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Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.

This paper focuses first on the issue of measuring education. When we consider "education and equity," we tend to quantify educational outcomes and compare these figures with others. While it is necessary to consider "equity" (or inequity) through comparisons with others, if we quantify the achievement of outcomes and evaluate the management of the organisation, we fall into a "metric fixation." Next, the paper discusses the issue of meritocracy, presenting a perspective on abilities as social and communal rather than individual. Finally, it discusses the concept of "collaborative learning" as presented by the Central Council for Education Report of 2021. This report states the importance of respecting all others as valuable beings. In order to clarify the significance and value of the presence of others in educational relationships, the paper considers a certain high school discussion situation. "Equity" in education cannot be realised by comparing personal figures on a particular scale. If we wish to realise "equity," paradoxically, it is essential that we do not ask whether we are achieving "equity" through comparison with others. Being equally opaque to one another, being diverse, is essential for the realization of pleasurable "collaborative learning."

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

This paper explores recent advancements and implications of artificial intelligence (AI) technology, with a specific focus on Large Language Models (LLMs) like ChatGPT 3.5, within the realm of higher education. Through a comprehensive review of the academic literature, this paper highlights the unprecedented growth of these models and their widereaching impact across various sectors. The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a comprehensive overview of the field's current state. In the context of higher education, the paper explores the challenges and opportunities posed by LLMs. These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, Equity, Diversity, and Inclusion (EDI) aspects, copyright concerns and inherent biases within the models. While these challenges are multifaceted and significant, the paper emphasises the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings. Furthermore, the paper recognises the potential opportunities to transform higher education. It emphasises the need to update assessment policies, develop guidelines for staff and students, scaffold AI skills development, and find ways to leverage technology in the classroom. By proactively pursuing these steps, higher education institutions (HEIs) can harness the full potential of LLMs while managing their adoption responsibly. In conclusion, the paper urges HEIs to allocate appropriate resources to handle the adoption of LLMs effectively. This includes ensuring staff AI readiness and taking steps to modify their study programmes to align with the evolving educational landscape influenced by emerging technologies.

This paper discusses a teacher residency model that has been collaboratively developed with a mid-sized urban school district struggling with high teacher turnover and a mid-sized university working to support our partner district and provide beneficial clinical experiences for our candidates. In this paper, we provide a brief overview of literature related to teacher recruitment and retention and teacher residency programs, describe our model and its success in recruiting diverse teacher candidates, and describe the successes and challenges of program implementation. We conclude with implications for future practice and research. We hope through this paper to share the benefits and challenges of our particular paid residency model as we work to strengthen approaches to recruiting, supporting, and retaining a diverse teaching pool.

The Diversity in Science towards Social Inclusion--Non-formal Education in Science for Students' Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.

In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students' mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants' modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants' interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices' possibilities to connect architecture to culture and history and highlighting the participants' cultural diversities in each of the three case studies.

The University of Lagos is one of Nigeria's premiere Universities, established in 1962 with core values emphasizing commitment to quality academic learning and character, integrity, continuous improvement of staff professionalism and competence, as well as a strong commitment to cutting-edge research. In 2012, the University established the Research and Innovation Office, which was subsequently restructured into two offices: the Research Management Office, and the Innovation and Technology Transfer Office, for more efficient functioning. Over the years, the Office has provided enormous support to over 1,700 academic faculty and researchers for cutting-edge research built on a multi-disciplinary approach. This paper provides a detailed discussion of the strategies employed by the Research Management Office to promote multi-disciplinary research from inception to date, the results of efforts to promote collaboration across the currently existing wealth of diversity in academic and research disciplines among researchers in over 12 faculties of the University, the successes recorded, and the challenges faced. The paper further makes recommendations for the advancement of these strategies, and suggestions for pragmatic solutions to challenges experienced while drawing practical and applicable lessons from international best practices for supporting multi-disciplinary research.

The relation between English language teaching and religion has not been given sufficient attention. Most of the existing explorations of this relationship have tended to reify Western-biased outlooks of this phenomenon, which rightly highlight serious moral dilemmas derived from a focus on Christian evangelization, neo-imperialist dynamics attached to the spread of English, and valid questions about the quality of teaching while proselytizing (e.g. Edge, 2003; Pennycook & Coutand-Marin, 2003). This body of work, however, fails to consider other possible and multiple ways in which religious values come to bear in ELT considering, for instance, non-Western, less globalized, and less diverse contexts such as rural locales in a South American country. This paper presents an alternative outlook, drawing on a narrative study of the current state of ELT in rural Colombia. The analysis uncovers religion-informed metaphors that illuminate how the spiritual values of eight teachers intersect with their professional identities. It suggests that spirituality plays a central role in helping teachers navigate the complex sociocultural conditions of teaching English in rural areas, influencing their roles beyond language instruction.

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

The purpose of this paper is to examine the current position and possibilities of teacher education for diversity in Japan, with reference to discussions on teacher education for diversity in other countries. To achieve this purpose, we pose the following two research concerns. One is the organization of international trends in teacher education for diversity and the clarification of their characteristics. The other is the clarification of the characteristics and challenges of current teacher education for diversity in Japan from the perspective of teacher education policy and practices in teacher preparation programs. In terms of the first concern, we focus on trends in discussions of teacher education for diversity in the United States and Europe, from which it is evident that teacher education for diversity is not simply about correcting the achievement gap in the context of educational equity but is designed to create an equitable and inclusive society. This is a rethinking of teacher education in relation to the state of society and has the potential to take the debate on attempting to ensure equity in the school setting one step further. Regarding the second concern, we focus on human rights education in teacher education and analyze the contents of human rights education syllabi in teacher preparation programs, finding therein a focus on the development of knowledge and understanding of individual issues related to human rights and the historical contextualization of issues. This means that human rights education in teacher preparation focuses on how to teach and promote human rights education in schools, so that teachers have few opportunities to consider the relationship between themselves and human rights, such as how they perceive human rights in society.

This collaborative and reflective inquiry-based paper critically examines accessibility within the research realm. We focus this inquiry on the principles of equity, diversity and inclusion and specifically address the challenges of establishing accessibility as part of the research enterprise. We acknowledge and reflect on the pivotal role accessibility for persons with disabilities play in an equitable research enterprise and reflect on how nuances in language, behavior, and power dynamics all play a role in creating inclusive environments. This reflective inquiry is a result of a facilitated workshop that took place at a conference attended by professionals working within research administration. Using an inquiry-based workshop approach, facilitators worked with workshop colleagues to discuss, regardless of job title, an ability to influence and shape a more inclusive and accessible system at all levels. Our desired outcomes of this workshop were to collate the collective experiences of our colleagues to uncover barriers and facilitators related to accessibility and to support and learn from our colleagues around ways to create an accessible environment that is a norm. What we find is that accessibility impacts everyone in some way, but it is not a one-size-fits-all solution. Collaboration and communication strategies present possible support pathways to more accessible environments.

Synsepalum dulcificum exhibits high edible and medicinal value; however, there have been no reports on the exploration of its endophyte resources. Here, we conducted analyses encompassing plant metabolomics, microbial diversity, and the biological activities of endophytic metabolites in S. dulcificum. Highthroughput sequencing identified 4,913 endophytic fungal amplicon sequence variants (ASVs) and 1,703 endophytic bacterial ASVs from the roots, stems, leaves, flowers, and fruits of S. dulcificum. Fungi were classified into 5 phyla, 24 classes, 75 orders, 170 families, and 313 genera, while bacteria belonged to 21 phyla, 47 classes, 93 orders, 145 families, and 232 genera. Furthermore, there were significant differences in the composition and content of metabolites in different tissues of S. dulcificum. Spearman’s correlation analysis of the differential metabolites and endophytes revealed that the community composition of the endophytes correlated with plant-rich metabolites. The internal transcribed spacer sequences of 105 isolates were determined, and phylogenetic analyses revealed that these fungi were distributed into three phyla (Ascomycota, Basidiomycota, and Mucoromycota) and 20 genera. Moreover, 16S rDNA sequencing of 46 bacteria revealed they were distributed in 16 genera in three phyla: Actinobacteria, Proteobacteria, and Firmicutes. The antimicrobial activities (filter paper method) and antioxidant activity (DPPH and ABTS assays) of crude extracts obtained from 68 fungal and 20 bacterial strains cultured in different media were evaluated. Additionally, the a-glucosidase inhibitory activity of the fungal extracts was examined. The results showed that 88.6% of the strains exhibited antimicrobial activity, 55.7% exhibited antioxidant activity, and 85% of the fungi exhibited a-glucosidase inhibitory activity. The research suggested that the endophytes of S. dulcificum are highly diverse and have the potential to produce bioactive metabolites, providing abundant species resources for developing antibiotics, antioxidants and hypoglycemic drugs. [ABSTRACT FROM AUTHOR]

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

Equity, diversity, and inclusion (EDI)--or sometimes styled EDID by including decolonization--is an institutionalized response to demands for access, inclusion, recognition, and redistribution by communities of people excluded from traditional centres of power. Under the banner of EDI(D), educational institutions have launched an extensive program of adult education, seeking to "train" institutional actors to adhere to policies and root out bias in practice. In this paper, Bannerji situates the relations of EDI work within the broader framing of multiculturalism, racism, and ideologies of education in Canada. Drawing from Dorothy Smith's unique articulations of ontology and ideology, Bannerji confronts the ideological praxis of EDI work and asks us to consider the politics of identity and pedagogy that constitute this particular conjuncture.

The OECD is an inevitable force in contemporary education. This paper illustrates how the OECD affects recent education policy-making in Iceland with a particular focus on recent documents establishing the new Education Policy 2030 in Iceland and on OECD reports that directly relate to this policy. We illustrate the relationship between these documents both topically and chronologically and use Marilyn Strathern's (2006) reasoning about policy making by bullet-points to understand these policy products. Our conclusions are that education policy 2030 is a clear step into a more Nordic tradition of policymaking, in terms of basing policy in previous works and official reports as well as increasing involvement by stakeholders. However, they are characterized by politically admirable, albeit lofty, formulations of ambitions and focus areas, rather than measurable, actionable and implementable policies. The OECD is given a great influence not only as a referential point and a tool to legitimate particular policies, but also a post-hoc policy-implementation adviser and auditor of the policy. Even though the OECD is asked for evaluation of the visionary policy and seems to be the solution to the perceived lack of professional procedure in Icelandic governance, the time-frame seems not to have allowed a thorough use of their advice.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were elaborated to allow authors of such papers to identify quality articles for inclusion in their scholarly work. However, we have identified several issues that point to an over-reliance on the PRISMA guidelines. Firstly, we question the rigor of implementation by authors and the rigor of verification by peer reviewers and editors, and whether they have screened papers to ensure adherence to the PRISMA guidelines. Secondly, we have identified cases where the PRISMA criteria led to as much as 99.97% of the published literature being ignored, suggesting that valid publications meeting these criteria might be at risk of being ignored. Thirdly, we have noted that exclusion is not only a quantitative problem—it is also a qualitative one, since the screening procedure groups all non-conforming literature into one basket. Fourthly, we have noted that seven copies of the PRISMA guidelines exist. This being the case, which one should be cited? To replace over-reliance on PRISMA screening, we encourage authors, peer reviewers, and editors to publish systematic reviews and meta-analyses that respect the dual criteria of scientific plausibility and diversity of included papers. [ABSTRACT FROM AUTHOR]

Aim: This paper investigates the conditions for inclusive design of regenerative medicine interventions from a bioethical perspective, taking regenerative valve implants as a showcase. Methods: A value hierarchy is construed to translate the value of justice into norms and design requirements for inclusive design of regenerative valve implants. Results: Three norms are proposed and translated into design requirements: regenerative valve implants should be designed to promote equal opportunity to good health for all potential users; equal respect for all potential users should be shown; and the implants should be designed to be accessible to everyone in need. Conclusion: The norms and design requirements help to design regenerative valve implants that are appropriate, respectful and available for everyone in need. Plain Language Summary Scientists in the field of regenerative medicine are developing a new type of heart valve implant. After implantation, the synthetic implant slowly breaks down and is replaced by a new living heart valve. These so-called regenerative implants promise a complete cure. However, they also raise ethical questions. For example, questions related to justice and inclusion. In this paper, we explore how regenerative implants can be designed to be inclusive, meaning suitable, respectful and available for everyone. We argue that the design of regenerative implants should be adapted to relevant differences between users. The implants should be affordable in the short and long term. The implants should be suitable for use worldwide. The implants should be designed by teams of diverse age, gender and ethnicity. Users should be engaged in the design. And the communication about the implants to researchers and users should be inclusive. Overall, this paper provides ethical guidance to researchers and clinicians developing regenerative implants. Article highlights Health research and care should be inclusive to address inequities in health. Inclusion also deserves attention within the rapidly evolving field of regenerative medicine. However, what inclusion means and what inclusive design should entail in the context of regenerative medicine is not clear. This paper investigates the conditions for inclusive design of regenerative medicine interventions, taking regenerative valve implants (i.e., in situ tissue-engineered heart valves) as a showcase. The aim of inclusive design relates to the value of justice. Justice is concerned with recognition (claims about equal respect for marginalized groups and undervalued social identities) and redistribution (the equitable distribution of goods and resources). A values hierarchy is a deliberative tool to translate a value into norms and design requirements in the context of technology design. The value of justice can be translated into three norms: regenerative valve implants should be designed to promote equal opportunity to good health for all potential users; in the design process, equal respect for all potential users should be shown; and the implants should be designed to be accessible to everyone in need. Based on these norms, the following design requirements can be formulated: regenerative valve implants should be designed to account for relevant user differences, be affordable and cost-effective and be suitable for global distribution, and the design process should involve diverse design teams, engage users and use inclusive communication. Together, the norms and design requirements shape the conditions for inclusive design of regenerative valve implants. This paper aids the design of implants that are appropriate, respectful and available for everyone in need. More generally, by exemplifying an ethically proactive approach to the design of regenerative medicine technology, it contributes to responsible development of regenerative medicine interventions. [ABSTRACT FROM AUTHOR]

Generative Artificial Intelligence (AI) systems, like ChatGPT, have the potential to perpetuate and amplify cultural biases embedded in their training data, which are predominantly produced by dominant cultural groups. This paper explores the philosophical and technical challenges of detecting and mitigating cultural bias in generative AI, drawing on Plato's Allegory of the Cave to frame the issue as a problem of limited and distorted representation. We propose a multifaceted approach combining technical interventions, such as data diversification and culturally aware model constraints, with a deeper engagement with the cultural and philosophical dimensions of the problem. Drawing on theories of extended cognition and situated knowledge, we argue that mitigating AI biases requires a reflexive interrogation of the cultural contexts of AI development and a commitment to empowering marginalized voices and perspectives. We claim that controlling cultural bias in generative AI is inseparable from the larger project of promoting equity, diversity, and inclusion in AI development and governance. By bridging philosophical reflection with technical innovation, this paper contributes to the growing discourse on responsible and inclusive AI, offering a roadmap for detecting and mitigating cultural biases while grappling with the profound cultural implications of these powerful technologies. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper seeks to deepen the understanding of religious plurality using a range of conceptual lenses and then to draw out some implications for a dialogical approach to religious education in Catholic schools. While what was, until very recent times, seen as conventional religious affiliation has certainly weakened in Australia and elsewhere, this does not necessarily lead to a multiplication of communal beliefs, practices and values. Following Smith, Inglehart and others, what has emerged is a dominant cultural hegemony which has a range of characteristics, but the most pertinent for the discussion here is the loss of the transcendent imperative and the subsequent decline in the knowledge of, and identification with, narratives associated with once-dominant religious communities. An understanding of diversity in the current cultural milieu in Australia needs to consider this hegemony as expressed in a commonality of beliefs, values and practices regardless of expressed affiliation, religious or not. Understanding diversity in this framework establishes a basis for better considering what a dialogical approach to religious education would involve. A dialogical approach to religious education is taken as a settled norm and not one that is heavily contested. A number of the implications of the proposed understanding of diversity for religious education are given. These include following a Vygotskian scaffolded approach to pedagogy and seeing an important place for the articulation of the home religious tradition. [ABSTRACT FROM AUTHOR]

SYNOPSIS: This essay sets the stage for the papers in this special issue by illustrating the ongoing challenges related to diversity, equity, inclusion and belonging (DEIB) in accounting. Although DEIB appears to be gaining momentum in the public debate and among accounting firms, marginalized communities still face significant challenges in the workplace. This special issue documents ongoing trends and experiences related to DEIB in both the accounting profession and accounting practice. Numerous practical suggestions pave the way for improving DEIB in accounting and open the dialogue for future research in accounting on DEIB. [ABSTRACT FROM AUTHOR]

Changing demographics and a rising number of immigrants entering the labor market have posed new challenges to managers in work organizations. Within this context, Norway has been noted to have a highly regulated work sector that is considered beneficial for minorities and marginalized groups. Through a case study of three nursing homes in Norway, this paper analyzes how managers engage with diversity-related regulations when addressing their everyday challenges, and how their enacted practices affect the inclusion of immigrants in the workplace. The study applies a practice-theoretical approach and contributes to diversity management research by identifying how managers' differing enactments of inclusion-related practices are connected to competing institutional logics. The analysis shows how the co-existence of multiple institutional logics in this context represents an arena for political struggle. [ABSTRACT FROM AUTHOR]

This review paper addresses the importance of increasing agrobiodiversity to cope with climate change and, at the same time, providing a sufficient amount of healthy food. This is in agreement with the messages from ecology and medicine indicating the advantages of biodiversity in general and agrobiodiversity in particular for the planet and for our health. Plant breeding is considered to be one of the causes of the decline in agrobiodiversity, and therefore, this paper illustrates alternatives to the commonly used approach based on centralized selection. The first alternative is decentralized participatory breeding, which adapts crops to both different agronomic environments and client preferences, representing an "option by context" model of research. The second alternative is evolutionary breeding, which is a more dynamic strategy than participatory plant breeding because it merges the advantages of decentralization with the ability of dynamic mixtures and evolutionary populations to cope with biotic and abiotic stresses and evolve, thus adapting to climate change and to the associated changes in the spectrum of pests. A crop capable of evolving as the environment around it evolves appears to be the most ideal way of responding to climate change and increasing agricultural biodiversity. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research paper investigates the oceanic fishery resources of the Andaman archipelago. The primary objective of this study is to gain a comprehensive understanding of the fishery and its dynamics including the environmental linkage surrounding these oceanic resources and to develop an effective strategy for sustainable exploration. Data were collected during an exploratory tuna long-line survey conducted between July 2022 and February 2023. The study documented a total of 13 species of fishes belonging to 11 genera, with tuna being the most abundant. Additionally, the study observed a significant increase in the population of pelagic stingrays, which nearly matched the number of hooked sharks (32). However, the hooking rates of sharks and bill fishes were observed to be gradually declining, resulting in a lower contribution to the overall species composition. One notable finding of the study was that site 11oN; 93oE (S4) exhibited the highest species diversity and potential. Furthermore, the aggregate hooking rates of fishes were particularly high between latitudes 11oN and 12oN. The study also analysed the seasonal distribution of each fish species and explored the correlation between environmental factors such as depth and temperature with species abundance and distribution. Statistical analysis indicates that there is no significant variation (p value = 0.20) between the environmental factors and the frequency of the species occurrence. Specifically, depth shows the highest correlation (r = 0.57) with the species distribution. In light of the diminishing hooking rate of oceanic fishery resources, the study puts forth several possible reasons and emphasizes the urgent need to implement conservation measures. [ABSTRACT FROM AUTHOR]

Hot springs contain many microorganisms, and a great deal of research has been conducted on the bacteria in hot springs but less on the fungi. Microbial diversity research in hot springs will help to further develop and utilize the microbial resources from hot springs. This is the first study to analyze the fungal diversity and ecological functions in Tangchi hot spring (China). In this paper, the fungal ITS sequences in the water samples of Tangchi hot spring were sequenced by Illumina MiSeq high-throughput sequencing technology and bioinformatically analyzed to explore the fungal diversity and ecological functions in the hot spring. The results revealed that the dominant fungal phylum was Ascomycota, followed by Basidiomycota, Chytridiomycota, and Olpidiomycota, and the dominant fungal genera were Rhizophydium, Aureobasidium, Rhodotorula, and Sclerotinia in Tangchi hot spring. The FUNGuild functional analysis results revealed that the dominant guilds in Tangchi hot spring were plant pathogens followed by the undefined saprotroph and the animal endosymbiont–animal pathogen–endophyte–plant pathogen–undefined saprotroph. This study can fill the gap in people's understanding of fungal resources and offer theoretical support for understanding the fungal diversity and fungal resource development and utilization in Tangchi hot spring. [ABSTRACT FROM AUTHOR]

The urban (suburban) railway is a fast and convenient rail transit system connecting urban and suburban areas, and a refined analysis of the diversity of public service facilities around its stations can help to promote the intensive use of land around rail stations. However, the differences in the diversity of public service facilities in the railway life circle between urban and suburban railway stations and the factors affecting them are not clear. This paper takes the Beijing Suburban Railway Line Sub-center (Line S1) as a case study, uses the Shannon-Wiener index to measure the spatial diversity characteristics of public service facilities, and utilizes a multi-scale geographically weighted regression model to explore the influencing factors. The findings indicate that: (1) Centered on the stations, all six stations show a "less-more-less" ring or half-ring to the left distribution structure of the comprehensive diversity index of public service facilities within their study areas, with an increase followed by a decrease. (2) The influence of each influencing factor on the diversity of market-featured facilities exhibits significant differences. The most substantial spatial heterogeneity is observed in the distances to the nearest subway stations and bus stops. Distances to subway and urban (suburban) railway stations exhibit different spatial distribution characteristics within urban and suburban areas on Line S1. In urban areas, the closer the distance to the subway station or the further the distance to the railway station, the greater the diversity of public service facilities. Conversely, in suburban areas, the opposite is true. The conclusions of this research provide a scientific methodology and improvement measures to facilitate the construction of railway life circles in suburban regions of megacities. [ABSTRACT FROM AUTHOR]

Myxomycetes are an important component of terrestrial ecosystems, and in order to understand their diversity and phylogenetic relationships, taxonomic issues need to be addressed. In our 1985–2021 biodiversity investigations in Shaanxi Province, Jilin Province, the Inner Mongolia Autonomous Region, Hubei Province, and Henan Province, China, Diderma samples were observed on rotten leaves, rotten branches, and dead wood. The samples were studied, based on morphological features coupled with multigene phylogenetic analyses of nSSU, EF-1α, and COI sequence data, which revealed two new species (Diderma shaanxiense sp. nov. and D. clavatocolumellum sp. nov.) and two known species (D. radiatum and D. globosum). In addition, D. radiatum and D. globosum were newly recorded in Henan Province and the Inner Mongolia Autonomous Region, respectively. The paper includes comprehensive descriptions, detailed micrographs, and the outcomes of phylogenetic analyses for both the newly discovered and known species. Additionally, it offers morpho-logical comparisons between the new species and similar ones. [ABSTRACT FROM AUTHOR]

Cotton production faces challenges in fluctuating environmental conditions due to limited genetic variation in cultivated cotton species. To enhance the genetic diversity crucial for this primary fiber crop, it is essential to augment current germplasm resources. High-throughput sequencing has significantly impacted cotton functional genomics, enabling the creation of diverse mutant libraries and the identification of mutant functional genes and new germplasm resources. Artificial mutation, established through physical or chemical methods, stands as a highly efficient strategy to enrich cotton germplasm resources, yielding stable and high-quality raw materials. In this paper, we discuss the good foundation laid by high-throughput sequencing of cotton genome for mutant identification and functional genome, and focus on the construction methods of mutant libraries and diverse sequencing strategies based on mutants. In addition, the important functional genes identified by the cotton mutant library have greatly enriched the germplasm resources and promoted the development of functional genomes. Finally, an innovative strategy for constructing a cotton CRISPR mutant library was proposed, and the possibility of high-throughput screening of cotton mutants based on a UAV phenotyping platform was discussed. The aim of this review was to expand cotton germplasm resources, mine functional genes, and develop adaptable materials in a variety of complex environments. [ABSTRACT FROM AUTHOR]

Most information on rotifers living in lake sands comes from the 1930s, when the first reports on this subject by Jerzy Wiszniewski appeared. After some decline in the interest in lake psammon in the following years, research on lake psammon returned in the last decade of the twentieth century. The last comprehensive review of ecology of psammon Rotifera was included in the excellent 1998 publication by Schmid-Araya on Rotifera in interstitial sediments. More than 20 papers have been published since that time. So far, research conducted almost exclusively in the northern hemisphere have dealt with issues related to distribution of rotifers, their species structure and diversity as well as to their relation to abiotic and biotic factors. The aim of the present study was to collect all available information on psammon rotifers, assess the shortcomings in our knowledge and fill these gaps with the results of some of my recent research. The results of the study show that the species richness of this group in geographical terms is still unknown. It means we also do not know the level of endemism among the psammon rotifers. The role of psammon rotifers in benthic food webs is another issue requiring research. [ABSTRACT FROM AUTHOR]

This paper investigates the (un)making of borders as a form of labour governmentality in one of Amazon's warehouses in Poland. Guided by a critical theory of borders as a form of labour governmentality under global capitalism, we identify organizational practices through which socio-demographic categories traditionally deployed as principles of organizing work (e.g., gender, age, ability) are un made: the management of deskilled labour through an algorithmic system, the non-selective hiring of workers, the enforcement of social norms of interpersonal respect and a universal system of casualized employment. Together, these practices constitute workers as undifferentiated, interchangeable and equal labour, let them compete with each other under harshly exploitative conditions, and continuously dispose of the least productive among them, keeping all in structural uncertainty. The study contributes to the critical diversity literature by showing a 'post-diversity' governmentality that rests on equality, competition and precarization of labour as a whole, rather than segregation and marginalization through an 'ideal worker' norm. This labour governmentality operates by eliciting consent from historically subordinated workers and eliminating the advantage of historically relatively privileged ones. Unmaking borders within labour inside the organization, this governmentality at the same time crucially rests on borders outside it. [ABSTRACT FROM AUTHOR]

In this paper, we provide additional data on the orb-weaver spider fauna (Araneae: Araneidae) of Kosovo. Three species are reported for the first time from this country: Araneus grossus (C.L. Koch, 1844), Argiope lobata (Pallas, 1772) and Cyclosa oculata (Walckenaer, 1802). In consideration of the findings and the updated checklist of Araneidae in this study, the documented number of spider species in Kosovo has now increased to 251. Given that the spider fauna of Kosovo is still not fully explored, our study emphasizes the necessity of ongoing exploration to better comprehend the diversity of spider species within the region. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exacerbated pre-existing challenges faced by academic staff in UK higher education and drawn attention to issues of Equality, Diversity, and Inclusion (EDI). Amidst global competitiveness and workplace pressures, challenges such as managerialism, increased workload, and inequalities have worsened, significantly impactingmental health. This paper presents a conceptual analysis connecting EDI with organizational compassion within the context of Higher Education. The prioritization of organizational compassion is presented as a means to enhance sensitivity to EDI in the reconstruction of post-pandemic learning environments. Anchored in the organizational compassion theory and the NEAR Mechanisms Model, our study contributes to the intersection of the organizational compassion, EDI and higher education literatures by exploring how fostering compassion relations can contribute to enhancing EDI. This offers a new perspective to creating a more humane and supportive higher education environment. [ABSTRACT FROM AUTHOR]

The paper provides an overview of all freshwater red algae species recorded to date in the territory of Bosnia and Herzegovina. Based on fieldwork and analysis of all available previously published data, it was determined that a total of 15 taxa from eight genera have been recorded to date: Bangia (1), Audoinella (3), Batrachospermum (2), Peludicola (1), Shaethia (1), Lemanea (4), Paralemanea (2) and Hildenbrandia (1). All taxa were found in clear, cold, well-oxygenated water. Bosnia and Herzegovina is very rich in different types of aquatic habitats. More than 100 sites were visited during the field research, but there are still many potential habitats where freshwater red algae can be found, which will be explored in the coming years. This work is the first step toward establishing long-term monitoring and listing of protected and threatened red algae in Bosnia and Herzegovina. [ABSTRACT FROM AUTHOR]

This paper presents a landmark study of equity, diversity and inclusion (EDI) in the field of sports analytics. We developed a survey that examined personal and job-related demographics, as well as individual perceptions and experiences about EDI in the workplace. We sent the survey to individuals in the five major North American professional leagues, representatives from the Olympic and Paralympic Committees in Canada and the U.S., the NCAA Division I programs, companies in sports tech/analytics, and university research groups. Our findings indicate the presence of a clear dominant group in sports analytics identifying as: young (72.0 %), White (69.5 %), heterosexual (89.7 %) and male (82.0 %). Within professional sports, males in management positions earned roughly $30,000 (27 %) more on average compared to females. A smaller but equally alarming pay gap of $17,000 (14 %) was found between White and racialized management personnel. Of concern, females were nearly five times as likely to experience discrimination and twice as likely to have considered leaving their job due to isolation or feeling unwelcome. While they had similar levels of agreement regarding fair processes for rewards and compensation, females "strongly agreed" less often than males regarding equitable support, equitable workload, having a voice, and being taken seriously. Over one third (36.3 %) of females indicated that they "strongly agreed" that they must work harder than others to be valued equally, compared to 9.8 % of males. We conclude the paper with concrete recommendations that could be considered to create a more equitable, diverse and inclusive environment for individuals working within the sports analytics sector. [ABSTRACT FROM AUTHOR]

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Background: Equal, diverse, and inclusive teams lead to higher productivity, creativity, and greater problem-solving ability resulting in more impactful research. However, there is a gap between equality, diversity, and inclusion (EDI) research and practices to create an inclusive research culture. Research networks are vital to the research ecosystem, creating valuable opportunities for researchers to develop their partnerships with both academics and industrialists, progress their careers, and enable new areas of scientific discovery. A feature of a network is the provision of funding to support feasibility studies – an opportunity to develop new concepts or ideas, as well as to 'fail fast' in a supportive environment. The work of networks can address inequalities through equitable allocation of funding and proactive consideration of inclusion in all of their activities. Methods: This study proposes a strategy to embed EDI within research network activities and funding review processes. This paper evaluates 21 planned mitigations introduced to address known inequalities within research events and how funding is awarded. EDI data were collected from researchers engaging in a digital manufacturing network activities and funding calls to measure the impact of the proposed method. Results: Quantitative analysis indicates that the network's approach was successful in creating a more ethnically diverse network, engaging with early career researchers, and supporting researchers with care responsibilities. However, more work is required to create a gender balance across the network activities and ensure the representation of academics who declare a disability. Preliminary findings suggest the network's anonymous funding review process has helped address inequalities in funding award rates for women and those with care responsibilities, more data are required to validate these observations and understand the impact of different interventions individually and in combination. Conclusions: In summary, this study offers compelling evidence regarding the efficacy of a research network's approach in advancing EDI within research and funding. The network hopes that these findings will inform broader efforts to promote EDI in research and funding and that researchers, funders, and other stakeholders will be encouraged to adopt evidence-based strategies for advancing this important goal. [ABSTRACT FROM AUTHOR]

Background: While there has been a long recognition of the importance of race equality in health and care research, there is a lack of sustained action among research funding and research performing organisations to address racial equality in public involvement. This paper describes how the UK's National Institute for Health and Care Research (NIHR) convened a Race Equality Public Action Group (REPAG), which co-developed with public contributors and stakeholders a Race Equality Framework – a tool for addressing racial equality in public involvement. Methods: The REPAG, through meetings and discussions, defined the focus of the Framework, and developed an initial draft of the Framework. Public contributors identified the need for broader consultation with other public members. Three community consultation events with a total of 59 members of Black African-, Asian- and Caribbean-heritage communities were held to seek their views on health and care research generally and on the draft Framework specifically. The draft Framework was modified and piloted among 16 organisations delivering health and care research. Following feedback from the pilot, the Framework was modified and prepared for publication. Results: The Framework is designed as a self-assessment tool comprised of 50 questions pertaining to five domains of organisational activity: 1) individual responsibility, 2) leadership, 3) public partnerships, 4) recruitment, and 5) systems and processes. The questions were co-designed with REPAG public members and provide key concepts and elements of good practice that organisations should consider and address on their path to achieving racial competence. The accompanying materials provide implementation guidance with 20 detailed steps, case studies of actions taken in seven pilot organisations, and links to additional resources. The pilot demonstrated the feasibility of conducting a meaningful self-assessment over a period of three months and the usefulness of the results for developing longer-term action plans. Conclusion: The Framework represents the first self-assessment tool for addressing racial equality in public involvement. Co-design with REPAG public members enhanced its authenticity and practicality. Organisations in the field of health and care research and any other organisations that use partnerships with the public are encouraged to adopt the Framework. Plain English summary: For a long time, race equality within research has not been a priority. To address this the NIHR created a group to come up with solutions to tackle this – the Race Equality Public Action Group. Recognising the need to help research organisations with how they involved members of the public from diverse groups, the Race Equality Framework was born. The Race Equality Framework was devised to help organisations become more inclusive, develop better links with diverse communities and make their work more equitable. Consultation with members of the public from Black African-, Asian- and Caribbean-heritage communities were held and were essential in developing the Framework. Sixteen organisations who are involved in health and care research were recruited as pilot partners. They worked through the Framework and provided further feedback and input. The final product is a self-assessment tool which comprises of 50 questions across five domains. These domains are: 1) individual responsibility, 2) leadership, 3) public partnerships, 4) recruitment, and 5) systems and processes. The questions are designed to promote reflection and improve organisational good practice. This is the first tool of its kind, and we recommend its use for health and care research organisations that work closely and develop partnerships with members of the public. [ABSTRACT FROM AUTHOR]