Social connectedness

Students' experience of learning, relating and belonging are crucial to their participation in school. With ever growing concern about young people's mental health and levels of informal and formal exclusion it is timely to investigate how schools can be supported in meeting the social and psychological needs of learners. The focus of this paper is the development of a questionnaire to investigate the relationship between pupils' experience of belonging and the barriers they encounter in the school setting. Our aim was to test out the tool prior to full standardisation. Data was collected from 722 students across four secondary schools. Four factors were identified within the scale with one factor, that which measured emotional security and comfort, demonstrating moderate correlations to all other scales indicating that it had an underlying relationships to different aspects of the school environment. Students who disclosed SEND had a greater likelihood of demonstrating low connectedness than would be expected by chance alone, with some differences in the degree to which particular items were predictive of overall levels of connectedness.

Purpose: This study examines the interplay of psychosocial career pre-occupation, social connectedness, and organisational commitment in higher education and offers insights for academia and practitioners. It also explores the impact of gender, job level, and the moderating effect of psychosocial career pre-occupation on employees' commitment in this sector. Design/methodology/approach: A purposeful sample of 288 senior academic and administrative staff, mostly married males aged 31-40 years, completed the Psychosocial Career Pre-occupation Scale (PCOS), Workplace Friendship Scale (WFS), and Organisational Commitment Scale (OCS). Findings/results: Significant relationships were found among psychosocial career preoccupation, social connectedness, and organisational commitment in higher education. Moderated analysis revealed predictive roles of gender, job level, and psychosocial career pre-occupation on organisational commitment, and illuminating sector dynamics. Practical implications: For human resource managers and practitioners in Ghana's public higher education, this study offers insights to boost workforce commitment and engagement, which is vital for national progress. Originality/value: By validating essential elements of career self-management practices, this research extends career construction theory, enriching understanding and fostering professionals' careers in higher education. It contributes to practical applications and scholarly knowledge by providing a deepening insight into organisational dynamics in this sector.

diagnoses among Black adults and adolescents was eight times that of white and more than twice that of Latinx individuals . In 2018, SMM made up 92% of new HIV cases among adolescents and young adults aged 13 to 24, of whom 51% were among young Black SMM (YBSMM) . Black transgender women (TW) also face significant disparities in HIV; among all trans women, HIV prevalence is 44.2% among Black TW, compared to 6.7% among white TW . HIV pre-exposure prophylaxis (PrEP) is a key aspect of HIV prevention. In areas of high PrEP uptake, HIV incidence is significantly reduced, even when controlling for viral suppression . Yet, PrEP has been slow to reach communities in the US that experience a disproportionate burden of HIV . While evidence indicates that PrEP use may be increasing, [10] persistent racial disparities remain. Although PrEP awareness among Black TW is high, PrEP initiation and consistent use remain low . Between 2014 and 2016, Black individuals accounted for approximately 44% of those indicated for PrEP, yet just 11% of

The progressive democratisation of Australian higher education has numerous causes including the increase in the number of universities and therefore university places across the later 20th and into the 21st century, as well as initiatives by governments of different ideological hues to increase the total percentage of the population with a university degree. This latter impulse, in particular, has increased significantly the number of students entering university via pathway programs, meaning programs which provide the opportunity to undertake study to inculcate university-standard skills and enable matriculation into university for people who are otherwise ineligible. The students in pathway programs are sometimes disengaged from learning, coming from so-called non-traditional pathways that may signify a disconnect between them and their institutions of learning. This practice report, therefore, examines efforts to address “connectedness” in pathway programs at a regional universi...

for useful discussions and suggestions. S. Ghosal and P. Dalton acknowledge support from ESRC-DFID grant RES-167-25-0364. Any remaining error is responsibility of the authors. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. 1 Data from the World Values Survey show that 60% of Americans think that the poor are lazy or lack willpower .

for useful discussions and suggestions. S. Ghosal and P. Dalton acknowledge support from ESRC-DFID grant RES-167-25-0364. Any remaining error is responsibility of the authors. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. 1 Data from the World Values Survey show that 60% of Americans think that the poor are lazy or lack willpower .

In Western culture, medicine is currently conceived as a complex discipline (Berlin et al., 2017), based both on biological and human aspects, related respectively to hard and human sciences. All of these aspects are considered crucial, when caring for a patient (Zannini, 2008). The development of Western medicine (Foucault, 1963) has progressively emphasized the biological and “hard” component of medicine, focusing physicians’ competencies on identification and management of physical disease, namely on the sick part of the patient’s body. Soft skills, related to the ability of setting up a relationship with patients, were often relegated to the personal characteristics and private background of the physician. Consequently, in the Sixties, during the development of hard medicine, little attention was paid to the improvement of those competencies useful to create togetherness and connectedness with patients and other professionals. In the last decades, a renovated interest for human ...

Despite the well-established significance of indicators of social connection for health and mortality, healthcare providers' (HCPs) perceptions of the role of social connection in physical health and the extent to which it is considered medically relevant remain unclear. This study examines the perceived importance and barriers to addressing social connection among HCPs in clinical settings. Surveys were completed by 681 HCPs across multiple locations and medical settings. HCPs ranked social connection low in importance among factors known to influence mortality and chronic illness. Furthermore, HCPs report significant barriers to addressing social connection; including lack of time, resources, training, and confidence. The findings have implications for developing educational programs, institutional policies, and structural changes to facilitate the integration of social connection into clinical practices, ultimately improving patient outcomes and overall public health.

Background: Cyberbullying victimization and suicidal ideation are both ongoing deleterious social problems in South Korea. Using the social-ecological approach, this study examined the association between cyberbullying victimization and suicidal ideation as well as the buffering role of school connectedness in this relationship. Methods: A nationally representative sample of 7333 adolescents from the 2016 Korean Children and Youth Right Study participated in the study. Data were analyzed using descriptive statistics, Wald chi-square test, bivariate correlations, and multivariate logistic regression analyses. Results: Nearly 17.7% of adolescents were cyberbullied, and 28.4% had suicidal ideation in the past 12 months. Cyberbullying victims were at an increased risk of suicidal ideation. The results also found that parental abuse, family dysfunction, and perceived peer relationship stress were positively associated with suicidal ideation, while parental support for autonomy was negati...

While formal youth mentoring can positively influence youth connectedness, little research has studied the specific approaches mentors engage in that support mentee social development. This study examines how mentors' specific approaches are uniquely associated with youth connection outcomes in formal community-based mentoring. Participants were 766 youth, ranging in age from 11 to 14 (M = 12.29), 56.7% female, and racially/ethnically diverse (41.0% Black/ African American, 21.4% Hispanic/Latinx, 20.0% White, 10.2% Multiracial/Multiethnic, 5.9% Native American, 1.2% other race, and 0.4% Asian/Pacific Islander). Person-centered analyses revealed three mentoring profiles which were differentially associated with youth outcomes: "Status Quo Mentors," who reported low-to-moderate levels of closeness within the mentor-mentee dyad, low levels of connecting their mentees with programs and people in their community, and low levels of mediating for their mentees; "Close Connectors," who reported moderate-to-high levels of closeness, moderate-to-high levels of connecting, and low levels of mediating; and "Connector-Mediators," who reported moderate levels of closeness, connecting, and mediating. Youth mentored by "Close Connectors" demonstrated the greatest benefit, with significant improvements in parent-child relationship quality, extracurricular activity involvement, and help-seeking. Results suggest that community-based mentoring programs that emphasize connecting youth within their communities may be more effective in enhancing youth support networks.

The maintenance and development of conservation areas by grazing of large herbivores, such as Przewalski's horses is common practice. Several nature conservation areas house male bachelor groups of this species. When males are needed for breeding they are removed from the groups, often without considering group compositions and individual social positions. However, alpha animals are needed for ensuring group stability and decision making in potentially dangerous situations in several species. To investigate the role of the alpha male in a bachelor group, we observed the behaviour of five Przewalski's horse males during the enlargement of their enclosure. We analyzed the group's social structure and movement orders, as well as the animals' connectedness, activity budgets, and whether they moved with preferred group members and how factors such as social rank influenced the horses' behaviour. We also investigated the excretion of glucocorticoid metabolites (GCM) via faeces of the horses while exploring a new area as a parameter of glucocorticoid production. Our results show that the alpha male is important for a bachelor group in changing environmental conditions. The alpha male had the highest level of connectedness within the group. When exploring the new environment, its position in the group changed from previously being the last to being the first. Furthermore the whole group behaviour changed when exploring the new area. The stallions showed reduced resting behavior, increased feeding and did not stay close to each other. We found that the excretion of glucocorticoid metabolites of most horses rose only marginally during the first days on the new area while only the alpha male showed a significant increased amount of glucocorticoid production during the first day of the enclosure enlargement. • The alpha male appears to have an outstanding position in the group. • The alpha male had the highest value of connectedness in the group. • The alpha male had a higher stress hormone level as his group members.

Depression studies in the Philippines generally utilize inventories created for, and standardized in, western countries. Western assessments may not accurately measure the unique factors and elements which lead to depression among Filipinos, yet few other options are readily available. In response to recent calls for indigenous assessments, we created the Filipino Student Depression Inventory (FSDI) and conducted a pilot study (N=102) among native Filipino undergraduate students attending an American university. Through factor analysis, the FSDI measures four specific subcategories relevant to Filipino culture: familial connectedness, discomfort with self and others, academic performance, and familial finances. Our study identified that the FSDI demonstrated sufficient reliability, as shown by Cronbach's Alpha =.89, Test-retest Pearson's r=.88, and Spearman Brown r=.87. We also demonstrated sufficient construct validity with the University Student Depression Inventory r=.87, a high level of discriminant validity with self-ratings r=.83, and self-report confirmation through a clinical interview. It is hoped that the FSDI will provide a more culturally accurate measure for identifying depression among Filipino students.

The sense of connectedness with family and school is an element associated with the psychosocial development in adolescents, being a factor that can influence the way they respond against adversity and adjust to change. This study aimed to establish the predictive value of intrafamilial relationships and connectedness with school, teachers, and between students on resilience in Mexican high school adolescents. The sample consisted of 645 students (50.7% female), with an age range of 12 to 16 years old (M = 13.35, SD = 0.99), from a public high school of México. Participants answered the Intrafamilial Relations Assessment Scale, the subscales of social connectedness with school and students of the MDS3 School Climate Survey, and the revised Resilience Questionnaire for Children and Adolescents. The results indicated moderate positive associations between the study variables and resilience. The higher coefficients were found between intrafamilial relationships and resilience. In the p...

Introduction The state-of-the-art 3-step Theory of Suicide (3ST) describes why people consider suicide and who will act on their suicidal thoughts and attempt suicide. The central concepts of 3ST-psychological pain, hopelessness, connectedness, and capacity for suicideare among the most important drivers of suicidal behaviour but they are missing from clinical suicide risk prediction models in use at the US Veterans Health Administration (VHA). These four concepts are not systematically recorded in structured fields of VHA's electronic healthcare records. Therefore, this study will develop a domain-specific ontology that will enable automated extraction of these concepts from clinical progress notes using natural language processing (NLP), and test whether NLP-based predictors for these concepts improve accuracy of existing VHA suicide risk prediction models. Methods and analysis Our mixed-method study has an exploratory sequential design where a qualitative component (aim 1) will inform quantitative analyses (aims 2 and 3). For aim 1, subject matter experts will manually annotate progress notes of clinical encounters with veterans who attempted or died by suicide to develop a domain-specific ontology for the 3ST concepts. During aim 2, we will use NLP to machine-annotate clinical progress notes and derive longitudinal representations for each patient with respect to the presence and intensity of hopelessness, psychological pain, connectedness and capacity for suicide in temporal proximity of suicide attempts and deaths by suicide. These longitudinal representations will be evaluated during aim 3 for their ability to improve existing VHA prediction models of suicide and suicide attempts, STORM (Stratification Tool for Opioid Risk Mitigation) and REACHVET (Recovery Engagement and Coordination for Health -Veterans Enhanced Treatment). Ethics and dissemination Ethics approval for this study was granted by the Stanford University Institutional Review Board and the Research and Development Committee of the VA Palo Alto Health Care System. Results of the study will be disseminated through several outlets, including peer-reviewed publications and presentations at national conferences.

We discuss explicit landscape functions for quantum graphs. By a "landscape function" Υ(x) we mean a function that controls the localization properties of normalized eigenfunctions ψ(x) through a pointwise inequality of the form The ideal Υ is a function that a) responds to the potential energy V (x) and to the structure of the graph in some formulaic way; b) is small in examples where eigenfunctions are suppressed by the tunneling effect; and c) relatively large in regions where eigenfunctions may -or may not -be concentrated, as observed in specific examples. It turns out that the connectedness of a graph can present a barrier to the existence of universal landscape functions in the high-energy régime, as we show with simple examples. We therefore apply different methods in different régimes determined by the values of the potential energy V (x) and the eigenvalue parameter E.

Introduction Adolescent risk outcomes related to school issues are widespread, with about 20% parents reporting poor school engagement amongst their youth. Previous literature suggests that adolescents who report strong bonds with their parents are often identified as being less likely to engage in risky behaviours, such as substance use. The current study sought to examine the association between the frequencies of selected family activities and school problems amongst adolescents after adjustments for family connectedness and other characteristics. Methods Data were drawn from the National Longitudinal Survey of Youth, 1997. Of the 8984 youth interviewed, 3855 also had a sibling interviewed who met the selection criteria. School problem outcomes measured were suspension occurrence, poor grades and highest grade completed low for age. Independent variables of interest were self-reported frequency of family dinner, fun and religious activities in a typical week. Multivariable logistic models were estimated for each outcome, and multivariable linear probability models were estimated adjusting for family fixed effects. Results Adjusting for family connectedness, there were significant associations between certain family activities and adolescent school problem measures. However, these results did not remain significant in models with family fixed effects, suggesting that associations could be driven by family-level confounders. Discussion This study did not find strong evidence of a protective relationship between family activities and school problems. Therefore, it suggested that programme and policymakers be cautious in overstating the importance of family activities in preventing adolescent risk outcomes until true causal relationships can be determined.

In October 2010, the Irish healthcare payer (i.e. the Health Service Executive, HSE) introduced a €0.50c charge on all prescription items dispensed under the General Medical Services (GMS) scheme, the largest of the community drug schemes in Ireland covering approximately 40% of the population. We investigated whether this charge was associated with changes in drug utilisation. METHODS: Monthly prescription dispensing was analysed from September 2009 to September 2010 (pre-intervention period) and then from November 2010 to March 2011 (post intervention period). In addition to utilization (prescription items) and cost information the database classifies drugs according to whether they are generic, off-patent or patent. The volume of drugs dispensed in each class was calculated and trends in utilsation and expenditure from the pre intervention period were compared with those in the post intervention period using segmented regression analysis. All analyses were performed using SAS (v9.1, SAS Institute Inc. Cary, US). Statistical significance at pϽ0.05 is assumed throughout. RESULTS: No effect was noted following the introduction of the prescription charge on prescription items in the post intervention period. A decrease in ingredient cost was noted however, for generics in the month post the intervention (pϽ0.01). A change in the overall trend for ingredient cost of off-patents was noted also in the post intervention period (pϽ0.05). The intervention had no significant effect on utilization and expenditure of patented medicines. CONCLUSIONS: The study findings suggest that the recent introduction of a prescription charge has had no significant effect on utilization of prescription medicines, while decreased expenditures could be attributed to changes in the pricing mechanisms for generics and off-patents occurring around this time. Further analysis is warranted to determine if the effect on utilization is sustained over time.

Belonging is more than just a buzzword; it is a critical factor that affects students' academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings. The goal of this paper is to dissect the complexities of belonging, examining its various determinants, the diverse impacts it has on student university populations, and the range of strategies that effectively nurture this sense of belonging. We conducted literature search in August 2023 using the Web of Science database, focusing exclusively on publications from the Journal of University Teaching and Learning Practice. We used a combination of keywords like 'belonging', 'university belonging', 'social belonging', and other related terms, ensuring a comprehensive collection of relevant studies. A total of 133 articles were identified, with 77 selected for detailed full-text review. The final selection process resulted in 33 articles for the systematic review. Key results from our review indicate that belonging in higher education involves four main themes: connectedness to peers, staff, and the institution; feeling safe and part of the community; being valued and accepted; and embracing diversity and inclusion. These themes reflect a holistic understanding of belonging as a multi-dimensional concept, significantly influenced by institution-wide approaches, inclusive environments, educator practices, and quality relationships. The variation of belonging experiences identifies key challenges such as exclusion of diverse groups, lack of connection opportunities, and insufficient support relationships. Effective strategies for fostering belonging include targeting multiple system levels, building relationships, employing diverse educator practices, leveraging technology and creating inclusive environments.

Caught up in the “COVID moment and distancing-isolation,” the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble understandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared in this article that combined to enliven the collaboration. Grounded in Collective Memory Work and widened by arts-based approaches, the academics reflexively explored critical encounters, probing into how they move(d) in/through work–home spaces during the isolation and uncertainties experienced during the pandemic. This article serves as a methodological unpacking of our arts-based research process that used Zoom discussions, memory writing, individual artmaking, and sharing stories. More-than-human capacities provide a pathway to negotiate trauma, fears, loneliness, and isolation that affectively circulate through the COVID moment.

We show that finite Milnor-Witt correspondences satisfy a cancellation theorem with respect to the pointed multiplicative group scheme. This has several notable applications in the theory of Milnor-Witt motives and Milnor-Witt motivic cohomology.

This paper explores the structural connectedness and associations of international student mobility and scholarly communication on a global scale. First, it examines the exchange of international students. Next, it investigates network structures of international student mobility and scholarly communication on two social media platforms, Twitter and Mendeley. It also determines which social media platform predicts more inter-country student exchange networks than the other and their statistical relationship. Data are obtained from Unesco for student mobility networks and Altmetric.com for scholarly communication on social media. Scholarly communication activities are measured by two factors: Mendeley-based research citations and Twitter-mediated research mentions. As a result, China and the USA exchanged most international students. The network structures of student mobility and online scholarly communication followed the ideas of World System Theory that describes core, periphery, ...

Research has shown that more efforts are needed to increase high school completion and postsecondary enrollment among Latino youths. However, little is known regarding efforts that engage both Latino youths and their parents. To address this gap, we surveyed Juntos Oregon participants to examine the school and community context Latino youths and their families face in the educational journey and identify effects of the Juntos program. Results showed that in a context of persistent discrimination and unfair treatment, Juntos workshops increased the sense of school and community connectedness among Latino parents. Increases in academic planning and motivation occurred as well. Extension may increase its educational impact by strengthening connections and promoting engagement between schools and Latino families.

We prove that a compact Lorentzian manifold (M, g) admitting a causal Killing vector field is totally vicious or it contains a compact achronal Killing horizon. In particular a compact spacetime which satisfies the null generic condition and admits a causal Killing vector field is totally vicious. If in addition, its universal Lorentzian covering is globally hyperbolic then it is geodesically connected. In the non-compact case, we prove that a chronological spacetime admitting a complete causal Killing vector field, a smooth spacelike partial Cauchy hypersurface S and satisfying the null generic condition is stably causal. If additionally S is compact then the spacetime is globally hyperbolic. We also determine the geodesic connectedness in this case.

This study investigates the dynamic volatility connectivity of important environmental, social, and governance (ESG) stock indexes from May 2010 to March 2021. The empirical research is focused on five major S&P ESG stock indexes from the US, Latin America, Europe, the Middle East and Africa, and Asia Pacific regions. The study reveals that ESG stock indexes in the Middle East Africa, and Latin America are net shock transmitters, whereas the United States and Asia Pacific are net volatility receivers. Furthermore, the study finds that bilateral intercorrelations are higher among US, Latin America, and Europe region group pairs and weaker in relation to Middle East Africa and Asia Pacific region group pairs, indicating the presence of contagion within developed and/or emerging regions, which has relevance for portfolio and risk management.

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth‐grade students (50% boys; Mage = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a structural equation modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.

Online learning is negatively associated with student connectedness. Due to the COVID-19 pandemic, Higher Education (HE) institutions have pivoted to blended and online learning. Subsequently, HE institutions have seen a shift in student connectedness resulting in loneliness, isolation, social and psychological distance. Consequently, it is essential for teacher practitioners to respond with innovative digital learning resources that aim to develop student connectedness. The current systematic review aimed to explore the research question: what are the characteristics of effective digital teaching resources when the aim of the resource is to build student connectedness? This systematic literature review was conducted in line with published guidance for undertaking reviews (Centre for Reviews and Dissemination, 2009). Successively, 17 papers met the inclusion criteria and were analysed using a thematic synthesis approach. Results identified five key themes that are important when designing digital resources to build connectedness: usability; teacher interaction; immediacy; synchronicity; and community. The findings of this research are expected to provide a template to assist teacher practitioners in creating innovative digital resources that facilitate connectedness.

Online learning is negatively associated with student connectedness. Due to the COVID-19 pandemic, Higher Education (HE) institutions have pivoted to blended and online learning. Subsequently, HE institutions have seen a shift in student connectedness resulting in loneliness, isolation, social and psychological distance. Consequently, it is essential for teacher practitioners to respond with innovative digital learning resources that aim to develop student connectedness. The current systematic review aimed to explore the research question: what are the characteristics of effective digital teaching resources when the aim of the resource is to build student connectedness? This systematic literature review was conducted in line with published guidance for undertaking reviews (Centre for Reviews and Dissemination, 2009). Successively, 17 papers met the inclusion criteria and were analysed using a thematic synthesis approach. Results identified five key themes that are important when designing digital resources to build connectedness: usability; teacher interaction; immediacy; synchronicity; and community. The findings of this research are expected to provide a template to assist teacher practitioners in creating innovative digital resources that facilitate connectedness.

Background The COVID-19 pandemic brought digital practices and engagement to the forefront of society, which were based on behavioral changes associated with adhering to different government mandates. Further behavioral changes included transitioning from working in the office to working from home, with the use of various social media and communication platforms to maintain a level of social connectedness, especially given that many people who were living in different types of communities, such as rural, urban, and city spaces, were socially isolated from friends, family members, and community groups. Although there is a growing body of research exploring how technology is being used by people, there is limited information and insight about the digital practices employed across different age cohorts living in different physical spaces and residing in different countries. Objective This paper presents the findings from an international multisite study exploring the impact of social m...

Cryptocurrency, a booming decentralised asset designed based on the blockchain architecture, is particularly important to the market at the present time by studying the volatility risk of cryptocurrencies. In this paper, we empirically analyse the volatility risk of cryptocurrencies through quantitative analysis models, comprehensively using the Markov state transition GARCH model with skewed distribution (Skew-MSGARCH) and the autoregressive conditional volatility density ARJI model introducing the Poisson jump factor, and selecting the earliest developed and the most mature currency price volatility daily return series, to deeply explore the volatility risk of digital cryptocurrencies. risk. Finally, it can be seen through in-depth analyses that the expectation factor and information inducement are the main reasons leading to the exacerbation of the volatility risk of digital cryptocurrencies. It is recommended that this situation be optimised and improved in terms of the value function of digital cryptocurrencies themselves and the implementation of systematic risk management and regulatory innovation. As an important component of the digital economy, blockchain technology can effectively regulate and improve the volatility of digital cryptocurrencies under macroeconomic policies, thereby maintaining the security and stability of emerging financial markets.

garantiza la equivalencia entre el hecho de que un producto de espacios topológicos sean compactos y la compacidad de cada uno de los factores, mientras que el teorema de los productos conexos hace lo propio en el caso de la conexidad. En el presente trabajo se demuestra la equivalencia de ambos resultados topológicos.

garantiza la equivalencia entre el hecho de que un producto de espacios topológicos sean compactos y la compacidad de cada uno de los factores, mientras que el teorema de los productos conexos hace lo propio en el caso de la conexidad. En el presente trabajo se demuestra la equivalencia de ambos resultados topológicos.

En Topología, el teorema de Tychonoff garantiza la equivalencia entre el hecho de que un producto de espacios topológicos sean compactos y la compacidad de cada uno de los factores, mientras que el teorema de los productos conexos hace lo propio en el caso de la conexidad. En el presente trabajo se demuestra la equivalencia de ambos resultados topológicos.

Let G be a locally compact group. We denote by SUB(ℝ × G) the hyperspace of closed subgroups of ℝ × G endowed with the Chabauty topology. In this paper, some general results about the connectedness of the hyperspace SUB(ℝ × G) are established. The main result proved here is that if G is a prosolvable group, then SUB(ℝ × G) is connected. We also prove a partial converse to the result just mentioned.

Purpose: The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. In this study, we foreground the role of social capital and its effect on job attitudes and educators' intention to leave the profession. Design: Data were collected from 736 teachers within 10 secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers' social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings: Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers' intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Value: This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers' social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

Purpose– The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession.Design/methodology/approach– Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed.Findings– Findings indicate that being socially connected to other educators within the...

As the proportion of older adults continues to grow in many Western countries, there are increasing concerns about how to meet their needs. Ensuring social connectedness and inclusion is one way to support older adults' wellbeing. Online social networking has become common place amongst younger age groups, suggesting its possible usefulness for older adults, in order to combat isolation and loneliness. Some quantitative studies have already explored the amount and degree of online social networking amongst older adults. To add further understanding of how older adults experience social inclusion via the internet, the current qualitative study aimed to explore older adults' subjective experience of online social networking. Findings demonstrated a number of supports and barriers to social inclusion which reflect barriers to social inclusion of older adults in the non-virtual world. Recommendations to support social inclusion of isolated older adults via online social networking are suggested.

Objective: As Australia boasts large radio listening audiences with high engagement among older adults, we examined Australian radio personnel's perceptions of their role in delivering radio and how it facilitates listener well-being. Method: Semi-structured individual interviews were conducted with 16 radio personnel affiliated with music-and talk-based community and public stations broadcasting in Melbourne, Victoria. Results: Thematic analysis indicated two main themes: communication style (e.g. making listeners a part of the conversation, speaking to one'person and strong listening skills) and authenticity. Presenters focused on both creating and maintaining relationships as well as promoting community through their on-air actions and programming. This inherently fostered connection and facilitated listener well-being. Conclusions: The findings have implications for considering how the radio can be used as a tool for enhancing quality of life and for how radio stations manage presenter training and programming changes to support listener connection.

Literature suggested that the recall of early positive experiences have a major impact on the promotion of feelings of connectedness and social safeness, and seems to protect individuals against psychopathology. Recent research has also demonstrated that the absence of these positive rearing memories play a key role on disordered eating-related behaviours. The impact of early affiliative memories on disordered eating do not seem to be direct, and the mechanisms underlying this relationship are scarcely investigated. The present study aimed to clarify how memories of warmth and safeness explain the adoption of disordered eating attitudes, and tested the mediator role of social safeness, external shame and appearance-focused social comparison on aforementioned relationship, in a sample of 277 young women. The tested model explained 36% of eating psychopathology's variance and presented an excellent fit. Path analysis results indicated that the impact of rearing memories on eating ...

Education is a complex social system, which enables individuals in a society to acquire knowledge and skills that will help them realize their life ambitions, but also helps society as a whole to achieve a higher level of economic and social development. The education system is composed of several segments such as preschool, primary, secondary and higher education. It is very important whether each of the segments in the education system fulfills its goals, as well as whether there is synergy and logical connectedness between the segments in the education system. Hence, this article will try to present the characteristics of the different segments of the educational system in North Macedonia, the goals they need to achieve, as well as the challenges they face.

This paper investigated the size of Nigeria's output connectedness with China, India and USA, with particular focus on Nigeria's latest democratic era that began in 1999. The study used the normalised generalised forecast error variance decomposition (GFEVD) of the underlying vector error correction (VEC) model to construct the connectedness measures. The findings reveal that India and China are the largest contributors of spillover index in the system. Overall, the size of the connectedness index of the economies is 34.55%, which shows remarkable output spillovers among these countries. The policy implication of these results is that Nigerian economic authorities should closely monitor the output fluctuations around the world, especially those of Nigeria's top trade partners like India and China in order to mitigate adverse output shocks.

Risk belief positively affects information seeking regarding hurricane evacuation. Hurricane knowledge negatively affects information seeking regarding hurricane evacuation. Past experience with hurricane impacts negatively affects information seeking regarding hurricane evacuation.

The focus of this correlational study in an Alaskan career and technical (CTE) school environment was to explore the research question that guided this study: In a large urban school district of Alaska, with a diverse student population, what is the relationship between the CTE student connectedness level and academic achievement levels? Participants included 132 high school students, Grades 10 through 12. Additional research questions were developed to examine the strength of the relationship between student connectedness and academic achievement by gender and ethnicity. Data were collected using an online survey with a combination of demographic questions and Goodenow's (1993b) Psychological Sense of School Membership Scale (PSSM). Students self-reported their GPA. The findings of the Pearson correlations indicated a significant linear correlation between student connectedness and GPA for the overall sample, for males, and for females. The findings of the Pearson correlation between student connectedness and GPA were statistically significant for the Caucasian, African American, and multiracial samples. The findings of the Pearson correlation were not statistically significant for the Mexican/Hispanic, Asian, Pacific Islander, and Native Alaskan samples, suggesting that a correlation did not exist between student connectedness and GPA among these ethnicities. Implications for practice include increasing students' opportunities to actively engage in setting goals, making decisions, and participating in the governance of the school's disciplinary structure. Implications for policy include developing policies for connecting disconnected students to school by facilitating professional development and better access to CTE schools and programs.

The longitudinal interrelationships between domains of human well-being or flourishing remain understudied empirically. While different aspects of flourishing may be sought as their own end, it is also the case that well-being in one domain may influence well-being in other domains. Using longitudinal data form a sample of employees from a large national employer in the United States (N = 1209, mean age = 43.52 years, age range 20–74 years), this study examined the temporal associations between various domains of flourishing, based on a 40-item index that assessed six domains of flourishing. These domains include emotional health, physical health, meaning and purpose, character strengths, social connectedness, and financial security. A set of linear regression models were used to regress subsequent composite flourishing on flourishing domain-specific scores at baseline. The results indicated that all domains were each independently associated with greater composite flourishing subse...

Let us call a function f from a space X into a space Y preserving if the image of every compact subspace of X is compact in Y and the image of every connected subspace of X is connected in Y . By elementary theorems a continuous function is always preserving. Evelyn R. McMillan [6] proved in 1970 that if X is Hausdorff, locally connected and Frèchet, Y is Hausdorff, then the converse is also true: any preserving function f : X → Y is continuous. The main result of this paper is that if X is any product of connected linearly ordered spaces (e.g. if X = R κ ) and f : X → Y is a preserving function into a regular space Y , then f is continuous. Let us call a function f from a space X into a space Y preserving if the image of every compact subspace of X is compact in Y and the image of every connected subspace of X is connected in Y . By elementary theorems a continuous function is always preserving. Quite a few authors noticedmostly independently from each other-that the converse is also true for real functions: a preserving function f : R → R is continuous. (The first paper we know of is [9] from 1926!) Whyburn proved [13] that a preserving function from a space X into a Hausdorff space is always continuous at a first countability and local connectivity point of X. Evelyn R. McMillan [6] proved in 1970 that if X is Hausdorff, locally connected and Frèchet, moreover Y is Hausdorff, then any preserving function f : X → Y is continuous. This is quite a significant and deep result that is surprisingly little known.

ABSTRACT: Objective: There are many challenges to health, functioning, and participation for children with Down syndrome; yet, the quality-of-life (QOL) domains important for this group have never been clearly articulated. This study investigated parental observations to identify QOL domains in children with Down syndrome and determined whether domains differed between children and adolescents. Methods: The sample comprised 17 families whose child with Down syndrome was aged 6 to 18 years. Primary caregivers took part in semistructured telephone interviews to explore aspects of their child's life that were satisfying or challenging. Qualitative thematic analysis was implemented using a grounded theory framework to identify domains. The coded data set was divided into 2 groups (childhood and adolescence) at 3 age cut points to observe whether differences existed between the coded domains and domain elements: (1) 6 to 11 years with 12 to 18 years; (2) 6 to 13 years with 14 to 18 y...

As a result of the COVID-19 pandemic, increased number of persons have been forced to limit their interactions with friends and families to contact via video, which excludes eye-contact. The aim of this study was to examine individuals' experiences of the difference between forced skewed visuality and the ability for eye-contact in conversations. Two custom-made units allowed 15 participants interacting in dyads to alternate between being able to make eye contact and having that ability removed through skewed visuality. Participants reported their experiences in semi-structured interviews. Data analyzed with qualitative content analysis resulted in three themes: Shared eye contact allows us to create our relationship together; With eye contact, we adjust to each other to feel more connected and less intimidated; and We get more self-conscious when the visuality is skewed or shifting. The results imply that skewed visuality as forced lack of eye-contact in video conversations effects embodied nonverbal processes related to sense of connectedness and participatory sensemaking, creating a sense of both emotional and physical distance, as well as heightening selfawareness about the need of actively regulating the other. We argue that this is one of the ways to understand the impact of moving interactions to online communication.