A LOOK OVER THE HYPOTHESES OF THE SARS-CoV-2 ORIGINS

Background: In late 2019, a new coronavirus variant, SARS-CoV-2, emerged and caused a pandemic. Several were the consequences of the appearance of this new virus, including, but not limited to, death, unemployment, bankruptcies (moral and economic), hunger, and misery. Aim: the purpose of this work is to analyze two hypotheses through logical propositions about the possibility of natural origin, or not, of SARS-CoV-2. Methods: research in an open public audiovisual database, censored, and non-peer-reviewed was used to identify subjects that support the proposition that the virus has a natural origin (group A) and those who claim otherwise (group B) aiming to hear your conjecture. A photographic survey was also carried out in order to identify the characters studied. The logical analysis of the propositions was performed through the construction of an exclusive disjunction truth table. Results and Discussion: The truth table produced four scenarios, two impossible and two possible. The impossible scenarios were discarded, and the possible scenarios were analyzed and confronted with the results of the audiovisual research. Conclusions: with the exclusion of impossible scenarios, only the possibilities remain that SARS-CoV-2 has evolved or not naturally, one of the lines of reasoning will be wrong as to the origin of SARS-CoV-2 if it ever becomes determined.

“Boundary-Maintenance” or “Boundary-Crossing”? Name-Giving Practices among Immigrants in Germany

This study investigates why some immigrants choose names for their children that are common in their home country whereas others opt for names used by natives in the host country. Drawing on the sociological literature on symbolic boundaries, the first strategy can be described as boundary-maintenance whereas the second can be classified as boundary-crossing. Using data from the German Socio-Economic Panel Study and applying bivariate and multivariate methods, two broader explanations for name-giving practices are tested: (1) cultural proximity and the permeability of the symbolic boundary between home and host country; and (2) immigrants’ levels of linguistic, structural, social, and emotional integration in the host country. Overall, the theoretical model explains the differences very satisfactorily. Whilst both sets of factors proved relevant to immigrants’ name-giving practices, the immigrants’ level of integration in the host country was less important than the cultural proximity between the origin group and host country.

Identification of a Ruminant Origin Group B Rotavirus Associated with Diarrhea Outbreaks in Foals

Equine rotavirus group A (ERVA) is one of the most common causes of foal diarrhea. Starting in February 2021, there was an increase in the frequency of severe watery to hemorrhagic diarrhea cases in neonatal foals in Central Kentucky. Diagnostic investigation of fecal samples failed to detect evidence of diarrhea-causing pathogens including ERVA. Based on Illumina-based metagenomic sequencing, we identified a novel equine rotavirus group B (ERVB) in fecal specimens from the affected foals in the absence of any other known enteric pathogens. Interestingly, the protein sequence of all 11 segments had greater than 96% identity with group B rotaviruses previously found in ruminants. Furthermore, phylogenetic analysis demonstrated clustering of the ERVB with group B rotaviruses of caprine and bovine strains from the USA. Subsequent analysis of 33 foal diarrheic samples by RT-qPCR identified 23 rotavirus B-positive cases (69.69%). These observations suggest that the ERVB originated from ruminants and was associated with outbreaks of neonatal foal diarrhea in the 2021 foaling season in Kentucky. Emergence of the ruminant-like group B rotavirus in foals clearly warrants further investigation due to the significant impact of the disease in neonatal foals and its economic impact on the equine industry.

Examining Exit: The Roles of Push and Pull in Leaving Religion

The population of religious “nones,” those who do not affiliate with any religion, is continually growing. Many of those who identify as nones have exited from religious traditions. Sparse research has examined the psychological processes involved in religious exit. Although various theories of religious exit have been proposed, they have provided limited empirical utility for psychological research. Immigration psychology, with its empirically well-established paradigms, may provide a better theoretical basis with which to understand religious exit. More specifically, the push (from origin group) and pull (towards destination group) theory of migration may be useful in understanding what motivates individuals to leave religions, and the individual psychological experiences of the religious exit process. Further, the push and pull theory may inform the trajectories of disaffiliates and their psychological wellbeing and adjustment post religious exit. This study’s main aim was to empirically establish a measure of push-pull forces for religious exit. To accomplish this goal, Latent Variable Modeling was performed to reduce a larger push-pull item bank (38 items) to a brief 8-item scale. Hypothesis testing using correlation and Structural Equation Modeling demonstrated that push and pull are associated with mental health outcomes for those leaving religions.

ERS International Congress, Madrid, 2019: highlights from the Interstitial Lung Diseases Assembly

This article discusses a selection of the scientific presentations in the field of interstitial lung diseases (ILDs) that took place at the 2019 European Respiratory Society International Congress in Madrid, Spain. There were sessions from all four groups within Assembly 12: group 12.01 “Idiopathic interstitial pneumonias”, group 12.02 “ILDs/diffuse parenchymal lung diseases (DPLDs) of known origin”, group 12.03 “Sarcoidosis and other granulomatous ILDs/DPLDs” and group 12.04 “Rare ILDs/DPLDs”. The presented studies brought cutting-edge developments on several aspects of these conditions, including pathogenesis, diagnosis and treatment. As many of the ILDs are individually rare, the sharing of experiences and new data that occur during the Congress are very important for physicians interested in ILDs and ILD patients alike.

Efecto de lugar: aportes para comprender la segmentación socioeducativa en dos espacios locales de Argentina / Site effect: contributions to socio-educational segmentation understanding in two local spaces in Argentina

El planteo de la idea de efecto de lugar en la obra de Pierre Bourdieu, constituye una herramienta conceptual que permite explorar la relación entre desigualdades espaciales y desigualdades educativas, más precisamente aquellas referidas al desigual acceso de la población a las instituciones educativas diferenciadas que dan lugar a la segmentación socioeducativa. El artículo aborda los planteos en torno a la reificación del espacio social y la vigencia de la noción de ganancia de localización en tanto aportes para la comprensión sobre cómo interviene la dimensión espacial en la segmentación socioeducativa, entendida ésta como la conformación de grupos o circuitos escolares. Las desigualdades socio-espaciales y educativas son abordadas mediante la exploración de las configuraciones espaciales de las ciudades de Campana y Zárate (provincia de Buenos Aires, Argentina) y una aproximación al estudio de circuitos educativos de escuelas secundarias, secundarias técnicas e instituciones de educación y formación para el trabajo a partir de la indagación en distintos factores que contribuyen a la diferenciación escolar, entre ellos la dimensión espacial. Una conclusión a la que se llega es que existen múltiples “efectos de lugares”, que son diferenciales dentro de una misma localidad, y dan terreno a que existan ganancias o desventajas de localización que inciden sobre las instituciones educativas y sobre los docentes y estudiantes que forman parte de las mismas. Bourdieu’s idea of the site effect is a conceptual tool for exploring the relationship between spatial and educational inequalities, more precisely those referring to the unequal access of the population to differentiated educational institutions that permit socio-educational segmentation. It could be considered a less addressed aspect of Bourdieu’s work the study of the relationship between physical and social space and the putting into play of the different capitals for the access and differential appropriation of places and public goods and services, including school institutions. It is the aim of this text to recover the triallectic of symbolic, social, and physical spaces. The article discusses the issues related to the reification of social space and the validity of the notion of location gain as contributions to the understanding of how the spatial dimension intervenes in socio-educational segmentation. The school system is organized into segments according to the social classes they receive, fulfilling a function of social distribution, and legitimizing the differences that correspond to each origin group. These segments guide different social groups towards different types of education -for example, between general/ academic and technical education and between private and public education-; and towards different circuits or groups of educational institutions that resemble each other, but with dissimilar characteristics between the paths regarding buildings, human and material resources, access to transportation and environmental conditions that surround them.Socio-spatial and educational inequalities are addressed by exploring the spatial configurations of the cities of Campana and Zárate (Buenos Aires province, Argentina) and with an approach to the study of educational circuits of secondary schools and technical schools and vocational training institutions. This is based on the research of different factors that contribute to school differentiation, including the spatial dimension. In the construction of the educational circuits, the location of the educational institutions, and the barriers faced by the population were taken into account. Through the research carried out, it was possible to reconstruct three different circuits in each city. The most prestigious institutions belong to the circuits located in the geographic and symbolic centers of the cities, while the institutions with the greatest disadvantages are in the peripheral areas and devoid of physical accessibility conditions and basic services. It is concluded that there are multiple “site effects”, which are differentiated within the same place and allow access to the advantages or disadvantages of the place that affect educational institutions, and teachers and students.

Migrants Are Underrepresented in Mental Health and Rehabilitation Services—Survey and Register-Based Findings of Russian, Somali, and Kurdish Origin Adults in Finland

Mounting evidence suggests that migration background increases the risk of mental ill health, but that problems exist in accessing healthcare services in people of migrant origin. The present study uses a combination of register- and survey-based data to examine mental health-related health service use in three migrant origin populations as well as the correspondence between the need and use of services. The data are from the Finnish Migrant Health and Wellbeing Study (Maamu), a comprehensive cross-sectional interview and a health examination survey. A random sample consisted of 5909 working-aged adults of Russian, Somali, and Kurdish origin of which 3000 were invited to participate in the survey and the rest were drawn for a register-based approach. Some of the mental health services, based on registers, were more prevalent in the Kurdish origin group in comparison with the general population and less prevalent in the Russian and Somali origin groups. All the migrant origin groups were underrepresented in rehabilitation services. When affective symptoms were taken into account, all the migrant origin groups were underrepresented in all of the services. This calls for actions to promote mental health, diminish the barriers to access services, and improve the service paths for migrants.

From Nationalist Movements to Transnational Solidarities: Comparative and Pan-Latina/o Literary Studies

While literature by Latin American origin groups within the United States (e.g., Mexican, Puerto Rican, Cuban, Dominican) has been treated as a single literary corpus—“Latina/o Literature” or “Hispanic Literature”—since the last decades of the 20th century, in practice, the commonalities among such texts were more comparative than panethnic in nature until significantly more recently. That is, while literature by different national-origin groups revealed some strong similarities in theme and form, the writing itself reflected the specific concerns, background, and history of the specific national-origin group, rather than giving evidence of intra-Latino group interaction or a developing sense of a shared intra-Latino culture. This essay traces the commonalities among these bodies of literary production, including in the “pre-Latino” period, the 19th to mid-20th centuries, before there was even a commonly understood concept of “US Latino literature,” as well as during the Chicano and Nuyorican Movements of the 1960s and 1970s. It then turns to a discussion of developing representations of inter-group interactions and tensions, including in the more recent emergence of “Central American American” literary production. Particularly in the increasingly cosmopolitan urban centers of the United States, an evolving sense of intra-Latino solidarity and panethnic Latino “community” has come into view in the literature produced by Latinx writers of the later 20th and 21st centuries.

Measuring children’s emotional and behavioural problems: are SDQ parent reports from native and immigrant parents comparable?

Background The number of immigrants worldwide is growing and migration might be a risk factor for the mental health of children. A reliable instrument is needed to measure immigrants' childrens mental health. The aim of the study was to test the measurement invariance of the parent version of the Strengths and Difficulties Questionnaire (SDQ) between German native, Turkish origin and Russian origin immigrant parents in Germany. The SDQ is one of the most frequently used screening instruments for mental health disorders in children. Methods Differential Item Functioning (DIF) was tested in samples matched by socio-economic status, age and gender of the child. A logistic regression/item response theory hybrid method and a multiple indicators- multiple causes model (MIMIC) was used to test for DIF. Multi Group Confirmatory Factor analysis (MGCFA) was used to test for configural invariance. Parent reports of 10610 German native, 534 Russian origin and 668 Turkish origin parents of children aged 3–17 years were analysed. Results DIF items were found in both groups and with both methods. We did not find an adequate fit of the original five factor model of the SDQ for the Turkish origin group, but for the Russian origin group. An analysis of functional equivalence indicated that the SDQ is equally useful for the screening of mental health disorders in all three groups. Conclusion Using the SDQ in order to compare the parent reports of native and immigrant parents should be done cautiously. Thus, the use of the SDQ in epidemiological studies and for prevention planning is questionable. However, the SDQ turns out to be a valid instrument for screening purposes in parents of native and immigrant children.

Peningkatan Hasil Belajar Luas Bangun Datar melalui Strategi Belajar Kooperatif Tipe Jigsaw bagi Siswa

<p><em>Implementation of learning through Jigsaw type cooperative learning is by steps: dividing students into groups consisting of 4-6 people each group called the original group. Each origin group member is given a different topic. Every original group member who gets the same topic joins a group called the expert group. In expert groups, students discuss topics to be discussed according to the instructions of the Student Worksheet (LKS). After the discussion, each member of the expert group rejoined the original group to explain the topic discussed in the expert group. From the results of research that researchers have done, it appears that student learning outcomes have improved. The average value of students on a base score of 5.06, the actions are taken in the first cycle increased with an average of 6.9. Then the action is held again in cycle II, with an average student score reaching 8.3. From the results of this study, it can be concluded that through Jigsaw cooperative learning can improve student mathematics learning outcomes in class V UPT SDN 22 Tanah Bayang District. Therefore, it is suggested that teachers can carry out the learning process through Jigsaw cooperative learning with the aim of being able to improve student learning outcomes and interests.</em><em></em></p>