bluuebunny/crossref_metadata_2025 huggingface dataset:
Sorghum plants with ratoon cultivation increase production and income
Authors: Syuryawati  , Faesal  , Aqil Muhammad
Published: November 2021

Sorghum has broad adaptability, drought tolerance, high production, has strong and deep roots so that it can grow back after being harvested (ratoon) which can reduce production costs, with ratoon sorghum cultivation it can increase production and income. This study aims to determine the benefits of sorghum farming with ratoon cultivation which can increase farmers’ production and income. Research was conducted in Jeneponto Regency, South Sulawesi,March- September 2018. Research consisted of eight sorghum lines andNumbu variety, using Randomize Block Design of three replications. Spacing 75 cm x 20 cm 1 plant/hole. The main fertilizing plants were 300 kg urea + 100 kg SP36 + 100 kg KClha−1, and ratoon plants were 150 kg urea + 50 kg SP36 + 50 kg KClha−1. Results showed that average yield of main crop was 5.92-6.57 tha−1, and ratoon 4.85-5.83 tha−1. Revenue obtainedmain cropRp. 11,840,000-13,140,000 andratoonRp. 9,706,000-11,660,000ha−1. Benefit of sorghum farming using ratoon system is Rp. 4,843,000-5,950,000ha−1, and Rp.6,729,000-Rp. 8,572,000ha−1 forratoon system. with two harvests, farming benefits range from Rp. 11.5 million-14.5 millionha−1. This is supported by efficient use of sorghum ratoon farming to produce 1 kg of sorghum seeds at a cost of only Rp. 530-615 or more cost efficient up to 49.47% of main crop. Thus, sorghum farming with ratoon cultivation is very helpful for farmers because there is additional production and income so that it is feasible to develop.
Changes of nutritional components of pre-evaporated sorghum’s panicle during storage
Authors: Suarni  , Sulistyaningrum Anna , Aqil Muh.
Published: November 2021

Sorghum is a potential food ingredient with adequate nutritional content like other cereals, and has added value with high mineral Fe content. However, sorghum has the disadvantage of high tannin content which is antinutrient and susceptible to warehouse pests. Storage of sorghum in panicle form by providing hot steam treatment will provide added value because it can extend shelf life. The purpose of this study was to determine the effect of evaporation treatment on sorghum quality during storage. This study used a completely randomized design with 3 replications. The tried factors included sorghum (S) varieties, namely: Numbu (S1), Local (S1); evaporation time (T), i.e. 0 minutes / without evaporation (T0), 15 minutes (T1), 25 minutes (T2), 35 minutes (T3); and shelf life (L); 0 months (L0), 2 months (L1), 4 months (L2). The results showed that the evaporation treatment was effective in maintaining the nutritional content of sorghum both Local and Numbu varieties, reducing yield loss due to warehouse pest attacks and reducing its tannin content. Treatment of sorghum panicle evaporation for 15 minutes, both Local and Numbu varieties of sorghum can maintain nutritional content for up to 4 months with an average water content of 11.37%, ash content of 1.89%, fat content of 2.65%, protein content 8.92%, carbohydrate 75.15%, yield loss of 9.94%, and normal aroma. Sorghum storage technology with the evaporation method can reduce tannin components so that it is an added value because it is expected that sorghum flour ingredients contain very low tannin and its contribution for food diversification.
The role of institutions in enhancing farmer motivation to carryout corn seed production under corporation system
Authors: Bahtiar  , Aqil Muhammad , Azrai Muhammad
Published: November 2021

A farmercorporation-based seed production system is needed to bring seeds closer to farmers. Its developmen requires support from several institutions related to the policy of providing seeds for farmers. This study aims to determine the role of the institution in the farmer-based hybrid maize production system. Five institutions evaluated for their role, namely Indonesian Cereals Research Institute (ICERI) as a source of seeds and technology, Assessment for Agricultural Technology (AIAT) as aassistence for application technology in the field, Agricultural Service Office as a policymaker in available seed for farmer, Seed Certification and Inspection Center (SSO) as the supervisor of seed quality, and the grower local as an absorber of the results by farmer groups. The role of the institution is observed through: socialization activity, field observations, and discussions. The results showed that all institutions have gave various supports. ICERI has provided seeds in a timelymanner, the right quality and the right quantity, and also conducts regular training and monitoring to provide instructions for implementing good technology application to farmers and by farmers it is considered very good. AIAT provides field assistance for the application of production technology, but the activities are considered by farmers to be inadequate, the staff of Agriculture Service continue to motivate farmers and farmers are deemed adequate. SCIC as a seed supervisor continues to assist farmers in the field, in addition to monitoring irregularities, it also continues to provide guidance to farmers in accordance withthe standar operational procedure of hybrid maize seeds and is considered very good by farmers. Then the seed producers who absorb the results of the farmers have carried out excellent guidance such as placing quality control personnel in the field to control implementation, absorbing farmers’ products at an agreed price, building a processing unit in the site area, and by the farmers it is considered very good. With adequate support from related institutions, farmers continue to be motivated to produce hybrid maize seeds, which were originally only 100 ha in Minahasa district, then expanded to surrounding districts, sothat the area production increase from 253,4 ha in 2019 to 480 ha in 2020.
Seeding development potential and prospects of NASA 29 hybrid corn in North Sulawesi Province
Authors: Sirih Supratman , Markus Rawung Jefny B. , Indrasti Rita , Hutapea Ronald T. P. , Yusuf
Published: November 2021

North Sulawesi is one of the areas with great potential in supporting the production and productivity of hybrid maize seeds. The land available for the cultivation of hybrid maize seeds is very wide, the requirements for agro-climatic are simple, the technology is readily available, so that the prospect of profits for the cultivator is quite large. Most of the maize farmers in North Sulawesi tend to use hybrid seeds. This is because the yield obtained is very high, however, the availability of hybrid seeds is very limited, even if available, the price is quite expensive. Farmers are currently still dependent on seed assistance from the Government. Production of seeds through breeder farmers as a solution in order to increase corn production. NASA 29 variety is a new superior variety derived from male parents G102612 and Mal 03 as female parents. The results of the interview showed that 86% of the 25 respondents of maize farmers gave an average rating score of 3.8. This shows that they really like the characteristics of the plant. The production data for NASA 29 seed candidates is 3.6 tons / ha. These results indicate that the prospect of hybrid maize seeding business is profitable for breeder farmers.
Slow axisymmetric rotation of a sphere in a circular tube with slip surfaces
Authors: Lee Ming C , Keh Huan J
Published: November 2021

The steady rotation of a slip spherical particle about a diameter lying along the longitudinal axis of a slip circular tube filled with an incompressible Newtonian fluid at low Reynolds numbers is analyzed. To solve the Stokes equations for the fluid flow, the solution is constituted by the summation of general solutions in both cylindrical and spherical coordinates. The boundary conditions are implemented first along the tube wall via the Fourier cosine transform and then over the particle surface through a collocation method. Results of the resisting torque acting on the particle are obtained for various values of the relevant dimensionless parameters. The effect of the confining tube on the axisymmetric rotation of the particle with slip surfaces is interesting. The torque increases monotonically with an increase in the stickiness of the tube wall, keeping the other parameters unchanged. When the stickiness of the tube wall is greater than a critical value, the torque is greater than that on the particle in an unbounded identical fluid and increases with increases in the stickiness of the particle surface and particle-to-tube radius ratio. When the stickiness of the tube wall is less than the critical value, conversely, the torque is smaller than that on the unconfined particle and decreases with increases in the particle stickiness and radius ratio.
Comparison of GA, ACO algorithm, and PSO algorithm for path optimization on free-form surfaces using coordinate measuring machines
Authors: Chen Yueping , Shang Naiqi
Published: November 2021

Coordinate measuring machines (CMMs) play an important role in modern manufacturing and inspection technologies. However, the inspection process of a CMM is recognized as time-consuming work. The low efficiency of coordinate measuring machines has given rise to new inspection strategies and methods, including path optimization. This study describes the optimization of an inspection path on free-form surfaces using three different algorithms: an ant colony optimization algorithm, a genetic algorithm, and a particle swarm optimization algorithm. The optimized sequence of sampling points is obtained in MATLAB R2020b software and tested on a Leitz Reference HP Bridge Type Coordinate Measuring Machine produced by HEXAGON. This study compares the performance of the three algorithms in theoretical and practical conditions. The results demonstrate that the use of the three algorithms can result in a collision-free path being found automatically and reduce the inspection time. However, owing to the different optimization methodologies, the optimized processes and optimized times of the three algorithms, as well as the optimized paths, are different. The results indicate that the ant colony algorithm has better performance for the path optimization of free-form surfaces.
Four consecutive primitive elementsin a finite field
Authors: Jarso Tamiru , Trudgian Tim
Published: November 2021

For

q
q

an odd prime power, we prove that there are always four consecutive primitive elements in the finite field

F

q

\mathbb {F}_{q}

when

q
>
2401

q> 2401

.
Maximization of the second Laplacian eigenvalue on the sphere
Authors: Kim Hanna
Published: November 2021

We prove a sharp isoperimetric inequality for the second nonzero eigenvalue of the Laplacian on

S
m

S^m

. For

S

2

S^{2}

, the second nonzero eigenvalue becomes maximal as the surface degenerates to two disjoint spheres, by a result of Nadirashvili for which Petrides later gave another proof. For higher dimensional spheres, the analogous upper bound was conjectured by Girouard, Nadirashvili and Polterovich. Our method to confirm the conjecture builds on Petrides’ work and recent developments on the hyperbolic center of mass and provides also a simpler proof for

S
2

S^2

.
Deixis
Authors: Galbraith Mary
Published: November 2021

Deixis (adjectival form deictic) is the semiotic term for particularized space and time in embodied existence. This ever-present deictic field is both ordinary and unexplainable: how is it that this space and this body exist in this moment? The elemental semiotic function of calling attention to particulars from the perspectival orientation of a bodily self in time and space foregrounds such ineluctable properties as presence, immediacy, and the vulnerability of being, and is a central topic for philosophers, linguists, anthropologists, cognitive scientists, and literary theorists. Deixis is emerging as critical to foundational theory of the humanities and cognitive science, and the deictic imaginary is of particular significance to theories of literature and art.
Ethology: The Narrative Turn
Authors: Lestel Dominique
Published: November 2021

Distinguishing their work from the causalist approaches of objectivist ethology, sociobiology, or cognitive ethology, a growing number of ethologists lay claim to the possibility of describing what animals do through more or less complex narratives. Narration becomes a methodological tool in its own right. Animals thus become characters as in novels. This is an epistemological choice. Our capacity to perceive the complexity of animal lives is tied to our capacity to tell ourselves stories in which animals are the heroes. These animals are not robots. They are subjects, individuals, and even persons. From this results a new and transpecific form of third-person narration. This approach still relies, however, on a set of very carefully collected field data and requires a great familiarity with observed animals. It then becomes possible to concern oneself with the individual strategies of particular animals rather than solely with behaviors that would be common to all members of a given species. The recourse to narrative as a means of understanding animal intelligence is especially pertinent as we become increasingly aware that animals themselves tell stories and that our concepts of narrative must expand beyond the human. Knowing whether animals have narrative structures is a philosophical question before it is a biological one. The desire to extend narrativity to the animal necessarily modifies what narrativity signifies. We perceive in animals a processual narrativity, a behavioral narrativity, and a fictional narrativity. The study of animals forces to rethink what a fiction is and compels one to consider its phylogensis in a rigorous manner without locating its origins in Homo sapiens.
Early Modern Literature and Food in Britain
Authors: Fitzpatrick Joan
Published: November 2021

Early modern literature about food is found in a range of genres that have traditionally appealed to literary critics, such as drama and poetry, as well as writings that can be less neatly categorized as literary but that tend to have a literary dimension, such as religious sermons, cookery books, and dietary literature, also known as regimens. Food in early modern literature often signals a complex relationship between the body, a sense of self, and the sociopolitical structures that regulated food’s production and consumption in the period. Writers mentioning food may thereby convey details of narrative, characterization, and motivation but also signal broader social concerns such as the role of women, religious obligations, treatment of the poor, and the status of foreigners. Ordinary staple foods such as bread feature heavily, but so too do exotic foods newly imported into England such as apricots and other fruits that were hard to grow. There is also a fascination with perverse consumption, such as cannibalism (sometimes metaphorical and sometimes literal), which functions as an indication of various modes of alterity. The consumption of food in early modern literature is often grounded in the period in which it was written. A common recurrence is the way in which patterns of consumption signal social and moral responsibility, so that eating and drinking to excess, or taking too much pleasure in them, is considered sinful. Also evident is the shift from medieval communal dining and a sense of feudal obligation and hospitality to strangers to a growing early modern sense of privacy and individualism. Food functions as a complex marker of national, religious, and cultural identity whereby certain foods signify Catholicism or Englishness and other foods, or their preparation, will signify strangeness. Yet food can also be a shorthand way to address issues such as hunger, desire, and disgust.
Postcolonialism, Decoloniality, and Epistemologies of the South
Authors: de Sousa Santos Boaventura
Published: November 2021

Postcolonialism, decoloniality, and epistemologies of the South (ES) are three main ways of critically approaching the consequences of European colonialism in contemporary social, political, and cultural ways of thinking and acting. They converge in highlighting the unmeasurable sacrifice of human life; the expropriation of cultural and natural wealth; and the destruction, by suppressing, silencing, proscribing, or disfiguring, of non-European cultures and ways of knowing. The differences among them stem in part from the temporal and geographical contexts in which they emerged. Postcolonial studies emerged in the 1960s in the aftermath of the political independence of European colonies in Asia and Africa. They focused mainly on the economic, political, and cultural consequences of decolonization, highlighting the postindependence forms of economic dependence, political subordination, and cultural subalternization. They argue that while historical colonialism had ended (territorial occupation and ruling by a foreign country), colonialism continued under different guises. Decolonial studies emerged in the 1990s in Latin America. Since the political independence of the Latin American countries took place in the early 19th century, these analytical currents assumed that colonialism was over, but it had in fact been followed by coloniality, a global pattern of social interaction that inherited all the social and cultural corrosiveness of colonialism. Coloniality is conceived of as an all-encompassing racial understanding of social reality that permeates all realms of economic, social, political, and cultural life. Coloniality is the idea that whatever differs from the Eurocentric worldview is inferior, marginal, irrelevant, or dangerous. The ES, formulated in the 2000s, aim at naming and highlighting ancient and contemporary knowledges held by social groups as they resisted against modern Eurocentric domination. They conceive of modern science as a valid (and precious) type of knowledge but not as the only valid (and precious) type of knowledge; they insist on the possibility of interknowledge and intercultural translation. ES share with postcolonialism the idea that colonialism is not over. However, they insist that modern domination is constituted not only by colonialism but also by capitalism and patriarchy. Like decolonial studies, the ES denounce the cognitive and ontological destruction caused by coloniality, but they focus on the positiveness and creativity that emerge from knowledges born in struggle and on how they translate themselves into alternative ways of knowing and practicing self-determination.
The Impact of Reinsurance
Authors: Haueter Niels Viggo
Published: November 2021

Reinsurance is perceived to have a stabilizing effect on the direct insurance industry and thereby on the economy overall. Yet, research into how exactly reinsurance impacts various areas is scarce. Traditionally, studying the impact of reinsurance used to be in the domain of actuaries; since the 1960s, they have tried to assess how different contract elements can provide what came to be called “optimal reinsurance.” In the 2010s, such research was intensified in developing countries with the aim to deploy reinsurance to support economic growth and security. Interest in reinsurance increased when the industry became more visible in the 1990s as the impact of natural catastrophes started being linked to a changing climate. Reinsurers emerged as spokespeople for climate-related issues, and the industry took a lead role in arguing in favor of implementing measures to reduce environmental deterioration. Reinsurers, it was argued, have a vested interest in managing the impact of natural catastrophes. This triggered discussions about the role of reinsurance overall and about how to assess its impact. In the wake of the financial crisis of 2007 and 2008, interest in reinsurance again surged, this time due to perceived systemic impacts.
Content and Text Analysis Methods for Organizational Research
Authors: Reger Rhonda K. , Kincaid Paula A.
Published: November 2021

Content analysis is to words (and other unstructured data) as statistics is to numbers (also called structured data)—an umbrella term encompassing a range of analytic techniques. Content analyses range from purely qualitative analyses, often used in grounded theorizing and case-based research to reduce interview data into theoretically meaningful categories, to highly quantitative analyses that use concept dictionaries to convert words and phrases into numerical tables for further quantitative analysis. Common specialized types of qualitative content analysis include methods associated with grounded theorizing, narrative analysis, discourse analysis, rhetorical analysis, semiotic analysis, interpretative phenomenological analysis, and conversation analysis. Major quantitative content analyses include dictionary-based approaches, topic modeling, and natural language processing. Though specific steps for specific types of content analysis vary, a prototypical content analysis requires eight steps beginning with defining coding units and ending with assessing the trustworthiness, reliability, and validity of the overall coding. Furthermore, while most content analysis evaluates textual data, some studies also analyze visual data such as gestures, videos and pictures, and verbal data such as tone.

Content analysis has several advantages over other data collection and analysis methods. Content analysis provides a flexible set of tools that are suitable for many research questions where quantitative data are unavailable. Many forms of content analysis provide a replicable methodology to access individual and collective structures and processes. Moreover, content analysis of documents and videos that organizational actors produce in the normal course of their work provides unobtrusive ways to study sociocognitive concepts and processes in context, and thus avoids some of the most serious concerns associated with other commonly used methods. Content analysis requires significant researcher judgment such that inadvertent biasing of results is a common concern. On balance, content analysis is a promising activity for the rigorous exploration of many important but difficult-to-study issues that are not easily studied via other methods. For these reasons, content analysis is burgeoning in business and management research as researchers seek to study complex and subtle phenomena.
Implementation Capacity and Evaluation Capacity
Authors: Kay Adrian
Published: November 2021

The study of policy implementation and evaluation is the subject of a conflict between the viewpoint that the quality of public administration is defined by its capacity to implement policy faithfully and accurately, as it has been designed and promulgated, and the viewpoint that policy as it is practiced and delivered on the ground to citizens will only ever bear a passing similarity to policy as the purposeful design of central policymakers. As elsewhere in public administration, this conflict is far from a creative engagement and lacks a definitive resolution between the main schools of policy implementation that stress, in turn, top-down or bottom-up approaches. Progress has been made in the recognition that policy implementation and policy evaluation have become increasingly, in theory and practice, less distinct from one another and are best understood as different values of the same thing—policy feedback—rather than analytically different things. In this line of inquiry, the contextual analysis of implementation and evaluation is critical, and recent work has begun to uncover important success factors not conventionally labeled as implementation and evaluation. Connections between the study of implementation capacity and evaluation are now able to be made with prominent public administration debates on scale, complexity, and participation. These connections hold promise for future research.
The Meta-Leadership Model for Crisis Leadership
Authors: McNulty Eric J. , Marcus Leonard , Grimes Jennifer O. , Henderson Joseph , Serino Richard
Published: November 2021

Meta-leadership is a framework and practice method for broad, overarching leadership that meets the demands of modern organizations that have evolved beyond purely hierarchical structures and face complex crisis situations. The meta-leadership framework consists of three dimensions: the Person, or the characteristics and behaviors of the leader; the Situation, or the context in which the leader operates with its inherent challenges and contingencies; and Connectivity, the relationships and interconnections among the full range of stakeholders. Such an overarching model guides self-assessment by the leader, multidimensional analysis of the problem, and collective action to achieve a shared goal. It assists the leader in navigating complexity, understanding diverging perspectives, and recognizing opportunities to leverage overlapping interests as well as distinct capacities and capabilities among stakeholders in order to generate benefits for all. Using the dimensions as lenses for thinking and levers of action, the leader envisages and encourages cohesive efforts within the organization and encourages buy-in from potential external collaborators.

Meta-leaders take a systemic view, exercising formal authority as well as influence well beyond that authority, leading “down” to subordinates; “up” to superiors; “across” to peers; and “beyond” to entities outside of the organization. Encompassed within each dimension are leadership techniques and tools for navigating the difficulties of competing interests, framing solution sets to influence the trajectory of events, and maintaining order amidst seeming chaos. The desired outcome is a “swarm,” where autonomous entities operate in swift synchrony to address threats and seize opportunities, overcoming the limitations and confounds of a “command-and-control” approach amidst the confusion of crises. This evidence-based framework has been envisioned and refined by both interdisciplinary research and the pragmatic experience of crisis leaders and organizational executives. While well suited to the intense environment of crises, meta-leadership has also proven useful in everyday leadership in situations involving diverse stakeholders facing a shared challenge.
Inference in Social Cognition
Authors: Becker D. Vaughn , Unkelbach Christian , Fiedler Klaus
Published: November 2021

Inferences are ubiquitous in social cognition, governing everything from first impressions to the communication of meaning itself. Social cognitive inferences are typically varieties of diagnostic reasoning or, more properly, “abductive” reasoning, in which people infer simple but plausible—although not deductively certain—underlying causes for observable social behaviors. Abductive inference and its relationship to inductive and deductive inference are first introduced. A description of how abductive inference operates on a continuum between those that arise rapidly and automatically (and appear like deductions) and those that inspire more deliberative efforts (and thus often recruit more inductive information gathering and testing) is then given. Next, many classic findings in social cognition, and social psychology more broadly, that reveal how widespread this type of inference is explored. Indeed, both judgements under uncertainty and dual-process theories can be illuminated by incorporating the abductive frame. What then follows is a discussion on the work in ecological and evolutionary approaches that suggest that, although these inferences often go beyond the information given and are prone to predictable errors, people are good enough at social inference to qualify as being “ecologically rational.” The conclusion explores emerging themes in social cognition that only heighten the need for this broader understanding of inference processes.
Stress-Modulated Pathways
Authors: Rohleder Nicolas
Published: November 2021

Stress is a condition or an experience that is pervasive throughout human life. While there are many definitions of stress, a common notion is that stress is processed in the central nervous system and has effects on health that are mediated by stress-modulated pathways. Several brain areas, such as the amygdala and the broader limbic system, are involved in interpreting situations as potentially stressful. The signals of these areas converge in the hypothalamus, which orchestrates peripheral stress-modulated pathways, mainly the hypothalamus-pituitary-adrenal (HPA) axis and the autonomic nervous system (ANS). Health effects of stress are mediated by long-term alterations of basic stress system activity, which has downstream effects on pathophysiological pathways such as the inflammatory system.
Identity and Agency in Informal Science Education Through the Lens of Equity and Social Justice
Authors: Rahm Jrène
Published: November 2021

Learning and becoming are understood as emergent from participation in practices at the intersection of formal and informal science education. What learners value, engage in, and transform is understood as entangled with who they have been, think they are, and yet aim to become, calling for an intersectional lens to any analysis of learning and identity in science. Who one is and can become in science, given recognition by others as a science person, is political and a product of intersecting patterns of racism and sexism, to name two key dimensions, which are not additive but instead form a symbiotic relationship. Intersectionality foregrounds the structural, political, and representational of an oppressive system at work and is a lens essential to an equity- and social justice–driven conceptualization of science education at the intersection of formal and informal educational venues. Critical transdisciplinarity facilitates the unpacking of what science is and what kind of science a science person engages in, and it can move studies beyond paralyzing ideologies and meritocracies that undermine full participation in science by youth of color, for instance. Engagement with intersectionality, critical transdisciplinarity, and the political can make rightful presence a shared goal to work toward among science educators and researchers, a much-needed commitment in the informal science education field. Community-based educational spaces (CBES) challenge deficit discourses of youth and, instead, aim to build on youths’ funds of knowledge and identities through empowering practices. Identity work is approached through a grounding in practice theory, which calls for a focus on the figuring of worlds, lives, and identities. Becoming somebody in science is presented as a creative act by youth, who challenge what science is and who can become somebody in science. Actions by youth can make evident desirable identities that result in the “thickening” of their affinities with science, a process also charged by emotions. That is, intersectionality can be experienced as emotionally taxing, while agency and transformation by youth may result in positive emotions. A mobile view of learning and identity in science, captured by the notion of wayfinding, calls to attention hybridity, intersectionality, and critical transdisciplinarity. That grounding can move the study of learning and becoming in science beyond a binary vision of formal and informal science education while also making it political. A deeper commitment and engagement with social justice work in studies of learning and identity in CBES, a process well captured by the notion of rightful presence, could become a common goal to work toward in the vast field of science education, both formal and informal.
Reading Comprehension and Culturally Diverse Schools in Aotearoa New Zealand
Authors: McNaughton Stuart , Jesson Rebecca , Wilson Aaron
Published: November 2021

It has proven difficult to establish how best to promote valued outcomes in reading comprehension for students in culturally diverse schools. Efforts are constrained by the disparities communities served by these schools often experience in physical, social, economic, and political conditions. However, principles are being developed for the effectiveness of schools, using four perspectives. The first is consideration of reading comprehension as a cognitive, linguistic, and cultural activity, which includes aspects of well-being such as cultural identity. The activity takes different forms, including one new form of digital literacy. Second, principles need to be underpinned by an understanding of how disparities in comprehension develop over time, through adopting a “life course” perspective. Over the life course, channels of socialization are afforded by both family practices and instructional conditions, and features of each are associated with disparities over time. Finally, criteria for what counts as success include enhancing distributions of achievement, promoting and protecting cultural identity, and overcoming system variability. Four principles of note are (a) increasing opportunities for students to learn; (b) providing textual depth and breadth; (c) making discourse and culture central to intervention designs; and (d) design-based research partnerships that can change practices at scale. However, achieving successful educational outcomes for students using these and other principles depends on considerable commitment, resourcing, and time, including reconfiguring of the role and responsibilities of researchers.
Special Education and Gender in the United States
Authors: Coomer Nickie , Stinson Chelsea
Published: November 2021

Historically, Western hegemonic order has been established through cultivating and legitimating social categories of difference. Schools, among other institutions, reinforce difference through marking ability, race, and gender to signify which bodies are productive, deficient, or dangerous and therefore in need of control. This process of differentiation and control is evident in the social, political, and education contexts of disabled youth whose race, gender, and sexuality are read, controlled, and resisted through policy and pedagogy. Through the processes of hypervisiblity, pathologization, and underserving of Black girls in schools, and especially within special education, this animates the nexus of gender, race, and disability.

Parallels are drawn to paradigms of the female body and femininity, where difference is constructed as inferior to the normative male body. Similarly, special education policy, practice, and literature conceptualize disability as subtractive difference, wherein what is considered a “deficit” relies on a subtractive interpretation of a normative body or a normative way of being. In this regard, disability, gender—and, crucially, race—are often thought of as a negative departure from a normalized embodiment. In special education, such normalized, essentialist approaches to gender, race, and disability contribute to the disproportionate overidentification of some social identities and the underidentification of others, most often along raced and gendered lines. Importantly, disabling processes are institutionalized in education through the mechanism of special education, which not only serves as an instructional and academic response to a student’s disability but also acts as an institutional process that determines a student as disabled. The determination of a student having a disability is mediated through law, policy, and interpersonal interaction between school professionals and parents and caregivers. Disproportionate identification has been the focus of research, and studies show that overidentification occurs most often in disability categories that are considered “subjective”: for instance, specific learning disabilities and emotional disturbances. Such identification has an impact on students’ learning; opportunities to interact with their peers in general education settings; access to high quality, challenging curriculum; and opportunities to engage critical thinking in educational activities that go beyond direct instruction. Disabling processes in schools related to the intersection of disability, gender, and race, in particular, are mediated by the local, cultural interactions of school personnel and are evident in the ways in which Black girls, in particular, are disabled in school.
A Critical Appraisal of Education in the Caribbean and Its Evolution From Colonial Origins to Twenty-First Century Responses
Authors: Brissett Nigel
Published: November 2021

The countries in the Caribbean Community (CARICOM) share a history of colonialism that has left an indelible mark on all their institutions and systems of socialization, including education. A dominating theme across these countries is the question of equitable access to quality education at all levels, an issue that increasingly finds resonance in the 21st century’s technological era. The region has generally made important strides in the areas of universal access to basic education and increasingly to secondary education. Tertiary education has also been prioritized under the new “knowledge economy,” with many countries exceeding the 15% of qualified cohort (those who are academically qualified to be enrolled) that was set as a regional target in 1997 by Caribbean governments. Yet, even with these strides, the education project is still incomplete, with new and continued challenges of affordability and quality. These concerns are now incorporated into the Caribbean’s deliberate attempts at regionalism through the Caribbean Single Market and Economy (CSME), which serves as CARICOM’s organizing mechanism to face the new opportunities and challenges of the 21st century’s knowledge economy. These regional and development plans are expressed in CARICOM’s Human Resource Development 2030 Strategy (HRD Strategy), a multiyear development plan that is predicated on educational advancement across the region. The Caribbean’s educational achievements, equity challenges, and development plans are best understood in a historical context that captures the social, political-economic, and cultural idiosyncrasies of the region.
Education in Spain under the Franco Regime, 1936–1975
Authors: Canales António
Published: November 2021

Education under the Franco regime was divided into two clearly differentiated periods. The first 2 decades of the regime (1936–1959) were characterized by a policy inspired by a radical rejection of the modernization program designed by liberal Spain and especially of the progressive and secular policy of the Second Republic. The principles that formed the backbone of this first stage were a forced re-Christianization of education, a renewed role for ideologization and deprofessionalization of teachers, a contraction of the school network, and an emphasis on privatization. During this period, education was subordinated to the Catholic Church, with the state assuming a subsidiary position that allowed for an outstanding expansion of religious schools. At the beginning of the 1960s, there was a Copernican turn in the regime’s educational policy as a result of the directives of international organizations that sought economic development. The state abandoned its subsidiarity, and throughout the 1960s promoted an exponential growth of the country’s rickety education system. This new policy culminated in a general reform of the education system, the General Education Act of 1970, which put an end to the dual system inherited from the 19th century, and introduced comprehensive education in Spain.
Gender and School Reform in India
Authors: Manjrekar Nandini , Sundararaman Indumathi
Published: November 2021

Policy discourses on education in all countries are historically shaped by a range of regional, national, and global factors and dynamics. In the Indian context, ideological and structural contexts have influenced the policy visions and practices of gender and schooling, particularly in relation to the education of girls. Mapping historical shifts over the colonial and post-colonial periods up to the present, the early 21st century, reveals the intersections of ideologies and structures associated with both gender as a social category and education as a state project. Such a discursive cartography reveals certain key moments that point to how these intersections have impacted practices and processes within school education. From the early 2000s, the intensification of neoliberal economic reforms has been marked by an ideological shift that sees education as a private good and the operation of discourses of school choice. The ascendance of majoritarian nationalism and its presence in state power has also seen an undermining of the gains in women’s education. At the same time, India passed a historic legislation, the Right to Education Act (2009), making education a fundamental right of all children. These somewhat contradictory and competing discourses and practices have had critical implications for the education of children of marginalized communities like the lower and former untouchable castes (Dalits), marginalized ethnicities like the Indigenous communities (Adivasis), and a marginalized religious minority community (Muslims). Within an intersectional perspective, it emerges that girls belonging to these communities face the greatest challenges in accessing and participating fully in schooling, even as recent policy initiatives are silent on many of the critical issues relating to promoting gender equality within the education system as a whole.
Women in Mozambique
Authors: Bonate Liazzat J. K. , Katto Jonna
Published: November 2021

Mozambique is divided into matrilineal north and patrilineal south, while the central part of the country has a mixture of the two. Both types of kinship organization have important implications for the situation of women. Women in matrilineal societies could access land and political and decision-making power. They had their own property and their children belonged to their matrikin. In patrilineal societies, women depended on their husbands and their kin groups in order to access farmland. Children and property belonged to the husband’s clan.

During the colonial period (c. 1890–1975), women’s position in Mozambique was affected by the Indigenato regime (1917–1961). The native African population (classified as indígenas) were denied the rights of Portuguese citizenship and placed under the jurisdiction of local “traditional habits and customs” administered by the appointed chiefs. Despite the fact that Portuguese citizenship was extended to all independent of creed and race by the 1961 Overseas Administrative Reform, most rural African areas remained within the Indigenato regime until the end of colonialism in 1974. Portuguese colonialism adopted an assimilationist and “civilizing” stance and tried to domesticate African women and impose a patriarchal Christian model of family and gender relations.

Women were active in the independence struggle and liberation war (1964–1974), contributing greatly to ending colonialism in Mozambique. In 1973, Frelimo launched a nationwide women’s organization, Organização da Mulher Moçambicana (Organization of Mozambican Women, OMM). Although women were encouraged to work for wages in the first decade after independence, they remained largely limited to the subsistence economy, especially in rural areas. The OMM upheld the party line describing women as “natural” caregivers. Only with the political and economic liberalizations of the 1990s were many women able to access new opportunities. The merging of various women’s organizations working in the country during this period helped to consolidate decades-long efforts to expand women’s political and legal rights in independent Mozambique. In the early 2000s, these efforts led to the reform of the family law, which was crucial for the improvement of women’s rights and conditions in Mozambique.
at-Timbuktî, Ahmed Bâba
Authors: Adama Hamadou
Published: November 2021

Ahmed Bâba (1556–1627) was among the most prolific and the most celebrated of Timbuktu scholars of the 16th and 17th centuries. During his childhood he was educated and trained in Arabic law and Islamic sciences by his father, Ahmad, and other relatives. His principal teacher, the man he named the regenerator (al-mujaddid), was the Juula scholar Mohammed Baghayogho al-Wangarî, whose teaching he followed for more than ten years.

Following the Moroccan occupation of Timbuktu in 1591, he was exiled to Marrakesh in 1594, jailed for two years, then obliged to remain in the city for many years. He was widely known both for his teaching and for the fatwas (legal opinions) he issued. He was offered administrative positions but declined them all in favor of teaching.

In 1608, he was permitted to return to his hometown, Timbuktu, where he continued to write and teach until his death in 1627, but he held no public office there.

His special field of competence was jurisprudence. He was also recognized for his abilities in hadith and wrote several works on Arabic grammar. He is probably best known for his biographical compendium of Mâlikî (founded by Malik ibn Anas died A.D. 795 is orthodox school of Muslim jurisprudence predominating in Sudanic Africa and the Maghreb) scholars, Nayl al-Ibtihâj bi tadrîs ad-dibâdj, a valuable supplement for the Western Islamic world to Ibn Farhûn’s ad-Dibâj al-Mudhahhab.

His work specifically addresses issues relating to the significance of racial and ethnic categories as factors in the justification of enslavement. In the Bilâd as-Sûdân, Ahmed Bâba influenced the debate over slavery by relying on interpretations of Islamic precedent, which was invoked to protect freeborn individuals from enslavement. By extension, he impacted the transatlantic slave trade on the basis of religious identification with Islam and the desire to avoid the sale of slaves to non-Muslims, especially Christian Europeans on the coast of West Africa.
Climate Change Impacts on Diarrheal Disease, From Epidemiological Association Research to Social Vulnerability Exploration
Authors: Yu Junfeng , Yang Lianping , Ho Hung Chak , Huang Cunrui
Published: November 2021

Climate change has resulted in rising global average temperatures and an increase in the frequency and intensity of extreme weather events, which already has and will yield serious public health consequences, including the risk of diarrheal diseases. Sufficient evidence in the literature has highlighted the association between different meteorological variables and diarrhea incidence. Both low and high temperatures can increase the incidence of diarrheal disease, and heavy rainfall has also been associated with increased diarrhea cases. Extreme precipitation events and floods are often followed by diarrhea outbreaks. Research has also concluded that drought can concentrate pathogens in water sources, which makes it possible for diarrhea pathogens to distribute broadly when the first heavy rain happens. Substantial evidence underscores the important role social, behavioral, and environmental factors may have for the climate-diarrhea relationship. Meteorological factors may further influence the social vulnerability of populations to diarrhea through a variety of social and behavioral factors. Future research should focus on social factors, population vulnerability, and further understanding of how climate change affects diarrhea to contribute to the development of targeted adaptation strategies.