Month: June 2024

Abstract

In this article, we present a conceptual framework for teaching computer science (CS) to address the unique challenges faced by marginalized groups. The framework is grounded in feminist standpoint theory and describes three key practitioner-focused areas aimed at broadening participation and increasing participation in CS education (CSEd). These principles are 1) Creating dialogic and dialectical relationships with the CS community, 2) Embracing intersectionality in CSEd, and 3) Framing CS education as a lived experience. It also offers a distinct perspective in that it is concerned with how both sides of the dialogue (i.e., the oppressed and the oppressor) grow and change in relation to one another. The strategies, along with the framework detailed in this paper, provide scholars and educators with new avenues for unpacking underrepresentation in CSEd and potential methods to address it.

Abstract

The study examined how Afar society’s clan structure and societal hierarchies were established. The links of customary law (maa’da) practices, traditional communication (dagu), and social networks (affehina) were found to be significant in the social structure for how members perform social interactions. A qualitative method was applied, which involved Key informant interviews, focused group discussions, and observation techniques as data-gathering tools. The data was interpreted using a thematic analysis technique. Accordingly, the study explored that the administrative and social structure of the society consisted of the sultanate, the clan, and youth social groups. Each social unit has its distinct functions. A clan is the highest and most territorially located social organization. In addition, it was identified that network ties would be more commonly used to depict member’s interactions within the clan’s network structure. However, the clan’s territory (dinto) is not changeable as the season changes. The customary law applications are identified as a system of governing and controlling the social structure, social interactions, anti-social behaviours, and clan networks, with no change and differences in contents and practices in all clan groups. Furthermore, the expansion of small cities gradual change to urban centres, economic inequalities, and recurrent drought resulted in the decline of traditional norms and mutual social trusts. As a result, the study concluded that to sustain the traditional knowledge and social structure in facilitating clan vital networks, implementing visible policies will benefit the society, the government, and stakeholders to plan out effective mechanisms to preserve the sociocultural worth of the Afar pastoral societies in particular and other social groups in the country in general.

Abstract

Koragas, recognized as a particularly vulnerable tribal group (PVTG) by the Government of India, are from coastal Karnataka and Kerala. They are experiencing severe socioeconomic and health-related issues and rapid depopulation. The unique genetic makeup of Koragas has been maintained by the practice of endogamy. We aimed to identify genetic factors potentially associated with the predisposition of Koragas towards genetic and multifactorial disorders. We employed genome-wise data of 29 Koraga individuals genotyped on the Infinium Global Screening Array-24 v3.0 BeadChip platform and performed various population genetic analyses including kinship, identity by descent (IBD), and runs of homozygosity (RoH). A high degree of haplotype sharing among the Koraga participants may be indicative of a recent founder event. We identified genetic variants and genes associated with several genetic disorders, higher infant mortality rate, neurological disorders, deafness, and lower fertility rate of this agrarian tribe. Ours is the first genome-wide study on the Koraga tribe that identified genetic factors associated with various genetic disorders. Our findings can provide public healthcare providers with essential genetic information that can be useful in augmenting medical and healthcare services and improving the quality of life of Koragas.

Abstract

Pastoralism is a livelihood system for millions of people around the world and a great majority of them are found in Africa. The indigenous knowledge and strategies on pastoralism are not well understood and properly documented. Hence, this study sheds light on location-specific indigenous climate change adaptation strategies and explores the pastoralist and agro-pastoralist households’ perceptions against the meteorological records. Data were collected from 191 sample households, 12 key informants, 32 focus group participants, and National Meteorological Services. The results reveal that there is a high climate variability (CV = 30), high rainfall intensity, and longer dry periods. Almost every year the Rainfall seasonality index (SI) value predicts a longer dry season. The community’s perception matched with recorded climate data of the past 36 years and identified 10 major climate extremes orally recounted in history. Indigenous strategies include indigenous weather forecasts, mating calendar, destocking, herd mobility, herd diversification, traditional rotational grazing system (‘Seri’), and also emerging adaptation strategies (farming, petty trade, handcraft, charcoal sale, and casual labor) utilized as a result of the severity of climate variability and extremes in the region. The results indicate that emerging adaptation strategies are replacing the preexisting pastoralist livelihood system and that indigenous strategies need support to withstand the current and predicted weather and climate variability in the sites. Pastoralists and agro-pastoralists will be in a better position to adapt to the consequences of climate variability and extremes if indigenous institutions are revitalized with innovations.

Abstract

The family lives of children and their early childhood development outcomes are attributable to the level of socio-economic disadvantage and relative isolation. This study aims to investigate how the disadvantage of the local area (i.e., socio-economic indexes for areas (SEIFA)) and the remoteness (i.e., accessibility/remoteness index of Australia (ARIA)) contribute to improved prevalence estimates of child development vulnerability in statistical areas level 3 (SA3) and 4 (SA4) across Australia. Data from the 2018 Australian Early Development Census (AEDC) has been used. The study included 308,953 children involved in the AEDC 2018 where one-in-ten of them were considered to be developmentally vulnerable, nationally. We developed models in a hierarchical Bayesian framework at the SA3 level using SEIFA and ARIA indices as covariates to account for spatial and unobserved heterogeneity. The performances of developed models are examined based on the consistency at SA3, SA4, and state level. The results reveal that SEIFA makes a significant contribution to explaining the spatial variation in childhood development vulnerability across small domains in Australia. Further, the inclusion of the ARIA score improves the model performance and provides better accuracy, particularly in remote and very remote regions. In these regions, the spatial model fails to distinguish the remoteness characteristics. The chosen non-spatial model accounting for heterogeneity at higher hierarchies performs best. The utilization of socio-economic disadvantage and geographic remoteness of the finer level domains helps to explain the geographic variation in child development vulnerability, particularly in sparsely populated remote regions in Australia.

Abstract

Background

Emotional abuse in childhood is the most common type of childhood abuse worldwide and is associated with a variety of somatic and mental health issues. However, globally and in indigenous contexts, research on the associations between emotional abuse in childhood and somatic and mental specialist healthcare utilization in adulthood is sparse.

Aim

The main aim of this study was to investigate the association between emotional abuse in childhood and somatic and mental specialist healthcare utilization in adulthood in Sami and non-Sami populations, and to examine whether this association differs between the two ethnic groups.

Method

This study used cross-sectional data from the SAMINOR 2 Questionnaire Survey - a population-based study on health and living conditions in areas with Sami and non-Sami populations in Middle and Northern Norway. In total, 11 600 individuals participated in SAMINOR 2. Logistic regression was used to present the association between emotional abuse in childhood and somatic and mental specialist healthcare utilization.

Results

Emotional abuse in childhood was significantly associated with somatic specialist healthcare utilization in adulthood (fully adjusted odds ratio [OR] 1.31, 95% confidence interval [CI] 1.15–1.49), with no differences observed between ethnic groups. Emotional abuse in childhood was also associated with mental specialist healthcare utilization (fully adjusted OR 3.99, 95% CI 3.09–5.14), however this association was weaker among Sami (crude OR 2.38, 95% CI 1.37–4.13) compared with non-Sami (crude OR 5.40, 95% Cl 4.07–7.15) participants.

Conclusions

Emotional abuse in childhood is associated with somatic and mental specialist healthcare utilization in adulthood, with a stronger association to mental healthcare utilization. The association between emotional abuse in childhood and mental specialist healthcare utilization was weaker among Sami than non-Sami participants. Future studies should investigate the reason for this ethnic difference. Our results highlight the need to strengthen efforts to prevent childhood abuse and develop strategies to reduce its societal and personal burden.

Abstract

As interest in the implementation of active learning practices grows, so too does the body of literature illustrating negative experiences of these practices among some populations of students. These trends necessitate a critical inquiry into how students with identities that are traditionally marginalized in mathematical spaces differentially experience active learning practices. We leverage critical quantitative theories to analyze how shifts in precalculus and calculus students’ math affect are mediated by intersectional race-gender identities and the active learning instructional practices of math engagement, peer collaboration, instructor inquiry, and participation. Drawing on a dataset of over 30,000 U.S. student survey responses, we found that experiencing high levels of all four practices increased math affect for all student identity groups in our dataset. Considering each individual practice revealed variation of students’ affective changes based on race-gender identities, such that not every individual practice benefited every student identity group. These findings emphasize the value in promoting the collective high use of multiple active learning practices, coupled with more in-depth understandings and attention to how these individual practices can differentially impact students.