TARGETING WORKING PROFESSIONALS: A MASTER'S OF ARTS IN GERONTOLOGY

This overview of an online degree programme aims to develop a concrete illustration of an exploding array of courses and programmes. The approach at the Ethel Percy Andrus Gerontology Center, at the University of Southern California, seeks to address a targeted audience and to build on the special strengths and more unique degree programmes of the University.     

Parental constructions of masculinity at the transition to parenthood: the division of parental leave among Austrian couples

Men and masculinity are considered a key factor in changing gender inequality at the transition to parenthood. Prior research on gendered division of parental leave concentrated on fathers’ perspectives. This paper includes perspectives of fathers and mothers who make use of parental leave in different ways and asks how masculinity is jointly constructed, how these constructions are linked to the use of parental leave, and if and how they are oriented towards hegemonic masculinity. The analysis is based on 44 qualitative interviews with 11 Austrian couples before and after birth when decisions concerning parental leave were made. Our case reconstructions reveal that parents considered parental leave a central element of masculinity as long as it suited fathers’ needs and circumstances permitted. The decisions for sharing parental leave were father-centred as both partners valued father’s leave higher than mother’s.     

Does Education Improve Cognitive Performance Four Decades After School Completion?

We study the effect of secondary education on cognitive performance toward the end of working age. We exploit the exogenous variation in years of schooling arising from compulsory schooling reforms implemented in six European countries during the 1950s and 1960s. Using data of individuals, approximately age 60, from the Survey of Health, Ageing and Retirement in Europe (SHARE), we assess the causal effect of education on memory, fluency, numeracy, and orientation-to-date. Furthermore, we study education effects on cognitive decline. We find a positive impact of schooling on memory scores. One year of education increases the memory score approximately four decades later by about 0.2, which amounts to 10 % of a standard deviation. Furthermore, we find some evidence for a protective effect of schooling on cognitive decline in terms of verbal fluency.     

Chastity value as a risk factor for prostituted adolescents in Indonesia: a qualitative exploration

ABSTRACT

Previous studies suggest that the practice of female child and adolescent prostitution can be attributed to various personal and social risk factors. However, cultural beliefs shared in specific societies may also determine prostitution involvement. We qualitatively explored the risk factors associated with prostitution in a rarely investigated Indonesian society. We interviewed eight female participants who were involved in adolescent prostitution. The findings suggest that prostitution involvement is not only attributed to the common personal and social risk factors, but also to cultural beliefs of chastity preservation. We argue that such beliefs may be rooted in gender inequality.     

Asymptotic equivalence of the harrell-davis median estimator and the sample median

This paper presents an asymptotic equivalence result with a sharp rate of convergence forthe sample median and the Harrell-Davis median estimator. The consequences of this result are discussed.     

Polarization in the Reaction to Health‐Risk Information: A Question of Social Position?

Dissemination of risk information is ubiquitous in contemporary society. We explore how individuals react in everyday life to health-risk information, based on what they report in personal interviews. Health-risk information was without exception recognized as unstable and inconsistent. This conformity, however, did not extend to the narratives regarding how health-risk information should be handled. Two opposite positions (ideal-typical strategies) are presented. Either you tend to process and evaluate new information or you tend to ignore it as a whole. Our attempt to reveal the underlying rationality in these two very different approaches involved the exploration of three different avenues of interpretation and brings together two scientific paradigms--economics and sociology--that provide the framework for our analysis. First, we suggest that a greater long-term experience of explicit choice implies that this kind of action becomes more natural and less resource consuming, whereas a reliance on habits in daily life--a natural adjustment to a lack of resources--makes it is more costly to bother about new information. Second, with fewer resources in the short run, fewer opportunities to mitigate bad outcomes, and greater exposure to social and material risks, one is less likely to devote resources to deal with health-risk information. Third, there are several possible links between a low propensity to take account of risk information and a high relative importance of genuine uncertainty in one's life. These theoretical perspectives provide a viable set of hypotheses regarding mechanisms that may contribute to social differences in the response to health-risk information.