Notes

Components related to fatality rate on account of COVID-19 throughout sufferers from the community hospital in Tacna, Peru.
In this paper, a national Danish survey is used to explore the rural happiness paradox in developed countries. This paradox revolves around the observation that rural residents tend to report higher subjective well-being than urban residents in developed countries. Based on three different rural-urban classifications, the paper provides a solid confirmation of the rural happiness paradox in Denmark. The paper tests three hypotheses regarding the factors behind the rural happiness paradox and finds strong support for two of the hypotheses. LY294002 Thus, higher bonding social capital in rural areas and higher access to nature amenities in rural areas were found to contribute to the rural happiness paradox in Denmark. As for the third hypothesis, the paper finds no significant evidence that rural-urban differences in spatial location satisfaction (measured by the correspondence between actual and preferred residential location on the rural-urban continuum) contribute to the rural happiness paradox in Denmark.We investigate whether white women, black women, and black men earn less than white men because of 1) lower educational attainment and/or 2) lower wage returns to the same levels and academic fields of attainment. Using the 1979-2012 waves of the American National Longitudinal Survey of Youth (NLSY79), we examine how educational attainment and academic fields of study impact pay. Regression decompositions show that differences in attainment and in academic fields explain 13 to 23 percent of the racial pay gaps, but none of the gender pay gaps. Random effects models test for race and gender differences in the wage returns to education. Men of both races receive higher wage returns relative to women, while black women receive lower returns relative to all groups for master's degrees. Our intersectional approach reveals that equalizing educational attainment would reduce racial pay gaps, whereas equalizing wage returns to education would reduce gender pay disparities. Moreover, black women's earnings are multiply disadvantaged, both by their lower attainment relative to white women, and their lower returns to education relative to all groups studied.Prior scholarship devotes scant attention to the economic returns to delayed postgraduate attainment, when college graduates did not enroll immediately but entered the labor market first. While human capital theory posits "better earlier than later", delayed attainment may represent a more deliberate decision informed by the demand side, which facilitates access to better-matched jobs. Utilizing data from National Survey of College Graduates, the study focuses on master's degree recipients who attained their bachelor's degree in 2005-2010 and who were working for pay in 2015. Multivariate analyses suggest delayed attainment yields lower earnings than on-time attainment but only applies to men. After accounting for the selection into delayed vs. on-time attainment, propensity score matching estimates reveal varying delay penalties by sex and college major. More generally, this study adds nuance to the "better earlier than later" hypothesis and underscores the mechanism of delayed postgraduate education for economic stratification among college graduates.Ample scholarship has noted a global trend in the reversal of the gender gap in college attendance and completion, with women gradually reaching parity or even surpassing men. While the findings are encouraging, this study asks do all women benefit equally? More specifically, do women from all family backgrounds reach parity with men in college enrollment over time? This question is especially important to address in countries like China that have gone through a rapid process of marketization and changes in gender attitudes. By analyzing nationally representative data from China, the study finds that an overall decrease in gender inequality over time can create a perception of parity while at the same time masking differential experiences of women from different family backgrounds. Only women from socioeconomically advantaged family backgrounds reach parity or surpass men. Moreover, gender inequality becomes more contingent on family background over time such that women's opportunity to access college relative to that of men increasingly depends on their family background. This study makes several notable contributions to understanding and reducing gender inequality in higher education.This research focuses on ambivalence in family networks and presents a framework for investigating how triadic configurations, beyond specific dyads, may affect individual outcomes such as well-being. First, the paper introduces the ambivalent triad census, counting the frequencies of 18 non-isomorphic triads in which ties can be positive, negative, or ambivalent, in non-directed networks, and proposes the linear combinations of three theoretical mechanisms (ambivalent balance, diffusion of stress, divide and conquer) predicting how embeddedness in an ambivalent triad may affect individual well-being. Second, the ambivalent triad census is applied to 300 non-directed family networks, 150 stepfamilies and 150 first-time families, in which mothers reported about the relationships with and between family members. Results show that mothers embedded in triads exhibiting more ambivalent balance and less diffusion of stress score higher on social self-esteem. The study emphasizes the importance of studying ambivalence in higher-level relational structures, such as triads, in families.Using 15 years of student enrollment histories from administrative data spanning the 2004-05 through 2018-19 school years at all public colleges, universities, and technical/trade schools in the state of Ohio, we examine rates of re-enrollment in postsecondary education for individuals pursuing additional credentials following the receipt of a sub-baccalaureate certificate. We find that the majority of certificate recipients re-enroll to continue their progression toward stacking credentials. The likelihood of re-enrollment diminishes for certificate earners as they get further out from the term when their initial certificate was completed. Certificate earners re-enroll at an accelerated rate if they acquired their initial certificate at a community college, if they currently have low wages at their jobs, and following increases in local unemployment rates. Our findings lend support to sociological ideas about the role of institutional contexts, opportunity costs, and labor market opportunities in shaping non-traditional postsecondary pathways across the life course.
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