affects individual connectedness over time using a dynamic social network created from high-resolution proximity data. After capturing adult female vampire bats (Desmodus rotundus) from a roost, we created “sick” bats by injecting a random half of bats with the immune-challenging substance, lipopolysaccharide, while the control group received saline injections. Over the next 3 days, we used proximity sensors to continuously track dyadic associations between 16 “sick” bats and 15 control bats under natural conditions. Compared to control bats, “sick” bats associated with fewer bats, spent less time near others, and were less socially connected to more well-connected individuals (sick bats had on average a lower degree, strength, and eigenvector centrality). High-resolution proximity data allow researchers to flexibly define network connections (association rates) based on how a particular pathogen is transmitted (e.g., contact duration of >1 vs. >60 min, contact proximity of <1 vs. <10 m). Therefore, we inspected how different ways of measuring association rates changed the observed effect of LPS. How researchers define association rates influences the magnitude and detectability of sickness effects on network centrality. When animals are sick, they often encounter fewer individuals. We tracked this unintentional “social distancing” effect hour-by-hour in a wild colony of vampire bats. Using bat-borne proximity sensors, we compared changes in the social network connectedness of immune-challenged “sick” bats versus “control” bats over time. “Sick” bats had fewer encounters with others and spent less time near others. Associations changed dramatically by time of day, and different measures of association influenced the sickness effect estimates.
Predicting candidate genes from phenotypes, functions and anatomical site of expression
Authors: Chen Jun , Althagafi Azza , Hoehndorf Robert
Published: September 2020

Motivation

Over the past years, many computational methods have been developed to incorporate information about phenotypes for disease–gene prioritization task. These methods generally compute the similarity between a patient’s phenotypes and a database of gene-phenotype to find the most phenotypically similar match. The main limitation in these methods is their reliance on knowledge about phenotypes associated with particular genes, which is not complete in humans as well as in many model organisms, such as the mouse and fish. Information about functions of gene products and anatomical site of gene expression is available for more genes and can also be related to phenotypes through ontologies and machine-learning models.

Results

We developed a novel graph-based machine-learning method for biomedical ontologies, which is able to exploit axioms in ontologies and other graph-structured data. Using our machine-learning method, we embed genes based on their associated phenotypes, functions of the gene products and anatomical location of gene expression. We then develop a machine-learning model to predict gene–disease associations based on the associations between genes and multiple biomedical ontologies, and this model significantly improves over state-of-the-art methods. Furthermore, we extend phenotype-based gene prioritization methods significantly to all genes, which are associated with phenotypes, functions or site of expression.

Availability and implementation

Software and data are available at https://github.com/bio-ontology-research-group/DL2Vec.

Supplementary information

Supplementary data are available at Bioinformatics online.
Social policy practice preferences by social work students: Implications for macro practice education
Authors: Pawar Manohar , Nixon Maxwell
Published: September 2020

This article aims to discuss social work students’ choices of issues/needs for social policy practice and how those choices of policy issues can be employed to refine social policy education and training so as to better engage social work students and practitioners in policy practice. By employing reflective and secondary data analysis methods, the article looks at social policy practice assessments of social work students and identifies the chosen social issues/needs for setting the agenda, advocacy and policy analysis. The analysis shows a wide range of social issues/needs chosen by students for policy practice, without any particular pattern, and offers insights on how to design student-centred learning for policy practice assessments. It argues for the expansion of the knowledge and skills-base of the social work profession to create a balance between micro and macro practice. The reflective discussion suggests the implications for innovative ways of designing curriculum for macro social work education and preparing students for policy practice.