US Children with Parents in Deportation Proceedings

2014 ◽  
pp. 229-250
Author(s):  
Randy Capps ◽  
Ajay Chaudry ◽  
Juan Manuel Pedroza ◽  
Rosa Maria Castañeda ◽  
Robert Santos ◽  
...  
Keyword(s):  
Us Children

scholarly journals Changes in Cytomegalovirus Seroprevalence Among U.S. Children Aged 1–5 Years: The National Health and Nutrition Examination Surveys

2020 ◽  
Author(s):  
Molly R Petersen ◽  
Eshan U Patel ◽  
Alison G Abraham ◽  
Thomas C Quinn ◽  
Aaron A R Tobian
Keyword(s):  
Confidence Interval ◽  
National Health ◽  
Immunoglobulin G ◽  
Igg Antibodies ◽  
Cross Sectional ◽  
Health And Nutrition ◽  
Prevalence Difference ◽  
The Cross ◽  
Us Children

Abstract Data from the cross-sectional National Health and Nutrition Examination Surveys (NHANES) indicate that the seroprevalence of cytomegalovirus immunoglobulin G (IgG) antibodies among US children aged 1–5 years was 20.7% (95% confidence interval [CI]: 14.0, 29.0) in 2011–2012 and 28.2% (95% CI: 23.1–34.0) in 2017–2018 (adjusted prevalence difference, +7.6% [95% CI: −.4, +15.6]).

Cultural variation in children's observation during a demonstration

2005 ◽  
Vol 29 (4) ◽  
pp. 282-291 ◽  
Author(s):  
Rebeca Mejía-Arauz ◽  
Barbara Rogoff ◽  
Ruth Paradise
Keyword(s):  
Secondary Analysis ◽  
Cultural Variation ◽  
Formal Schooling ◽  
Primary Analysis ◽  
Extensive Experience ◽  
Children’S Learning ◽  
Mexican Heritage ◽  
European Heritage ◽  
Us Children ◽  
Children's Learning

Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figures, without requesting further information. In the primary analysis, 10 Mexican heritage US children observed without requesting additional information to a greater extent than 10 European heritage US children. Consistent with the ethnographic literature, these two groups differed in the extent of their family's involvement in schooling; hence, we explored the relationship with maternal schooling in a secondary analysis. An additional 11 children of Mexican heritage whose mothers had extensive experience in formal school (at least a high school education) showed a pattern more like that of the European heritage children, whose mothers likewise had extensive experience in school, compared with the Mexican heritage children whose mothers had only basic schooling (an average of 7.7 grades). The results suggest that a constellation of cultural traditions that organise children's learning experiences—including Western schooling—may play an important role in children's learning through observation and explanation.

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