bluuebunny/crossref_metadata_2025 huggingface dataset:
Decolonial Perspectives on Psychology and Development
Authors: Adams Glenn , Osei-Tutu Annabella , Affram Adjeiwa Akosua
Published: December 2020

Standard constructions of history pose a celebratory narrative of progress via modern individualist development. In contrast, decolonial perspectives emphasize the coloniality inherent both in Eurocentric modernity and in the individualist selfways associated with Eurocentric modernity. The coloniality of modern individualist selfways is evident not only in the racialized violence that enabled their characteristic experience of freedom from constraint, but also in the epistemic violence that results from the imposition of these ways of being as a developmental standard. Research in West African settings illuminates these forms of epistemic violence. Standard accounts tend to pathologize West African ways of being as immature or suboptimal in relation to a presumed universal developmental pathway toward psychological autonomy. A decolonial response, rooted in decolonial perspectives of Southern theory or epistemology, follows two analytic strategies that disrupt standard accounts. One strategy draws upon local understanding to illuminate the adaptive value of West African patterns. Rather than manifestations of backwardness on a trajectory of modern individualist development, these ways of being reflect developmental trajectories that emerged as an adaptation to cultural ecologies of embeddedness. The other strategy draws upon West African settings as a standpoint from which to denaturalize the modern individualist selfways that hegemonic perspectives regard as just-natural standards. Rather than naturally superior forms, the widespread promotion of modern individualist selfways has harmful consequences related to the narrow pursuit of personal fulfillment and corresponding disinvestment in broader solidarities. With the growth orientation of modern individualist development pushing the planet toward a future of ecological catastrophe, decolonial perspectives direct attention to West African and other communities in the Global South for ways of being, rooted in Other understandings of the past, as a pathway to a sustainable and just future.
State Crime
Authors: MacManus Thomas
Published: December 2020

While state crime is a relatively recent event in the discipline of criminology, tracing the roots of its modern form to the 1990s, it has attracted some of the best minds to research and theorize on the immense and fatal excesses of the modern nation state. State crime is defined most convincingly by Penny Green and Tony Ward as state organizational deviance involving the violation of human rights. The crimes are organizational in nature and are carried out by vast state systems and corporate structures. This approach can be contrasted with the individual criminal liability, “scapegoat” ideology of international criminal law and other criminal law regimes. The definition relies on the criminological concept of deviance, a label applied by a social audience, to make up for the lack of criminal legal definition of the behaviors, legitimacy, and human rights norms in order to differentiate it from crimes that are carried out without harm to human or planet (such as minor international economic treaty violations). A sub-field of state crime, state-corporate crime has developed to track those crimes which occur at the intersection of the state and the market.
Curriculum Wisdom and Educational Leadership
Authors: Castner Daniel J. , Schneider Jennifer L. , Henderson James G.
Published: December 2020

Curriculum wisdom was developed by curriculum theorists in the United States and has roots tracing back to Ancient Greek wisdom traditions as well as the European Enlightenment. Curriculum wisdom envisions educators as lead professionals for democratic ways of living. As such, it is a pedagogically grounded approach to curriculum development and leadership and is an aspirational, ethical vision for empowering contemporary educators. To support this vision, the essay introduces two interdependent scaffoldings. Curriculum workers engage in 3Ds—deliberation, discipline, and democracy—for the purposes of developing holistic 3Ss—subject, self, and social—understandings. Rounding out the essay is a discussion of a fourfold problem-solving process for democratic curriculum development and leadership.
Higher Education Curriculum in the United States
Authors: Rury John , Twombly Susan
Published: December 2020

The American collegiate curriculum has undergone significant change in the past two centuries. From its beginning through much of the 19th century a classical curricular approach prevailed, focusing on ancient languages and the liberal arts, while favoring recitation and debate as instructional modalities. The rise of “land-grant” institutions with a focus on practical instruction in agriculture, engineering, and military sciences in the later 19th century was a harbinger of change. It was followed by the rise of research institutions and comprehensive universities that further emphasized the importance of practical and professional education. The adoption of an elective approach to course-taking and the development of college majors led to debates about core curricula and the need for general education. Following publication of the famous Harvard Red Book in 1948, a broad consensus regarding the need for a liberal arts core emerged in the postwar era and has broadly persisted.

Since the 1980s, new debates have emerged about the content of the core and curricular innovations intended to augment student learning. Older content representing a “canon” of received knowledge or wisdom has been challenged by proponents of non-Western, feminist, or oppressed minority perspectives, not always successfully. New instructional modalities, including online and “flipped” courses, have also impacted longstanding curricular practices. New models for assessing and planning collegiate curricula also have emerged. But if a particular theme has predominated in such changes, it is that student and societal demands for more practical and marketable learning outcomes have continued to exert an outsized influence on the ever evolving American collegiate curriculum.
Integrative Curriculum
Authors: Beane James A.
Published: December 2020

An integrative curriculum is intended to help young people organize and integrate their present experiences so that they might be carried forward for the benefit of both self and the common good. As such, this kind of curriculum has historically been proposed as a preferred design for a general education intended for all students, particularly in programs meant to promote democratic living and learning. An integrative curriculum involves arrangements and methods that engage students in identifying self and social issues, critiquing the status of society and the common good, planning for new learning experiences, accessing resources, researching and solving problems, communicating ideas, collaborating with others, and reflecting on the meaning and value of experiences. Crucial to the use of the term “integrative” is the idea that individuals do their own integrating. This definition distinguishes an integrative curriculum from “integrated” curriculum organizations, such as “multidisciplinary” or “interdisciplinary,” in which teachers and others correlate content and skills from two or more subject areas with the intention of illustrating connections among them or making their content more accessible and engaging for students.

Use of an integrative approach has a long history tied to progressive and democratic arrangements in elementary and secondary schools. These include CORE Programs, the experience-centered approach to curriculum, and many problem-centered courses. At present, some integrated approaches are enjoying popularity, as are methods like project- and problem-centered activities that are historically associated with integrative approaches. However, the student-centered, democratic philosophy that partly defines an integrative curriculum approach has waned under pressure from bureaucratic subject-based standards, tests, and prescriptive curriculum plans.
Reforms of Education in Nordic Countries
Authors: Rasmussen Jens
Published: December 2020

Educational reforms have become the normal condition of education, and educational reforms will come ever more frequently due to rapid and accelerated changes to the world in which we live. Reforms are always concerned with anticipating the future due to the belief that education can be done better in and for the future. When pedagogy orients itself towards the future, demand for a solid basis for its decisions becomes pressing. Therefore, trend analysis has become an industry that seeks to establish an (you might say) uncertain certainty about an uncertain future as a basis for reforms in and of the educational system. In its orientation towards the future, education seems to be in a process of transformation into new combinations of tradition in the sense of normative, philosophical considerations and evidence for what works in education and for ensuring that students can achieve their best, which is the purpose of teaching and education.
Thinking Pedagogy for Places of the Relational Now
Authors: Triggs Valerie
Published: December 2020

The work of American artist, educator, and researcher Elizabeth Ellsworth is profoundly influential in many fields of study, including social policy, architecture, feminism, mass communication, media, education, and art activism. In education, Ellsworth’s insights and ideas about knowledge and pedagogy challenge the view of student education in terms of mental activity and processes of growth promoted by modern psychology. She problematizes knowledge and learning by connecting them to moving bodies, offering radical insights regarding how human embodiment affects activities of teaching and learning and how places of learning implicate bodies in pedagogy. Ellsworth claims knowledge to be always in the making and pedagogy as a force that is already at play in the world, driving experience and sustaining the human prospect. Ellsworth challenges art education by actively questioning knowledge and reality as already made, arguing instead that both are multiple, and can and must be challenged so that society can respond and engage with discursive and material spaces of classroom and daily life practices that changing times, spaces, and bodies engender. Drawing from a wide variety of disciplines, including contemporary art and media design, Ellsworth urges education to orient to the pragmatics of aesthetic experience and the rich indeterminacy of time in moving bodies and demonstrates the potentialities in responding to the anomalies of teaching even while allowing them to be undecidable. In calling for pedagogic efforts that liberate matter from constraint, her work has inspired many varieties of new materialisms currently coming to the fore in curriculum studies. Ellsworth emphasizes the practice of thinking that pedagogy offers, which engages the aesthetic to neutralize binary thinking. She argues that even in attempts to act against oppressions, easy polemics oppose victims to perpetrators; unity is based on sameness; and an “us-ness” versus “them-ness.” Methods appear unproblematic in their use of rationalistic tools, and there are incapacities or refusals to acknowledge one’s own implication in the information and practice that assume exemption from becoming oppressive to others. Instead, Ellsworth advocates thinking in which dynamic and relational unities move through each other, always emerging as something un-predetermined. Her work carries a clearly articulated sociopolitical agenda for design of pedagogic circumstances whose anomalous and “impossible” natures are the actual places in which difference has the flexibility to differ, and students of difference can thrive.
Curricula of Care and Radical Love
Authors: Banda Racheal , Reyes Ganiva , Caldas Blanca
Published: December 2020

Curricula of care and radical love encompass a collective and communal responsibility for education practitioners, leaders, and researchers to meet the needs of the historically marginalized communities they serve and of their work toward social change. These articulations are largely drawn from the ontologies, ways of knowing, communal practices, and traditions of the Global South as articulated by Black and Chicana/Latina women. Starting in the 1980s, Nel Noddings’ work around ethics of care sparked philosophical discussions of care within the education field. Educational scholars, including critical scholars of color, have been influenced by care theories that emphasize care as rooted in relationships and everyday interactions between educators and students. Feminists of color and critical education scholars have expanded theories of care in education by pointing out the ways in which race and other social identifiers impact interpretations of care. Even before the work of current care theorists, by the turn of the twentieth century, Anna Julia Cooper argued for a love-politic that decentered romantic love and instead centered a self-determining and emancipatory form of love. This opened a pathway for a radical, Black feminist conceptualization of love. Black feminist scholars have since further developed and expanded upon conceptualizations of a love-politic contributing to a more robust understanding of care and love.

Latina/Chicana feminists have also contributed to onto-theoretical insights that highlight how care is a necessity toward critical understandings, personal connections, self-work, and movement building. Concepts such as convivencia and cariño from Latina/Chicana feminists demonstrate how care is co-constructed through relationship building over time and through the sharing of life experiences. Moreover, practices like othermothering and radical love further reveal how intimate and personal interactions are necessary for critical self-growth and communal love toward liberation. From this view, to love and care in ways that advance justice in education requires an expansive approach to curriculum and pedagogy, which includes spaces beyond classroom walls like the home, families, communities, culture, and non-school organizations. Taken together, scholars, educators, and other stakeholders in education may find use in drawing upon feminist of color conceptions and literature of care and love to reimagine transformative possibilities for education research, policy, practice, and curriculum.
The Swedish Assessment Reform of 2011: A Reform in Constant Need of Ad Hoc Adjustment and Clarification
Authors: Lundahl Christian
Published: December 2020

Curriculum and assessment systems are tightly connected, both in theory and practice. However, this is not always the case when it comes to curriculum and assessment reforms. This has created major problems for teachers and in the implementation of the reforms from a governing point of view. Sweden was one of the first countries to adopt a management-by-objectives curriculum and assessment system. The case of Sweden illustrates some of the problems that arose as a consequence of not seeing the close connection between curriculum and assessments when reforming the educational system. The ongoing reform of management by objectives that started in the early 1990s has been adjusted several times since and has most recently been considered as a parallel curriculum and assessment reform. Teachers have not been involved throughout the shaping and implementation of this reform, but they have instead been seen as troublesome learners of how to work in a management-by-objectives system. This has led to constant revisions, production of supporting materials, and ad hoc policies. However, in 2018 there was a shift in reform strategies in relation to curriculum, syllabi, and grading revisions, where teachers became much more involved in the reform than they had in the preceding decades. So far it is inconclusive how these changes will affect the work of the teachers and the pupils’ learning; there has evidently been a case of “system’s learning.”
Quality and Evaluation in Finnish Schools
Authors: Kauko Jaakko , Varjo Janne , Pitkänen Hannele
Published: December 2020

The quality of education has been a central matter of global debate in the new millennium. The global trend supports test-based accountability models and increasing national data collection as techniques for supporting and increasing quality in education. In contrast, a central feature of the Finnish education system runs counter to the global trend: it does not have strong top-down quality control mechanisms. Historical development of the Finnish model has a strong continuity, which has stood up against the global quality and evaluation policy flows. The evolution of the Finnish “model” dates back centuries. The foundations of the Finnish quality system can be traced to participation in international comparative learning studies developing national capacity, the inspection of folk education supporting the tradition of nationally coordinated external evaluation, and the local supervision of folk schools through school boards emphasizing local provision and the quality control of evaluation. These developments culminated during the 1990s with the radical deregulation and decentralization of education governance. The current model is partly unarticulated. However, it is clearly distinguishable: in comprehensive schools (primary and lower secondary), ensuring quality is entrusted to education providers and schools. They are expected to conduct self-evaluation regularly. There are no national standardized tests, and sample-based testing for development purposes forms the core of evaluation data. Only the main evaluation results are published, making school rankings impossible. Yet there is a large variation in how the quality of education is approached and evaluated in Finland’s more than 300 municipalities. Significantly, the central government has no direct means to control the quality of local education. Its impact is indirect through aims to foster and promote the quality evaluation culture in schools and municipalities. Furthermore, international cooperation and participation in international large-scale assessments have been unable to politicize the national education development discourse. This somewhat uncoordinated yet economical and teacher-friendly quality system raises interesting questions for further research: is this only a Finnish peculiarity developed in a specific historical context, or does it make possible critical theoretical and societal conclusions that question the dominant global test-based quality trends? The buffering of international accountability-based testing and swimming against the global quality evaluation flow is built on (a) the compartmentalization of international tests; (b) the fact that national coordination began to see a deregulated system as a necessity and virtue, and was long fragmented in different evaluation functions; and (c) the important role the local level has played historically in upholding and evaluating the quality of education.
Postcolonial Philosophy of Education in the Philippines
Authors: Romero Noah
Published: December 2020

Postcolonial philosophies of education in the Philippines emerged from a newly independent government’s desire to unite disparate populations under a common national identity, which was heavily influenced by Western conceptions of personhood and patriotism. The islands collectively known as the Philippines, however, are home to nearly 200 distinct ethnolinguistic groups. The imposition of a universal national identity upon such a diverse populace entails the erasure of identities, knowledge systems, practices, and ways of life that differ from state-imposed norms. Education is a critical site for this subjugation of difference, as evidenced by the state’s imposition of a national curriculum. Yet the national curriculum not only serves to submerge difference, as decolonizing pedagogies and philosophies of education in the Philippines often rise out of collective resistance to the marginalizing aspects of schooling in the region. Postcolonial philosophies of education in the Philippines are, as such, situated within the historical tensions between the national curriculum, the central government’s economic and political agendas, collective calls for human rights, and the philosophies, practices, and knowledge systems of Indigenous peoples (IPs).
Islamic Curriculum
Authors: Ramdane Tahraoui , Souad Merah
Published: December 2020

Conceptually, the notions of Islamic education, Islamic curriculum, and the nature of the Islamic faith are inseparable. Islamic curriculum in particular is based on what the Islamic world views as coherent and fixed divine verities, values, and criteria. This complex intertwines with mutable human experiences, mediums of learning, and skills. A Muslim teacher is one who integrates all this and delivers it to learners in order for them to attain the degree of perfection with which Allah is affiliated. In this manner, the Islamic curriculum transcends the limitation of space outlining the pure religious knowledge to embody every useful knowledge. These principles can be considered in their strictly puritan and ideal Islamic terms but may also be expressed in terms of more realistic historical application. There are three main periods of Islamic curriculum: the stage of formation and standardization coeval with Prophet Muhammad’s message and his first four successors (609 ce–661 ce); the stage of diversity in the post-Classical era (661 ce–1450ce), which can be divided into pre-madrasa and madrasa eras; and the stage of regression and reform, which stretches from the 10th century ah (1495ce–1591ce) to the present day. With regard to the latter, a number of historical, cultural, social, and political developments in the Muslim world have contributed to the decline of the Islamic model of learning. By the end of the 19th century efforts were being made to revive and reform the Islamic curriculum. However, this model continues to be plagued by various challenging issues, such as the dualism of curriculum in many parts of the Muslim world, as well as the rigidity, passivity, social alienation, and irrelevancy of present variations of the Islamic curriculum.
Diversity, Decentralization, and Social Justice in School Reforms in Japan
Authors: Okano Kaori
Published: December 2020

Japan’s two major national school reforms succeeded in helping transform the country from a premodern feudal society into a modern nation-state in the mid-19th century, and after World War II from a militarist society into a liberal democracy. Since then, there have been numerous reform initiatives. The key drivers of the reforms since the 1990s have been neoliberals, neoconservatives, progressive educationalists, and human rights advocates. Reflecting both struggle and collaboration among these groups, the reforms have been multidirectional and not necessarily consistent. The major reform directions identified are (a) decision-making becoming more decentralized, (b) educational offerings becoming more diverse and flexible, (c) the emergence of greater individual choice, (d) recognition of a widening gap among students and addressing equity and social justice, and (e) a greater role for outside-school providers. There is a significant degree of autonomy and discretion for actors in the middle (local governments, education boards, and schools) and teachers (both independently and collectively). They have utilized this in interpreting the national government’s directives, often avoiding direct challenges to the center.
School Reform in England
Authors: Nuttall Amanda , Podesta Edward
Published: December 2020

School reform in England, under the guise of school improvement and school effectiveness, is not new. Existing policy directions and trajectories for school reform in England seemingly continue to follow industrial drivers of the 19th century, promoting a highly regulated and regimented schooling system. This direction is underpinned by neoliberal forces which emphasize the relationship between education, business, and economy. Critiques of this model of school reform point to key issues around lack of response to key societal challenges and a reductionist approach to increasingly complex needs of diverse societies and cultures. Such reductionist school reform policies, in combination with stringent accountability measures, generate and consolidate differences between schools which are particularly detrimental for schools that serve students and families in poverty. In England, “success” in schools and educational outcomes is drawn from narrowly defined measures of quality with a privileging of quantitative data and testing outcomes above all other indicators. Within these measures, schools in poor, disadvantaged communities are more likely to be labeled “failing” and subjected to further intrusive monitoring, inspection, and sets of performance training in mandated methods of teaching. In these externally driven and policy-focused school reform strategies, teachers become victims of change with their voices censored and their students viewed as deficient in some way.

In contrast, more meaningful school reform may be effected by recognizing that schools have the capacity to improve themselves. This improvement should be driven by those closest to the school: teachers, students, and their families. Above all, authentic school reform programs should be context specific, inquiry driven, and rooted in research and theory. Teachers should not be expected to reinforce a single hegemonic version of the “successful” school, notably in England, but should be able to engage in genuine school reform which is emancipatory and empowering.
Archives and Historical Sources for Tanzania
Authors: Bjerk Paul
Published: December 2020

Although Tanzania’s traditions of bureaucratic government, from the Omani sultanate of Zanzibar to the postcolonial government of Julius Nyerere, produced voluminous documentation, Tanzania’s state archives face the challenges of those in many African countries. Despite efforts to preserve documents in dedicated archives, maintaining high quality conditions for these holdings has been a low priority for the government until recently, and anxieties about the release of sensitive governmental material have left much of the postcolonial archive lingering in ministries and party offices under uncertain conditions. For the historian this means that research in Tanzanian history must consider a notional “grand archive” that consists of material spread across dozens of archival collections in Tanzania and around the world. The constitutive parts of this archive provide complementary collections and perspectives and remind the researcher of the need to consider not only an archive’s contents but the archive as an institution.
Italian Colonial Architecture and City Planning in North and East Africa
Authors: Fuller Mia
Published: December 2020

Italian colonial architecture began with styles directly transplanted from Italy to Eritrea—Italy’s first African colonial territory—in the 1890s. By the late 1920s, when Italy also held Libya and Italian Somalia, it had already created a substantial set of buildings (cathedrals and banks, for instance) in any number of unmodified Italian styles ranging from the classical to the neo-medieval and neo-Renaissance. Moorish (or “Oriental”) effects were also abundant, in another transplant from Europe, where they were extremely popular.

Following the rise of design innovations after World War I, though, at the end of the 1920s, Italian Modernist architects—particularly the theoretically inclined Rationalists—began to protest. In conjunction with the fascist regime’s heavy investment in farming settlements, prestigious city centers, and new housing, architecture proliferated further, increasingly incorporating Rationalist design, which was the most thoughtfully syncretistic, aiming as it did to reflect particular sites while remaining Modernist. After Ethiopia was occupied in 1936, designers’ emphasis gravitated from the particulars of design theory to the wider canvas of city planning, which was driven by new ideas of racial segregation for colonial prestige and control.
Global Goal Setting and the Human Right to Water
Authors: Clark Cristy
Published: December 2020

Since the 1970s, global goal setting to increase access to safe drinking water has taken a number of different approaches to whether water should be primarily understood as a “human right” or a “human need.” In the Mar del Plata declaration of 1977, states both recognized a human right to water and committed themselves to achieving universal access by 1990. By the 1990 New Delhi Statement, with universal access still out of reach, the goal was renewed with a new deadline of 2000, but water was described as a human need rather than a human right. This approach was coupled with an emphasis on water’s economic values and the need for increased cost recovery, which in turn increased the focus on, and uptake of, private-sector participation in the delivery of water and sanitation services across the Global South.

A similar needs-based approach was adopted at the start of the new millennium in Target 7 of the Millennium Development Goals (MDGs), but during this decade a consensus on the recognition of the human right to water also emerged in international law. As the normative status and content of this right came to be better articulated and understood, it began to influence the practice of providing water and sanitation services, and by the end of the MDG process a rights-based approach featured more prominently in the Sustainable Development Goals (SDGs) of 2015.

While the provision of water and sanitation services is multifaceted, the evidence of global achievements from the 1970s onward indicates that a rights-based approach increases the priority given to the social values of such services and focuses attention on the need to go beyond technical solutions to address the structural issues at the heart of water inequality. Going forward, approaches to the provision of water and sanitation services and the human right to water will need to continue to adapt to new challenges and to changing conceptualizations of water, including the growing recognition that all living things have a right to water and that water itself can have rights.
Child Migrants in 20th-Century America
Authors: Padilla-Rodríguez Ivón
Published: December 2020

Child migration has garnered widespread media coverage in the 21st century, becoming a central topic of national political discourse and immigration policymaking. Contemporary surges of child migrants are part of a much longer history of migration to the United States. In the first half of the 20th century, millions of European and Asian child migrants passed through immigration inspection stations in the New York harbor and San Francisco Bay. Even though some accompanied and unaccompanied European child migrants experienced detention at Ellis Island, most were processed and admitted into the United States fairly quickly in the early 20th century. Few of the European child migrants were deported from Ellis Island. Predominantly accompanied Chinese and Japanese child migrants, however, like Latin American and Caribbean migrants in recent years, were more frequently subjected to family separation, abuse, detention, and deportation at Angel Island. Once inside the United States, both European and Asian children struggled to overcome poverty, labor exploitation, educational inequity, the attitudes of hostile officials, and public health problems. After World War II, Korean refugee “orphans” came to the United States under the Refugee Relief Act of 1953 and the Immigration and Nationality Act. European, Cuban, and Indochinese refugee children were admitted into the United States through a series of ad hoc programs and temporary legislation until the 1980 Refugee Act created a permanent mechanism for the admission of refugee and unaccompanied children. Exclusionary immigration laws, the hardening of US international boundaries, and the United States preference for refugees who fled Communist regimes made unlawful entry the only option for thousands of accompanied and unaccompanied Mexican, Central American, and Haitian children in the second half of the 20th century. Black and brown migrant and asylum-seeking children were forced to endure educational deprivation, labor trafficking, mandatory detention, deportation, and deadly abuse by US authorities and employers at US borders and inside the country.
The Memorial Day Massacre and American Labor
Authors: White Ahmed
Published: December 2020

On the afternoon of May 30, 1937, the Chicago Police killed or mortally wounded ten men who were among a large group of unionists attempting to picket a mill operated by the Republic Steel Corporation. Scores of demonstrators were injured, some critically, in this shocking episode. The “Memorial Day Massacre” occurred during the Little Steel Strike, a sprawling and protracted conflict that arose out of the Committee for Industrial Organization’s (CIO) attempt to overcome the strident resistance of a coalition of power companies and to organize the basic steel industry. The strike evolved into a contest to decide how much the Second New Deal and its legislative centerpiece, the Wagner Act, would alter the landscape of American labor relations. This was evident in Chicago, where the unionists’ efforts to engage in mass picketing at Republic’s plant were an attempt to wrest from the Wagner Act’s ambiguous terms an effective right to strike, and where the violence of the police, who were doing Republic’s bidding, was intended to prevent this. Ultimately, the use of violence against the unionists not only defeated this bid to engage in mass picketing but served, along with similar clashes elsewhere during the strike, to justify government intervention that ended the walkout and secured the companies’ victory. Later, the strike and the massacre were invoked to justify political and legal changes that further limited the right to strike and that endorsed much of what the police, the steel companies, and their allies had done during the conflict. While the CIO did eventually organize steel, this success was primarily the result of the war and not the strike or the labor law. And although the National Labor Relations Board prosecuted the steel companies for violating the Wagner Act, this litigation took years and ended with Republic facing only modest penalties.
The Quaker “Invasion”
Authors: Weimer Adrian Chastain
Published: December 2020

Founded in the late 1640s, Quakerism reached America in the 1650s and quickly took root due to the determined work of itinerant missionaries over the next several decades. Quakers, or members of the Society of Friends, faced different legal and social challenges in each colony. Many English men and women viewed Friends with hostility because they refused to bear arms in a colony’s defense or take loyalty oaths. Others were drawn to Quakers’ egalitarian message of universal access to the light of Christ in each human being. After George Fox’s visit to the West Indies and the mainland colonies in 1671–1672, Quaker missionaries followed his lead in trying to include enslaved Africans and native Americans in their meetings. Itinerant Friends were drawn to colonies with the most severe laws, seeking a public platform from which to display, through suffering, a joyful witness to the truth of the Quaker message. English Quakers then quickly ushered accounts of their sufferings into print. Organized and supported by English Quakers such as Margaret Fell, the Quaker “invasion” of itinerant missionaries put pressure on colonial judicial systems to define the acceptable boundaries for dissent. Nascent communities of Friends from Barbados to New England struggled with the tension between Quaker ideals and the economic and social hierarchies of colonial societies.
The Street-Level Bureaucracy at the Intersection of Formal and Informal Water Provision
Authors: Zérah Marie-Hélène
Published: December 2020

Street-level bureaucrats (SLBs) interact directly with users and play a key role in providing services. In the Global South, and specifically in India, the work practices of frontline public workers—technical staff, field engineers, desk officers, and social workers—reflect their understanding of urban water reforms. The introduction of technology-driven solutions and new public management instruments, such as benchmarking, e-governance, and evaluation procedures, has transformed the nature of frontline staff’s responsibilities but has not solved the structural constraints they face. In regard to implementing solutions to improve access in poor neighborhoods, SLBs continue to play a key role in the making of formal and informal provision. Their daily practices are ambivalent. They can be both predatory and benevolent, which explains the contingent impacts on service improvement and the difficulty in generalizing reform experiments. Nevertheless, the discretionary power of SLBs can be a source of flexibility and adaptation to complex social settings.
Hybrid Modes of Urban Water Delivery in Low- and Middle-Income Countries
Authors: Post Alison , Ray Isha
Published: December 2020

Most urban residents in high-income countries obtain piped and treated water for drinking and domestic use from centralized utility-run water systems. In low- and middle-income countries (LMICs), however, utilities work alongside myriad other service providers that deliver water to hundreds of millions of city-dwellers. Hybrid modes of water delivery in urban areas in low- and middle-income countries are systems in which a variety of state and nonstate actors contribute to the delivery of water to households, schools, healthcare facilities, businesses, and government offices. Historically, the field has evolved to include within-utility networks and outside-the-utility provision mechanisms. Utilities service the urban core through network connections, while nonstate, smaller-scale providers supplement utility services both inside and outside the piped network. The main reform waves since the 1990s—privatization and corporatization—have done little to alter the hybrid nature of provision. Numerous case studies of nonutility water providers suggest that they are imperfect substitutes for utilities. They reach millions of households with no access to piped water, but the water they deliver tends to be of uncertain quality and is typically far more expensive than utility water. Newer work on utility-provided water and utility reforms has highlighted the political challenges of private sector participation in urban water; debates have also focused on the importance of contractual details such as tariff structures and investor incentives. New research has produced numerous studies on LMICs on the ways in which utilities extend their service areas and service types through explicit and implicit relationships with front-line water workers and with supplemental nonstate water suppliers. From the nonutility perspective, debates animated by questions of price and quality, the desirability or possibility of regulation, and the compatibility (or lack thereof) between reliance on small-scale water providers and the human right to safe water, are key areas of research. While understanding the hybrid nature of water delivery is essential for responsible policy formulation and for understanding inequalities in the urban sphere, there is no substitute for the convenience and affordability of universal utility provision, and no question that research on the conditions under which particular types of reforms can improve utility provision is sorely needed.
Rethinking Hydropower: The Economics and Politics of Privately Owned Hydropower in the United States
Authors: Lewis Lynne Y.
Published: December 2020

2019 marked the 20th anniversary of the removal of the Edwards Dam in Augusta, Maine (USA). Edwards Dam was the first federally licensed hydropower dam to be denied relicensing, and the dam was removed for the purpose of restoring the 10 anadromous fish species that use the Kennebec River. Since that time, numerous other small dams have been removed in the United States. The relicensing process considers benefit-cost analysis, yet remains fundamentally flawed in the consideration of the benefits of dam removals and fish passage. Successful dam removals rely (mostly) on local efforts and outside analysis.
Hsa_circRNA_002144 promotes growth and metastasis of colorectal cancer through regulating miR-615-5p/LARP1/mTOR pathway
Authors: Wu Mengqiong , Kong Cancan , Cai Manni , Huang Weiwei , Chen Yiming , Wang Baochun , Liu Xin
Published: December 2020

CircRNAs (circular RNAs), recently identified as a critical regulator in tumorigenesis, participate in CRC (colorectal cancer) growth. However, the role of hsa_circRNA_002144 in CRC was poorly understood. Firstly, hsa_circRNA_002144 showed significantly elevation in both of CRC tissues and cell lines, and suggested closely associated with poor prognosis in patients. Secondly, data from functional assays revealed that silence of hsa_circRNA_002144 inhibited CRC progression with reduced cell viability, proliferation, migration and invasion, while enhanced cell apoptosis. In addition, in vivo CRC growth and metastasis were also suppressed by knockdown of hsa_circRNA_002144. However, CRC progression was promoted with over-expression of hsa_circRNA_002144. Thirdly, hsa_circRNA_002144 colocalized with miR-615-5p in the cytoplasm of CRC cells, and decreased miR-615-5p expression. Moreover, miR-615-5p could target LARP1 (La ribonucleoprotein 1, translational regulator). Lastly, the suppressive effects of hsa_circRNA_002144 knockdown on CRC progression were reversed by LARP1 over-expression. In conclusion, hsa_circRNA_002144 could sponge miR-615-5p to promote CRC progression through the regulation of LARP1, providing a therapeutic target for cancer intervention.
Effect of Cytomegalovirus Reactivation With or Without Acute Graft-Versus-Host Disease on the Risk of Nonrelapse Mortality
Authors: Akahoshi Yu , Kimura Shun-Ichi , Inamoto Yoshihiro , Seo Sachiko , Muranushi Hiroyuki , Shimizu Hiroaki , Ozawa Yukiyasu , Tanaka Masatsugu , Uchida Naoyuki , Kanda Yoshinobu , Katayama Yuta , Shiratori Souichi , Ota Shuichi , Matsuoka Ken-ichi , Onizuka Makoto , Fukuda Takahiro , Atsuta Yoshiko , Murata Makoto , Terakura Seitaro , Nakasone Hideki
Published: December 2020

Background

Despite a strong association between acute graft-versus-host disease (GVHD) and cytomegalovirus reactivation (CMVR), the joint effect of acute GVHD and CMVR on nonrelapse mortality (NRM) has not been well studied.

Methods

We evaluated the impact of CMVR on NRM stratified according to the development of acute GVHD using a landmark method. This study included 6078 patients who received their first allogeneic hematopoietic cell transplantation (HCT) with a preemptive strategy for CMVR between 2008 and 2017.

Results

The cumulative incidences of grade 2-4 acute GVHD (G24GVHD), CMVR by day 100, and CMV disease by day 365 were 37.3%, 52.1%, and 2.9%, respectively. Patients with G24GVHD were associated with the subsequent development of CMVR, and the presence of CMVR also increased the risk of G24GVHD. In a landmark analysis at day 65, the cumulative incidence of NRM at 1 year was 5.4%, 10.0%, 13.9%, and 19.7% in patients with G24GVHD–/CMVR–, G24GVHD–/CMVR+, G24GVHD+/CMVR–, and G24GVHD+/CMVR+, respectively. In a multivariate analysis, CMVR was respectively associated with an increased risk of NRM by day 365 in patients without G24GVHD (hazard ratio [HR], 1.59; 95% confidence interval [CI], 1.24–2.05; P < .001) and with G24GVHD (HR, 1.34; 95% CI, 1.06–1.70; P = .014), but the interaction between G24GVHD and CMVR was not significant (P = .326). Subgroup analyses suggested that the joint effect of acute GVHD and CMVR might vary according to the baseline characteristics.

Conclusions

These data regarding the close relationship between acute GVHD and CMVR should provide important implications for the treatment strategy after HCT.
Phenolic compounds and antioxidant properties of wheat fermented with Agaricus brasiliensis and Agaricus bisporus
Authors: Zhai Fei-Hong , Chen Yan-Fei , Zhang Yong , Zhao Wen-Jing , Han Jian-Rong
Published: December 2020

Solid-state fermentation with Agaricus brasiliensis and Agaricus bisporus on whole grain wheat was carried out. Phenolic compounds and antioxidant properties of fermented wheat were determined. The results showed that the maximum values of polyphenols contents in wheat fermented with A. brasiliensis and A. bisporus reached, respectively (3.16 ± 0.21) and (3.93 ± 0.23) mg GAE/g, which were 2.90 and 3.61 times of unfermented control. By employing ultra performance liquid chromatography coupled to mass spectrometry (UPLC-MS), 18 kinds of phenolic compounds were identified from fermented wheat. Compared with control, only 4-hydroxy-benzaldehyde was the same compound. It indicated that fermentation with the two fungi changed polyphenols contents and phenolic compounds composition in wheat to a great extent. Among these phenolic compounds, except for 4-hydroxy-benzaldehyde, 4-hydroxy-benzoic acid and β-N-(γ-glutamyl)-4-formylphenylhydrazine, other 15 kinds of phenolic compounds were first identified from mushroom samples (including fruit bodies, mycelia and fermentation products). DPPH radical scavenging capacity, reducing power, ferrous ion chelating ability and inhibition of lipid peroxidation of fermented wheat were significantly stronger than control (P < 0.05).
Betacyanin-inhibited biofilm formation of co-culture of Staphylococcus aureus and Pseudomonas aeruginosa on different polymer surfaces
Authors: Yong Yi Yi , Ong Michelle Wei Kim , Dykes Gary , Choo Wee Sim
Published: December 2020

Staphylococcus aureus and Pseudomonas aeruginosa are bacteria that cause biofilm-associated infections. The aim of this study was to determine the activity of combined betacyanin fractions from Amaranthus dubius (red spinach) and Hylocereus polyrhizus (red pitahaya) against biofilms formed by co-culture of S. aureus and P. aeruginosa on different polymer surfaces. Various formulations containing different concentrations of the betacyanin fractions were investigated for biofilm-inhibiting activity on polystyrene surfaces using crystal violet assay and scanning electron microscopy. A combination of each betacyanin fraction (0.625 mg mL−1) reduced biofilm formation of five S. aureus strains and four P. aeruginosa strains from optical density values of 1.24–3.84 and 1.25–3.52 to 0.81–2.63 and 0.80–1.71, respectively. These combined fractions also significantly inhibited dual-species biofilms by 2.30 and reduced 1.0–1.3 log CFU cm−2 bacterial attachment on polymer surfaces such as polyvinyl chloride, polyethylene, polypropylene and silicone rubber. This study demonstrated an increase in biofilm-inhibiting activity against biofilms formed by two species using combined fractions than that by using single fractions. Betacyanins found in different plants could collectively be used to potentially decrease the risk of biofilm-associated infections caused by these bacteria on hydrophobic polymers.