bluuebunny/crossref_metadata_2025_split huggingface dataset:
From climate simulations to statistics - Introducing the wux package
Authors: Mendlik Thomas , Heinrich Georg , Gobiet Andreas , Leuprecht Armin 
Published: March 2016

We present the R package wux, a toolbox to analyze projected climate change signals by numerical climate model simulations and the associated uncertainties. The focus of this package is to automatically process big amounts of climate model data from multi-model ensembles in a user-friendly and flexible way. For this purpose, climate model output in common binary format (NetCDF) is read in and stored in a data frame, after first being aggregated to a desired temporal resolution and then being averaged over spatial domains of interest. The data processing can be performed for any number of meteorological parameters at one go, which allows multivariate statistical analysis of the climate model ensemble.
Evaluation of Possible Associated Factors for Early Childhood Caries and Severe Early Childhood Caries: A Multicenter Cross-Sectional Survey
Authors: Özen Bugra , Van Strijp AJP , Özer Levent , Olmus Hulya , Genc Aysegul , Cehreli Sevi Burcak 
Published: March 2016

Objectives: The present study evaluated associated factors for developing early childhood caries (ECC) and Severe-ECC (S-ECC) in a group of children aged 24–71 months. Potential positive effects of early dental visit on formation of ECC is investigated as well. Study Design: This was a multicenter, cross-sectional study conducted at three governmental and university pediatric dentistry clinics in 408 preschool children who were randomly selected from a total of 4116 children. The questionnaires administered to the mothers by interview and intraoral examination performed by calibrated pediatric dentists. The children were evaluated in three groups according to their caries experience as who had caries free, ECC and S-ECC.
Results: The following factors were significantly associated with caries formation: 1. Prolonged (i.e., &gt;18 months) breastfeeding in preterm babies (OR=2.4) 2. Prolonged breastfeeding in children who started tooth brushing after 1.5 years of age (OR=3.7), 3. Sugar (p&lt;0.001) and fruit-juice consumption (p&lt;0.0001), and 4. Lack of periodic dental examination (p&lt;0.05). Parental smoking habit does not significantly affect ECC development. Nocturnal bottle feeding and nocturnal feeding also affected S-ECC formation significantly (p=0.043 and p=0.005, respectively). Conclusions: There is a significant difference between the children with caries and caries-free associated with the brushing initiation age started before or after 18 months. If a child is under the risk of multiple caries factors, it is very difficult to evaluate which habits affect the caries formation or increase the severity of the caries lesions.
Inclusive City Life: Persons with Disabilities and the Politics of Difference
Authors: Prince Michael J. 
Published: March 2016

From a disability perspective, what might a vision for the "good city" look like at the start of the twenty-first century? What does the idea of "inclusive city life" mean?	This paper argues that the city is under-theorized by Disability Studies, and therefore suggests the field needs to reflect more about city life; examine the interconnections between urban settlement and disablement; and imagine the possibilities, within specific social contexts, for enhanced inclusion and citizenship in city spaces. I use Michael Ignatieff's work on the solidarity of strangers and Iris Marion Young's conception of city life as "a being together of strangers in openness to group differences" to examine ideas about social differences, democratic politics, and inclusion in the public realms of urban Canada.
From Superman to Super Jesus: Constructions of Masculinity and Disability on the Silver Screen
Authors: Schumm Darla , Koosed Jennifer L. 
Published: March 2016

One of the dominant images of Jesus emerging in the late twentieth and early twenty-first centuries is that of the Super Jesus. Building on the hyper-masculinity of the American superhero, the recent portrayals of Jesus in Mel Gibson’s The Passion of the Christ and Philip Saville’s The Gospel of John demonstrate how the figure of Jesus is often represented as a Super Jesus – strong, impervious to pain, ultimately triumphant. In these movies, Jesus' body is subjected to extreme violence and yet he is able to control and transcend his broken body both before and after death. Drawing on the work of disability scholars both in and outside of religious studies, this paper argues that the model of the Super Jesus constructs an ideal of masculinity that prevents the exploration of alternative theologies of disability, alternatives that present different understandings of Incarnation, resurrection, and heaven.
Bridging the Deficiency Divide: Expressions of Non-deficiency Models of Disability in Health Care
Authors: Baker Dana Lee 
Published: March 2016

Modern disability theory is based on non-deficiency based models of disability. However, progress in the construction of disability theory outside medicine may have outpaced the uptake of new paradigms of disability by health care professionals. Incomplete rejection of deficiency models of disability is expected by disability scholars and activists to routinely occur in health care scholarship and settings, thereby curtailing the influence of disability studies on the daily lives of individuals both with and without disabilities. Although this anticipated theoretical gap is frequently noted, it has been less often empirically examined. Using data collected from a survey of parents and primary caregivers with autism, this article employs the case of autism to examine the manifestation of non-deficiency based models of disability in health care settings and interactions. The results of the study indicate some uptake of non-deficiency based models of disability.
Shana's Story: The Struggles, Quandaries and Pitfalls Surrounding Self-determination
Authors: Petersen Amy J. 
Published: March 2016

This qualitative research study explores the concept of self-determination as experienced by an African American woman labeled with a disability in an educational setting. When articulated as a particular set of skills to be acquired, this study found that the democratic intent of self-determination was undermined. In this case, self-determination became the antithesis of the movement's intent, instead resembling a process of normalization. Employing poetry to illuminate the participant’s experiences, this research draws attention to the quandaries that arise when self-determination is enacted via a technical-rational instructional paradigm.
Caesar Hath the Falling Sickness: The Legibility of Early Modern Disability in Shakespearean Drama
Authors: Hobgood Allison P. 
Published: March 2016

This essay investigates William Shakespeare’s The Tragedy of Julius Caesar as a disability narrative. In doing so, it reveals that “disabled” was an operational identity category in the early modern period and argues that the play’s treatment of epilepsy illustrates and confounds early modern articulations of disability as wondrous, monstrous, deviant, and pathological. It also suggests that Julius Caesar performs epilepsy as a disability that, in its veritable invisibility, undoes the disciplining of bodily variation these discourses each undertake. In its exploration of epilepsy, Julius Caesar interrogates the idea of early modern disability as a visible, physical phenomenon, instead positing a more complex notion of disability as less overt, decipherable, or legible. Ultimately, this essay introduces disability to Julius Caesar to complicate existing early modern scholarly engagement with difference and presents “Shakespearean” disability studies as a productive critical approach by which to both reanimate dialogue about Renaissance subjectivities and motivate a more politically invested classroom pedagogy. Keywords: disability, Shakespeare, epilepsy, falling sickness, Julius Caesar, visibility, passing, ableism
Enabling Richard: The Rhetoric of Disability in Richard III
Authors: Williams Katherine Schaap 
Published: March 2016

This article examines Shakespeare’s Richard III as an important example of staging disability in early modern drama. Although Richard’s character is taken by theorists as emblematic of premodern notions of disability, this article reads Richard instead as a “dismodern” subject who employs rhetorical power and performative ability to compensate for a bodily form marked with negative associations. Richard foregrounds his deformed figure in ways that advance his political power, appealing to bodily deformity and the impotence he claims it entails to obscure his shrewd political maneuvers. Understanding the powerful ends to which Richard uses his disability allows us to think about disabled identity in the Renaissance as a complex negotiation of discourses of deformity and monstrosity as well as a relation to bodily contingency that reveals the instability of all bodies. Keywords: deformity, disability, dismodern, drama, Shakespeare, Richard III.
Transition Failure: The Cultural Bias of Self-Determination and the Journey to Adulthood for People with Disabilities
Authors: Smith Phil , Routel Christine 
Published: March 2016

Like other social service and educational industry processes, the transition from special education services to supports received in community settings has been commodified and reified, controlled by educational and human service professionals, meeting the needs of the industries that they represent and capitalism in general, and serving to keep people with disabilities and their families segregated and isolated. Using critical theory and disability studies approaches, this paper explores ways in which the concept of self-determination, as normatively constructed by Anglo-European professional bureaucratic structures, fails to meet the needs and rights of marginalized, culturally diverse students with disabilities and their families. Policy, funding, and practice implications for schools are explored.
Ideology, Institutions, and Equity: Comments on Christine Sleeter's Why Is There Learning Disabilities?
Authors: Skrtic Thomas M , McCall Zach 
Published: March 2016

Our commentary on Christine Sleeter’s landmark work, Why Is There Learning Disabilities? A Critical Analysis of the Birth of the Field in Its Social Context, is presented in four sections. Each of the first three sections addresses one of the foci of her conflict analysis—ideology, institutions, and differentiated education—by summarizing her argument with respect to that aspect of her analysis, historicizing her line of argument in Foucault's sense of recontextualization or rereading a text in terms of categories and problems unavailable to its author, and assessing the social, historical and theoretical value of her analysis in general and with respect to the categories and problems of our recontextualization. In the first section we draw upon democratic theory to differentiate three strains of American liberalism—market, developmental, and managerial—which we use to extend Sleeter's argument regarding the ideology behind the creation of the learning disabilities category. In the second section we use institutional theory to reread her argument regarding schools as social institutions and what they had to gain from the creation of the learning disabilities category. For the third aspect of her analysis, we use the institutional history of public education to trace the roots of the discursive practice of differentiated education and to characterize the system that existed in the 1950s that the Brown decision, the Elementary and Secondary Education Act of 1965, and the Education of All Handicapped Children Act of 1975 tried to change. In our concluding section we bring Sleeter's analysis forward in time to consider the new push for higher standards that she speculates about at the end of her paper. What she was referring to turned out to be the start of the neoliberal standards-based reform movement, which we review and relate to Sleeter's analysis and our recontextualization, as well as to her most recent work that addresses the intersection of accountability, equity, and democracy.
The Social Distribution of Moxie: The Legacy of Christine Sleeter
Authors: Ginsburg Faye , Rapp Rayna 
Published: March 2016

As anthropologists studying the current landscape of learning disabilities in New York City, we are deeply indebted to Sleeter's critical insights into both the contemporary moment and the highly stratified historical conditions that produced the intense concern with literacy and academic achievement in a post-war labor market that required escalating white-collar skills. The map of the LD world has become more complex since 1987 due to a number of developments: (1) the increased survival rate of medically challenged infants and children who remain with their families rather than being removed to institutions, eventually requiring a "free and appropriate education"; (2) the wide acceptance of new scientific explanations provided by neuroscience and genetics with attendant notions of intervention; (3) the expanding coverage providing by legislation concerning the educational rights of those with disabilities from the periodic renewals of the IDEA, the passage of the ADA, followed by a series of groundbreaking Supreme Court cases notably Nickerson and Carter; and (4) the growth of curricular innovation to address different learning styles in both the public and private sectors, in an effort to address and destigmatize the presence of "all kinds of minds" in American classrooms. While Sleeter identified the role of family activists in stratifying the kinds of categories assigned to children's learning differences, our research with NYC parents of children with IEPs in the 21st century highlights the immense amount of social labor required to stabilize and utilize the category across class and race lines. Notably, this work is carried out by mothers who often become advocates for their children in order to get the services to which they are entitled, but which often disappear unless a parent secures them.
What Can Disability Learn from the Breastfeeding Wars?
Authors: Nemecek Angela Lea 
Published: March 2016

This paper uses disability and feminist perspectives to argue that the construction of breastfeeding in the workplace illuminates fundamental aspects of the construction of disability. Breastfeeding workers parallel disabled workers in many ways: both require accommodations, both often rely on prosthetic devices, and both have difficult achieving the kind of worker “independence” that contemporary workplaces value. By examining these parallels, and considering the subordinate status of interdependent bodies, this paper explores the implications of the feminist movement’s hesitation to rally behind breastfeeding rights. It also offers a new way of looking at the social model of disability as one that is capable of constructing disability even in the absence of impairment.
Corrected Tables for Fatigue Scales and Chronic Fatigue Syndrome: Issues of Sensitivity and Specificity, DSQ v.31 no.1 (Winter 2011)
Authors: Jason Leonard , Evans Meredyth , Brown Molly , Porter Nicole , Brown Abigail , Hunnell Jessica , Anderson Valerie , Lerch Athena 
Published: March 2016

These tables correct formatting errors that appeared in the previous version of this article. These tables are authoritative and supercede those in the previous issue of DSQ.
RETRACTED: The Role of Communication in Thought
Authors: Johnson DMan 
Published: March 2016

Retraction Notice:The Editors-in-Chief retract the article entitled "The Role of Communication in Thought" published in Disability Studies Quarterly, 2011, 31 (4), http://dx.doi.org/10.18061/dsq.v31i4.1717.Our decision to retract is due to major overlap with a previously published work: Johnson, DMan (2011). "The Role of Communication in Thought." The Communicator 20(1): 4-5. http://www.autcom.org/pdf/AutcomNLWinter2011.pdfThe original article was published on October 25, 2011, and was retracted on April 18, 2017.The retracted article will remain online to maintain the scholarly record, and will be marked as retracted. Keywordsfacilitated communication, literacy, Pinker, PiagetAbstractIf people believe that people who do not talk do not think, they will believe that they have nothing to contribute. People look at facilitated communication users and think that they learned to think only after getting the means to communicate. They are working under the assumption that the only way to learn language is through interaction. I use ideas from Harvard neurologist Steven Pinker, studies of gifted children, and other evidence to demonstrate that people likely use language from the earliest moments of infancy, even before they can talk.
An Issue of Occupational (In)justice: A Case Study
Authors: Gupta Jyothi 
Published: March 2016

Work as in paid employment is a social expectation and brings the benefits of social inclusion, acceptance, and identity. For individuals with disabilities procuring and retaining paid employment is challenging despite progressive legislation such as the Americans with Disabilities Act (ADA). This case study describes the experiences of a person who acquired a disability and its impact on her sense of self, and her place in her social environment. Her experiences are framed using a bio-psychosocial paradigm, and analyzed using the conceptual lens of occupational justice. The centrality of work to one's identity is discussed in the light of challenges to the implementation of the ADA and employers' attitudes to legislation and individuals with disabilities. A human rights approach to work is needed to identity individual, interpersonal, and organizational strategies to better integrate individuals with disabilities in workplaces. Key Words: Occupational justice; identity; marginalization; attitudinal barriers
University Graduates with a Disability: The Transition to the Workforce
Authors: Gillies Jennifer 
Published: March 2016

Critical disability theory asserts that persons with disabilities ought to have equal access to all aspects of social life and key sites of power, including education and employment. Although provincial and federal laws have resulted in increased numbers of persons with disabilities attending university, many of these students will not obtain the jobs they desire upon graduation, nor feel truly accepted and included within the workforce. This exclusion limits their ability to fully participate in society and adds to the perceived ‘burden’ of disability. This study, which involves interviews with 10 university graduates with disabilities as they made the transition from university to employment, examines: (a) their search for meaningful employment, (b) their experience of discrimination, (c) their concerns about disclosing a disability, and (d) how the transition influenced the construction of their identity. Findings suggest that the state of the employment market does not meet the tenets of the critical disability movement. Key Words: Disability; Persons with disabilities; school to work transition; post-secondary education; employment; critical disability theory
Autism, Rhetoric, and Whiteness
Authors: Heilker Paul 
Published: March 2016

Keywords: autism, rhetoric, whitenessThis paper first explicates various forces working to construct autism as an overwhelmingly white phenomenon in public discourse, including popular films, television programming, "armchair" internet diagnoses, "geek chic," "shiny" autistics, "Aspie supremacy," the rhetorics of autism advocacy organizations, special education, access to health care, and parental education levels. It then considers the epistemological and rhetorical implications of autistic whiteness, including an examination of its functions in Burkean identification and its possible operation in educational, workplace, criminal justice, and governmental contexts.
Universal Design Research as a New Materialist Practice
Authors: Hamraie Aimi 
Published: March 2016

In Disability Studies, Universal Design (UD) is a concept that is often borrowed from an architectural or design context to mean an ideology of inclusion and flexibility with a range of applications in education, technology, and other milieus. This paper returns to UD as a design phenomenon, considering knowledge production practices as conditions of possibility for inclusive design. UD appropriates and redefines normalizing research methods, namely anthropometry, that were developed in the 19th century for uses that are contrary to disability rights and justice, such as eugenics, colonialism, and scientific racism. The paper argues that critical disability theory should understand work in UD research and design practice in order to formulate a nuanced, new materialist and historical disability epistemology, particularly in engagements with scientific knowledge. Keywords: Universal Design, accessibility, anthropometry, normate, misfit, 19th century science, eugenics, new materialism
Invisible Identity in the Workplace: Intersectional Madness and Processes of Disclosure at Work
Authors: Pilling Merrick Daniel 
Published: March 2016

In this article I draw on recent work regarding disabilities that are not readily apparent to analyze the experiences of lesbian, gay, bisexual, queer, and/or trans (LGBQT) mad people in the workplace. Based on interviews with LGBQT people about madness and everyday life, I use an intersectional approach to examine participants’ work lives. I argue that decisions about disclosure of mental health related information are particularly pressing and high risk at work, given the economic stakes and the effects on health and well-being. As is the case for others with invisible disabilities, notions of authenticity shape processes of disclosure and access to accommodations for LGBQT mad people in the workplace. An intersectional analysis shows how madness cannot be considered the only salient aspect of my participants’ subject positions and how multiple identities operate together to shape their experiences. Keywords: madness, invisible disability, LGBQT, intersectionality, workplace, race, sexuality, gender identity
The Madwoman in the Academy, or, Revealing the Invisible Straightjacket: Theorizing and Teaching Saneism and Sane Privilege
Authors: Wolframe PhebeAnn Marjory 
Published: March 2016

In this paper, I suggest that one way to bring mad perspectives and discussions about saneism/mentalism--systemic discrimination against people who have been diagnosed as, or are perceived to be "mentally ill"--into higher eduction is to situate them within existing curricula across disciplines. One of the ways curricula can be modified is by adapting existing theoretical frameworks from other interdisciplinary fields to mad issues and contexts. As an example of this adaptation, I turn Peggy McIntosh's article "White Privilege: Unpacking the Invisible Knapsack" (1988), a staple of undergraduate humanities curricula, into a teaching tool for showing not only the ways in which "sane" people--those who have never been psychiatrized or perceived as "mentally ill"--have access to privileges that mad people do not, but also the ways in which saneism/mentalism intersects with other forms of oppression such as racism, sexism, classism, heterosexism and ableism. Keywords: saneism, mentalism, mad studies, privilege, feminism, intersectionality, pedagogy