bluuebunny/crossref_metadata_2025_split huggingface dataset:
Prevalence and associated factors of perceived stigma among medically ill patients on follow-up screened positive for depression in Ethiopia: facility-based cross-sectional study
Authors: Alemu Wondale Getinet , Tilahun Sewbesew Yitayih , Bekele Endale , Eshitu Behailu , Kerebih Habtamu 
Published: February 2022

BackgroundMany people are familiar with the issues of stigma in mental health or HIV, but feeling stigma as an underlying factor for many medically ill-health conditions has not been examined.MethodsInstitution-based cross-sectional study was conducted on patients followed for medical illnesses and having depression. We recruited 384 participants and who were interviewed by nurses using face-to-face interviews and a systematic random sampling technique applied. We used a perceived devaluation and discrimination, a 12-item tool that is used to measure outcome perceived stigma. Variables were coded and entered Epi Info V.3.5.3 and exported to SPSS V.20 for analysis. Statistical analysis parameters, such as descriptive and multivariate logistic regression, were used for data analysis. Adjusted ORs (AORs) with a 95% CI and p value <0.05 were declared significance.ResultThe prevalence of perceived stigma on a patient who followed for medical illness screened positive for depression was found to be around 66.3%. In the multivariate logistic regression, patients with hypertension 61% less likely ((AOR=0.39, 95% CI (0.17 to 0.89)) to have perceived stigma than with asthma and cardiac patients, patients completed higher education 2.15 times ((AOR=2.15; 95% CI 1.05 to 4.40)) more likely to have perceived stigma than which cannot read and write. Patients who had the previous admission with medical illness 1–2 times were 3.52 more likely (AOR=3.52, 95% CI (2.14 to 5.78)) perceived stigma than those who had no hospital admission. Patients who had the previous admission three times with medical illness were 6.1 more likely (AOR=6.1, 95% CI (2.32 to 16.07)) to have perceived stigma than those who had no previous hospital admission.ConclusionThe prevalence of perceived stigma among patients who had on follow-up for medical illnesses was high. Educational status, history of previous hospital admission were considerably associated with higher perceived stigma.
Counting Carbon or Counting Coal? Anchoring Climate Governance in Fossil Fuel–Based Accountability Frameworks
Authors: Green Fergus , Kuch Declan 
Published: February 2022

Abstract
For decades, the object of international climate governance has been greenhouse gases. The inadequacy of decarbonization based on this system has prompted calls to expand climate governance to include restrictions on fossil fuel supply. Such initiatives could rely on accountability frameworks based on fossil fuel reserves, production, or infrastructure, yet there has been little consideration of the different implications of these options. We inform such discussions by undertaking a sociotechnical analysis of existing schemes for the monitoring, reporting and verification of fossil fuels. We identify serious risks from anchoring climate governance in fossil fuel reserves. More promising directions for supply-side governance lie in accountability frameworks based on a combination of fossil fuel production volumes and infrastructure, since these are more transparent to multiple actors. This transparency would provide much-needed opportunities for democratic oversight of the data underpinning climate governance, opening new channels for holding states accountable for their climate performance.
Dependency Revisited: Ecuador’s (Re)Insertions into the International Division of Nature
Authors: Alarcón Pedro 
Published: February 2022

Following the guiding thread of recent Ecuadorian economic history, a review of the attempts of several Latin American natural-resource-rich countries to climb the ladder of the international division of labor indicates that the construction of a particular perspective on development with the goal of reducing dependence on international commodity prices is nurtured by dependency theory and by the irruption of environmental thinking in development studies. The Ecuadorian state embarked upon the pursuit of a better position in the world economy mainly during its oil booms (1972–1981 and 2003–2014). Since the twilight of the last century, the state’s embrace of an official environmental discourse and growing social environmental awareness have increasingly held sway in development policy making, but the end of the most recent commodities cycle and the COVID-19 crisis have seen a highly indebted economy in which dependence on exports of natural resources and imports of manufactured products persists as the hallmark of a peripheral state. Siguiendo el hilo conductor de la historia económica reciente de Ecuador, una revisión de los intentos de varios países latinoamericanos ricos en recursos naturales por ascender en la jerarquía de la división internacional del trabajo indica que la construcción de una perspectiva particular del desarrollo con el objetivo de reducir la dependencia de los precios internacionales de los productos básicos se nutre de la teoría de la dependencia y de la irrupción del pensamiento ambiental en los estudios del desarrollo. El estado ecuatoriano se lanzó a la búsqueda de una mejor posición en la economía mundial, principalmente durante sus auges petroleros (1972-1981 y 2003-2014). Desde el ocaso del siglo pasado, la adopción por parte del Estado de un discurso ambiental oficial y la creciente conciencia ambiental social han prevalecido cada vez más en la formulación de políticas de desarrollo, pero el final del ciclo de las materias primas más reciente y la crisis del COVID-19 han llevado a una economía muy endeudada en la que persiste la dependencia de las exportaciones de recursos naturales y la importación de productos manufacturados como sello de un estado periférico.
In the New Millennium: The Role of Spirituality and the Cultural Imagination in Dealing with Diversity and Equity in the Higher Education Classroom
Authors: Tisdell Elizabeth J. 
Published: February 2022

Background Context There has been much recent discussion on the role of spirituality in higher education, and much emphasis in the past 20 years on the importance of attending to diversity and equity concerns, though for the most part these discussions have been separate. This paper takes up the suggestion of scholars such as Barbara Wallace who noted that it is time for a new approach to critical multicultural teaching in higher education, to one that emphasizes social justice, an end to oppression, and spirituality Focus of Study The purpose of this paper is two-fold: (1) to discuss the role of spirituality (and its similarities and differences to religion) in engaging the notion of “the cultural imagination”; and (2) to discuss how one can draw on spirituality and the cultural imagination in the higher education classroom in dealing with cultural or diversity and equity issues. Research Design This discussion draws on the combined insights of the following: an earlier qualitative study exploring how spirituality informs the work of 31 educators from different cultural groups teaching classes dealing with diversity and equity issues and how they draw on it in the classroom; the insights of many recent authors who discuss the importance of attending to both imagination and spirituality in higher education teaching without pushing a religious agenda; and those who draw on cultural story, image, symbol, poetry, and art as a part of their teaching about diversity and equity issues. Conclusions and Recommendations In the ongoing process of meaning-making about culture, individuals re-weave new patterns of meaning by combining new threads of cultural and other experience with the old threads. This process is engaging cultural imagination. Image, symbol, music, ritual, art, poetry, often touch off memory in conscious and unconscious ways, which sometimes connects to spirituality. This paper explores how one can combine these ways of knowing that are a part of cultural imagination, with the intellectual and critical analysis aspects of higher education to facilitate greater student learning and greater equity in society.
Unpacking Standards in Early Childhood Education
Authors: Brown Christopher P. 
Published: February 2022

Background/Content Policy-makers at the federal and state levels have increased their efforts to implement standards-based accountability reform in early childhood education (ECE) to improve the academic readiness of children for elementary school. As these policies have taken on more prominence within ECE reform, national organizations such as the National Association for the Education of Young Children and the National Association of Early Childhood Specialist in State Departments of Education and the National Institute for Early Education Research have produced guidelines and suggestions for formulating standards. Early childhood researchers have investigated and questioned the purpose, goals, and policy process of early learning standards. These works examine a range of issues such as capacity and capital, curriculum and assessment, and readiness and retention. Focus of Study In this article, I examine how early childhood stakeholders in the state of Wisconsin responded to the current Bush Administration's Good Start, Grow Smart (GSGS) initiative by creating a double-voiced document that answered requirements of the GSGS initiative while at the same time attempting to pique the interest and support of the state's loosely coupled field of ECE to a voluntary set of standards. Examining these stakeholders’ response highlights the tensions that exist in attempting to reform ECE and how simple policy solutions such as the GSGS initiative fail to address the complexity that exists within the field of ECE. Research Design This research project is a qualitative instrumental case study that examines the formulation and implementation of Wisconsin's Model Early Learning Standards. Conclusions Even though the Early Learning Standards Steering Committee created a double-voiced document that responded to policy-makers’ demands for early learning standards while attempting to attract and unite early childhood programs and practitioners around a collective understanding of the goals of ECE, the future of the field is uncertain. The second-class status of ECE in the realm of policy and the investment of capital that is required to alter the field cause one to question whether systemic reform could ever occur in ECE. Nevertheless, policy-makers’ demands for improved student performance will not die down simply because states are implementing early learning standards. Thus, the field of ECE is at a critical point within the history of education reform, and stakeholders must continue to promote a vision of ECE that goes beyond simply protecting current practices and demand structural changes that foster the growth and development of all children.
District Induction Policy and New Teachers’ Experiences: An Examination of Local Policy Implementation in Connecticut
Authors: Youngs Peter 
Published: February 2022

Background Studies of new teacher induction have typically examined the structural components of mentoring programs or documented the nature of support provided to beginning teachers. More recently, Susan Moore Johnson and her colleagues examined new teachers’ induction experiences across multiple states and preparation routes. In addition, Thomas Smith and Richard Ingersoll used the 1999–2000 Schools and Staffing Survey to investigate the experiences and retention rates of beginning teachers who received different levels of induction support. Despite these advances, there is little understanding in the research literature of the relationship between district induction policy and the nature and quality of the support experienced by beginning teachers. Purpose One purpose of the study was to explore whether variations in district policy seemed to be associated with differences in the nature and quality of instructional assistance experienced by first- and second-year teachers. A second purpose was to investigate how the understandings of induction held by mentors, principals, and other educators seemed to mediate the effects of district policy on new teachers’ experiences. Research Design The research design involved qualitative case studies during 2000–2001 of two urban high-poverty Connecticut districts, Copley and Ashton. Copley and Ashton served similar percentages of students eligible for free and reduced lunch (58.0% and 54.3%, respectively) and had similar policies with regard to mentor training and work conditions. The two districts differed with regard to district policy related to mentor selection and assignment, district policy related to professional development for second-year teachers, and district size (10,216 students and 3,361 students). Findings The study found that beginning teachers in Copley experienced higher quality assistance than their counterparts in Ashton with regard to acquiring curricular knowledge, planning instruction, and reflecting on practice. These differences seemed related to district policy involving mentor selection, mentor assignment, and professional development. In addition, the understandings of induction held by mentors and others seemed to mediate the effects of district policy on new teachers’ experiences. Conclusions Study findings suggest that future research should examine whether there are grade-level and content-area matches between mentors and mentees and how mentors’ and other educators’ knowledge and skills influence beginning teachers’ induction experiences. In addition, scholars should consider how educators’ understandings of induction interact with school and district policies and organizational conditions to shape their work with beginning teachers. Finally, researchers should conceptualize induction as involving multiple individuals in the provision of support for beginning teachers.
Professional Rigor, Public Engagement and Judicial Review: A Proposal for Enhancing the Validity of Education Adequacy Studies
Authors: Rebell Michael A. 
Published: February 2022

Background/Context In recent years, state legislatures, state education departments, and advocacy groups in over 30 states have sponsored education adequacy studies, which aim to determine objectively the amount of funding needed to provide all students a meaningful opportunity for an adequate education. Not surprisingly, because of their growing influence on funding decisions, these studies have now become the subject of critical commentary and judicial scrutiny, and serious questions have arisen about the validity of the methodologies used in some of the studies. By setting out to determine objectively the resource levels needed to provide all students with an adequate education—and by doing so through relatively open and transparent processes— the contemporary adequacy cost studies are vast improvements over the ad-hoc political deal-making processes of the past. Nevertheless, the validity and the reliability of these methodologies can be improved. Purpose/Objective/Research Question/Focus of Study This article provides the first detailed analysis of judicial critiques of the state of the art of “costing out” studies in order to recommend improvements to the current practice of costing-out educational adequacy. Research Design The article engages in an extensive review of judicial critiques of adequacy cost studies, literature critiquing adequacy cost studies, and the adequacy cost studies themselves, in order to identify the best and worst practices in the field. Conclusions/Recommendations Based on these critiques, the article recommends explicit articulation of the premises behind the adoption of particular outcome standards, more precise means for identifying the extent to which students with special needs require extra resources, specific mechanisms to minimize political bias and political manipulations, and the use of “quality education models” to integrate efficiency and accountability considerations within the basic cost analysis. In addition, more extensive public engagement and continuing judicial oversight will be necessary to ensure the credibility and the legitimacy of the ultimate judgments that result from these studies.
(Mis-)Education into American Racism
Authors: Lin Linda J. 
Published: February 2022

Background Traditional approaches to race in the United States have located race in individuals and groups in terms of differences in attitudes, levels of awareness, and stages of identity development. Alternatively, a social stratification approach examines structural inequalities in job opportunities, the educational system, housing, and so on. Purpose In this paper I shift the analytical focus to the production of race in face-to-face interaction, examining interaction as a process of (mis-) education into American racism. Based on fieldwork in a school reform organization that institutionalized race conversations, I show how people try to engage one another on matters of race, resist one another's efforts, and teach one another over time—however unintentionally—to avoid talking about race with one another. Research Design This case study draws on eight months of ethnographic fieldwork from December 2003 to July 2004. I attended staff meetings in a nonprofit school reform organization and in affiliated schools, taking notes, collecting site documents, conducting interviews, and talking informally with people in schools and in the organization. I tell a series of stories told to me about a professional development activity called “the capes,” an activity apparently designed to surface racial trouble. I examine what was said about race, to whom, and when, taking the telling of stories as my unit of analysis. This analytical move allows me to draw together the varied experiences of the people in the organization, my own experience as a researcher, and the reader's experience to show how people attempt to transform one another in interaction. Findings and Conclusion I argue that “learning about race” is less a matter of individual effort and goodwill than a messy process of negotiating the ambiguities and dangers of social interaction. I conclude that we must account for these local constraints in order to find viable possibilities for transforming the conditions of our everyday lives.
Difficult Collective Deliberations: Anthropological Notes toward a Theory of Education
Authors: Varenne Hervé 
Published: February 2022

Background/Context In the 1970s, Lawrence Cremin urged researchers to remember that education is more than schooling. Few heeded this call, perhaps because of the absence of the theoretical framework needed to make this more than a platitude. As a cultural anthropologist, I argue that education is a fundamental human activity that is infinitely more complex than anything that can happen during learning lessons in school. The argument is a theoretical one bolstered by the case studies included in this special issue. Policy Context There are two main strains of research by those concerned with education as something that does not happen solely or even mainly in schools. In anthropology, it has been necessary to be aware of this given the absence of institutions easily recognizable as schools in many of the societies in which anthropologists have worked. But even in this discipline, the emphasis was more on incidental enculturation than on education as deliberate effort. In sociology and related fields, many have looked at nonschool environments as causal to the socialization that appears to be a precondition to success in schools. The point of reference remained schooling. Purpose In this analytic article, I pick up two key terms in Cremin's definition: “effort” and “deliberation.” Through a contrast with Bourdieu's theory of habitus, I show that both words make sense in terms of an amended take on Garfinkel's ethnomethodology, Lave's understanding of learning as movement through differentiated social fields (“communities of practice”), de Certeau's insistence on “enunciation,” and Rancière's focus on productive ignorance. I show how all the case studies included in the special issue take us out of the world of early learning and into the world of continued efforts to change both oneself and one's consociates through often difficult collective deliberations. Conclusions/Recommendations Focusing on ubiquitous education about life conditions rather than early socialization or school-based skills reopens the question of the processes that actually constitute the school politically. If religion, ideology, artistic tastes, technologies, and so on, must be seen as developing essentially in and around institutions uneasily controlled by the “public,” then the conversations by school people about schooling (its policies, prerequisites, and consequences) miss what remains most powerful in human life—the continued efforts by all to transform their conditions.
Outspoken Indigenes and Nostalgic Migrants: Maori and Samoan Educating Performances in an Aotearoa New Zealand Cultural Festival
Authors: Gershon Ilana , Collins Solonaima 
Published: February 2022

Background/Context Theorists of civil society often view civil society as a site for democratic education. Civil society is supposed to assist democratic practice by offering people contexts in which they practice promoting the common good. This article, following Nina Eliasoph's intervention, takes this to be a claim requiring ethnographic exploration. The article provides an ethnographic answer to the question, What do people actually tell each other about the common good or national well-being in civil society moments? To explore this question, the authors turn to how a Samoan cultural group and a Maori cultural group rehearse and perform in a citywide high school cultural festival in Auckland. Purpose This article compares how migrant high school students and indigenous high school students use performances of traditional songs and dances to explore their relationships to the New Zealand nation. The article examines how the rehearsals take place, particularly who disciplines whom and how different levels of expertise are displayed. The authors compare how tutors circulate knowledge and discipline in the rehearsals with how the students perform their relationships to the New Zealand nation on stage. Setting We conducted ethnographic research at two different high schools in West Auckland, New Zealand. Population We observed two cultural groups with approximately 20 high school students in each. We also interviewed approximately 10 teachers and tutors who had been involved in preparing Samoan and Maori cultural groups for this festival. Research Design This was a qualitative case study. We observed rehearsals for 8 weeks and conducted semistructured interviews with students and teachers. Conclusions/Recommendations The authors argue that through the rehearsals and the performance, the Samoan migrant students and the indigenous Maori students adopt different relationships to the nation. The Samoan migrant students see themselves as more aligned to Samoa as the homeland that few of them have visited. They are out of place in the New Zealand nation and use nostalgic performances to perform this sense of dislocation. The Maori students, on the other hand, use the performances to express a political disenchantment with the New Zealand nation. They are constantly critiquing government policies in the context of these performances. In short, both Samoan and Maori students are expressing the ways in which they do not belong to the nation through their performances.