Reducing infantile anemia: insight on patterns of process and outcome indicators by ethnicity and socioeconomic class during a 10-year intervention program and 5 years after

Background In 2005, Clalit Health Services (CHS), the largest health maintenance organization in Israel, initiated an intervention program aimed at reducing the prevalence rate of infantile anemia (IA). This study evaluated the progress made during the intervention (2005–2014) and its yield 5 years after it ended (2019). Methods The CHS database was retrospectively reviewed twice yearly from 2005 to 2014 for repetitive samples of children aged 9 to 18 months regarding the previous half-year interval, and a single sample in 2019. Data were collected on gender, ethnicity (Jewish/non-Jewish), socioeconomic class (SEC; low/intermediate/high), hemoglobin testing (yes/no), and hemoglobin level (if tested). Excluded were infants with documented or suspected hemoglobinopathy. Results At study initiation, the rate of performance of hemoglobin testing was 54.7%, and the IA prevalence rate was 7.8%. The performance rate was lower in the Jewish than the non-Jewish subpopulation. The low-SEC subpopulation had a similar hemoglobin testing rate to the high-SEC subpopulation but double the IA prevalence rate. Overall, by the end of the intervention (2014), the performance rate increased to 87.5%, and the AI prevalence rate decreased to 3.4%. In 2019, there was little change in the performance rate from the end of the intervention (88%) and the IA prevalence was further reduced to 2.7%. The non-Jewish and low-SEC subpopulations showed the most improvement which was maintained and even bettered 5 years after the intervention ended. Conclusions The 10-year IA intervention program introduced by CHS in 2005 led to a reduction in IA prevalence rate to about 3.5% in all sub-populations evaluated. By program end, the results in the weaker subpopulations, which had the highest prevalence of IA at baseline, were not inferior to those in the stronger subpopulations. We recommended to the Israel Ministry of Health to adopt the intervention countrywide, and we challenge other countries to consider similar interventions.

Socioeconomic Classes of University Students in Pakistan as Predictors of their Personality Traits: A Case Study

The current study was heading for determining the impact of Pakistani university students’ socioeconomic classes on their personality traits. Demographic and personality questionnaires were filled by available university students online. The stepwise regression technique facilitated to generate regression models to define impacts of different socioeconomic classes on students’ different personality traits. Different regression models highlighted the significant negative impacts of the middle upper socioeconomic class on Agreeableness, Extraversion and Neuroticism personality traits. The lower socioeconomic class was found to have positive impact on only one personality sub-trait self-discipline. Whereas, the upper lower socioeconomic class caused positive impacts on students’ trust sub-trait, Conscientiousness trait and negative impact on excitement seeking sub-trait of personality. The importance of these impacts of socioeconomic classes on different personality traits and the possible implications are discussed with respect to university students’ academic performance and academic behaviour.

Behaviour of brand switching of milk product for young children aged 1-3 years in consumers of middle to lower socioeconomic class in urban communities in malang

A total of 56.7% of Indonesia’s population today is concentrated in urban areas. More than 80% of Indonesians belong to the middle and lower socioeconomic class and this segment is the biggest consumer of milk products for young children aged 1-3 years called growing-up milk (GUM). Understanding the brand and customer behaviour is significantly important. This study aimed to examine the behavior of GUM brand switching on middle to lower socioeconomic class consumers in urban communities. The research was conducted in Malang Municipality, East Java Province, using guided interviews with questionnaires. The research respondents were 102 consumers of GUM that were selected by proportional random method in all five sub-districts. The data were processed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results showed that the prior experience in purchasing variables had a highly significantly negative effect and the consumer dissatisfaction had a significantly positive effect on the process of brand switching for consumers of GUM products. Empty product stock in the store is one of the real examples of bad prior experience as well as dissatisfaction of the consumers that trigger them to change the old brand to new brand. The GUM companies have to maintain product suppliability.

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

THREATS OF THE HIJAB: HOW FRANCE’S COLONIAL FABRICATION OF THE ISLAMIC HEADSCARF AFFECTS ITS MUSLIM WOMEN

Discourse in France on the Islamic headscarf is omnipresent, even if its presence in schools is not. There are polarizing views in literature on whether Muslim women can truly integrate into French society if their religiosity and headscarf appears to go against the republic’s principles of equality, liberty, and fraternity. While this inquiry may be prevalent, there has been little interdisciplinary discussion on what invokes such negative reactions from the majority of the French population towards the Islamic headscarf. There has been even less discussion and reports on the impact of this reaction on Muslim women in France. This paper seeks to contribute to those apertures in scholarly literature. Using the French ban of 2004 as a case study, I explore how France’s colonial fabrication of the Islamic headscarf is pervasive and impacts the identity and livelihood of Muslim women in France. The term ‘hijab’ in this paper refers to Islamic headscarf Muslim women wear to meet religious requirements. I start by analyzing France’s colonial history with Algeria and its depiction of the hijab during that period. Then, I illustrate its importance in French understandings of the headscarf by highlighting parallels between arguments used for the ban on headscarves and France’s historical repackaging of the Muslim headdress. Concluding illustrations will reveal the harrowing impact of the hijab ban on the rights, identity, education and socioeconomic class of Muslim women in France.

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

BEHAVIORAL CHARACTERISTICS OF CHILDREN WITH SICKLE CELL DISEASE

ABSTRACT Objective: To evaluate sociodemographic and clinical aspects of children with sickle cell disease (SCD) and their behavioral characteristics. Methods: Interview with parents of patients with SCD from four to ten years old, addressing socioeconomic aspects and other health conditions, and using the Strengths and Difficulties Questionnaire (SDQ). Clinical data were obtained from medical records. Exclusion criteria were the use of hydroxyurea, previous diagnosis of stroke, chronic encephalopathy and/or intellectual disability. Results: 45 patients (19 girls and 26 boys) were assessed. The median age was seven years. Diagnosis of SCD: 26 hemoglobinopathy SC; 19 hemoglobinopathy SS. Socioeconomic class: D: 24.4%; C2: 44.4%; C1: 28.9%; B2: 2.2%. Clinical history: acute chest syndrome: 40%; transfusions: 66.7%; hospitalizations: 82.2%. SDQ findings: 88.9% clinical impact (emotional subscale: 68.9%); total score: impact in 48.9%. It was not possible to establish a relation between the severity of the disease and the results of the SDQ. Regarding socioeconomic class: among individuals of classes B2 and C1, 21.4% had impact at the total score; in classes C2 and D, this percentage was 61.3%. Regarding the schooling of the head of the family, with Elementary School at least, 39.3% of the children had impacts; for fewer education, this percentage was 64.7%. Conclusions: Behavioral impacts are highly prevalent in children with SCD. Individuals in socioeconomic classes C2 and D suffered more behavioral impacts than individuals in classes B2 and C1.