Prenatal origins of suicide mortality: A prospective cohort study in the United States

Most suicide research focuses on acute precipitants and is conducted in high-risk populations. Yet, vulnerability to suicide is likely established years prior to its occurrence. In this study, we aimed to investigate the risk of suicide mortality conferred by prenatal sociodemographic and pregnancy-related factors. Offspring of participants (N = 49,853) of the Collaborative Perinatal Project, a U.S. population-based cohort of pregnancies enrolled between 1959 and 1966, were linked to the U.S. National Death Index to determine their vital status by the end 2016. We examined associations between sociodemographic factors during pregnancy, pregnancy complications, labor and delivery complications, and neonatal complications with suicide death coded according to ICD-9/10 criteria. By the end of 2016, 3,555 participants had died. Of these, 288 (214 males, 74 females) died by suicide (incidence rate = 15.6 per 100,000 person-years, 95% Confidence Interval [CI] = 13.9–17.5). In adjusted models, male sex (Hazard Ratio [HR] = 2.98, CI: 2.26–3.93), White race (HR = 2.14, CI = 1.63–2.83), low parental education (HR = 2.23, CI = 1.38–3.62), manual parental occupation (HR = 1.38, CI = 1.05–1.82), being a younger sibling (HR = 1.52, CI = 1.10–2.11), higher rates of pregnancy complications (HR = 2.36, CI = 1.08–5.16), and smoking during pregnancy (HR = 1,28, CI = 0.99–1.66) were independently associated with suicide risk, whereas birth and neonatal complications were not. Consistent with the developmental origins of psychiatric disorders, vulnerability to suicide mortality is established early in development. Both sociodemographic and pregnancy factors play a role in this risk, which underscores the importance of considering life course approaches to suicide prevention, possibly including provision of high-quality prenatal care, and alleviating the socioeconomic burdens of mothers and families.

Student Perspectives on Business Education in the USA

This chapter examines the academic and personal trajectory a student takes from before they ever set a foot on campus to beyond a college degree. By first assessing the private vs. public school dynamics in Southern California, the author documents the ways in which these systems are a reaction to the American college system, and how the prevailing psyche around college as being an ultimate end for students and their parents plays out. Reflecting on personal choices and circumstances unique to the individual yields a variety of challenges and benefits posed by pursuing a college degree, all of which influence what to study and where to pursue it. Influences range from relative income to geographical location and parental occupation. Through an examination of these elements, the relative importance and weight of a college degree in light of developments accelerated by the COVID-19 pandemic leaves the collegiate system and the students who are at the center of it in an unparalleled position.

Logistics Regression Modelling on Student Career Path Choices at the Statistics Department, FMIPA UNM Makassar

Survey of career path that students plan after completing their undergraduate in statistics department was carried out through questionnaire on google form from May 6 to May 24, 2021. There were 114 students who filled out the questionnaire, consisting of 20 students from class 2018, 23 students from class 2019, and 71 students from class 2020. Dependent variable is career path plan (Y), while independent variables are tendency to choose career paradigm (CPC), gender (GDR), Grade Point Average (GPA), parental occupation (POC), number of siblings (NOS), place of birth (POB) and year of university entrance (YOE). The data are analysed by binary logistic model with logit transformation and the result is g ( Y ) = ln [ π ( Y ) 1 − π ( Y ) ] = − 13 , 525 + 2 , 332 ( CPC ) − 1 , 036 ( GDR ) + 4 , 466 ( GPA ) + 2 , 421 ( POC 1 ) − 0 , 405 ( POC 2 ) + 2 , 390 ( POC 3 ) + 0 , 236 ( NOS ) − 1 , 817 ( POB ) + 0 , 448 ( YOE 1 ) − 2 , 660 ( YOE 2 ) Results of the analysis show that predictive power of the model to explain tendency of students to choose career according to statistics is around 34% to 56% based on variables in the model. Beside that tendency of career paradigm choice (CPC), Grade Point Average (GPA), parental occupation (POC1 civil servant), place of birth (POB), and year of entry (YOE2 2019) significantly affect chosen career goals by student.

Transmission of Educational Outcomes Across Three Generations: Evidence From Migrant Workers’ Children in China

The migration of parents or children may bring risks to children’s academic performance, but intergenerational effects on the academic performance of migrant workers’ children have been underexplored. This study aims to investigate how grandparents’ socioeconomic status (G1) and parents’ proximal and distal socioeconomic status (G2) influence the academic performance of migrant workers’ children (G3) and the corresponding impacts on the academic performance of migrant and left-behind children. The data used in this study were collected from a survey of 2017 migrant workers conducted in 13 districts and cities of 7 provinces of China in 2014. The results of ordered logistic regression models indicate that G1 grandparent socioeconomic status is positively associated with G2 academic performance and education level. Similarly, G2 parental academic performance and education level are positively linked to G3 academic performance. Parental distal academic performance and education level play an important role in G3 academic performance, but grandparents’ socioeconomic status is not significantly associated with G3 academic performance while controlling for both G1 and G2 variables. In addition, the influence of grandparents’ and parents’ socioeconomic status differs between migrant and left-behind children. Grandparent and parental occupation status only have a significant impact on left-behind children. The educational reproduction of migrant workers’ children has different logics among migrant and left-behind children. Further policies and social services are required to improve the development of migrant workers’ children.

Determinants of Infant and Young Child Feeding Practices in Lower Egypt: A Community- Based Cross-Sectional Survey

Background: The optimal feeding practice in infants and young children is the key in shaping their adequate growth and development. Methods: The study aimed to explore the multiple interactions that influence the complexity of infant feeding in Egypt and acknowledge the common beliefs, attitudes and practices regarding breastfeeding and weaning process. Energy and nutrients daily intake provided by complementary foods was also investigated. Structured interview survey gathering data on maternal feeding practices related to infants and young children, clinical and nutritional status of infants and their nutrient daily intake was administered to 235 mother-infant pairs recruited from Nile Delta. Results: Exclusive breastfeeding was significantly reported in 55.8% (p < 0.001), being optimum in only 8.9 % of infants and significantly predicted in mothers aged 25-29 years. The complementary feeding started at ≥ 6 months in 58.3 % of infants and significantly based on commercial recipes ((p < 0.001). Cessation of breastfeeding (34.5 %) was mainly associated with maternal perception of insufficient breast milk (16.2 %) and significantly associated with female gender (p<0.001), rural residence (p<0.001), maternal age (25-29 years), parental occupation and paternal education (p<0.001). Calcium (58.7 %), vitamin B2 (45.1 %) and vitamin C (55.7 %) were the only nutrients adequately consumed. Conclusions: In Egypt, infant and young feeding practices are still far from the recommended levels. Collaboration between government entities and non-profit organizations is required to improve maternal knowledge, beliefs, attitudes and practices.

Role of parents on screen time of young children in Pokhara metropolitan, Nepal- a cross sectional study

Background: Sedentary lifestyle is a major modifiable risk factor that usually starts from childhood. High screen time is associated with sedentary lifestyle in children; and parents might have played a role in screen time among the children. This study aims to assess the role of parents in the screen time of young children aged five to nine years in Pokhara metropolitan city in Nepal. Methods: A cross sectional study was done among 360 children where respondents were one of the parents of those children. Face to face interview was done using a semi structured questionnaire between March 8 and September 4, 2020. A daily screen time <2 hours was taken as a normal value. Descriptive and inferential analyses were done with the data. Chi square test at 5% level of significance was computed for the inferential analysis. The ethical approval was taken from the Nepal Health Research Council. Results: Of the total 360 children, 54.7% were male and 35.6% were aged 9 years. Screen time >2 hours was found among 48.6% children. The screen time of >2 hours children was significantly associated with the educational qualification of parents, parental worry and parental permission to watch the screen for tasks like eating, doing homework, not going out or making free time for parents. The screen time of children was not associated with socioeconomic characteristics like parental occupation. Conclusion: Parental characteristics have role in the screen time of children. Parental factors must also be considered while implementing programs to reduce children’s screen time.

“The Dio Difference”: Social Class and Anglican Girls’ Secondary Schools in Aotearoa New Zealand, 1877-1975

<p><b>This study examines the histories of Anglican girls’ secondary schools from 1877-1975, placing them within a social class setting. This thesis argues that these schools, despite the diversity of their location and the dates of their founding, existed largely to educate the daughters of Aotearoa New Zealand’s ruling class. The ruling class can be defined as an active class made up of social elites, who were influential in society and possessed economic, social and cultural capital. This capital appears in the form of the ability to set an agenda in civic society, as membership in networks, and as the possession of a formal education. The Anglican girls’ private schools were a means through which this class replicated itself. The Anglican church possessed many such influential members of society and was driven, on a diocesan level, to establish private schools for girls in defence of a curriculum which included religious education.</b></p> <p>The schools in this study were all founded between 1878 and 1918 and remain in existence today. Over their lifetimes they have remained exclusively girls’ schools, with a mix of day-students and boarders. The thesis uses data collected from school archives, libraries, and school histories as well as a wider literature on education and class theory in order to situate the schools firmly within a class analysis. The thesis makes particular use of admissions registers to analyse the demographic of students attending the schools, situating students within their geographical catchments. Further, admissions registers have been used to determine the social status of parental occupation of students and their relative social class position. Each of the schools engaged in discourses surrounding the purpose of an education for girls. Schools strived to offer students both an academic and a social education. These two goals often existed in tension. The schools grappled with the aim of educating their students to be young Anglican women of good character who were able to fulfil their roles as future wives and mothers in affluent households, whilst also offering an academic curriculum which promised rigour for those most able. As the role of women in the workplace and wider society evolved, so too did the pedagogy of the schools both in terms of curriculum and in the conveyance of symbolic capital through membership in elite ruling class networks. Throughout the time period under examination, 1877-1975, the schools consistently offered an alternative to state schools, an alternative that described the ‘difference’ that private schooling could offer. That ‘difference’, this thesis suggests, was one that signified superiority, locating the schools within the upper ranks of social class hierarchy in Aotearoa New Zealand.</p>

“The Dio Difference”: Social Class and Anglican Girls’ Secondary Schools in Aotearoa New Zealand, 1877-1975

<p><b>This study examines the histories of Anglican girls’ secondary schools from 1877-1975, placing them within a social class setting. This thesis argues that these schools, despite the diversity of their location and the dates of their founding, existed largely to educate the daughters of Aotearoa New Zealand’s ruling class. The ruling class can be defined as an active class made up of social elites, who were influential in society and possessed economic, social and cultural capital. This capital appears in the form of the ability to set an agenda in civic society, as membership in networks, and as the possession of a formal education. The Anglican girls’ private schools were a means through which this class replicated itself. The Anglican church possessed many such influential members of society and was driven, on a diocesan level, to establish private schools for girls in defence of a curriculum which included religious education.</b></p> <p>The schools in this study were all founded between 1878 and 1918 and remain in existence today. Over their lifetimes they have remained exclusively girls’ schools, with a mix of day-students and boarders. The thesis uses data collected from school archives, libraries, and school histories as well as a wider literature on education and class theory in order to situate the schools firmly within a class analysis. The thesis makes particular use of admissions registers to analyse the demographic of students attending the schools, situating students within their geographical catchments. Further, admissions registers have been used to determine the social status of parental occupation of students and their relative social class position. Each of the schools engaged in discourses surrounding the purpose of an education for girls. Schools strived to offer students both an academic and a social education. These two goals often existed in tension. The schools grappled with the aim of educating their students to be young Anglican women of good character who were able to fulfil their roles as future wives and mothers in affluent households, whilst also offering an academic curriculum which promised rigour for those most able. As the role of women in the workplace and wider society evolved, so too did the pedagogy of the schools both in terms of curriculum and in the conveyance of symbolic capital through membership in elite ruling class networks. Throughout the time period under examination, 1877-1975, the schools consistently offered an alternative to state schools, an alternative that described the ‘difference’ that private schooling could offer. That ‘difference’, this thesis suggests, was one that signified superiority, locating the schools within the upper ranks of social class hierarchy in Aotearoa New Zealand.</p>

Determinants of the Consumption of Regular Soda, Sport, and Energy Beverages in Spanish Adolescents

Increasing sugar-sweetened beverages (SSB) consumption and associated health impacts warrant health-policy action. We assessed associations of socioeconomic and lifestyle variables with adolescents’ consumption of regular soda (RSD), sport (SD), and energy (ED) drinks. Cross-sectional study of 3930 Spanish adolescents (2089 girls, 1841 boys) aged 13–18 years). We compared frequency of consuming each SSB type (European Food Safety Authority questionnaire) with sociodemographic and lifestyle variables (standardized questions). RSD, SD, and ED were consumed at least weekly by 72.7%, 32.3%, and 12.3% of participants, respectively, and more frequently (p < 0.001) by boys, compared to girls. Multivariate ordinal logistic regression showed inverse association between RSD, SD, and ED consumption and parental occupation-based socioeconomic status (p < 0.01). Daily smoking was associated (p < 0.001) with higher ED (OR 3.64, 95% CI 2.39–5.55) and RSD (OR 2.15, 95% CI 1.56–2.97) consumptions. SD intake was associated inversely with smoking (OR 0.60, 95% CI 0.40–0.89, p = 0.012) and directly with physical activity (OR 2.93, 95% CI 2.18–3.95, p < 0.001). School performance was lower among ED (OR 2.14, 95% CI, 1.37–3.35, p = 0.001) and RSD (OR 1.81, 95% CI 1.24–2.64, p = 0.002) consumers, compared to SD. Maleness and low socioeconomic status predicted SSB consumption. Smoking and low school performance were associated with higher ED and RSD intakes.