Search

Background: Long coronavirus disease (COVID) is a complex and multifaceted health condition with a range of severe symptoms that can last for weeks or even months after the acute phase of the illness has passed. Employing social network analysis (SNA) can rapidly provide significant health information to communities related to long COVID. This study aimed to identify the key themes, most influential users, and overall sentiments in the Twitter discourse on long COVID., Methods: Data were collected from a Twitter search with the specific keywords "long COVID" from December 1, 2022, to February 22, 2023, using NodeXL Pro. Visualizations, including network graphs and key influencers, were created using Gephi, and sentiment analysis was conducted with Azure Machine., Results: In total, 119,185 tweets from 94325 users were related to long COVID. Top influencers include medical professionals, researchers, journalists, and public figures, with news media platforms as primary information sources; the most common hashtag was #longCOVID, indicating that it is a significant issue of concern among the Twitter community. In the sentiment analysis, most tweets were negative., Conclusion: The study highlights the importance of critically evaluating information shared by influential users and seeking out multiple sources of information when making health-related decisions. In addition, it emphasizes the value of examining social media conversations to understand public discourse on long COVID and suggests that future researchers could explore the role of social media in shaping public perceptions and behaviors related to health issues. Strategies for enhancing scientific journal engagement and influence in online discussions are discussed as well., (© 2024 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.)

Structural racism is a multilevel system of ideologies, institutions, and processes that have created and reified racial/ethnic inequities. As a system, it works in concert across institutions to propagate racial injustice. Thus, efforts to address structural racism and its implications for health inequity require transdisciplinary collaboration. In this article, we begin by describing the process through which we have leveraged our discipline-specific training -- spanning education, epidemiology, social work, sociology, and urban planning -- to co-construct a transdisciplinary analysis of the determinants of racial health inequity. Specifically, we introduce the underlying theories that guide our framework development and demonstrate the application of our integrated framework through a case example. We conclude with potential research and policy implications., Competing Interests: Competing Interests: None declared., (Copyright © 2020, Ethnicity & Disease, Inc.)

Homeownership, as a way to build up housing wealth, is believed to play an increasingly important role in terms of providing welfare to citizens. However, homeownership does not always act as a nest-egg; it can be a source of financial anxiety as well. In this paper we investigate how homeownership and housing wealth impact on the relationship between divorce and subjective wellbeing (life satisfaction, happiness, financial satisfaction). Using longitudinal data for Australia we find that homeowners are more negatively affected with respect to wellbeing by divorce than tenants, amongst others because the owned house becomes a financial burden. We further find that gender moderates the impact of homeownership and tenure change upon divorce on wellbeing. When women move from an owned to a rented house, divorce has a smaller negative effect on happiness and financial satisfaction than when women stay in the owned house. For men, staying in the owned house or moving within the owner-occupied sector increases happiness, but moving to the rental sector from the owned house increases financial satisfaction. Furthermore, for men, housing wealth mitigates financial stress when remaining in an owner-occupied house after divorce. We conclude that the potential role of homeownership as a welfare resource - in this case for subjective well-being - seems rather limited to those who already possess other resources (e.g. financial security) and therefore cannot be expected to substitute more traditional forms of welfare., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

Seventy-four initial teacher preparation students completed a questionnaire assessing identity status development and identity style. A factor analysis using all of the EOM-EIS subscales and the four Identity Style subscales yielded five factors that explained 76.0% of the variability in the correlation matrix. Collectively, findings paralleled those of Berzonsky's (1988) work and support theoretical speculation concerning the process of identity formation.

Longitudinal data from 105 junior high school students were analyzed to examine the relationship between gender and identity development over time. Analysis of variance, t tests, and analysis of covariance were employed. Taken collectively, results indicated that patterns of change over time were similar for males and females; as the students aged, they grew in psychosocial maturity regardless of gender. These results are consistent with other work using Eriksonian-based assessment instruments. Gilligan, using ethnographic methodology and a framework at odds with Erikson's, has proposed a very different interpretation of development across gender. Perhaps the two methodologies and the concomitant findings should be considered in a complementary fashion in view of the complex societal forces imposed upon females as they progress in their identity development.