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This bachelor thesis deals with the topic of integrated education of children from socially disadvantaged families on the preschool level. This topic is currently very relevant due to recent changes in legislation and the increasing trend of inclusion of children with some type of learning disadvantage to the mainstream education. The topic of integration of socially disadvantaged children has a potential to be explored from the point of view of preschool facilities, which are participators in the issue. The main goal of this research is to identify how integration of socially disadvantaged children works in practice. This research also found out which specific methods kindergartens apply, how much does the process follow legislation and also how its employees evaluate the effectiveness of integration. The thesis also provided an overview of the tools used in integrated education through the theory of public policy instruments. The findings of this bachelor thesis came primarily from a case study of kindergarten Mozaika, which is located in Jihlava. The research goals were fulfilled thanks to experience of interviewed teachers. Findings from interviews were supplemented by data obtained from a research of literature, legislation and statistical data.

The European Network of National Schizophrenia Networks Studying Gene-Environment Interactions (EU-GEI) Project was funded by grant agreement Health-F2-2010-241909 (Project EU-GEI) from the European Community’s Seventh Framework programme., Tarricone, I., D'Andrea, G., Jongsma, H.E., Tosato, S., Gayer-Anderson, C., Stilo, S.A., Suprani, F., Iyegbe, C., Van Der Ven, E., Quattrone, D., Di Forti, M., Velthorst, E., Rossi Menezes, P., Arango, C., Parellada, M., Lasalvia, A., La Cascia, C., Ferraro, L., Bobes, J., Bernardo, M., Sanjuán, I., Santos, J.L., Arrojo, M., Del-Ben, C.M., Tripoli, G., Llorca, P.-M., De Haan, L., Selten, J.-P., Tortelli, A., Szöke, A., Muratori, R., Rutten, B.P., Van Os, J., Jones, P.B., Kirkbride, J.B., Berardi, D., Murray, R.M., Morgan, C.

Early Childhood Education and Care (ECEC) is believed to contribute to educational equality and to serve social inclusion and democracy. Segregation in day-care centres counteracts these aims but has hardly been researched so far. We explore ethnic/linguistic and social segregation in Germany using data from the National Educational Panel Study (NEPS) and the Early Childhood Education and Care Quality Study in the Socio-Economic Panel (K2ID-SOEP). We find pronounced differences in preschool composition that point to ethnic/linguistic and social segregation that differs for population groups as well as between regions and states. We discuss political implications of our findings. (DIPF/Orig.), Fr��hkindliche Bildung und Betreuung soll zum Abbau von Bildungsungleichheit beitragen und Inklusion f��rdern. Segregation in Kindertageseinrichtungen wirkt diesen Zielen entgegen, ist aber bisher kaum erforscht. Wir untersuchen ethnische/sprachliche und soziale Segregation in Deutschland anhand von Daten des Nationalen Bildungspanels (NEPS) und der Studie ���Kinder und Kitas in Deutschland��� im Rahmen des Sozio-��konomischen Panels (K2ID-SOEP). Wir finden Unterschiede in der Zusammensetzung der Einrichtungen, die f��r Bev��lkerungsgruppen unterschiedlich ausgepr��gt ist und zwischen Regionen und Bundesl��ndern variiert. Wir diskutieren die Implikationen unserer Ergebnisse. (Autor*innen)

I create a diploma thesis with a combination of quantitative and qualitative research, which examines the process of integrating children into the environment of kindergartens. In this work, I comprehensively find out how the kindergarten team participates in the process of inclusion of socially disadvantaged children. In the theoretical part I characterize social pedagogy and groups of socially disadvantaged children, including the legislative definition. I mention documents relating to pre-school education and mention counseling services that serve teachers, parents and children in the field of social disadvantage. I divide the practical part into two phases of research. For the first phase of the empirical part, I choose quantitative research, where I find out by the method of a questionnaire survey, general information of teachers in the given issue, basic orientation in school documents and different methods of work. In the second phase of the practical part, in the form of qualitative research, I create unstructured interviews. Through the interview, I supplement the information obtained from the questionnaire survey and obtain comprehensive data on the process of integrating socially disadvantaged children into kindergarten. By setting the main goals of the diploma thesis, I find out the...

The European Network of National Schizophrenia Networks Studying Gene-Environment Interactions (EU-GEI) Project was funded by grant agreement Health-F2-2010-241909 (Project EU-GEI) from the European Community’s Seventh Framework programme. The Brazilian study was funded by grant 2012-0417-0 from the São Paulo Research Foundation. Dr Jongsma is funded by the Economic and Social Research Council (grant ES/S011714/1). Dr Kirkbride is funded by the Wellcome Trust and Royal Society (Grant 101272/Z/13/Z). Dr Jongsma and Professor Jones are funded by the National Institute of Health Research Collaboration of Leadership in Applied Health Research and Care East of England. Professor Rutten is funded by the Netherlands Scientific Organisation (VIDI award number 91718336). Dr Jongsma and Dr Kirkbride are supported by the National Institute for Health Research, University College London Hospital, Biomedical Research Centre., Jongsma, H.E., Gayer-Anderson, C., Tarricone, I., Velthorst, E., Van Der Ven, E., Quattrone, D., Di Forti, M., Menezes, P.R., Del-Ben, C.M., Arango, C., Lasalvia, A., Berardi, D., La Cascia, C., Bobes, J., Bernardo, M., Sanjuán, J., Santos, J.L., Arrojo, M., De Haan, L., Tortelli, A., Szöke, A., Murray, R.M., Rutten, B.P., Van Os, J., Morgan, C., Jones, P.B., Kirkbride, J.B.

In this chapter, I provide a brief but comprehensive overview of Bourdieu’s theory of capital and social practice and how this has previously helped researchers to understand homelessness and survival sex. In doing so, I first deconstruct the concepts of social fields, habitus, and capital. The theory provides a relational view of social practice in that it helps to view agency and social structures reinforcing each other. This relational lens is of significant value when it comes to analysing the social disadvantage that homeless young people (HYP) experience.

The literature on the division of labour and labour market segmentation has generally stressed that young people and migrants are, for different reasons, the most disadvantaged categories of worker...

The diploma thesis deals with the problematic of education of children with socially disadvantage in nursery schools. The theoretical part elaborates the definition of the social disadvantage, its reasons and types. The text also deals with the social exclusion and the economical and demographical situation in Klatovy region. There thesis mentions also the laws and regulations relating to the children with special educational needs. The theoretical part deals with the possibilities of the support for the children with social disadvantage. I focused also on the institutions and organizations that can help the teachers as well as the families to solve different life situations. The research part focuses on teachers and assistant directors of the nursery schools in Klatovy region who meet and educate children with social disadvantage in the nursery schools. For research, I used the questionnaire and interview method. The main goal of the research inquiry was to find out the attitude of teachers to the education of the preschool children with social disadvantage in Klatovy, the prevailing types of social disadvantage and the experience of teachers with the supportive measures in practice. Thanks to the research performed, I found out that the occurrence frequency of children with social disadvantage in...

With this book we present a selection of articles that critically deal with (internationally comparative) large-scale assessments. We acknowledge that studies such as PIAAC are often designed, financed and implemented on the basis of neo-liberal worldviews. Nevertheless, we would like to use the articles that are presented here to show the various ways in which adult and continuing education can benefit and learn from the knowledge that they generate. In PIAAC, for example, there are huge differences between the surveyed variables and the theoretical frameworks on literacies and literacy practices that the New Literacy Studies (NLS) have brought out. This book features eleven articles, which – with the NLS’s theoretical considerations and points of criticism in mind – find new and alternative evaluations and interpretations of the data. Not only can they show effects of marginalization on a large scale, but the data can also provide information about mechanisms of power in relation to literacy and basic competencies. (DIPF/Orig.)

Vor dem Hintergrund sozial benachteiligter Milieus geht die Autorin der Frage nach, wie es gelingen kann, herkunftsbedingte Ungleichheiten abzubauen, die durch Interaktionen zwischen Lehrkräften und Schüler*innen entstehen können. Sie präsentiert Ergebnisse einer quantitativen Studie, die u. a. darauf hindeuten, dass Lehrkräfte die Leistungen der Schüler*innen aufgrund ihrer kulturellen, ethnischen oder genetischen Spezifika verzerrt beurteilen und so ohnehin benachteiligte Schüler*innen schulisch benachteiligen. (DIPF/Orig.)

Purpose The transition to parenthood can pose challenges for women and men, and these are heightened in the context of social disadvantage (e.g. poverty, deprivation, social exclusion, housing instability and disabilities). There is mounting evidence that video-feedback approaches can provide a valuable buffer against such adverse outcomes. This study aims to evaluate the acceptability and preliminary clinical impact of video interaction guidance (VIG), delivered by health visitors and community support workers in a socially disadvantaged London borough, selected due to its multiple indices of deprivation predicting child and maternal adversity. Design/methodology/approach The study followed a non-randomised, before-and-after evaluation design. Health visitors and community support workers were trained in VIG delivery following the VIG Association-UK protocol. Families with infants under 12 months were conveniently recruited and received six weekly home-based sessions of VIG. The primary outcome was the acceptability of the intervention, assessing parents’ experiences using semi-structured interviews post-intervention. Clinical outcome measures were recorded pre-and post-intervention to yield preliminary evidence on intervention effectiveness. Findings In total, 23 families partook in the study, of which 19 completed the pre- and post-VIG quantitative analysis and 6 also completed the post-VIG qualitative interviews. Qualitative analyses documented high rates of acceptability and perceived improvement in family well-being. Preliminary outcome data indicated that completing the VIG intervention was associated with decreased parental anxiety and depression and increased parental confidence, parent-infant relationship quality, as well as an improvement in infant social and emotional development. However, the selective nature of convenience sampling limits the generalisability of the findings. The non-randomised design of the evaluation implies that findings can only be interpreted as preliminary evidence of intervention effectiveness. These considerations are addressed in the discussion. Originality/value The results of this study provide preliminary evidence of the acceptability and effectiveness of VIG delivery by health visitors and community support workers to new parents in socially disadvantaged urban communities. However, this study must be pursued further to be evaluated with larger, randomised samples to further explore the generalisability of VIG effectiveness in such settings.

Analysis of the quality of life of the population, the Republic of Sakha (Yakutia) and its individual components comparing to other subjects of the Russian Federation reserves the status of a territory with quite contradictory research assessments. Some authors attribute Yakutia to the number of regions with the best positions in terms of the most important indicators of the level and quality of life. On the other hand, they emphasize a high level of inequality and refer to regions with signs of social disadvantage. Currently, various methodological approaches to measuring quality of life based on the integral index are increasingly being used. The article focuses on identifying the dominant trends and prospects for changing the quality of life of the population of the Republic of Sakha (Yakutia) as a territory that is a part of the Far Eastern Federal District of the Russian Federation. A comparative analysis of the integral index of the quality of life of the population and a comprehensive indicator of the level and quality of life of the population in the Republic of Sakha (Yakutia) at the federal and municipal levels, and at the level of the macro-region, the Far Eastern Federal District, was carried out. Significant factors affecting the quality of life of the population of the region were identified using correlation and regression modeling, and a forecast is made for changes in the integral index of the quality of life of the population in the Republic of Sakha (Yakutia).

Der Bericht "Erziehung und Bildung in Offenbach" (EBO) wird seit 2005 zum 11. Mal vom Magistrat der Stadt Offenbach am Main herausgegeben. Das Format zeigt f��r das Berichtsjahr 2020 bzw. das Schuljahr 2019/20 die Rahmenbedingungen von Bildung in Offenbach auf, schreibt Bildungsdaten fort, stellt Entwicklungen (auch im interkommunalen Vergleich) dar und vertiefende Analysen bereit. Der EBO 2021 fokussiert sowohl Folgen der Pandemie f��r die Bildungslandschaft und das lebenslange Lernen als auch Digitalisierung. Diese beiden Schwerpunkte werden f��r jeden Abschnitt des lebenslangen Lernens thematisiert und erste Herausforderungen f��r die Bildungslandschaft Offenbach benannt. Die Basis bilden die Erfahrungen der Akteure ��� von der Handlungsebene bis hin zur Steuerungsebene. Auch regelm����ige Erhebungen wurden um Fragen zur individuellen Situation wie auch Befindlichkeit in der Pandemie erg��nzt (z. B. die Schulabgangsbefragung 2021). Weiterhin bleiben Bev��lkerungswachstum und Bev��lkerungsstruktur (hohe Fluktuation, Zuwanderung aus dem Ausland, Armutsgef��hrdung) Herausforderungen der Bildungslandschaft Offenbach. Der EBO 2021 schreibt auch den Indikator Bildungsbeteiligung fort, der an verschiedenen Bildungsetappen ��berpr��ft, wie sich die Beteiligung von Kindern und Jugendlichen mit und ohne Migrationshintergrund entwickelt. Der Bericht rekurriert zudem auf sozialr��umliche Betrachtungen ��� soweit dies die Datenlage zul��sst. Zum einen bildet er die soziale Belastung statistischer Bezirke ab (Rahmenbedingungen). Zum anderen macht er Akkumulationen von Teilnehmenden der Volkshochschul-Angebote oder der Leserschaft der Stadtbibliothek im Stadtgebiet sichtbar. Die Erarbeitung des Bildungsberichts liegt in der Verantwortung der Volkshochschule - Fachstelle Bildungskoordinierung und Beratung. (Verfasser*innen)

This chapter provides some findings from the Blurred Lives Project, funded under the Erasmus+ scheme within the EU. This project aimed to investigate cyberbullying in schools among young people (age range 14–16 years old) in Northern Ireland, England, Germany, Italy, and the Netherlands. The young people came from lower socioeconomic backgrounds. In the first phase a survey was given to a minimum of 400 participants from schools in each country. The second phase aimed to provide accessible, up-to-date resources for teachers, pupils, and parent/carers, and make important recommendations to social networking providers. In each country, two classes were selected out of the schools that participated in the survey. Two procedures were then used to enable pupil voice: sequential focus groups (SFGs) and quality circles (QCs). The SFG sessions were carried out at three separate points; (1) before QCs, reflecting on the survey findings, and (2) and (3) after the QCs, reflecting on what the latter had produced. The QC sessions involved two classes from each country meeting for at least seven sessions. The task for the QCs was to design resources for pupils, what would be helpful for parents to know, how teachers could better equip pupils for using the internet, and recommendations for social network providers. In this chapter we will discuss the experience of carrying out SFGs and QCs with pupils from socioeconomically disadvantaged backgrounds, the challenges and difficulties faced, and recommendations for similar work in the future. We will also discuss the feedback from the young people themselves about the process of being involved in this way. The resources produced will be going on the Project website. We will evaluate the extent to which giving pupils power to design the resources themselves was appreciated by them, and the extent to which this led to new ideas and insights. The strengths and limitations to this kind of approach will be discussed.

Bildungsbenachteiligung ist neben der Digitalisierung eines der großen Themen, die die wissenschaftlichen und öffentlichen Diskurse rund um mögliche Folgen der Corona-Pandemie für Bildungsprozesse dominieren. Jedoch reicht die Beschäftigung mit struktureller Benachteiligung bislang kaum über Fragen der Ausstattung und der Ressourcenverteilung, etwa mit Blick auf ein herkunftsbedingt unterschiedliches Verfügen über digitale Infrastruktur und geeignete Räume für das Lernen zuhause, hinaus. Im Beitrag wird der Frage nachgegangen, welche Strategien im Fernlernen Lehrpersonen an Schulen unterschiedlicher sozialräumlicher Lage in der Zeit der COVID-19-bedingten Schulschließungen in Bezug auf die Dimensionen ‹inhaltliche Standards› und ‹Schüler*innen-Lehrer*innen-Beziehung› verfolgt haben. Die Ergebnisse deuten für benachteiligte Schulen im Vergleich zu privilegierten auf ein Senken des Anspruchsniveaus bei gleichzeitig stärkerer Betonung von Beziehungsaspekten hin. Die Ergebnisse werden vor dem Hintergrund von Befunden zu gelingenden Lernprozessen an Schulen in sozialräumlich benachteiligten Lagen diskutiert., +repphzhbib2021F

With this book we present a selection of articles that critically deal with (internationally comparative) large-scale assessments. We acknowledge that studies such as PIAAC are often designed, financed and implemented on the basis of neo-liberal worldviews. Nevertheless, we would like to use the articles that are presented here to show the various ways in which adult and continuing education can benefit and learn from the knowledge that they generate. In PIAAC, for example, there are huge differences between the surveyed variables and the theoretical frameworks on literacies and literacy practices that the New Literacy Studies (NLS) have brought out. This book features eleven articles, which – with the NLS’s theoretical considerations and points of criticism in mind – find new and alternative evaluations and interpretations of the data. Not only can they show effects of marginalization on a large scale, but the data can also provide information about mechanisms of power in relation to literacy and basic competencies. (DIPF/Orig.)

The topic of the diploma thesis is the approach of a teacher to socially disadvantaged pupils (SDP) at the primary school. The theoretical part focuses on the social exclusion and its levels, the cooperation of the school and family of socially disadvantaged pupils, the working methods with SDP or the motivation to the teaching of these pupils.The practical part is based on the quantitative research through the questionnaire whose aim is to find out individual opinions of the educational staff at the primary school and carry out the comparison through the quantitative research.

Aims Persistent inequalities exist in how individuals from minority ethnic groups access mental health care. A failure to investigate how these inequalities are experienced and what they mean to people with psychosis has privileged professional narratives and hindered our understanding of how they are sustained and what could be done to reduce them. The aim of this study was to investigate the long-term experience of living with psychosis and navigating mental health services within different ethnic groups. Method Our approach was informed by work on narrative analysis and prioritised the meaning that mental health services held for participants. In-depth interviews with 17 black Caribbean, 15 white British and 3 non-British white people with psychosis as part of AESOP-10, a 10-year follow-up of an ethnically diverse cohort of individuals with first-episode psychosis in the UK. Thematic narrative analysis was used to examine experiences at the personal level within and then across the individual accounts. Results Service users shared many defining experiences and narratives frequently returned to individuals' first contact with mental health services, first hospital admission, the experience of impatient wards, and the meaning of medication and diagnosis in their lives. We found that experiences of powerlessness punctuated the journey through mental health services and this appeared to dominate the accounts of black Caribbean, and to a lesser extent, white British participants. The findings reveal how negative expectations and experiences of mental health services are compounded over time, creating a vicious cycle of disempowerment and mistrust that manifests for many in resistance to – or at the best passive acceptance of – intervention by mental health services. High levels of need, coupled with alienation from services, contributed to negative patterns of service use among black Caribbean participants. White participants recounted substantial, though fewer, experiences of disempowerment and more instances of shared decision making that for some helped protect positive aspects of their lives. Conclusions Against a background of entrenched social and economic disempowerment, services were experienced as disempowering by many black Caribbean people, compounding and perpetuating a sense of alienation. Concerted efforts by services to more systematically target social needs and to share power through partnership working may reduce the mistrust that many with psychosis feel when entering services and in turn reduce persistent inequalities across ethnic groups.

Pädagogik ist Beziehung. Das weiß die Schulpädagogik nicht erst, seit John Hattie (2009) in seiner aufwändigen Meta-Analyse belegen konnte, dass die Beziehung zwischen Lehrer*innen und Schüler*innen zu den besonders wirkmächtigen Faktoren für guten Unterricht und erfolgreiches Lernen gehört. Beziehung gerät hier in zweierlei Hinsicht in den Blick. Zum einen geht es um Beziehung im Sinne einer didaktischen Bezugnahme auf die Schüler*innen, etwa durch konstruktives Feedback. Zum anderen geht es um die Qualität der pädagogischen Beziehung im Sinne eines als positiv erlebten menschlichen Miteinanders, das von gegegenseitigem Respekt und Anerkennung geprägt ist. Wie können anerkennende Beziehungen gerade an Schulen gelingen, bei denen sich in besonderer Weise pädagogische Herausforderungen und gesellschaftliche Verwerfungen zuspitzen? Der vorliegende Beitrag zeigt, warum Anerkennungshandeln einen gangbaren Weg erlaubt, auch unter schwierigen Bedingungen Lernen und Entwicklung zu ermöglichen. (DIPF/Orig.)

München : JFF – Jugend Film Fernsehen e.V. 2021, 35 S., In der Untersuchung stehen ausgewählte, im Rahmen von Kultur macht stark geförderte Projekte und die Erfahrungen der Fachkräfte, die für die Umsetzung dieser Projekte verantwortlich waren, im Fokus. Kultur macht stark, ein Förderprogramm des Bundesministeriums für Bildung und Forschung (BMBF), hat das Ziel, Kindern und Jugendlichen aus benachteiligenden Verhältnissen kulturelle Bildung zu ermöglichen. Die Ergebnisse der Studie zeigen anschaulich, wie Phänomene des digitalen Wandels auch in der kulturellen Bildung aufgegriffen werden. Potenziale werden vor allem in Bezug auf das Anknüpfen an die Lebenswelt von Kindern und Jugendlichen, die Möglichkeit, sich zeit- und ortsunabhängig zu treffen, sowie das erleichterte Einbinden von digitalen Inhalten und Werkzeugen bzw. externer Expertise sichtbar. Gleichzeitig wird deutlich, dass die Arbeit mit Kindern und Jugendlichen in Präsenz weiterhin große Bedeutung hat. Gerade Kinder und Jugendliche aus benachteiligenden Strukturen sind schwerer zu erreichen, wenn Projekte der kulturellen Bildung auf technische Infrastruktur angewiesen sind. Weiterhin werden die Potenziale hybrider bzw. blended Formate deutlich, um die Vorteile beider Arbeitsweisen nutzbar zu machen und kulturelle Bildung für Kinder und Jugendliche im Zuge des digitalen Wandels nachhaltig gestalten zu können. (DIPF/Orig.)

Introduction - No previous study has established the factors that influence the quality of life (QOL) of tunisian patients with lung cancer (LC).This studyaims to identify the factors that influence QOL of tunisian patients with LC. Methods. A medical questionnaire assessed the general and specific characteristics of 100 patients (90 men), and structured questionnaires (QLQ-C30 and QLQ-LC13) assessed QOL. Results -Women, elderly, married and illiterate patients had poor QOL. Compared to patients free from comorbidity, those with one to two comorbidities had lower scores of physical and life-role activities. Compared to patients with cancer discovered less than one year ago, those who’s cancer appeared morethan one year ago had lower scores of global health, physical activity, nausea/vomiting, and higher scores of insomnia and anorexia. Patients with advanced cancer had poor QOL in terms of physical and emotional activities, and insomnia and constipation items. Patients with metastases had a poor QOL in terms of global health, physical activity, fatigue symptom, insomnia, anorexia, and diarrhea. The histological and treatment types did not influence QOL. The QLQ-LC13 scores were not influenced by sex. However, compared to patients treated with chemotherapy, those treated with chemotherapy and surgery had higher scores of dyspnea and peripheral neuropathy. Conclusion - The following factors influenced QOL of Tunisian patients with LC: sex, age, civil status, schooling level, comorbidities, LC stage and duration, metastases. Compared to patients treated with chemotherapy, those treated with chemotherapy and surgery had higher scores of dyspnea and peripheral neuropathy.

Background Children who are born preterm and those who are socially disadvantaged tend to have increased morbidity in childhood. Few studies are large enough and have sufficient follow-up to explore the size of these separate effects across childhood. We explored whether birth before full term (gestation 39–41 weeks) and social disadvantage represent a double jeopardy by comparing the size of these separate effects on rates of hospital admission from birth to 10 years. Methods We linked routine data from birth registration and hospital admissions for all live, singleton births in England in 2005–2006. Children (n=1,018,136) were followed up from discharge from their birth admission to age 10 years, death or study end (31st March 2015). Negative binomial regression models were used to estimate adjusted rate ratios (aRR) with 95% confidence intervals (CI) for the effect of gestational age ( Results Hospital admission rates increased strongly with prematurity and area deprivation, even after adjustment for other factors. The effect of gestation was most marked in infancy, when even being born at ‘early term’ (gestation 37–38 weeks) had a stronger effect than living in the most deprived areas (aRR=1.37, 95% CI 1.35–1.39 for 37–38 versus 39–41 weeks; aRR=1.26, 95% CI 1.24–1.28 for the most versus least deprived areas). The effect of gestation persisted though was less marked at age 5–10 years, although even being born ‘late preterm’ (gestation 34–36 weeks) had a stronger effect than living in the most deprived areas (aRR=1.39, 95% CI 1.35–1.43 for 34–36 versus 39–41 weeks; aRR=1.29, 95% CI 1.26–1.31 for the most versus least deprived areas). In infancy, the PAF for birth before full term ( Conclusion Gestational age and social deprivation were independent risk factors for hospital admissions throughout childhood. The impact of being born even a few weeks early is of similar magnitude to living in the most deprived areas. Children born early and living in more deprived areas have a double jeopardy.

BackgroundUnderstanding the epidemiology of SARS-CoV-2 is essential for public health control efforts. Social, demographic, and political characteristics at the US county level might be associated with the trajectories of SARS-CoV-2 case incidence.ObjectiveTo understand how underlying social, demographic, and political characteristics at the US county level might be associated with the trajectories of SARS-CoV-2 case incidence.DesignRetrospective analysis of the trajectory of reported SARS-CoV-2 case counts at the US county level during June 1, 2020 – June 30,2020 and social, demographic, and political characteristics of the county.SettingUnited States.ParticipantsReported SARS-CoV-2 cases.ExposuresMetropolitan designation, Social Deprivation Index (SDI), 2016 Republican Presidential Candidate Victory.Main Outcomes and MeasuresSARS-CoV-2 case incidence.Results1023/3142 US counties were included in the analysis. 678 (66.3%) had increasing SARS-CoV-2 case counts between June 1 – June 30, 2020. In univariate analysis, counties with increasing case counts had a significantly higher SDI (median 48, IQR 24 – 72) than counties with non-increasing case counts (median 40, IQR 19 – 66; p=0.009). In the multivariable model, metropolitan areas of 250,000 – 1 million population, higher percentage of Black residents and a 10-point or greater Republican victory were independently associated with increasing case counts.LimitationsThe data examines county-level voting patterns and does not account for individual voting behavior, subjecting this work to the potential for ecologic fallacy.ConclusionIncreasing case counts of SARS-CoV-2 in the US are likely driven by a combination of social disadvantage, social networks, and behavioral factors. Addressing social disadvantage and differential belief systems that may correspond with political alignment will be essential for pandemic control.

La pobreza severa y la expansión de las situaciones de exclusión social y la desestandarización de las carreras y trayectorias del empleo y del aseguramiento han determinado la creación jurídica de diversos mecanismos de mínimos garantizados de ingresos condicionados, cuya fórmula más generalizada ¿aunque con distintas denominaciones técnicas de instrumentalización o materialización jurídica- ha sido la renta mínima, la cual combina una doble lógica reparadora y de reinserción profesional. Los mecanismos o instrumentos de protección tradicionales se muestran insuficientes. Pero en España el modelo vigente es invertebrado y falto de homogeneidad y racionalización en todos los órdenes (prestaciones, requisitos, modos de gestión, etcétera). Esto ha aconsejado el establecimiento de una renta mínima de nivel estatal, denominada legalmente ¿Ingreso Mínimo Vital¿., Severe poverty and the expansion of situations of social exclusion and the de-state of employment and employment and ensuring trajectories have determined the legal creation of various mechanisms of guaranteed minimum conditional income, the most widespread formula of which ¿albeit with different technical designations of instrumentalization or legal materialization ¿has been the minimum income, which combines a double restorative logic and reintegration Professional.Traditional protection mechanisms or instruments are insufficient. But in Spain the current model is invertebrate and lacking in homogeneity and rationalization in all orders (performances, requirements, management modes, etc.). This has advised the establishment of a state-level minimum income, legally referred to as "Minimum Vital Income", Universidad Pablo de Olavide

Digital communication technologies play an important role in the social development of young people, but can create vulnerabilities to cyberbullying and other negative online experiences. The Blurred Lives project aimed to tackle cyber-bullying innovatively using a co-participatory approach, col-laborating with 14–16-year olds living in areas of socio- economic disadvantage in five European countries. In phase one, 2,658 teenagers were surveyed on their internet use and any unpleasant online experiences. This data informed the second phase where the participating countries worked together with 237 adolescents across 10 schools with adult facilitators to create original anti-cyberbullying resources for teachers, parents/carers, peers, and social media providers using the Quality Circle approach. This methodology adopts an ethos of working together to solve a problem in small, peer-led groups. Each group was tasked with creating a resource for one of the target audience groups. The final resources comprise a rich variety of different formats includ-ing videos, comic strips, a board game, leaflets, posters, and newsletters. The pupil feedback highlights, for most but not all participants, an increased knowledge of cyberbullying and e-safety skills, as well as enhanced problem-solving skills, levels of confidence, and group work skills. Several opera-tional challenges are also discussed, including the impor-tance of school-level support, planning, staffing, and finding an appropriate balance between facilitator support and pupil agency.

Socioculturalmente, la maternidad está vinculada como una característica de las mujeres y se ha identificado como una meta de vida y de desarrollo. Sin embargo, esta construcción se ha transformado a través del tiempo por factores sociales como son los programas sociales en los que se promueve el empoderamiento de la mujer y su participación en otros ámbitos sociales. Por lo tanto, el objetivo de este estudio consistió en evaluar si existe un efecto del empoderamiento y autoconcepto en las creencias sobre la maternidad como deber social y sentido de vida. Los resultados muestran que efectivamente existe este efecto y en particular, se observaron diferencias de estas en mujeres quienes desean la maternidad. Estos hallazgos permiten cuestionar el efecto de la formación cultural en la construcción individual de autoconcepto y la reinterpretación personal al ser madres., Do ponto de vista sociocultural, a maternidade é considerada uma característica natural da mulher e foi identificada como um objetivo de vida e realização. No entanto, essa construção social foi transformada ao longo do tempo por fatores sociais e políticos que são possíveis de identificar em programas sociais que promovem o empoderamento das mulheres e sua participação em outros campos sociais, a fim de melhorar sua desvantagem social. Portanto, o objetivo deste estudo foi avaliar se existe um efeito de empoderamento e autoconceito nas crenças sobre a maternidade como um dever social e senso de vida. Os resultados confirmam que há realmente um efeito e, mesmo foi possível identificar diferenças em mulheres que desejam maternidade. Esses achados permitem questionar o efeito da socialização cultural como enculturação na construção de um autoconceito pessoal e na reinterpretação pessoal como mãe., Motherhood is considered as a natural feature of women and has been identified as a goal of life and developmental achievement. However, this social construction has been transformed over time by social and political factors that are possible to identify in social programs that promote empowerment of women and their participation in other social fields in order to improve their social disadvantage. Therefore, the purpose of this study was to assess whether there is an effect of empowerment and self-concept on beliefs about motherhood as a social duty and a sense of life. The results confirm that there is indeed an effect and, even it was possible to identify differences in women who want motherhood. These findings allow us to question the effect of cultural socialization as enculturation on a personal self-concept construction and personal reinterpretation as mothers., Facultad de Psicología

Black and Hispanic communities in the U.S. have endured a disproportionate burden of COVID-19-related morbidity and mortality. Racial and ethnic health disparities such as these are frequently aggravated by inequitable access to healthcare resources in disadvantaged communities. Yet, no known studies have investigated disadvantaged communities' access to COVID-19-related healthcare resources. The current study accordingly examined racial and ethnic differences in (1) April 2020 COVID-19 total and positive viral test rates across 177 New York City (NYC) ZIP Code Tabulation Areas (ZCTA); and (2) November 2019-April 2020 licensed and intensive care unit (ICU) hospital bed access across 194 NYC ZCTAs. Pairwise analyses indicated higher COVID-19 total and positive test rates per 1000 persons in majority Black and Hispanic vs. majority White ZCTAs (CI [0.117, 4.55]; CI [2.53, 5.14]). Multiple linear regression analyses indicated that higher percentage of Black and Hispanic residents predicted more total COVID-19 tests per 1000 persons (p&nbsp

Background The study aimed to explore the association between early life and life-course exposure to social disadvantage and later life body mass index (BMI) accounting for genetic predisposition and maternal BMI. Methods We studied participants of Helsinki Birth Cohort Study born in 1934–1944 (HBCS1934–1944, n = 1277) and Northern Finland Birth Cohorts born in 1966 and 1986 (NFBC1966, n = 5807, NFBC1986, n = 6717). Factor analysis produced scores of social disadvantage based on social and economic elements in early life and adulthood/over the life course, and was categorized as high, intermediate and low. BMI was measured at 62 years in HBCS1934–1944, at 46 years in NFBC1966 and at 16 years in NFBC1986. Multivariable linear regression analysis was used to explore associations between social disadvantages and BMI after adjustments for polygenic risk score for BMI (PRS BMI), maternal BMI and sex. Results The association between exposure to high early social disadvantage and increased later life BMI persisted after adjustments (β = 0.79, 95% CI, 0.33, 1.25, p p = 0.181), and in HBCS1934–1944 there was no association between high early social disadvantage and increased later life BMI (β 0.22, 95% CI –0.91,1.35, p = 0.700). In HBCS1934–1944 and NFBC1966, participants who had reduced their exposure to social disadvantage during the life-course had lower later life BMI than those who had increased their exposure (β − 1.34, [− 2.37,-0.31], p = 0.011; β − 0.46, [− 0.89,-0.03], p = 0.038, respectively). Conclusions High social disadvantage in early life appears to be associated with higher BMI in later life. Reducing exposure to social disadvantage during the life-course may be a potential pathway for obesity reduction.

No study has evaluated the utility of different classifications of chronic obstructive pulmonary disease (COPD) airflow limitation (AFL) in terms of the refined “ABCD” classification of the Global Initiative for Chronic Obstructive Lung Disease (GOLD) or in terms of the impacts on quality of life. This study aimed to compare some relevant health outcomes (i.e., GOLD classification and quality-of-life scores) between COPD patients having “light” and “severe” AFL according to five COPD AFL classifications. It was a cross-sectional prospective study including 55 stable COPD male patients. The COPD assessment test (CAT), the VQ11 quality-of-life questionnaire, a spirometry, and a bronchodilator test were performed. The patients were divided into GOLD “A/B” and “C/D.” The following five classifications of AFL severity, based on different post-bronchodilator forced expiratory volume in 1 s (FEV1) expressions, were applied: FEV1%pred: “light” (≥50), “severe” (1z-score: “light” (≥−3), “severe” (1/height2: “light” (≥0.40), “severe” (1/height3: “light” (≥0.29), “severe” (1Quotient: “light” (≥2.50), “severe” (1z-score], 63.6 [FEV1%pred], 41.8 [FEV1/height3], 40.0 [FEV1Quotient], and 25.4 [FEV1/height2]; Cochrane test = 91.49, df = 4). The CAT and VQ11 scores were significantly different between the patients having “light” and “severe” AFL. In GOLD “C/D” patients, only the FEV1Quotient was able to distinguish between the two AFL severities. To conclude, the five classifications of COPD AFL were not similar when compared with regard to some relevant health outcomes.

Over a 3-month period, a homeless person was admitted several times to emergency departments after displaying severe behavioral changes and paranoia. No psychiatric tests were performed but all other tests were repeatedly normal; antianxiety treatments or painkillers were the common outcome. It may seem that any diagnosis rested on the patient's immediately apparent social circumstances. Indeed, the patient was admitted to our internal medicine department after a diagnosis of acute delirium within a context of social disadvantage. This social predicament, namely, the patient's evident homelessness, proved to be a false but significant and overarching influence on several misdiagnoses until that moment. Subsequently, actual psychological observations, assessments and tests indicated and confirmed the presence of Creutzfeldt-Jakob disease. Creutzfeldt-Jakob disease is an uncommon and fatal disease; however, early diagnosis can enable the implementation of an important palliative care program. The starkly impoverished social circumstances of a patient should never distract a medical practitioner from a comprehensive diagnosis. Homelessness, for example, may invite certain physical and mental considerations, but it must not overdetermine our response and must not obscure or detract from a wider diagnosis. Homelessness is not a medical condition.