Relative Economic Position and Subjective Well-Being in a Poor Society: Does Relative Position Indicator Matter?

Concern for relative income (or status in general) may have important implications for poverty and individual well-being. This paper examines the impact of relative economic position on individual’s level of well-being among poor communities in rural Ethiopia. The analysis uses a self-reported measure of overall life-evaluation as a measure of individual well-being. Despite the fact that well-being is multidimensional, the impact of non-money metric measures of relative economic position on individual well-being has not been given a lot of attention in the literature. In this study, relative economic position is measured using consumption data, asset index, and respondent’s own perception of relative wealth. The asset index captures the non-monetary dimensions of economic welfare, including education, physical assets, and social capital. We use data from the 2004 and 2009 waves of the Ethiopia Rural Household Survey and employ a multilevel modelling technique to account for individual and group level heterogeneity in our empirical analysis. We find no significant relationship between individual well-being and relative economic position measured with in consumption terms. In contrast, we do find a significant negative impact of relative position on individual well-being when we use asset indices and respondent’s own perception of relative wealth to measure relative economic position. Our findings suggest that when individuals compare themselves with others, they evaluate various aspects of their life, including their financial conditions, asset holdings, and social relations, which are hardly captured by consumption or income data in many poor countries.     

Learning to live together: an exploration and analysis of managing cultural diversity in centre-based early childhood development programmes

This paper explores how early childhood development practitioners running centre-based programmes with children aged 3–6 years address the needs of an increasing number of children from diverse cultural backgrounds in their care. This is important as early childhood is a critical moment in which to create a positive awareness about diversity. A qualitative and interactive research design was employed to identify what values, attitudes, knowledge and strategies practitioners and families believe are important to promote the social integration of children from diverse backgrounds. In-depth interviews and participant observation were used to collect data from 10 practitioners working in two urban settlements in two provinces of South Africa, while focus group interviews were carried out with the families of children attending two of the centres. The findings showed that an intercultural education approach provides the necessary tools to address challenges faced by practitioners including promoting social integration, respect for diversity and multilingualism, and the prevention of racist, xenophobic and discriminatory attitudes and actions.

Este trabajo explora la manera en que los educadores, trabajando en centros de educación infantil con niños entre tres y seis años atienden las necesidades de cada vez mayor número de niños de orígenes culturales y lingüísticos diversos. Esto es importante porque la etapa de la infancia es un momento crítico para crear una conciencia positiva sobre la diversidad. Se utilizó un diseño de investigación cualitativa e interactiva para identificar cuales son los valores, actitudes, conocimientos y estrategias que los educadores y las familias creen que son importantes para promover la integración social de los niños de diversos orígenes. Se utilizaron entrevistas en profundidad y observaciones participativas para recopilar datos de diez educadores de dos comunidades urbanas situadas en dos provincias de Sudáfrica. Asimismo, se entrevistaron las familias de los niños que asisten a dos de dichos centros. Los resultados mostraron que el modelo de educación intercultural proporciona las herramientas necesarias para hacer frente a los desafíos que los educadores enfrentan: la promoción de la integración social, el respeto a la diversidad y el multilingüismo, y la prevención de actitudes y acciones racistas, xenófobas y discriminatorias.     

Power in and around nonprofit boards: A neglected dimension of governance

In this article we propose five patterns of board governance based on the distribution of power in and around boards of nonprofit organizations. The typology proposed grew out of our findings in in-depth case studies in which the dispersion of power became the critical variable for making sense of the patterns of governance observed. These governance patterns were then incorporated into a survey of boards in the voluntary sector. We present the results of this latter phase of the research by focusing on the associations between the five patterns and the background characteristics of board members, organizational and environmental variables, and board and organizational effectiveness. The results of the study suggest that power is an important while largely neglected aspect of board governance in the not-for-profit sector.     

The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data

Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student–teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the ‘Decades-to-Minutes’ (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7–20 via parent- and self-report questionnaires and ecological momentary assessment. Data were analyzed using Dynamic Structural Equation Modeling (DSEM). Worse student–teacher relationships predicted increased negative affectivity and emotional lability. Negative parenting practices predicted emotional lability only via their impact on student–teacher relationships. The findings point to worse student–teacher relationships as risk factors in the socioemotional development of children and young people.     

Infant externalizing behavior and parent depressive symptoms: Prospective predictors of parental pandemic related distress

Understanding predictors and effects of the COVID-19 Pandemic is a top-priority in research endeavors. The impact of COVID-19 on all components of family life and mental health cannot be overstated. This study emphasizes the need to investigate predictors of parents' responses to disaster by conceptualizing the depth of the impact of the pandemic using Bronfenbrenner's Bioecological Systems Model. We evaluate parents of infants as the center of the microsystem and discuss the importance of parents' responses to the pandemic for children's development. Specifically, utilizing a prospective design involving a sample of 105 infant-mother-father triads, we test the predictive effects of mothers' and fathers' mental health and infant externalizing behavior assessed prior to the pandemic when infants were 16-months on later pandemic related distress (PRD) approximately 1 year later. Results indicate that for both mothers and fathers, more depressive symptoms during their child's infancy predicted more PRD. Although mothers' reports of more child externalizing behavior significantly predicted more PRD, fathers' reports of externalizing were strongly, positively correlated with their concurrent depressive symptoms but not directly related to PRD. We demonstrate the importance of pre-existing mental health and parents' perceptions of their children's behavior as early as 16 months, in coping with disaster.     

Give a dog a bone: representations of Scotland in the popular genre cinema of Neil Marshall

The best-known and most influential cinematic image of Scotland is that which constructs the country as the civilised modern world’s northern boundary and ideological antithesis. This historically venerable representational tradition incorporates Brigadoon (d. Vincente Minnelli, USA, 1954), Brave (d. Mark Andrews/Brenda Chapman/Steve Purcell, USA, 2012) and much else in between. The following essay examines what is perhaps the most explicit and extended twenty-first century manifestation to date of Scotland’s classic celluloid stereotype: the oeuvre of British popular genre filmmaker Neil Marshall. Analysis of this director’s Scottish trilogy – Dog Soldiers (GB/Lux/USA, 2002), Doomsday (GB/USA/SA/Ger, 2008), and Centurion (GB/Fr, 2010) – suggests not simply the historical persistence of a particular cultural representation of a particular national culture and identity, but also the varied, and often non-nationally specific, thematic uses to which Scottish cinematic stereotypes can be and are put. That conclusion suggests a number of possible future directions for Scottish cinema criticism more generally. First, the need for a more inclusive critical engagement with popular genre cinema, a hitherto under-examined area with the study of Scotland’s relationship with the moving image. Second, the extent to which critics might usefully approach Scottish-set and -themed cinema in a more multifaceted manner than has frequently been the case in historical terms. Neil Marshall’s oeuvre exemplifies the complex interplay of nationally and non-nationally specific images and ideas that exist within many popular filmic representations of Scotland.