Parental Educational Background Research Articles

Examining the Attitudes and Problem Solving Skills of Physical Education and Sports Students

This study was conducted to explore attitudes and problem solving skills of physical training and sports students. The participants of the study were 260 students (111 female and 149 male) attending Kastamonu University School of Physical Training and Sports. The data collection tools used in the study were personal information form prepared by the researchers, Scale of Attitudes of Preservice Teachers Towards Teaching Profession, whose validity and reliability studies were conducted (1) and Problem Solving Inventory, which was developed (2) and adapted to Turkish language (2). The analyses revealed no significant difference for “gender”, “age”, “family income level”, and “class level” variables; however, a significant difference was found for the variable “educational background of parents”. In addition, simple linear correlation analysis of the scores of attitude and problem solving dimensions showed a low level of meaningful relationship (r=.028, p<.001).

Parental perceptions and drinking water source among pediatric population in the United Arab Emirates

Aims: The aim of the study is to determine the water source used for drinking and cooking purpose by the pediatric population in the United Arab Emirates (UAE). To ascertain the underlying factors influencing the parental choice for selecting tap water or bottled water. The study was also done to evaluate whether demographic factors have an influence on the parental choice of water consumption source.Materials and Methods: A total of 200 parents who had children aged between 3- and 15-year-old were chosen for this randomized cross-sectional study. The parents of the selected children were given a prewritten questionnaire consisting of 12 questions in four different languages. The questionnaires documented sociodemographic characteristics, water consumption practices, and the rationale for choosing bottled water and tap water. The responses were analyzed using descriptive statistics and a Chi-square test for a single proportion. Results: Majority of the parents in this study preferred bottled water to tap water for drinking and cooking purposes. About 84% of the parents opted bottled water for drinking and 57% selected bottled water for cooking at home. The consumption of tap water for drinking purpose from school and home was only 13% and 16%, respectively. Parental educational background and household income did not affect their selected source of water. A Chi-square test of independence conducted to investigate possible association between source of water and its purpose for drinking and cooking revealed that the source of water (tap/bottled water) was dependent on its purpose. Conclusion: A greater percentage of the UAE pediatric population utilized bottled water for drinking at school and home. The perceptions about the quality and safety of tap water had a great effect on the caregiver's choice on children's water consumption habits. The demographic factors such as socioeconomic status and parental education had no influence on the source of water used for drinking purpose.

Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings.

The Examination of Self-Efficacy Beliefs of Physical Education Pre-Service Teachers According to Different Variables

Education is becoming more and more important in today’s world. It is also acknowledged that training teachers with high levels of self-confidence in education faculties is likely to improve the quality of education in the future. Bandura (3) proposed the term “self-efficacy” for the first time in 1977 in his book titled Self-efficacy: Toward a Unifying Theory of Behavioral Change . He based this concept on Social Learning Theory and defined it as “ one’s belief about his/her own ability to acquire a specific behavior successfully”. It has been witnessed that self-efficacy beliefs of pre-service teachers affect their perception about students, behaviors, eagerness to learn, experiences and learning outcomes. Thus, this study aims to determine self-efficacy beliefs of pre-service teachers of physical education and sports regarding teaching profession and to examine whether the data obtained vary according to certain variables. The study used survey method. A total of 526 university students (222 female and 304 male) who attend the Physical Education and Sports Teaching Departments of 6 different universities in Turkey participated in the study on a voluntary basis. Developed by the researchers, this form includes questions aiming to obtain the following information about the participants: age, gender, the university they attend, class level, family income level, and educational background of parents. In addition, the study used “Teacher Self-efficacy Scale”, which was developed by Tschannen-Moran and Woolfolk Hoy (21) and adapted to Turkish context by Çapa et al. (7). The data was analyzed by using SPSS 22 software and descriptive analysis, independent variable t-test and ANOVA tests were used. There was a meaningful difference in ‘’Student Participation’’ and ‘’Classroom Management’’ sub-dimensions in terms of university variable (p<05). Likewise, there was a meaningful difference in ‘’Student Participation’’ and ‘’Classroom Management’’ sub-dimensions in terms of mother’s educational background variable (p<05). As a result, meaningful differences were found in variables such as university and mother’s educational background. The reason may be that universities took place in different geographical areas of the country. It can be said that the effect of the level of education of the mother on the growth environment is the reason for this difference.

Labour market consequences of a high school diploma

ABSTRACTThis article compares the labour market outcomes of high school dropouts to high school graduates who did not enrol into higher education, but immediately entered the labour market. Using parental educational background as an instrument on a rich administrative dataset in the Flemish Region of Belgium, we find no returns to a high school diploma on average. However, these results hide considerable heterogeneity by gender and educational track. While females and individuals in vocational education may benefit from a diploma, male graduates and students holding a general education diploma may even be worse off on the labour market than dropouts. We show that sectoral heterogeneity acts as an underlying mechanism in the returns to a high school diploma.

Prospective association between childhood abuse experiences and depressive symptoms in adolescence

Objective: To evaluate the prospective association between childhood abuse experiences and depressive symptoms in adolescence. Methods: Students in grade 3 and 4 from three primary schools were selected, with informed consent, through convenience cluster sampling in Bengbu, Anhui province in May 2013. The students' body height, weight were assessed. Childhood abuse experiences including emotional, physical or sexual abuses, as well as depressive symptoms were reported by children themselves. Data on parental educational background and household economic status were collected through parent questionnaire. A follow up was conducted 4 years later after baseline survey. Depressive symptoms were evaluated by using Children's Depression Inventory at baseline survey, and by using Mood and Feeling Questionnaire at follow-up. Logistic regression model was used to analyze the relationship between childhood abuse experiences and depressive symptoms in adolescence. Results: A total of 1 172 students were included in baseline survey, and a follow-up was conducted for 87.1% of them (n=1 021). Among 1 126 students with complete information on childhood abuse experiences at baseline survey, the reported rates of physical, emotional and sexual abuses were 12.8% (144/1 126), 11.1% (125/1 126) and 10.9% (123/1 126), respectively. The prevalence of depressive symptoms at baseline survey and follow-up was 7.0% (82/1 172) and 12.3% (126/1 021), respectively. After adjusted for baseline depressive symptoms, age at follow-up, sex, the only-child in family, household economic status, divorce of parents and BMI, childhood emotional and physical abuse experiences were significant risk factors for depressive symptoms in mid-adolescence, with the ORs were 1.86 (95%CI: 1.03-3.36, P=0.039) and 2.37 (95%CI: 1.39-4.03, P=0.001), respectively. Conclusion: Childhood physical and emotional abuse might increase the risk of depressive symptoms in adolescence.

Is There a Case for Intergenerational Transmission of Female Labour Force Participation and Educational Attainment? Evidence From Greece During The Crisis

AbstractThe paper investigates the intergenerational transmission of female educational attainment and the intergenerational transmission of labour force participation in Greece, in 2011. Results show that parental educational background, and especially maternal, is identified as a key determinant of women's high level of educational achievement. A wife's labour force participation decision is related to her husband's mother's and mother's participation, and even more strongly related to her own level of educational achievement along with the number of children in the household. The labour force participation of the mother of the husband is more important than that of the woman's own mother, indicating a strong transmission of the husband's cultural model. Results point to the presence of heterogeneity of cultural transmission of female labour supply conditional on household income.

Willingness and influential factors of parents to vaccinate their children with novel inactivated enterovirus 71 vaccines in Guangzhou, China

Hand, foot and mouth disease (HFMD) primarily affects children younger than 5 years of age. Recently, HFMD has ranked as the top notifiable infectious disease in China. In December 2015, China approved two novel inactivated enterovirus 71 vaccines (EV71 vaccines) for HFMD. Parents’ acceptance is often essential for vaccination program success. The goal of this study was to identify willingness and influential factors to vaccinate among parents of kindergarteners in Guangzhou, China. A cross-sectional survey of face-to-face interviews was conducted from March to July 2016. Fifty-five kindergartens were randomly selected from 11 districts of Guangzhou. An anonymous self-designed questionnaire was used to investigate awareness, knowledge and attitude towards HFMD and EV71 vaccines. A total of 868 parents participated in the survey. Mean(±standard deviation) knowledge score of HFMD was 6.32(±1.70). Approximately 32.03% of parents had heard of the EV71 vaccines with 22.58% receiving information before this study. Nearly 44.24% of parents showed willingness to vaccinate their children. Previously receiving EV71 vaccine-related information [adjusted odds ratio (aOR) = 1.48, 95% confidence interval (CI): 1.04–2.11], no fear of adverse effects (aOR = 4.25, 95%CI: 2.77–6.53), perceived susceptibility of children to HFMD (aOR = 2.15, 95%CI: 1.42–3.25) and children not previously diagnosed with HFMD (aOR = 1.56, 95%CI: 1.07–2.27) were positively associated with EV71 vaccination acceptability. However, parental education background (aOR = 0.54, 95%CI: 0.37–0.80) was negatively correlated with vaccination acceptability. Our study provides baseline information for future vaccination campaigns to help improve the EV71 vaccine uptake rate. Special efforts are urgently needed to improve the awareness and knowledge of EV71 vaccines in China.

PARENT-CHILD CHARACTERISTICS AND ITS CORRELATION TO PARENTAL REJECTION OF AUTISM SPECTRUM DISORDERS CHILDREN

The presence of autism spectrum disorders (ASD) children in the family affect the parental acceptance and rejection of a child's condition which involves a psychological response at every process. This study aims to determine the correlation between parent and children characteristics with parental rejection level of children with ASD. Cross-sectional analytic was performed in this study. The variable was categorical and numerical. The participant of this study were sixty one parents of ASD children in South Jakarta that recruited by cluster random sampling. This study used parental acceptance-rejection questionnaire which adapted from Parent Acceptance-Rejection Questionnaire (PARQ) and modified by researcher. Bivariate analysis showed that there was no significant correlation between parent gender (p=-0145; r=0,264), parent age (p=-0,104; r=0,425), parent ethnic (p=-0,123; r=0,345), parent religion (p=-0,072; r=0,345), parent occupation (p=0,138; r=0,285), parent income (p=0,010; r=0,938), amount of children (p=-0,121; r=0,353), and child gender (p=-0,088; r=0,499) with parental rejection of ASD child. In contrast, there was a significant correlation between parent education level (p=0,008; r=-0,337) and child age (p=0,020; r=-0,296) with the levels of parental rejection. In conclusion, only parents educational background and child age which affects to parental rejection of ASD child condition. This result showed that it is quite important to all nurses for giving more attention to factors that may relate to parental acceptance which can be affecting to child care. Article DOI: https://dx.doi.org/10.20319/lijhls.2017.41.5464 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Understanding Who Benefits from Parenting Interventions for Children\u2019s Conduct Problems: an Integrative Data Analysis

Parenting interventions are an effective strategy to reduce children’s conduct problems. For some families, that is, not all families benefit equally. Individual trials tend to be underpowered and often lack variability to differentiate between families how benefit less or more. Integrating individual family level data across trials, we aimed to provide more conclusive results about often presumed key family (parental education and ethnic background) and child characteristics (problem severity, ADHD symptoms and emotional problems) as putative moderators of parenting intervention effects. We included data from 786 families (452 intervention; 334 control) from all four trials on the Incredible Years parenting intervention in The Netherlands (three randomized; one matched control). Children ranged between 2 and 10 years (M = 5.79; SD = 1.66). Of the families, 31% had a lower educational level and 29% had an ethnic minority background. Using multilevel regression, we tested whether each of the putative moderators affected intervention effects. Incredible Years reduced children’s conduct problems (d = − .34). There were no differential effects by families’ educational or ethnic background, or by children’s level of ADHD symptoms. Children with more severe conduct problems and those with more emotional problems benefited more. Post hoc sensitivity analyses showed that for the two trials with longer-term data, moderation effects disappeared at 4 or 12 months follow-up. Often assumed moderators have some, but limited abilities to explain who benefits from parenting interventions. This suggests the need for studying theoretically more precise moderators in prevention research, other than relatively static family characteristics alone.

Parental Knowledge and Educational Intervention on Behavioural Disorders in Pre-school Children in Kolkata

Parents need to know the common behavioural disorders and their prevention in order to detect deviations early and promote healthy childhood. A prospective interventional study was conducted to assess the impact of an educational intervention on the awareness of behavioural disorders among the mothers of pre-school children attending child guidance clinic in a tertiary care hospital in Kolkata, India. Knowledge of 50 mothers of children between 3 to 6 years of age was assessed before and one week after the educational intervention by administration of a prevalidated questionnaire and analysed with inferential statistics like paired t test. The pre-test scores of parents on knowledge of behavioural problem of children did not vary significantly with age of the child, birth order of child, type of the family, educational background of parents and behavioural disorder of child. There was a significant improvement in post-test score (17.26 ± 4.11) over pre-test score (8.28 ± 4.54) which was statistically significant (p-value 4.494e-12 &lt; 0.0001). This study establishes the significance of educating parents on behavioural disorders in children and reflects the need for sustained structured educational services for parents to improve mental health of the children in a developing nation like India

The determinants of lead and cadmium blood levels for preschool children from industrially contaminated sites in Poland.

Industrially contaminated sites (ICS) represent an important public health issue in European countries. The Silesian Voivodeship, the region located in the southern part of Poland, the historical center of industry, has many sites that meet ICS criteria. Most of them are landfills containing lead, cadmium and zinc. The aim of the study has been to evaluate determinants of lead and cadmium blood levels for preschool children living in the vicinity of selected environmental hazards in Piekary Śląskie, the city located in the region of Silesia. Data about exposure was obtained from the parental questionnaire and was verified by levels of biomarkers in children's blood. Finally, 678 preschool children were studied. Obtained results have confirmed that the statistically significant higher level of lead in blood has been revealed in the case of younger children whose fathers have a higher level of education and whose mothers smoke cigarettes at home, as well as for those living in the vicinity of any environmental hazard. In the case of cadmium, a higher level of the biomarker has been reported for older children who rather do not live close to any environmental hazard. We have recognized 30% of children with blood lead level (PbB) exceeding 2 μg/dl and 0.8% of children with blood cadmium level (CdB) exceeding the reference value (0.5 μg/l). Own observation has confirmed that preschool children living in Piekary Śląskie are still exposed to heavy metals existing in environment. The source of the higher level in blood is not only the hazardous vicinity in the place of residence but also well-known factors associated with the age of children, parental life style and educational background. The parental questionnaire could be useful to identify potential determinants of exposure to lead and cadmium, however exposure must be verified by measurement of a proper biomarker. Int J Occup Med Environ Health 2018;31(3):351-359.

Sedentary time among primary school children in south-west Germany: amounts and correlates

BackgroundSedentary behaviour in children is related to different health consequences such as overweight and cardio-metabolic diseases that can track into adulthood. Previous studies have shown that children spend hours being sedentary, but no data of sedentary time (ST) among German children has been available, yet. Therefore, this study investigated objectively measured amounts and correlates of ST in a sample of German primary school children.MethodsChildren’s physical activity (PA) was objectively assessed for 6 days using a multi-sensor device (Actiheart®; CamNtech, Cambridge, UK). Activity levels were categorized on the basis of energy expenditure (MET) into sedentary, light PA (LPA), and moderate to vigorous PA (MVPA). ST excluding sleeping hours was assessed for 231 children (7.1 ± 0.6 years, male: 45.9%) and analysed for independent groups. Examined factors (parental education, household income, and migration background) were assessed by parental questionnaire. Children’s weight, height and gender were collected in schools. Weight status was calculated on the basis of BMI percentiles.ResultsOn average, children spent 3.5 ± 1.5 h daily being sedentary, excluding sleeping hours. Significantly higher ST was found in girls (t = −4.6; p < 0.01), in children with migration background (t = −6.9; p < 0.01), at the weekend (t = −2.8; p < 0.01), and among inactive children (t = 6.8; p < 0.01). Additionally, significant correlations with ST in this sample were identified for MVPA (B = −0.99; [−1.09;-0.88], p < 0.01), LPA (B = −0.89; [−0.97;-0.82], p < 0.01), migration background (B = −17.64; [5.24;30.04], p < 0.01), gender (B = −13.48; [−25.94;-1.01], p < 0.05) and household income (B = −4.80; [−9.07; −0.53], p < 0.05).ConclusionGirls, children with migration background, and inactive children were identified as potential risk groups. A higher income was associated with less ST. In general, ST was higher at the weekend. Furthermore, as PA was found to be negatively correlated to ST, these activities may replace each other. Therefore, these findings should be considered in future health interventions.Trial registrationGerman Clinical Trials Register (DRKS), DRKS-ID: DRKS00000494 DATE: 25/08/2010.

Pengaruh Tingkat Pendidikan Orang Tua Terhadap Tingkat Kecerdasan dan Keaktifan Siswa dari Kelas Satu Sampai dengan Kelas Enam Pada Semester I

This study aims to determine (1) the effect of parental background education on student learning outcomes, (2) the influence of the level of parental education background with student learning activities. Data collection and documents using 120 questionnaires from students and with descriptive analysis and quantitative techniques. The result of this study also is (1) there is showed significant influence between positive and high parent education background of student learning result with r value 75,5%; (2) there is influence between parent attention with educational background to student learning activity with value r 78.0%.

Knowing One’s Place: Parental Educational Background Influences Social Identification with Academia, Test Anxiety, and Satisfaction with Studying at University

First-generation students (i.e., students whose parents did not attend university) often experience difficulties fitting in with the social environment at universities. This experience of personal misfit is supposedly associated with an impaired social identification with their aspired in-group of academics compared to continuing-generation students (i.e., students with at least one parent with an academic degree. In this article, we investigate how the postulated differences in social identification with the group of academics affect first-generation students’ satisfaction with studying and test anxiety over time. We assume that first-generation students’ impaired social identification with the group of academics leads to decreased satisfaction with studying and aggravated test anxiety over the course of the first academic year. In a longitudinal study covering students’ first year at a German university, we found that continuing-generation students consistently identified more strongly with their new in-group of academics than first-generation students. The influence of social identification on test anxiety and satisfaction with studying differed between groups. For continuing-generation students, social identification with the group of academics buffered test anxiety and helped them maintain satisfaction with studying over time. We could not find these direct effects within the group of first-generation students. Instead, first-generation students were more sensitive to effects of test anxiety on satisfaction with studying and vice versa over time. The results suggest that first-generation students might be more sensitive to the anticipation of academic failure. Furthermore, continuing-generation students’ social identification with the group of academics might have buffered them against the impact of negative experiences during the entry phase at university. Taken together, our findings underscore that deficit-driven approaches focusing solely on first-generation status may not be sufficient to fully understand the importance of parental educational background for students’ well-being. More specifically, continuing-generation students might reap benefits from their parental educational background. These benefits widen the social gap in academia in addition to the disadvantages of students with first-generation status. In sum, understanding the benefits of continuing-generation status has important implications for interventions aiming to reduce social class gaps in academia.

Intergenerational Educational Mobility in Hong Kong: Are Immigrants More Mobile than Natives?

AbstractWe characterize intergenerational educational mobility by the percentage of children who have more schooling than their parents, and the change in the relative probability of the children attending university across their parents’ schooling levels. In Hong Kong, immigrant children are very upward mobile; their percentage of upward mobility has caught up with that of the children of the Hong Kong‐born parents. Hong Kong‐born children of immigrant parents are also more mobile than the children of Hong Kong born parents. Even though parental educational background remains important for university attendance, immigrant children experience higher mobility than Hong Kong‐born children in terms of access to university education.

Overview of Longitudinal Survey of Newborns in the 21st Century: Factors Affecting Infant Growth.

There are two major nationwide birth cohort studies in Japan, namely, the Longitudinal Survey of Newborns in the 21st Century conducted by the Ministry of Health, Labor and Welfare (MHLW) and the Japan Environment and Children's Study (JECS) conducted by the Ministry of Environment. The former was a longitudinal questionnaire survey focusing on environmental and socioeconomic factors for descriptive epidemiology conducted every year since 2001 by mail. The latter was based on 15 unit centers nationwide with environmental measurements and collection of biological samples for environmental risk evaluation. Both are prospective birth cohort studies whose findings will be expected as the basis for establishing health policies. The data obtained in the former study can be used for research with permission from MHLW. To date, there have been more than ten published studies using those data. We have reviewed these studies and introduced our preliminary findings on factors affecting infant growth. Employment before delivery, educational background of parents, household income, and smoking habit of both parents have been suggested to affect infant growth. We will analyze the associations between socioeconomic factors and infant growth trajectory to elucidate the most adequate intervention for children.

Is There a Case for Intergenerational Transmission of Female Labour Force Participation and Educational Attainment? Evidence from Greece During the Crisis

Using logit regressions techniques for binary response models, fit by maximum likelihood with robust standard errors, the analysis investigates the intergenerational transmission of female labour force participation and the intergenerational transmission of educational outcomes in Greece. To conduct this study, we pioneer in the utilization of a unique dataset, the European Union Statistics on Income and Living Conditions (EU-SILC) for Greece. Data refer to 2011 when the first elements of the economic adjustment programme were being put into place. Most importantly, the EU-SILC 2011 wave is the latest one to include an ad hoc module on the intergenerational transmission of disadvantages. Results show that a wife’s labour force participation decision is related to her husband’s mother’s and mother’s participation, and even more strongly related to her own level of educational achievement along with the number of children in the household. The labour force participation of the mother of the husband is more important than that of the woman’s own mother, indicating a strong transmission of the husband’s cultural model. Concerning educational attainment, parental educational background, and especially maternal, is identified as a key determinant of women’s high level of educational achievement.

Son Preference and Later Life in India: Myth and Reality

In Indian society son preference is popularly deep-rooted [1]. It passes from generation to generation historically. Gender biased and patriarchal society is being happy with male off springs [2]. There are several reasons attached to this. Parental socio-economic and educational background has little impact on this matter. Of course, in urban area, this son preference is slowly in changing mode [3]. Parents enjoy more benefit from son than their daughter. Son is their assets while daughter is considered as liabilities so that their investment for their son’s care and development is very much purposive. They opine that son would renew their race and they would take care at their later life [4]. For daughter, they have to pay a handsome dowry and daughter is only a guest in later life. Rephrase, son would bring handsome wealth as dowry and it is gain for future prospect and secure life [5]. A study was conducted to know the status of elderly care at their later life by their sons. For this purpose, a sample of 100 elderly couples above 65 years of age was selected through adopting simple stratified random sampling. Among these 100 couples, 50% population was from urban area (Kolkata, a metro city of Eastern India) and they were financially sound and well off. While rest of the population was from adjacent rural area of the city of Kolkata and they were also financially well off. In this study, race/religion, education and other demographic part were ignored

‘I Wish I Had 100 Dollars a Month …’ The Determinants of Poverty in Mongolia

We consider extreme household poverty to be a risk factor in youth poverty in Mongolia, one of the 50 poorest countries in the world. The emphasis is placed on the identification of poverty trap mechanisms generated through selective access to education. We use a unique, nationally representative School-to-Work Transition survey. A young person born in a household living on US$1 a day has a ceteris paribus probability of school dropout that is four times higher than a contemporary born into a family living on more than $3 a day. Parental educational background is a good proxy of household poverty. Fairlie decomposition suggests that differences in characteristics expound only one-third of the gap. School dropout results in twice the probability of working poverty. It reduces the chances of women being employed and increases those of men, as women drop out of school to attend to domestic chores, while men pursue child labour in herding.