scholarly journals Humanitarian crisis at the Poland–Belarus border: politics is putting migrants at risk

2021 ◽  
Vol 11 ◽  
pp. 100285
2021 ◽  
Vol 9 ◽  
Author(s):  
Marian Abouzeid ◽  
Dana A. Halwani ◽  
Ali H. Mokdad ◽  
Rima R. Habib

Lebanon is in the midst of a rapidly escalating, unprecedented humanitarian crisis that is plunging the country deep into poverty and threatens population well-being, economic development, social welfare and national and regional stability. The dire situation is due to the compounding effects of the August 2020 Beirut blast, massive economic collapse and the COVID-19 pandemic, in a setting of longstanding entrenched political corruption and a dysfunctional, mismanaged crisis response by the state. This current emergency occurs on the background of a turbulent history and complex regional geopolitical context – including the Syrian refugee crisis, the ongoing influence of foreign actors and their local proxies, the United-States-imposed sanctions, endemic corruption, a culture of nepotism and entitlement among the political dynasties, dysfunctional power-sharing and deep-seated sectarian divides. With over half the population now living in poverty, a generation of children are among those at risk. This Perspective provides a brief overview of Lebanon's current complex humanitarian crisis, discusses the impacts of the evolving situation on youth and proposes a suite of recommendations to mitigate the effects.


2021 ◽  
Vol 49 (1) ◽  
Author(s):  
Jun Kobayashi ◽  
Nanae Aritaka ◽  
Ikuma Nozaki ◽  
Aya Tabata ◽  
Shinichiro Noda

AbstractFollowing the coup in Myanmar, humanitarian assistance, including coronavirus disease 2019 (COVID-19) control, must be implemented on the Thai-Myanmar border in the framework of international cooperation. The actual number of refugees was expected to increase in the Karen state at the end of March 2021, and they are at risk of contracting COVID-19 as they live in overcrowded conditions without access to basic sanitation. The global community has been hesitant to provide direct support because of fearing that such support would benefit the military. To reach this most vulnerable population, further strengthening of support through the Thai-Myanmar border as an alternative channel that was used before Myanmar's democratic transition in 2011 is necessary.


2021 ◽  
Vol 115 (4) ◽  
pp. 745-753

Nearly twenty years after the U.S. military began operations against the Taliban in Afghanistan, President Joseph R. Biden reported on August 31, 2021, that the last U.S. combat troops had departed the country. Biden announced on April 14, 2021, that the United States would withdraw combat troops from Afghanistan before the twenty-year anniversary of September 11, 2001, and NATO member states decided to depart the country simultaneously. The withdrawal followed an early 2020 deal between the Taliban and the Trump administration, which conditioned the pullout on Taliban agreement not to harbor terrorists that target the United States and its allies. Over the course of a week and a half in mid-August, the Taliban captured most of Afghanistan's provincial capitals, entering Kabul on August 15. The Afghan government collapsed, and President Ashraf Ghani fled the country. Through the end of August, the United States and other countries conducted a major airlift operation to evacuate their nationals and Afghans considered at risk of Taliban reprisals, though many were left behind amid risks of renewed civil war and humanitarian crisis.


1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.


2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.


2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.


2020 ◽  
Vol 29 (4) ◽  
pp. 1944-1955 ◽  
Author(s):  
Maria Schwarz ◽  
Elizabeth C. Ward ◽  
Petrea Cornwell ◽  
Anne Coccetti ◽  
Pamela D'Netto ◽  
...  

Purpose The purpose of this study was to examine (a) the agreement between allied health assistants (AHAs) and speech-language pathologists (SLPs) when completing dysphagia screening for low-risk referrals and at-risk patients under a delegation model and (b) the operational impact of this delegation model. Method All AHAs worked in the adult acute inpatient settings across three hospitals and completed training and competency evaluation prior to conducting independent screening. Screening (pass/fail) was based on results from pre-screening exclusionary questions in combination with a water swallow test and the Eating Assessment Tool. To examine the agreement of AHAs' decision making with SLPs, AHAs ( n = 7) and SLPs ( n = 8) conducted an independent, simultaneous dysphagia screening on 51 adult inpatients classified as low-risk/at-risk referrals. To examine operational impact, AHAs independently completed screening on 48 low-risk/at-risk patients, with subsequent clinical swallow evaluation conducted by an SLP with patients who failed screening. Results Exact agreement between AHAs and SLPs on overall pass/fail screening criteria for the first 51 patients was 100%. Exact agreement for the two tools was 100% for the Eating Assessment Tool and 96% for the water swallow test. In the operational impact phase ( n = 48), 58% of patients failed AHA screening, with only 10% false positives on subjective SLP assessment and nil identified false negatives. Conclusion AHAs demonstrated the ability to reliably conduct dysphagia screening on a cohort of low-risk patients, with a low rate of false negatives. Data support high level of agreement and positive operational impact of using trained AHAs to perform dysphagia screening in low-risk patients.


2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.


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