This article gives an account of the social construction of phytopathological knowledge in the case of olive quick decline syndrome (OQDS) in Apulia, Italy. Due to the economic, cultural, and social importance of the olive crop, the spread of this disease has been characterized by a social debate over the implementation of mandatory phytosanitary policies, the etiological role played by the bacterium Xylella fastidiosa, the role of scientific experts, and the unexplored research trajectories ("undone science") proposed by social and environmental movements. We examine how the disease has generated different approaches to problem setting and problem solving, one focused on OQDS as a complex of symptoms uniquely caused by X. fastidiosa, and the other framing the study of "complesso del disseccamento rapido dell'olivo" (CoDiRO) as a complex of causes. Drawing on a 2-year ethnographic study among researchers, policymakers, agricultural stakeholders, and social movements, this article uses theoretical concepts from the sociology of knowledge, sociology of scientific knowledge, and sociology of ignorance to examine the case and to reconstruct the 360° approach proposed by social movements as an alternative to the epistemic and political reductionism of official phytosanitary and science policies.
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http://dx.doi.org/10.1094/PHYTO-07-18-0247-FI | DOI Listing |
BMJ Open
January 2025
Department of Public Health, Salale University, Fitche, Ethiopia.
Background: Anaemia is a worldwide public health problem affecting over 800 million reproductive-age women. In developing countries, postpartum anaemia is a significant cause of maternal morbidity and mortality. In Ethiopia, postpartum anaemia remains a public health issue.
View Article and Find Full Text PDFPharmacoepidemiol Drug Saf
February 2025
Graduate School of Health, University of Technology Sydney, Sydney, Australia.
Background: Drug shortages are an increasing and worldwide problem. Oral antibiotics are one of the most used medicines worldwide and have recently been affected by drug shortages. Despite this, little is known about the impact of antibiotic shortages on prescribing practices.
View Article and Find Full Text PDFPLoS One
January 2025
Jindal School of Psychology and Counselling, OP Jindal Global University, Sonipat, Haryana, India.
Introduction: Teachers are pivotal in shaping educational environments and student development but face significant occupational stress and high rates of mental problems. Despite the availability of various psychosocial interventions, comprehensive evidence of their effectiveness and implementation is limited for this occupational group, especially in low- and middle-income countries (LMICs). This mixed methods study aims to conduct a scoping review of characteristics, effectiveness, and implementation outcomes of psychosocial interventions for teachers' mental health and mental problems, integrating these with teachers' lived experiences to inform the implementation of mental health interventions in LMICs.
View Article and Find Full Text PDFPLoS Negl Trop Dis
January 2025
Department of Zoology and Environment Management, Faculty of Science, University of Kelaniya, Dalugama, Sri Lanka.
Background: Leishmaniasis is a health problem in many regions with poor health and poor life resources. According to the World Health Organization (WHO), an estimated 700,000-1 million new cases arise annually. Effective control of sand fly vector populations is crucial for reducing the transmission of this disease.
View Article and Find Full Text PDFFront Psychol
January 2025
Department of Early Childhood Education, University of Stavanger, Stavanger, Norway.
This study investigates the role of teacher mediation in facilitating children's communication during problem-solving, play-based coding activities with Kubo, a screen-free coding toy, in Early Childhood Education and Care (ECEC) settings. Following an initial observation involving nine kindergarten teachers and 36 children, a workshop was held to identify elements that teachers considered relevant for facilitating children's use of verbal and non-verbal communication. Key mediation elements, such as multimodal communication, planning, time, humor, and reflective questioning, were identified during the workshop and applied in a subsequent observation with the same participants.
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