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The basic assumption underlying this article is that the really significant changes in human history are those that occur, not in the mechanical gadgets which men use nor in the institutionalized arrangements by which they live, but in their attitudes and in the values which they accept. The revolutions of the past that have had the greatest meaning are those that have taken place in the minds of men. To apply this theory to children means that the great changes in their status have been wrought because of changes in the ways in which their elders, particularly parents and educators, have conceived of children--their nature, their role, and their purpose in the cosmic scheme of things. In keeping with this theory, three conceptions of children will be presented briefly in this article. The first of these is of historic interest, chiefly, but even now not wholly so; the second is the essence of our contemporary emphasis; the third is presented as a reminder of reality and as the challenge of a simple truth. [Excerpts from this article are reprinted from "Childhood Education" v21 n1 1944 in celebration of "Childhood Education's" 125 year anniversary.]

The political economy of education treats education as a factor shaped by the power relations between different economic, political, and social groups. Specific topics discussed include the economic value of education, education as an allocator of economic roles, education and social class, education and income distribution, and education and discrimination. (RM)

Analyzes effects of social structure changes on Latin American educational systems and investigates the segmentation and problems of the university system and higher education. Suggests innovation can be achieved by building up a new form of economic, social, and cultural organization for which education can pave the way. (TRS)

While much is known regarding male status attainments, less is known regarding such phenomena among married women. Data were collected from younger, white, married women interviewed at two points in time. Results confirm the idea that sex roles should be included in future studies of married women's status attainments. (Author)

Suggests that ethnic prejudice in Israel is a general phenomenon and not limited to the schooling process. Research shows similar patterns of ethnic inequality in terms of achievement and the operation of status generalization. (Author/KC)

Workplace learning and development is crucial for sustained employability, especially for people with limited work capacity (LWC). We explored the development in cognitive functioning and work behaviour of people with LWC and to which extent this is moderated by workplace acceptance and support. As suggested in literature, acceptance and support concern pre‐conditions for development. Therefore, we expected them to influence the development of our target group. In total, 182 people with LWC and 172 workplace mentors provided data on dimensions of cognitive functioning and work behaviour on three time‐points over 4 months. Furthermore, people with LWC provided data on workplace acceptance and support. Results showed significant development over time for both, self‐ and observer‐rated cognitive functioning, such as planning and organising, learning and memory, problem solving, and for self‐rated adaptability and concentration. Development over time emerged for the self‐rated work pace, a work behaviour dimension. Moreover, the growth curves on self‐rated variables such as learning and memory, work accuracy, social behaviour and work pace were moderated by workplace acceptance and support. This study provides initial insight into growth patterns of cognitive functioning and work behaviour of people with LWC and illustrates the relevance of a supportive climate for development. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examined the Supreme Court's workplace and educational gender-discrimination cases from the 1970s to the present, assessing how they discuss women, their status, and workplace and educational experiences. Our study is situated in scholarship on status hierarchies, gendered cultural frameworks, and sociolegal understandings of the role of justice ideology and social movement influences on court decision making. We used a novel method for assessing court opinions, a combination of computerized text and qualitative analysis, to distill distinct vocabulary and meanings articulated in opinions decided in favor of and against the original female plaintiffs. We found pronounced differences in the court's discourse, with women centered in pro-plaintiff opinions, where decisions rely on an egalitarian gender framework, and decentered in pro-opponent opinions that draw on a traditional framework. These gender ideological frameworks remain largely stable over time, albeit with some changes, revealing an ongoing discursive struggle over women's status in the court. [ABSTRACT FROM AUTHOR]

Cognitive reserve (CR) represents the adaptive response of the cognitive system responsible for preserving normal functioning in the face of brain damage. Experiential factors such as education, occupation, and leisure activities influence the development of CR. Theoretically, such factors build up from childhood and across adulthood. Thus, appropriate tools to define and measure CR as early as adolescence are essential to understand its developmental processes. To this aim, we introduce the construct of "Cognitive Reserve Potential" (CRP) and its corresponding index of experiential factors tailored to youth. We investigated prototypical youth exposures potentially associated with the lifelong development of CR (e.g., sport practice, musical experiences, cultural activities, and relationships with peers and family). Principal component analysis and confirmatory factor analysis identified and replicated the CRP factor structure on two independent samples of Italian students: N = 585 (295 F) and N = 351 (201 F), ages 11 to 20. CRP was associated mainly with family socio-cultural status (i.e., socioeconomic status [SES], Home Possessions, and Books at Home). Results confirmed the strength of the factorial model and warranted the proposal of the CRP-questionnaire as an innovative tool for understanding CR evolutionary dynamics. [ABSTRACT FROM AUTHOR]

The practice of the apartheid system in South Africa has been widely condemned for perpetuating enduring socio-economic inequality and for its detrimental impacts on the lives of millions of citizens. While many studies have strongly affirmed this assertion, socio-economic inequality continues to arguably engender a long-lasting struggle among the black and colored communities in post-apartheid South Africa. This places a burden on the country's successive governments to implement long-term policies that can rectify the plight of the people. Consequently, the adoption of the Millennium Development Goals (MDGs) in 2000 becomes an important reference tool for the African National Congress (ANC)-dominated government, which has initiated and implemented policies to combat inequality in the postapartheid era. This study examines the roles and measures taken by the ANC government to address racially discriminated economic and social inequality within the framework of the MDGs. Using qualitative research methods, the study explores the background framework of the MDGs and analyzes socio-economic measures implemented by successive ANC governments between 2000 and 2015, focusing on areas such as education, poverty eradication, and healthcare. Primary and secondary sources are utilized to provide insights and support the analysis. The findings reveal that the ANC-dominated government effectively incorporated the frameworks of the MDGs into its formulation and execution of policy measures to eradicate social inequality in South Africa. The study concludes that the effective implementation of these measures has yielded considerable progress, effectively addressing multifaceted issues such as poverty, healthcare, education, and unemployment. This conclusion aligns with the official South African MDG report, which unequivocally highlights the several achievements of MDG targets through policy implementation from 2000 to 2015. [ABSTRACT FROM AUTHOR]

The issue of financial inclusion considers access to and use of quality financial services by household members and different types of companies around the world, allowing us to reach the opportunities that the globalized world offers us. The objective of this research was to identify the socioeconomic factors that determined the inclusion of households in the financial system in Peru in the period of 2021. A quantitative approach was considered, which was non-experimental with a descriptive and correlational design and in which 81,441 pieces of data were obtained from the National Household Survey (ENAHO) of the National Institute of Statistics and Informatics, applying a logit binomial regression. It was determined that 47.02% of households were included in the financial system; 61.93% of those surveyed had their residence in the urban area; on average, respondents had incomplete secondary education; the age of the respondents on average was from 25 to 44  years; the average economic income of the household was less than $251 per month; 72.18% were represented by men as heads of the household and the rest by women; most of the respondents had a cohabiting marital status; the social conditions showed that 23.82% were in the group of being poor; and the majority of households did not have a property title. The determinants of financial inclusion in Peruvian households for 2021 were the area of residence, educational level, age of the respondent, economic income, gender of the respondent, marital status, social status, and property title. [ABSTRACT FROM AUTHOR]

The purpose of this comprehensive report is to examine and present the multifaceted dimensions of teacher identity, exploring the interaction between personal, professional and socio-cultural factors. Methodologically, the report takes a holistic approach, drawing on a variety of sources, including existing literature, case studies and interviews with teachers in a variety of educational contexts. Through this comprehensive methodology, the report seeks to provide a nuanced understanding of the formation and evolution of teacher identity. The results of the research present the factors shaping a person's sense of self in the teaching profession. It becomes apparent that teacher identity is deeply influenced by personal experiences, upbringing and socio-cultural background. The report highlights the importance of recognizing and valuing different teacher identities in promoting a supportive and inclusive learning environment. In addition, the report delves into the evolving role of teachers in modern education systems. Traditionally perceived as agents of disseminating knowledge, teachers are now seen as facilitators of learning, guiding students toward critical thinking and problem-solving skills. The integration of technology into teaching practices has further expanded the scope of the teacher's role, providing new opportunities for innovation and engagement in the digital age. In addition, educators are increasingly called upon to advocate for social justice and equity in education, address systemic inequities, and promote inclusive practices. Despite their critical role, teachers are often undervalued and marginalized within society, leading to the 'paradox of teaching', where the importance of the profession is not commensurate with its social recognition. The report concludes with recommendations for improving the social status of teachers. It emphasizes the need for systemic support and recognition to raise the status of the teaching profession by supporting competitive salaries, professional recognition and opportunities for career advancement. The report further highlights the importance of investing in teacher support systems and fostering a culture of respect and appreciation for teachers. Additional data presented in the report underscore the imperative to prioritize teacher well-being and professional development to ensure the continuity of quality education for future generations. [ABSTRACT FROM AUTHOR]

Senior citizens suffering from cognitive impairment (CI) are on the East Asia rise. Multiple variables could lead to inter-/intra-individual cognition effectiveness variations, though previous research efforts did not consider weighting issues. This study scrutinized 5639 participants meeting required inclusion criteria by the CHARLS. Cognitive capacity was evaluated through Mini-Mental State Examination (MMSE). Considering that MMSE scorings were not following normal distribution, a non-parametric test and multiple linear regression were performed to screen candidate variables linked to cognitive capacity. Such applicability of candidate factors in the cumulative effect and the weighting of the impact on cognitive performance were evaluated by random forest (RF) algorithm. Age, gender, education, marital status, residence, the type of residence, exercise, socialization level and drinking were correlated to MMSE scorings (p < 0.05). Among them, age, education, gender and sociality were correlated to individual MMSE items (p < 0.05). Regardless of MMSE scores and several MMSE items, age is always a prime factor. However, in the attention and computation item, education is better than age and ranks first. This preliminary study prompted age, education, gender, and sociality with varying weightings to be linked to cognitive capacity within a Chinese cohort by differing cognitive aspects. At different levels of cognitive performance, the main risk factors are basically similar, but there are still some differences. • The forecast accuracy between sociodemographic/lifestyle factors and MMSE score, together with weighting of each candidate factor in whole were initially analyzed for the first time. • Age, education, gender and social status were correlated to MMSE scores and individual MMSE items with differing weights. [ABSTRACT FROM AUTHOR]

This paper examines the persistent, growing popularity of Canadian French immersion (FI) programmes. Critics charge that FI programmes are elitist, diverting already limited resources from other areas of the education system. We begin with a brief overview of the benefits of FI in Canada and enrolment trends. Next, sources of FI-related inequality – lack of access, transportation costs, funding issues and types of learners most likely to enrol in FI – are scrutinised. Then, available evidence is weighed for and against the charges of FI elitism. Lastly, demand for FI is viewed through a Bourdieusian social reproduction lens to understand the persistence of socio-economic status (SES) inequalities. The paper concludes that higher SES parents are more likely to have the inclination (parentocratic habitus) and resources (economic, social, and cultural capital) to enrol their children in, and benefit from, FI. The paradox of publicly funded FI education in Canada is that as long as demand outstrips supply the benefits will continue to be unequally distributed. The result is a stalemate between proponents and critics, with each camp's solution – whether it be making FI universally available or removing it completely from the public purse – bound to meet with stiff opposition. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effect of increases in the duration of education on sexual activity in later life using the instrumental variable approach. Cross-sectional data were obtained from the English Longitudinal Study of Ageing, Wave 6 (2012/2013) for the analysis. The effect of the duration of education on a binary variable for sexual activity in the past month was examined by two-stage least squares estimation using the 1947 schooling reform as the instrument. A total of 1493 participants were included. The 1947 schooling reform significantly extended the duration of education by a mean of 0.86 years (95% confidence interval (CI), 0.52–1.20; F = 24.70) for men and 0.81 years for women (95% CI, 0.54–1.09; F = 33.82). The second-stage regression showed that an additional year of education increased the probability of having sexual activity in the past month by 0.16 points (95% CI, 0.07–0.25) for men and decreased the probability of having sexual activity in the past month by 0.18 points (95% CI, − 0.30– − 0.05) for women. The causal mediation analysis revealed that long-standing illness mediated the mechanism between education and sexual activity, but the mediational effect was clearly observed only for men: the indirect effect for men was 0.10 (95% CI, 0.01–0.20; the proportion mediated, 78.1%) and for women was − 0.16 (95% CI, − 1.23–0.90; the proportion mediated, 97.8%), respectively. This study confirmed the causal effect of education on sexual activity. However, the effect for men and women was completely opposite. [ABSTRACT FROM AUTHOR]

Copyright of Society: Chinese Journal of Sociology / Shehui is the property of Society: Chinese Journal of Sociology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we assess intergenerational mobility in terms of education and income rank in five Latin American countries--Brazil, Chile, Ecuador, Mexico, and Panama--by accounting for the education and occupation of both parents. Based on the method proposed by Lubotsky and Wittenberg (2006), we find that intergenerational persistence estimates increase by 26% to 50% when besides of the education of parents we consider also their occupation. The increase is particularly strong when education is more evenly distributed in the parents' generation. Furthermore, we evaluate the changing importance of each single proxy for parental background to explain intergenerational mobility patterns in each country and over time, and find that the relative importance of the characteristics of mothers have been increasing over the last decades, in line with rising women's average years of education and labor market participation. Interesting heterogeneities across countries and cohorts are observed. [ABSTRACT FROM AUTHOR]

This article draws on a study with Syrian refugee youth and their teachers to examine how young people, holding liminal social and legal statuses in Jordan, manage uncertainty. Through an analysis of students' experiences, this article describes the varying strategies that they developed to protect their sense of hope across time by maintaining ontological security, or an understanding of self. These findings suggested that refugee youth, unable to navigate uncertainty through their educational spaces, explored alternative ways to actively build hope and sustain a sense of control in their lives. They nurtured hope by constructing a continuous narrative of their experiences, exploring their skills and potential, and forming attachments to ideas of place and possibility. Buildings on these findings, this article argues for the importance of integrating practices within education which respond to refugee youths' needs to maintain ontological security and hope in the face of uncertainty. [ABSTRACT FROM AUTHOR]

Background: The association between belonging to a disadvantaged socio-economic status or social class and health outcomes has been consistently documented during recent decades. However, a meta-analysis quantifying the association between belonging to a lower social class and the risk of dementia has yet to be performed. In the present work, we sought to summarise the results of prospective, longitudinal studies on this topic. Methods: We conducted a systematic review and meta-analysis of prospective, longitudinal studies measuring the association between indicators of social class and the risk of all-cause/Alzheimer's dementia. The search was conducted in four databases (Medline, Embase, Web of Science and PsychInfo). Inclusion criteria for this systematic review and meta-analysis were: (a) longitudinal prospective study, (b) aged ⩾60 years at baseline, (c) issued from the general population, (d) no dementia at baseline and (e) mention of social class as exposure. Exclusion criteria were: (a) study of rare dementia types (e.g. frontotemporal dementia), (b) abstract-only papers and (c) articles without full text available. The Newcastle–Ottawa scale was used to assess the risk of bias in individual studies. We calculated the overall pooled relative risk of dementia for different social class indicators, both crude and adjusted for sex, age and the year of the cohort start. Results: Out of 4548 screened abstracts, 15 were included in the final analysis (76,561 participants, mean follow-up 6.7 years (2.4–25 years), mean age at baseline 75.1 years (70.6–82.1 years), mean percentage of women 58%). Social class was operationalised as levels of education, occupational class, income level, neighbourhood disadvantage and wealth. Education (relative risk (RR)=2.48; confidence interval (CI) 1.71–3.59) and occupational class (RR=2.09; CI 1.18–3.69) but not income (RR=1.28; CI 0.81–2.04) were significantly associated with the risk of dementia in the adjusted model. Some of the limitations of this study are the inclusion of studies predominantly conducted in high-income countries and the exclusion of social mobility in our analysis. Conclusions: We conclude that there is a significant association between belonging to a social class and the risk of dementia, with education and occupation being the most relevant indicators of social class regarding this risk. Studying the relationship between belonging to a disadvantaged social class and dementia risk might be a fruitful path to diminishing the incidence of dementia over time. However, a narrow operationalisation of social class that only includes education, occupation and income may reduce the potential for such studies to inform social policies. [ABSTRACT FROM AUTHOR]

This article seeks to offer some considerations on Telemachus' journey to Pylos and Sparta (Hom. Od. 1–4), interpreting it in the light of his social position as heir of a basileus. Can the beginning of the Odyssey represent a sort of formation for the young prince? And how does the text support this reading? After a brief review of the features of a Homeric basileus , it will be argued that the narrative presents the growth of Telemachus as that of a young prince who needs to comply with those features, and become acquainted with the heroic world he lives in at peace. [ABSTRACT FROM AUTHOR]

ObjectiveSubjective social status (SSS) refers to an individual's perception of relative social rank. We tested associations between SSS and allostatic load, a multisystem index of physiological dysregulation, in a sample of women 1 year after the birth of a child.MethodParticipants (n = 1,168) in the Community Child Health Network study were recruited in five sites across the United States shortly after the birth of a child. SSS was assessed at 6 months after birth using the MacArthur Scale of Subjective Social Status. Participants also reported household income and years of education completed. Biomarkers were assessed and allostatic load was calculated by assigning one point for each of 10 biomarkers above clinical cutoffs at a subsequent visit approximately 6 months later. Multiple linear regression analyses tested associations of SSS with allostatic load, adjusting for socioeconomic (SES) indicators of household income, years of education, and other covariates (race/ethnicity, relationship status, maternal age, and study site). We also tested interactions between each of the objective SES measures and SSS.ResultsHigher SSS predicted lower subsequent allostatic load independent of household income, education, and other covariates. Associations between SSS and allostatic load were strongest at higher levels of income and education.ConclusionsStudy findings demonstrate associations between perceptions of relative social standing and wear-and-tear on multiple physiological systems above and beyond indicators of objective SES, suggesting that psychosocial aspects of lower status may contribute to the gradient between social status and health. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Many policymakers assume that children's neighbourhoods shape their career trajectories, but the facts are otherwise. Challenges: (1) Because many children in poor postcodes have disadvantaged families, modelling the causal influence of neighbourhood socioeconomic status (SES) requires a comprehensive set of control variables measuring family background. (2) Adults can choose where to live, so dwelling in a high SES postcode is partially a consequence of occupational success, not a cause. Hence, we must focus on childhood postcode SES. (3) Random measurement error in postcode SES can bias estimates. Data: Large, representative national samples from the International Social Science Survey/Australia. OLS and structural equation models. Correlations between a person's childhood postcode SES and their education, adult occupational status (which robustly measures job quality, social status and permanent income) and family income are all modest, around r =.15. Net of family background (fathers' occupational status, fathers' class, mothers' employment, parents' culture, ethnicity, demographics and respondent's IQ) multivariate analyses show that growing up in a low SES postcode is only a slight disadvantage, which arises entirely because children there get about half a year less education than comparable children in high SES postcodes. Otherwise, there is no statistically significant childhood postcode disadvantage in career opportunities. [ABSTRACT FROM AUTHOR]

Several philosophers argue for the 'convergence thesis' for positional goods: prioritarians, sufficientarians, and egalitarians may converge on favouring an equal (or not too unequal) distribution of goods that have positional aspects. I discuss some problems for this thesis when applied to two key goods for which it has been proposed: education and wealth. I show, however, that there is a variant of the thesis that avoids these problems. This version of the thesis is significant, I demonstrate, because it applies to a person's status as a citizen, which I suggest is the central concern of social or 'relational' egalitarianism. [ABSTRACT FROM AUTHOR]

How do the economic and cultural components of social class separately contribute to social class–based inequality? I argue that one approach to disentangle the effects of economic and cultural markers is to consider how decision-makers' own social positions influence their evaluations of others in micro-level processes. I posit that decision-makers' social positions influence their understandings and evaluations of the economic and cultural components of social class, giving rise to bias and inequality. In a series of original survey experiments, I manipulate the economic and cultural markers of a fictitious college applicant on subjects with elite and nonelite university degrees. The results show that the markers of social class affect individuals with elite degrees and individuals without elite degrees differently. I find that it is the cultural markers of social class, not the economic markers, that affect the judgments of evaluators with elite degrees. Applicants' perceived competence and status help to explain the positive effect of cultural markers on evaluators with elite degrees. These results show the importance of social position and micro-level evaluation processes to help explain social class–based inequality. [ABSTRACT FROM AUTHOR]

Introduction: While many professional associations within clinical and counseling psychology have made an aspirational call for clinician awareness of social position, there is a lack of research into how socially-conferred privilege impacts psychotherapy. Specifically of interest is the differences in race and gender within the therapeutic dyad, in which there is a BIPOC (Black, Indigenous, and Persons of Color)/white1 or male/female-identified dynamic. Method: The authors utilized a Grounded Theory approach to analyze qualitative interviews with practicing psychologists to construct a process model regarding how socially-conferred privileged identity domains impact the therapeutic relationship and the participants’ professionalization process. Results: The analysis identified the core conceptual theme of the Therapist Paragon, representing an idealized version of what a perfect therapist should be. This replicated the foundational figures of our field - primarily older, white men. The process model consisted of two distinct pathways toward the Therapist Paragon, one for BIPOC psychologists and one for white psychologists. The female BIPOC pathway consisted of imposter syndrome, persistent feelings of inadequacy, and tendencies to over-credential their professional identity to seek credibility in the eyes of clients and colleagues. The white pathway consisted of down-playing whiteness and attempting to initially modify behavior toward client cultural norms. Discussion: The results point to a distinct professionalization and practice process for BIPOC psychologists compared to white counterparts. This dynamic may have implications beyond increasing support for BIPOC clinicians specifically, but instead indicate a lack of acknowledgement of the psychological impact of socially-conferred privilege in the psychotherapy enterprise overall. Recommendations are offered for revisions to training models, continuing education, and supervision/consultation. [ABSTRACT FROM AUTHOR]

English language academic achievement (ELAA) is an important aspect of education, and understanding the factors that influence it can have significant implications for both students and educators. In this study, the authors investigated the relationship between the home environment of Omani Grade 12 students and their English proficiency. Three dimensions of the home environment backgrounds are considered: educational, socio-economic, and technological. The research is based on a pilot study to develop a quantitative data collection tool. Four key findings on the impact on English academic achievement emerged from the research. First, the educational status of the family has a significant impact. Second, family’s social status has no effect. Third, the financial and technological status of the family does not have an impact. Four, the home environment has less of an impact on the English language achievement of females than males. Based on these, it is recommended that the Omani Ministry of Education establish a system for ongoing communication between schools and parents. Teachers should take students’ backgrounds into account to identify challenging home environments. [ABSTRACT FROM AUTHOR]

Copyright of Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Slovakia has significantly changed the structure of its economy by switching to a market management system. There has been a shift away from agriculture, traditional farming methods and careful land management. The result is unused lands and labor force, a broken relationship of society towards the environment, the agricultural land and due to the low social status of agriculture, towards the education in this area too. There is no information on the potential of social agriculture. Educational initiatives in this area are unique and fragmented. The importance of educational activities and counseling lies mainly in education in an effort to help implementers or those interested in the implementation of social farming projects to obtain basic information about the concept of social agriculture, avoid mistakes and get the most comprehensive picture of current conditions in this area. The article outlines a view of the development of social agriculture in the area of the social economy in the conditions of the Slovak Republic, which corresponds to the changing needs of society. It draws attention to the initial steps in the development of educational activities and counseling in social agriculture. We reflect on the potential and pitfalls of education as part of a broader understanding of social agriculture. The elimination of the shortcomings would have significant effects on rural development and less developed regions. The benefits would be reflected in inclusive development and in more sustainable agriculture by influencing other sectors. Our article is based on desk review and qualitative research. We conducted 6 in-depth expert interviews. We focused on experts who were able to provide us with a specialized insight into our research. [ABSTRACT FROM AUTHOR]

Burn accidents continue to cause severe physical, psychological and economic damage to individuals and communities, especially in low- and middle-income countries. The present study was designed and conducted to investigate the epidemiology and identify the causes/mechanisms of burns in Iran, focusing on the economic, social and educational status of patients. This is a survey study that was performed from August 2016 to October 2017 on patients referred to Shahid Motahari University Hospital in Tehran. Samples included all patients whose parents or children were able to answer the questions. The data was extracted and analysed with SPSS Statistics v. 21. A total 1708 patients participated. Most of the patients were 19 to 39 years old. 70.6% had achieved a high school diploma or lower, and 11.5% patients were illiterate. Most of the patients lived in urban areas (91.7%) and in most cases, 4 people or less lived in a common space. Heat burns, chemical (acid) burns, and electrical burns account for the majority of cases. Most patients were unfamiliar with safety standards for burn prevention, safely stopping a fire, and fire safety equipment (alarms and extinguishers). The most common burn mechanisms were hot liquids inside the kitchen (12.6%) and gas explosion (11.9%). Based on these findings, the implementation of codified training programs, continuous control and monitoring of the safety standards in home and work environments, and the establishment of laws to standardize cooking and heating equipment will play an important role in reducing burn injuries in our country. [ABSTRACT FROM AUTHOR]

Education has wide-ranging benefits to both the individual and wider society. This article investigates the consequences of terrorist incidents on whether households can further their children's schooling. Using both the Global Terrorism Database and Pakistan's Social and Living Standards Measurement, we find that persistent exposure to terrorism significantly reduces the likelihood that parents will continue their children's education. The result suggests, that for every million people, an increase in terrorist incidents causes 26,501 fewer children to continue their education at the primary school education level. We also examine the results by various demographic segments and types of terrorism attacks. [ABSTRACT FROM AUTHOR]

Citizens with higher levels of education are consistently found to be more open to immigration and European integration than those with less education. However, the literature has neglected the issue of whether educational divides in anti-globalisation sentiment result from people's own educational attainment or whether they are a consequence of deep-rooted positions of disadvantage across generations. In this article, we address the question to what extent the attitudes towards globalisation of intergenerationally mobile citizens, that is, those who obtain a different educational outcome than one's parents, adapt to the newly acquired social position or remain attached to the parental milieu. We apply diagonal reference models to study the influence of one's own and parental education level on attitudes to globalisation in 26 European countries using the European Social Survey between 2008 and 2018. Our results indicate that while mobile citizens adjust their attitudes to the achieved education level, there remains an enduring influence of the education level of origin. In addition, we find that the importance of parental educational attainment does not depend on the social fluidity between education levels within countries. Consequently, this study has important implications for studying political socialisation and the future of the educational divide over globalisation. [ABSTRACT FROM AUTHOR]

Introduction: Treatment of stroke is time-dependent and it challenges patients' social and demographic context for timely consultation and effective access to reperfusion therapies. Objective: The objective of this study was to relate indicators of social position to cardiovascular risk factors, time of arrival, access to reperfusion therapy, and mortality in the setting of acute stroke. Methods: A retrospective analysis of patients with a diagnosis of ischaemic stroke in a referral hospital in Bogotá was performed. A simple random sample with a 5% margin of error and 95% confidence interval was selected. Patients were characterised according to educational level, place of origin, marital status, occupation, duration of symptoms before consultation, cardiovascular risk factors, access to reperfusion therapy, and mortality during hospitalisation. Results: 558 patients were included with a slight predominance of women. Diagnosis of diabetes was more common in women and smoking in men (n = 68, 28.4% vs. n = 51, 15.9%; p = 0.0004). Rural origin was associated with higher prevalence of hypertension, diabetes, and dyslipidaemia (hypertension n = 45, 73.8% vs. n = 282, 57.4%; p = 0.007; diabetes n = 20, 33.3% vs. 109, 19.5%; p = 0.02; dyslipidaemia n = 19, 32.7% vs. n = 93, 18.9%; p = 0.02). Mortality was higher in rural patients (n = 8, 14.2% vs. n = 30, 6.1%; p = 0.03). Lower schooling was associated with higher frequency of hypertension and dyslipidaemia (hypertension n = 152, 76.0% vs. n = 94, 46.3%; p ≤ 0.0001; dyslipidaemia n = 56, 28% vs. n = 35, 17.0%; p = 0.009) as well as with late consultation (n = 30, 15% vs. n = 59, 28.7%; p = 0.0011) and lower probability of accessing reperfusion therapy (n = 12, 6% vs. n = 45, 22%; p ≤ 0.0001). Formal employment was associated with a visit to the emergency department in less than 3 h (n = 50, 25.2% vs. n = 58, 18%, p = 0.04 and a higher probability of accessing reperfusion therapy (n = 35, 17.6% vs. n = 33, 10.2%; p = 0.01). Finally, living in a household with a stratum higher than 3 was associated with a consultation before 3 h (n = 77, 25.5% vs. n = 39, 15.6%; p = 0.004) and a higher probability of reperfusion therapy (n = 57, 18.9% vs. n = 13, 5.2%; p ≤ 0.0001). Conclusion: Indicators of socio-economic status are related to mortality, consultation time, and access to reperfusion therapy. Mortality and reperfusion therapy are inequitably distributed and, therefore, more attention needs to be directed to the cause of these disparities in order to reduce the access gap in the context of acute stroke in Bogotá. [ABSTRACT FROM AUTHOR]

Introduction. Stunting incident prevention is important to ensure the quality of the future generation. With excellent future generations, Indonesia can compete with other nations and survive future challenges. Unfortunately, some provinces in Indonesia still had high stunting incident prevalence. The aim of this study is to provide information about the influential contributors of stunting incidents qualitatively and quantitatively and to provide recommendations for stunting incident prevention. Materials and Methods. The researchers applied for a systematic literature review with a modified PRISMA procedure. The third criterion was that the articles had to be non-systematic literature review articles, published from 2017 until 2022. Results. This process eventually led to 20 relevant articles: 15 quantitative articles and 3 qualitative articles. From the reviewed quantitative and qualitative research articles, the researchers found twelve influential factors of stunting incidents. Among these twelve factors, the reviewing results found two top factors with OR values more than 12 times. They were family income, the number of children and the ages of the children. Conclusions. The researchers found that the most prominent factors of stunting incidents during the observations in qualitative research were parent education, early marriage, dietary system, economic and social status. Although statistically, the top influential factors were family income and the number of children, and ages of children, the minor contributors must be considered. On the other hand, the efforts to improve parent education require interventions from the government. [ABSTRACT FROM AUTHOR]

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In this paper we review the sociological literature on peer aggression among adolescents and demonstrate how it can form the basis of a new subfield in sociology on the subject of bullying. Although sociologists have mostly avoided the term bullying in classic works on adolescent aggression, these studies suggest that institutional social control, status hierarchies and social inequalities provide important social context for youth aggression. While historically they have not been in dialog with each other, when taken together sociological research on youth status relations and social networks, systemic bias, school culture and social ecology can lay the foundation of a sociology of bullying. We suggest that if sociologists see this work as shedding light on issues of bullying, they can begin to play a larger role in the shaping of the national conversation on bullying and influence anti‐bullying programs in schools to take better account of the social dimensions of bullying. [ABSTRACT FROM AUTHOR]

Background and aim: It is generally accepted that functional somatic disorders (FSDs) are a product of biological, psychological, and social factors. Social position might be part of this complex, but the literature on this issue is currently heterogeneous and inconsistent. The aim of the present study was – in a population-based cohort – to test the hypothesis that lower social position would be associated with higher a risk of FSD. Method: The association between social position and FSD was examined in a cross-sectional study with various measures of social position (education as measured by vocational training; employment; cohabitation; subjective social status) and delimitations of FSD (irritable bowel syndrome, chronic fatigue syndrome, fibromyalgia, bodily distress syndrome, and symptom profiles). The associations were analyzed using logistic regressions to calculate odds ratios and 95% confidence intervals. Each social measure was analyzed independently and was adjusted for age and sex. Results: Lower levels of vocational training, being unemployed, and living alone were associated with higher risk of FSD, regardless of the FSD delimitation. There was also a significant negative association between subjective evaluated social status and FSD. The associations remained after multiple adjustments, and seemed to be strongest for the more severe FSD-types. Conclusions: Lower social position is associated with higher risk of FSD, especially the more severe FSD delimitations, which might constitute an especially vulnerable group. However, the mechanisms behind the relations remain unknown. [ABSTRACT FROM AUTHOR]

Background: There are a very few studies focusing on the individual-based survival with a long follow-up time. Aim: To identify predictors and determine their joint predictive value for longevity using individual-based outcome measures. Methods: Data were drawn from Tampere Longitudinal Study on Aging (TamELSA), a study of individuals' age 60–89 years (N = 1450) with a mortality follow-up of up to 35 years. Two measures of longevity were used: the longevity difference (LD) and realized probability of dying (RPD), both of which compare each individual's longevity with their life expectancy as derived from population life tables. Independent variables were categorized into five domains: sociodemographic, health and functioning, subjective experiences, social activities, and living conditions. Linear regression models were used in three steps: bivariate analysis for each variable, multivariate analysis based on backward elimination for each domain, and one final model. Results: The most important predictors of both outcomes were marital status, years smoked regularly, mobility, self-rated health, endocrine and metabolic diseases, respiratory diseases, and unwillingness to do things or lack of energy. The explained variance in longevity was 13.8% for LD and 14.1% for RPD. This demonstrated a large proportion of unexplained error margins for the prediction of individual longevity, even though many known predictors were used. Discussion and conclusions: Several predictors associated with longer life were found. Yet, on an individual level, it remains difficult to predict who will live longer than their age peers. The stochastic element in the process of aging and in death may affect this prediction. [ABSTRACT FROM AUTHOR]