Epidemiology of Male Sexual Dysfunction in Asian and European Regions: A Systematic Review

Male sexual dysfunctions (MSDs) often remain undiagnosed and untreated in Asia compared to Europe due to conservative cultural and religious beliefs, socioeconomic conditions, and lack of awareness. There is a tendency for the use of traditional medicines and noncompliance with and reduced access to modern healthcare. The present systematic review compared the incidence and factors of MSD in European and Asian populations. English language population/community-based original articles on MSDs published in MEDLINE from 2008 to 2018 were retrieved. A total of 5392 studies were retrieved, of which 50 (25 Asian and 25 European) were finally included in this review. The prevalence of erectile dysfunction (ED) (0%–95.0% vs. 0.9%–88.8%), low satisfaction (3.2%–37.6% vs. 4.1%–28.3%), and hypoactive sexual desire disorder (HSDD) (0.7%–81.4 vs. 0%–65.5%) was higher in Asian than in European men, whereas the prevalence of anorgasmia (0.4% vs. 3%–65%) was lower in Asian than in European men. Age was an independent positive factor of MSD. In European men over 60 years old, the prevalence of premature ejaculation (PE) decreased. The prevalence of MSD was higher in questionnaires than in interviews. The significant factors were age, single status, low socioeconomic status, poor general health, less physical activity, cardiovascular diseases, diabetes, obesity, lower urinary tract symptoms, prostatitis, anxiety, depression and alcohol, tobacco, and drug use. The prevalence of MSD differed slightly in Asian and European men. There is a need to conduct large studies on the various Asian populations for the effective management of MSD.

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The Longitudinal Effects of School Improvement Grants

Educational Evaluation and Policy Analysis ◽

10.3102/01623737211012440 ◽

2021 ◽

pp. 016237372110124

Author(s):

Min Sun ◽

Alec I. Kennedy ◽

Susanna Loeb

Keyword(s):

School Improvement ◽

Low Socioeconomic Status ◽

Students Of Color ◽

English Language ◽

High School Graduation Rates ◽

Low Socioeconomic ◽

School Improvement Grants ◽

Positive Effects ◽

State Test ◽

Longitudinal Effects

School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America’s persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs’ effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs’ effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects.

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Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

International Journal of Bilingualism ◽

10.1177/1367006920948136 ◽

2020 ◽

pp. 136700692094813

Author(s):

Michelle J White

Keyword(s):

Working Memory ◽

English Language Learners ◽

Low Socioeconomic Status ◽

Limited English Proficiency ◽

English Language ◽

Formal Schooling ◽

Phonological Working Memory ◽

Low Socioeconomic ◽

Language Measures ◽

Verbal Complex

Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.

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Educational success among elementary school children from low socioeconomic status families: A systematic review of research assessing parenting factors

Journal of Children and Poverty ◽

10.1080/10796126.2015.1031728 ◽

2015 ◽

Vol 21 (1) ◽

pp. 17-46 ◽

Cited By ~ 6

Author(s):

Charity S. Watkins ◽

Matthew O. Howard

Keyword(s):

Systematic Review ◽

Socioeconomic Status ◽

Elementary School ◽

Low Socioeconomic Status ◽

School Children ◽

Elementary School Children ◽

Educational Success ◽

Low Socioeconomic

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Factors associated to breastfeeding in the first hour of life: systematic review

Revista de Saúde Pública ◽

10.1590/s0034-8910.2014048005278 ◽

2014 ◽

Vol 48 (4) ◽

pp. 697-708 ◽

Cited By ~ 59

Author(s):

Tania Maria Brasil Esteves ◽

Regina Paiva Daumas ◽

Maria Inês Couto de Oliveira ◽

Carlos Augusto de Ferreira de Andrade ◽

Iuri Costa Leite

Keyword(s):

Risk Factors ◽

Systematic Review ◽

Low Socioeconomic Status ◽

Maternal Education ◽

Family Income ◽

Home Delivery ◽

Access To Health Services ◽

Low Socioeconomic ◽

Poor Access ◽

Independent Risk Factors

OBJECTIVE To identify independent risk factors for non-breastfeeding within the first hour of life.METHODS A systematic review of Medline, LILACS, Scopus, and Web of Science electronic databases, till August 30, 2013, was performed without restrictions on language or date of publishing. Studies that used regression models and provided adjusted measures of association were included. Studies in which the regression model was not specified or those based on specific populations regarding age or the presence of morbidities were excluded.RESULTS The search resulted in 155 articles, from which 18 met the inclusion criteria. These were conducted in Asia (9), Africa (5), and South America (4), between 1999 and 2013. The prevalence of breastfeeding within the first hour of life ranged from 11.4%, in a province of Saudi Arabia, to 83.3% in Sri Lanka. Cesarean delivery was the most consistent risk factor for non-breastfeeding within the first hour of life. “Low family income”, “maternal age less than 25 years”, “low maternal education”, “no prenatal visit”, “home delivery”, “no prenatal guidance on breastfeeding” and “preterm birth” were reported as risk factors in at least two studies.CONCLUSIONS Besides the hospital routines, indicators for low socioeconomic status and poor access to health services were also identified as independent risk factors for non-breastfeeding within the first hour of life. Policies to promote breastfeeding, appropriate to each context, should aim to reduce inequalities in health.

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Cost-Effectiveness of a Community-Based Weight Control Intervention Targeting a Low-Socioeconomic-Status Mexican-Origin Population

Health Promotion Practice ◽

10.1177/1524839914537274 ◽

2014 ◽

Vol 16 (1) ◽

pp. 101-108 ◽

Cited By ~ 9

Author(s):

Kimberly J. Wilson ◽

H. Shelton Brown ◽

Elena Bastida

Keyword(s):

Socioeconomic Status ◽

Cost Effectiveness ◽

Low Socioeconomic Status ◽

Weight Control ◽

Mexican Origin ◽

Community Based ◽

Low Socioeconomic ◽

Control Intervention

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Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis

Review of Educational Research ◽

10.3102/0034654316687036 ◽

2017 ◽

Vol 87 (2) ◽

pp. 243-282 ◽

Cited By ~ 36

Author(s):

Jens Dietrichson ◽

Martin Bøg ◽

Trine Filges ◽

Anne-Marie Klint Jørgensen

Keyword(s):

Systematic Review ◽

Socioeconomic Status ◽

Middle School Students ◽

Low Socioeconomic Status ◽

Educational Achievement ◽

Meta Analysis ◽

Effect Sizes ◽

School Students ◽

Low Socioeconomic ◽

Elementary And Middle School

Socioeconomic status is a major predictor of educational achievement. This systematic review and meta-analysis seeks to identify effective academic interventions for elementary and middle school students with low socioeconomic status. Included studies have used a treatment-control group design, were performed in OECD and EU countries, and measured achievement by standardized tests in mathematics or reading. The analysis included 101 studies performed during 2000 to 2014, 76% of which were randomized controlled trials. The effect sizes (ES) of many interventions indicate that it is possible to substantially improve educational achievement for the target group. Intervention components such as tutoring (ES = 0.36), feedback and progress monitoring (ES = 0.32), and cooperative learning (ES = 0.22) have average ES that are educationally important, statistically significant, and robust. There is also substantial variation in effect sizes, within and between components, which cannot be fully explained by observable study characteristics.

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