Importance Of Social Integration Research Articles

Urbanisasi dalam Tinjauan Historis: Studi Kasus Pemukiman Kumuh di Kelurahan 3-4 Ulu Kota Palembang, 2010-2020

This article examines the urbanization that occurred in slum settlements in Subdistrict 3-4 Ulu, Palembang City from 2010-2020. The focus of this article is on the ethnic diversity of living in slums and the socioeconomic problems faced as a result of urbanization. The research process starts from searching for data to writing articles using historical methods. This article aims to identify the impact of social exclusion and marginalization on ethnic minority groups as well as environmental damage due to urbanization. The research results show that Subdistrict 3-4 Ulu, Palembang City is classified as a very slum settlement. This can be seen in slum housing locations, lack of infrastructure, high unemployment rates, and limited access to education and health services. The studies that have been carried out contribute to providing useful insights into designing sustainable development policies in the future by proposing various mitigation efforts and solutions, including government measures, housing, and infrastructure improvement programs, as well as the importance of social integration and community participation.

T3 Sexual Satisfaction and Association with Psychosocial Outcomes Among Burn Survivors

Abstract Introduction Sexual satisfaction is often unaddressed in clinical care despite it being an important aspect of healing and quality of life for burn survivors. Previous literature has focused predominantly on physical function rather than perceived satisfaction. This study aimed to determine the associations of sexual satisfaction with psychosocial outcomes and assess sexual satisfaction recovery over time after burn injury. Methods Patients consenting to provide data to the Burn Model System (BMS) National Database injured after 2015, aged greater than 18 years at the time of burn injury, and alive at discharge were included in the analysis. Sexual satisfaction was collected at six months and then every year for five years post-injury using two PROMIS sexual satisfaction items, a composite T-score was derived, where a higher score indicated higher sexual satisfaction. Analyses included sexual satisfaction scores as outcomes with mixed models that included repeated measures controlling for correlated error of the outcomes and covariates that included demographics. Psychosocial measures analyzed included: PROMIS-29 Anxiety, Depression, Fatigue and Sleep scores; VR-12 mental component score (MCS) and physical component score (PCS); and the Post-Traumatic Growth Inventory (PTGI) total score. Results The analysis identified 561 individuals with sexual satisfaction data for at least one time point. The population demographics included a median age of 46 years (IQR 34, 59), reported sex (female = 171 (30.5%)), and median TBSA burned 10% (IQR 3, 26). Increasing age (p < 0.0001) and marital status with those ‘Divorced’ (p=0.004) or ‘Single’ (p=0.0003) were associated with lower sexual satisfaction. There was no association with TBSA burn size. Within psychosocial metrics, we found that the CIQ Social Integration score (p < 0.0001), VR-12 MCS (p=0.008), PTGI Total Score (p=0.01), and PROMIS 29 Sleep Disturbance score (p=0.0004) were also significantly associated. Change in scores were associated with the VR-12 MSC (p=0.03), where an increased MCS score predicted improved sexual satisfaction by final follow-up. Conclusions A significant association was found between sexual satisfaction and social integration, mental health, and post-traumatic growth. Applicability of Research to Practice These findings suggest that interventions to improve the sexual satisfaction of burn survivors should focus on the importance of social integration, mental health, and sleep quality.

Learning from the experiences of Black, Asian and Minority Ethnic (BAME) university students who withdraw from their undergraduate degree

Students from a Black, Asian and Minority Ethnic (BAME) background are more likely to withdraw from their undergraduate degree in the United Kingdom (UK). It is therefore important to explore withdrawal experiences and perspectives that relate to this population of students to increase both student retention and success. Thirteen UK-domiciled, full-time undergraduate, first-degree entrants from a BAME background, who had withdrawn from a post-1992 university in the West Midlands, took part in a semi-structured interview. The present study explored BAME student experiences of withdrawal which covered personal, academic and social concerns. Using a thematic analysis approach, five themes were developed: (a) academic issues, (b) does anybody even care? (c) balancing part-time employment alongside HE, (d) family perception and pressure and (e) the importance of social integration. Participants often discussed withdrawal as a holistic experience whereby although certain aspects were more prominently spoken about, generally withdrawal was a materialisation of more than one problematic area. There is a need for institutions to further understand the challenges faced by BAME students in order to provide more localised support and intervention to improve BAME retention, success and experiences within higher education (HE).

Exploring Social Integration of Sport Students during the Transition to University

This paper outlines findings from a study exploring student experiences of their transition and social integration during the first semester of a sport programme at a post 1992 University in the North of England. The study was implemented due to an issue with retention across the sport degree programmes and the knowledge that whilst a student’s decision to withdraw from university is multifaceted, it is influenced by factors relating to a lack of social integration, including homesickness and difficulties in making new friends (Thomas, 2002). A failure or lack of opportunity to socially integrate can also negatively impact the opening months of a student’s university experience (Mackie, 1998; Wilcox, Winn, & Fyvie-Gauld, 2005). Students were engaged as partners and co-creators with academic staff throughout the study: second year peer mentors undertook qualitative interviews with first year students, which focused on the students’ experiences of the transition to university, the importance of social integration, including barriers and facilitators and the role sport may play towards this process. Nine first year students were interviewed. Findings and best practice which may assist academic and support staff in maximising the overall university student experience are presented. Implications to aid effective university policy and practice to improve student retention, attainment and progression are discussed as well as identifying how sport can play a role as both a facilitator and barrier to developing sense of identity and belonging.

Creating a Transitional Space for New Students Through Pre-Induction Social Networking

Research has highlighted the importance of social integration and a sense of belonging for facilitating an effective transition into higher education. This paper reports a case study of entrants to two geography-related undergraduate programmes who were given the opportunity to use bespoke social networking sites in the three weeks before formal university induction. The findings highlight the role of social computing in encouraging familiarity with peers, tutors, place of study and the university academic experience. It is shown that social networks can act as an effective transitional space by bringing together aspects of the familiar and unfamiliar.

Project-induced displacement, secondary stressors, and health

It has been estimated that about 15 million people are displaced by development projects around the world each year. Despite the magnitude of people affected, research on the health and other impacts of project-induced displacement is rare. This study extends existing knowledge by exploring the short-term health impact of a large scale population displacement resulting from China’s Three Gorges Dam Project. The study is theoretically guided by the stress process model, but we supplement it with Cernea’s Impoverishment Risks and Reconstruction (IRR) model widely used in displacement literature. Our panel analysis indicates that the displacement is associated positively with relocatees’ depression level, and negatively with their self-rated health measured against a control group. In addition, a path analysis suggests that displacement also affects depression and self-rated health indirectly by changing social integration, socioeconomic status, and community resources. The importance of social integration as a protective mechanism, a factor that has been overlooked in past studies of population displacement, is highlighted in this study.

Illustriousness in the Farmhouse Villa: Reading Virtue from a Flemish-Veronese Merchant Family's History

The Italian nobility has a long history tied to landownership, a dynamic example of which lies in the history of Verona from the late sixteenth century. Sweeping economic change, intellectual currents, agricultural policies, and the built heritage facilitated the rise in status of some mercantile families. Tracing the pressures facing a foreign merchant family emigrating to Venice and settling in Verona's Valpolicella reveals the importance of social integration for the family's members. Their farmhouse villa estate represents an enduring monument not only to the contemporary value of civic virtue but also to the construction of a noble identity.

Can We Improve Our Physical Health by Altering Our Social Networks?

Persons with more types of social relationships live longer and have less cognitive decline with aging, greater resistance to infectious disease, and better prognoses when facing chronic life-threatening illnesses. We have known about the importance of social integration (engaging in diverse types of relationships) for health and longevity for 30 years. Yet, we still do not know why having a more diverse social network would have a positive influence on our health, and we have yet to design effective interventions that influence key components of the network and in turn physical health. Better understanding of the role of social integration in health will require research on how integrated social networks influence health relevant behaviors, regulate emotions and biological responses, and contribute to our expectations and worldviews.

Pathways to Adult Marijuana and Cocaine Use: A Prospective Study of African Americans from Age 6 to 42

This study examines pathways to adult marijuana and cocaine use in a cohort of African Americans from Woodlawn, an inner city community in Chicago. Assessments were conducted in first grade (age 6), adolescence (age 16), early adulthood (age 32), and in mid-adulthood (age 42). The "social adaptation life course "framework guided the focus on social adaptation, social bonds, and economic resources as predictors of adult drug use. Results indicate that more frequent substance use in adolescence and lower-income and less-frequent church attendance in early adulthood increase the risk of mid-life drug use. Shyness in first grade related inversely to later cocaine use and marijuana use (marginally significant). Indirect pathways to drug use also were identified. Gender differences were not significant. The findings show continuities in social maladaptation over time and the importance of social integration and economic resources in the early adult years.

Perceptions of Intimate Violence and Attitudes Toward Interventions

The present study investigates the effects of perceptions of intimate violence, knowledge of domestic violence policies, and attitudes toward domestic violence interventions among Vietnamese Americans. Data analyses indicate that Vietnamese Americans tend to view intimate violence as a problem and strongly support government interventions, but they are not likely to support criminal justice interventions. Perceptions of the problems and attitudes toward interventions are not significantly affected by all indicators of acculturation. Particularly, English proficiency has no significant effects on all dependent variables. On the other hand, knowledge of domestic violence policies significantly increases support for government interventions in general and for criminal justice interventions in particular. The study suggests the importance of understanding acculturation within the social, cultural, and political contexts of the immigrant community, as well as the importance of social integration and public education in improving knowledge about domestic violence and intervention policies among immigrants.

KUSHNER AND STERK RESPOND

We thank Carpiano and Kelly for restating, albeit in their own words, some of the arguments we made. We are, however, a bit perplexed by the concerns they raise. We did not dispute that Durkheim constructed the categories of altruism and fatalism. Rather, we demonstrated that, given Durkheim’s typology, he misclassified military suicides as altruistic and trivialized women’s suicidal behavior. He could have used his data on military suicide to reveal the importance of social integration in suicide. In addition, he could have examined the high rate of suicidal behavior among women as further evidence of the importance of fatalistic suicide. But Durkheim did neither. His belief that egoism and alienation were responsible for the decline in what he labeled “social cohesion” led him to ignore the role of social integration in the majority of suicides. No reader of his Suicide could possibly conclude that Durkheim believed that social integration was an important cause of modern suicide or suicidal behavior. We agree that social cohesion and social capital should not be conflated—thus our title, “The Limits of Social Capital.” We did report the extent to which recent public health writers have conflated the 2 concepts, and we criticized that conflation throughout our article. We are also skeptical of the way social capital has been constructed in many recent public health studies, because this construct has been the basis for downplaying the crucial role of class and of political and financial capital in influencing population health. That Durkheim made many useful contributions to social theory is not in dispute. However, the way his work has been cited, unquestioned, to buttress vague constructs such as “social capital” cannot be ignored. We are confident that when Carpiano and Kelly reread our article they will be relieved to find the extent to which their concerns about our interpretations are unfounded.

"A Fly in the Buttermilk": Descriptions of University Life by Successful Black Undergraduate Students at a Predominately White Southeastern University

And so a lot of times I felt out of place, because you see all white faces. You know I'm the only fly in the buttermilk, so that took some getting used to ... These words, shared by a black student during an interview for the present study, poignantly reflect the essence of the experience of being a minority student on a predominately white university campus. The impetus for this study of that experience was our realization that the graduation rate for black students was lower than the total rate for the university (four-year graduation rates are 19.6% versus 16.8%; five year rates are 36.1% versus 50.7). Available data provided no ready explanation for this discrepancy, although preliminary information from a research project concerning graduates of the university's nursing program indicated painful and alienating experiences among black students (Thomas & Davis, 2000). These early results led to a decision to enlarge the research team and to broaden the study to include students in other undergraduate majors. The purpose of this study was to obtain the first-person perspective of the students themselves, a perspective missing from most of the literature about the academic experience of black students. Review of Literature Minority groups in the United States currently constitute 25% of the overall population, and it is projected that before the year 2015 one-third of the population will consist of individuals culturally and ethnically different from the white majority (American Council on Education, 1988; U.S. Census Bureau, 1993). This national pattern of cultural change is also reflected on college campuses where increasing numbers of minority students are enrolling and, far too often, dropping out. Predominantly white institutions of higher education, in fact, often devote intensive efforts to minority student recruitment but find that subsequent retention is a significant problem. In predominantly white institutions, 70% of black students do not complete baccalaureate education compared to 20% of those from historically black institutions (National Center for Education Statistics, 1992; Steele, 1992). Throughout the 1990s the national college dropout rate for blacks was 20-25% higher than that for whites (Steele, 1999). This discrepancy is often explained by inferior academic preparation of black students prior to college entry. Extant data, however, strongly suggest that academic concerns are not paramount in the high attrition of black students (Echols, 1998) and certainly not the sole reason for their premature departure from campus (Steele, 1999). Given this possibility, attention must be given to nonacademic factors that influence attrition. In a meta-analysis of 113 studies covering research on minority students from 1970 to 1997, a number of social, academic, family, and institutional factors were found to be linked to academic success (Echols, 1998). Over 1500 institutions and 46,000 minority students (Hispanic Americans and Native Americans as well as black students) were represented in Echols' analysis. Supporting a theory proposed by Tinto (1975, 1987)--regarding the importance of social integration in promoting graduation--this analysis revealed that integrative experiences were a highly significant predictor variable. Negative or nonintegrative experiences (loneliness, alienation, and so forth) were positively correlated with voluntary withdrawal from college whereas positive or integrative experiences enhanced minority student persistence. Fostering educational attainment were factors such as an ability to be bicultural yet also maintain a cultural identity and to avoid becoming disheartened by racist events. Several authors suggest that the predominately white university campus does not present a hospitable atmosphere for minority student learning. If educational offerings are Euro-centric, culturally different students may feel unappreciated or come to devalue their own cultural group (Sue, Bingham, Porche-Burke, & Vasquez, 1999). …

Induction of New Students to Higher Education

SUMMARY International work on the transition into higher education is summarized, together with data on early student withdrawal and attempts to explain this and to make productive interventions. The results presented are of a nine‐month study by a project team, working on total quality principles, of the induction of new students to the University of Westminster from 1993 to 1995. The findings lead to a number of suggestions about good practice, in particular: the importance of social integration for full‐time students; the need for peer support networks and a consistently understood and applied tutorial system; the need for understanding and diagnosis of students’ previous knowledge and skills; making induction student‐centred and recognizing the diverse needs of students; not attempting everything in week 1; making the university's expectations of students explicit; and the need for induction to be integrated into courses but to be monitored for consistency and effectiveness.