Inclusive Education Status through the Lenses of Teachers in Zambia

This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zambia and Chalimbana University. Findings indicated that Zambia practices partial inclusion in which only the mild and moderate learners with disabilities are included in classrooms. Inclusive education is understood by teachers in the context of disability and teachers reported that they did not receive adequate support to implement inclusive education effectively. It is recommended that the Government of the Republic of Zambia through the Ministry of General Education should focus on training teachers in inclusive education and its methodologies to meet the learning needs of learners from different circumstances

High-energy resummed distributions for the inclusive Higgs-plus-jet production at the LHC

The inclusive hadroproduction of a Higgs boson and of a jet, featuring large transverse momenta and well separated in rapidity, is proposed as a novel probe channel for the manifestation of the Balitsky–Fadin–Kuraev–Lipatov (BFKL) dynamics. Using the standard BFKL approach, with partial inclusion of next-to-leading order effects, predictions are presented for azimuthal Higgs-jet correlations and other observables, to be possibly compared with experimental analyses at the LHC and with theoretical predictions obtained in different schemes.

The Social Question in Pre-apartheid South Africa: Race, Religion and the State

In the first half of the twentieth century, “social” issues in South Africa were framed by both rapid social and economic change (especially industrialisation and urbanisation) and racial division. The social question in South Africa was as much a racialised version of a “national question” as a social one, revolving around the social and economic inclusion (through state intervention) of “poor white” people and white workers and the reinforcement of a clear racial hierarchy. From the 1930s, political elites slowly moved towards the very partial inclusion of the African majority. Political and religious ideas, primarily from Europe, informed understandings of the social question among both supporters and opponents of public provision.

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.

Miss C——y’s Cabinet of Curiosities

This chapter points out, according to Anthony Hamilton and Jonathan Swift, how closets can still represent the highly circumscribed sociability associated with the face-to-face exchange of handwritten manuscripts. It talks about the hundreds of books that are designated as closets or cabinets that had been published in Britain by the end of the eighteenth century. As the authors and editors of these printed closets and cabinets nervously underscored their own close connections to courtly closets, prayer closets, and elite cabinets of curiosity, they implicitly positioned their readers as illegitimate intruders or spies. The chapter also reviews the complex dynamics of partial inclusion that are directly addressed in a particularly self-reflexive instance. It emphasizes that the one-way mode of visual intimacy channeled the excitement and social disorientation that accompanied the increasing accessibility of knowledge in the eighteenth century.

On the Curious History of the Big Six

The Big Five became the foremost model of personality-trait structure in the last three decades, but was formed out of item/variable selections that partially or totally omitted dispositional content related to morality, ethics, integrity, and honesty. Such morality-relevant content has, for several reasons reviewed, extreme importance within the dimension of dispositional tendencies. Previous histories of the Big Five ignore details that account for this pattern of moral-content exclusion, exclusion that tended to impede identification of a key factor in a Big Six or HEXACO model. Here, a set of frequently referenced and highly morality-relevant adjective concepts are identified, based on ratings by 10 judges. The treatment of these concepts enables a tracing of the specific routes and rationales by which exclusion (and partial inclusion) operated in key lexical studies of the archaic period of lexical studies (up through 1993; in English and German), that reveals how variable-selection decisions by early investigators tended to impede identification of an important dimension of personality. Recommendations are offered for future personality-structure research.