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Although it is well recognised that the collapse of the Soviet Union and the subsequent widespread social and economic changes impacted on the levels and distribution of physical health, there is very limited evidence on the social patterning of mental health in the countries that emerged. The aim of this paper is to assess levels of psychological distress and describe its demographic, social and economic correlates in eight former Soviet countries.Cross‐sectional surveys using multi‐stage random sampling were conducted in Armenia, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia and Ukraine. A standardised questionnaire was used for all countries, including the main outcome for this study of psychological distress, which consisted of 12 items on symptoms of psychological distress. Respondents who repor ted 10‐12 of the symptoms were considered to have a high psychological distress score. Multivariate logistic regression analysis was then used to investigate how demographic, social and economic factors were associated with a high psychological distress score.High psychological distress in seven of the eight countries ranges from 3.8% in Kazakhstan to 10% in Ukraine but was substantially higher (21.7%) in Armenia. Factors associated with psychological distress in the multivariate analysis included: being female; increasing age; incomplete secondary education; being disabled; experiencing two or more stressful events in the past year; lack of trust in people; lack of personal suppor t in crisis; being unemployed; and poor household economic situation.The study contributes evidence on the association of impoverishment and social isolation on psychological distress in countries of the former Soviet Union and highlights the impor tance of exploring ways of improving mental health by addressing its social determinants.

The purpose of this paper is to compare levels of psychological distress in 2001 and 2010 in eight countries of the former Soviet Union and to explore how these changes vary for different population groups.

Data were collected using two related studies from 2001 (n=14,242) and 2010 (n=15,081). Both studies consisted of nationally representative cross‐sectional household surveys in Armenia, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia and Ukraine using a standardized questionnaire. Psychological distress was measured using a 12 item instrument, with scores of 10‐12 indicating high psychological distress. Changes in prevalence of high psychological distress were measured between 2001 and 2010 by country, gender, age group, educational level, disability status, personal support and household economic status using descriptive and prevalence rate ratio analysis.

Levels of high psychological distress decreased from 8.7 per cent in 2001 to 4.9 per cent in 2010 for the whole study region (4.5 per cent to 2.8 per cent for men; 12.0 per cent to 6.5 per cent for women). All study countries recorded decreases in high psychological distress. The adjusted relative rate ratios indicate the observed decreases have not been experienced by men, older age groups, less educated respondents, those with a disabling health condition, low levels of support and bad household economic status.

The study shows decreases in levels of high psychological distress in the study countries, but that decreases were less for socially and economically marginalised populations. This highlights the cycle of poverty, social exclusion and poor mental health in the region. Despite decreases of psychological distress among women, they continue to bear a significantly higher burden than men.

The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful political connections, made any difference to access, equity, and exclusivity in relation to the transition into secondary education. It undertakes this purpose as a historical investigation of Junction Park State School in the early twentieth century combined with statistical analysis of family backgrounds of scholarship holders and their cohorts from 1915 to 1932.

The socio-economic study uses a published list of scholarship holders from Junction Park State School for the years 1924-1932. The study compares the scholarship groupings with their different school cohorts for the same years using the data on parental occupations, extracted from the Junction Park State School Admission Records 1915-1931. After refinement the study examines a cohort data set of 4,531 pupils which includes 287 scholarship holders. Parental occupations are categorised into socio-economic groupings with high and low occupational ends. There were 237 parental occupations described among the cohort, 1915-1931, from the admission records.

The statistical chance of obtaining scholarship is increased for a pupil from “commercial low” and “industrial low” background when the school starts with a cohort that has a large representation from such backgrounds. Pupils who were at the lower end of the socio-economic scale at Junction Park State School did much better in scholarship outcomes than for the state. However, pupils whose family background was at the high end of the professions did marginally better than the state result. For the school between 1915 and 1932, in most socio-economic groupings, the boys outperform the girls in the like-to-like comparisons.

The numeric value is excessively low for the primary producers (high) category and numbers in cohort groupings vary. This study deliberately applied like-to-like comparisons: the number of scholarship holders compared to their own gender for the same socio-economic cohort. Percentile in relation to the study’s total was not used due to numeric variations between cohort sizes. The study is a historical investigation of a formative period before Junction Park State School developed its reputation as a scholarship school in the 1940s, and historical factors relating to the post-Second World War era would have different results for a similar statistical analysis.

The paper presents a case study of particular historical significance; however, a generic principle that institutional status can change access and equity opportunities can be tested within the historical setting. The paper claims that historical investigation provides the groundwork to establish the distinctive actuality. Historical investigation picks up on unusual patterns over time, not necessarily to disprove the sociological model, but more to test the model against actual events.

The Queensland social history is connected to the study’s statistical analysis. The data are considered from a perspective that, first, Junction Park had a diverse population of pupils from different socio-economic backgrounds. Second, the school had a solid reputation as a leading school, partly from the political standing of the school leadership, and partly from the strength of its scholarship teachers. Together these factors suggest that pupils at Junction Park State School from the socio-economic backgrounds less inclined to foster educational values were given greater support to achieve better scholarship outcomes.

Statistical analysis is rarely brought to academic history work. There are greater risks in misinterpreting the data. There is also a difficult enterprise of extracting the required information. Nevertheless, the reward from this paper is an insightful view of a large and an innovating Queensland primary school, picking up the details in the life experience of pupils. In that historical process there is a greater degree of accuracy and better interpretive value which can be applied to the sociological model.

“GIVE a dog a bad name and hang him,” is an aphorism which has been accepted for many years. But, like many other household words, it is not always true. Even if it were, the dog to be operated upon would probably prefer a gala day at his Tyburn Tree to being executed in an obscure back yard.

Knowledge of how social movements move, diffuse, and expand collective action events is central to movement scholarship and activist practice. Our purpose is to extend sociological knowledge about how movements (sometimes) diffuse and amplify insurgent actions, that is, how movements move. We extend movement diffusion theory by drawing a conceptual analogue with military theory and practice applied to the case of the organized and highly disciplined nonviolent Nashville civil rights movement in the late 1950s and early 1960s. We emphasize emplacement in a base-mission extension model whereby a movement base is built in a community establishing a social movement school for inculcating discipline and performative training in cadre who engage in insurgent operations extended from that base to outlying events and campaigns. Our data are drawn from secondary sources and semi-structured interviews conducted with participants of the Nashville civil rights movement. The analytic strategy employs a variant of the “extended case method,” where extension is constituted by movement agents following paths from base to outlying campaigns or events. Evidence shows that the Nashville movement established an exemplary local movement base that led to important changes in that city but also spawned traveling movement cadre who moved movement actions in an extensive series of pathways linking the Nashville base to events and campaigns across the southern theater of the civil rights movement. We conclude with theoretical and practical implications.

The very large number of books at present being issued relating to, or connected with the War, conclusively shows to what a great extent the intellectual as well as the material strength of the nation is engrossed by the terrible struggle in which we are engaged. But without abating any of our own interest in the supreme events now taking place, we may well pause to remember that things will not always be thus, and consider carefully before we crowd our shelves with works that are in many cases of very ephemeral value.

In this paper, we draw from our own empirical data on worker organizing and identify important concepts that bridge social movement (SM) and industrial relations (IR) theory. In a context of traditional union decline and a surge of alternative types of worker mobilization, we apply SM and IR concepts related to the mobilizing structures and culture to cases of labor organizing via worker centers and community–labor alliances in the United States and China. From an analytical perspective, we argue that the field of SMs and IR can both benefit from this type of cross-discipline theorization.