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This chapter is based on compulsory school experiences of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and their parents in the educational context of Finland. Located in the theoretical framework of Disability Studies, the chapter aims to contribute to theory of inclusive education by initiating a new dialogue on conceptual foundations of inclusive schooling. In this regard, the chapter first deconstructs the concept of educational need that stems from the field of traditional special education as contradictory to the original ideals of inclusive education. It then moves on to reconstruct the concept of educational need in accordance with the foundational values of inclusion, that is celebration of human diversity and resistance to dichotomies of ab-/normality and dis-/ability and proposes an approach for future implementation of inclusive education.

Potassium, like sodium, is essential for the normal physiological functioning of the body. Both these elements are chemically very similar but in the body sodium is present in the free fluids whereas potassium is mainly in the fluids within the cells, for example, in the muscles and red corpuscles of the blood. Potassium has a complementary action with sodium in the functioning of cells and its concentration within any particular cell is closely controlled.

The purpose of this paper is to unpack the tenuous relationship between medical sociology and disability studies, particularly as it relates to the work of Irving Zola.

Many attribute the division between these disciplines to their starkly different and oft competing approaches to disability; however, I argue that a closer examination reveals a number of commonalities between the two.

I use Irving K. Zola’s extensive body of scholarship to demonstrate the connections between these divergent approaches to disability, and imagine what his legacy has to offer to the advancement of a diverse sociology of disability.

Neither focus is more correct than the other, as considering these bodies of work together presents a number of opportunities to advance a more comprehensive sociological theory – not just of disability – but of ableism and its intersections with other forms of oppression as well.

X-Men is a movie franchise spanning 11 films centered on monsters and mutants (Braidotti, 1996), that is, the superheroes that appeared in the Marvel comics (Lauren Shuler Donner, 2000–2017). The franchise includes a rich compendium of male and female characters. Characters from both gender categories are gifted with powers and enjoy a remarkable focus from the plot. However, there are fewer female characters than male, and the former's powers are mainly related to the mind, rather than physical strength. If it is possible to immediately criticise the above-mentioned male focus, or the unequal distribution of powers, at the same time it is impossible to deny that both gender categories – male and female – reintroduce the gender binary that structures everyday reality in our current society (Butler, 2015). Such binary is a structural part of the cisgender and heteronormative system, inside which human beings carry out their existence. For these reasons, X-Men was interpreted by many transgender movements as a possible monstrous reclamation because it confers visibility to those bodies which are outside the norm (Preciado, 2020b) and it includes them in the context of a possible recognition as part of the cultural imaginary. This analysis, therefore, glimpses a possible liberation from the epistemological and material violence of the cisgender norm. This chapter will focus on the way in which the X-Men saga isn't faithful to a revolutionarily monstrous possibility, but rather carries out, through an apparatus of capture (Deleuze & Guattari, 2009), the reenactment of cis- and heteronormativity. In fact, those mutant and monstrous bodies represented here can be part of a highly popular franchise because they are part of the cisgender and heterosexual norm (Wittig, 1992) and because they put their monstrosity not outside the devices of power (Foucault, 2015), but at their service.

The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

The new authorities created by this Act, probably the most important local government measure of the century, will be voted into existence during 1973 and commence functioning on 1st April 1974. Their responsibilities and the problems facing them are in many ways quite different and of greater complexity than those with which existing councils have had to cope. In its passage through the Lords, a number of amendments were made to the Act, but in the main, it is a scheme of reorganization originally produced after years of discussion and long sessions in the Commons. Local government reorganization in Scotland takes place one year later and for Northern Ireland, we must continue to wait and pray for a return of sanity.

IT was last July that we denounced the Bullock proposals because of our conviction that they would not work. True, that was not by any means the first time that we had voiced that opinion. We said so, firmly, from the moment that they were promulgated. There was so much against them.

By developing ideas which attempt to identify and explain some of the more commonly occurring psychological mechanisms of human error this article aims to provide a background of understanding which will be helpful to the systems analyst in his task of predictive reliability assessment. A simple hypothetical model of the mind is described from which human error mechanisms are explained. An underlying theme is that of communication. Accepting that accidents develop when there arises a persisting misalignment between the true state of a system and the operator's perception of that state, the article examines the processes by which this updating takes place. An experimental technique “communications analysis” is presented as a possible analyst‐aid for the prediction of error‐event sequences. The technique is illustrated by application to a nineteenth‐century railway signalling system.

The purpose of this paper is to anchor the buzzword “inclusive organisation” in a theory-based perspective by identifying meanings of inclusion and exclusion in various scientific discourses.

The paper provides an overview about inclusion/exclusion and its different usage in four “western” scientific discourses. By analysing the role of organisations in each discourse, relevant aspects for specifying the concept of “inclusive organisations” are identified.

The concept of “inclusive organisations” needs to be grounded in a wider industry context for determining adequate action strategies towards inclusiveness. More attention should be paid to the excluding effects of including measures and resulting changes in power relations.

The conceptual approach of the paper needs to be anchored in further empirical research on the measurability of inclusion/exclusion within organisations and on the implementation of organisational practices towards more inclusiveness.

The value of the paper is its interdisciplinary approach to concepts of organisational inclusion and exclusion that are usually analysed separately. This fresh perspective paves the way for an original contribution to further develop the idea of “inclusive organisations”.

As the disease of Acquired Immune Deficiency Syndrome (AIDS) continues to affect more persons, the literature on AIDS proliferates. While most of the AIDS literature is written for a general or a medical audience, the information on AIDS found in United States government publications illustrates the political dimensions of the disease. Issues contained in these documents include subjects such as the lack of serious funding for AIDS research and congressional testimony by persons with AIDS. Reports of scientific advances through executive agencies such as the Centers for Disease Control are also found in these documents.