Abstract P473: Social Determinants of Cardiovascular Health Among Afro-Caribbean Immigrants in New York City

Circulation ◽  
2020 ◽  
Vol 141 (Suppl_1) ◽  
Author(s):  
Sabena Thomas ◽  
Amna Umer ◽  
Yvonne Commodore-mensah ◽  
Danielle Davidov ◽  
Christiaan Abildso
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Social Determinants ◽  
York City ◽  
Cardiovascular Health ◽  
College Education ◽  
School Education ◽  
High School Education ◽  
Black Immigrants

Introduction: Research on cardiovascular health (CVH) and risk factors among immigrants has been well-documented. Less is known about social influences on CVH, among black immigrants. Despite having the largest population of black immigrants in the U.S., Afro-Caribbean (AC) immigrants have been underrepresented in health research. We examined the social determinants of CVH among AC immigrants (Guyanese, Haitian and Jamaican) in New York City (NYC). Hypothesis: We hypothesized that social determinants of CVH will vary among the three ethnic sub-groups of AC immigrants. Methods: We included 1691 AC immigrants who reported their race as non-Hispanic Black and country of birth (COB) as Guyana (n= 369), Haiti (n= 291) or Jamaica (n= 1031) in the 2010-2014 administrations of the New York City Community Health Survey. Logistic regression analysis was performed to assess the association between social determinants and CVH (ideal vs intermediate/poor) using AHA’s CVH metrics. Results: The majority of the sample was female (59.2%) and reported high school education or less (53.9%). Most AC immigrants reported to have ideal CVH (71.3%). Education was significantly associated with CVH only among Jamaican immigrants. Jamaican immigrants with ≤ high school education were more likely to have intermediate/poor CVH compared to those with ≥ some college education. Conclusions: These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. National surveillance efforts should obtain more complete data on country of origin and oversample racial/ethnic minority groups in order to better understand their CVH outcomes. Future research should examine other social factors that may influence CVH among black immigrants.

A Study of Prognosis in High School Algebra

1929 ◽  
Vol 22 (1) ◽  
pp. 23-30
Author(s):  
Joseph B. Orleans ◽  
Jacob S. Orleans
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
York City ◽  
Compulsory Education ◽  
High School Education ◽  
Education Law ◽  
General Science ◽  
The Past ◽  
Vocational Courses

During the past two decades high school registration has increased many fold. The growth has been so rapid that in New York City, for example, the authorities have not been able to supply buildings fast enough to meet the new demands. Chief among the causes of this change is the Compulsory Education Law which complete many boys and girls to remain in school a year or two at least after their graduation from the elementary school. High school education has become the vogue and the high schools have therefore been forced to accept a large number of pupils who are not fitted for the various courses which are offered. The extent to which this condition holds is indicated by the number of failures each term. Commercial and vocational courses of various kinds have been introduced to take care of pupils whose needs are not met by the traditional subjects. The syllabi of the traditional subjects have been modified and simplified to meet the varying abilities and needs of the pupils. The effect of this tendency is seen in such courses as general science, general language and general mathematics.

scholarly journals The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

2017 ◽  
Vol 107 (12) ◽  
pp. 3635-3689 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Nikhil Agarwal ◽  
Parag A. Pathak
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Education Reform ◽  
York City ◽  
Popular Education ◽  
Welfare Effects ◽  
Student Preferences ◽  
Deferred Acceptance ◽  
School Assignment

Coordinated single-offer school assignment systems are a popular education reform. We show that uncoordinated offers in NYC's school assignment mechanism generated mismatches. One-third of applicants were unassigned after the main round and later administratively placed at less desirable schools. We evaluate the effects of the new coordinated mechanism based on deferred acceptance using estimated student preferences. The new mechanism achieves 80 percent of the possible gains from a no-choice neighborhood extreme to a utilitarian benchmark. Coordinating offers dominates the effects of further algorithm modifications. Students most likely to be previously administratively assigned experienced the largest gains in welfare and subsequent achievement. (JEL C78, D82, I21, I28)

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

scholarly journals Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

2014 ◽  
pp. 309-314
Author(s):  
Janine Berger
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Action Research ◽  
York City ◽  
Independent Learning ◽  
Action Research Project ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

scholarly journals Flavonoid Intake Varies by Racial/Ethnic Groups Within Sociodemographic Categories

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1426-1426
Author(s):  
Kijoon Kim ◽  
Kyungho Ha ◽  
Junichi Sakaki ◽  
Hwayoung Noh ◽  
Ock Chun
Keyword(s):  
High School ◽  
Marital Status ◽  
College Education ◽  
School Education ◽  
High School Education ◽  
Total Flavonoid ◽  
Sociodemographic Characteristics ◽  
Increased Risk ◽  
Flavonoid Intake ◽  
Race Ethnicity

Abstract Objectives Diets rich in flavonoids can reduce the risk of developing chronic diseases through their antioxidant and anti-inflammatory properties. While differences in flavonoid intake by race/ethnicity have been previously described, differences between race/ethnicity within categories sociodemographic characteristics have not been fully assessed. Therefore, the objective of this study was to estimate flavonoid intake and evaluate the disparities by race/ethnicity within categories of sociodemographic characteristics in US adults. Methods A total of 15,775 US adults aged 20 years and older in NHANES 2007–2014 were included in this cross-sectional study. Flavonoid intake was calculated by linking food consumption data from a 24-hour diet recall to a flavonoid database which has been expanded on by our research group using the USDA Databases for the Flavonoid (Release 3.3), and Isoflavone (Release 2.1) in addition to the USDA's Expanded Flavonoid Database for the Assessment of Dietary Intakes (Release 1.1). Mean (SE) flavonoid intakes by sociodemographic categories were compared with one-way ANOVA. Results Among US adults, mean (SE) total flavonoid intake was 227.6 (8.0) mg/day, and total flavonoid intake was highest in 40–59 year olds, non-Hispanic whites, those with a poverty-income ratio (PIR) ≥1.85, those with a college education or above, and those married or living with a partner. In most sociodemographic categories, Hispanics consistently had the lowest total flavonoid intakes compared to other races/ethnicities. Among Hispanic subgroups, total flavonoid intake was lowest in men, 20–39 years olds, PIR < 1.3, less than high school education, and single marital status (men only). Ethnic disparities in flavonoid intake were more pronounced between certain sociodemographic subcategories including men, 40–59 year olds, PIR < 1.3, less than high school education, and married marital status (men only). Conclusions These findings indicate that there are significant racial differences in flavonoid intake. Notably, Hispanics tended to have the lowest intake. Certain sociodemographic populations such as males, low income or low educated may be at an increased risk of flavonoid under-consumption. Funding Sources This research received no external funding.

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