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This study aimed at determining the diversity of forage plants utilized for small ruminant feeding in rural and peri-urban sites in Imo state, Nigeria. The survey was carried out at rural and peri-urban sites in Aboh Mbaise and Mbaitoli Local Government Areas (LGAs), respectively. Ten small ruminant farmers were purposively selected from each LGA across the study communities. Data on fodder diversity, proximate composition, and mineral concentration were collected and analyzed using descriptive statistics such as frequency counts, percentages, means, and standard deviation. It was observed that a higher diversity of fodder plants existed at the rural sites compared to the peri-urban sites and 43.4% of the fodder plants were common to both sites. Respondents identified 60.8% of the fodder plants also as food-bearing plants, with 55.6% and 80% of these found at the rural and peri-urban sites, respectively. There were no significant differences (p > 0.05) between the relative proximate or mineral supplies to the animals at the two sites. It was, therefore, concluded that despite the diversity and differences in forage selection at the two sites, the relative nutrient supplies to small ruminants will be similar if the cafeteria system of forage provision practiced at the sites is adhered to.

In December 2022, the scientific network “images of aging” resulted in a workshop in which various stakeholders discussed the need for action when it comes to views on aging. Based on these discussions practical and interdisciplinary recommendations were developed that result in six concrete impulses for practice. These six impulses for more diverse views on aging are introduced and presented in this report. These impulses are composed of 1) making people of all ages visible in their diversity, 2) pointing out systemic problems and initiating changes, 3) enabling participation and shaping a positive culture of ageing, 4) starting a broad dialogue 5) clearly naming stereotypes and ageism and standing up against them, 6) tackling taboos about illness, death and dying. [ABSTRACT FROM AUTHOR]

The primary aim of this investigation was to examine the morphological diversity of leaves in naturally occurring populations of common hornbeam (Carpinus betulus L.) in Türkiye. Twelve common hornbeam populations, distributed over four distinct watersheds in the Eastern Black Sea Region, were sampled from three altitude levels, ranging from sea level to 1200 meters. Nine morphological characteristics of the leaves were analyzed biometrically. We found a high degree of phenotypic heterogeneity both within and among the investigated populations. The eco-geographic principle's classification of populations was disclosed. Altitude appeared to be the primary factor influencing variation in the majority of leaf attributes from the Camlıhemşin, Çaykara, and Espiye watersheds. Compared to trees at lower altitude, trees at higher altitudes were characterized by smaller leaves. The populations in the Trabzon-Maçka watershed, however, did not show this trend. Largest leaves were observed for trees from the Trabzon-Maçka watershed region at the second altitude level. Overall, our findings support the notion that the Eastern Black Sea area is a hotspot of biodiversity and that the intricate evolutionary process leading to leaf morphological variability may be a consequence of adaptation and plasticity. [ABSTRACT FROM AUTHOR]

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Using the example of food preparation, learners not only acquire technical competences in Economy, Work and Home Economics lessons, but they can also be encouraged to develop social and intercultural competences. Cooking and eating together provides learners with a framework in which they can experience intercultural diversity, exchange ideas, and learn from each other. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Religion in Education / Religionspädagogische Beiträge is the property of Arbeitsgemeinschaft Katholische Religionspadagogik & Katechetik (AKRK) 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 Medien & Kommunikationswissenschaft is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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 Public Health Forum is the property of De Gruyter 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 Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG 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 Zeitschrift für Politikwissenschaft is the property of Springer Nature 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.)

There is fundamental confusion and notable omissions within counselling and psychotherapy's adoption of diversity principles. This prevents the profession from achieving its aims of more respectful and efficacious clinical practice with certain populations. The article argues that uncritical over-reliance on ideas from outside the profession has resulted in a failure to appraise which groups might require specific attention. Unacknowledged confusion between celebratory and critical approaches to diversity is also identified as a source of practical muddle. Putatively radical assertions about understanding minority group experience are shown to actually exclude valuable ways of understanding social disadvantage, which might better enhance our understanding and efficacy. The article concludes by suggesting that the multiple difficulties within the profession's embrace of diversity can be understood in terms of a refusal to reconsider the theoretical, economic and organisational foundations of our therapeutic work to which questions of diversity pose a serious challenge. A case is made for a more open discussion of the relevant issues accompanied by a call for revised professional organization to support knowledge production. [ABSTRACT FROM AUTHOR]

The aim of this article is to explore phenomenologically how the 'inside' (psychical) and 'outside' (the other and/or society) interweave since it appears that sometimes those of us who favour diversity may also inadvertently shut it down. Phenomenology appears to open more easily onto what we don't want to know about in our everyday lives, or a turning away which impedes diversity. If we cannot hear our own thoughts that come to us from the 'inside', then how can we move towards diversity on the 'outside'. The tensions between turning away and turning towards leads into a Freudian look at conscience and aggression, and Lacan's idea of the ego being the seat of identification and misrecognition. Freud's observation of an 'original' aggression towards the other appears especially important. It is argued that this aggression always fragments the movement towards diversity. Two factors appear to mediate this movement, namely a 'negative' exclusion, and a 'positive' ameliorative 'law'. Two fictional accounts are given from everyday life reflecting societal and psychical aggression, including its 'privacy' or sensual meanings. [ABSTRACT FROM AUTHOR]

Copyright of Medien & Kommunikationswissenschaft is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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.)

Vielfalt wahrnehmen, anerkennen und mit ihr umgehen zu können, erfordert gerade im Kontext von Lehrer*innenausbildung, Bildungsforschung und der Förderung des fachdidaktischen und bildungswissenschaftlichen Nachwuchses Diversitätssensibilität von allen Beteiligten auf verschiedenen Ebenen. Das Themenheft „verschieden vielfältig – Relevanz von Diversität im Kontext von (Lehrer*innen-)Bildungsforschung“ dokumentiert die Bielefelder Frühjahrstagung 2022, die sich als Nachwuchstagung umfänglich mit dem Phänomen Diversität aus der Perspektive der Lehrer*innenbildung und der Bildungsforschung beschäftigte. Dieses Editorial führt in das Themenheft ein, erläutert seine Entstehung und stellt die einzelnen Beiträge vor. Diese beschäftigen sich mit epistemischen Ungerechtigkeiten in bildungswissenschaftlichen Forschungskontexten, mit der Relevanz von Kategorien in der Bildungsforschung sowie mit dem Umgang mit und der Bedeutung von Diversität in den Fachdidaktiken Englisch und Biologie. Im abschließenden Beitrag wird schließlich entlang der Forschungswerkstätten der Bielefelder Frühjahrstagung eine diversitätssensible Nachwuchsförderung in der Lehrer*innenbildung entfaltet.

Im Beitrag werden entlang der Bielefelder Frühjahrstagung 2022 zentrale Aspekte einer diversitätssensiblen Nachwuchsförderung in der Lehrer*innenbildung entwickelt und Empfehlungen für eine diversitätssensible Ausgestaltung von Forschungswerkstätten als zentralem Element der Nachwuchsförderung gegeben. Der Fokus des Beitrags liegt auf dem „Herzstück“ der Bielefelder Frühjahrstagung – den Forschungswerkstätten. Anhand dieser wird herausgearbeitet, dass ergänzend zu eher klassischen Differenzkategorien wie Geschlecht, Herkunft oder Nationalität in der diversitätssensiblen Förderung des heterogenen wissenschaftlichen Nachwuchses in der Lehrer*innenbildung, der sich zu schul-, unterrichts- oder professionalisierungsbezogenen Themen in einer Fachdidaktik oder den Bildungswissenschaften qualifiziert, auch disziplinäre Heterogenität, paradigmatische Vielfalt und unterschiedliche forschungsmethodische Zugänge berücksichtigt werden müssen.