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aw plays a crucial role in protecting the health of populations. Whether the public health threat is bioterrorism, pandemic influenza, obesity, or lung cancer, law is an essential tool for addressing the problem. Yet for many decades, courts and lawyers have frequently overlooked law's critical importance to public health.Populations, Public Health, and the Lawseeks to remedy that omission. The book demonstrates why public health protection is a vital objective for the law and presents a new population-based approach to legal analysis that can help law achieve its public health mission while remaining true to its own core values. By looking at a diverse range of topics, including food safety, death and dying, and pandemic preparedness, Wendy E. Parmet shows how a population-based legal analysis that recalls the importance of populations and uses the tools of public health can enhance legal decision making while protecting both public health and the rights and liberties of individuals and their communities.

Poor diet quality (diet diversity and animal‐source food [ASF] consumption) during childhood negatively affects growth, development, behaviour and physiologic function in later life. Relatively less is known about the impact of poor diet on the growth of school‐age children compared to children <5 years of age, especially in low/middle‐income countries. A better understanding of delivery strategies for effective interventions to improve diet and hence growth in school‐age children is needed. A 36‐month longitudinal controlled impact evaluation in rural Nepal assessed the nutrition and growth of children <5 years of age in families assigned via community clusters to full package intervention (community development, training in nutrition [during pregnancy and for children <5 years] and livestock husbandry), partial package (training only) or control (no inputs). Concurrent data were collected prospectively (baseline plus additional four rounds) on school‐age children (5–8 years at baseline) in these households; the present study analysed findings in the cohort of school‐age children seen at all five study visits (n = 341). Diet quality improved more in the full package school‐age children compared to those in partial package or control households. full package children consumed more ASF (β +0.40 [CI 0.07,0.73], p < 0.05), more diverse diets (β +0.93 [CI 0.55,1.31], p < 0.001) and had better head circumference z‐scores (β +0.21 [CI 0.07,0.35], p < 0.01) than control children. In conclusion, a multi‐sectoral community development intervention was associated with improvements in diet and growth of school‐age children in rural Nepal even though the intervention focused on the diet of children <5 years of age. The diet and growth of school‐age children can be favourably influenced by community‐level interventions, even indirectly. A multi‐sectoral community development intervention has helped improve the diet of school‐aged children in Nepal. At baseline, animal‐source food (ASF) consumption did not vary significantly among the three groups. However, compared to baseline, the full package intervention group saw a nearly threefold increase in ASF consumption, along with an increase in dietary diversity score (DDS) by approximately 30%. Key messages Relatively less is known about the factors that influence diet quality and growth in school‐age children compared to younger children, especially in low‐ and middle‐income countries. Better diet quality and growth were found among school‐age children whose families participated in an impact study multi‐sectoral intervention compared to children in control families or those whose families only received nutrition training. Diet and growth of school‐age children can be favourably influenced by community‐level interventions.

This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

ABSTRACT Background Short‐form videos, characterized by fast‐paced and high‐arousal content, may have unique effects on children's attention development distinct from other forms of media. However, their impacts remain underexplored, especially in school‐age children, a critical period for prefrontal circuitry's maturation. Objective This study examined the association between short‐form video media use and inattentive behaviors among school‐age children, drawn from both clinical and nonclinical samples, while also exploring the associations with hyperactive–impulsive and oppositional‐defiant behaviors as secondary outcomes. Designs, Settings, and Participants A cross‐sectional survey was conducted at a tertiary hospital in Thailand between November 2023 and March 2024. Participants included guardians of children aged 6–12 attending outpatient vaccinations and child psychiatric clinics. Inattentive behaviors and secondary outcomes were assessed using the parent‐rated Thai version of the SNAP‐IV short form. Generalized linear models examined their associations with short‐form video media use, adjusted for covariates such as total screen time, demographic data, parenting practices, and parental mental wellbeing. Results The analysis included 528 participants, with 11.6% previously diagnosed with ADHD. Short‐form video media use was significantly associated with higher inattentive behaviors. The association was stronger among younger participants. No significant associations were found with hyperactive–impulsive or oppositional‐defiant behaviors, although total screen time remained significantly associated with these outcomes. Conclusion The observed association between short‐form video media use and inattention, together with the significant negative interaction with age in this school‐age sample, adds to the growing literature on the neuropsychiatric impacts of the media and underscores the needs for studies on mechanisms and long‐term impacts. This survey examined the relationship between short‐form video use and attention in school‐age children. Analyzing responses from 528 participants, short‐form video use was linked to higher inattentive symptoms, with a stronger association in younger children. Further studies on the long‐term effects and potential bidirectional mechanisms are needed.

Background and Aims Food insecurity combined with chronic disease conditions is a risk factor for Emergency Department (ED) utilization, an indicator of poor quality of care. However, such an association is not certain among school‐age children with chronic conditions. Therefore, we aim to determine the association of food insecurity, chronic conditions, and ED utilization among school‐age children in the United States. Methods We analyzed the data from the 2017 Medical expenditure panel survey (MEPS) among children aged 6–17 years (N = 5518). MEPS data was released electronically by the Agency for Healthcare Research and Quality (AHRQ). We identified four groups of school‐age children based on the presence of food security and chronic conditions: 1) with food insecurity and chronic conditions; 2) no food insecurity and chronic conditions; 3) with food insecurity and no chronic conditions; and 4) no food insecurity and no chronic conditions. We compared ED utilization among these four groups using incidence rate ratios (IRR) after adjusting children's age, sex, race and ethnicity, household income, insurance coverage, obesity, and geographic region using count data model, specifically multivariable Poison regression. We used SAS 9.4 and STATA 14.2 for all the data analyses. Results There were unweighted 5518 school‐age children who represented weighted 50,479,419 school‐age children in the final analysis. Overall, 6.0% had food insecurity with chronic conditions. These children had higher ED utilization (19.7%) than the other three groups (13.3%, 8.8%, and 7.2%, p < 0.001). The adjusted IRR of ED utilization among school‐age children with food insecurity and chronic conditions was 1.90 (95% confidence interval 1.20–3.01, p = 0.007) compared with those with food security and chronic conditions. Conclusion One in 16 school‐age children has both food insecurity and chronic conditions. Food insecurity was positively associated with frequent ED visits in the presence of chronic conditions. Therefore, addressing food insecurity may reduce the risk of ED visits.

Paul Farmer has battled AIDS in rural Haiti and deadly strains of drug-resistant tuberculosis in the slums of Peru. A physician-anthropologist with more than fifteen years in the field, Farmer writes from the front lines of the war against these modern plagues and shows why, even more than those of history, they target the poor. This \"peculiarly modern inequality\" that permeates AIDS, TB, malaria, and typhoid in the modern world, and that feeds emerging (or re-emerging) infectious diseases such as Ebola and cholera, is laid bare in Farmer's harrowing stories of sickness and suffering. Challenging the accepted methodologies of epidemiology and international health, he points out that most current explanatory strategies, from \"cost-effectiveness\" to patient \"noncompliance,\" inevitably lead to blaming the victims. In reality, larger forces, global as well as local, determine why some people are sick and others are shielded from risk. Yet this moving account is far from a hopeless inventory of insoluble problems. Farmer writes of what can be done in the face of seemingly overwhelming odds, by physicians determined to treat those in need. Infections and Inequalities weds meticulous scholarship with a passion for solutions—remedies for the plagues of the poor and the social maladies that have sustained them.

In introducing the special issue on Large Class Pedagogy: Opportunities and Challenges of Massification the present editorial takes stock of the emerging literature on this subject. We seek to contribute to the massificaiton debate by considering one result of it: large class teaching in higher education. Here we look to large classes as a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development. That said, whilst large classes do pose very specific challenges, they also hold promise and opportunities for innovation in support of student learning. Here we consider the contributions to this special issue from a cross section of disciplines and higher education environments. (HRK / Abstract übernommen).

Although a number of studies in many countries have investigated the impact of the ethnic and socio-economic composition of schools on academic performance, few studies have analyzed in detail how and why compositional features matter. This article presents an examination of whether pupils' sense of futility and schools' futility culture account for the impact of ethnic and socio-economic status (SES) composition of schools on the academic achievement of their pupils. Multilevel analyses of data based on a survey of 2,845 pupils (aged 10-12 years) in 68 Flemish primary schools revealed that higher proportions of immigrant and working-class pupils in a school is associated with lower levels of math achievement in both immigrant and native Belgian pupils. However, by analyzing at a deeper level, by taking control variables into account, our study found that the ethnic composition of the school no longer had a significant effect on pupils' achievement, while the SES composition still did. Most importantly, our results indicated that the remaining impact of SES composition can be explained by pupils' sense of futility and schools' futility culture. The implications of these findings for educational policy are discussed.