Relevant bibliographies by topics / Disadvantaged backgrounds

Academic literature on the topic 'Disadvantaged backgrounds'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Disadvantaged backgrounds.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Disadvantaged backgrounds"

1

Hime, Alexa. "Engaging with young people from disadvantaged backgrounds." Biochemist 36, no. 5 (October 1, 2014): 58–59. http://dx.doi.org/10.1042/bio03605058.

Full text
Abstract:
Young people who are at a relative socioeconomic disadvantage can find it hard to connect with certain educational and cultural experiences, meaning that a wealth of inspiring and enjoyable science activities may be inaccessible to such young people, with their main connection with science being mediated through formal schooling.
APA, Harvard, Vancouver, ISO, and other styles
2

Sycamore, Rhys. "COVID-19 and students from disadvantaged backgrounds." Journal of Paramedic Practice 12, no. 10 (October 2, 2020): 416–17. http://dx.doi.org/10.12968/jpar.2020.12.10.416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

LePage-Lees, Pamela. "Struggling with a Nontraditional Past: Academically Successful Women from Disadvantaged Backgrounds Discuss Their Relationship with “Disadvantage”." Psychology of Women Quarterly 21, no. 3 (September 1997): 365–85. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00119.x.

Full text
Abstract:
This article reports findings from a qualitative study that explored the educational experiences of women who were academic high achievers and who were disadvantaged as children. An interesting result was that most participants, if not all, believed that one reason they were successful was because they never revealed their personal histories to education professionals. This article describes the participants' relationship to the concept of disadvantage and the process they went through to have a voice in a system that rewarded them for their silence. It also addresses the question of when it is appropriate to disclose personal information in educational settings. Some believe there should be a separation between the personal and the professional. Others argue that women and disadvantaged students need education that is connected to their life experiences. If this is true, we must ask how this connection can be made when people from disadvantaged backgrounds believe they must hide who they are to succeed.
APA, Harvard, Vancouver, ISO, and other styles
4

Fowle, Wendy. "Supporting adult learners from disadvantaged backgrounds into higher education." Widening Participation and Lifelong Learning 20, no. 3 (July 31, 2018): 90–108. http://dx.doi.org/10.5456/wpll.20.3.90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ortega, Johis, Juan M. Gonzalez, Nichole Crenshaw, Kenya Snowden, and Lila De Tantillo. "Supporting Graduate Nursing Education for Students From Disadvantaged Backgrounds." Journal of Nursing Education 59, no. 5 (May 1, 2020): 287–90. http://dx.doi.org/10.3928/01484834-20200422-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Whitcomb, Kyle M., Sonja Cwik, and Chandralekha Singh. "Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA." AERA Open 7 (January 2021): 233285842110598. http://dx.doi.org/10.1177/23328584211059823.

Full text
Abstract:
An analysis of institutional data to understand the outcome of obstacles faced by students from historically disadvantaged backgrounds is important in order to work toward promoting equity and inclusion. We use 10 years of institutional data at a large public research university to investigate the grades earned by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the URM students with additional disadvantages due to socioeconomic status or first-generation college status were further penalized in their average GPA. These inequitable outcomes point to systemic inequities in higher education for students with historically disadvantaged backgrounds and the need to dismantle institutional inertia to support them.
APA, Harvard, Vancouver, ISO, and other styles
7

Angus, Lawrence, Ilana Snyder, and Wendy Sutherland-Smith. "Families, Cultural Resources and the Digital Divide: ICTs and Educational (dis)Advantage." Australian Journal of Education 47, no. 1 (April 2003): 18–39. http://dx.doi.org/10.1177/000494410304700103.

Full text
Abstract:
By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to ‘access’ and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.
APA, Harvard, Vancouver, ISO, and other styles
8

Baldwin, Dee, and Judith Wold. "Students from Disadvantaged Backgrounds: Satisfaction with a Mentor-Protégé Relationship." Journal of Nursing Education 32, no. 5 (May 1993): 225–26. http://dx.doi.org/10.3928/0148-4834-19930501-09.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leahey, Tricia M., Jessica Gokee LaRose, Marc S. Mitchell, Carnisha M. Gilder, and Rena R. Wing. "Small Incentives Improve Weight Loss in Women From Disadvantaged Backgrounds." American Journal of Preventive Medicine 54, no. 3 (March 2018): e41-e47. http://dx.doi.org/10.1016/j.amepre.2017.11.007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gaydosh, Lauren, Kristen M. Schorpp, Edith Chen, Gregory E. Miller, and Kathleen Mullan Harris. "College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood." Proceedings of the National Academy of Sciences 115, no. 1 (December 18, 2017): 109–14. http://dx.doi.org/10.1073/pnas.1714616114.

Full text
Abstract:
Individuals with higher educational attainment live healthier and longer lives. However, not everyone benefits equally from higher education. In particular, the black–white gap in life expectancy is greater at higher levels of educational attainment. Furthermore, recent research suggests that disadvantaged African Americans in the rural Southeast who attend college have worse physical health than their similarly disadvantaged peers who do not attend college. The extent to which this pattern generalizes to a nationally representative, mixed-race sample is unknown. Using data from the National Longitudinal Study of Adolescent to Adult Health, we test whether the health benefits associated with college completion vary by level of childhood disadvantage for depression and metabolic syndrome in young adulthood, across race/ethnicity. We find uniform lower depression associated with college completion regardless of childhood disadvantage, and across non-Hispanic white, non-Hispanic black, and Hispanic young adults. College completion is associated with lower metabolic syndrome for whites across all levels of childhood disadvantage. In contrast, college completion is associated with higher metabolic syndrome among black and Hispanic young adults from disadvantaged childhood environments. Our findings suggest that, for minorities from disadvantaged backgrounds, finishing college pays substantial dividends for mental health but simultaneously exacts costs with regard to physical health. This pattern contrasts starkly with whites and minorities from more privileged backgrounds, for whom college completion is associated with benefits to both mental and physical health. These results suggest that racial disparities in health may persist in part because the health of upwardly mobile minorities is compromised in young adulthood.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Disadvantaged backgrounds"

1

McKay, Euan S. "The role of study support for pupils from socially disadvantaged backgrounds." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501788.

Full text
Abstract:
For a number of years it has been recognised that there is an association between social disadvantage and academic achievement, with young people from socially disadvantaged backgrounds achieving less than their peers. A range of initiatives and strategies has been adopted to address this. The belief that it would raise the academic achievement of young people was an important catalyst in the development of study support. This research explores the extent to which participation in study support benefits pupils from disadvantaged backgrounds and whether it could be adopted as a strategy for tackling the effects of disadvantage. The study used the dataset gathered for the National Evaluation of Study Support - a three-year longitudinal evaluation of the impact of study support on the attainment, attitudes and school attendance of 8,390 secondary school pupils. The study extended the National Evaluation by focusing on pupils from socially disadvantaged backgrounds, with entitlement to free school meals being used as the indicator of social disadvantage. In relation to these pupils it: 1. explored additional outcomes (the National Evaluation was limited to attainment and one of the five factors from the attitude questionnaire) 3. investigated school effects (the National Evalution explored school effects for the entire sample, but not for FSM pupils specifically).
APA, Harvard, Vancouver, ISO, and other styles
2

Chen, Yong Jie. "Student Poverty in China : How to Assist Students from Disadvantaged Backgrounds." Thesis, University of York, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503316.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rahim, Mohamed Zubair. "Investigating the relationship between fortitude and academic achievement in students from historically disadvantaged backgrounds." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2093_1264364653.

Full text
Abstract:

This research study employs a strengths perspective. This means that, instead of the traditional deficits or pathology-based approach of focusing on weaknesses, the focus is on positive outcomes. Fortitude, more specifically, is the strength gained from appraising oneself, one&rsquo
s family, and one&rsquo
s social support, in a positive manner. This strength equips people to cope successfully in stressful situations. Fortitude as a construct in the strengths perspective promises to give insight into student success because it takes more than one level of analysis into account. The current research study investigates whether there is a link between fortitude and academic achievement in first year students at the University of the Western Cape.

APA, Harvard, Vancouver, ISO, and other styles
4

Mativenga, Tapiwanashe Emmanuel. "Planes of progression: an exploration of architecture's role in supporting the positive development of youth from disadvantaged backgrounds." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28067.

Full text
Abstract:
Youth from disadvantaged backgrounds develop at a slower rate than youth from well-to-do neighborhoods. They do not reach the same levels of development and are often kept within the unforgiving grip of poverty. The problem is compounded by the rising rate of urbanisation and informal settlements with slum conditions. Youth in these areas bear the consequences of such backgrounds; their development is hindered due to the absence of resources and spaces of youth development. In cases where those spaces are present, the quality of design, construction and maintenance makes them unappealing and less effective. A key concern is the lack of awareness and ease of access to these spaces by youth at risk in the area. This design dissertation explores how architecture and good design can be utilised to improve presence, access and utilisation of youth development spaces at three different scales, the urban, the street and the building edge. Using the Gugulethu Township in Cape Town, the design dissertation examines and develops a network of youth development distributed over five sites. This increases institutional presence and youth access. These sites use carefully articulated planes, strategically arranged to achieve a positive and appealing presence in the area. The planes allow permeability of youth off the street into the development space, separation of different levels of development and enable the buildings to utilise a cost effective approach to achieving thermal comfort.
APA, Harvard, Vancouver, ISO, and other styles
5

White, Danielle. "How are the career related decisions of young people from disadvantaged backgrounds shaped during their transition towards the end of compulsory schooling?" Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/how-are-the-career-related-decisions-of-young-people-from-disadvantaged-backgrounds-shaped-during-their-transition-towards-the-end-of-compulsory-schooling(853e0647-9c3a-4f2a-aa3a-0ca77b1c8433).html.

Full text
Abstract:
This thesis explores the two year transition period leading towards the end of compulsory schooling. It asks how young people who live in disadvantaged locations make career related choices, and is concerned with why such people often do not choose in ways that are advantageous to them. In order to provide a comprehensive understanding of how young people's career related decision-making is shaped, this study uses an approach that is both theoretically engaged and young person focused. Thirteen young people took part in the research over two years; interviews utilised visual research and analysis methods to engage with the experiences of these young people towards the end of their time studying at a secondary school in the North West of England. Data is analysed using a conceptual framework that incorporates selected 'thinking tools' from Bourdieu (1977) to explore the structural influences shaping career ideas that are typical for this group (i.e. 'field', 'habitus', 'social capital' and 'cultural capital'). The concept of reflexivity is also used to consider the presence of and potential for these young people to exercise agency within the structurally embedded context in which they are situated. The study demonstrates the ways in which the career ideas of these young people are heavily shaped by the environment they inhabit and, therefore, typically reproduce the existing, limited range of occupations already prevalent within the community. The social networks participants engage with when contemplating their ideas are critical in this process of reproduction since they mediate transference of cultural capital to the habitus. Such networks tend to be insular and made up of close family and friends. However, there is also evidence that reflexivity within this context is possible, and this can be vital in promoting social mobility - but this requires the creation of spaces where young people can reflect and discuss their experiences and options with actors who are genuinely seen as trustworthy (I argue that this occurred for some participants through this research process). Finally, the study concludes that although reflexivity is atypical for students from socially disadvantaged backgrounds, in certain circumstances it shows the potential to be transformative.
APA, Harvard, Vancouver, ISO, and other styles
6

Gunston, Geney. "Understanding the experiences of students who enter the MBChB programme from educationally disadvantaged backgrounds and either succeed or fail in passing the first semester." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10557.

Full text
Abstract:
Includes bibliographical references (leaves 72-77).
This qualitative study was conducted during 2005 in the Faculty of Health Sciences at the University of Cape Town. Drawing on the theoretical framework of the New Literacy Studies and, in particular, Gee's notion of Discourse acquisition, I sought to better understand the issues that impacted on success for students from educationally disadvantaged backgrounds who entered the MBChB programme.
APA, Harvard, Vancouver, ISO, and other styles
7

Bernard, Julie. "A socio-cultural understanding of application to, and participation in, higher education for school leavers from socio-economically disadvantaged backgrounds in an inner city area." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/14598/.

Full text
Abstract:
There is considerable knowledge about why school-leavers from socio- economically disadvantaged backgrounds do not participate in higher education, however, there is less knowledge about why and how the minority of such young adults do apply and participate in higher education. From a policy and practice perspective, to increase participation in higher education, this knowledge is important. In Ireland, research from an interpretative socio-cultural perspective is particularly valuable, given the traditional dominance of research and policy based on the concepts of socio-economic group and barriers to participation, and a limited tradition of interpretative research. This study, using a combined life history and case-study methodology, provides a socio-cultural understanding of the broad range of enabling factors supporting application to and participation in higher education through in-depth interviews with a group of twenty young adults from similar socio-economically disadvantaged backgrounds in an inner city area, interviews with people they identified as influential in their education decisions and interviews with education and community personnel from the area. The study shows that there were common elements in all of the young peoples' lives which enabled them to avail of increased education opportunities in the area and be in a position to consider applying to higher education. There was also evidence of diversity within socio-economic disadvantage in the form of three groups with differing orientations towards higher education, experiences of education, sense of identity and desires for their lives. Networks with different types of social capital and providing different levels of cultural capital specific to accessing higher education were key to understanding the differences between the three groups and understanding who did and did not participate in higher education. The study draws on and extends Bourdieu's work on the relationship between field, capital and habitus and Woolcock's work on social capital to provide an understanding of the factors affecting application to and participation in higher education for young adults from SED backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
8

Chatora, Arther Tichaona. "Social relationships and identity online and offline: a study of the interplay between offline social relationships and facebook usage by Rhodes University students from socially disadvantaged backgrounds." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002874.

Full text
Abstract:
Based on in-depth focus group and individual interviews, this thesis examines how Rhodes University students from socially disadvantaged backgrounds experience campus social life and how they subsequently use Facebook to perform, represent and negotiate their social identities. The study discusses utopian and dystopian positions and interrogates these theoretical perspectives in relation to the students‟ Facebook usage. The popularity and uptake of Facebook by students from disadvantaged backgrounds, such as those here at Rhodes University, is a growing phenomenon, provoking questions about the relationship between social experiences, social identity and social networks. Rhodes University‟s social space has been identified by previous studies as modern, liberal, “elite” and divided along race and class lines. The ways in which students experience this campus social space relates to their subject positions and identities. The study employs different perspectives of identity construction to interrogate the students‟ subject experiences in home and school contexts before coming to Rhodes University. The students‟ subjective positions are primarily embedded in tradition and their subject positions are sometimes in tension or come in conflict with the modern and liberal elements permitted by the Rhodes University context. The students also experience and adopt modern and liberal elements in their lifestyles which are permitted within the Rhodes University social space. The thesis found that Facebook offers a platform which facilitates a social connectivity that influences how students perform their identities in relation to their offline social identities and lived social experiences. This study concludes that the mediated symbolic materials for the construction and negotiation of identity provided by Facebook are sometimes in tension with the demands of traditional subjectivities experienced by these students at Rhodes University. Facebook allows the students to reinforce and affirm the validity of their traditional identities in this modern and liberal space. However, it also emerged that Facebook facilitates and allows students who experience and incorporate the modern and liberal elements permitted at Rhodes University to represent and negotiate their subjective positions online. The findings of the study indicate that participants primarily communicate with their friends, families, relatives and acquaintances - people they know personally offline, in line with the theoretical position which argues that online relationships are primarily shaped by offline relationships.
APA, Harvard, Vancouver, ISO, and other styles
9

Onwuameze, Nkechi Catherine. "Educational opportunity and inequality in Nigeria: assessing social background, gender and regional effects." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2598.

Full text
Abstract:
This study investigated educational stratification in Nigeria to determine how socioeconomic status, gender, and regional differences influence achievement in education using the nationally representative 2010 Nigeria Education Data Survey (NEDS). These cross-sectional data are among the first quality household survey data available for assessing aspects of education in Nigeria. In the last four decades, Nigeria has experienced dramatic expansion of its educational system. Following the introduction of educational policies and programs, growth in enrolment at the primary and secondary levels has largely been sustained. For instance, enrolment of pupils in primary education increased from 3,515,827 in 1970 to 14,383,487 in 1985 and to 20,080,986 in 2010. However, this impressive gain was followed by dwindling quality in the educational system, which has reported differing educational outcomes for different groups. Prior research in Nigeria has not examined how socioeconomic status influences achievement in education using large scale representative data. In this study, I primarily focused on assessing socioeconomic status to determine how it predicts achievement in reading and numeracy in Nigerian school children, ages 5 to 16 years. Nigeria is also known to have wide gender and regional gaps in education. Thus, I assessed gender and region variables to determine how much they contribute to the variance in educational achievement. I analyzed NEDS 2010 data and reported the findings of the descriptive and multivariate regression statistics. Descriptive statistics show the frequencies and distribution of the variables in the study. The multivariate regression analyses were employed to determine the relationship of socioeconomic status, gender, and region (the main predictor variables) with achievement in reading and numeracy (outcome variables). Given the use of survey data, both the descriptive and regression statistics were based on weighted statistics. This study found a significant wealth gap in reading and numeracy achievements among Nigerian children. I also found that family wealth, parental education, and region explain differences in academic achievement. Family wealth was found to be the most important variable influencing achievement in reading and numeracy, followed by mother's education and then region. Overall, the findings in this study suggest no significant differences in reading and numeracy achievement for boys and girls. Although gender was not found to be consistently associated with academic achievement in this study, it should not be assumed to mean that gender equality in education exists in Nigeria. It is widely reported elsewhere that gender-biased educational opportunity plays a major role in influencing educational attainment and achievement. More research, preferably using a longitudinal study design, is needed to identify the trends and patterns of gender roles in Nigerian educational attainment and achievement. The findings in this study provide the foundation for making further investigations on the association of social, economic, and cultural factors with academic achievement and to assess inequality in education in Nigeria.
APA, Harvard, Vancouver, ISO, and other styles
10

Mokoena, Emily Matshedisa. "An investigation into the relationship between gender, socioeconomic status, exposure to violence and resilience in a sample of students at the University of the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9174_1305097018.

Full text
Abstract:

This study, located within the systems theory framework, recognises that resilience is multidimensional and multi determined and can be understood as the product of connections with, and between multiple systemic levels over time, and further understands that risks factors are seen as influences that occur at the individual, family, community and societal level. The quantitative study used a secondary analysis survey of data and utilised a sample of 281 students from UWC - 90 male and 190 female. In drawing from the literature the study examined the relationship between gender, Socioeconomic status (SES) and exposure to violence and resilience. Results of the factorial MANOVA indicate a statistically significant association between low SES and exposure to violence (p <
0.05 = 0.036). There were no statistically significant results for the associations between gender and exposure to violence and resilience, as well as the association between SES and resilience. These results were contrary to what was predicted. The results of the present study suggest that in the South African context, both males and females have managed to find ways of coping when faced with adversity as well as being able to draw from their protective influences. It is also possible that the selected variables (gender and SES) may only be significant in relation to other variables. The limitations of the study were also discussed, and recommendations for future research were put forward.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Disadvantaged backgrounds"

1

Adiv, Ellen. Assessment of the academic achievement and affective characteristics of pupils from socio-economically disadvantaged backgrounds in non-inner city schools, grades 1 and 4. [Montreal, Quebec]: Inner City Dept., Protestant School Board of Greater Montreal, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

United States. Congress. Senate. A bill to amend the Public Health Service Act to establish, reauthorize and revise provisions to improve the health of individuals from disadvantaged backgrounds, and for other purposes. [Washington, D.C.?]: [United States Government Printing Office], 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Coordinating federal assistance programs for the economically disadvantaged: Recommendations and background materials. Washington, D.C. (1522 K St., N.W., Suite 300, Washington 20005): National Commission for Employment Policy, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

R, Entwisle Doris, and Olson Linda Steffel, eds. The long shadow: Family background, disadvantaged urban youth, and the transition to adulthood. New York: Russell Sage Foundation, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Planned Teenage Pregnancy: Perspectives of Young Parents from Disadvantaged Backgrounds. Policy Pr, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

M, Frasier Mary, and Educational Resources Information Center (U.S.), eds. Educators' perceptions of barriers to the identification of gifted children from economically disadvantaged and limited English proficient backgrounds. [Storrs, CT]: National Research Center on the Gifted and Talented, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Garner, Roberta, Black Hawk Hancock, and Kenneth Fidel. Class and Race-Ethnicity in a Changing City. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040597.003.0002.

Full text
Abstract:
The chapter traces the dynamics of class and race-ethnicity in the Chicago metropolitan area, identifying persistent disparities and emergent features of stratification. The chapter begins with a focus on the impact of de-industrialization and economic restructuring on African Americans whose disadvantaged position in terms of employment and education in the 20th century was exacerbated rather than mitigated by the decline of the “industrial city.” Immigrants occupy a wide range of class-positions, depending on country of origin and their education and class background in these countries. A major emerging phenomenon is the rise of a new white-collar working class of diverse ethno-racial backgrounds that has a blurred boundary with the “creative class.” A brief critique of public discourse about class and race closes the chapter.
APA, Harvard, Vancouver, ISO, and other styles
8

van Baar, Huub, and Angéla Kóczé, eds. The Roma and Their Struggle for Identity in Contemporary Europe. Berghahn Books, 2020. http://dx.doi.org/10.3167/9781789206425.

Full text
Abstract:
Thirty years after the collapse of Communism, and at a time of increasing anti-migrant and anti-Roma sentiment, this book analyses how Roma identity is expressed in contemporary Europe. From backgrounds ranging from political theory, postcolonial, cultural and gender studies to art history, feminist critique and anthropology, the contributors reflect on the extent to which a politics of identity regarding historically disadvantaged, racialized minorities such as the Roma can still be legitimately articulated.
APA, Harvard, Vancouver, ISO, and other styles
9

GOVERNMENT, US. An Act to Amend the Public Health Service Act to Improve the Health of Individuals Who Are Members of Minority Groups and Who Are from Disadvantaged Backgrounds, and for Other Purposes. Supt. of Docs., U.S. G.P.O., distributor, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bukowski, Slawomir Ireneusz. Monetary Unions: Background, Advantages and Disadvantages. Nova Science Publishers, Incorporated, 2018.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Disadvantaged backgrounds"

1

Thielking, Monica, Fabian Agiurgioaei Boie, Alina Agiurgioaei Boie, Paul Flatau, and Paula Teggelove. "School Psychological Practice with Students from Socio-economically Disadvantaged Backgrounds." In Handbook of Australian School Psychology, 553–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brons, M. D. (Anne). "Cross-National Variation in the Link Between Parental Socio-Economic Status and Union Formation and Dissolution Processes." In Social Background and the Demographic Life Course: Cross-National Comparisons, 17–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_2.

Full text
Abstract:
AbstractThe main objective of this chapter is to understand the link between parental socio-economic status (SES) and union formation and dissolution processes from a cross-national comparative perspective. According to the Second Demographic Transition (SDT) theory, it can be expected that the impact of parental background on these union dynamics differs across societal contexts. Integrated results from prior studies using meta-analytical tools indicate that in many European countries, young adults from advantaged backgrounds delay their first co-residential union and have a higher risk to dissolve their union compared to young adults from disadvantaged backgrounds. The strength of this link between parental SES and union dynamics varies across countries. There is suggestive evidence that the link between parental SES and union dynamics is weakest in North-Western European countries that are most advanced in the SDT. However, next to these SDT-related indicators that focus more on cultural change, institutional country-level indicators, like the extent of educational expansion, and economic country-level indicators, such as the level of economic uncertainty, might also play a role.
APA, Harvard, Vancouver, ISO, and other styles
3

Waite, Sue, Fatima Husain, Berenice Scandone, Emma Forsyth, and Hannah Piggott. "Moving towards nature? Exploring progressive pathways to engage children and young people from disadvantaged backgrounds in nature-based activities." In Leisure activities in the outdoors: learning, developing and challenging, 130–44. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0011.

Full text
Abstract:
Abstract This study explores Pathways to engage children and young people from disadvantaged backgrounds in nature-based activities. It discusses challenges in balancing multiple demands on National Parks to protect biodiversity and meet human recreational needs, suggesting that regional parks that combine wild and managed areas offer a better solution than doing nothing and allowing yet further human encroachment on 'pristine' natural environments. The study concludes how the participants of the study frames and/or defines the progress in relation to nature.
APA, Harvard, Vancouver, ISO, and other styles
4

Hoskins, Bryony, Lihong Huang, and Cecilia Arensmeier. "Socioeconomic Inequalities in Civic Learning in Nordic Schools: Identifying the Potential of In-School Civic Participation for Disadvantaged Students." In IEA Research for Education, 93–122. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_5.

Full text
Abstract:
AbstractThis chapter provides an analysis of the complex role of Nordic schools in both enhancing and reducing socioeconomic inequalities in civic competences. A multilevel analysis method was used to examine the IEA International Civic and Citizenship Education Study (ICCS) 2009 and 2016 data of all four Nordic countries. The results show that unequal access to civic learning (in-school civic participation and open classroom climate) exist in all Nordic countries. We found differences in access within schools in which students with more advantages experienced greater opportunities to participate. Additionally, we found differences between schools. Those schools that had an intake with a higher proportion of socioeconomically advantaged students tended to provide more civic learning opportunities and open classroom climates. Inequalities in access to civic learning activities manifested itself in different ways in schools across the Nordic countries. There is some evidence that this happens more regularly in Sweden than Finland, though Norway recorded the highest levels of unequal access inside schools, and no Nordic country provides equal access to all the forms of civic learning we studied. At the same time, however, there were forms of civic learning in Nordic schools that were found to reduce socioeconomic inequalities in civic competences. The results showed that when disadvantaged students gained access to civic learning, they mostly appeared to benefit either the same or more from the experience than their more advantaged peers. A unique contribution of this chapter to the field of citizenship education is that we found that in-school civic participation can compensate for a disadvantaged background for developing future electoral participation and civic knowledge in students from disadvantaged backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
5

Rogers, Carol. "Inclusion or Exclusion: UK Education Policy and Roma Pupils." In Social and Economic Vulnerability of Roma People, 3–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_1.

Full text
Abstract:
AbstractEducation is widely recognised as a key factor in improving social mobility and improving life chances. Therefore, this is fundamental to UK education policy which aims to improve outcomes for all children, particularly those from disadvantaged backgrounds. As a result of expansion of the European Union over the past decade, there has been an increase in the number of Central and Eastern European Roma families settling the United Kingdom. Together with indigenous Gypsies and Travellers, Roma families remain some of the most marginalised and disadvantaged families in the UK, with Gypsy and Roma children having the poorest educational outcomes of all pupil groups. An inclusive educational philosophy underpins the UK educational system, however, there is a tension between current austerity measures and outcome driven education policy and the principles of inclusive practice. Whilst there are examples of good practice and inclusive educational experiences for Roma children, some barriers and exclusions are also evident.
APA, Harvard, Vancouver, ISO, and other styles
6

Povey, Jenny, Stefanie Plage, Yanshu Huang, Alexandra Gramotnev, Stephanie Cook, Sophie Austerberry, and Mark Western. "Adolescence a Period of Vulnerability and Risk for Adverse Outcomes across the Life Course: The Role of Parent Engagement in Learning." In Family Dynamics over the Life Course, 97–131. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_6.

Full text
Abstract:
AbstractAdolescence is a time when developmental and contextual transitions converge, increasing the risk for adverse outcomes across the life course. It is during this period that self-concept declines, mental health problems increase and when young people make educational and occupational plans for their future. Considerable research has shown that parent engagement in their child’s learning has positive effects on academic and wellbeing outcomes and may be a protective factor in adolescence. However, it is during adolescence that parent engagement typically declines. Most studies focus on early childhood or use cross-sectional designs that do not account for the high variability in both the child’s development and the parent-child relationship over time. In this chapter, we examine the association between parent engagement and students’ outcomes—self-concept, mental health, and educational aspirations—drawing on national data from the Longitudinal Study of Australian Children, while accounting for the school context—school belonging, peer connection problems, and bullying—and parenting styles using panel fixed effects models. We then explore perceptions of parental engagement and educational aspirations among a sample of adolescent students from highly disadvantaged backgrounds using interviews from the Learning through COVID-19 study. Findings show that parent engagement is important for students’ outcomes such as self-concept, mental health and aspirations in early and middle adolescence, even when accounting for family and school context factors. Further, parent engagement in late adolescence, with students from highly disadvantaged backgrounds, continues to be important for positive student outcomes.
APA, Harvard, Vancouver, ISO, and other styles
7

Hirschfeld, Heidi, and Bianca Lenz. "Young People’s Use and Construction of Institutional Support in Transitions from School to Work." In Life Course Research and Social Policies, 55–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_4.

Full text
Abstract:
AbstractIn the transition from school to work, young people from socially disadvantaged backgrounds have been identified and addressed as a risk group for many decades. Many policies have been designed to support them during their transitions. Aimed at increasing employability through counselling and pre-vocational education or training, these programs are based on politically defined ascriptions of individual deficits regarding skills, knowledge and professional orientation. Young people are addressed as passive recipients of support by the policies but are simultaneously made accountable if support fails. Based on the biographies of young people in lower secondary school and of young adult clients of the “Jobcenter”, this chapter analyzes how these young people are actively involved in shaping their transitions. It reveals that the ways they use institutional programs of professional orientation and job counselling differ considerably, and that differences in their use of these programs are closely related to subjective meaning-making in the context of biographical construction.
APA, Harvard, Vancouver, ISO, and other styles
8

Liefbroer, Aart C. "Explaining Cross-National Differences in Social Background Effects: What Have We Learned?" In Social Background and the Demographic Life Course: Cross-National Comparisons, 155–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_9.

Full text
Abstract:
AbstractThis chapter provides an overview of economic, cultural and institutional narratives capable of explaining cross-national variation in the consequences of childhood disadvantage for socio-demographic outcomes in adulthood. However, testing these explanations is often hard, given a series of methodological challenges. Next, the ways in which the Contexts of Opportunity Project has tackled these challenges and its key results are presented. Childhood disadvantage has pervasive consequences for demographic outcomes in young adulthood and socio-economic and well-being outcomes in later adulthood. Strong cross-national variation in the strength of these relationships is observed, though. Childhood disadvantage often seems to have weaker consequences in more individualized societies. The chapter concludes with a discussion of future challenges for demographic research on cross-national differences.
APA, Harvard, Vancouver, ISO, and other styles
9

Liefbroer, Aart C., and Mioara Zoutewelle-Terovan. "Social Background and Adult Socio-Demographic Outcomes in a Cross-National Comparative Perspective: An Introduction." In Social Background and the Demographic Life Course: Cross-National Comparisons, 1–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_1.

Full text
Abstract:
AbstractAn individual choice paradigm, focusing on individual preferences and values, has long dominated our understanding of socio-demographic outcomes. Recently, a trend towards an unequal choice paradigm, stressing how inequality in opportunities structures socio-demographic outcomes, is observed. This chapter outlines these changes and argues for a comparative perspective to examine how childhood disadvantage impacts these socio-demographic outcomes. The expectation is that the consequences of childhood disadvantage for demographic outcomes in young adulthood and for socio-economic and well-being outcomes in middle and late adulthood depend on the opportunities that national contexts offer to abate the adverse impact of economic and social deprivation. Subsequently, all chapters of the book are briefly introduced and their contribution to understanding this key issue is discussed.
APA, Harvard, Vancouver, ISO, and other styles
10

Mooyaart, Jarl. "The Persistent Influence of Socio-Economic Background on Family Formation Pathways and Disadvantage in Young Adulthood." In Social Background and the Demographic Life Course: Cross-National Comparisons, 61–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_4.

Full text
Abstract:
AbstractThis chapter focuses on the linkages between socio-economic background, family formation and economic (dis)advantage and reveals to what extent the influence of parental education on family formation persists over time, i.e. across birth cohorts. The second part of this chapter examines to what extent the influence of socio-economic background persists over the life-course. This part covers: (1) the influence of parental education on union formation over the life-course, and (2) the influence of socio-economic background on income trajectories in young adulthood, after adjusting for the career and family pathways that young adults followed during the transition to adulthood, thereby examining the influence of socio-economic background on income beyond the first stage of young adulthood. This chapter reveals two key insights on the linkages between socio-economic background, family formation and (dis)advantage: (1) Whereas union and family formation patterns have changed across birth cohorts, socio-economic background continues to stratify union and family formation pathways; (2) Although the influence of socio-economic background on family formation and young adults’ economic position decreases throughout young adulthood, socio-economic background continues to have an impact in young adulthood.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Disadvantaged backgrounds"

1

Constantinescu, Mariana. "Inclusive Education and Psycho-Pedagogical Counseling of Pupils with Educational Risk from Disadvantaged Backgrounds." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Klapko, Dusan. "AN ANALYSIS OF BLENDED DISCOURSES CONSTRUCTING THE EDUCATION OF ROMA CHILDREN FROM SOCIALLY DISADVANTAGED BACKGROUNDS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Němec, Zbyněk, and Anna Kubíčková. "MAJOR ROLES OF SCHOOL COUNSELLING PROFESSIONALS IN PROVIDING SUPPORT FOR STUDENTS FROM SOCIALLY DISADVANTAGED BACKGROUNDS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0841.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Boržiková, Iveta, and Rút Lenková. "INCLUSIVE LEARNING OF PUPILS FROM DISADVANTAGED BACKGROUNDS IN PHYSICAL AND SPORTS EDUCATION AT PRIMARY SCHOOL." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2483.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Xarles-Jubany, Gemma, and Kyungmee Lee. "Beyond Allowing the Disadvantaged in: Biographical Perspectives of Online Higher Education Alumni with Migratory Backgrounds." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6357.

Full text
Abstract:
Since the United Nations made a call in 2016 to facilitate online education for migrants worldwide, the number of online initiatives targeting this profile of students has been growing. The rapid growth in course offerings and students' enrolment has mistakenly been considered evidence for the increased accessibility of university education. However, improving access to higher education is a complex and multidimensional social issue beyond allowing the disadvantaged in universities. Thus, our research aims to develop a more comprehensive understanding of the accessibility of online higher education rooted in an actual online HE practice, going beyond the point of entrance. This article focuses on the biographical narratives of three alumni from the Open University of Catalonia, each with migratory backgrounds from a different continent of origin and previous university experience, illustrating the journey of obtaining an online bachelor's degree. A set of influencing factors has been identified, based on which the accessibility of online education has been reconceptualised. Additionally, we suggest strategies to better support this profile of students in the context of online universities.
APA, Harvard, Vancouver, ISO, and other styles
6

Marsh, Cecille. "Gender Diversity in Computing: An Environmental Perspective." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3248.

Full text
Abstract:
Previous research conducted by the author investigated the socio-political backgrounds of two groups of female students studying computer-related university programmes. They came from distinctly different backgrounds and were enrolled at two institutions with very different legacies. The author found that socio-political factors, in particular the role of a dominant female household head and aggressive governmental affirmative action, had a significant effect on the girls’ levels of confidence and subsequently on their decision to study computer-related courses. Based on this insight, the researcher undertook to look further into gender diversity with respect to self-perceived general computer confidence and self-perceived ability to program a computer. A sample of both female and male Information T echnology students from very similar disadvantaged socio-economic backgrounds was surveyed. The sample of 204 students was drawn from all three years of the National Diploma in Information Technology. The author considered the following research questions: (i) Do males and females studying computer-related courses have differing computer selfefficacy levels? (ii) Do males and females studying computer programming have differing attitudes towards their ability to program? (iii) Do males and females differ in their attitudes towards the programming learning environment?
APA, Harvard, Vancouver, ISO, and other styles
7

Marsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.

Full text
Abstract:
There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite adequate computing experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and they maintain that these general strategies can in fact be built into an instructional framework. The researcher replicated Bhavnani’s work with technologically disadvantaged South African tertiary students in order to ascertain whether the instructional framework was effective for students with very different backgrounds, and also to ascertain whether it was sufficiently robust to be successfully implemented at a distance from the original designers. Transfer of strategic knowledge across computer applications was also investigated. An experimental research design was followed with experimental and control groups of Engineering students. The results showed that several of the students could be taught to recognize and exploit strategic knowledge. It is also apparent that the command instruction given to the control group was not sufficient for them to acquire such strategic knowledge. The results also indicated some transfer of strategic knowledge across the applications.
APA, Harvard, Vancouver, ISO, and other styles
8

Di Nicolantonio, Massimo, Emilio Rossi, Alessio D'Onofrio, and Raffaella Massacesi. "DESK M.A.T.E.: Rapid Prototyped Desk for Teaching in Developing Countries and Emergency Situations." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001585.

Full text
Abstract:
Issue of schooling in developing countries and in areas experiencing emergency conditions represents an important opportunity for the design research community. Contributing to the pupil’s growth, education and development, and increasing their potential, is part of the objectives of the human rights treaties, the United Nations Charter, and the values of the UN Convention about children’s rights. Disadvantaged communities require smart design interventions, sustainable and inclusive strategies, aimed at defining original and functional solutions, with account of the context, how these artefacts can be manage with respect to social, cultural and environmental backgrounds. Communities must look to the improvement of knowledge that goes from the aid of available or new technologies, the possibility of supplying and processing raw materials, know-how related to self-production, management, waste disposal; bad waste management in developing countries and in countries that are in emergency conditions represents one of the main problems that require clear lines of action to reduce the environmental impacts. Among the possible interventions, this research explored the concept of 3D rapid prototyping of sustainable furniture for teaching in developing countries and emergency situations – DESK M.A.T.E., which considers diversified insights from the student community ranging from 6 to 18 years, as well as elements from ergonomics, safety, and hygiene domains. It also brings attention on the purchasing factors affecting the school furnishing in these areas, which are almost exclusively guaranteed by humanitarian associations. Specifically, this paper focused on using natural fibres and vegetable resins, CNC (Computer Numerical Control) production processes, to adhere with the circular economic models.The result presented in the paper provides evidence and validity on the use of rapid prototyping technologies for sustainable design and production, as well as evidence on the development of intelligent solutions adaptable to those situational conditions affected by negative circumstances, with the aim of opening up to new research avenues for the design community.
APA, Harvard, Vancouver, ISO, and other styles
9

Cabanová, Mariana. "PRE-LITERATE COMPETENCIES OF CHILDREN FROM SOCIALLY DISADVANTAGED BACKGROUND." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

K. Nagy, Emese. "Adapting to the situation caused by the coronavirus COVID-19 pandemic in schools with children mostly from disadvantageous background." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.148.

Full text
Abstract:
The coronavirus COVID-19 pandemic has changed the world, people’s everyday life, and has also had an impact on schools. The aim of our paper is to show how primary schools have coped with the transition to digital learning where the proportion of disadvantaged and cumulatively disadvantaged students is between 50% and 80%. The schools included in the study are the institutions of the education district of South Borsod, one in Borsod-Abaúj-Zemplén County. We anticipate that due to the low number of items in the sample (a total of 6 schools), the survey can be considered representative of the education district and it cannot with regard to the county or the country. The research covers a two-month period from the start of the crisis, i.e. the closure of schools. The research started with an online questionnaire, which provided information on what tools and competencies students and teachers have for the transition to digital learning, and then in a structured interview, we wanted to find out whether it caused difficulties and what they thought the advantages and disadvantages of the coercive solution were. From the answers given by the heads of the institutions in the interviews, we learnt about the level at which they were able to tackle the shift to digital learning in the institutions, how they were able to organize distance learning, and what assistance they provided to their colleagues, students and parents during this crisis. The findings of the research are enriched by the fact that we had the opportunity to conduct unstructured, telephone interviews with students and parents about their experiences of online learning. The findings of the research show that the teachers of disadvantaged schools dealt successfully with this difficulty in these particular circumstances. Their competencies and the equipment available enabled them to implement online teaching of proper quality, but despite their preparedness, it also became clear that they also encountered other problems and factors for which it proved impossible to prepare when the coronavirus began to spread. At the same time, an important part of our finding is that all “participants” (teachers-students-parents) have made significant progress in using digital tools and platforms, which is likely to have an impact on education and hopefully it will launch innovations or reforms.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Disadvantaged backgrounds"

1

Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

Full text
Abstract:
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
APA, Harvard, Vancouver, ISO, and other styles
2

Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

Full text
Abstract:
In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for pupils from disadvantaged backgrounds (i.e., from rural areas, emerging regions, and from the lowest socio-economic background). We make use of a unique longitudinal dataset on 33 schools in six regions of Ethiopia covering the period 2012 to 2019.
APA, Harvard, Vancouver, ISO, and other styles
3

Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.

Full text
Abstract:
The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
APA, Harvard, Vancouver, ISO, and other styles
4

Busso, Matías, and Sebastián Montaño. Signaling Specific Skills and the Labor Market of College Graduates. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004454.

Full text
Abstract:
We study how signaling skills specic to the major aects labor market outcomes of college graduates. We rely on census-like data and a regression discontinuity design to study the impacts of a well-known award given to top performers on a mandatory nationwide exam, which constitutes a graduation requirement for college seniors in Colombia. Students who can rely on the signal when searching for a job have a wage premium of 7 to 12 percent compared to otherwise identical students. This positive return persists even ve years after graduation. The signal mostly benets workers who graduate from low-reputation colleges, and allows workers to nd jobs in more productive rms and in sectors that better use their skills. We rule out that the positive wage returns are explained by human capital. The signal favors mostly less advantaged groups, implying that less information frictions about students' skills could potentially reduce earnings gaps. Our results imply that information policies like those that formally certify specic skills can potentially improve the eciency in talent allocation of the economy and level the playing eld for workers who come from disadvantaged backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
5

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

Full text
Abstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
APA, Harvard, Vancouver, ISO, and other styles
6

Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

Full text
Abstract:
The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
APA, Harvard, Vancouver, ISO, and other styles
7

Bruce, Judith, and Shelley Clark. The implications of early marriage for HIV/AIDS policy. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1000.

Full text
Abstract:
This brief is based on a background paper prepared for the WHO/UNFPA/Population Council Technical Consultation on Married Adolescents, held in Geneva, Switzerland, December 9–12, 2003. The final paper is entitled “Including married adolescents in adolescent reproductive health and HIV/AIDS policy.” The consultation brought together experts from the United Nations, donors, and nongovernmental agencies to consider the evidence regarding married adolescent girls’ reproductive health, vulnerability to HIV infection, social and economic disadvantage, and rights. The relationships to major policy initiatives—including safe motherhood, HIV, adolescent sexual and reproductive health, and reproductive rights—were explored, and emerging findings from the still relatively rare programs that are directed at this population were discussed. Married adolescent girls are outside the conventionally defined research interests, policy diagnosis, and basic interventions that have underpinned adolescent reproductive health programming and many HIV/AIDS prevention activities. They are an isolated, often numerically large, and extremely vulnerable segment of the population, largely untouched by current intervention strategies. As stated in this brief, promoting later marriage, to at least age 18, and shoring up protection options within marriage may be essential means of stemming the epidemic.
APA, Harvard, Vancouver, ISO, and other styles
8

Hulata, Gideon, Thomas D. Kocher, and Micha Ron. Elucidating the molecular pathway of sex determination in cultured Tilapias and use of genetic markers for creating monosex populations. United States Department of Agriculture, January 2007. http://dx.doi.org/10.32747/2007.7695855.bard.

Full text
Abstract:
The objectives of this project were to: 1) Identify genetic markers linked to sex-determining genes in various experimental and commercial stocks of O. niloticusand O. aureus, as well as red tilapias; 2) Develop additional markers tightly linked to these sex determiners, and develop practical, non-destructive genetic tests for identifying genotypic sex in young tilapia; A third aim, to map sex modifier loci, was removed during budget negotiations at the start of the project. Background to the topic. A major obstacle to profitable farming of tilapia is the tendency of females to reproduce at a small size during the production cycle, diverting feed and other resources to a large population of small, unmarketable fish. Several approaches for producing all-male fingerlings have been tried, including interspecific hybridization, hormonal masculinization, and the use of YY-supermale broodstock. Each method has disadvantages that could be overcome with a better understanding of the genetic basis of sex determination in tilapia. The lack of sex-linked markers has been a major impediment in research and development of efficient monosex populations for tilapia culture. Major conclusions, solutions, achievements. We identified DNA markers linked to sex determining genes in six closely related species of tilapiine fishes. The mode of sex determination differed among species. In Oreochromis karongaeand Tilapia mariaethe sex-determining locus is on linkage group (LG) 3 and the female is heterogametic (WZ-ZZ system). In O. niloticusand T. zilliithe sex-determining locus is on LG1 and the male is heterogametic (XX-XY system). We have nearly identified the series of BAC clones that completely span the region. A more complex pattern was observed in O. aureus and O. mossambicus, in which markers on both LG1 and LG3 were associated with sex. We found evidence for sex-linked lethal effects on LG1, as well as interactions between loci in the two linkage groups. Comparison of genetic and physical maps demonstrated a broad region of recombination suppression harboring the sex-determining locus on LG3. We also mapped 29 genes that are considered putative regulators of sex determination. Amhand Dmrta2 mapped to separate QTL for sex determination on LG23. The other 27 genes mapped to various linkage groups, but none of them mapped to QTL for sex determination, so they were excluded as candidates for sex determination in these tilapia species. Implications, both scientific and agricultural. Phylogenetic analysis suggests that at least two transitions in the mode of sex determination have occurred in the evolution of tilapia species. This variation makes tilapias an excellent model system for studying the evolution of sex chromosomes in vertebrates. The genetic markers we have identified on LG1 in O. niloticusaccurately diagnose the phenotypic sex and are being used to develop monosex populations of tilapia, and eliminate the tedious steps of progeny testing to verify the genetic sex of broodstock animals.
APA, Harvard, Vancouver, ISO, and other styles
9

Rankin, Nicole, Deborah McGregor, Candice Donnelly, Bethany Van Dort, Richard De Abreu Lourenco, Anne Cust, and Emily Stone. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, October 2019. http://dx.doi.org/10.57022/clzt5093.

Full text
Abstract:
Background Lung cancer is the number one cause of cancer death worldwide.(1) It is the fifth most commonly diagnosed cancer in Australia (12,741 cases diagnosed in 2018) and the leading cause of cancer death.(2) The number of years of potential life lost to lung cancer in Australia is estimated to be 58,450, similar to that of colorectal and breast cancer combined.(3) While tobacco control strategies are most effective for disease prevention in the general population, early detection via low dose computed tomography (LDCT) screening in high-risk populations is a viable option for detecting asymptomatic disease in current (13%) and former (24%) Australian smokers.(4) The purpose of this Evidence Check review is to identify and analyse existing and emerging evidence for LDCT lung cancer screening in high-risk individuals to guide future program and policy planning. Evidence Check questions This review aimed to address the following questions: 1. What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? 2. What is the evidence of potential harms from lung cancer screening for higher-risk individuals? 3. What are the main components of recent major lung cancer screening programs or trials? 4. What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Summary of methods The authors searched the peer-reviewed literature across three databases (MEDLINE, PsycINFO and Embase) for existing systematic reviews and original studies published between 1 January 2009 and 8 August 2019. Fifteen systematic reviews (of which 8 were contemporary) and 64 original publications met the inclusion criteria set across the four questions. Key findings Question 1: What is the evidence for the effectiveness of lung cancer screening for higher-risk individuals? There is sufficient evidence from systematic reviews and meta-analyses of combined (pooled) data from screening trials (of high-risk individuals) to indicate that LDCT examination is clinically effective in reducing lung cancer mortality. In 2011, the landmark National Lung Cancer Screening Trial (NLST, a large-scale randomised controlled trial [RCT] conducted in the US) reported a 20% (95% CI 6.8% – 26.7%; P=0.004) relative reduction in mortality among long-term heavy smokers over three rounds of annual screening. High-risk eligibility criteria was defined as people aged 55–74 years with a smoking history of ≥30 pack-years (years in which a smoker has consumed 20-plus cigarettes each day) and, for former smokers, ≥30 pack-years and have quit within the past 15 years.(5) All-cause mortality was reduced by 6.7% (95% CI, 1.2% – 13.6%; P=0.02). Initial data from the second landmark RCT, the NEderlands-Leuvens Longkanker Screenings ONderzoek (known as the NELSON trial), have found an even greater reduction of 26% (95% CI, 9% – 41%) in lung cancer mortality, with full trial results yet to be published.(6, 7) Pooled analyses, including several smaller-scale European LDCT screening trials insufficiently powered in their own right, collectively demonstrate a statistically significant reduction in lung cancer mortality (RR 0.82, 95% CI 0.73–0.91).(8) Despite the reduction in all-cause mortality found in the NLST, pooled analyses of seven trials found no statistically significant difference in all-cause mortality (RR 0.95, 95% CI 0.90–1.00).(8) However, cancer-specific mortality is currently the most relevant outcome in cancer screening trials. These seven trials demonstrated a significantly greater proportion of early stage cancers in LDCT groups compared with controls (RR 2.08, 95% CI 1.43–3.03). Thus, when considering results across mortality outcomes and early stage cancers diagnosed, LDCT screening is considered to be clinically effective. Question 2: What is the evidence of potential harms from lung cancer screening for higher-risk individuals? The harms of LDCT lung cancer screening include false positive tests and the consequences of unnecessary invasive follow-up procedures for conditions that are eventually diagnosed as benign. While LDCT screening leads to an increased frequency of invasive procedures, it does not result in greater mortality soon after an invasive procedure (in trial settings when compared with the control arm).(8) Overdiagnosis, exposure to radiation, psychological distress and an impact on quality of life are other known harms. Systematic review evidence indicates the benefits of LDCT screening are likely to outweigh the harms. The potential harms are likely to be reduced as refinements are made to LDCT screening protocols through: i) the application of risk predication models (e.g. the PLCOm2012), which enable a more accurate selection of the high-risk population through the use of specific criteria (beyond age and smoking history); ii) the use of nodule management algorithms (e.g. Lung-RADS, PanCan), which assist in the diagnostic evaluation of screen-detected nodules and cancers (e.g. more precise volumetric assessment of nodules); and, iii) more judicious selection of patients for invasive procedures. Recent evidence suggests a positive LDCT result may transiently increase psychological distress but does not have long-term adverse effects on psychological distress or health-related quality of life (HRQoL). With regards to smoking cessation, there is no evidence to suggest screening participation invokes a false sense of assurance in smokers, nor a reduction in motivation to quit. The NELSON and Danish trials found no difference in smoking cessation rates between LDCT screening and control groups. Higher net cessation rates, compared with general population, suggest those who participate in screening trials may already be motivated to quit. Question 3: What are the main components of recent major lung cancer screening programs or trials? There are no systematic reviews that capture the main components of recent major lung cancer screening trials and programs. We extracted evidence from original studies and clinical guidance documents and organised this into key groups to form a concise set of components for potential implementation of a national lung cancer screening program in Australia: 1. Identifying the high-risk population: recruitment, eligibility, selection and referral 2. Educating the public, people at high risk and healthcare providers; this includes creating awareness of lung cancer, the benefits and harms of LDCT screening, and shared decision-making 3. Components necessary for health services to deliver a screening program: a. Planning phase: e.g. human resources to coordinate the program, electronic data systems that integrate medical records information and link to an established national registry b. Implementation phase: e.g. human and technological resources required to conduct LDCT examinations, interpretation of reports and communication of results to participants c. Monitoring and evaluation phase: e.g. monitoring outcomes across patients, radiological reporting, compliance with established standards and a quality assurance program 4. Data reporting and research, e.g. audit and feedback to multidisciplinary teams, reporting outcomes to enhance international research into LDCT screening 5. Incorporation of smoking cessation interventions, e.g. specific programs designed for LDCT screening or referral to existing community or hospital-based services that deliver cessation interventions. Most original studies are single-institution evaluations that contain descriptive data about the processes required to establish and implement a high-risk population-based screening program. Across all studies there is a consistent message as to the challenges and complexities of establishing LDCT screening programs to attract people at high risk who will receive the greatest benefits from participation. With regards to smoking cessation, evidence from one systematic review indicates the optimal strategy for incorporating smoking cessation interventions into a LDCT screening program is unclear. There is widespread agreement that LDCT screening attendance presents a ‘teachable moment’ for cessation advice, especially among those people who receive a positive scan result. Smoking cessation is an area of significant research investment; for instance, eight US-based clinical trials are now underway that aim to address how best to design and deliver cessation programs within large-scale LDCT screening programs.(9) Question 4: What is the cost-effectiveness of lung cancer screening programs (include studies of cost–utility)? Assessing the value or cost-effectiveness of LDCT screening involves a complex interplay of factors including data on effectiveness and costs, and institutional context. A key input is data about the effectiveness of potential and current screening programs with respect to case detection, and the likely outcomes of treating those cases sooner (in the presence of LDCT screening) as opposed to later (in the absence of LDCT screening). Evidence about the cost-effectiveness of LDCT screening programs has been summarised in two systematic reviews. We identified a further 13 studies—five modelling studies, one discrete choice experiment and seven articles—that used a variety of methods to assess cost-effectiveness. Three modelling studies indicated LDCT screening was cost-effective in the settings of the US and Europe. Two studies—one from Australia and one from New Zealand—reported LDCT screening would not be cost-effective using NLST-like protocols. We anticipate that, following the full publication of the NELSON trial, cost-effectiveness studies will likely be updated with new data that reduce uncertainty about factors that influence modelling outcomes, including the findings of indeterminate nodules. Gaps in the evidence There is a large and accessible body of evidence as to the effectiveness (Q1) and harms (Q2) of LDCT screening for lung cancer. Nevertheless, there are significant gaps in the evidence about the program components that are required to implement an effective LDCT screening program (Q3). Questions about LDCT screening acceptability and feasibility were not explicitly included in the scope. However, as the evidence is based primarily on US programs and UK pilot studies, the relevance to the local setting requires careful consideration. The Queensland Lung Cancer Screening Study provides feasibility data about clinical aspects of LDCT screening but little about program design. The International Lung Screening Trial is still in the recruitment phase and findings are not yet available for inclusion in this Evidence Check. The Australian Population Based Screening Framework was developed to “inform decision-makers on the key issues to be considered when assessing potential screening programs in Australia”.(10) As the Framework is specific to population-based, rather than high-risk, screening programs, there is a lack of clarity about transferability of criteria. However, the Framework criteria do stipulate that a screening program must be acceptable to “important subgroups such as target participants who are from culturally and linguistically diverse backgrounds, Aboriginal and Torres Strait Islander people, people from disadvantaged groups and people with a disability”.(10) An extensive search of the literature highlighted that there is very little information about the acceptability of LDCT screening to these population groups in Australia. Yet they are part of the high-risk population.(10) There are also considerable gaps in the evidence about the cost-effectiveness of LDCT screening in different settings, including Australia. The evidence base in this area is rapidly evolving and is likely to include new data from the NELSON trial and incorporate data about the costs of targeted- and immuno-therapies as these treatments become more widely available in Australia.
APA, Harvard, Vancouver, ISO, and other styles
10

Willits, Daniel H., Meir Teitel, Josef Tanny, Mary M. Peet, Shabtai Cohen, and Eli Matan. Comparing the performance of naturally ventilated and fan-ventilated greenhouses. United States Department of Agriculture, March 2006. http://dx.doi.org/10.32747/2006.7586542.bard.

Full text
Abstract:
The objectives of this project were to predict the performance of naturally and fan-ventilated greenhouses as a function of climate, type of crop, evaporative cooling and greenhouse size, and to estimate the effects of the two cooling systems on yield, quality and disease development in the different crops under study. Background In the competitive field of greenhouse cultivation, growers and designers in both the US and Israel are repeatedly forced to choose between naturally ventilated (NV) and fan ventilated (FV) cooling systems as they expand their ranges in an effort to remain profitable. The known advantages and disadvantages of each system do not presently allow a clear decision. Whether essentially zero operating costs can offset the less dependable cooling of natural ventilation systems is question this report hopes to answer. Major Conclusions US It was concluded very early on that FV greenhouses without evaporative pad cooling are not competitive with NV greenhouses during hot weather. During the first year, the US team found that average air temperatures were always higher in the FV houses, compared to the NV houses, when evaporative pad cooling was not used, regardless of ventilation rate in the FV houses or the vent configuration in the NV houses. Canopy temperatures were also higher in the FV ventilated houses when three vents were used in the NV houses. A second major conclusion was that the US team found that low pressure fogging (4 atm) in NV houses does not completely offset the advantage of evaporative pad cooling in FV houses. High pressure fog (65 atm) is more effective, but considerably more expensive. Israel Experiments were done with roses in the years 2003-2005 and with tomatoes in 2005. Three modes of natural ventilation (roof, side and side + roof openings) were compared with a fan-ventilated (with evaporative cooling) house. It was shown that under common practice of fan ventilation, during summer, the ventilation rate is usually lower with NV than with FV. The microclimate under both NV and FV was not homogeneous. In both treatments there were strong gradients in temperature and humidity in the vertical direction. In addition, there were gradients that developed in horizontal planes in a direction parallel to the direction of the prevailing air velocity within the greenhouse. The gradients in the horizontal direction appear to be larger with FV than with NV. The ratio between sensible and latent heat fluxes (Bowen ratio) was found to be dependent considerably on whether NV or FV is applied. This ratio was generally negative in the naturally ventilated house (about -0.14) and positive in the fan ventilated one (about 0.19). Theoretical models based on Penman-Monteith equation were used to predict the interior air and crop temperatures and the transpiration rate with NV. Good agreement between the model and experimental results was obtained with regard to the air temperature and transpiration with side and side + roof ventilation. However, the agreement was poor with only roof ventilation. The yield (number of rose stems longer than 40 cm) was higher with FV
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Disadvantaged backgrounds' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography