No description available.

Limited research on microplastics makes it increasingly difficult to measure the potential dangers of their toxicological effect on humans and the environment. Today, evidence has revealed that microplastics have been located in highly remote areas of the world. There are few studies that examine the movement of microplastics within urban landscapes and even fewer that observe different communities within cities. To this end, a study was devised that utilized filtration, dehydration, and Laser Direct Infrared Spectroscopy to monitor drinking water microplastics found in residential buildings across different communities. Houses and apartments of low and high-income at different distances from the nearest water treatment plant were considered. Comparisons between format differences between housing units were made possible by creating a ratio between rent and the square footage of the unit. Samples were extracted from kitchen faucets for their high impact on cooking and human consumption. While there was no significant difference between distance, income level, and building structure some factors had a stronger influence on microplastic count than others. Using a general linear model, it was found that distance had the greatest effect on microplastic count followed by building type and then income levels. The greater the distance from a water treatment plant the fewer microplastics one was exposed to. Microplastics were found to be more abundant in apartments as opposed to houses. A weak positive correlation between income level and the number of microplastics was found but was not significant enough to state that income played a role in microplastic count. This is interpreted as microplastics having no discrimination on one’s socioeconomic status. As everyone, no matter their background is affected by microplastics, it is recommended that more research be conducted in order to confirm whether other building types and other factors have an influence on microplastic exposure.

5 pp. / This fact sheet describes the socioeconomic and cultural aspects of the Hopi reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.

2 pp. / This fact sheet briefly describes the socioeconomic and cultural aspects of the Hopi reservation.

2 pp. / This fact sheet briefly describes the socioeconomic and cultural aspects of the Navajo reservation.

Yes / Background: Small-area analysis of National Health Service (NHS)-funded sight test uptake in Leeds showed significant inequalities in access among people aged <16 or ≥60. Methods: Data were extracted from 604 126 valid General Ophthalmic Services (GOS)1 claim forms for eye examinations for Essex residents between October 2013 and July 2015. Expected GOS1 uptake for each lower super output area was based on England annual uptake. Poisson regression modelling explored associations in GOS1 uptake ratio with deprivation. Results: People aged ≥60 or <16 living in the least deprived quintile were 15% and 26%, respectively, more likely to have an NHS funded eye examination than the most deprived quintile, although all are equally entitled. GOS1 uptake is higher in the more deprived quintiles among 16-59-year old, as means tested social benefits are the main eligibility criteria in this age-group. Inequalities were also observed at local authority level. Conclusions: Inequalities in access among people ≥60 years were not as large as those reported in Leeds, although inequalities in <16-year old were similar. However, demonstrable inequalities in this data set over a longer time period and a larger and more diverse area than Leeds, reinforce the argument that interventions are needed to address eye examination uptake inequalities. / The College of Optometrists.

Research on the effects of Structural Adjustment Policies (SAPs), implemented in Third World countries since the early 1980s, has been dominated, particularly in sub-Saharan Africa, by the analysis of quantitative, national-level data. The relationship between gender and SAPs at the household level has been largely neglected. This thesis examines the above relationship in Harare, Zimbabwe where the government's recent adoption of the Economic Structural Adjustment Programme, ESAP (1991-95) has allowed a study of the processes of change at the household level following changes in macro-economic and social policies. Quantitative and qualitative research methods were used to provide an integrated picture of changes in the lives of women and men in a random sample of 100 households in one typical high-density suburb in Harare. A base-line study was carried out in mid-1991 and the same households followed up in mid-1992. Gender-specific changes in employment and income, household expenditure, domestic work and involvement in social organisations were investigated as well as responses to the dramatic rises in the cost of living following measures implemented under ESAP. The research shows that almost all households have been negatively affected by ESAP, with widening income differentials and a much greater proportion of households falling below the Poverty Datum Line. Household savings have been depleted and a greater number of households are in debt. Women's income has declined to a greater extent than men's and their responsibility to meet daily consumption needs of the household has become more difficult to fulfil, resulting in increased gender-based conflict. Although all households were forced to cut consumption, the poorest households have been worst affected with women taking greater cuts than men. Coping responses were found to be individual and family-based, sometimes across urban and rural areas, rather than community-based. Responses have been defensive, aimed at coping with rather than changing the situation, and largely ineffective in compensating for declining real wages, rising prices and diminishing income generating opportunities. The relationship between changes at household level and specific policy measures were assessed and the evidence indicates that both income and gender based inequalities have, to date, been exacerbated by ESAP. The Social Dimensions of Adjustment poverty alleviation programme is very weak in its conceptualisation and implementation. The study emphasizes the need for more equitable and gender-sensitive strategies for development.

No description available.

No description available.

In this qualitative study, the author explored the perceptions of 10 middle-class, teachers regarding the socioeconomic class of both impoverished and advantaged students with whom they worked. Teachers in two public elementary schools from one Intermountain West school district participated; one school generally served children living in poverty and the other generally served affluent children. Through analysis of surveys, interviews, teacher journals, and researcher journal, the complex and often times contradictory feelings these teachers have about the socioeconomic class of students were revealed. Literature in class, socioeconomic class, deficit thinking, race and whiteness, and identity and multiple identities, situated the study. The author, who grew up in poverty herself, weaved in her own complex and often time contradictory memories and feelings about poverty throughout the manuscript. The work revealed that teacher’s positionality led them to a belief of “normal.” All teachers expressed the belief that parents were instrumental in determining their child’s academic success. Teachers had also not recognized that their perceptions contributed to student learning. Perceptions were based on teacher’s upbringing, belief system, gender, race, and class. Students at high socioeconomic schools were perceived to be leaders, well-dressed, supported by families, and in constant need of enrichment. In contrast, students at low socioeconomic schools were perceived to need discipline and structure, opportunities to gather background knowledge, and support from parents. Teacher’s felt student behavior was connected to their backgrounds, role models, race, class, and gender. Rarely did teachers feel students could attribute success or failure to their own actions. The final overarching theme was referred to as “SES-blind” in which teachers stated they did not notice the socioeconomic status (SES) of the students, or they felt all of their students were the same. The author noted there was much overlap between the literature on White teacher perceptions of children of color and teacher perceptions of children living in poverty.