The Inversion of Tetrahedral p-Block Element Compounds: General Trends and the Relation to the Second-Order Jahn-Teller Effect

The tetrahedron is the primary structural motif among the p-block elements and determines the architecture of our bio- and geosphere. However, a broad understanding of the configurational inversion of tetrahedral...

The Capability Approach in Research on Ageing Well at Home for Frail Older People

This chapter describes the work of the Frail Elderly Support Research Group (FRESH) in relation to the capability approach as a theoretical framework. The FRESH research group works with people who are at risk of developing frailty, as well as those who are already frail or very frail. In this chapter, FRESH aims to utilise the capability approach as a theoretical framework for research with and for frail older people, and to focus on the older people’s opportunities to realise their goals in relation to contextual factors that may influence them. A broad understanding of the concept of frailty in general is also presented. The capability approach makes a fundamental contribution to the understanding of the process of becoming frail, and how it may influence people as they age, because it focuses on people’s real opportunities, what it is possible to achieve and what people have reason to value, in relation to the resources that they have at hand. This chapter will hopefully encourage future researchers to consider evaluating the capability approach and implementing it in their own research.

No syllabus, no problem

The intimate relation people have with food provides unique opportunities for teaching. In this field report, I will describe and reflect upon the method of student-centred learning I use in a first-year university course entitled Food, Agriculture & Society. The aim of the course is to provide students with a broad understanding of how food and agriculture have shaped society and can contribute to a more sustainable future. Consistent with food pedagogy, a premise of the course design is that the intimate relation students have with the food they eat reflects their personal values and responsibility for their choices. An innovative element of my approach is that I co-create the syllabus. The course starts by writing the word “Food” on the blackboard. I then facilitate a multi-step process with students to co-create the syllabus. For most of the course, students lead the preparation and delivery of lectures on their selected topics. In this report, after describing the course design, I reflect upon my approach in relation to the tenets of food pedagogy, as well as discuss student feedback and my experience of teaching the course.

Dramat, dramaturgia, dramatologia – retroperspektywy

The article is an attempt to reconsider, reinterpret and, at the same time, summarize the concepts of dramaturgy and dramatology as they were developed by the author mainly in his research realized within the framework of the Chair of Drama and then the Chair of Performance Studies at the Jagiellonian University. Despite the fact that efforts to establish a broad understanding of drama and dramaturgy that is not restricted to art but is used to analyse and interpret performative aspects of social life were not fully successful, the main goal of the article is to support this idea by claiming the need for a ‘return to dramatology’.

Ontological Captivity

Departing from where Jacques Derrida’s deconstruction of Martin Heidegger’s gender-neutral Dasein left off, this article argues for “ontological captivity” as a critical analytic for questioning Being under conditions of racial capitalism. Based on a broad understanding of the Black Radical tradition, the author argues for the importance of connecting the analysis of ontological difference with the political critique of concrete historical and material conditions that structurally link what it means to be human to overlapping and mutually reinforcing technologies of capture. From the slave ship, the plantation, the reservation, the prison, the detention center, the penal colony, and the concentration camp to the ways in which injurious signifiers fix the body and arrest its mobility, ontological difference should be unthinkable outside a confrontation with its material conditions of possibility and impossibility. These are the material conditions that, from W. E. B. Du Bois’s analysis of the “color-line” to Calvin Warren’s analytic of “onticide,” from Lewis Gordon’s “antiblackness” to Nelson Maldonado-Torres’s “coloniality of being,” and from Hortense Spillers’s “being for the captor” to Zakiyyah Iman Jackson’s “ontological plasticization,” call for a political rather than an ethical interrogation of Being.

Multi-dimensional leaf phenotypes reflect root system genotype in grafted grapevine over the growing season

Background Modern biological approaches generate volumes of multi-dimensional data, offering unprecedented opportunities to address biological questions previously beyond reach owing to small or subtle effects. A fundamental question in plant biology is the extent to which below-ground activity in the root system influences above-ground phenotypes expressed in the shoot system. Grafting, an ancient horticultural practice that fuses the root system of one individual (the rootstock) with the shoot system of a second, genetically distinct individual (the scion), is a powerful experimental system to understand below-ground effects on above-ground phenotypes. Previous studies on grafted grapevines have detected rootstock influence on scion phenotypes including physiology and berry chemistry. However, the extent of the rootstock's influence on leaves, the photosynthetic engines of the vine, and how those effects change over the course of a growing season, are still largely unknown. Results Here, we investigate associations between rootstock genotype and shoot system phenotypes using 5 multi-dimensional leaf phenotyping modalities measured in a common grafted scion: ionomics, metabolomics, transcriptomics, morphometrics, and physiology. Rootstock influence is ubiquitous but subtle across modalities, with the strongest signature of rootstock observed in the leaf ionome. Moreover, we find that the extent of rootstock influence on scion phenotypes and patterns of phenomic covariation are highly dynamic across the season. Conclusions These findings substantially expand previously identified patterns to demonstrate that rootstock influence on scion phenotypes is complex and dynamic and underscore that broad understanding necessitates volumes of multi-dimensional data previously unmet.

How Can and Would People Protect From Online Tracking?

Online tracking is complex and users find it challenging to protect themselves from it. While the academic community has extensively studied systems and users for tracking practices, the link between the data protection regulations, websites’ practices of presenting privacy-enhancing technologies (PETs), and how users learn about PETs and practice them is not clear. This paper takes a multidimensional approach to find such a link. We conduct a study to evaluate the 100 top EU websites, where we find that information about PETs is provided far beyond the cookie notice. We also find that opting-out from privacy settings is not as easy as opting-in and becomes even more difficult (if not impossible) when the user decides to opt-out of previously accepted privacy settings. In addition, we conduct an online survey with 614 participants across three countries (UK, France, Germany) to gain a broad understanding of users’ tracking protection practices. We find that users mostly learn about PETs for tracking protection via their own research or with the help of family and friends. We find a disparity between what websites offer as tracking protection and the ways individuals report to do so. Observing such a disparity sheds light on why current policies and practices are ineffective in supporting the use of PETs by users.

Building Support for Practice Research

This chapter was designed to provide readers a broad understanding of factors that should be considered when attempting to implement research in a practice environment. Common obstacles to conducting research in practice settings are discussed in this chapter and include administrative factors, work demands placed on practitioners, the availability of research knowledge and skills, and the research tradition of some professions. To address these, recommendations have been developed to remediate these barriers. These involve building support and demand for practice research by increasing its value to stakeholders, the development of and/or accessibility to research skills, and providing the infrastructure necessary to conduct practice research. The importance of including practitioners in the process of building research capacity is discussed. In order to increase the chances of success, capacity building must be collaborative. All activities should include representation from all employee groups that will either participate in the research process or be consumers of research.

Social Responsibility

In this chapter, the authors analyze the artifacts in which students explore social responsibility. A broad understanding of social responsibility includes nonhumans and nature. In the chapter, the authors approach social responsibility through two subthemes: Social and civic competences and sustainable development. The analysis shows how students learned to address social responsibility to encounter the other and participate in the collaboration with other people. Many of them, however, took an anthropocentric view, centered on humans. The older students were able to extend the idea of social responsibility to the wellbeing of nonhumans, nature, sustainability, and the Earth.

An ameliorative analysis of the concept of education

Ameliorative analysis is a powerful new approach to understanding concepts, stemming from cutting-edge work at the intersection of philosophy of language, philosophy of mind and metaphysics. It offers the potential to improve our understanding of a range of subject matters. One topic to which it has not yet been applied is the concept of education. Doing so can enhance our understanding of this vital subject matter and, in particular, help in the push for educational justice. While philosophers and policymakers alike have preferred a broad understanding of education that encompasses many aspects of human development, ameliorative considerations favour a narrower concept, tightly connected to formal schooling. This is because effective pursuit of an egalitarian agenda requires education working alongside a range of other welfare priorities, and it is important that our concept of education does not muddy the waters or undermine other aspects of the pursuit of justice.