Code-switching 101: Black women counselor educators’ personal and professional identity development

The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.     

In search of systemic innovation for sustainable development: A design praxis emerging from a decade of social learning inquiry

Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed.     

When do firms rely on their knowledge spillover recipients for guidance in exploring unfamiliar knowledge?

Knowledge spillover occurs when recipient firms combine the knowledge of an originating firm with other knowledge. When recipient firms combine the originating firm's knowledge with knowledge that is unfamiliar to the originating firm, the recipient firms potentially provide insight to the originating firm on the viability of exploring such knowledge. By mimicking its recipient firms, the originating firm reduces the challenge and uncertainty of exploring unfamiliar knowledge domains. We examine the exploration activities of 87 telecommunications equipment manufacturers over a ten-year time period. We argue that those firms that operate in competitive and dynamic market environments promoting conservative risk-taking behavior will value such uncertainty reduction more highly and thus rely to a greater extent on their recipient firms for guidance on where to explore for new expertise. In contrast, firms in high-growth market environments are more likely to look beyond the activities of recipient firms when exploring new technological domains and rely less on mimicking their recipient firms.     

Tilted post arrays for separating long DNA

Recent simulations by Chen and Dorfman [Electrophoresis 35, 405–411 (2014)] suggested that “tilting” the electric field with respect to the lattice vectors of a hexagonal post array would lead to a substantial improvement in electrophoretic DNA separations therein. We constructed such an array where the electric field is applied at an angle equidistant between the two lattice vectors. This tilted array leads to (i) baseline resolution of 20 kbp DNA and λ DNA (48.5 kbp) in a 4 mm channel and (ii) measurable separation resolutions for electric fields up to 50 V/cm, both of which are improvements over untilted post arrays of the same post density. The predicted time required to reach a resolution of unity is approximately 5 min, independent of electric field. The separations are more reproducible at higher fields.     

Molecular biology and immunology of fungal allergens

Fungi are non-chlorophyllus microorganisms, which constitutes the main source of outdoor and indoor allergens. The antigens present in the spores and fragments of hyphae induce allergic responses in sensitized patients. The frequently recognized fungi associated with asthma include Alternaria, Cladosporium, Aspergillus, and Penicillium. With the advent of molecular biology techniques a number of fungal genes encoding relevant allergens have been cloned and the expressed allergens purified and characterized. In this review, we have presented the recent developments, where recombinant allergens have been used in the precise diagnosis of fungal allergy. We have also discussed the role played by these allergens and the T- and B-cell epitopes in the immune mechanism in fungal allergy.     

Young Children’s Curiosity About Physical Differences Associated with Race: Shared Reading to Encourage Conversation

Many have called for re-examination of the “colorblind” philosophy to which some early educators have, tacitly or explicitly, adhered (e.g. Boutte et al. 2011; Derman-Sparks and Edwards 2010; Husband 2012). It has been argued that, while colorblind approaches may appear to be politically neutral, they actually exacerbate racial oppression. In this article, we advocate for a direct and active approach to raising conversations about race with younger preschool children. Based on the developmental nature of young children’s concepts of self and of other, our focus is on initiating discussions about concrete and observable physical aspects of human diversity associated with race. Young children notice and are curious about differences in skin color, hair texture, and facial features. Because these differences are salient, are accessible, and are of interest to young children they can serve as an effective starting point. We suggest shared reading of high quality illustrated children’s books, incorporating the principles of dialogic reading, as a potent springboard for discussions about race with very young children. Our purpose is to equip children, very early in their schooling, with a color-filled appreciation for and comfort with physical diversity of appearance. On that foundation, children may better proceed on the course of developing anti-racist attitudes.     

A study on the application of laozi ’s thoughts on educational leadership and management

This paper attempts to apply historical methods to help understand the relationship between the philosophy espoused in the works of Laozi or Tao De Ching and educational leadership. The objective is to study the thought of Laozi regarding leadership, to identify ideas and solutions that can be applied in modern educational management, as well as to provide a new definition and values to the ideas of Laozi. Laozi lived in ancient times, meaning that the works describing his thought are difficult to understand. The present study is primarily based on English sources written on Laozi by Ju-Chou Yang and on the commentary on Laozi by Bi Wang. Additionally, this article also refers to and compares other comments on the ideas of Laozi regarding management. This study finds that Laozi had varied ideas on management and philosophy. Laozi ’s views regarding organization are still relevant today. He stressed flexibility and the importance of adapting to the environment. As regards leadership, Laozi emphasized non-action, softness, humility, calmness and the elimination of desire. Furthermore, in his art of employment, Laozi insisted that leaders must overcome their personal likes and dislikes in relation to individuals to ensure the full utilization of their potential.     

Experiences of Lesbian,Gay, Bisexual,Transgender, and Questioning or Queer Students at Evangelical Christian Colleges as Described in Personal Blogs

Lesbian, gay, bisexual, transgender, and questioning or queer (LGBTQ) students at evangelical Christian colleges are a population frequently overlooked in the literature on the spiritual lives of college students. The author used qualitative content analysis within a phenomenological tradition to examine blog posts by such students, who face multiple identity challenges and official sanctions on campuses. Findings indicate these students want to be recognized as both LGBTQ and evangelical Christian by their colleges. Included are implications for counseling professionals and college administrators.     

Using Activity Theory to explore the management of General Certificate of Education (GCSE) access arrangements

Access arrangements are the way in which awarding bodies for public examinations in England, such as the General Certificate of Secondary Education, make reasonable adjustments for students with special educational needs and disabilities. SENCos have expressed concerns about the onerous nature of managing requirements for access arrangements, both administratively and practically, but there has been little explanation of why an apparently straightforward process proves so challenging. In this study, the development of a whole-school system to improve the administrative and practical management of access arrangements is used to seek to understand how the requirements set (and re-set) annually interact with school systems and processes to render the administration of access arrangements potentially complex, time-consuming and unpredictable. Scotland's flexible, school-led framework of requirements for the management of public examination assessment arrangements is highlighted as potentially more fit-for-purpose for the organisation of statutory reasonable adjustments for educational assessment.