The objective of the present study is to address some important questions related to prostate cancer treatments and survivorship among White and African American men. It is commonly understood that the risk of developing prostate cancer is higher in African American men than the other races. However, using parametric analysis, this study demonstrates that this perception is a "myth" not a "reality". The study further identifies the existence of racial/ethnic disparities by comparing the average mean tumor size, the median of survival time, and the survival function between White and African American men. These results underline the necessity of understanding the role of racial background in working towards improved clinical targeting, and thereby, improving clinical outcomes. Furthermore, parametric survival analysis was performed to estimate the survivorship of white men undergoing different treatments at each stage of prostate cancer. Additionally, to better understand the risk factors (age, tumor size, the interaction between age and tumor size) associated with survival time, an accelerated failure time model was developed that could accurately predict the rates of survivorship of white men at each stage of prostate cancer in accordance with whatever treatment they had received. Finally, the results of parametric survival analysis and the accelerated failure time model are compared among white men undergoing similar treatment at each stage of the disease.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-08-30T12:31:44Z No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T14:12:30Z (GMT) No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T14:12:37Z (GMT) No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Made available in DSpace on 2017-09-20T14:16:55Z (GMT). No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) Previous issue date: 2017-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The research which resulted in this dissertation aimed to understand the manner the University is incorporating the racial-ethnic theme on the curriculums of the Arts degree course, specifically in two Theater degree courses, one from Universidade Federal de Minas Gerais and the other one from Universidade Estadual Paulista. This research fall within the wide-ranging debate which has as reference the Law 10.639/2003, attempting to understand how the future teachers of arts are being trained in the racial-ethnic relations and the teaching of Afro-Brazilian History and Culture. The methodology applied was the Grounded Theory and consisted of document and bibliographic research and interviewing researchers of the field and students who were about to finish their course. After the data analysis, important contribution was gathered to think of actions to (re)test and (re)plan the basic training of Theater teachers in such theme, searching for new contents and pedagogical-didactics that come from an ethnocentric education, mainly from a European aspect, and bring a more plural education on which the differences are appreciated, as well as different ways of conceiving and performing theater are contemplated. To that extent, the barrier-breaking between the university and the community shows up, on the data, as a central issue to new perspectives of training teachers. / A pesquisa que resultou nesta dissertação buscou compreender de que maneira a Universidade está incorporando a temática étnico-racial nos currículos dos cursos de Licenciatura na área de artes, especificamente em dois cursos de Licenciatura em Teatro, sendo um da Universidade Federal de Minas Gerais e outro da Universidade Estadual Paulista. Esta pesquisa se insere no amplo debate que tem como referência a Lei 10.639/2003, buscando compreender como os/as futuros/as professores/as de Arte estão sendo formados/as para educação para as relações étnico-raciais e para o ensino da História e Cultura Afro-brasileira e Africana. A metodologia utilizada foi a Teoria Fundamentada e constituiu-se de pesquisa documental e bibliográfica e, de entrevistas com pesquisadores/as da área e com estudantes concluintes dos cursos. Após as análises dos dados reuniram-se importantes contribuições para se pensar ações de (re)avaliação e (re)planejamento de formação inicial de professores/as de Teatro na temática em questão, buscando novos conteúdos e didáticas pedagógicas que questionem a formação etnocêntrica, principalmente de vertente europeia, e tragam uma formação mais plural, na qual as diferenças sejam valorizadas, bem como se contemple diferentes formas de se conceber e realizar o fazer teatral. Neste sentido, o rompimento da barreira entre universidade e comunidade aparece, nos dados, como questão central para novas perspectivas de formação de professores/as.

Made available in DSpace on 2016-06-02T20:39:17Z (GMT). No. of bitstreams: 1 5143.pdf: 1036234 bytes, checksum: 91452fd8e2cf25b41effbc818772f4f5 (MD5) Previous issue date: 2012-11-06 / Financiadora de Estudos e Projetos / This research aimed to conduct a few works that articulated the category race to the field of education in order to verify the relevance of the role played by the school institution as it relates to ethnic-racial issue in Brazil. Seeking to achieve this objective it is a mapping of the papers presented at two major national associations of research and graduate of Social Sciences and Education, the National Association of Graduate Studies and Research in Social Sciences (ANPOCS) and the National Association of Graduate Studies and Research in Education (ANPEd) during 1988-2003. The observation of the aforementioned mapping identified the concepts of identity and citizenship presented directly related to ethnic and racial issues and education in the analyzed texts. Both this mapping as the monitoring of the contemporary literature of Social Sciences and Education, issues related to ethnicity, race, reported the need to study the relationships established between the formal education, the black movement and educational policies. In this sense, the research aimed to examine the interconnections between theoretical treatises that articulate race and education in ANPOCS ANPEd and pointing to the understanding of space and school education as central places in the constitution and re-discussion of the parameters of citizenship and / or as construction place processes to identify the persons to whom they are intended educational processes through the racial-ethnic membership. Finally, we sought a rapprochement between the normative instruments / legal policies that institutionalize public education in the country: the Law of Guidelines and Bases of Education (LDB), the National Education Plan (NEP) and the Development Plan for Education (PDE) and discussions presented by the works analyzed. / Esta pesquisa buscou realizar uma análise de alguns trabalhos que articulavam a categoria raça ao campo da educação visando verificar a relevância do papel desempenhado pela instituição escolar no que esta se relaciona à questão étnico-racial no Brasil. Buscando atingir tal objetivo realizou-se um mapeamento dos trabalhos apresentados em duas das principais associações nacionais de pesquisa e pós-graduação das Ciências Sociais e da Educação, a Associação Nacional de Pós-Graduação e Pesquisa em Ciências Sociais (ANPOCS) e a Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), no período de 1988 a 2003. A observação do mapeamento citado permitiu identificar que os conceitos identidade e cidadania apresentavam-se diretamente relacionados às questões étnico-raciais e a educação nos textos analisados. Tanto este mapeamento quanto o acompanhamento da literatura contemporânea das Ciências Sociais e da Educação, relacionadas às questões étnico-raciais, informaram a necessidade do estudo das relações que se estabelecem entre a educação formal, o movimento negro e as políticas públicas educacionais. Nesse sentido, a pesquisa teve por objetivo analisar as interconexões entre as produções teóricas que articulam raça e educação na ANPOCS e ANPEd apontando para a compreensão do espaço e da educação escolar enquanto lugares centrais na constituição e rediscussão dos parâmetros da cidadania e/ou como o lugar da construção dos processos de identificação dos sujeitos aos quais se destinam os processos educacionais por meio da pertença étnico-racial. Por fim, buscou-se uma aproximação entre os instrumentos normativos/legais que institucionalizam as políticas públicas educacionais no país: a Lei de Diretrizes e Bases da Educação (LDB), o Plano Nacional de Educação (PNE) e o Plano de Desenvolvimento da Educação (PDE) e os debates apresentados pelos trabalhos analisados.

abstract: The present study explored longitudinal associations between self-esteem and a specific dimension of gender identity (GI) and ethnic-racial identity (ERI), namely felt pressure from family and peers to act or behave in either gender or race/ethnic-accordant ways, among a sample of 750 African American and Latino/a middle school students (M = 12.10 years, SD = .97 years) in a southwestern U.S. city. Participants completed measures of self-esteem and GI and ERI felt pressure from family and from peers at two time points. Data were analyzed through bivariate correlation and hierarchical multiple linear regression analyses. Hierarchical multiple linear regression results revealed that among African American students, there was a significant negative longitudinal association between ERI felt pressure from family at Time 1 and self-esteem at Time 2 after controlling for self-esteem at Time 1. There was also a significant negative longitudinal association between ERI felt pressure from peers at Time 1 and self-esteem at Time 2 among African American participants. However, these associations were not found among Latino/a participants. Implications of findings with regards to GI and ERI development during early adolescence, socialization, and school context are discussed. / Dissertation/Thesis / Masters Thesis Counseling Psychology 2017

This research "A study of the pedagogical work of black normalistas from the State Institute of Education Olavo Bilac in Santa Maria/RS", is inserted in the line of research School Practice and Public Policy Program of Graduate Studies in Education of the Federal University of Santa Maria. This study intended to continue and contribute to the studies on educational work promoted by Kairós Research Group - Group for Research and Studies on Work, Education and Publics- policies and to promote debate on ethnic-racial relations in the school context. The aim of this work was to answer the following questioning: how do black normalistas from the decades of 1964 to 1996, in the State Institute Olavo Bilac, put into their discourse the relationship between the pedagogical work and race in the school context? The objective of this research is to analyze the speech of black normalistas on the issues of the teaching work of ethical and racial relations in a dialectical perspective. A theoretical framework on educational work and the integration of black in class society was organized produce the study that has its bases on the historical dialectic materialism from the content categories: educational work of black normalistas and integration of black in class society. The present study was developed in moments: a) At first, the survey of literature on the research subject was carried out and then, the identification of the research subjects was done. b) In the second phase, it was proposed to black normalistas from the State Institute Olavo Bilac a pre-structured interview. c) In the third time, the dialogue group with black normalistas was held. d) In the fourth and final stage, it was performed an analysis of the data produced in previous times. By analyzing the speeches of black normalistas it was possible to understand that they can carry relations between the pedagogical work and ethnic-racial relations. They report in their speeches the perceptions on the pedagogical work, understanding that it covers the production of knowledge, planning class, the contents of the field, the teachers‘ training and the relationship between teachers and students. They also reported about racism that has occurred in the period they held the Normal Course and after that period, working as a teacher. These racist situations are one of the barriers that African teachers have to overcome in order to integrate the class society. Finally, there is the relevance of a critical pedagogical work that promotes egalitarian relationships in the school context. / A presente pesquisa ―Um estudo sobre o trabalho pedagógico de normalistas negras do Instituto Estadual de Educação Olavo Bilac de Santa Maria/RS‖ insere-se na linha de pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria. Esse estudo teve intenção de dar continuidade e contribuir com os estudos sobre trabalho pedagógico, promovidos pelo grupo de pesquisa Kairós – Grupo de Pesquisa e Estudos sobre Trabalho, Educação e Políticas Públicas – além de promover debate sobre as relações étnico-raciais no contexto escolar Esse estudo foi realizado a fim de responder à seguinte problematização: como as normalistas negras do período de 1964 a 1996, do Instituto Estadual Olavo Bilac, discursivisam a relação entre o trabalho pedagógico e a questão racial no contexto escolar? O objetivo geral desta pesquisa foi analisar os discursos das normalistas negras sobre as questões referentes ao trabalho pedagógico e às relações étnico-raciais, na perspectiva dialética. Para produzir esse estudo organizou-se um referencial teórico sobre trabalho pedagógico e a integração do negro na sociedade de classe, fundamentado no materialismo histórico dialético, a partir das categorias de conteúdo: trabalho pedagógico das normalistas negras e integração do negro na sociedade de classes. Esse estudo foi desenvolvido em momentos: a) no primeiro momento, foi realizado o levantamento de bibliografia sobre o tema da pesquisa. Após, foi efetuada a identificação dos sujeitos da pesquisa. b) no segundo momento foi proposto às normalistas negras do Instituto Estadual Olavo Bilac uma entrevista pré-estruturada. c) no terceiro momento, foi realizado o grupo de interlocução com as normalistas negras. d) no quarto e último estágio, foi executada análise dos dados produzidos nos momentos anteriores. Através da análise dos discursos das normalistas negras foi possível entender que as normalistas conseguem estabelecer relações entre o trabalho pedagógico e relações étnico-raciais. Elas relatam em seus discursos suas percepções sobre seu trabalho pedagógico, entendendo que esse abrange a produção de conhecimento, o planejamento da aula, o domínio do conteúdo, a formação dos professores e a relação entre o (a) professor (a) e o (a) estudante. Elas relataram também situações de racismo que ocorreram no período em que realizaram o Curso Normal e, após esse período, no trabalho como professora. Essas situações de racismo são uma das barreiras que as professoras negras têm que superar a fim de integrar-se à sociedade de classe. Por fim, destaca-se a relevância de um trabalho pedagógico crítico que promova as relações igualitárias no contexto escolar.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este estudo apresenta os conceitos sociopoÃticos produzidos por uma comunidade de terreiro de candomblÃ, Ilà Axà Omo TifÃ, localizada no bairro de Jangurussu, na periferia de Fortaleza-Ce. O tema gerador da pesquisa à consciÃncia corporal e ancestralidade africana. Noto que, apesar dos terreiros de candomblÃ, em principio estarem mais conectados com a cultura de matriz africana, nem sempre se encontra uma prÃtica de consciÃncia corporal associada à ancestralidade africana e Ãs vezes, hà uma dificuldade de conexÃo entre as prÃticas religiosas e as dimensÃes corporais da cosmovisÃo africana. Diante deste contexto, neste estudo procuro responder a seguinte pergunta: Quais os conceitos que as pessoas de santo produzem a respeito da consciÃncia corporal e da ancestralidade africana e a relaÃÃo entre os mesmos? Outra pergunta Ã: atà que ponto as pessoas de santo produzem conceitos que escapam dos valores eurocÃntricos racionalistas? O mÃtodo utilizado foi o sociopoÃtico, onde o grupo alvo da pesquisa se transforma em co-pesquisadores/as do tema, participando com o pesquisador oficial de todo o processo da investigaÃÃo, objetivando produzir confetos (conceitos perpassados de afetos, sentimentos e emoÃÃes que apresentam sentidos desterritorializados). Nesta pesquisa, o grupo foi formado por dez pessoas entre iaÃs, (iniciados) abiÃs (prÃ-iniciados) e ogans (auxiliares da MÃe de Santo). Um dos princÃpios da sociopoÃtica à o corpo enquanto fonte de conhecimento, por isso recorre-se a vivÃncias e tÃcnicas artÃsticas, visando aguÃar os cinco sentidos e a imaginaÃÃo. Nesta pesquisa realizei trÃs vivÃncias com o grupo. A primeira foi a vivÃncia lunar, efetuada à noite, na AbreulÃndia, numa regiÃo agreste, com mar, dunas, lagoas, mangues e matas. Foi um ritual. Fizemos caminhadas, acessamos bases ancestrais (cÃcoras, movimentos dos animais, rastejamentos, descidas invertidas em dunas, reverÃncias aos elementos da natureza, etc.). A segunda vivÃncia foi a danÃa africana onde, apÃs o momento de relaxamento, o grupo realizou movimentos individuais e coletivos de auto-percepÃÃo e danÃas de vÃrias partes da Ãfrica e sua diÃspora. A terceira vivÃncia foi com argila. Com os olhos vendados, os co-pesquisadores produziram esculturas. A partir dessas vivÃncias, eles construÃram confetos relativos ao tema gerador, tais como: ancestralidade raiz (saberes da tradiÃÃo oral), homem terra (aquele que senta seu Ãnus no chÃo ao contrÃrio do homem moderno que senta na cadeira), rasgar a natureza (destruiÃÃo da natureza), exu impulso (energia que joga para frente e faz as coisas se movimentarem), corpo sinuosidade (movimento estÃtico, porÃm circular), Ãgua-fogo (sensaÃÃo de fogo dentro da Ãgua gelada). Concluo que esta pesquisa produziu conceitos surpreendentes, desterritorializados dos valores eurocÃntricos e dos chavÃes, gerando na minha pessoa um sentimento de felicidade e prazer, por ter me apropriado, junto com o grupo, das energias vivas da nossa ancestralidade.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-27T19:28:59Z No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2017-07-07T20:31:40Z (GMT) No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-07T20:31:40Z (GMT). No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-10-21 / This study, enrolled in the search line School Practice and Knowledge Application, had as its central objective: to understand the professionals of teaching representations of early childhood education in relation to the educational process of ethnic and race relations, in a Municipal Center of Goiania. We treat both analyze how to propose growth alternatives in the discussion regarding the effectiveness of teaching practices possibilities involving ethnic-racial relations in kindergarten. This study was based on the following specific objectives: approach the discussions for the education of ethnic-racial relations in early childhood education from the perspective of human rights; understand the fundamentals of education for racial ethnic relations in the context of research; investigate how the elements that constitute the identity of reverberate professionals in their pedagogical practices with respect to education for ethnicracial relations of children in its educational context. This case study has provided us with the all of the elements that constitute the identities of professions as well as possibilities in the perception of the senses and meanings that involve teaching practice from the perspective of the subjects participating in the research. These senses and meanings were linked articulately to the historical and socio-cultural context which they operate. As for the instruments and procedures we use, they document, analyze, and carry out observations, semi-structured interviews and questionnaires to listen to the professionals. Our theoretical perspective for the Education of Racial-Ethnic Relations is based on contributions from Nilma Lino Gomes (2003.2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) and Petronilla Beatriz Gonçalves and Silva (2003a, 2006, 2007, 2008). In the field of human rights contributed studies of authors such as Santos (2009) and Candau (2012). For Early Childhood Education were utilized Gomes's studies (2006a), Cerisara (2004), Kramer (2003), Rosenberg (2012) and Sarmento (2003), which also address the training. In this way the systematization of the results of this work is among of one the purposes we contribute to discussions about the effectiveness of teaching practices based on the thematic approach covering education for ethnic-racial relations in everyday childhood education institution, as it is from a systematic work that ensures they feel actually represented in context and they promise a right to know the cultural elements from every forming hues of Brazilian culture. / O presente trabalho, inscrito na linha de pesquisa Práticas Escolares e Aplicação do Conhecimento, teve como objetivo central: compreender as representações docentes das profissionais da educação infantil no que se refere ao processo educativo das relações étnicoraciais, em um Centro Municipal de Goiânia. Trataremos tanto de analisar como de propor alternativas de crescimento na discussão em relação às possibilidades de efetivação de práticas pedagógicas que envolvem as relações étnico-raciais na Educação Infantil. Este estudo se pautou nos seguintes objetivos específicos: aproximar das discussões para a educação das relações étnico-raciais na educação infantil, na perspectiva dos direitos humanos; compreender os fundamentos da educação para as relações étnico raciais no contexto da pesquisa; investigar de que maneira os elementos que constituem a identidade das profissionais reverberam em suas práticas pedagógicas no que se refere à educação para as relações étnico-raciais das crianças em seu contexto educacional. Esse estudo de caso nos proporcionou a apreensão dos elementos que constituem as identidades das profissionais, bem como nos possibilitou a percepção dos sentidos e significados que envolvem a prática pedagógica a partir da visão dos sujeitos participantes da pesquisa. Esses sentidos e significados foram articulados ao contexto sócio histórico e cultural nos quais se inserem os sujeitos. Quanto aos instrumentos e procedimentos, utilizamos a análise de documentos e realizamos observações, entrevistas semiestruturadas e questionários para ouvir as profissionais. A nossa perspectiva teórica para a Educação das Relações Étnico-Raciais se baseia nas contribuições de Nilma Lino Gomes (2003,2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) e Petronilha Beatriz Gonçalves e Silva (2003a, 2006, 2007, 2008). No campo dos direitos humanos contribuíram os estudos de autores como Santos (2009) e Candau (2012). Para a Educação Infantil foram utilizados os estudos de Gomes (2006a), Cerisara (2004), Kramer (2003), Rosemberg (2012) e Sarmento (2003), que também abordam a formação profissional. Dessa maneira a sistematização dos resultados deste trabalho tem como dentre as finalidades, contribuir com as discussões acerca da efetivação de práticas pedagógicas pautadas na abordagem da temática referente à educação para as relações étnico-raciais no cotidiano da instituição de Educação infantil, pois é a partir de um trabalho sistematizado que assegura que elas se sintam de fato representadas no seu contexto e que usufruam o direito de conhecer os elementos culturais também de toda matiz formadora da cultura brasileira.

OBJECTIVE: Substance use disorders (SUD) affect approximately 19.3 million adults in the United States. Of adults with SUDs, only 5% perceive the need for SUD treatment and 10% utilize specialty SUD treatment. The literature evidences racial disparities in utilization of SUD treatment yet presents mixed outcomes regarding race/ethnicity (i.e., White, Latinx, and Black/African-American) and gender (i.e., male, female) differences in perceived need for SUD treatment, specialty SUD treatment utilization, and barriers to SUD treatment. In addition, interaction with healthcare systems for chronic medical conditions like diabetes or hypertension may facilitate connection to SUD treatments for individuals with co-occurring SUD and chronic medical conditions, but little research exists that explores this potential facilitator. This dissertation addresses the following questions, with a focus on race/ethnicity and gender, and their interaction: 1.) What characteristics are associated with perceiving a need for SUD treatment among adults with SUD? 2.) What are the characteristics of adults who do not engage in specialty SUD treatment among those who perceived a need for SUD treatment? What were the most commonly reported barriers to specialty SUD treatment? and 3.) Is receipt of a chronic medical condition diagnosis among individuals with SUD associated with a greater likelihood of specialty SUD treatment utilization? METHODS: This study uses data from the National Survey on Drug Use and Health (NSDUH) from years 2005 through 2017. Simple and multivariate logistic regressions were conducted and interactions were tested using multiplicative terms with race/ethnicity and gender. Analyses adjusted for weights to account for the survey’s complex sampling design. RESULTS: No significant racial/ethnic or gender differences were found in association with perceived need for SUD treatment. Among adults who perceived the need for SUD treatment, less than 20% in any racial/ethnic category utilized specialty SUD treatment services. Black/African-American adults, compared to White, were more likely to utilize specialty SUD treatment and less likely to name stigma as a barrier to treatment. Black/African-American adults with co-occurring chronic medical conditions and SUD were more likely to perceive a need for SUD treatment, but similarly likely to utilize specialty SUD treatment in comparison to White adults. Women and men did not significantly differ on perceived need for SUD treatment, utilization, or barriers. CONCLUSIONS: Differences in SUD treatment utilization patterns exist in association with race/ethnicity, though not with gender. Study findings suggest the presence of specialty SUD treatment utilization disparities, with stigma contributing to lower utilization for Whites compared to Blacks/African-Americans. Higher rates of treatment utilization among Blacks/African-Americans may reflect the presence of strengths uniquely attributed to this group.

Background: The epidemiology of SARS-CoV-2 infection in the pediatric population, with a focus on racial and ethnic disparities and impact of societal public health measures, remains poorly understood. Methods: This large observational study used electronically abstracted data from pediatric (≤ 19 years of age) patients who received a molecular test for SARS-CoV-2 at a UMass Memorial Health Care (UMMHC) site between March 8, 2020 and April 3, 2021 which was further supplemented by manual chart review of a subset of pediatric SARS-CoV-2 cases. Multivariable logistic regression models with interaction terms were used to identify risk factors for SARS-CoV-2 infection. Segmented regression analysis using Poisson models was used to estimate the effect of public health measures on the weekly incidence of SARS-CoV-2 infection. Results: A total of 25,426 unique pediatric patients were tested for SARS-CoV-2 among whom 2,920 (11.5%) tested positive. The average age of those who tested positive was 10.8 years (SD: 5.8) and 48.1% were female. In the subset analysis, nearly three-quarters (75.9%) of SARS-CoV-2 diagnoses occurred through a telephone encounter, meaning that the child was not physically examined by a provider prior diagnosis and only 2.0% were admitted for inpatient care at diagnosis. Results of multivariable regression revealed that children or parents who self-reported Black race, Hispanic ethnicity, and non-English primary language were associated with approximately twice the odds of testing positive in comparison with White or English-speaking patients. Furthermore, increasing age was associated with increased odds of testing positive for SARS-CoV-2 (aOR: 1.1 (1-4 years), 1.2 (5-9 years), 1.4 (10-14 years), 1.6 (15-17 years), 1.7 (18-19 years)). However, this association between age and positivity rate, varies by race/ethnicity and primary language such that Non-Hispanic Black, Hispanic, and non-English speaking children had markedly greater odds of testing positive during adolescence in comparison to Non-Hispanic White and English-speaking counterparts. Results from segmented regression analysis demonstrated a decline in weekly incidence of cases 9.9% (95% CI: 7.8 – 11.9) after the Massachusetts state mask mandate was implemented. During the winter holidays, the rate of increase in the weekly incidence of cases was 12.1% (95% CI: 11.9 – 12.3) in this pediatric population. Conclusions: Many SARS-CoV-2 cases have been diagnosed at UMMHC sites and notable racial/ethnic disparities exist that vary based on patient age. Public health measures are effective at preventing transmission of SARS-CoV-2 among children.

Master of Science / Department of Journalism and Mass Communications / Louise Benjamin / This study examines women’s interpretations of model minority stereotypes of Asian American women in prime-time television. This stereotype depicts Asian Americans as well educated, intelligent, competitive, hardworking and successful career women. Using focus group discussions, this study recalls perceptions and explores potential effects of model minority stereotypes in prime-time television among women of varied racial-ethnic backgrounds. The study finds that both Asian/Asian American women and women from other racial-ethnic groups confirm belief in the model minority media stereotype in prime-time television. The selfperception and others’ perception of Asian American women as a model minority imposes stress on Asian/Asian American women in terms of gender role, academic performance and career achievement. Additionally, perceptions toward the model minority media stereotype among women of varied racial-ethnic backgrounds influence intergroup relations, interracial contact and evaluation of the model minority media image. Implications indicate that the model minority media stereotype has both positive and negative influences on Asian/Asian American women and other racial-ethnic groups. The study suggests that American media can increase the frequency and diversity of Asian American women’s media representation to reduce the negative societal influence of one-dimensional media stereotypes.